Planning Tools for Assessing School Culture
Instructional Leadership: Tools for Assessing School CultureTitle: Planning Tools for Assessing School Culture
Description: Knowing and understanding the culture of a school is essential for leading in the school. This workshop examines potential tools for assessing culture. Participants will choose approximately three that may be applicable in their school and make a plan for implementing those tools. The application focus is that participants will plan for a culture of shared responsibility for the social and academic learning of students.
NOTES:
· PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at for 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 Tools for Assessing School Culture
Targeted Objective:
· Participants will learn about multiple tools for assessing their school culture and select which tools work best for them.
· Participants will connect learning to Research-Based Critical Behaviors and apply learning to developing an action plan to impact teacher performance and student learning.
Guiding Questions
· What tools are available to assist in assessing the culture of my school?
· How do instructional leaders choose the right tool for monitoring school culture?
Research-Based Critical Behaviors
· Plan for a culture of shared responsibility for the social and academic learning of students.
ISLLC Standards:
· ISLLC 2A Strong Professional Culture
Key Vocabulary: School Culture & School Climate,
Agenda and Segment Titles / Time in Minutes / Notes
Introduction of the Instructional Leadership Model & Overview / 20 minutes
Tools for Assessing School Culture / 80 minutes
Conclusion & Development of an Action Plan / 20 minutes
Total Time / 120 (2.0 hrs)
IT IS RECOMMENDED THAT PARTICIPANTS BRING A COPY OF CLIMATE SURVEY USED IN THEIR SCHOOL.
Materials
· Attendance Roster & Instructional Feedback
· Guiding Template for Tools for Assessing School Culture
· Guiding Power Point for Tools for Assessing School Culture
· Agenda (facilitator makes this on chart paper)
Handouts (This list of handouts are provided for exploration during prescribed activities)
· Action Plan
· The Culture Audit (A Leadership tool for assessment and strategic planning in diverse schools and colleges)
· Standard 4 Guiding Questions for Examining
· Standard 4 Indicators
· Standards Assessment Inventory (SAI)
· Teacher Survey Form A (VAL-ED)
· School Culture Survey (Indiana Institute)
· School Culture Triage Survey
· School Culture Survey (Sample Elementary Student Survey)
· The School-Wide Cultural Competence Observation Checklist
· Critical Issues for Team Consideration
· YOUR SCHOOL CLIMATE SURVEY
Readings
· None
Video
· None
Research Included
· Muhammad, Anthony (2009). Transforming School Culture, p1 and p 12
· Bustamante, Rebecca M. (2009). The “Culture Audit”: A Leadership tool for assessment and strategic planning in diverse schools and colleges
· Goodwin, Bryan (2009). The “secret sauce” of School Improvement. Changing Schools, Summer 2009
· Best Practice Briefs, University-Community Partnerships, Michigan State University, #31, December 2004
References
· Hall, Gene & Hord, Shirley (2001). Implementing Change: Patterns, Principles, and Potholes
· Garmston & Wellman (2009). The Adaptive School
· Bustamante, Rebecca M. (2009). The “Culture Audit”: A Leadership tool for assessment and strategic planning in diverse schools and colleges
· Center for Improving School Culture (2010). School Culture Triage
· Critical Issues for Team Consideration, Professional Learning Communities at Work Plan Book, Solution Tree, 2006
· Standards Assessment Inventory Survey, National Staff Development Council, (2010)
· Standards and Rubrics for School Improvement. Arizona Department of Education.
· Bustamante & Nelson (2007).The School-Wide Cultural Competence Observation Checklist...
· Elliot, Stephen, Goldring, Ellen, Murphy, Joseph, & Porter, Andy (July 2009). Vanderbilt Assessment for Leadership of Education: Handbook Implementation & Interpretation. Nashville, Tennessee. Discovery Education Assessment
FACILITATOR RESOURCES
· Instructional Leadership Matrix: Core Components & Key Processes
· Instructional Leadership Model (poster)
· Five Reasons (graphic organizer)
· Norms Development Framework
· ISLLC Standards Rubric
Content Expert: Sue Goltz, Tommie Miel, Marsha Speck, Julius Koenigsknecht
Introduction of the Instructional Leadership Model (and overview)
Management Considerations, Notes, etc (for Introduction of the Instructional Leadership Model)
· The “Introduction of the Instructional Leadership Model” presents a systems thinking approach to the many components that impact teacher performance and student achievement, and is based on the Vanderbilt University research. Each workshop segment in the Instructional Leadership Series represents one component of a systems thinking approach to instructional leadership. The Instructional Leadership Series provides professional development opportunities for principals to gain a deeper understanding of each component, to recognize the level of implementation of each component in their school, to identify the leverage points applicable in their school, and apply concepts within a systems thinking approach. (Note: A leverage point is a specific component where improvement is needed, and improvement in the implementation of that component will have the most significant impact of teacher performance and student achievement.)
· If this is the first workshop in the series for the participants, this systems thinking approach is a critical part of the Instructional Leadership Series and must be discussed thoroughly.
· If participants have previously discussed this systems thinking approach, the facilitator may quickly review the systems thinking approach (5 minute overview/reminder).
· Each workshop in the Instructional Leadership Series focuses on one VAL-ED Core Component, one VAL-ED key process, and a set of Research-Based Critical Behaviors. The Research-based Critical Behaviors are used to focus thinking at the beginning of the workshop through the introduction of the action plan. At the beginning of the workshop participants do a “pre-assess” of their application level of the critical behaviors related to that specific core component and key process. At the end of the workshop participants create an action plan including “who will do what by when,” which is typically focused on one prioritized Research-Based Critical Behavior (listed in bold on the Action Plan).
Notes:
· [#] The number of the PowerPoint slide that aligns with that portion of the presentation is listed in bracket
· Each segment in the template contains the objective and guiding questions for that unit. Each segment in the PowerPoint begins with a slide entitled “Segment Guiding Questions”
· Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for principals.
Establishing Norms …use district’s, use list on PowerPoint slide, or add process of establishing norms for the workshop. (“Norms Development Framework” handout is available)
· Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms
· If you are comfortable with the proposed norms in the PowerPoint, use them as listed.
· If you are not comfortable with those norms you may insert your own proposed norms.
· If you feel it necessary to engage the participants in the process of establishing norms …here is a recommended process:
o Explain that norms are a part of our everyday lives. However, typically that are not formally “adopted” or “written.” Give examples like the norms of acceptable behavior within a family (and note how those can vary) and norms of acceptable behavior in an office, etc. Norms are ground rules that govern the group. So…norms should be stated as commitments to behave in a certain way – meaning they are both observable and measurable. Pose the following questions to prompt participants thinking about desired observable behaviors during the workshop:
q What behaviors will you “accept” from others during a workshop?
q What behaviors will you commit to and hold others accountable for?
q What behaviors do you think will make the collaborative work more productive during the workshop?
q What are your Pet Peeves? (Consider what you do not want to see at this workshop.)
o As a table, ask participants to brainstorm norms for their collaborative work during this workshop …as an engaged learning team (each table group). Think about your pet-peeves of meetings. Consider PLC concepts like the DuFour ideas. Think about what you’d expect from teachers. Place one norm (observable action) per one sticky note. Organize the observable actions by topic/theme. Select approximately one observable action per topic/theme. Place these FEW ITEMS on a chart paper and post on the wall.
o As a whole group, determine which norm (observable action) from the lists should be considered as a norm for the workshop (select agreed-upon items and place a check mark beside it.
o Once you have an agreed-upon list, pose the following questions:
q How might our norms be improved?
q Is there anything missing?
q Is there anything else you want to add or refine to your initial brainstorm list?
o Post agreed-upon norms on chart paper
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
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. Your reasons should align with the concepts of change leadership & creating demand for new initiatives …relative advantage, compatibility with beliefs, trialability, observability, complexity, etc (”Five Reasons” graphic organizer is available)
o Give participants an opportunity to share interests they have for developing their skills for in this area/topic
· [3] Provide an overview of today by discussing today’s agenda, targeted objectives, and/or guiding questions (FACILITATOR’S choice on which perspective to use. It is recommended that you choice one to put on chart paper, post-it in room, and reference frequently during the workshop; and adjust the content of this slide to align with your choice.)
· As you provide an overview, ask participants to make notes regarding items with which they are familiar. This will help when developing their action plan and/or discussing new learning.
· It is recommended that you set-up a “parking lot” and have a designated participant put questions and/or issues on post-it notes in the “parking lot”. These may be addressed later!
· 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)
· [4] Introduce today’s proposed norms (FACILITATOR: you may want to add some explanation as provided in the parentheses) NOTE: see management notes for other options.
o Demonstrate trust
§ Be trustworthy & trusting of others (this is a safe environment, do not judge one another, things stay in the room, do not use things discussed today against someone in the future)
o Demonstrate healthy conflict
§ Listen to one another (listen to others with an open-mind to first understand their perspective)
§ Share what is on your mind (do not assume another person’s perspective is the right answer, there are many right answers, and do not go silent …we need to hear your thoughts)
o Demonstrate an growth mindset (this means being open to continuous self-improvement)
§ Engage in dialogue to develop new ideas (we know that adults learn through talking it out)
§ Ask questions to learn and clarify
o Share ONE point …then next person (this is an agreement that each person will share just one idea at a time, this enables everyone to be able share – no one person dominates)
o Silence cell phones
· After a brief discussion ….ask group to raise their hands to indicate that they are willing to accept the proposed norms for today.
o 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 The Instructional Leadership Model is a systems thinking approach and represents the impact of core components and key process on student achievement, teacher performance, 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.
o Explain which core component (defined on the next slide) and key process will be addressed in the workshop (multiple segment workshops apply multiple key processes)