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Leaders of Learning Marzano School Leadership Framework and Research

Leaders of Learning Creating the conditions to help others succeed is one of the highest duties of leadership!

Dr. Phil Warrick Associate Vice President

MARZANO

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Some of the Research

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Table Team Discussion… What different aspects did you notice about these three pieces of research?

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Key Pieces of Research •  The Wallace Foundation Study 2010 –  8,391 Teachers, 471 Principals or Deputy Principals

•  What works in Oklahoma schools 2011 (Marzano Research Lab) –  59 schools, Over 13,000 students, 516 parents

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Key Pieces of Research •  Mata-Analysis of School Leadership (Marzano, Waters, McNulty 2005) –  2,802 schools, 14,000 teachers –  1,400,000 students

•  Numerous other studies, observations, and interviews.

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Conditions for Continuous School Improvement: Leaders of Learning •  Schools must develop the collective capacity of educators to function as a Professional Learning Community. •  Substantial school improvement requires a coordinated, systemic, and collective effort rather than a series of isolated individual efforts.

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The Role of School Level Leaders (Principal): •  Understand the complex job they have in leading a school in the 21st Century. •  The job has continually grown in complexity in the era of accountability.

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History of the Principal… •  Originally called “The Principal-Teacher” –  Meaning: First or Lead Teacher –  Usually the most experienced teacher in the school.

•  Changed to “The Principal” –  Meaning: Head of the school –  Required more management responsibilities

•  Evolved to become: “Instructional Leader” –  In charge of and accountable for quality instructional practices in the school

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Principal Behaviors and Student Achievement

Now principals must be… •  Leaders of Learning… –  Must be constantly learning themselves

•  Must continually cultivate: –  Quality Instructional Practices –  Quality Assessment Practices –  Safe and Inviting School Culture –  Student Achievement

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Principal Actions

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Teacher Actions

Student Achievement

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21 Responsibilities of the principal •  •  •  •  •  •  •  •  •  •  • 

Marzano, Waters, McNulty 2005 Affirmation •  Involvement in CIA Change Agent •  Knowledge of CIA Contingent Rewards •  Monitoring/Evaluation Communication •  Optimizer Culture •  Order Discipline •  Outreach Flexibility •  Relationships Focus •  Resources Ideals/Beliefs •  Situational Awareness Input •  Visibility Intellectual Stimulation

Leading Learning Now….. •  Is not just the job of the principal…. •  The job is much to complex for one single person to do…. •  It requires a collaborative lead team…. •  It requires key teacher leaders….

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High Performing School Systems Study In every instance…. The first step leaders took was to clarify….

How The World’s Most Improved School Systems Keep Getting Better Mourshed, Chijioke and Barber 2010

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Example: Non-negotiables •  Teacher teams will develop scales and use common summative assessments for all Priority Standards. •  Results of common assessments are reported to supervising deputy principal with a copy of the summative assessment.

What was non-negotialbe

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Critical Leadership Elements within 5 interrelated domains:

Close Partner Discussion… •  In your school currently: •  What are your non-negotiables? •  How are they communicated? •  How are they monitored and measured?

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•  •  •  •  • 

Data Driven Focus Continuous Improvement of Instruction Guaranteed and Viable Curriculum Cooperation and Collaboration School Climate

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Data Driven Leadership •  Please read the descriptions for each of these on page 3 of your handout. •  Leading Indicators •  Lagging Indicators •  Reflective Practice Scales

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The actions and behaviors in this domain help ensure that the school as a whole and individual teachers have a clear focus on student achievement that is guided by relevant and timely data.

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•  4: Advanced implementation with adjustments as necessary •  3: Successful and continuing implementation •  2: Partial and growing implementation •  1: Beginning implementation •  0: No implementation

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What does Data-Driven Mean?

A Data-Driven Focus

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Leadership Reflective Scales

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Leading Indicator •  The school leader(s) ensure clear and measurable goals are established and focused on the critical needs regarding overall student achievement at the school.

•  Schools focus on two key question: •  Are our students learning? •  Based on what data as evidence?

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Goal Focus is a critical aspect of organizational health. Two researchers applied the OHDDC factors to schools.

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Organizational Health Diagnostic Development Corporation

Fairman and McLean 2003.

Studied schools K-12

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Ten Elements of Organizational Health Goal Focus Communication Power Equalization Resource Utilization Cohesiveness Morale Innovativeness Autonomy Adaptation Problem Solving 888.849.0851

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Goal Focus and Student Achievement: There is a direct correlation between Goal Focus and student achievement in schools at all levels.

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Degree to which teachers have clarity, acceptance, support, and advocacy for school wide goals.

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Fairman and McLean 2003.

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Lagging indicators of practice examples are listed below the reflective scale on page 4 of your handout.

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Enhancing Leadership Effectiveness

Fairman and McLean 2003.

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Correlation: Goal Focus and Achievement Testing

Enhancing Leadership Effectiveness

What should effective school goals include?

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Goal Focus:

•  Student performance difference of 75% proficient to 35.6% proficient on assessments used in the study.

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Table Discussion: •  Review the reflective scale for leadership practice and the sample lagging indicators listed below it. •  Are any of these currently a part of your school goals? •  Are there any of these you would consider adding as a practice for your school goals?

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Critical Considerations •  Written goals address the most critical and severe academic deficiencies. •  Written timelines contain specific benchmarks for each goal including individual(s) responsible for meeting the goal.

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Key research about the principal as a leader of learning

Domain 2 Continuous Improvement of Instruction The actions and behaviors in this domain help ensure that teachers’ pedagogical skill is one of the most powerful instruments in enhancing student learning.

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Wallace Sub-Study: Explored the perceptions of teachers and the actions of principals around instructional improvement.

Quantitative and Qualitative data collection Quantitative data: Teacher survey Qualitative data: Individual interviews and classroom visits.

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Wallace sub-study: LSP 20%

20%

20%

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Two Key Aspects Emerged

HSP 20%

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20%

Principals whose teachers’ ratings placed them in the top 20% were labeled “high-scoring principals” Principals whose teachers’ ratings placed them in the bottom 20% were labeled “low-scoring principals” 888.849.0851

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Instructional Climate:

The Wallace Study

The principal’s effort to create a vision for learning

Instructional Climate: The principal’s effort to create a vision for learning

Instructional Actions:

Instructional Actions:

What the principal does to enact that vision 888.849.0851

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The Wallace Study

What the principal does to enact that vision MARZANO Research Laboratory

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Principals….

What actions and behaviors are most associated with high performing principals?

…establish a vision centered on high student achievement which includes a “personal vision”

•  What does your personal vision for your school(s) include? •  List 2 or 3 bullet points. •  Have you shared it with the staff ? •  Have you shared it with the students ?

The Wallace Study 888.849.0851

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What actions and behaviors are most associated with high performing principals?

…Clearly defines standards of instructional practice.

The Wallace Study

The Wallace Study 888.849.0851

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…Model professional What actions and behaviors are most practice. associated with high performing principals?

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Instructional Climate:

…Develops an atmosphere What actions and behaviors are most of caring and trust. associated with high performing principals?

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What actions and behaviors are most associated with high performing principals?

…direct and frequent involvement with teachers, providing them with formative assessment of teaching and learning

The Wallace Study 888.849.0851

Instructional Actions:

Teacher survey investigate d two factors

What the principal does to enact that vision

The Wallace Study 888.849.0851

The principal’s effort to create a vision for learning

The Wallace Study

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…Observe classroom What actions and behaviors are most instruction formally and informally on a regular associated with basis. high performing principals?

The Wallace Study MARZANO Research Laboratory

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School Improvement… Means People Improvement

What actions and behaviors are most associated with high performing principals?

…Give individual teachers specific coaching on how to improve instruction.

Effective leaders help those they lead feel more capable by_____________________.

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Leaders of Learning

DuFour and Marzano

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School Improvement… Means People Improvement

Effective leaders help those they lead feel more capable by helping them become more capable.

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What About Instruction?

Leaders of Learning

Should See and Hear Almost Daily

Might See and Hear but Shouldn’t See and Hear Not Daily

DuFour and Marzano

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Snapshot Cards Helped Us Communicate Clearly About Instructional Practice

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Where should a school or district begin?

q  Develop a common language

of teaching q  Provide opportunities for focused feedback and practice q  Provide opportunities for observing and discussing effective teaching q  Require individual teacher growth and development plans on a yearly basis 888.849.0851

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A common, research-based language for instructional practice The Art and Science of Teaching

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Nine Instructional Design Questions

 ENACTED  ON  THE  SPOT  

1.  Learning Goals and Feedback 2.  Interacting with New Knowledge 3.  Practicing and Deepening 4.  Generating and Testing Hypotheses (application of learning) 5.  Student Engagement 6.  Establishing Rules and Procedures 7.  Adherence to Rules and Procedures 8.  Teacher-Student Relationships 9.  High Expectations For All Students

 INVOLVES  ROUTINES  

Learning  Goals  and  Feedback   Rules  and  Procedures   ADDRESSES  CONTENT  IN  SPECIFIC  WAYS  

Interac@ng  With   New  Knowledge  

Prac@cing   and   Deepening  

Genera@ng/   Tes@ng   Hypotheses  

Adherence  to  Rules  and  Procedures  

       Teacher/Student  Rela>onships  

Student  Engagement  

High  Expecta>ons   888.849.0851

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Art and Science by the numbers

Art and Science by the numbers

•  41 •  9 •  3

•  41 instructional elements – Differentiate for teacher growth

•  9 lesson design questions – Guide instructional planning

•  3 segments for every lesson. – A basis from which to discuss the craft of teaching. 888.849.0851

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Make It Your Own LBJ High School

•  Take the research and the model and make it your own as long as you stay true to the elements and the research.

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Austin, TX

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LBJ Early College High School

!ENACTED

Common Language of Instruction

ON THE SPOT

Routine

•  What will I do to establish and communicate learning goals?! •  What will I do to establish a scale or rubric for the goals?

Instructional Feedback Tracking Student Progress Celebrating Successes

Classroom Rules Procedures Routines

•  What will I do to establish management rules and procedures? •  What will I do to establish cognitive routines?

Content Specific

Learning Goals

New Knowledge

•  What will I do to help students effectively interact with new knowledge? !

Practicing & Deepening

•  What will I do to help students practice and deepen their understanding of new knowledge? !

Critical Thinking Analyzing Processing

•  What will I do to help students think critically about new knowledge i.e. analyzing, applying, processing, utilizing, writing?!

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•  What will I do to provide students with and effectively collect feedback and track student progress? ! •  What will I do to celebrate student success? !

What will I do to recognize and acknowledge Adherence to Rules and Procedures?

!!!!What will I do to establish Teacher/Student Relationships?

What will I do to Engage students?

Objectives &

What will I do to communicate High Expectations for all students?

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Table Team Discussion Sample of Practice

•  Does your school currently have a common language for instructional practice? •  Where would your school currently be on the scale for this element of leadership? •  Review the sample lagging indicators of practice listed with the scale.

Handout page 18

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“…it is reasonable to expect all teachers to increase their expertise from year to year.”

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Effective Supervision, Supporting The Art and Science of Teaching.

Marzano Frontier Livingston

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Personal/Professional Growth Plans •  Does each teacher have one? •  How are the goals established? Ø  Teacher Choice Ø  Negotiated Ø  Suggested or Mandated •  How does the administrator monitor individual teacher progress? 888.849.0851

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Monitoring predominant instructional practices:

Element 2: Predominant Practices •  The school leaders are aware of predominant instructional practices throughout the school.

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Use  photographs  of  instruc@onal  prac@ce.   – Take  pictures  of  instruc@onal  elements  in   classrooms  and  discuss  them  as  a  staff.     Analyze  short  videos  of  teacher  prac@ce  together   – This  gets  you  in  more  classrooms  more  oUen   – Have  teachers  analyze  it  themselves   – Build  a  library  of  quality  prac@ce  videos   888.849.0851

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Picture = 1000 Words •  As I display the following 5 photos…. •  Discuss the instructional practices you see in each photo…. •  About 30 seconds per photo

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Best Practice Reflection •  Teacher Best Practice Portfolios –  Provides a vehicle for conversations in the instructional language. –  Teachers collect 2 or 3 artifacts of best practice in each lesson segment. –  Use the portfolio for reflective conversations.

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Student  Surveys  and  Focus  Groups   •  Student surveys •  Surveys you can download from MRL website.

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Student  Focus  Groups   •  Groups  of  10  or  less…   •  Design  ques@ons  that  focus  on   instruc@on   •  Share  the  data  with  your  teachers…   •  Show  them  what  the  kids  told  you…  

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The common language should: Help in discovering critical areas of strength and need on the campus.

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Information We Gained: •  Math Department: –  Needed development in teaching new knowledge

•  Science Department: –  Needed development in practicing and deepening

•  Social Sciences: –  Needed development in student engagement strategies

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What must a district or school do? q Develop a common language of teaching

q  Provide opportunities for focused feedback and practice

•  The school leader effectively supports teachers growth and enhancement of their pedagogical skills through professional reflection and professional growth plans.

q  Provide opportunities for observing and discussing effective teaching q  Require individual teacher growth and development plans on a yearly basis

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Supporting Research

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Professional Pedagogical Growth Plans

Indicator 3 page 20 •  The school leaders ensure that teachers are provided with job-embedded professional development that is directly related to their instructional growth goals.

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•  Does each teacher have one each year? •  How are the goals established? – Teacher Choice – School Wide Elements – Suggested or Negotiated •  How is individual teacher progress monitored?

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In any complex endeavor… •  It is extremely difficult to reach and maintain the highest levels of performance without help. •  The most effective help comes in the form of coaching. Gawande (2011)

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A Hierarchy of Data Types Less obtrusive

Teacher self-perception data Teacher self-observation data Observation data from coaches

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Observation data from supervisors MARZANO Research Laboratory

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