Module 3 Inst Leadership
Module Three: Instructional Leadership
for Learning
A Collaboration between
NCSA, NDE, and ESUs
Instructional Leadership for Learning
2
Instructional Leadership for Learning
oUse of Data
oCurriculum
oInstruction
oAssessment
3
Instructional Leadership Rubric
Component
Use of Data
Curriculum
Level I
Level II
Level III
Level IV
Rating/Evidence
Data collection is
left to chance by
individual actors.
Data are rarely
analyzed or
leveraged for
improvement efforts.
A process for data
collection has been
drafted.
Data are occasionally
analyzed by individuals
and occasionally
leveraged for
improvement efforts.
A systematic process
for data collection is in
place.
Data are routinely
analyzed by groups to
inform collective action
and leveraged for
improvement efforts.
The school utilizes
data to routinely inform
decisions about
fulfilling the school
mission, teaching and
learning, and to guide
all improvement efforts.
Rubric Level:
Evidence:
The decisions about
what to teach are left
to chance by
individual actors.
A guaranteed and
viable curriculum is
not evident.
The school has drafted
curriculum documents.
The school has begun
a process to provide a
guaranteed and viable
curriculum.
The school has a
guaranteed and viable
curriculum.
The school has
declared the important
skills and content
necessary for all
students.
The school routinely
monitors the attainment
of the guaranteed and
viable curriculum.
The curriculum is
closely aligned to the
mission of the school.
Rubric Level:
Evidence:
4
Instructional Leadership Rubric
Component
Instruction
Assessment
Level I
Level II
Level III
Level IV
Rating/Evidence
The decisions about
instruction are left
to chance by
individual actors.
Replication of
success is unlikely.
The school has begun a
process to identify
instructional strategies
that will improve
student learning. The
extent to which the
strategies are used will
vary.
Replication of success
is unlikely.
The school encourages
the use of research based
instructional strategies.
The school has created
pockets of success.
Replication of success is
dependent upon
showcasing the methods.
The school employs a
research based
instructional program.
The strategies are
utilized by the staff to
a large extent.
Replication of success
is likely.
Rubric Level:
Evidence:
The assessment
system and the
subsequent data are
left to chance by
individual actors.
The school has begun
the process of
developing an
assessment system.
Some assessments are
aligned to the
curriculum.
The school has an
assessment system
aligned to the
curriculum.
Formative or
summative assessments
provide information
about student learning.
The school has an
assessment system
aligned to the
curriculum.
The school utilizes a
comprehensive system
that provides timely
feedback about teaching
and learning.
Rubric Level:
Evidence:
5
Instructional Leadership for Learning
oUse of Data
oCurriculum
oInstruction
oAssessment
6
Data provides the power to…
Make good decisions, work intelligently,
work effectively and efficiently, change
things in better ways, know the impact of
our hard work, help us prepare for the
future, and know how to make our work
benefit all children.
from Data Anlaysis for Comprehensive Schoolwide Improvement
7
Quality Information
Defined as the collection, management, and
use of information to enable the school or
district to make informed decisions, take
specific actions, and assess the results of
improvement efforts.
from National Study of School Evaluation
8
Quality Information
The analysis of research indicated that
effective schools must:
o Transform data into evidence.
o Data must be used consistently as the
basis for decision making.
o Student performance results must also
provide guidance that informs educators
so as to allow mid-course adjustments.
o Data feedback systems must rely on
multiple sources of data.
9
Schools must collect and analyze data to
understand the…
o Current and future needs of the school
community.
o Ability of the current processes to meet
those needs.
o Ways in which the school and community
are changing.
o Root causes of problems.
o Types of education programs and expertise
that will be needed in the future.
10
Four Essential Questions
from Dufour’s Learning by Doing
o What do we want our students to learn?
o How will we know when they have learned it?
o How will we respond if they have not learned
it?
o How will we respond if they have already
learned it?
11
Implications for Leadership
Effective superintendents ensure that each
school regularly examines the extent to which
it is meeting achievement targets. The
attainment of achievement goals is the
primary indicator of success.
from School District Leadership that Works: The Effect of
Superintendent Leadership on Student Achievement
12
Leadership Team Reflection
o What are our current practices?
o How do we monitor current practices?
o What new practices do we need to put in place
to increase the academic achievement of our
students?
o How will we monitor those practices?
o What obstacles might impede progress?
o What support systems will enhance our
progress?
o What are our next steps?
13
Instructional Leadership Rubric
Where would you place your school on the
Instructional Leadership for Learning Rubric?
Component
Use of Data
Level I
Level II
Data collection is
left to chance by
individual actors.
Data are rarely
analyzed or
leveraged for
improvement efforts.
A process for data
collection has been
drafted.
Data are occasionally
analyzed by individuals
and occasionally
leveraged for
improvement efforts.
Level III
A systematic process
for data collection is in
place.
Data are routinely
analyzed by groups to
inform collective action
and leveraged for
improvement efforts.
Level IV
The school utilizes
data to routinely inform
decisions about
fulfilling the school
mission, teaching and
learning, and to guide
all improvement efforts.
Rating/Evidence
Rubric Level:
Evidence:
14
15
Instructional Leadership for Learning
Use of Data
Curriculum
Instruction
Assessment
16
Marzano’s “Guaranteed and Viable Curriculum”
o Identify and communicate the content considered
o
o
o
o
essential for all students versus that considered
supplemental or necessary only for those seeking
postsecondary education.
Ensure that the essential content can be addressed
in the amount of time available for instruction.
Sequence and organize the essential content in
such a way that students have ample opportunity to
learn it.
Ensure that teachers address the essential content.
Protect the instructional time that is available.
17
Leadership Team Reflection
o What are our current practices?
o How do we monitor current practices?
o What new practices do we need to put
in place to increase the academic
achievement of our students?
o How will we monitor those practices?
o What obstacles might impede progress?
o What support systems will enhance our
progress?
o What are our next steps?
18
Instructional Leadership Rubric
Where would you place your school on the
Instructional Leadership for Learning Rubric?
Component
Curriculum
Level I
Level II
The decisions about
what to teach are left
to chance by
individual actors.
A guaranteed and
viable curriculum is
not evident.
The school has drafted
curriculum documents.
The school has begun
a process to provide a
guaranteed and viable
curriculum.
Level III
The school has a
guaranteed and viable
curriculum.
The school has
declared the important
skills and content
necessary for all
students.
Level IV
The school routinely
monitors the attainment
of the guaranteed and
viable curriculum.
The curriculum is
closely aligned to the
mission of the school.
Rating/Evidence
Rubric Level:
Evidence:
19
Instructional Leadership for Learning
oUse of Data
oCurriculum
oInstruction
oAssessment
20
21
Core Tasks to Improve Teaching & Learning include. . .
o Using instructional strategies that provide
students with focus, feedback, and
sufficient opportunity to master skills.
o Using appropriate strategies to assess the
performance of students’ academic,
cognitive, and meta-cognitive skills.
o Adapting instruction to meet individual
needs and engage students.
o Maximizing the use of time for instruction.
22
The Big Nine
o Meta-analysis combines the results
from a number of studies to determine
the average effect of a given technique.
o Researchers translate the results of this
meta-analysis into a unit of
measurement referred to as the effect
size.
23
The Big Nine
o Effect size of .20 is small
o Effect size of .50 is medium
o Effect size of .80 is large
24
The Big Nine
Instructional Strategy
Ave. ES
%ile
Gain
Identifying similarities & differences
1.61
45
Summarizing & Note Taking
1.00
34
Reinforcing Effort and Providing
Recognition
.80
29
Homework & Practice
.77
28
Nonlinguistic Representation
.75
27
Cooperative Learning
.73
27
Setting Goals & Providing Feedback
.61
23
Generating & Testing Hypotheses
.61
23
Questions, Cues, & Advance Organizers
.59
22
25
Planning for Instruction
o Instructional planning needs to be
thoughtful and purposeful.
o Instructional planning is more than
stringing together as many activities as
can be completed in a unit of study.
o The use of instructional strategies is to
help the learner remember and apply
information and skills, not just do
schoolwork.
26
Planning for Instruction
Teaching Schema for Mastery Learners
from Improving Student Learning One Teacher at a Time
o Setting Goals
o Accessing Prior Knowledge
o New Information
o Applying declarative & procedural
knowledge
o Generalize or summarize
o Homework
27
Leadership Team Reflection
o What are our current practices?
o How do we monitor current practices?
o What new practices do we need to put in
place to increase the academic achievement
of our students?
o How will we monitor those practices?
o What obstacles might impede progress?
o What support systems will enhance our
progress?
o What are our next steps?
28
Instructional Leadership Rubric
Where would you place your school on the
Instructional Leadership for Learning Rubric?
Component
Level I
Level II
Level III
Level IV
Instruction
The decisions about
instruction are left to
chance by individual
actors.
Replication of
success is unlikely.
The school has begun a
process to identify
instructional strategies
that will improve
student learning. The
extent to which the
strategies are used will
vary.
Replication of success
is unlikely.
The school encourages
the use of research
based instructional
strategies. The school
has created pockets of
success.
Replication of success
is dependent upon
showcasing the
methods.
The school employs a
research based
instructional program.
The strategies are
utilized by the staff to a
large extent.
Replication of success
is likely.
Rating/Evidence
Rubric Level:
Evidence:
29
Instructional Leadership for Learning
oUse of Data
oCurriculum
oInstruction
oAssessment
30
Each tool has a different purpose and
provides different data.
National
Tests
State
Tests
Classroombased
Assessments
Multiple Tools, Different
Purposes
Tools
National Tests
Purposes
National Comparison
Summative Snapshot
New State Tests – NeSA
NeSA-R
NeSA-M
NeSA-S
NeSA-W
State Comparison
Classroom-based
Assessment
Instructional
information
State and Federal
Accountability
Summative Snapshot
Learning Improvement
Lezotte’s Frequent Monitoring of
Student Progress
o The First Generation: In the effective school,
student academic progress is measured
frequently through a variety of assessment
procedures. The results of these assessments
are used to improve individual student
performance and also to improve the
instructional program.
33
Lezotte’s Frequent Monitoring of
Student
Progress
o The Second Generation: The use of
technology will permit teachers to do a
better job of monitoring their students’
progress.
o A shift will occur from standardized normreferenced paper-pencil tests and toward
curricular-based, criterion-referenced
measures of student mastery.
34
Assessment Users and Uses
o Classroom Level
o Instructional Support Level
o Policy-Making Level
35
Classroom Level
Student:
Am I succeeding?
Does my teacher think I’m capable of success?
Teacher:
What does this student need?
Are my students improving?
Parents:
Is my child succeeding?
Is this teacher doing a good job?
36
Instructional Support Level
Principal:
Is this teacher producing results in the form of
student learning?
Is instruction in our building producing
results?
Are our students qualifying for college?
Curriculum Director:
Is our program of instruction working?
What adjustments need to be made to our
curriculum?
37
Policy-Making Level
Superintendent:
Are our programs of instruction producing results in terms of
student learning?
Which schools deserve or need more or fewer resources?
School Board:
Are our students learning and succeeding and how much is it
costing us?
Department of Education:
Are programs across the state producing results?
Legislature:
Are our students achieving in ways that prepare them to become
productive citizens?
38
Leadership Team Reflection
o What are our current practices?
o How do we monitor current practices?
o What new practices do we need to put in
place to increase the academic
achievement of our students?
o How will we monitor those practices?
o What obstacles might impede progress?
o What support systems will enhance our
progress?
o What are our next steps?
39
Instructional Leadership Rubric
Where would you place your school on the
Instructional Leadership for Learning Rubric?
Component
Level I
The assessment
system and the
subsequent data are
left to chance by
individual actors.
Assessment
Level II
The school has begun
the process of
developing an
assessment system.
Some assessments are
aligned to the
curriculum.
Level III
Level IV
The school has an
assessment system
aligned to the
curriculum.
Formative or
summative assessments
provide information
about student learning.
The school has an
assessment system
aligned to the
curriculum.
The school utilizes a
comprehensive system
that provides timely
feedback about teaching
and learning.
Rating/Evidence
Rubric Level:
Evidence:
40
Discussion and Wrap-Up
o What are the implications for leadership?
o What are the implications for change?
41
The job of a leader is not just
to defend the status quo, the
job of a leader is to define a
future . . . . .
42
Thank You!
o We hope that this session will be meaningful
for your schools and students.
43
for Learning
A Collaboration between
NCSA, NDE, and ESUs
Instructional Leadership for Learning
2
Instructional Leadership for Learning
oUse of Data
oCurriculum
oInstruction
oAssessment
3
Instructional Leadership Rubric
Component
Use of Data
Curriculum
Level I
Level II
Level III
Level IV
Rating/Evidence
Data collection is
left to chance by
individual actors.
Data are rarely
analyzed or
leveraged for
improvement efforts.
A process for data
collection has been
drafted.
Data are occasionally
analyzed by individuals
and occasionally
leveraged for
improvement efforts.
A systematic process
for data collection is in
place.
Data are routinely
analyzed by groups to
inform collective action
and leveraged for
improvement efforts.
The school utilizes
data to routinely inform
decisions about
fulfilling the school
mission, teaching and
learning, and to guide
all improvement efforts.
Rubric Level:
Evidence:
The decisions about
what to teach are left
to chance by
individual actors.
A guaranteed and
viable curriculum is
not evident.
The school has drafted
curriculum documents.
The school has begun
a process to provide a
guaranteed and viable
curriculum.
The school has a
guaranteed and viable
curriculum.
The school has
declared the important
skills and content
necessary for all
students.
The school routinely
monitors the attainment
of the guaranteed and
viable curriculum.
The curriculum is
closely aligned to the
mission of the school.
Rubric Level:
Evidence:
4
Instructional Leadership Rubric
Component
Instruction
Assessment
Level I
Level II
Level III
Level IV
Rating/Evidence
The decisions about
instruction are left
to chance by
individual actors.
Replication of
success is unlikely.
The school has begun a
process to identify
instructional strategies
that will improve
student learning. The
extent to which the
strategies are used will
vary.
Replication of success
is unlikely.
The school encourages
the use of research based
instructional strategies.
The school has created
pockets of success.
Replication of success is
dependent upon
showcasing the methods.
The school employs a
research based
instructional program.
The strategies are
utilized by the staff to
a large extent.
Replication of success
is likely.
Rubric Level:
Evidence:
The assessment
system and the
subsequent data are
left to chance by
individual actors.
The school has begun
the process of
developing an
assessment system.
Some assessments are
aligned to the
curriculum.
The school has an
assessment system
aligned to the
curriculum.
Formative or
summative assessments
provide information
about student learning.
The school has an
assessment system
aligned to the
curriculum.
The school utilizes a
comprehensive system
that provides timely
feedback about teaching
and learning.
Rubric Level:
Evidence:
5
Instructional Leadership for Learning
oUse of Data
oCurriculum
oInstruction
oAssessment
6
Data provides the power to…
Make good decisions, work intelligently,
work effectively and efficiently, change
things in better ways, know the impact of
our hard work, help us prepare for the
future, and know how to make our work
benefit all children.
from Data Anlaysis for Comprehensive Schoolwide Improvement
7
Quality Information
Defined as the collection, management, and
use of information to enable the school or
district to make informed decisions, take
specific actions, and assess the results of
improvement efforts.
from National Study of School Evaluation
8
Quality Information
The analysis of research indicated that
effective schools must:
o Transform data into evidence.
o Data must be used consistently as the
basis for decision making.
o Student performance results must also
provide guidance that informs educators
so as to allow mid-course adjustments.
o Data feedback systems must rely on
multiple sources of data.
9
Schools must collect and analyze data to
understand the…
o Current and future needs of the school
community.
o Ability of the current processes to meet
those needs.
o Ways in which the school and community
are changing.
o Root causes of problems.
o Types of education programs and expertise
that will be needed in the future.
10
Four Essential Questions
from Dufour’s Learning by Doing
o What do we want our students to learn?
o How will we know when they have learned it?
o How will we respond if they have not learned
it?
o How will we respond if they have already
learned it?
11
Implications for Leadership
Effective superintendents ensure that each
school regularly examines the extent to which
it is meeting achievement targets. The
attainment of achievement goals is the
primary indicator of success.
from School District Leadership that Works: The Effect of
Superintendent Leadership on Student Achievement
12
Leadership Team Reflection
o What are our current practices?
o How do we monitor current practices?
o What new practices do we need to put in place
to increase the academic achievement of our
students?
o How will we monitor those practices?
o What obstacles might impede progress?
o What support systems will enhance our
progress?
o What are our next steps?
13
Instructional Leadership Rubric
Where would you place your school on the
Instructional Leadership for Learning Rubric?
Component
Use of Data
Level I
Level II
Data collection is
left to chance by
individual actors.
Data are rarely
analyzed or
leveraged for
improvement efforts.
A process for data
collection has been
drafted.
Data are occasionally
analyzed by individuals
and occasionally
leveraged for
improvement efforts.
Level III
A systematic process
for data collection is in
place.
Data are routinely
analyzed by groups to
inform collective action
and leveraged for
improvement efforts.
Level IV
The school utilizes
data to routinely inform
decisions about
fulfilling the school
mission, teaching and
learning, and to guide
all improvement efforts.
Rating/Evidence
Rubric Level:
Evidence:
14
15
Instructional Leadership for Learning
Use of Data
Curriculum
Instruction
Assessment
16
Marzano’s “Guaranteed and Viable Curriculum”
o Identify and communicate the content considered
o
o
o
o
essential for all students versus that considered
supplemental or necessary only for those seeking
postsecondary education.
Ensure that the essential content can be addressed
in the amount of time available for instruction.
Sequence and organize the essential content in
such a way that students have ample opportunity to
learn it.
Ensure that teachers address the essential content.
Protect the instructional time that is available.
17
Leadership Team Reflection
o What are our current practices?
o How do we monitor current practices?
o What new practices do we need to put
in place to increase the academic
achievement of our students?
o How will we monitor those practices?
o What obstacles might impede progress?
o What support systems will enhance our
progress?
o What are our next steps?
18
Instructional Leadership Rubric
Where would you place your school on the
Instructional Leadership for Learning Rubric?
Component
Curriculum
Level I
Level II
The decisions about
what to teach are left
to chance by
individual actors.
A guaranteed and
viable curriculum is
not evident.
The school has drafted
curriculum documents.
The school has begun
a process to provide a
guaranteed and viable
curriculum.
Level III
The school has a
guaranteed and viable
curriculum.
The school has
declared the important
skills and content
necessary for all
students.
Level IV
The school routinely
monitors the attainment
of the guaranteed and
viable curriculum.
The curriculum is
closely aligned to the
mission of the school.
Rating/Evidence
Rubric Level:
Evidence:
19
Instructional Leadership for Learning
oUse of Data
oCurriculum
oInstruction
oAssessment
20
21
Core Tasks to Improve Teaching & Learning include. . .
o Using instructional strategies that provide
students with focus, feedback, and
sufficient opportunity to master skills.
o Using appropriate strategies to assess the
performance of students’ academic,
cognitive, and meta-cognitive skills.
o Adapting instruction to meet individual
needs and engage students.
o Maximizing the use of time for instruction.
22
The Big Nine
o Meta-analysis combines the results
from a number of studies to determine
the average effect of a given technique.
o Researchers translate the results of this
meta-analysis into a unit of
measurement referred to as the effect
size.
23
The Big Nine
o Effect size of .20 is small
o Effect size of .50 is medium
o Effect size of .80 is large
24
The Big Nine
Instructional Strategy
Ave. ES
%ile
Gain
Identifying similarities & differences
1.61
45
Summarizing & Note Taking
1.00
34
Reinforcing Effort and Providing
Recognition
.80
29
Homework & Practice
.77
28
Nonlinguistic Representation
.75
27
Cooperative Learning
.73
27
Setting Goals & Providing Feedback
.61
23
Generating & Testing Hypotheses
.61
23
Questions, Cues, & Advance Organizers
.59
22
25
Planning for Instruction
o Instructional planning needs to be
thoughtful and purposeful.
o Instructional planning is more than
stringing together as many activities as
can be completed in a unit of study.
o The use of instructional strategies is to
help the learner remember and apply
information and skills, not just do
schoolwork.
26
Planning for Instruction
Teaching Schema for Mastery Learners
from Improving Student Learning One Teacher at a Time
o Setting Goals
o Accessing Prior Knowledge
o New Information
o Applying declarative & procedural
knowledge
o Generalize or summarize
o Homework
27
Leadership Team Reflection
o What are our current practices?
o How do we monitor current practices?
o What new practices do we need to put in
place to increase the academic achievement
of our students?
o How will we monitor those practices?
o What obstacles might impede progress?
o What support systems will enhance our
progress?
o What are our next steps?
28
Instructional Leadership Rubric
Where would you place your school on the
Instructional Leadership for Learning Rubric?
Component
Level I
Level II
Level III
Level IV
Instruction
The decisions about
instruction are left to
chance by individual
actors.
Replication of
success is unlikely.
The school has begun a
process to identify
instructional strategies
that will improve
student learning. The
extent to which the
strategies are used will
vary.
Replication of success
is unlikely.
The school encourages
the use of research
based instructional
strategies. The school
has created pockets of
success.
Replication of success
is dependent upon
showcasing the
methods.
The school employs a
research based
instructional program.
The strategies are
utilized by the staff to a
large extent.
Replication of success
is likely.
Rating/Evidence
Rubric Level:
Evidence:
29
Instructional Leadership for Learning
oUse of Data
oCurriculum
oInstruction
oAssessment
30
Each tool has a different purpose and
provides different data.
National
Tests
State
Tests
Classroombased
Assessments
Multiple Tools, Different
Purposes
Tools
National Tests
Purposes
National Comparison
Summative Snapshot
New State Tests – NeSA
NeSA-R
NeSA-M
NeSA-S
NeSA-W
State Comparison
Classroom-based
Assessment
Instructional
information
State and Federal
Accountability
Summative Snapshot
Learning Improvement
Lezotte’s Frequent Monitoring of
Student Progress
o The First Generation: In the effective school,
student academic progress is measured
frequently through a variety of assessment
procedures. The results of these assessments
are used to improve individual student
performance and also to improve the
instructional program.
33
Lezotte’s Frequent Monitoring of
Student
Progress
o The Second Generation: The use of
technology will permit teachers to do a
better job of monitoring their students’
progress.
o A shift will occur from standardized normreferenced paper-pencil tests and toward
curricular-based, criterion-referenced
measures of student mastery.
34
Assessment Users and Uses
o Classroom Level
o Instructional Support Level
o Policy-Making Level
35
Classroom Level
Student:
Am I succeeding?
Does my teacher think I’m capable of success?
Teacher:
What does this student need?
Are my students improving?
Parents:
Is my child succeeding?
Is this teacher doing a good job?
36
Instructional Support Level
Principal:
Is this teacher producing results in the form of
student learning?
Is instruction in our building producing
results?
Are our students qualifying for college?
Curriculum Director:
Is our program of instruction working?
What adjustments need to be made to our
curriculum?
37
Policy-Making Level
Superintendent:
Are our programs of instruction producing results in terms of
student learning?
Which schools deserve or need more or fewer resources?
School Board:
Are our students learning and succeeding and how much is it
costing us?
Department of Education:
Are programs across the state producing results?
Legislature:
Are our students achieving in ways that prepare them to become
productive citizens?
38
Leadership Team Reflection
o What are our current practices?
o How do we monitor current practices?
o What new practices do we need to put in
place to increase the academic
achievement of our students?
o How will we monitor those practices?
o What obstacles might impede progress?
o What support systems will enhance our
progress?
o What are our next steps?
39
Instructional Leadership Rubric
Where would you place your school on the
Instructional Leadership for Learning Rubric?
Component
Level I
The assessment
system and the
subsequent data are
left to chance by
individual actors.
Assessment
Level II
The school has begun
the process of
developing an
assessment system.
Some assessments are
aligned to the
curriculum.
Level III
Level IV
The school has an
assessment system
aligned to the
curriculum.
Formative or
summative assessments
provide information
about student learning.
The school has an
assessment system
aligned to the
curriculum.
The school utilizes a
comprehensive system
that provides timely
feedback about teaching
and learning.
Rating/Evidence
Rubric Level:
Evidence:
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Discussion and Wrap-Up
o What are the implications for leadership?
o What are the implications for change?
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The job of a leader is not just
to defend the status quo, the
job of a leader is to define a
future . . . . .
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Thank You!
o We hope that this session will be meaningful
for your schools and students.
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