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Developing Teacher Leader Capacity
- 2. Developing Teacher LeadershipCapacity Michael McDowell, Ed.D.
- 3. How do wedevelop and enhance teacher leader capacity?
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- 5. • “Its unbelievablehow much you don’t know about the game you’ve been playing all your life” - Mantle
- 6. Few points ofreference - 915 Meta-analysis - 60,155 studies - 245 million students - 159,570 effect sizes reported - This data set is for the purpose of discussion - There are moderators
- 8. What’s the story? •Teachers are among the most powerful influences on learning
- 9. Teachers need tobe directive, influential, caring, and actively engaged in the passion of teaching and learning
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- 11. • Teachers needto be aware of what each and every student is thinking and knowing, to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels
- 12. • Teachers andstudents need to know Where are we going?, How are you going, and what’s next?
- 13. • Teachers needto move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical.
- 14. • School leadersand teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understandings is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding.
- 15. Research Guidance Strategy Effect Teachersworking together to evaluate their impact and responding to that impact 0.93 Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we going?, where are we now?, and what’s next? 0.77 Teachers using practices in the classroom that values errors and trust 0.72 Teachers receive feedback on their impact on student learning 0.72 Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71 Providing students with challenge and practice at the right level 0.60
- 16. Research Guidance Strategy Effect Teachersworking together to evaluate their impact and responding to that impact 0.93 Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we going?, where are we now?, and what’s next? 0.77 Teachers using practices in the classroom that values errors and trust 0.72 Teachers receive feedback on their impact on student learning 0.72 Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71 Providing students with challenge and practice at the right level 0.60
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- 23. Systemic Professional LearningCommunity Framework
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- 27. Learning Centered Cultureand Climate
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- 31. Approach to buildingcapacity
- 32. Factor influence onachievement (Hattie, 2009) Birth weight (.54) Lack of Illness (.23) Diet (.12) Drug interventions (.33) Exercise (.28) Socioeconomic status (.57) Family structure (.17) Home environment (.57) Parental involvement (.51) teacher student relationships (.72) P.D. (.62) teacher clarity (.75) microteaching (.88) feedback (.73) Goals (.56) Mastery Learning (.58) Providing formative evaluation (.90) Spaced vs. Massed Practice (.71)
- 33. Effect sizes fromteaching or working conditions Quality of Teaching (.77) Reciprocal Teaching (.74) Teacher-Student relationships (.72) Providing Feedback (.72) Meta-cognition strategies (.67) Direct Instruction (.59) Mastery Learning (.57) Ave (.68) Within class grouping (.28) Adding more finances (.23) Reducing class size (.21) Ability grouping (.11) Multi-grade/age (.04) Open v. trad (. 01) summer vacation (-.09) Retention (-.16) Ave (.08)
- 34. Effect sizes forteacher as activator and teacher as facilitator Reciprocal Teaching (.74) Feedback (.72) Direct Instruction (.59) Problem Solving teaching (.61) Mastery Learning (.57) Goals-Challenging (.56) Average activator (.63) Simulations and gaming (.32) Inquiry-based teaching (.31) Individualized instruction (.20) PBL (.15) Web-based learning (.09) Whole language-reading (.06) Average facilitator (.17)
- 35. Effect sizes forteacher as activator and teacher as facilitator Reciprocal Teaching (.74) Feedback (.72) Direct Instruction (.59) Problem Solving teaching (.61) Mastery Learning (.57) Goals-Challenging (.56) Average activator (.63) Simulations and gaming (.32) Inquiry-based teaching (.31) Individualized instruction (.20) PBL (.15) Web-based learning (.09) Whole language-reading (.06) Average facilitator (.17) What are the key difference between these methods? The key is the role of the teacher…We go back to the story
- 36. Variables that don’thave a substantial impact- THE POLITICS OF DISTRACTION • Attributes of students have a low effect on student learning (gender, parental employment, adoption, personality, labeling of students) (less than .18) • Deep Programs matching styles of learning, inquiry based methods, individualized instruction, distance education (less than .22) • School and Class Structure Summer school, finance, class size, ability grouping, retention, multi- grade/age classes, changing school calendars (less that .10)
- 37. What do wewant all students to know and be able to do? How do we know when students are learning? What do we do based on such results? How do we work together to review and respond to student learning?
- 38. What do wewant all students to know and be able to do? What do we do based on these results? How do we work together to review and respond to student learning? Common Outcomes Common Scales Common Intervention Criteria Common Culture and Work How do we know when students are learning?
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- 41. Common Outcomes Common Scales Common Intervention Criteria Common Cultureand Work Customized Instruction Customized Assessment Customized Collaborative Structures Customized Intervention
- 42. Common Outcomes Common Scales Common Intervention Criteria Common Cultureand Work Customized Instruction Customized Assessment Customized Collaborative Structures Customized Intervention
- 43. • “Setting theStage” • Approaching backbone and customization differently • Grounding work in specific behaviors that align to a learning based mindset Approach to building capacity
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- 46. Lessons Learned: Infusing innovation andsustaining impact
- 47. A story ofinfusion
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- 49. Project Relational • “We arechange agents” • Talk more about learning than teaching • Engage in dialogue not monologue • Enjoying the challenge • Positive relationships Tactical • Evaluate the effects of their teaching • Assessment as feedback regarding their impact • Inform all about the language of learning
- 50. • “We arechange agents” • Talk more about learning than teaching • Engage in dialogue not monologue • Enjoying the challenge • Positive relationships • Hiring Practices (structured interviews) • Creating a CIA defined autonomy Infrastructure • Conversational Approach • Meeting Structure and Function • Codifying Capacity Building • Leadership Teams
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- 57. Unhealthy Motives Motivesof Dialogue Be right Look good/safe face Win Punish, blame Avoid conflict Learn Find the truth Produce results Strengthen relationships
- 58. Check when wedrift.
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- 63. • Evaluate theeffects of their teaching • Assessment as feedback regarding their impact • Inform all about the language of learning
- 64. Teaching [and learning]in the dark is a questionable practice” (Taba, 1966)
- 65. - Where isthe learner now?
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- 67. Where are we? What’s next? Where are we going? Howare we ensuring voice and choice? What’s working? What needs improvement?
- 69. Score Description 4 Extension ApplyingUnderstanding 3 Relational Making Meaning 2 Single/Multiple Building Knowledge 1 Direct Support Proficiency Not Yet Proficiency
- 70. Score Description 4 Extension ApplyingUnderstanding 3 Relational Making Meaning 2 Single/Multiple Building Knowledge 1 Direct Support DEEP SURFACE
- 72. Connections Limited Growth (0.0-0.39) Expected Growth (.40+) Not Yet Proficient (0.0-2.25) Proficient (2.5-4.0)
- 73. Limited Growth (0.0-0.39) Expected Growth (.40+) Not Yet Proficient (0.0-2.25) Make A Change! • Review & Make Changes to Instructional Strategies Keep it up! • More Time • Same Instructional Program • Celebrate Success Proficient (2.5-4.0) Cruising • Review & Make Changes to Instructional Strategies Success • Capture Instructional Strategies • Celebrate Success • Continue Practices
- 74. Limited Growth (0.0-0.5) Expected Growth (1.0+) Not Yet Proficient (0.0-2.25) Make A Change! • Review & Make Changes to Instructional Strategies Keep it up! • More Time • Same Instructional Program • Celebrate Success Proficient (2.5-4.0) Cruising • Review & Make Changes to Instructional Strategies Success • Capture Instructional Strategies • Celebrate Success • Continue Practices
- 75. Limited Growth (0.0-0.39)Expected Growth (.40 +) Not Yet Proficient (0.0-2.5) Make A Change! • Review & Make Changes to Instructional Strategies Keep it up! • More Time • Same Instructional Program • Celebrate Success Proficient (2.5-4.0) Cruising • Review & Make Changes to Instructional Strategies Success • Capture Instructional Strategies • Celebrate Success • Continue Practices Capture Success/Replicate Change
- 79. What? So What?Now What? Moving from Data Analysis to Response
- 80. Single/Multiple Ideas- Whatinstructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? Extending ideas- What instructional approaches support students in applying the learning outcomes to project expectations? Next Steps
- 81. Aligning “High ProbabilityStrategies” from the Art and Science of Teaching to Progression Levels. Outcome Questions Activities Applying understanding What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing? Experimental-inquiry tasks Problem-solving tasks Making meaning What do I typically do to organize students and deepen knowledge? Venn diagrams Comparison matrix Building knowledge What do I typically do to identify critical information? Identifying critical input experiences
- 82. A culture &climate conducive to improving teaching and learning
- 83. Be honest withwhere I am at on learning progressions. I definitely am honest with where I am in this class. This way of assessment has completely made me feel alright with being in the pit because I know that I am not stuck there and that I can get myself out of it. I really appreciate all that you have done to make us feel comfortable with progress.
- 84. Be open tostruggling…Before this class I was not open to struggling at all, so this took me a while to get used to. Now I know that I can get myself out of the pit, so I feel comfortable being in it! I just wish it was this way in the rest of my classes. ):
- 85. My annotations andthoughts on written pieces were at about a 1 level at the beginning of the semester, but with guidance in class and a lot of practice I have grown to getting a four on the last annotation. Next semester I hope to grow further.
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- 87. Research Guidance Strategy Effect Teachersworking together to evaluate their impact and responding to that impact 0.93 Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we going?, where are we now?, and what’s next? 0.77 Teachers using practices in the classroom that values errors and trust 0.72 Teachers receive feedback on their impact on student learning 0.72 Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71 Providing students with challenge and practice at the right level 0.60
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- 92. What do you need toknow?
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Editor's Notes
- #4 Driving Question of the presentation/workshop
- #5 Before we get started, we are going to “stop” and introduce ourselves. Buck Institute for Education (BIE): WHO WE ARE (Founded in 1987) - The PBL Handbooks that has sold over 35,000 copies and is translated in 5 and soon to be 7 languages. - The NEW PBL Starter Kit that is more teacher friendly and anecdotal NEW website with free downloads and videos - They find people like myself who could help share their experience.
- #12 Kids don’t learn important information that’s right in front of them, unless an adult is actively teaching them. Butler & Markman, 2014 Sponges and Spoodles
- #21 Golden Circle
- #22 Confronting content and 21st Century skills and knowledge
- #33 Understand the implementation pathway for the relational and tactical aspects of leadership development.
- #41 It turns out its not about who teachers are, its not about what teachers do, its not who the students are, what really matters think about their impact on their students.
- #43 High yield approaches, aligning to LSI features
- #44 High yield approaches, aligning to LSI features
- #46 Boundary management
- #48 Review implementation milestones and challenges associated with leadership work “...pre-assessment is often used only to compare pre and post unit results, thus serving little more than a thief of instructional time and discouraging exercise for students” (Hockett and Doubet, 2013) “The most useful pre-assessments serve as an invitation to the coming learning experience”
- #54 Habits of Practice; Mind frames
- #55 VL Mindframes
- #59 Understand how the VL mindframes and VL research were utilized as the foundational elements of a system-wide distributed leadership model
- #60 In difficult situations, most people think in ways that lead us to actions that create unintended negative consequences and we are unaware that we are doing so. All people have mental images, some hidden, that govern our actions. We may state things differently than how we act and we may not realize “the gap.”
- #65 most valuable learning that people experience often happens when they are forced to consider perspectives, information, and realities they would prefer to avoid. Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition. Pre-Assessment
- #66 Two key factors appear to emerge relating to the concept of power (as it relates to teaching and learning). 1. Is the concept of disclosure of intention, 2. Is the concept of direction (students will push on the direction of the class if they find it uncomfortable or different from prior expectations) Brookfield contradictory dynamic: attending assiduously to building trust and being transparent by making full disclosure in advance of one’s agenda (which is something that is supposed to increase learners’ openness to new learning) is often canceled out by the equally justifiable need to conceal significant information about the learning agenda (to avoid learners deciding prematurely to exit the activity).Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition. most valuable learning that people experience often happens when they are forced to consider perspectives, information, and realities they would prefer to avoid. Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition. Two key factors appear to emerge relating to the concept of power (as it relates to teaching and learning). 1. Is the concept of disclosure of intention, 2. Is the concept of direction (students will push on the direction of the class if they find it uncomfortable or different from prior expectations) Brookfield contradictory dynamic: attending assiduously to building trust and being transparent by making full disclosure in advance of one’s agenda (which is something that is supposed to increase learners’ openness to new learning) is often canceled out by the equally justifiable need to conceal significant information about the learning agenda (to avoid learners deciding prematurely to exit the activity).Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition. most valuable learning that people experience often happens when they are forced to consider perspectives, information, and realities they would prefer to avoid. Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition.
- #67 Leader Retention “Hits” – Gladwell people don’t seek out challenges…they are apt to take on and plunge into new tasks because of the erroneously presumed absence of a challenge- because the task looks easier and more manageable than it will turn out to be.” Gladwell goes further to discuss that perhaps ignorance is not an impediment to progress; rather ignorance is a precondition for progress
- #91 https://www.youtube.com/watch?v=eVtCO84MDj8 Knowledge-base Assumption of knowledge- we already know this…
- #93 Differentiation
- #94 BEGIN WITH THE END IN MIND. What are the “enduring” skills and dispositions that you want your students “to develop” before they graduate?
- #95 BEGIN WITH THE END IN MIND. What are the “enduring” skills and dispositions that you want your students “to develop” before they graduate?
- #98 Next Steps Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.