Professional Staff Development Presenters :

1. EDUCATIONAL TOOLS AND RESOURCES: Leading, Progress Monitoring And Supervising Classroom Instruction

2. Professional Staff DevelopmentPresenters: Bergeron Harris, Ed.D.Assistant Professor, Educational AdministrationTexas State UniversityJeanne Montgomery Spencer, Ed.D.Adjunct Professor, College of EducationConcordia University & Texas State University

3. Purpose of Professional Development Session: This session is designed to provide participants with tools and resources they can use for leading, progress monitoring, and supervising classroom instruction. Learning Objectives: • Attendees will learn about classroom walkthrough structures and systemic processes that determine instructional alignment to standards, student task alignment to standards, and data collection for determining targeted professional development. • Presenters will use a research-based school improvement framework that will guide participants in understanding the context needed to move beyond a school or system’s current state, using data to inform practice, and identifying structures needed to sustain school improvement.

4. “Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task.”Haim G. Ginott

5. Leading

6. “Leaders... appeal to the heart... with people's deepest, heartfelt hopes. What are these hopes? Humans have a fundamental longing to believe we are successful in what we do - our need to achieve. Educators are typically denied this sense of success. Bombarded with too many state, national, and district standards for students to master... teachers are often unclear as to what they are supposed to accomplish.” Rick Dufor 2004

7. Appointment Time

8. Define Leadership and Leading

10. Leadership and Leading The leaders who work most effectively, it seems to me, never say “I.” And that’s not because they have trained themselves not to say “I.” They don’t think “I.” They think “we”; they think “team.” They understand that their job is to make the team function. They accept responsibility and don’t sidestep it, but “we” get the credit…. This is what creates trust and enables you to get the task done.Peter Drucker

11. Theory of Action

13. Clear Expectations Time for Collaboration Monitor Support and Intervene Supporting Student Achievement

14. THE CLEARER THE FOCUS THE GREATER THE ACHIEVEMENT

15. Support Structure Principal, Assistant Principals, Academic Deans and Instructional Coaches support both novice and veteran teachers on their campus Curriculum Specialists and Solutions Teams provide support to Assistant Principals, Academic Deans and Instructional Coaches

16. Source: Region XIII, Education Service Center

17. School Improvement Framework: Middle School Needs Assessment 1 – Exemplary systems in place ------------------- 4 – Needs focus and support

18. Appointment Time

19. Supervising Classroom Instruction

21. The Classroom Teacher The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners; it is in making winners out of ordinary people. K. Patricia Cross

23. Instructional Best Practices Innovation Configuration for Middle School Classrooms

24. Instructional Best Practices Innovation Configuration for Middle School Classrooms

25. Classroom Data: Student Engagement • Please complete the information using the seating chart on back and the table below. Thanks for your input! • Please use the seating chart on back to track the engagement of each student. • Use the following codes: on task (T), off task (D), having off topic conversation (C), or out of their seat (S). • Please note the time of each sweep and the activity at that time in the table below. The teacher will complete the frequency information based on the data gathered on the seating chart.

26. Aligning Curriculum, Instruction, and Assessment Content Area__________________ Teacher ___________________Grade Level ________ Date _________ Describe Quality Teacher Interactions with Students: ________________________________________________________________________________________________________ Question(s)/Something to Ponder: ________________________________________________________________________________________________________

27. High Impact Verbs for Lesson Plan Development Across Content Areas of Reading, Science and Mathematics

28. Campus Diagnostic Visit Campus:_____________ Content:_____________________Grade Level Observed:__________ Classroom Observation Debriefing Form Use the following questions to guide your group discussion regarding the observations you made during your classroom visits. Use your responses to these questions to summarize your observations during the debriefing session.

30. Middle School Monitoring and Support Model

33. Appointment Time

34. Progress Monitoring

36. Progress Monitoring for Student Achievement “You must inspect what you expect.” Harris and Spencer, 2012

37. Category I: Instructional Expectations for Progress Monitoring Principal • Develop a monitoring tool system (data protocol) for at-risk students in all content areas • Require weekly observations by PDAS appraisers to ensure all teachers receive a monthly observation • Monitor, support and intervene to improve instruction and academic achievement Assistant Principals • Participate and/or lead PLC meetings (specify content per AP)\ • Conduct weekly classroom observations and provide specific feedback • Ensure that teachers are using the data protocol in PLCs to identify and address student needs and lead discussions about students who are not showing academic progress • Monitor, support and intervene to improve instruction and academic achievement Instructional Coaches and Special Positions (Academic Dean) • Lead and facilitate meaningful PLC’s using the Curriculum Itinerary, Road Maps, and GPS • Observe teachers and provide meaningful feedback and provide PD as needed • Model effective instructional strategies with teachers and students as appropriate • Assist in discussing data protocol monitoring tool in PLC meetings Counselors • Create a success plan for struggling students to include: attendance, discipline, academics in collaboration with grade level teachers each six weeks in a PLC meeting • Update the data protocol monitoring tool and use the District dashboards to ensure all students are receiving interventions for academic and social development • Secure external supports for students • Ensure eCST teams are effectively addressing student needs • Monitor, support and intervene to improve instruction and academic achievement Teachers • Add value to every student assigned to him/her. All students who passed previous TAKS should pass the STAAR; all students should demonstrate academic growth • Include the role of the Teacher Assistant when you plan for lessons • Demonstrate use of effective teaching strategies • Immediately identify and assist students who are not achieving in core instruction • Monitor, support and intervene to improve instruction and academic achievement Teacher Assistants • Work with the teacher to implement the lesson plans • Assist students in a way that facilitates and reinforces learning • Monitor, support and intervene to improve instruction and academic achievement

38. Opportunity to Analyze Data

39. Analysis of Student Performance • Six-Week and Benchmark Assessments • Campus: ______________________________Date: _______________________ • Please Note: • This review should be completed after each six weeks tests and/or grading period.After reviewing the data, what • patterns have you observed about student performance • ______________________________________________________________________________________________________________________________________________________________________________________________________________ • What are the areas of strength? • ______________________________________________________________________________________________________________________________________________________________________________________________________________ • What are the areas needing improvement? • ______________________________________________________________________________________________________________________________________________________________________________________________________________ • What are the possible causal factors for areas impacting student performance? • ______________________________________________________________________________________________________________________________________________________________________________________________________________ • What do you conclude from your analyses? • ______________________________________________________________________________________________________________________________________________________________________________________________________________ • Identify improvement strategies for areas of need. • _______________________________________________________________________________________________________ • _______________________________________________________________________________________________________ • What is your action plan? Activities? Timelines? Person Responsible? Resources? Plan for Progress Monitoring? • _______________________________________________________________________________________________________ • _______________________________________________________________________________________________________

41. Solutions Team Weekly Campus Report for Category 1 Schools Week of _______ Using the IC Best Practice document, identify each campus 1 – 4 for the following categories: Role of the Content, Learner, Teacher, Leadership Team and SCA Data. Provide evidence in the box if it’s a 1 or 2 Comments:

42. MIDDLE SCHOOL MID-YEAR SYSTEMS CHECK Campus Name: Date:

44. A. Determine the number of targeted students (5 or more removals) per grade level for the fall 2011 semester and enter the information in the chart below. Describe how your team will intervene and monitor discipline for the spring semester B. At the end of the 4th, 5th and 6th week grading period, use the rubric below to determined if your intervention was highly effective, effective and not effective.

46. Appointment Time

47. Thank You for Your Attendance Contact Information: Dr. Bergeron Harris Bergeron.Harris@att.net Cell: (512) 632-4113 Dr. Jeanne Montgomery Spencer jeannespn@yahoo.com Cell: (512) 497-9980