Note- taking Leadership in Context

Transcription

1 Handout 1 Note- taking Leadership in Context Based on their research and theoretical perspective, Spillane, et al. (2004) derived the following model. They describe leadership practice as being distributed across three components: leader(s), follower(s), and the situation. As you watch the video, complete the model. Provide specific information related to effective RTI implementation in the box for each component (see examples). Also, complete the three keys for effective distributed leadership in the middle of the triangle. Situation Classroom observations, faculty meetings, P R S S T T Leader(s) Principal, department heads, New teachers, interventionists, Follower(s) Based on: Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3-34.

2 Handout 2 Note- taking Leading the Way: Teachers Creating a Culture of Success Shared leadership ensures that decisions are more durable because more people affected by the decisions participate in the process. In shared-leadership situations, teachers become invested and empowered. They feel as if the school s success is their responsibility. They care about not only their own classroom, but the entire school. (Montgomery, Ilk, & Moats, 2013, p. 35) As you watch the video, write down examples from it that illustrate a specific part of the above quote (provided in the first column), or your own ideas or questions that come to mind. Part of Quote Examples from Video and/or My Own Ideas or Questions Shared leadership ensures that decisions are more durable because more people affected by the decisions participate in the process. In shared-leadership situations, teachers become invested and empowered. They feel as if the school s success is their responsibility. They care about not only their own classroom, but the entire school.

3 Handout 3 Questions to Consider Leading the Way: Teachers Creating a Culture of Success Answer the following, based on your campus. 1. Have we considered the students perspective of our school? How could we incorporate their vision into our leadership model? 2. What do we expect our students to be able to do upon graduation? Do these expectations fit with the expectations students will face outside our institution? How do we know? 3. Does everyone at our campus share the same expectations for students? If not, how can we create a common set of expectations for all students? 4. Do teachers feel empowered to change the culture of our campus? Or, are they fearful of leading such large-scale change? 5. Other questions that come to mind: a. b.

4 Handout 4 Questions to Consider Instructional Coaching: Middle School Example 1. Why did the principal choose these two teachers to be coaches? 2. What are some of the duties that the coach discusses? 3. How do the coaches ensure the professional development (PD) they provide to the teachers is as beneficial as possible? 4. Related to scheduling, how are the coaches able to provide such real-time PD every week?

5 Technique/Strategy Secondary RTI: Promoting Teacher Leadership Handout 5 Mini- Session Effective Techniques & Instructional Strategies Example in Video Stating Objective Explicit Instruction & Modeling Scaffolding Providing Practice Opportunities Providing Immediate, Appropriate Feedback Teaching Vocabulary Explicitly Using Effective Management Techniques Using Cooperative Learning Providing Hands- on Activities Using Graphic Organizers Providing Closure

6 Handout 5 Mini Session (Possible Answers) Effective Techniques & Instructional Strategies Technique/Strategy Stating Objective Explicit Instruction & Modeling Scaffolding Providing Practice Opportunities Providing Immediate, Appropriate Feedback Teaching Vocabulary Explicitly Using Effective Management Techniques Using Cooperative Learning Providing Hands- on Activities Using Graphic Organizers Providing Closure Example in Video The coach states the objective at the beginning of the session: They want to have a shared language and understanding of math TEKS. She says they need to ensure everyone is on the same page with math language and TEKS. She also goes over the two TEKS that they will be learning today. The activity is a model of what can be used in classroom to teach these TEKS. The coach explicitly goes over the activity and how to use the materials to build anchor charts. She has posted an example solution for participants to check their answers. She also models a criteria chart to use in the classroom. The coach scaffolds how a Venn diagram works for one group by asking questions and describing how it shows the relationships of the different terms. She works with another group on what specific terms mean (e.g., irrational, integer ). Teachers scaffold and ask questions of each other in their groups. The coach walks around and scaffolds by asking questions and discussing the meanings of specific terms that cause difficulty. Teachers have practice opportunity to build an anchor chart and show their understanding of math terms. All teachers are working on anchor charts in their groups. No one is left out. The coach walks around and provides immediate, corrective feedback to several groups who have made mistakes on their charts. She explains the thinking behind different classifications and definitions. She shows teachers where they made mistakes and discusses these, and she also shows them where they are correct. The coach explicitly goes over terms like integer, irrational, and nonterminating for teachers who need those terms explained in their groups. At the end, the coach goes over specific terms like pi (very clear explanation of this term and its history) and real vs. imaginary numbers. The coach walks around and keeps groups on task. The coach doesn t go off on a discussion of pi in the sky discussion when a teacher brings this up. She just sticks to their discussion of the terminology. The coach has participants working in cooperative groups, including the principal, math teachers, and science teachers. Activity is hands- on group work, building an anchor chart with puzzle pieces and stickies that can be moved around. The coach uses a Venn diagram to show the relationships among terms and different numbers. At the end, the coach talks about how the graphic organizer shows relationships among categories of numbers. The coach has teachers reflect on the process and how they see this being used in their classrooms. She also uses this time to clear up questions and confusions.

7 Teachers Coaching Teachers Secondary RTI: Promoting Teacher Leadership Handout 6 1. What was the first step the faculty and administrators took after they identified disciplinary literacy as a goal for their campus? 2. How many disciplinary literacy coaches were identified? With how many teachers does each coach work? How many teachers (total number) are involved in this collaboration? 3. What is the goal of each disciplinary literacy coach at this campus? 4. What duties do the coaches discuss performing in this collaboration? 5. How often do the coaches meet and adjust their plans based on student and teacher need? Why might these meetings be key to the success of this collaboration?