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MONITORING and SUPPORT of TBT WORK

MONITORING and SUPPORT of TBT WORK. Excellent schools in poor districts implode over time; whereas, poor schools in excellent districts get better. - Lambert (p. 235). The Collaborative Administrator (2008). A Framework for Excellence: The Role of the Central Office.

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MONITORING and SUPPORT of TBT WORK

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  1. MONITORING and SUPPORT of TBT WORK

  2. Excellent schools in poor districts implode over time; whereas, poor schools in excellent districts get better. - Lambert (p. 235). The Collaborative Administrator (2008)

  3. A Framework for Excellence: The Role of the Central Office Only through revitalizing and redirecting the action of district-level operations can the kind of widespread and radical change that must occur be possible. - Schlechty (p. 235). The Collaborative Administrator (2008)

  4. Effective District Leaders Monitor the TBT Process in Each School as They Develop the Capacity of Principals to Lead the Process. Dufour and Marzano 2011

  5. FACILITATORS OF CHANGE District administrators are often the facilitators of change…the leaders of growth for everyone but themselves. Capper and Frattura, 2009

  6. Intervention for BLTs and TBTs District Leadership Teams are not giving a lot of feedback to Building Leadership Teams; and Building Leadership Teams are NOT giving a lot of feedback to Teacher Based Teams. McNulty 2011

  7. MONITORING BLTs and TBTs • Do you know which BLTs are not performing efficiently and effectively? How does your system know? What is being done to help those who need intervention? • Do you know which TBTs are not performing efficiently and effectively? How does your system know? What is being done to help those who need intervention?

  8. TBT Monitoring • Take out HO: Ohio 5-Step Process Implementation Rubric and HO: TBT Feedback Guide. • With your team, use these two documents to chart “next steps” to monitor TBT/Ohio 5-Step Process implementation across the district, considering the following: • How does our district leadership use student results to monitor the effectiveness of TBT work? • How does our building leadership use student results to monitor the effectiveness of TBT work? • How do our TBTs use student results to monitor the effectiveness of their own work?

  9. Providing Feedback in the Data Team Process Reeves (2006) says that it is an absolute waste of time if you gather information on adult practices and student learning and then fail to act on it. Besser and McNulty 2011

  10. Ensuring an Effective Adult Implementation Monitoring System • Connect “look fors” to district instructional framework to provide common language/ understanding of what is expected of every teacher • Ensure that “look fors” provide viable data for OIP Plan Adult Behavior Indicators. • Coordinate a vertical alignment of “look fors” that are grade/subject appropriate but still provide appropriate Adult Indicator data. • Short-term “formative monitoring” should be reflective of instructional strategies determined in Steps 3 and 4 of the Ohio 5-Step Process.

  11. Monitoring Traditionally, monitoring has focused only on student performance. In OIP Stage 3, monitoring includes focusing on adult implementation, as well. • What barriers is your district experiencing when monitoring adult implementation? • What steps have been taken to eliminate the barriers? • How do you know that what the adults are doing is directly affecting what the students are learning?

  12. Results in the TBT Process:Public Monitoring TBTs need venues to share the results of their hard work, because the results are what will sustain the momentum. • Data Walls and Data Halls – A visual display of results of teaching, learning, and, indirectly, of leadership • Effect data – student achievement results • Cause data – strategies of adults McNulty and Besser, 2011

  13. Results in the TBT Process:Public Monitoring Data Boards – Science fair for “grown ups.” The primary purpose is to spark educational dialogue. Data Fairs – Schools and districts celebrate student achievement gains as a result of teacher and leadership practices. McNulty and Besser, 2011

  14. DIFFERENTIATED PROFESSIONAL DEVELOPMENT for TBTs IS CRITICAL to CONTINUOUS IMPROVEMENT

  15. HIGH QUALITY PROFESSIONAL DEVELOPMENT • What is it?Process and activities designed to enhance the professional knowledge skills and attitudes of educators so that they might improve the learning of students. • Why is it important?Professional development should not be separate from one’s day to day professional responsibilities. Rather, professional development is an ongoing activity integrated into the job of each educator’s professional life. http://www.k12.wa.us/RTI/CorePrinciples/ProfDev.aspx (2011)

  16. Doug Reeves identifies the most influential force on teacher learning to be advice from colleagues (2008)

  17. TBTs as a Professional Development Model The TBT process is an explicit, teacher-driven, ongoing, job-embedded, data-driven PD that is highly effective. McNulty and Besser, 2011

  18. Coaching and TBTs: A Complimentary Fit Coaching can take many forms, from formal agreements to informal networks of individuals who use coaching skills to support each other. Allison, E. Data Teams the Big Picture, 2010 p. 202

  19. Coaching Skills • TBT members who want to use coaching skills to “partner in thought” with another individual or team must master a few basics: • Listening • Understanding • Questioning in a way that provokes thought and possibility • Calling for action and resonating hope • Allison, E. Data Teams the Big Picture, 2010 p. 202

  20. The Powerful Coaching Conversation Process Take out HO: The Powerful Coaching Conversation All successful coaching approaches use a conversation that includes these basic steps. Allison, E. Data Teams the Big Picture, 2010 p. 202

  21. The Coaching Leader Leaders who coach others discover a wonderful secret: The more you coach, the more you lead! And every time you help coach another you actively develop leadership in others which deepens the collective capacity to do more…. Allison, E. Data Teams the Big Picture, 2010 p. 202

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  23. Considerations for Differentiated Professional Development in Your District/Building • Who currently coordinates your district/building professional development? • On what basis/data are PD/trainings determined? • What communication system is in place to ensure TBTs receive the differentiated HQPD they need? • What changes may need made at the central office level to ensure differentiated HQPD is provided in a timely manner? • What monitoring system/tools are used to determine PD effectiveness?

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