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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