Leadership Challenge You selected a teacher for your leadership team who in the past has been somewhat negative, a union activist, and generally a pain. But she had come to you and asked for consideration to be part of the team. She told you she was ina graduate program and really wanted to learn more about the school leadership, so you decided to give it a try. That was the wrong decision! In no time, she was trying to derail meetings, and constantly breaking the trust of the group by sharing initial discussion topics with the union, and talking about meetings and discussions in the teachers’ room. The dynamic of the committee was damaged and trust was broken. Do you keep her on the committee or dismiss her? How do you deal with this so that the committee can resume working effectively?Leadership Dilemma Fouhave been a principal ina school of about 2,000 students for 6 years. Your current test scores are low and you recognize that there is much to be done before the students can be successful in the upcoming Common Core Assessments at the endof the school year. You have a SLT thatis developing, presenting, and ‘overseeing the implementation of writing strategies that will be helpful to the students, The team works very hard and has developed well-planned and well- designed professional development to support the writing initiative. The faculty has, for the most part, been cooperative in following the directives around this initiative, but:here is an underlying belief thatthe students are incapable of achieving high- level work. So, the teachers go through the motions when asked to participate in a schcol-wide initiative, but do litte else to support the students in asking for higher level work, or in helping students with strategies that can help them be more successful, Overall, they do not seem to recognize the impact that their instruction can have on the success ofthe students. There are even some teachers who do not believe its their responsibility to help the students become better readers and loss of what toSchool Turnaround & Transformation Buffalo School District Instructional Coaching West Hertel Academy Creating a Culture of Rigor ~ Building Coaches & Principals, 489 Hertel Ave. Buflalo, NY ‘Agenda ‘August 2015 4:30am ~ Introduction and Overview Johnette H. Burdette/Ursule Hill Ed. D ‘Senior TA Consultants, AIR Objectives Setting the Norms GROUPA 9:00am 11:30am — What ls Rigor Lisa Jones Senior TA Consultan, ATR 900m 930m Conmon language and Defining Rigor 9:30am 10:30am. “ening the Levels 9fRigor = Using Copntively Rich Questions 1030ami13bom. igor m Daly srction cRourB 00am 11:30am Checking For Ulerstunding ‘Sokont Davis, PRD Senior Turnaround Consultant, AIR 9:00em -10:00 am Formaive and Summative Arcesments + sutezies + Level af Cognitive Denand/Assessment Stategies 10:000m 11:00am Continua ssesaments 008m —11:30am (Checkingjor Understanding LON GROUP 12:30 p.m ~3:00p.m_— Checking For Understanding Sokoni Davis, PAD D30pm -130pm Formative and Summative stiments = Steps + Level of Cogniive Denand/Aszessment Strleges 130 pm 2:30 pm ‘ContmvumofAzesaments 250pm 209m, Checkingjor Understanding ‘Senior Turnaround Consultant, ATR crourE 1230 p.m —3:00p.m— Whatis Rigor Lisa Jones Senior TA Consultant, ATR 12:30p.m—1:00pm. Common langage and Defining Rigor 1:00pm 2:00. “enaing the Level of Rigor +" Using Copntvely Rick Questions 2.00pm -300 9m igor Dally Insracionlearningorviard f° Hype on November 25, 2015 ear Elizabeth: ‘Welcome to Learning Forward. You now belong to @ network of educators who ore pattonate about learning ond shoring with one enother. We hope that your experience as 6 velued memser will strengthen your commitment to creating environments shat promote high-quality professienal learning for oll educators. ‘Your member number is 163891. Be sure to keep track of your number, olong with our rhone number (800-727-7288), s0 we ean exsit you with any questions regarding your membership or any of our programs, products, or revices. 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Share your daily chellenges and solutions by joining our exine community of leomers ot htt://wwsvJearninaforward.ora/eleoming/Communities/index.cfm. > Resources right at your Fagertpe Depending on your membership level, you will receive Lecrming Forward publication right to your ‘moll n-box or your mailbox. We know our resources will help you in your work Yo ensie the success ofall students If you have concems, quesion, or suggestions about your membership, pleate contact ovr Business Office ot 1-800-727-7288 of office @lecrningforvardorg. We look forward to your involvement with Learning Forwatd in the coming yeors. ‘Ageia, weleomel We Executive Director lod you're part of our community. vey tact engagesmeeteprotesnaleing ry day ey ude ochSituational Problem Solving 1) How do you evaluate results and use data to drive decision making? 2) Can you think of a time when you use our problem-solving to benefit your teaching? Explain. frei at resus, what 76 greventng Oe ny ere THF missing rece. “Lut ab wo le il pgs, mel ning cditicoctins fp instuction. a “Laake ab cle 1 change ut Zant Vase — & pe have dacl $0 jraney Oonges “hee aed, ol, UE 09% OF egress paw Mista, UOT *Fguz mt § fe ise ole nous, jIleminase,, 2 ee we shade : Oe joleack, 7003. : Lat at lo, Kon studets resporded anc HY th entity He diKiowrty .Leadership Development 1)Can you articulate and do you have a clear vision and goals for your classroom and in your teaching? 2) How do you manage time effectively, prioritize, and organize strategies to reach goals?Focus on Student Performance 1) How do you adjust strategies and practices in order to achieve student results? 2) Would you say that as a teacher, you have a track record of achieving goals and results? Discuss. ane foe Lan ~ sastlnctin, Section pric, mot PM ASSIC Jonge jeshrectin roe dm SEBS Sek Gree Ase. defigte n reed © “ rev CLG ’ ing fenetios » reme 206 0 ows — ag oer phe) 9 wart Sadly, daa hie 2 ve rr nePersonal Behavior 1) 2) 3) How do you successfully build relationships? Give an example where you diffused your anger and find common ground to move people toward solutions. How do you promote diversity in communication, understanding, and engagement?Resilience ) 2) Who do you think should be held responsible for test outcomes and results of students? Explain. Discuss how you have exhibited resilience to overcome setbacks and remain constructive despite resistance or failure.Communication 1) Share an instance where you had to maintain professionalism and confidence in a diverse situation. 2) How do you listen to and engage with students, parents, and other teachers? uaho dat 09,4 Spanish Lesh qaren * brent thet NeeAS : int of Barents not Seeing We pa . seathirg SWakkgy = 0 we bees 4 hey are 30V/ - Gower hee You Knead were Shey - Hon Woe Rect on Ure SN acing or = Onvele\ a ngArea Learning Goal Leadership (L) 1.0 Personal Behavior 2.0 Resilience 3.0 Communication 5.0 Situational Problem-Solving 10.0 School Climate and Culture Curriculum and Instruction (C) 4.0 Focus on Student Performance 6.0 Learning Supervision of Instruction (S) 7.0 Accountability for Professional Practice 8.0 Supervision of Instructional and Non- instructional staff 9.0 Leadership Development Administration (A) 11.0 Time/Task/Project Management 12.0 Technology *NYC Core Competencies: (A) Personal Leadership, (B) Use of Data, (C) Curriculum &Accountability for Professional Practice 1) How do you reflect on practices to grow and develop? 2)Do you seek feedback and take action to develop personally and professionally? Discuss. cA St Ack out pov (Fano slo ee? * coe oe oP peas th (Mexers ts[beo™