Observation Perspective Interpretation Learning

Observation Perspective Interpretation Learning

Walking the talk: Providing powerful instructional leadership through effective school and classroom walk-through visits (or) The five-minute principal meets the one-minute manager: Making a difference, one contact at a time A component of the Principals Module, Volume 2 National Center for Reading First Technical Assistance

Overview School purpose & instructional leadership Classroom visits: What gets in the way? Breaking through the barriers Setting up for success The difference is in the details observation feedback follow-up Walking the talk 3

Purpose What is your school’s mission? (purpose, reason for being) What is “Job #1” in your school? What return do taxpayers expect on their investment? What do employers want from schools? 4

Beliefs Given this mission (purpose) what do you think is your role with respect to classroom instruction? As a principal, the three most important roles I have to assure effective teaching and student learning are . 1. 2. 3. 5

Why do walk-throughs? “The walk-through’s connected to the.” walk-through instructional leadership teacher effectiveness student achievement 6

Purposes of walk-throughs to improve instructional outcomes to strengthen instructional leadership be visible be supportive be engaged be knowledgeable to reinforce recent training teachers have had to support the coaching process to assure that time planned is actually delivered to assure that RF elements are being implemented 7

Best practice Instructional leadership is, perhaps, the single most important role for principals to play when increased achievement is the goal. from NAESP’s Leading Learning Communities: Standards for What Principals Should Know and be able to do.

Why Walk-Throughs? We focus our time on what we think is most important “If student learning is the most important function of schools, then instruction is where we focus our time and attention.” Fielding, Kerr & Rosier, 2007 9

Instructional Leadership “Very effective schools and districts consistently have high degrees of: purpose and focus engagement collaboration “ particularly around learning teaching instructional leadership” Wagner, et al, 2006 10

Why Walk-throughs? “Performing a learning walk (instructional walk-through) is a step that should be informed by an understanding of what constitutes quality instruction.” “This clarity is key to actually making that instruction happen.” Wagner, et al, 2006 11

Why walk-throughs? “Leaders can vastly increase their leverage by becoming coaches. “Each of the other roles the leader plays is enhanced by the abilities s/he develops when learning to coach, because . “coaching is a communication process that connects people to performance.” (Crane, 2002). The Heart of Coaching 12

Why walk-throughs? “The data were clear: . “. the higher the level of response and follow-up (by the supervisor), the higher the staff rated their supervisor’s effectiveness.” (Crane, 2002). The Heart of Coaching 13

Empowerment “Empowerment is the natural complement to accountability.” (Sergiovanni, 2002) Empower your teachers through strong instructional leadership. 14

Choose your own role model Think of a strong instructional leader you have known. What do they do that makes them a strong instructional leader in reading? 15

Vision . . . If “getting into classrooms” was one of your greatest strengths as an educational leader, what would it look like? sound like? 16

Getting there 17

What gets in the way of being in classrooms? meetings district tasks student discipline staff needs parent requests for time phone/e-mail organizational details 18

How can we improve our “in class” presence and support? schedule classroom walk-throughs into your personal calendar on a daily/weekly basis make an “appointment with yourself” to be in classrooms mostly during reading instruction cover the range; differentiate your time use self-monitoring (goal-setting & feedback) to lend motivation & track your progress in meeting this goal 19

How can we improve our “in class” presence and support? Have your school secretary or another office person “kick you out of the office” and “send you to the classroom” share your calendar of planned times with office staff ask staff to remind you, if needed, that it’s time to go to the classrooms ask staff to protect this time from intrusions ask staff to help you track & self-monitor visits 20

Sample Class Visit Log gr./rm week 1 week 2 week 3 week 4 total K-1 (4) x x x 2/4 K-2 x x x 2/4 1-4 x x x 3/4 1-5 x x x 3/4 totals 12/16 75 % 21

Self-monitoring of Walk-throughs week scheduled completed percentage 10/1-5 12 10 83 10/8-12 12 9 75 10/15-19 12 11 92 10/22-26 12 9 75 9.75 81.25 average 22

Make yourself accountable to someone else for being in classrooms make classroom visits part of the annual goals you set with your supervisor report to him/her monthly on your progress use public posting of this goal and your progress in meeting it in the staff room, with feedback from staff on a tally which students keep in the classroom 23

Self-Monitoring of Walk-Throughs 14 12 83% 75% 92% 75% 10 8 scheduled completed 6 Average number completed 9.75 4 Average percentage Completed 81.25 2 weeks 0 1 2 3 4 24

Be collaborative Set up an arrangement with another person (administrator) to follow-through on being in classrooms Pair up with the coach periodically to walk through a few classrooms and debrief together (a great learning experience) Invite a teacher to join you on a “learning walk” set up a relationship with a mentor who will prompt you and provide support, ideas and feedback invite the superintendent, district administrators, school board members or others to join you 25

Be competitive Set up an arrangement with another person (administrator) to follow-through on being in classrooms set up a friendly competition with a colleague (e.g. a principal at another school) on # of classroom visits in a week or month as a percentage of a goal set a group goal where everyone (two or more principals) contributes to the group goal (WY/ID examples) 26

Brief activity Identify one or two of these strategies that could work for you. Tell a colleague about the strategy and ask them to get involved in using it. Write a note to yourself reminding yourself to follow up on this idea. 27

Before you go in 28

Before you go in: Coordinate with the coach schedule regular weekly meetings with the coach have spontaneous check-ins as needed “on the fly” Coordinate observation schedules schedule some observations together (joint walk-thro) arrange for complete classroom coverage Coordinate observation focus & feedback make the process consistent across principal and coach coordinate differentiation of feedback use data and previous walk-throughs to plan your visits Who needs more support? 29

Before you go in: Communicate with teachers cultivate a team culture focused on student improvement in reading build a teaching-learning collaboration communicate the norm of continuous learning for students and adults focus on the purpose of supporting strong instruction for all students state purpose and plans for classroom visits share observation tool(s) you will use 30

Before you go in: Communicate with teachers talk about the process--what to expect ask teachers what would be most helpful for them as part of the classroom visit process defuse anxiety be positive, affirming, supportive & collaborative state that you are learning, too ask for their feedback on the process clearly separate evaluation from instructional support 31

Observation/Evaluation differentiate CLEARLY between these functions: evaluation formal required “summative” (like the state assessment) observation informal collaborative formative not evaluative 32

Balancing principal roles Evaluative (1%) collaborative (99%) formative relationship-based student-oriented outcomes-focused 33

Before you go in: Plan & coordinate your observation Coordinate observations across staff: Schedule and track your visits Differentiated across staff, based on need for instructional support Include all who teach reading (e.g. assistants) Include observations of all instructional groups Guard against “convenient location” as a factor Guard against tendency toward “comfort zones” 34

Helping adults change 35

Concerns-Based Adoption Model Component: Stages of Concern Unaware Actively engaged A model for understanding how people (e.g., teachers) respond to change initiatives Component: Levels of Use Resistant (OMDB) Willing to try it Expert 36

Levels of Use--Instructional improvement: Changing adult behavior-One teacher and one skill at a time The Concerns-Based Adoption Model “Stages of concern” “Levels of use” 37

Activity: Reflecting on “Levels of Use” What are the key instructional strategies that determine student learning? Each strategy can be placed on a “levels of use” continuum walk-throughs provide a valuable tool for doing this Each teacher falls somewhere on each continuum Our role as instructional leaders is to help teachers move along each continuum “Levels of use” 38

“Levels of Use” Activity (cont.) Think about one skill continuum. Think of one of your teachers. Think about where this teacher is on this skill continuum Think about how you can use the walk-through model to move the teacher along the continuum with feedback, a prompt, a question, or a suggestion and some follow-up 39

The places you’ll go, The things you’ll see 40

“The places you’ll go.” classroom (for observation) during reading instruction all groups over time strategic & intensive needs groups more often hallway/classroom “rounds” (to confer with teachers) common areas (for conversations with students, parents and staff about reading) cafeteria playground before/after school hallways 41

The things you’ll see

What does it mean? Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth. Marcus Aurelius

A basic model for classroom visits What do you see? Why might that be? (the observed facts) (the present context) What can you learn? (the available lessons) What might you say? 44

What to look for What to look for? What are the students doing? correlates of learning & achievement What is the teacher doing? indicators of effective teaching 45

What to look for: Torgeson “Are teachers providing explicit, well organized and engaging whole-group instruction?” “Is small-group instruction differentiated appropriately by student need?” “While the teacher is teaching a small group of students, are the other students involved in independent learning activities that are appropriate and engaging?” Torgeson, et al, 2007 46

What to look for: Kennewick’s instructional framework Purpose: Teacher intentionally plans & instructs for student achievement of essential learning Rigor: Each learner is appropriately challenged as the teacher moves students to higher levels of achievement Engagement: Tchr. & student actively participate in the learning & are focused on the lesson Results: The intended learning is achieved from Fielding, Kerr & Rosier, 2007 47

What to look for transitions into and out of instructional time readiness to teach (materials prepared/organized) appropriate instructional pacing management of student behavior student opportunities to respond teacher positive instructional interactions appropriate student placement instructional modeling/practice/feedback effective use of correction procedures positive feedback and other motivational procedures 48

“The things you’ll see.” Teacher-led instruction teacher with whole group teacher with small group teacher in tutorial (one-to-one with a student) teacher in monitoring mode other scenarios students during instructional time during whole group during small group during seatwork or center (independent) times 49

“The things you’ll see.” teacher use of time & plans Is the teacher “on plan”? (adherence to calendar) lesson maps where in program) Is the instruction “on time”? (adherence to schedule) allocated (planned) time actual time teacher management of transitions students know transition routines teacher actively monitors transitions transitions are highly efficient to avoid loss of instructional time 50

“The things you’ll see.” teacher knowledge of programs (context) what training and support have they had? does the instruction reflect the training and support? are programs implemented with fidelity? 51

“The things you’ll see.” student engagement on-task, academic engaged time opportunity-to-respond “positive instructional interactions” model-demonstrate-practice-feedback correct as needed, then re-present task, praise improvement 100% participation teacher pacing (# instructional responses/min.) student skills are “firm” 52

“The things you’ll see.” teacher is. on plan (following plans) lesson plans (daily, weekly plans curriculum maps (skills by time of year) CSI maps (group instructional plans) on program evidence of training fidelity to program on time allocated time (planned time--90 ’) actual time 53

“The things you’ll see.” teacher feedback to student responses APE--affirmation, praise, encouragement specific genuine corrective feedback tone on point check for understanding following correction immediate test delayed test positive to corrective ratio 54

What if. “The things you’ll do” school hasn’t started it’s a social setting Ask teacher to highlight progress with students Ask kids. class hasn’t started class is over class is in transition class isn’t doing what you thought they would be doing (cafe, playground, before-after school) What questions, probes to issue? What can be learned? 55

What’s in your head? Observational tools 56

Choose a tool Choose an observational tool with which you are familiar and which “does the job” focuses on instruction and learning makes data objective, not judgmental or The Five Minute Observation Form (http//.oregonreadingfirst.uoregon.edu) Florida grade-specific observation forms (http//:fccr.org) 57

Cool Tools: Technology-assisted walk-throughs digital data collection devices Google for “classroom observation software” software can be used on a hand-held or laptop some versions can generate instant feedback reports 58

Activity: Observation tools Look at the observation tool(s) you use now How do they fit with what we have discussed about what to look for? What are they missing? How can you customize them? 59

What will you say? 60

One Minute Follow-up The One Minute Manager: one minute positive feedback statements one minute corrections or teaching interactions one minute goals (from Blanchard & Johnson, 1982) 61

Follow-up: Not a monolog, but a dialog dispel the myth of “one-way” observation it’s a two-way street principal can learn from teacher teacher can learn from dialog goal is a collaborative exchange about the teaching & learning process 62

Follow-up Format one positive comment one prompt, question or suggestion one follow-up component “Where do we go from here?” “Let’s touch base in a day or two.” 63

Follow-up Formats ask questions/reflective probes positive (for encouragement) developmental (reflection for growth) make suggestions to get them thinking about teaching & learning give feedback (“1’ manager”) regarding program guidelines set it up (training, demonstrations, etc.) peer observation follow-up (to provide support & ensure it happens) share an idea/insight the 1’ workshop idea (what), rationale (why), conditions (where/when), steps (how) instruction, demonstration, practice, feedback, follow-up 64

Follow-up/Feedback differentiating by teacher by situation or context by training and experience by skill and confidence (developmental) 65

Reflective prompts delivered orally done within 24 hours non-threatening, non-judgmental stimulate thinking specific focus present or future tense (not past) reflective, not directive no answer expected student-oriented support offered open-ended from Classroom Walk-throughs, an on-line training module. TeachScape, Inc., 2005. (all rights reserved, used with permission) 66

Reflective questions What strategies do your students use to help them comprehend? How can students make the leap from decoding nonsense words to decoding real words? What do you think is most helpful to students in increasing their fluency toward benchmark levels? 67

When suggestions are needed. 2-3 positives for each suggestion tie feedback to elements of your reading model offer rationale for suggestions offer context and situation for suggestions teach the concept or skill reduce to the “big idea” instruction, demonstration, practice, feedback What are your ideas? What is your style? 68

When you need more structured feedback. not reflective, but directive disruptive behavior chronic loss of instructional time your level of concern determines type of feedback consider context and urgency pattern of behavior vs. uncommon occurrence (e.g. infrequent late start vs. consistently or excessively late start) timing of addressing an issue (priority issues) 69

For starting discussions & supporting teachers “And how are the children?” (doing in reading) Are the changes made at the last grade level meeting working? What’s going well in reading? Would you be willing to share with others? When are you doing , would you let me know? I want to learn more about it. What is still a struggle in teaching reading? How can I support your work in reading? What are your expectations for your students in reading? What is your vision for them? 70

How will you provide feedback? face-to-face conversation leave a note on their desk (handwritten) leave a note in their mailbox (typed) send them an e-mail leave them a voice-mail if in writing, follow-up face-to-face What are your ideas? 71

When a teacher resists feedback. check your style supportive or evaluative? depersonalize the feedback let the data convey the message, then follow-up appeal to core values mission/vision 72

Where to from feedback? connect to coach connect them to others facilitate networking among teachers broker a mentoring model from one teacher to another connect to discussion or training (past, future) connect them to “why they became a teacher” connect to a concept, “big idea”, principle, connect to the culture (common purpose, vision, belief, agreement, etc.) inspire (help them envision student success) reconnect with the passion of teaching 73

Follow-up follow-up as indicated: ask how it’s going stop by to see for yourself ask how you can support affirm teacher effort to implement suggestions ask them to think about connections 74

Practice from video 75

Video-dialog activity Watch a video segment of instruction With a partner: provide a positive comment pose a prompt, question or suggestion to engage the teacher in reflecting on instruction suggest a follow-up activity Reverse roles and repeat the process 76

The Kennewick example 77

Kennewick’s lesson study process Instructional study for administrators Videotape and view high quality instruction Five times/year--administrators expected to participate Administrators collaboratively view and discuss instructional segments Develops common understanding of high quality instruction 78

Kennewick’s “Learning Walks” 3-4 principals & one or more district administrators Purpose is to Convene at least 1 x/year at each school Visit several classrooms, looking for indicators of good teaching & learning, then debrief learn from each other to develop the competency of the observers to calibrate what is understood to be good teaching from Fielding, Kerr & Rosier, 2007 79

Kennewick’s Two-Ten Goal “Each administrator is expected to spend Two hours per day or Ten hours per week on instructionally focused activities” “60% of these are to be direct classroom observations” Fielding, Kerr & Rosier, 2007 80

Kennewick’s culture shift Administrative “talk” Less focus on athletics & “administrivia” More focus on instruction General agreement on what constitutes “quality instruction” & what evidence supports it Culture of excellence has emerged Common vocabulary around effective instruction More highly uniform level of quality instruction from Fielding, Kerr & Rosier, 2007 81

Communities of Practice & our response 82

Communities of Practice “Networks of principals that exist to: Develop members’ skills Build and share knowledge Transfer best practices Solve real problems of teaching & learning Wagner, et al, 2006 83

Communities of Practice “Characterized by: Commitment Focus, passion & identification w/common purpose Standards of practice: Common definitions, expectations & practices Job-embedded collaboration Greater sense of efficacy among members” Wagner, et al, 2006 84

Questions for reflection & discussion What are the expectations for quality instruction in our school or district? How consistently do teachers and principals in our district agree with what constitutes quality instruction? How can we more firmly establish these expectations, definitions and commitments in our school or district? from Fielding, Kerr & Rosier, 2007 85

Questions for reflection & discussion What would a principals’ community of practice look like in our district? What would we need to do to get this started in our district? What kind of collaboration could take place across district lines to learn from each other? How could these activities be part of the leadership sessions within Reading First? 86

Walking the talk 87

Planning activity Set a goal for increasing classroom walkthroughs--communicate it to a colleague Choose a strategy for helping you get into the classrooms more often (see what you marked in the earlier brief activity Identify and contact a support person to help keep you motivated and moving toward your goal Keep track of your classroom visits and note your success! 88

A Challenge Make a commitment to increase your visibility as an instructional leader. One effective way to do this is by increasing your classroom walk-through visits. Collaborate with one or more colleagues to learn from each other & add motivation. Set a goal & track your progress. (Wyoming ex.) (e.g. visit each classroom 1 x/week 50 /month) this a lot of visibility, a lot of involvement, a lot of instructional leadership & more teaching/learning 89

Planning for practice. groups of 3-4 visit designated classrooms 5 minutes in the classroom convene in hallway for 5 minutes what did you see? what questions or probes would pose? what can be learned from the scenario? 90

Summary & closing 91

Summary: 7 disciplines for strengthening instruction Urgency for instructional improvement--from data Shared vision of good teaching Shared vision of student results Collaborative discussion about teaching/learning Active/effective supervision Professional development connected to classroom Formative data w/collaboration & accountability Wagner, Keegan, et al, 2006 92

Summary We can find ways to get into classrooms more often, thereby enhancing our role as instructional leaders. We can positively impact teaching & learning by doing so. How we. spend our time focus our attention spark teacher reflection & change. all speak volumes about what we stand for. As we build a culture of collaboration around student achievement, we empower each other to do our very best work and thereby give students their very best chance for success--in school and in life. 93

Let us fly high as instructional leaders, and let our motto be: “Veni, vini, confero” I came, I saw, I conferred

”Expertise in instructional leadership, which is foundational for (our mission), is the craft at which our principals (must) excel.” from Fielding, Kerr & Rosier, 2007 95

Thanks to. Katie Tate, for artistic & technical support Marianne Oakes, for content support Oregon Reading First Ohio Reading First Teachscape, Inc. 96

Resources National Association of Elementary School Principals (2001). Leading Learning Communities: Standards for what principals should know and be able to do. Alexandria, VA: Author. Retrieved October, 2006 from http://www.naesp.org/client files/LLC-Exec-Sum.pdf. Association for Supervision & Curriculum Development http://www.ascd.org/portal/site/ascd Phi Delta Kappa (Professional Association in Education) http://www.pdkintl.org/ Oregon Reading First web site: http://oregonreadingfirst.uoregon.edu Florida Center for Reading Research: http://www.fcrr.org 97

References Fielding, L., Kerr, N. & Rosier, P. (2007). Annual Growth for All Students, Catch-up Growth for Those Who Are Behind. Kennewick, WA: New Foundation Press. Torgeson, J., Houston, D., Rissman, L & Kosanovich, M. (2007). Teaching All Students to Read in Elementary School: A Guide for Principals. Portsmouth, NH: Center on Instruction. Wagner, T., Keegan, R., Lahey, L., Lemons, R., Garnier, J., Helsing, D., Howell, A. & Rasmussen, H. (2006). Change Leadership. San Francisco: Jossey-Bass. 98