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Building Effective Instructional Leadership Teams

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Use DATA to identify specific instructional needs of students needing additional, ... Determine the cause of instructional problems and ensuring that coaches provide ... – PowerPoint PPT presentation

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Title: Building Effective Instructional Leadership Teams


1
Building Effective Instructional Leadership Teams
  • Ann B. Fiala
  • Central Regional Reading First Technical
    Assistance Center
  • 3rd Annual National Reading First Conference
  • Reno, Nevada July 1820, 2006

2
Our Shared Goal
  • Ensure that all students in America learn to read
    well by the end of third grade so that they are
    well prepared to achieve their full academic
    potential

3
Increased Reading Achievement
For ALL students, even those identified with
distinctive and diverse learning needs, who
typically may be provided services for
  • English Language Learners
  • Special Education
  • Dyslexia
  • Gifted and Talented

4
Sharing the Vision
  • Develop and communicate a clear vision
  • for the entire instructional program,
  • including reading, that supports using
  • SBRR to fully implement SBRI in the
  • classrooms

5
Scientifically Based Reading Instruction (SBRI)
SBRR gtgtgt SBRI
  • Research-based instruction in the classroom
  • The essential components
  • Essential characteristics of the delivery of
    beginning reading instruction
  • Explicit
  • Systematic

6
Scientifically Based Reading Intervention
  • Use DATA to identify specific instructional needs
    of students needing additional, intensive reading
    instruction
  • Use DATA to identify those students with same
  • needs that can be addressed in a small group
  • Use DATA to monitor students progress in
  • order to provide most appropriate instruction

7
Maintaining the Focus
Improving Reading Instruction
Instructional Leadership Team (ILT)
District LeadersSuperintendent, plus
Campus LeadersPrincipal, plus
Classroom LeadersCoach, plus
8
ILT Responsibilities
  • Analyzing and using student achievement
  • data to make data-informed decisions
  • Multiple types of assessments
  • School, classroom, individual data

(continued)
9
ILT Responsibilities
  • Making real-time district, school and
  • classroom decisions, based on continuous
  • progress monitoring of
  • Student data
  • Teacher data

(continued)
10
ILT Responsibilities
  • Aligning reading curriculum with the state
    standards
  • Analyzing data and facilitating its use
  • Evaluating district and school progress

11
ILT Enhanced Knowledge and Skills
  • SBRR essential components of reading instruction
    and intervention
  • Clearly defined duties and responsibilities
  • regarding implementation of Reading First
  • Designated individuals with sufficient time
  • and expertise to get the job done

(continued)
12
ILT Enhanced Knowledge and Skills
  • Observing in classrooms, during reading
  • instruction and intervention, and then
  • providing constructive feedback
  • Collecting, analyzing, and using data,
  • especially classroom-based assessment data
  • Working with all other stakeholders

(continued)
13
ILT Enhanced Knowledge and Skills
  • Organizing the school for comprehensive
  • scientifically based reading instruction,
  • including
  • Daily schedule (uninterrupted time)
  • Use of assessment data (multiple types)
  • Use of flexible grouping (data-based)

(continued)
14
ILT Enhanced Knowledge and Skills
  • Help pinpoint what is working and what is not
    working so instruction can be adjusted quickly
    and efficiently
  • Use of data from the four types of assessments
  • Screening
  • Diagnosis
  • Classroom-based
  • Outcome

(continued)
15
ILT Enhanced Knowledge and Skills
  • Determine the cause of instructional problems and
    ensuring that coaches provide the help needed to
    find solutions
  • Work with teachers who have problems
  • with classroom management or with
  • instructional delivery

16
Instructional Leadership Team (ILT)
  • District LeadersSuperintendent, plus
  • Central Office staff implementing RF
  • Campus LeadersPrincipal, plus
  • School Office staff implementing RF
  • Classroom LeadersCoach, plus
  • Classroom staff implementing RF

17
Instructional Leadership Team (ILT)
District LeadersSuperintendent, plus
Central Office staff implementing RF

18
District LeadershipSuperintendent, plus
Facilitates full implementation of the districts
Reading First subgrant by ensuring school
personnel have
  • Professional development
  • Responsive to needs identified through
  • data analysis
  • Allocated and accessible resources
  • District, school and classroom

(continued)
19
District LeadershipSuperintendent, plus
Communicate the strengths and needs of the
districts Reading First implementation efforts to
  • State Reading First leaders
  • Local school board
  • Other district schools
  • Community members


20
Instructional Leadership Team (ILT)
Campus LeadersPrincipal, plus School Office
staff implementing RF
21
School Leadership Principal, plus
Ensure that teachers
  • Have all the support necessary for implementing
    the instructional program
  • Are teaching the program with a high level of
    fidelity to program procedures

(continued)
22
School Leadership Principal, plus
Responsible for (making sure it happens)
  • Ordering and distributing materials
  • Allocating personnel
  • Planning professional development
  • Scheduling instruction
  • Grouping students

(continued)
23
School Leadership Principal, plus
  • Improvement in reading instruction
  • within a school
  • depends
  • on the
  • principals involvement

24
Instructional Leadership Team (ILT)
Classroom LeadersCoach, plus Classroom staff
implementing RF
25
School LeadershipReading Coach, plus
  • Proactive educator
  • Takes the initiative
  • Is persistent
  • Responsive educator
  • Has strong communication skills
  • Provides constructive, specific,
  • non-threatening, feedback

(continued)
26
School LeadershipReading Coach, plus
  • NOT an administrator or an evaluator
  • Knowledgeable and experienced educator
  • Reading teacher with thorough
  • understanding of the essential
  • components of beginning reading
  • instruction

(continued)
27
School LeadershipReading Coach, plus
  • Assists teachers in planning and pacing
  • reading instruction
  • Participates in collaborative grade-level
  • meetings to assist in analysis and
    utilization
  • of data
  • Meets regularly with principal, plus
  • to review data and assess progress

(continued)
28
School LeadershipReading Coach, plus
Possesses knowledge of and expertise with
  • SBRR
  • Assessment instruments
  • Adopted core reading program(s)
  • Research-based strategies
  • Research-based practices
  • Research-based interventions

(continued)
29
School LeadershipReading Coach, plus
  • Provides support and assistance to classroom
    teachers in the full and skillful implementation
    of the schools research- based comprehensive
    reading program with all students

(continued)
30
School LeadershipReading Coach, plus
CONTENT PEDAGOGY
  • Demonstrates lessons, modeling instructional
    delivery and using the instructional materials as
    designed

(continued)
31
School LeadershipReading Coach, plus
Provides on-site professional development
  • Understanding instructional design of the program
  • Increasing knowledge and skills of program
    implementation
  • Increasing competency to implement the program
    with fidelity

(continued)
32
School LeadershipReading Coach, plus
  • Conducts classroom observations and
  • provides next-step support for teachers
  • Serves as a resource for identifying
  • appropriate instructional strategies and
  • interventions

(continued)
33
School LeadershipReading Coach, plus
  • Assists teachers in preparing and pacing
    instruction
  • Participates in collaborative grade-level
  • meetings to assist in analysis and use of
  • data
  • Meets regularly with principal, plus to
  • review data and assess progress of program

34
ILT Accountability
  • Informed instructional decision-making
  • Consistent, effective classroom management
  • Maximized student engagement in academic learning
    activities
  • Aligned instructional priorities to ensure ALL
    students are making adequate gains in reading
    achievement

(continued)
35
ILT Accountability
From first to last day of school year
  • Full-scale implementation
  • Reading instructional program
  • Reading intervention program
  • Ongoing, data-driven professional development
  • Student achievement in reading

(continued)
36
ILT Accountability
  • High standards and expectations for all
  • Progress monitoring system to identify those
    needing additional support or intervention
  • Students
  • Teachers
  • Analysis of student achievement data

37
ILT Responsiveness
Plan of Action
  • Clearly define new staff positions and roles
  • Use collaborative decision-making system
  • Respond to effectiveness of program
    implementation
  • Organize realistic course of action in manageable
    steps
  • Establish and maintain full commitment of all
    stakeholders

38
Reading First
  • Requires scientific based reading instruction
  • Emphasizes active and informed use of
  • assessment data for instructional decision
  • making at ALL levels, and
  • Relies on the Instructional Leadership Team to
  • Clearly communicate goals
  • Focus on a clear plan of action, and
  • Guide schools in maintaining a shared vision
  • of reading achievement for all students

39
Web Resources
  • U.S. Department of Educations Website
  • www.ed.gov/programs/readingfirst/index.html
  • Reading First legislation (Title I, Part b,
    Subpart 1 of the No Child Left Behind Act)
  • www.ed.gov/policy/elsec/leg/esea02/pg4.html
  • Guidance for the Reading First Program
  • www.ed.gov/programs/readingfirst/guidance.pdf

40
Reading First
Team Work
41
References
  • Learning Point Associates (2004). Reading first
    instructional leadership for principals.
    Naperville, IL Author.
  • National Center for Reading First Technical
    Assistance. (2005). Leading for reading success
    Building instructional leadership in Reading
    First schools. Portsmouth, NH RMC Research
    Corporation.
  • National Center for Reading First Technical
    Assistance. (2005). Leading for reading success
    Reading First coaches. Portsmouth, NH RMC
    Research Corporation.
  • Womble, S.N. (2006). The leadership role of
    administrators in the era of No Child Left
    Behind. Understanding and implementing reading
    first initiatives the changing role of
    administrators. (7-16). Newark, DE
    International Reading Association.
  • U.S. Department of Education, Office of
    Elementary and Secondary Education. (2002).
    Guidance for the Reading First program.
    Washington, DC Author.

42
Ann B. Fiala afiala_at_mail.utexas.edu Central
Regional Reading First Technical Assistance Center
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