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The PD Flip:
Using 70-20-10 Research to Right-Size How We Develop
Leadership in Education
Principal Supervisor Summit
Fort Lauderdale, May 18, 2017
Gina Ikemoto,
Education Research &
Development, LLC
Tricia McManus,
Hillsborough County
Public Schools
Mikel Royal,
Denver Public
Schools
Purpose and Agenda
Purpose: To introduce you to an approach to PD that
is proven to be more effective AND can be cost
neutral
Agenda:
•
Rationale for 70-20-10 Approach
•
Setting Goals: Lessons from Hillsborough
•
Creating Job-Embedded Opportunities to Learn:
Lessons from Denver
Why is the 70-20-10 approach
valuable for developing
leadership in education?
Rationale for Leadership Learning
Toolkit
Improved student learning
Necessitates
Stronger and more
distributed school
leadership
Necessitates
More effective
professional development
and better pipeline
development
Necessitates
Providing more workplace
opportunities for
development
Necessitates
Leadership Learning Toolkit
Conceptual and process
tools that shift mindsets
from group PD outside the
building to challenging
assignments and feedback
embedded in the workplace
70:20:10 Research Suggests Leadership Development Should
Primarily Focus on Job-Related Opportunities for Learning
View “Introduction to Leadership Development”, by The
Bridgespan Group, available here; used pursuant to a
Creative Commons Attribution-Non-CommercialNoDerivs 3.0 United States (CC BY-NC-ND 3.0 US)
License, available here.”
this 5 min video by The Bridgespan Group for an
overview of the 70-20-10 development approach
Example: Learning to Shoot Free Throws
If you were learning to shoot free
throws:
• It could be helpful to watch a
how-to video or read a tutorial
(formal learning)
• It would be even more helpful
to have a coach (social
learning)
•
•
However, formal and social supports alone are insufficient.
Practice, practice, practice is critical. (job-related learning)
Learning is maximized when individuals have opportunities to
practice via job-related learning that is supported by social and
formal learning
Examples of Learning Opportunities
Job-Related Learning (70%) Social Learning (20%)
Structured Learning (10%)









Leadership activities,

e.g., lead a team,
committee membership 
Stretch assignments
Apply new learning in

real situations

Champion and/or manage
changes
Increased decision

making

Cover for others on leave
Internal/external

speaking engagements
Budgeting

Structured mentoring and
coaching
Assessments with
feedback
Informal feedback
Seeking advice, asking
opinions, sounding out
ideas
360 feedback
Learning through teams/
networks
External networks/
contacts
Professional / Industry
association involvement or
active membership




Courses, workshops,
seminars
eLearning, webinars
Professional
qualifications/
accreditation
Certification
Formal education, e.g.,
university, Business
School
We Need to Shift Our Strategies for Developing Leadership
Too often, district development strategies emphasize structured learning (e.g.,
half-day group learning) instead of emphasizing challenging assignments.
Typical Approach
Focuses on
Structured Group
Learning
Recommended Approach
Focuses on Challenging
Job-Related Assignments
Structured
Structured
Social
JobRelated
Social
JobRelated
70-20-10 Approach to Leadership Development in Education
1.
Tools support individual
developing leaders and
their managers to work
together through 3 steps:
1.
Planning
Process
3. End-ofYear
Reflection
2.
2. Mid-year
Monitoring
3.
During planning step, they:
•
Identify individual goals related to
job performance and school needs.
•
Identify job-related, social, and
structured learning opportunities
•
Identify drivers and action steps
During the monitoring step, they:
•
Classify the status of the plan
•
Determine next steps to achieve
goals
During reflection step, they:
•
Discuss reflection questions,
connect to individual performance
•
Complete districtwide survey to
provide feedback on process
Goal Setting
Theory of Action Behind
Goal Setting Process
Clear professional goals tied directly to the
district strategic plan and/or school
improvement plans and leader competencies
Connected to high-quality, job embedded
professional learning activities and ongoing
coaching and feedback
Will result in stronger leadership at the
district and school level
Which will result in stronger and
improved teaching and learning in our
schools
Which will result in improved outcomes
for all students
Goal Setting Process
Data Analysis and Self Assessment
Needs of District/School
Needs of Leader
Leader Goals
Achievement Focus and
Results Orientation
Instructional Expertise
Managing and Developing
People
Culture and Relationship
Building
Problem Solving and
Strategic Change
Management
Professional Learning Methods
Coaching
Modeling
Collaborative Group
Course/Professional
Learning Session
Practice
Monitoring and Outcomes
School / District Outcomes
Leader Outcomes
Feedback
Tips for Writing an Effective Learning Plan
Linked to school improvement plan, instructional priorities and district
strategic plan
Leader competencies needing improvement are clearly defined
Baseline data supports a need to focus on competency area
The goal is directly linked to the baseline data and is written as a smart goal
Action steps are clearly laid out with a timeline
Evidence to be collected is clear
Learning activities are directly related to the competencies and will help
support goal attainment
There is someone identified to support the learning identified in the plan
Example of Goals and Activities
Competency Based Goal: Improve ability to give timely,
targeted, and actionable feedback.
Action Steps:
•
•
•
Create schedule for weekly observation and feedback cycles
Use observation tracker to track feedback and next steps provided to
teachers.
Discuss observation data and follow-up support for teachers during
weekly ILT meetings.
Support and Professional Learning
•
•
•
•
•
Attend Observation and Feedback professional learning session
Review chapter 4 of Leverage Leadership.
Have principal coach observe feedback sessions to provide feedback
Survey teachers for feedback on the feedback provided through weekly
conversations
Meet with principal PLC to learn strategies from peers. Practice
observation and feedback with peers.
Assignment Opportunities for
Development
Tools Can Support Entire Leadership Trajectory
Leadership Development Trajectory
Teacher
Currentrole
goals
Futurerole
goals
Teacher
Leader
Currentrole
goals
Futurerole
goals
Assistant
Principal
Currentrole
goals
Futurerole
goals
Principal
Currentrole
goals
Futurerole
goals
Principal
Supervisor
Currentrole
goals
Current content focuses on supporting assistant principals in developing knowledge and skills that
will enable them to perform better in their current role and prepare for a future role.
Futurerole
goals
DPS School Leadership Framework: Competency Progression
Instructional
Expertise
Vision &
Strategy
People &
Culture
Community &
Equity
PRINCIPAL
ASSISTANT PRINCIPAL
LEADERS OF OTHERS
SENIOR/TEAM LEAD
Builds, develops and empowers Builds the capacity of team leads Develops and/or influences a team
Develops a team of teachers’
the school’s Instructional
and/or teachers to ensure all
of educators’ ability to deliver
ability to deliver joyful, rigorous
Leadership Team to ensure all
students engage in joyful,
joyful, rigorous and personalized and personalized instruction that
students engage in joyful,
rigorous, and personalized
instruction that leads their
leads their students to high
academic achievement
rigorous, and personalized
learning and demonstrate high
students to high academic
academic achievement
achievement
learning and demonstrate high
academic achievement
Drives a schoolwide compelling
vision of equity through
strategic planning, change
leadership and school
improvement, and innovative
practices
Recruits, selects, retains and
grows a highly effective
leadership team and staff,
developing a culture of
continuous learning that
maximizes staff and student
morale and performance
Leads a positive, inclusive
school community that
supports the development of
the Whole Child and
meaningfully engages
students, families and
community members
Implements and invests
Invests others in the school’s
stakeholders in the school’s
vision through strategic planning,
vision through strategic planning, change leadership and innovative
practices
change leadership and school
improvement, and innovative
practices
Selects, retains and grows a
Supports efforts to grow key talent
highly effective team of teachers
and develop a culture of
and/or leaders, developing a
continuous learning that
team culture of continuous
maximizes staff and student
morale and performance
learning that maximizes staff and
student morale and performance
Invests team in the school’s vision
through strategic planning,
change leadership and innovative
practices
Builds instructional and leadership
capacity among a team of
teachers, developing a team
culture of continuous learning that
maximizes staff and student
morale and performance
Develops a positive, inclusive
Contributes to and/or develops a Contributes to a positive, inclusive
school community that supports
positive, inclusive school
school community that supports
the development of the Whole
community that supports the
the development of the Whole
Child and meaningfully engages
development of the Whole Child
Child and meaningfully engages
students, families and community
and meaningfully engages
students, families and community
members
members
students, families and community
members
Inspires others through values- Models values-driven, reflective
Demonstrates values-driven,
Demonstrates values-driven,
and resilient leadership
reflective and resilient leadership reflective and resilient leadership
driven, reflective and resilient
leadership
Achieves school goals by
Achieves schoolwide and/or team Achieves team and/or program
Achieves team goals by driving
driving results, maximizing
goals by driving results,
goals by driving results,
results, maximizing resources and
resources and ensuring
maximizing resources, and
maximizing resources and
ensuring effective management of
Oper. & Organ.
team systems and operations
effective management of
ensuring effective management ensuring effective management of
school systems and operations of school and/or team systems
systems and operations
and operations
Personal &
Values
DPS Pipeline Sequence
Prepare
Select
Support
ESSENTIAL QUESTIONS
Learning
In order to progress to the next
phase of development, what needs
to be learned, practiced, and
demonstrated in this phase?
Experiences
What learning experiences would
provide APs in this phase with the
opportunity to learn, practice, and
demonstrate mastery of identified
learnings?
GROUP 1
GROUP 2
GROUP 3
PHASE I:
PHASE II:
PHASE III:
Novice
Intermediate
Mastery
Deep Dive
Group
1
Group
2
Group
3
Learnings: In order to
progress to the next phase of
development, what needs to
be learned, practiced, and
demonstrated in each phase?
Phase I: Induction Phase
Experiences: What Learning
experiences would provide
APs in this phase with the
opportunity to learn,
practice, and demonstrate
mastery of key competencies
in order to progress to the
next phase?
Instructional Leadership

Strong instructional
leader

Lead for instruction and
academic achievement

Effectively conduct
observation and feedback
conversations






Evaluation – LEAP
calibration
Effectively manage
caseload of teachers
Sit in and observe
principal
Observe principal giving
feedback
Self and 360 assessment
Cognitive coaching
Phase II :Development
Phase
Experiences: What Learning
experiences would provide
APs in this phase with the
opportunity to learn,
practice, and demonstrate
mastery of key competencies
in order to progress to the
next phase?

Relay training

Meta coaching: Feedback
to Teacher Leaders re
giving feedback to
teachers

Include modeling of
facilitating team meetings
(gradual release)

Calibrate with teacher
leaders

Lead work styles
assessments with teacher
leaders

Lead Learning Walks with
teacher leaders

Work with teacher leader
to plan PD using learning
walk data. PLC’s, DDI, PD
planning

Identify instructional
change needed and cofacilitate change process
Phase III: Transition Phase
Experiences: What Learning
experiences would provide
APs in this phase with the
opportunity to learn,
practice, and demonstrate
mastery of key competencies
in order to progress to the
next phase?





Caseload of teacher
leader to supervise and
support
Developing Teacher
leaders
Conduct learning walks as
an active participant with
IS to identify needs
Loop learning walk data
back to teacher leader
Apply learning form data
to school-wide
professional development
Lead changes in the
school
Talk at Your Table
Learning
What needs to be learned,
practiced, and demonstrated for a
leadership competency in your
district?
Experiences
What learning experiences would
provide Aps with the opportunity to
learn, practice, and demonstrate
mastery of identified learning?
Additional Resources
Contact Us:
Gina Ikemoto,
Education Research &
Development, LLC
Tricia McManus,
Hillsborough County
Public Schools
Mikel Royal,
Denver Public
Schools
[email protected]
[email protected]
[email protected]
Access the Leadership Learning Toolkit
Gateway to the Leadership
Learning Toolkit was
developed by New Leaders.
It is accessible at:
https://docs.google.com/docu
ment/d/1u5OEljyp7u6X1MTPvNxVE7FU4UzVVyHsvgY3NjzPg/edit