Planning Shared Vision

Instructional Leadership: Planning a Shared Vision
Title: Planning Shared Vision
Description: An effective vision is one that is shared by all staff members. This workshop focuses on the instructional leader’s role in establishing a shared vision for high standards for student learning; and discusses the importance of communicating and sharing that vision. The application focus is that principals will plan rigorous academic learning goals.
NOTES:
  • PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at or details (including an Attendance Roster Form and a Participant Feedback Form)
  • FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to (be sure to include the exact name of the workshop).

TARGETED LEARNING FOR THIS WORKSHOP
Note: It is recommended that the facilitator post the objectives and guiding questions (also applicable VAL-ED Research-Based Critical Behaviors and relevant ISLLC Standards).
Introduction to the Instructional Leadership Model
Targeted Objectives:
  • Participants will be introduced to the "Instructional Leadership Model" (a systems thinking approach).
  • Participants will pre-assess their application level of the critical behaviors. (Research-Based Critical Behaviors are presented through the introduction of the action plan.)
Research-Based Critical Behaviors (Vanderbilt University research found that the following principal behaviors have a direct & significant influence on teachers’ performance)
  • The introduction emphasizes a systems thinking approach regarding key processes & core components. Specific behaviors relevant to this workshop are listed in the action plan.
ISLLC Standard:(based on a ISLLC Standards Rubric derived from the ISLLC Performance Expectations & Elements)
  • The introduction is not aligned to specific ISLLC Standards
Key Vocabulary
Core Components, Key Processes, Research-based Critical Behaviors (see action for specific definitions)
Key Words
  • VAL-Ed Workshop, ISSLC Workshop, administrator professional development, principal expectations
Main Segment: Planning Shared Vision
Targeted Objective:
  • Participants will learn how to establish a shared vision for High Standards for Student Learning.
  • Participants will connect learning to Research-Based Critical Behaviors and apply learning to developing an action plan to impact teacher performance and student learning.
Research-Based Critical Behaviors:
  • Plans for rigorous academic and social learning goals
ISLLC Standards
  • ISLLC 1.A High Expectations for All
  • ISLLC 1.B Shared Commitment to Implement the Vision, Mission, & Goals
  • ISLLC 1.C Continuous Improvement Toward the Vision, Mission, & Goals
Guiding Questions:
  • How do school leaders effectively define and share vision for High Standards for Student Learning?
  • How do effective principals set high expectations for academic and social advancement of all students?
Key Vocabulary:
Agenda and Segment Titles / Time in Minutes / Notes
Introduction of the Instructional Leadership Model & Overview / 20
Establishing a Shared Vision / 50
Conclusion & Development of an Action Plan / 20
TOTAL TIME / 90 (1.5 hrs)
Materials
  • Facilitator Guide for Planning Shared Vision
  • Facilitator PowerPoint for Planning Shared Vision
  • Agenda (facilitator makes this on chart paper)
  • Chart Paper (optional …if facilitator wants graphic organizers to be large and display in the room)
Handouts
  • Action Plan
Readings
  • The Six Keys to Successful Latino Schools
Why Some School with Latino Children BEAT THE ODDS …and Others Don’t.Center of the Future of AZ, March 2006, pp.22-43

Videos:
  • Opportunities to Articulate School Vision (1:33 minutes) Karen Dyer. ASCD

Footnotes, References, & Research:
  • Why Some School with Latino Children BEAT THE ODDS …and Others Don’t. The Six Keys to Successful Latino Schools. Center of the Future of AZ, March 2006, pp.22-43

  • Elliot, Stephen, Goldring, Ellen, Murphy, Joseph, & Porter, Andy (July 2009). Vanderbilt Assessment for Leadership of Education: Handbook Implementation & Interpretation. Nashville, Tennessee. Discovery Education Assessment
  • Marzano, Robert J. (2003). What Works in Schools: Translating Research into Action. Alexandria, Virginia ASCD
  • Waters, Tim, Marzano, Robert, & McNulty Brian (2004) McREL’s Balanced Leadership Framework: Developing the Science of Educational Leadership ( n.d.) from
  • Marzano, Robert J., Water, Timothy, & McNulty, Brian A. (2005). School Leadership That Works. Aurora, Colorado McREL
  • Marzano, Robert & Dufour, Richard (2009). High Leverage Strategies for Principal Leadership Educational Leadership, February 2009, p.64 ASCD
  • Developing a Monitoring Plan School Improvement in Maryland
Facilitator Resources (may be requested from ASU School Partnership Grant Programs)
  • Instructional Leadership Matrix: Core Components & Key Processes
  • Instructional Leadership Model (for poster)
  • ISLLC Standards Rubric
Content Experts: Betsy Hargrove, Kelly Stewart, Marsha Speck, Julius Koenigsknecht, Josie Clark
Introduction of the Instructional Leadership Model (and overview)
Management Considerations, Notes, etc (for Introduction of the Instructional Leadership Model)
Management Notes:
  • [#] The number of the PowerPoint slide that aligns with that portion of the presentation is listed in bracket (within the structure or left-hand column).
  • Each segment begins with a slide entitled “Segment Guiding Questions”
  • Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.
  • Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for principals.
Facilitator Formative Assessment Notes:
This information is intended to provide guidance to adjust the pacing or lesson within the workshop.After you have worked through this workshop, you may make modifications and/or additions to these items to guide other facilitators.
  • Observe participants’ engagement in superintendent’s opening remarks
  • Listen to shared interests of participants. Do comments align with workshop outcomes?
  • Observe participants’ reaction to the proposed norms.

PRESENTATION FOR INTRODUCTION OF THE INSTRUCTIONAL LEADERSHIP MODEL
Introduction / Anticipatory Set for the introduction
  • [1] This is the title slide
  • Start the session with a BRIEF opening remark about the whole workshop.
  • [2] Introduce superintendent to welcome participants and discuss WHY this workshop is important
  • Reinforce superintendent’s opening by sharing several reasons WHY this topic is important
  • Your reasons should align with the concepts of change leadership & creating demand for new initiatives (as modeled on the right).
  • Give participants an opportunity to share interests they have for developing their skills for in this area/topic
  • IF appropriate/necessary, facilitate introductions of all persons in the room (use a strategies that requires each person to “uncover” something about him/her self that others may not know …favorite music, most unique trip, favorite movie from 80’s/college, unique story, etc)
  • Provide an overview of today by discussing today’s agenda (create & post simple agenda on chart paper)
  • [3] Describe the “Intended Outcomes” for today
  • [4] Introduce today’s proposed norms.
  • Ask group to raise their hands to indicate that they are willing to accept the proposed norms for today.
  • Emphasize “Share ONE point”…this norms allows everyone to have opportunities to add to the dialogue

Presentation / EngagementSet for the introduction
  • [5] Introduce the Instructional Leadership Model
  • In the big picture, or from a systems thinking perspective, the Instructional Leadership Model represents the focus on student achievement, teacher quality, and administrator excellence.
  • Core components are characteristics of schools that support teacher performance and student learning.
  • Key processes refer to how principals manage those core components.
  • Each core component is managed through the six key processes.
  • If necessary, explain which key processes will be addressed in the workshop.
  • [6] Provide a working definition for core component focus of this workshop (one of the five core component of Instructional Leadership)
  • [7] Provide an overview of the Research-Based Critical Behaviors (listed on slide and listed on action plan)
  • Explain that these are based on Vanderbilt University researchers who found that these principal behaviors have a direct and significant impact on teachers’ performance and student learning. These particular behaviors will guide our training.
  • [8] Introduce the Action Plan (ask all participants to take out the form)
  • Explain that by the end of this workshop each participant will develop an action plan
  • As anticipatory set for that planning, ask participants to carefully read the definition of the core component and make notes about their interpretation of its meaning (1 minute)
  • Then ask them to carefully read the definition of the key process (or key processes) and make notes (1 minute)
  • Next ask them to carefully read the definition of the Research-Based Critical Behaviors and rate their current application of those behaviors. Explain that if they participated in the VAL-ED this should look very familiar. Participants should use the rating scale of 1-5 (5 = highly effective, 3 = satisfactorily effective, 1 = ineffective). Emphasize to participants that the point of this activity is to identify EVIDENCE, so they must describe the evidence that supports their rating (4 minutes).

Closure for the introduction
  • None

Follow-up Strategies for the introduction (Coaching Bundle)
  • Coaches may use the Instructional Leadership Model to emphasize or explain a “systems thinking” approach.
  • Coaches are expected to use the reflection and/or discussion questions to clarify learning and/or reinforce strategies and successful implementation of workshop concepts.
  • The items presented in this introduction target change leadership strategies; facilitators may provide additional questions.
Reflection Questions for Coaching
  • How is this topic compatible with district, school, and/or personal beliefs?
  • What new learning will be implementing as a result of this workshop?
  • How will you manage the implementation so that you avoid it being perceived as too complex?
Group Discussion Questions for Online Forum
  • What are the relative advantages of this topic? Why are these concepts better than past practice?
  • How will you change your behavior, in observable & measurable ways, as a result of this topic?
  • How will you engage staff in this topic to ensure this becomes a part of the school culture?

Main Segment: Planning Shared Vision
PRESENTATION FOR THIS SEGMENT (segment is less than one hour chunk of learning; one big idea or one theme) / Management Considerations, Notes, etc
Introduction / Anticipatory Set for this segment
  • [9] This slide indicates the beginning of this segment and may be used to present the focus of this segment (or move to the next slide).
  • The guiding question is intended to communicate the focus of this segment to participants.
  • Note that the guiding question is used again at the end of this segment..
  • [10] Have participants define High Standards. The goal is to ensure we have a relatively common definition in 10 words or less.
  • Ask participants to pair up with a person not at their table and & briefly share definitions. Rotate to share with several other groups.
/ Management:
  • [#] The number of the PowerPoint Slides slide that aligns with that portion of the presentation is listed in bracket (within the structure or left-hand column).
  • Each segment begins with a slide entitled “Segment Guiding Questions”
Facilitator Formative Assessment Notes:
This is intended to provide guidance for gathering information to adjust the pacing or lesson within the workshop.After you have worked through this workshop, you may make modifications and/or additions to these items to guide other facilitators.
  • Listen to shared interests of participants. Do comments align with workshop outcomes?
  • Observe participants’ reaction to the proposed norms.

Presentation/ Engagement for this segment
  • [11] Distribute the article The Six Keys to Successful Latino Schools
  • Explain to participants that they will engage in reading jigsaw process. Count off by fours (four person per table group) to determine who reads which portion (see portion assignments on slide)
  • Each participant is to read the article independently, and make notes regarding the main ideas.
  • Also consider how this expert insight “FITS” with their own knowledge or their own model of what makes a strong instructional leader.
  • Inform participants that they will be asked to use their notes to create a graphic organizer as a table group.
  • [12] Share an example graphic organizer …table groups may make graphic organize on paper or chart paper
  • [13] When everyone has completed the reading, ask participants to complete a graphic organize as a table group. (
  • Alternatively, have all of the 1’s sit together and identify the agreed-upon most significant concepts in their section.)
  • Then facilitate the whole group sharing. Encourage each table group share regarding each of the three items, than next group.
  • [14] SAY: So, you have a definition of High Standards for Student Learning …but what is your vision for High Standards for Students Learning. Explain to participants that a good instructional leader provide a compelling picture for high standards …a vision that can inspire everyone to work hard and smart to create that vision. Present the quote for John W. Gardner. (Provide a minute for them to read.) Ask participants to reaction to this statement.
  • [15] Video: Opportunities to Articulate School Vision
  • Explain that you are going to share a video clip and you want participants to note THE MOST significant ideas shared by Karen Dyer.
  • After the video clip, ask for participants to share the ONE most significant idea they got from the Karen Dyer (facilitate whole group share)
  • [16] Present the quote. Provide a minute for everyone to read it. Ask participants to reaction. Pose the questions: What is your vision of high standards? How have you planning for high standards for student learning?
  • [17] Explain that establishing a vision for high standards for student learning begins with the compelling picture of the future, but also includes the school mission, school goals, and individual growth targets for students
  • [18] Explain that a definition of High Standards and/or a vision for High Standards is important. But even more significant is that everyone knows that vision, shares that vision, and is committed to the achievement of that vision for high standards for student learning.
  • Ask participants to fold a piece of paper in half and in half again (into 4 boxes). Label each boxes as listed on the slide and then describe what they THINK each group would say about the school vision, mission, and goals FOCUS on high standards for student learning. (provide about 2 minutes for participants to make notes, challenge they be realistic)
  • [19] SAY: Take out your definition of high standards for student learning, your notes or insights from the article, your notes from the video clip …let’s figure out how you can establish a vision for high standards for student learning.
  • Ask participants to think about WHY they are passionate for high standards for student learning? What is the urgency? Why ALL? What the big deal? What stirs your passion regarding WHY we must have high standards for student learning?
  • Next have participants brainstorm a list of words that represent that passion and/or vision. After a couple of minutes ask participants to underline less than HALF of the word which they think are most significant, and then ask them to circle up to three.
  • Explain that others knowing the vision starts with you (the principal). How often do you state your vision for high standards in a way that is passionate and inspiring to others? One method of doing that is through “elevator speeches.” An elevator speech is short passionate explanation of a big idea. An elevator speech is short (just going up one floor) and delivers a memorable impression.
  • Next have participants develop a phrase or sentence (there is no limit regarding length, longer is OK) that passionately presents your reason WHY must have high standards for student learning.
  • [20] Ask for a volunteer, but explain that you are going to coach them to be more concise and passionate (so do not be offended) and you will be asking them to do this for one another in small groups. After one demonstration, ask if there are any questions. In small groups have each person passionately present their vision of high standards for student learning.

Closure for this segment
  • [21] Ask participants to consider the guiding question(s).
  • Facilitator: either move back to the “Segment Guiding Questions” slide or list the guiding questions on chart paper for participants.
  • Guide participants to their Action Plan. Ask participants to THINK & make notes in the column labeled “Strategies/Ideas” regarding connection between our discussions today and the “Research-Based Critical Behaviors.” Instruct participants to list at least THREE things they are already doing, have learned today, or may apply from other sources. NOTE: Inform participants that they will engage in this activity at end each segment.

Follow-up Strategies for this Segment (Coaching Bundle)
  • Use the Research-Based Critical Behavior listed in the Action Plan to engage the principal about his/her implementation of those behaviors. You might you pose the following questions to help ensure the principal has a clear picture of the desired end result.
  • What is meant by xxx?
  • What would it look like when that is implemented effectively in your school?
  • What would it sound like, in terms of teacher talk?
  • What is your vision? What impact can these behaviors have on school culture?
  • Use the article/reading to engage the principal in deeper learning or clarifications. Discuss how to apply the concepts in his/her school, and/or how the ideas inform the action plan.
  • Based on the principal’s level of expertise, choose one of the books used as a resource for the workshop and recommend that specific book as a book study. You may want to select one or two chapters and/or specific pieces of texts for follow-up dialogue with the principal.
  • Use the reflection and discussion questions with participants to reinforce the application and successful implementation of concepts.
The items presented here provide a start; facilitators and coaches are encouraged to provide additional and/or modified questions.
Individual Reflection Questions for Coaching
  • How is this topic compatible with district, school, and/or personal beliefs?
  • What new learning will be implementing as a result of this workshop?
  • How will you manage the implementation so that you avoid it being perceived as too complex?
Group Discussion Questions for Online Forum
  • What are the relative advantages of this topic? Why are these concepts better than past practice?
  • How will you change your behavior, in observable & measurable ways, as a result of this topic?
  • How will you engage staff in this topic to ensure this becomes a part of the school culture?

Conclusion Development of an Action Plan
Time Allotment: 20 minutes
Material: Action Plan for Establishing a Shared Vision
FACILITATOR: This module/workshop focuses on one VAL-ED research-based critical behaviors, which is in bold on the action plan (participants are to focus on the one in bold, and may choose to add information to the others as they see connections). Typically, approximately 4 research-based critical behaviors are included on the action plan. This set of VAL-ED research-based critical behaviors typically represent one key process managing one core component that is a focus of the workshop. In other words, they represent multiple components of a systems thinking approach to implementing the core component. Ask participants: Improvement in which one critical behavior may have the most significant impact in your school?”
  • [22] Review the Targeted Objectives and Research-Based Critical Behaviors.
  • Connect each item to an activity that was designed to develop participants’ understanding and application of that critical behavior, guiding question, and/ or objective.
  • Ask participants to REVIEW what they have learned through this workshop (notes in the column labeled Ideas/Strategies).
  • Facilitator: Participants were asked to make notes in this column at the closure of each segment. Ask participants to ensure they have recorded 2-4 most significant learnings / confirmations per critical behavior (row).
  • Optional Pair Share: Ask participants to refer back to the column label Current Reality, and describe how their comprehension of the research-based critical behaviors has grown.
  • Now ask participants to complete the last two columns of the Action Plan. Explain to participants that they are to describe Next Steps by answering all three questions and then record their Action Plan by describing who will do what by when. FACILITATOR: Principals who are provided a leadership coach will be engaged in follow-up conversations about the workshop and action.
  • Encourage participants to take out their calendars and list deadlines on their calendar.
  • Suggest that after completing each column, participants review their Action Plan form horizontally to ensure ideas are connecting.
  • ALSO, suggest that they review their action plan to ensure it includes measurable/observable actions.
  • [23] In table groups (in a round robin format), ask each participant to share one new learning and describe how they will apply it in their job. Emphasize that each person must have ONE unique item to share …no repeat ideas.

Follow-up Strategies for this workshop (Coaching Bundle)
  • Use the Instructional Leadership Model to engage the principal in a conversation about systems thinking applied to the concepts of this workshop.
  • Coaches are expected to ask to see the Action Plan and discuss each section: Research-Based Critical Behaviors, Ideas/Strategies, Next Steps, & Action Plan
  • Use reflective questioning to engage the principal in a conversation to clarify learning and application possibilities.
  • Use questioning strategies and push principal to provide evidence that the new learning is being applied in the school and confirm implementation of the action plan.
  • Engage the principal in reflective dialogue about his/her professional growth resulting from participation in this workshop and/or implementation of the action plan.

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