Running Head: INSTRUCTIONAL LEADERSHIP ACTION PLAN 1
Instructional Leadership Action Plan
Sara Palmosina Old Dominion University May 3, 2014 APPLIED LEADERSHIP ACTION PLAN 2 Abstract This paper details the Instructional Leadership Action Plan for Asbury Elementary School in Hampton, Virginia. Challenged with meeting district standards regarding lesson plans, learning intentions, and producing creative and critically thinking students amidst its own cultural shift, the staff journeys together to accommodate these needs and ensure student success. This paper also chronicles the planning and implementation of a standards-based professional development, hosted by the districts own HCS-ODU cohort, aimed at providing a bridge between the application of various district standards.
APPLIED LEADERSHIP ACTION PLAN 3 Introduction It is no secret that society is evolving at an exponential rate. Children are wired differently. Employers want thinkers, not doers. In an attempt to meet these demands, much of the United States has adopted sophisticated educational standards, performance based teacher evaluations, and higher-stakes standardized testing. Merely changing the system will not lead to an increased quality of learning, however. Ultimately, it is up to teachers to lay the groundwork for increased success. Although teachers are required to hold degrees from nationally accredited preparation programs, the rigor required to teach the increasingly complex public school curriculum makes it impossible to rely on a degree alone. According to Darling-Hammond (1997), If teachers are to prepare an ever more diverse group of students for much more challenging work they will need substantially more knowledge and radically different skills than most have now and most schools of education now develop (p.154, as quoted in Bransford, 2000, p.190). Educators must keep abreast of the newest research and strategies to engage, enrich, and encourage learning. Thusly, effective professional development (PD) opportunities are in high demand. The Big Picture The District Hampton City Schools (HCS) is a successful school district in southeastern Virginia. Servicing over 21,000 students, HCS ranks high among the comparable, neighboring districts (Shifflette, 2014). In order to maintain its elite status, HCS is careful to meet or exceed all state guidelines and standards of quality, deemed necessary by the Virginia Department of Education (VDOE), one of which being high quality professional development for educational staff (HCS organizational learning plan, 2013). Accordingly, the district offers a variety of PD APPLIED LEADERSHIP ACTION PLAN 4 opportunities, as outlined in the districts Organizational Learning Plan. In the area of PD, Hamptons key performance indicators include increasing the percentage of highly qualified teachers and increasing the percentage of employees indicating they are appropriately trained for their positions (HCS organizational learning plan, 2013, p.3). Trumping Hamptons dedication to providing quality PD is its commitment to students. Evident in its mission statement, HCS strives to deliver excellent educational opportunities for Every Child. Every Day. Whatever it takes! Accordingly, when the VDOE increased the rigor of the state Standards of Learning, HCS was quick to attend. Hampton solidified its devotion to success by identifying the ability to think creatively and critically, as an important life skill the district is dedicated to impart unto each of its students (Strategic Plan 2015, p.3). The School Asbury Elementary services just over 400 students from kindergarten to 5 th grade. Tucked away in a quiet corner of Hampton, Virginia, Asbury historically boasted a majority of middle socioeconomic students and consistent, high achievement on district and state standardized tests. When school closings led to a redistribution of Hamptons students in the 2012-2013 school year, this small school gained over 100 students. Predominately of low socioeconomic status, the additional students brought about a significant change to the composition of the population at Asbury. This change required a readjustment for the students (new and old), parents, administration, and staff. Throughout the first year of the combined schools, Asbury saw significant increases in student discipline referrals and decreases in standardized testing scores. Many teachers found themselves dealing less in academic matters and more in discipline infractions. Teachers had to reinvent their classrooms and revamp their teaching styles to accommodate the needs of their APPLIED LEADERSHIP ACTION PLAN 5 new students. Unfortunately, this period of adjustment coincided with the implementation of the new state standards of learning. Asburys teachers were left floundering in a sea of uncertainty, one that was not producing a fruitful relationship for anyone involved. The Plan Hamptons focus on quality education has led the district to advocate the implementation of detailed lesson plans, visible learning intentions, and activities and questions matching the rigor of state standards. Although principals were made aware of this focus in the beginning of the 2013-2014 school year, HCS decided that these items were important to improving student learning and to dedicate the district-wide PD day to educating teachers about them. After this informational session, school leaders took it upon themselves to implement the use of these learning tools on a site-by-site basis. In the case of Asbury Elementary, knowing the strong correlation between the practice and student achievement, the administration and school leadership team quickly implemented the use of visible learning intentions. Shortly after, they developed a lesson plan that incorporated each of the items deemed important by the division and the team. The final piece of the puzzle was the incorporation of questions and activities that matched or exceeded the level of learning required by the Standards of Learning. This is where the HCS-ODU cohort fit into the equation. Research and Standards Higher Order Thinking and Questioning Higher order thinking has typically been associated with advanced learning. When higher order thinking occurs, in the form of atypical or involved applications, individuals are able to make deeper connections between new information, prior knowledge, and personal APPLIED LEADERSHIP ACTION PLAN 6 experience, leading to increased intellectual development (Zohar & Dori, 2003). Nonetheless, it is important to note: The mental processes we have customarily associated with thinking are not restricted to some advanced stage of learning If acquiring knowledge is defined as learning with understanding, learning simply cannot take place without thinking. (Zohar & Dori, 2003, p.148) Then, if thinking is required regardless of task, one could assume that higher order thinking is accessible to all populations, not only the intellectually elite. This idea is further supported by Graesser and Pearson (1994), as referenced in Zohar and Dori (2003), who found a positive correlation between the quality of questioning and student achievement. Taking into account common student misconceptions and creating meaningful questions to draw out true understanding is a powerful strategy that can provide opportunities for further clarification and instant feedback. Zohar and Dori (2003) concluded through research that when educators employed the use of higher order questioning and activities in their classrooms, all students showed significant improvement from pretest to post-test. Moreover, the net gain of low- achieving students was actually higher than that of their more advanced peers (Zohar & Dori, 2003). In a system that is scrambling to close the achievement gap between high and low- performing students, the use of higher order thinking and questioning is a viable agent of change. Professional Development If adults responsible for student learning do not continuously seek new learning, it is not only their knowledge, skills, and practices that erode over time. They also become less able to adapt to change, less self-confident, and less able to make a positive difference in the lives of their colleagues and students. (Quick Reference, 2014). APPLIED LEADERSHIP ACTION PLAN 7 Coincidently, professional development is a key component of a successful school system. Because education is a constant, worldwide focus, new research on best practices is always surfacing. As we learn more about the human mind and how people acquire knowledge, we can better service learners, new and old; thus, keeping up-to-date with current trends in education is essential to providing the best learning experience possible. Nonetheless, it is important to remember that more PD does not necessarily equal better PD. According to Darling-Hammond (2009), as referenced in Gulamhussein (2013), researchers concluded that while 90 percent of teachers claimed to attend a variety of professional developments, most reported the PD to be useless. To improve upon these opportunities, organizers of professional developments must strive to provide meaningful experiences, tied to curriculum and school goals (Knowles, 1996). We are here to help kids, claims Michael Stutt, principal of Bryan elementary, a Hampton City School (2014). It is important not to waste your staffs time with things that wont help improve their learning. Furthermore, according to the National Staff Development Council (2001), taking into account that all learners, even adults, differ in their preferred style of knowledge acquisition, it is pertinent that professional development design should offer opportunities for a variety of learning styles (as referenced in Croft et al, 2010). ISLLC Standards The Interstate School Leader Licensure Consortium (ISLLC) developed a list of standards by which school leaders are trained and evaluated. ISLLC standard two requires school leaders to foster an environment conducive to student learning and professional growth. Accordingly, as a school leader, it is of utmost importance to provide quality professional developments. The training of teachers meets the standards call for professional learning that, APPLIED LEADERSHIP ACTION PLAN 8 in turn, has been proven to increase the success of students. Consequently, professional developments are essential to increase the growth potential of all people within your sphere of influence. The Action Items Action Step One The first step in planning a successful professional development is to assess the needs of the school. According to Gulamhussein (2013), Teacher learning is the linchpin between the present day and the new academic goals (p.6). Therein, assessing the current status of the schools improvement process is critical to providing a necessary and relevant experience (Stutt, 2014). Accordingly, the HCS-ODU cohort team met with Asbury administration to discuss the vision for the PD. Asbury administrators gave recommendations for possible professional developments. Explaining that the staff was currently working on employing the consistent usage of learning intentions, the administration thought the next step in their growth process would be the implementation of higher order thinking in terms of questioning and/or activities or lesson plan development. Due to the long period before the actual PD, however, the group decided to reconvene at a later date, allowing time to assess the progress of the staff before committing to a topic. The administration also spoke to the needs of their staff. They described the climate of the building as being easygoing and remarked that the staff responds well to activity-based, interactive professional developments. This seems to be a trend, as Mr. Stutt also champions the use of active PDs. This is important to note since school leaders who value the unique abilities of their teachers, and plan staff development with that in mind, send a message of empowerment (Wooleyhand, 2014). APPLIED LEADERSHIP ACTION PLAN 9 Action Step Two Research is a key part of planning a professional development. Federal, state, and local guidelines all reference the requirement of quality professional development programs to be based in sound, scientific research (HCS organizational learning plan, 2013). Being that higher order questioning is a newer buzzword in Hampton, the HCS-ODU cohort members took it upon themselves to become experts in the topic. Diving into research helped to clarify the subject and gave a greater understanding of how to present the information to the staff. For example, knowing that higher order questioning comes with a stigma of being exclusive to high- performing students, and given Asburys recent culture shock with the addition a number of lower- achieving students, the group felt it was important to provide research based proof that these types of teaching strategies have been proven to work with all types of learners, regardless of academic prowess. Action Step Three Upon reconvening with the Asbury administration, the HCS-ODU cohort group was able to solidify the topic of the PD. Administration took well to the idea of focusing on the recognition of types of questioning, tying the multiple levels of Blooms Taxonomy to the much more simple Costas Levels of Questioning. The team also provided a clear outline for the proposed PD, to which the administration gave an approval based upon the incorporation of lecture and activity-based learning. Action Step Four Although the team worked well to combine ideas in the form of an outline, it was imperative to have a clear vision for the PD. Modeling the standards of HCS, the group decided on achievable learning objectives for the session. This was a difficult task, as cohort members APPLIED LEADERSHIP ACTION PLAN 10 had to consider the audience, the time limit, and the current status of the staff in the implementation of HCS lesson plan/learning intention standards. Starting off too broad, the team was able to use information gained from their own professional development experiences to narrow down a topic that would be feasible, under the constraints, and relevant to teacher tasks and student success. With clear intentions established, the group set forth to putting together the actual presentation. This was probably the easiest part of the process. Once the cohort group members had worked together to sift through the muddy concepts of higher order questioning, each took ownership of a piece of the presentation. Dividing up the work meant less time spent on one task after another, while also ensuring that each person was accountable for the success of the final product. Teamwork and trust are crucial in this situation, as too much control or a lack of effort could have made the process a lot more time-consuming and a lot less enjoyable. Putting It All Together The actual PD went off without a hitch, after the slight technical difficulties with the group-messaging site, that is. The Asbury staff was extremely welcoming and remained active participants from start to finish. The educators were receptive to the ideas presented and expressed gratitude for simplifying a topic that is often confounding. During lecture portions, the group was respectful and actively listened to the information presented. Group activities were characterized by meaningful conversations regarding the information and group evaluations of its value. The group was inquisitive, open-minded, and posed thoughtful questions intermixed with meaningful reflection. The structure of the PD also worked to our advantage. Beginning with an explanation of the research behind higher order thinking provided a basis for the importance and relevance of APPLIED LEADERSHIP ACTION PLAN 11 the topic. Building upon this base first with lecture, then with group review, and finally with individual practice proved to be an effective model. This gradual release of power allowed participants to progressively internalize the information and make connections on much deeper levels. Reflection Putting together this professional development was an overall positive experience. First of all, my HCS-ODU colleagues were wonderful partners. The three of us shared similar work ethics and expectations, so group work was never a chore. I trusted their commitments and enjoyed bouncing ideas off one another. Moreover, I felt that my opinion and contribution was valuable, and I strived to convey that same sense of respect. Working with people that are as passionate as you certainly makes a task less daunting. The whole process was not all fun and games, however. After the first meeting with the Asbury administration, my head, as well as the heads of my fellow cohort members, was spinning. The administrative team did not have a clear vision of what they wanted to accomplish through our PD. Prior to our first meeting, the principal sent a few documents speaking to the study of Ruby Paynes effects of poverty on learning. During the meeting, the ideas stretched from learning intentions, to lesson plans, and swerved back to higher order questioning. For the few weeks between our initial and follow-up meeting, our group was left to flounder through the research of these multiple topics. Consequently, we chose to narrow down the field and come up with a plan. Knowing that professional development works best when it is on-going and systemic, we chose what we thought would be the most beneficial next step in the Asburys learning process (Bransford, 2000). APPLIED LEADERSHIP ACTION PLAN 12 Feedback was mostly positive. The exit tickets revealed that the majority of the staff learned something from the PD and left with a better understanding of the concept of higher order questioning and its role in student learning. One of the most interesting parts of reading the exit tickets was that people took away things that we had not intended. For example, one staff member said that she planned to revamp her exit tickets, an unintended outcome, but positive nonetheless. Perhaps the greatest feeling was the knowing that we had imparted valuable knowledge upon a group of talented individuals that will undoubtedly shape the educational experience of countless numbers of students. Next Steps The typical workshops tend to occur once, deal with decontextualized information, and often do not resonate with teachers perceived needs (Bransford, 2000, p.204). Therefore, it is important to note that quality professional developments do not end at the close of the session. Instead, meaningful effort to monitor implementation is crucial to the success of adult learning (Schmoker, 2004, p.430). This can be accomplished in a variety of different ways. Formal teacher evaluations are tools administrators use to gauge the fidelity with which staff members implement school initiatives. A less formal stance would be having collaborative learning team members observe each others classrooms, looking for meaningful use of the strategies/tools shared. The exit ticket from the session actually contained an accountability piece. The last thing participants had to include on their card was one way you will incorporate your learning into your teaching practice. Answers ranged from using the H.O.T Question Stem handout when asking questions during class to including higher order questions into future lesson plans. Administration received these cards and had a valuable tool for holding teachers accountable for APPLIED LEADERSHIP ACTION PLAN 13 their learning. Armed with potential uses of the knowledge imparted from the PD, the Asbury administration had the ability to perform spot checks with some of their staff to see if they are holding true to the commitment they made following the session. Being curious of the impact of the PD, the HCS-ODU cohort members also sent out a survey about one week after the close of the session. Knowing that the teachers had the opportunity to let their learning marinate for a few days, the survey touched on the hindsight perspective of the session and the fidelity of implementation for the few days following. Although responses were limited, the majority still claimed to have had a favorable professional development experience. There were even some responses that stated the participant was more aware of the types of questions being asked in the classroom and had made headway in incorporating more of the higher order type. The few suggestions asked for further information of how to incorporate this information into lesson planning. This suggestion fits perfectly into the vision for the PD, as it is the next step in Asburys systemic implementation plan. Conclusion As aptly stated by Wagner et. al. (2006), Your system- any system- is perfectly designed to produce the results youre getting (p.106). Change is rarely incited for the sake of change; therefore, professional development must be planned, systemic, and centered about the goals of the school. As there are many factors that play into the realization of positive change, it is important to remember that, in the educational system, growth must occur from within the staff before it can project outward onto the students. No, professional learning is not the answer to all the challenges educators face, but it can significantly increase their capacities to succeed (Quick Reference, 2014).
APPLIED LEADERSHIP ACTION PLAN 14 References Bransford, J. (2000). How people learn: brain, mind, experience, and school (Expanded ed.). Washington, D.C.: National Academy Press. Croft, A., Coggshall, J.G., Dolan, M., Powers, E., & Killion, J. (April 2010). Job-embedded professional development: What it is, who is responsible, and how to get it done well. Issue Brief April 2010. Washington, DC: National Comprehensive Center for Teacher Quality. (16 pp. PDF) Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. Teaching the Teachers. Retrieved May 3, 2014, from http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Teaching-the- Teachers-Effective-Professional-Development-in-an-Era-of-High-Stakes- Accountability/Teaching-the-Teachers-Full-Report.pdf Knowles, M. (1996). Adult Learning. In Robert L. Craig (Ed.), The ASTD Training and Development Handbook (pp. 253-264). NY: McGraw-Hill. HCS organizational learning plan. (2013). Hampton: Office of Organizational Development. Quick reference guide: Standards for professional learning. (2014). Learning Forward. Retrieved March 24, 2014, from http://learningforward.org/docs/pdf/standardsreferenceguide.pdf?sfvrsn=0 Schmoker, M. (2004). Tipping Point: From Freckles Reform to Substantive Instructional Improvement. Phi Delta Kappan, 85(6), 424. Shifflette, L. (Superintendent) (2014, March 12). Hampton city schools superintendent's recommended operating budget: Fiscal year 2014-2015. School Board Meeting. Lecture conducted from Hampton City Schools, Hampton. APPLIED LEADERSHIP ACTION PLAN 15 Strategic Plan 2015. Hampton: Hampton City Schools. Stutt, M. (2014, February 15). Personal interview. Wagner, T., Kegan, R., Lahey, L., Lemons, R. W., Helsing, D., Howell, A., & Rasmussen, H. T. (2006). Change leadership: a practical guide to transforming our schools. (1st ed.). San Francisco, CA: Jossey-Bass. Wooleyhand, C. (2014, Spring). Differentiating staff development to meet the needs of diverse learners.Living Education eMagazine, IX, 28-30, 68, 79. Retrieved April 28, 2014, from http://issuu.com/livingeducationemagazine/docs/spring_2014_edition_leem_final Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive?.Journal of the Learning Sciences, 12(2), 145-181.