Implementing by Creating Demand
Instructional Leadership: Implementing by Creating DemandDescription: Participants will gain and apply knowledge of how to create demand for and to communicate about expectations and the performance accountability system. The Framework for Change model is introduced and participants gain strategies to build stakeholder buy-in through communication techniques. Participants select a specific initiative in their school, and apply the strategies of Creating Demand to create a want or desire for the initiative across the staff. Participants will examine how to communicate through the obstacles and challenges to effectively implement change. The application focus is that participants will develop an Action Plan for creating demand and use these strategies to communicate with faculty the purpose and nature of its accountability system.
TARGETED LEARNING FOR THIS WORKSHOP IS LISTED AT THE TOP OF EACH SEGMENT
Note: It is recommended that the facilitator post the objectives, applicable VAL-ED Research-Based Critical Behaviors, relevant ISLLC Standards, and guiding questions.
Key Vocabulary: Appropriate VAL-ED core component and key processes definitions are listed on the action plan and in the PowerPoint.
Agenda and Segment Titles / Time in Minutes / Notes
Introduction of the Instructional Leadership Model & Overview / 20
Creating Demand / 50
Conclusion & Development of an Action Plan / 20
TOTAL TIME / 90 minutes (1.5hrs.)
Time Allotment for Professional Development Hours / 1hour / 3 hours / 6 hours / 12 hours
Delivery Methods / Large Group (Hybrid: face-to-face, online, or videoconference)
Professional Learning Community (Hybrid: face-to-face, online, or videoconference)
One-to-One Coaching (Hybrid: face-to-face, online, or videoconference)
Independent (Online)
Technology Integration / PowerPoint / Video Clip (URL in materials section) / Other: (please identify)
Professional Development Standards Correlations
Materials
· Attendance Roster, Participants Feedback, & Facilitator Feedback (please request latest forms from ASU)
· Facilitator Guide for Implementing by Creating Demand
· Facilitator PowerPoint for Implementing by Creating Demand
· Agenda (facilitator makes this on chart paper)
· Handouts (exact title and name of the electronic file)
· Action Plan
· Creating Demand Workshop
· School Leadership
Readings / Articles (exact title and name of the electronic file; provide the APA reference in the Resources Section)
· None
Videos (exact title and URL; provide the APA reference in the Resource Section)
· None
FACILITATOR RESOURCES
· Instructional Leadership Matrix: Core Components & Key Processes
· Instructional Leadership Model (for poster)
· Five Reasons (graphic organizer for change leadership)
· Norms Development Framework
· KBAD (Know and Being Able to Do) for each Core Components
· ISLLC Standards Rubric
Research Included
· Meyers, K. & Pawlas, G. (1989). The Principal and Communication. Phi Delta Kappa Educational Foundation, Elementary Principal Series No. 3. Bloomington, Indiana.
· Glickman, C., Gordon, S., & Ross-Gordon, J. (2010). Supervision and instructional leadership. Pearson Education, Inc.
References
Web downloads
· Waters, Tim, Marzano, Robert, & McNulty Brian (2003) The Balanced Leadership Framework: connecting vision with action. Downloaded June 2010 from www.mrel.org
· Waters, Tim, Marzano, Robert, & McNulty Brian (2004) McREL’s Balanced Leadership Framework: Developing the Science of Educational Leadership ( n.d.) from www.eric.ed.gov
· Waters, Tim, Marzano, Robert, & McNulty Brian (2003) Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement (n.d.) from www.mrel.org
· Waters, Tim, Marzano, Robert, & McNulty Brian (2006) School District Leadership that Works: The Effect of Superintendent Leadership on Student Achievement (n.d.) from www.mrel.org
· Waters, Tim & Grubb, Sally (2004) Leading Schools: Distinguishing the Essential for the Important (2004). McREL. Denver Colorado
Working Papers
· Waters, J.Timothy EdD & Marzano, Robert J ( 2006) School District Leadership that Works: The Effect of Superintendent Leadership on Student Achievement Executive Summary
· Change Leadership: Perspectives on Change (2007) McREL. Denver Colorado
· Kotter, John P. (2006) Leading Change: Why Transformation Efforts Fail
Books
· Marzano, Robert J., Water, Timothy, & McNulty, Brian A. (2005). School Leadership That Works. Aurora, Colorado McREL
· Marzano, Robert J. (2003). What Works in Schools: Translating Research into Action. Alexandria, Virginia ASCD
· Marzano, Robert J. & Water, Timothy (2009). District Leadership That Works. Bloomington, IN. Solution Tree Press McREL
· Hall, Gene E & Hord, Shirley M (2006) Implementing Change: Pattern, Principles, and Potholes. Pearson
· Elliot, Stephen, Goldring, Ellen, Murphy, Joseph, & Porter, Andy (July 2009). Vanderbilt Assessment for Leadership of Education: Handbook Implementation & Interpretation. Nashville, Tennessee. Discovery Education Assessment
Articles
· Richard Dufour and Robert Marzano High Leverage Strategies for Principal Leadership (page 64), Educational Leadership, February 2009
· Nancy Flowers and Dawn M.H. Carpenter. You Don’t Have to Be a Statistician to Use Data: A Process for Data-Based Decision Making in Schools
· Meyers, K. & Pawlas, G. (1989). The Principal and Communication. Phi Delta Kappa Educational Foundation, Elementary Principal Series No. 3. Bloomington, Indiana.
· Glickman, C., Gordon, S., & Ross-Gordon, J. (2010). SuperVision and instructional leadership. Pearson Education, Inc.
Content Experts: Glen Turner, Pam Sitton, Marsha Speck, Julius Koenigsknecht, & Brad Jamison
Introduction of the Instructional Leadership Model (and overview)
Time Allotment: 20 minutes
Targeted Objectives (What is to be learned? How will it be demonstrated? Using Observable verbs & Learning outcomes with Evidence):
· Participants will be introduced to the "Instructional Leadership Model" (a systems thinking approach).
· Research-Based Critical Behaviors are presented through the introduction of the action plan. Participants will pre-assess their application level of the critical behaviors.
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 & Criteria: (based on a ISLLC Standards Rubric derived from the ISLLC Performance Expectations & Indicators)
· The introduction is not aligned to specific ISLLC Standards
Management Considerations, Notes, etc (for Introduction of the Instructional Leadership Model)
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
o Reinforce superintendent’s opening by sharing several reasons WHY this topic is important
o Your reasons should align with the concepts of change leadership & creating demand for new initiatives (as modeled on the right).
o 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.
o 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 / Engagement Set for the introduction
· [5] Introduce the Instructional Leadership Model
o 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.
o Core components are characteristics of schools that support teacher performance and student learning.
o Key processes refer to how principals manage those core components.
o Each core component is managed through the six key processes.
o 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)
o 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)
o Explain that by the end of this workshop each participant will develop an action plan
o 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)
o Then ask them to carefully read the definition of the key process (or key processes) and make notes (1 minute)
o 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
· 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?
Segment: Creating Demand
Time Allotment: 50 minutes
Targeted Objective(s)
· Participants will apply the McREL Framework for Change model to create a demand for a new initiative, and connect these techniques to effectively communicate an accountability system.
· 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 (Vanderbilt University research found that the following principal behaviors have a direct & significant influence on teachers’ performance and student learning.)
· Communicates with faculty the purpose and nature of its accountability system
ISLLC Standards:
· 2.C Assessment and Accountability
· 5.C Maintaining High Standards for Self and Others
Guiding Questions:
· How do instructional leaders effectively communicate the purpose and nature of the school’s performance accountability system?
· How does “creating demand” help the principal to hold staff accountable for high levels of performance?
Key Vocabulary: Relative advantage, Compatibility, Complexity, Trialability, Observability,
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.
o The guiding question is intended to communicate the focus of this segment to participants.
o Note that the guiding question is used again at the end of this segment.
· [10] In “School Leadership That Matters” Marzano describes 21 School Leadership Responsibilities. Implementing change includes intellectual stimulation, change agent, and ideals/beliefs. Explain that the principal must ensure teachers discuss the current theories and practices, and make the implementation of them a regular aspect of the school’s culture. SAY: You cannot be the only one standing for the accountability measures.
o How will you engage others and ensure buy-in regarding implementation of the accountability system?
· [11] Explain that the McREL Framework for Change Leadership presents research-based strategies for implementing any new initiative (which includes new procedures for performance accountability). Here’s a quick overview:
o Create demand for the initiative …Failure OFTEN results from NOT continuously working on creating demand
o Thoroughly plan the implementation of the new initiative
o Manage personal transitions for the new initiative
o Monitor and evaluate student achievement and teacher implementation
· Let’s focus on the portion of the framework called “Creating Demand.”
· [12] Research indicates that a person will adopt the new initiative and let go of the old way of doing, when they see the new as better than the old. So getting people to let go of the old way means you have to target the disadvantage of and/or discontent for the old way.