What Do Leaders Need To Know To Improve The Quality of Teaching Practice?

C E N T E R IRU
E D U C AT I O N A L
LEADERSHIP
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What do leaders need to know to improve the

quality of teaching prac9ce?

American Associa9on of School Administrators
February 17, 2011
Dr. Stephen Fink

Execu9ve Director and Affiliate Associate Professor
Center for Educa9onal Leadership
University of Washington
Leadership for Powerful Instruc5on

Mission
The Center for Educa9onal Leadership (CEL) is
dedicated to elimina9ng the achievement gap that
con9nues to divide our na9on’s children and youth
along the lines of race, class and language. CEL
believes the nexus for elimina9ng the gap lies in the
development of leadership capacity – specifically
nurturing the will to act on behalf of the most
underserved students while increasing leadership
knowledge and skill to drama9cally improve the
quality of instruc9on.

CEL’s Theory of Ac3on
Three Founda3onal Ideas
If students are not learning they are not being
afforded powerful learning opportuni9es.
If teachers are not offering students powerful learning
opportuni9es then this is ul9mately a leadership issue.
High quality teaching is a very sophis9cated endeavor
– it is an issue of exper9se for both teachers and
leaders.

Developing the Leadership Exper3se to
Improve Instruc3on: A Two-‐Part Equa3on
1.  Developing a common language and shared vision

for high quality instruc9on – the be&er we see, the
be&er we are able to lead.
2.  Developing greater exper9se in leading for
instruc9onal improvement – the be&er we lead, the
be&er we are able to improve teaching prac7ce and
thus learning for all students.

Turn and Talk
Given CEL’s theory of ac9on, what are the points of
alignment and/or incongruence with your
organiza9onal theory of ac9on and/or beliefs?

The Difference between
Experts and Novices
•  Experts have acquired extensive knowledge that
affects what they no9ce and how they organize,
represent, and interpret informa9on in their
environment.
•  Deeper level of seeing and understanding enables
experts to think more effec9vely about problems of
prac9ce within their specific discipline.

Exper3se Affects No3cing
Video link:
h[p://vimeo.com/19949641
A Houseboat Expert
Video link:
Expert Report
Video link:
Switch the Tasks
Video link:
h[p://vimeo.com/
19986798

Video link:
h[p://vimeo.com/
19949641

This efficiency is oèn domain specific
Expert and Novice Instruc3onal Leaders
•  Novice instruc9onal leaders do not no9ce or think
about key elements of instruc9on and oèn convey
obvious misconcep9ons.
•  Expert instruc9onal leaders can iden9fy and discuss
key elements with specificity; elaborate on what
they see with specific examples; express wonder or
ques9ons about observa9ons; and offer alterna9ves
or suggest ways to improve the lesson with
specificity.
Experts and Novices (con9nued)
•  Novices tend to make evalua9ve judgments more
quickly based on superficial understanding.
•  Experts tend to withhold judgment un9l they can
describe in eviden9ary terms what they are no9cing
along with important ques9ons they may have that
will guide further leadership ac9ons.

What do we know about the instruc9onal
exper9se level of school and district
leaders across the country?

Genesis of 5D Assessment:
Studying CEL–District Partnerships

Qualita9ve case study results show significant changes
in leadership and teacher b ehavior in the first two years
of the partnership.
So, we a[empted to quan9fy leaders’ learning.
Specifically we wondered:
Are leaders developing greater exper5se in observing
instruc5on and planning feedback to teachers?

5 Dimensions of Teaching and Learning
Framework and Lesson Analysis Rubric
World Class Research from a
Tier 1 Research Ins9tu9on
Grounded in what we know about how people learn.

Grounded in what we know about best teaching
prac9ces.
Corroborated by a panel of expert observers of
instruc9on through a mul9-‐stage process.

CEL Lesson Analysis Rubric
•  Empirical and experien9al research effort led to the
development of rubric framework.
•  Rubric captures 5 general dimensions and 13 sub-‐
dimensions of what expert observers of teaching and
learning pay a[en9on to.
•  Rubric differen9ates novice from expert prac9ce
along each of the 13 dimensions.

Levels of Exper9se
1 = A novice instructional leader:
•  does not no9ce or think about key concepts when

observing classroom prac9ce
•  conveys obvious misconcep9ons about or misuses
key concepts
•  makes gross judgments without any suppor9ng
evidence whatsoever

Levels of Exper9se
2 = An emerging instructional leader:
•  recounts what transpired in the lesson

•  iden9fies, men9ons, or names something related to key
concepts without any elabora9on
•  uses relevant and appropriate terminology without clear
evidence of understanding
•  may ask ques9ons without elabora9on as to why
(mimicking ques9ons, perhaps, memorized from previous
professional development)
•  may offer direc9ves for improvement without jus9fica9on
or elabora9on
Levels of Exper9se
3 = A developing instructional leader:
•  discusses and/or considers key concepts with enough

specificity to demonstrate basic understanding
•  elaborates responses with specific examples/evidence from
the observed lesson
•  expresses wonder or ques9ons about observa9ons (e.g.,
what is behind teaching decisions)
•  offers alterna9ves to teaching decisions or suggests ways to
improve with some specificity and/or elabora9on
•  demonstrates basic understanding that teaching decisions
impact student learning and how this occurs
Levels of Exper9se
4 = An expert instructional leader:

Demonstrates all the markers of category 3 plus:
•  iden9fies and cri9cally analyzes more layers of complexity in the
observed lesson
•  conveys clear ideas/vision for powerful and equitable teaching and
learning
•  communicates and supports ideas with richer detail to illustrate
evidence/examples from the observed lesson
•  demonstrates pedagogical content knowledge relevant to the
specific content area of lesson
•  models an inquiry stance
•  analy9cally unpacks teaching decisions and offers possible theories
•  links ques9ons and analysis directly to evidence of student learning
Dimension Averages
2,171 par3cipants; 41 school districts
Expert 4.00

3.50
Developing 3.00
2.50
2.04
Emerging
2.00
1.92
1.72 1.70
1.47
1.50
Novice 1.00
0.50
0.00
Purpose Student Engagement Curriculum and Pedagogy Assessment for Student Classroom Environment
Learning and Culture
Updated 12/31/2010

Sub-‐Dimension Averages
Standards 1.13
Teaching Point 1.81
Intellectual Work 2.11
Engagement Strategies 2.22
Talk (substance) 1.79
Content 1.94
Teaching Approaches/Strategies 2.11
Scaffolds for Learning 1.70
Assessment 1.92
Adjustments 1.51
Physical Environment 1.80
Rou3nes and Rituals 1.66
Culture and Climate 1.63
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
1-‐1.5 = Novice 1.51-‐2.5 = Emerging 2.51-‐3.5 = Developing 3.51-‐4.0 = Expert
Updated 12/31/2010

5D Assessment
Principals by Level
number of exams: 510
4.00
3.50
3.00
2.50
2.00 1.82 1.79 1.89 1.79

1.73 1.72 1.69
1.50
1.00
0.50
0.00
Elementary Middle School High School K-‐8 K-‐12 6-‐12 Overall Average
(271) (77) (88) (59) (9) (6) (510)

5D Assessment
Central Office/Directors/Principals
number of exams: 716
4.00
3.50
3.00
2.50
2.00 1.82 1.88 1.83 1.79
1.50
1.00
0.50
0.00
Central Office Directors Central Office + Principals
Administrators (39) Directors (511)
(166) (205)

5D Assessment
Districts: Urban / Suburban / Rural
number of exams: 1,387
4.00
3.50
3.00
2.50
1.91 1.80
2.00 1.76 1.78
1.50
1.00
0.50
0.00
Urban Districts Suburban Districts Rural Districts Overall Average
(990) (156) (241) (1,387)

5D Assessment
Districts by Size of Student Popula9on
4.00
3.50
3.00
2.50
2.00 1.87 1.81 1.78

1.75
1.50
1.00
0.50
0.00
> 20,000 Students 5-‐20,000 Students < 5,000 Students Overall Average
(900) (279) (208) (1,387)

5D Assessment
Teachers / Administrators by Years of Experience
4.00
3.50
3.00
2.50
1.85 1.80 1.87 1.78 1.90 1.86 1.80 1.81 1.73 1.83 1.79 1.86 1.79
2.00 1.79 1.78 1.74
1.50
1.00
0.50
0.00
0-‐5 years 6-‐10 years 11-‐15 years 16-‐20 years 21-‐25 years 26-‐30 years 30+ years Overall Average
(20 Teachers) (79 Teachers) (51 Teachers) (46 Teachers) (25 Teachers) (18 Teachers) (28 Teachers) (267 Teachers)
(368 Admins) (402 Admins) (82 Admins) (53 Admins) (27 Admins) (11 Admins) (6 Admins) (949 Admins)
Teachers Administrators

5D Assessment: Distribu9on of Scores for
Overall Average and Each Subdimension
1400
Number of People Who Were Graded with Each Score (or Score
1200
1000
Range for Overall Average)
800 Score*
1
600
1.5
400 2
2.5
200
3
0 3.5
4
*Overall Average columns represent

a range of scores: 1 -‐ 1.49
1.5 -‐ 1.99 , etc.

Turn and Talk
1.  Do these results surprise you in any way?

2.  What are the implica9ons for the role of principals
and central office leaders in their efforts to improve
the quality of teaching prac9ce?

Improving teaching and leadership prac3ce

It takes exper9se to make exper9se

Two Kinds of Exper3se
•  Rou5ne: Well schema9zed and hence, rela9vely
rou9ne. If we encounter a problem that is similar to
previously solved problems, we are much more
efficient about solving it.
•  Adap5ve: People who func9on in rapidly changing
environments must learn to navigate in situa9ons
where they are at the edges of their exis9ng
knowledge. The ability to monitor one’s approach to
problem solving – to be metacogni9ve is an
important aspect of the expert’s competence.
Adap3ve Exper3se & the need to balance
innova3on & efficiency (Hatano)
Begin with efficiency-‐-‐>
Frustrated Adaptive
Novice Expert
Innova9on
Routine
Novice Expert
Efficiency
Developing the Leadership Exper3se to
Improve Instruc3on: A Two-‐Part Equa3on
1.  Developing a common language and shared vision

for high quality instruc9on – becoming more
efficient; rou7ne exper7se
2.  Developing greater exper9se in leading for
instruc9onal improvement – becoming more
innova7ve; adap7ve exper7se

Developing Exper3se Across the System
•  Learning: involves the degree to which would-‐be
experts con9nually a[empt to refine their skills and
aptudes toward learning – skills and aptudes that
include prac9cing, self-‐monitoring, and finding ways
to avoid plateaus and move to the next level.
•  Teaching: involves a variety of forms including but
not limited to coaching. Simply being an expert in
something does not guarantee that one is also good
at teaching that exper9se to others.
Developing Exper3se (con9nued)
The idea of two integral kinds of exper9se – learner

and teacher – significantly increases the level of
complexity for school and district leaders, for not only
do they need to consider how to nurture the learner’s
role in the acquisi9on of exper9se, they also need to
find and/or develop experts – either internally or
externally – who can actually teach others.

Habits of Thinking for Instructional Leadership

What Do Leaders Need To Know To Improve The Quality of Teaching Practice?

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C E N T E R IRU

What do leaders need to know to improve the

Dr. Stephen Fink

Leadership for Powerful Instruc5on

Leadership for Powerful Instruc5on

1. Developing a common language and shared vision

Leadership for Powerful Instruc5on

Leadership for Powerful Instruc5on

Leadership for Powerful Instruc5on

Leadership for Powerful Instruc5on

Leadership for Powerful Instruc5on

Leadership for Powerful Instruc5on

Grounded in what we know about how people learn.

Leadership for Powerful Instruc5on

Leadership for Powerful Instruc5on

1 = A novice instructional leader:

• does not no9ce or think about key concepts when

Leadership for Powerful Instruc5on

2 = An emerging instructional leader:

• recounts what transpired in the lesson

3 = A developing instructional leader:

• discusses and/or considers key concepts with enough

4 = An expert instructional leader:

Leadership for Powerful Instruc5on

1-­‐1.5 = Novice 1.51-­‐2.5 = Emerging 2.51-­‐3.5 = Developing 3.51-­‐4.0 = Expert

Leadership for Powerful Instruc5on

2.00 1.82 1.79 1.89 1.79

Leadership for Powerful Instruc5on

2.00 1.82 1.88 1.83 1.79

Leadership for Powerful Instruc5on

Leadership for Powerful Instruc5on

2.00 1.87 1.81 1.78

Leadership for Powerful Instruc5on

Leadership for Powerful Instruc5on

*Overall Average columns represent

Leadership for Powerful Instruc5on

1. Do these results surprise you in any way?

Leadership for Powerful Instruc5on

It takes exper9se to make exper9se

Leadership for Powerful Instruc5on

1. Developing a common language and shared vision

Leadership for Powerful Instruc5on

The idea of two integral kinds of exper9se – learner

Leadership for Powerful Instruc5on

Leadership for Powerful Instruc5on

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1.  Developing a common language and shared vision

•  does not no9ce or think about key concepts when

•  recounts what transpired in the lesson

•  discusses and/or considers key concepts with enough

1-‐1.5 = Novice 1.51-‐2.5 = Emerging 2.51-‐3.5 = Developing 3.51-‐4.0 = Expert

1.  Do these results surprise you in any way?

1.  Developing a common language and shared vision