The Role of ESAs in Developing Professional Learning

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					The Role of ESAs in Developing
Professional Learning Communities
and the Impact on Raising Student
Achievement
AESA Summer CEO Conference
July 22, 2009
Presented by:
Mike Barney and Lanelle Gordin

                                    1
Professional Learning Community?
   What is it?
   A PLC is composed of collaborative teams
    whose members work interdependently to
    achieve common goals linked to the
    purpose of learning for all.
      DuFour, DuFour, Eaker, and Many, 2006


                                               2
The Big Ideas
   Focus on Learning
       All students can learn
       We take responsibility to
        ensure they learn
   Collaborative Culture
       Collaborate on the right
        things
   Focus on Results
       Measure effectiveness by
        results, not intentions
                                    3
The Big Questions
   What do we want students to learn?
   How will we know they have learned it?
   What will we do if they do not learn it?
   What will we do if they do learn it?


    Collaborative teams within PLCs answer
                these questions.

                                               4
Tasks of Collaborative Teams
   Identify essential learnings
   Create common assessments
   Analyze assessment data
   Plan instruction together
   Organize interventions
Related to the Big Questions!
Teachers have always done this independently; now we
are asking them to do them collaboratively.            5
Sounds easy…
   …but norms of isolation, autonomy, and non-
    interference among teachers make it difficult
    to implement.
      The tasks of the PLC are not difficult to teach,
      but the skills and dispositions necessary to
      work on them collaboratively are difficult to
      develop and maintain at a school or district.


                                                         6
Levels of Collaboration (Little, 1990)
       Storytelling:
         Sporadic and informal exchange of information
          engendering camaraderie, sympathy, and moral support,
          completely free of any type of scrutiny.
       Sharing ideas, materials, and opinions:
         Rarely extends to direct commentary on curriculum and
          instruction and is inconsistent from school to school and
          from teacher to teacher within a school.
       Joint work:
         Characterized by interdependence, presumes a close
          scrutiny of practices and working together to find the best
          answers to student learning problems.
                                                                        7
Group Development
   Joint work will not happen until collaborative
    teams have developed high levels of trust and
    the ability to engage in productive conflict.
    Teams must be developed.
        Collaboration does not just spontaneously erupt.



 How can ESAs respond to the challenge of
developing PLCs under these circumstances?                 8
Traditional Role of the ESA
   Professional Development
       Share the research and teach a protocol for
           Identifying essential learnings
           Creating common assessments
           Analyzing data
           Planning instruction together
               Instructional strategy workshops
           Build an intervention plan

                    Teaching the tasks is not enough.
                                                        9
New Role of the ESA
   Consultant
        Professional Development Plus…
        Work closely—and on-site—with school and
         district personnel to help them address system
         and cultural issues that impede the development
         of professional learning communities.
            Team development
            Leadership development
        Consultation requires a different set of skills than
                   professional development                    10
The Builder




              11
What is a consultant?
   A consultant is a person in a position to have
    some influence over an individual, a group, or
    an organization, but who has no direct power
    to make changes or implement programs.
                    Peter Block, Flawless Consulting




                                                       12
The Consultant’s Frustration
 The consultant’s deepest frustration is when
  the recommendations are sound, but the client
  chooses not to follow them.
 The consultant’s job is to work with clients in
  a way that increases the probability that they
  will follow the advice and make the effort to
  learn what they need to know.

                                                13
                                                                    The Consulting Framework
                                                                                                                     Consultancy Framework: The Flow of the Consultancy Process
                          Levels of Service                                              Scales of Readiness                                             Assessment Analysis                                                         Diagnosis and Design
Level 1: Requests                                                                                                             Level 1                                                                         Level 1
Requests for a specific time and limited scope of work.                    Permission: What will the client allow you to      Meet with principal/Leadership Team (or district team and principal) and        Work is planned based on client outcomes and shaped through our
                                                                           do?                                                review API/AYP Data                                                             beliefs and principles
Examples:                                                                                                                         What are the client’s outcomes?
Step Up to Writing Workshops with no coaching/follow-up                                                                           What does the data analysis suggest?
Data Teams Workshops with no coaching/follow-up                                1              2           3                       How will the work the client is requesting address the needs revealed
One-time Staff Development Meetings                                                                                                in the data?
                                                                           Scope of Work: How much needs to be
                                                                           accomplished?                                      Summary of all data collected.


                                                                               1              2           3
Level 2: Preparation for Systems Work                                                                                         Level 2                                                                         Level 2
Client wants to go deeper and there are foundational prerequisites that                                                       Level 1 plus request data profile, assess evidence of EPCs at district or       Design strategies to put the first priorities in place as the foundation
must be in place to jump start the system.                                 Timeframe: How long to complete the work?          site level, and conduct walk-throughs, interviews, observations as              for system-wide work
                                                                                                                              appropriate. Use the Principle Matrix, the Roles and Responsibilities           First Priorities
Examples:                                                                                                                     Matrix, and identify tensions and barriers                                          Start with leadership
Follow-up to DuFour Conference—school or district requests
                                                                                1             2            3                                                                                                      Time for instruction and collaboration
assistance in developing as a professional learning community.                                                                                                                                                    Instructional materials are in place and staff is oriented to them
                                                                           Transparency: How open and honest are the          Summary of data collected                                                           Working knowledge of PLCs
                                                                           lines of communication?                                                                                                                Goals and monitoring


Level 3: Full System                                                            1             2            3                  Level 3                                                                         Level 3
Integrated work over broad period of time to build systems.                                                                   Level 1 and Level 2 plus supplement information with LRE, ELSSA, and            Co-interpret the current state of client’s system in order to design
                                                                                                                              APS for ELs and SWDs                                                            system-wide outcomes based on this Consulting Framework, the
Examples:                                                                  Capacity: How prepared is the client to lead the                                                                                   Principle Matrix and the Roles and Responsibilities Matrix; identify
SAIT                                                                       work?                                                                                                                              disconnects.
DAIT
                                                                                                                              Summary of data collected
                                                                                1             2            3
                                                                              1=         2=         3=
Theory of Practice                                                                                                            Guide to Develop an Appropriate, Ongoing Response

Beliefs about our work are contained in the Principle Matrix                                                                  1. Define the focus of the work (tasks, above the green line) by integrating:
                                                                                                                                            Our focus from the Principle Matrix and Roles and Responsibilities Matrix (what we think their outcomes should be)
Beliefs about how we are as consultants:                                                                                                    Client outcomes (what they think their outcomes should be)
     1. We focus on real work with real people in real time making meaningful connections, striving for coherence, and                      What the data says about where they are.
          fostering ownership.
                                                                                                                              2.    Identify the cultural issues (relationships, below the green line) related to the work by working with the client to identify the tensions and
     2.   We build leadership capacity to lead the work.                                                                            barriers.

     3.   We use professional learning communities as the vehicle for embedding our principles into our wor k.                3. Summarize the data collected

     4.   We model high expectations and high support with our clients in order for them to work with their staff and          4.    Design the work:
          students, putting no limitations on their abilities or willingness to do what is necessary to succeed.                     A. Reference beliefs in designing the work.
                                                                                                                                    B. Based on the above information describe the current reality for
     5.   We focus on building a sense of possibility.                                                                                  this school or district.
                                                                                                                                    C. Look for patterns in the information collected on the summary of data to determine reasonable outcomes for the school
     6.   We focus on having the right conversations with the right people, using crisis as strategic opportunity to move              or district.
          the system forward.                                                                                                       D. Design the work. (Set specific, measurable goals.)
                                                                                                                                         - Refer to the Roles and Responsibilities Matrix to identify who must
     7.   We foster deep learning and reflection, building a culture focused on alignment, adaptability, and resiliency.                   do what
                                                                                                                                         - Refer to the Tool Kit for possible tools to address the issues.
     8.   We consider client principles in the work, integrating their desired outcomes and beliefs with our own as we                   - Consider potential client reaction as well as how to facilitate,
          develop a working plan.                                                                                                          implement, manage, and sustain change.
                                                                                                                                         - Include coaching and consulting interventions.
     9.   We embed change theory models into our understanding of what is happening and what strategies will work.                   E. Implement the work: Identify who, what, where, and when.
                                                                                                                                     F. Reflect on the effectiveness of the work after monitoring using
     10. We approach our work with honesty and integrity, always providing more than is requested to maintain a                          artifacts and collected data.
         positive collaborative relationship with our districts.                                                                     G. Continue to refine the design of the work based on reflections                                                        14
                                                                                                                                         and data.
Consulting Framework: Theory of Practice
   Problem solving requires valid data
       Objective data
       Personal data
   Effective decision making requires free and open
    choice
       Greater ownership happens when people have the
        opportunity to influence decisions
   Effective implementation requires internal
    commitment
       Compliance is never enough; there must be engagement
                                                                    15
                                 Peter Block, Flawless Consulting
RCOE Theory of Practice
   We focus on real work with real people in real time making
    meaningful connections, striving for coherence, and
    fostering ownership.
   We build leadership capacity to lead the work.
   We use professional learning communities as the vehicle for
    embedding our principles into our work.
   We model high expectations and high support with our
    clients in order for them to work with their staff and
    students, putting no limitations on their abilities or
    willingness to do what is necessary to succeed.

                                                              16
RCOE Theory of Practice
   We focus on building a sense of possibility.
   We focus on having the right conversations with the right
    people, using crisis as strategic opportunity to move the
    system forward.
   We foster deep learning and reflection, building a culture
    focused on alignment, adaptability, and resiliency.
   We consider client principles in the work, integrating their
    desired outcomes and beliefs with our own as we develop a
    working plan.


                                                                   17
RCOE Theory of Practice
   We embed change theory models into our understanding of
    what is happening and what strategies will work.
   We approach our work with honesty and integrity, always
    providing more than is requested to maintain a positive
    collaborative relationship with our districts.




                                                              18
Consulting Framework: Levels of Service
   Level 1: Requests
       Requests for a specific time and limited scope of work
   Level 2: Preparation for Systems Work
       Getting fundamentals in place (e.g., core curriculum,
        collaborative time, interventions) to prepare to reform the
        system
   Level 3: Full Systems Work
       Might include work related to state and federal sanctions.


                                                                     19
Consulting Framework: Scales of Readiness
    Permission:
        What will the client allow you to do?
    Scope of Work:
        How much needs to be accomplished?
    Timeframe:
        How long to complete the work?
    Transparency:
        How open and honest are the lines of communication?
    Capacity:
        How prepared is the client to lead the work?          20
Consulting Framework: Assessment Analysis
   What data must be collected to determine how
    to proceed with the work at the school or
    district?
       Achievement Data
       Interview/Observational Data
       Data about the System
           Principle Matrix
           Roles and Responsibilities Matrix

                                                21
Six RCOE Principles




                      All principles
                      are foundational
                      to PLCs.
                                         22
    Tool: Principle Matrix
                                                                              Principle Matrix: Key Behaviors Linked to RCOE Principles

Directions: Assess the school’s implementation of the six principles. Identify areas of strength, areas of refinement, and areas of growth.

              1- Pre-Initiation Stage             2- Initiation Stage                                                                        3-Developing Stage             4- Sustaining Stage
District: _______________________________________________                                                                             School: ___________________________________________________
                    Leadership                       Data-Driven Decision                         Embedded                               Research-based                  System-wide Improvement                    Sustainability of Culture Change thru
                Focused on Learning                        Making                                Collaboration                             Pedagogy                       through Monitoring and                             Systems of Support
                                                                                                                                                                                 Response
 Leadership   Communicates a strong vision        Provides easy access to data for   Provides and monitors time, support and      Knowledgeable and assists teaches     Communicates and monitors research-     Ensures that all systems of support address the priorities
              for improving student learning      teachers                           resources for collaboration                  with curriculum, instruction, and     based practice, collaborative           of the school
Focused on                                                                                                                        assessment                            processes, and student learning
              1       2        3          4       1       2        3           4     1       2          3        4                                                                                              1        2         3         4
Learning                                                                                                                          1       2         3          4        1       2         3           4
              Holds high expectations for         Teaches and models use of data.    Thinks and acts collaboratively to
              implementing changes                (e.g. data conferences)            identify problems and develop solutions      Holds teachers accountable for                                                Purposefully connects people and programs to assure
              embedded within the vision with     1        2         3       4       1        2        3         4                fidelity to core curriculum           Reflects on leadership practices and    cohesiveness
              high level of support in terms of                                                                                   1        2         3        4         the implementation of expectations at   1      2         3         4
              time, money, and other              Holds teachers accountable for     Builds team leadership to facilitate                                               every level
              resources                           using data                         effective collaboration and fulfill school   Regularly walks through               1       2         3          4          Supports and develops layers of leadership.
              1       2         3          4      1       2        3          4      vision and goals.                            classrooms to inspect what is                                                 1      2         3          4
                                                                                     1       2          3         4               expected and provides regular and     Regularly reflects on the school’s
              Intentionally influences both       Uses data to inform leadership                                                  timely feedback                       progress toward short and long term     Creates connections across collaborative teams within the
              the formal and informal             priorities and decisions and to    Monitors, celebrates, and rewards            1       2         3          4        goals and modifies the approach as      site, the district, and outside the district
              organization toward fulfillment     monitor progress                   products of collaboration                                                          needed                                  1         2          3          4
              of school vision and goals          1        2         3         4     1      2          3          4               Assists teachers with selecting       1       2         3          4
              1       2         3         4                                                                                       effective instructional practices                                             Actively involves parent and develops community
                                                                                     Intentionally develops positive              1        2         3           4      Creates systems that ensure student     relationships
              Demonstrates integrity through                                         relationships among staff members                                                  learning including strategic and        1       2         3         4
              alignment between the                                                  1       2         3          4               Participates in professional          intensive intervention systems for
              communicated vision and day-                                                                                        development with teachers             students                                The culture of the system is founded on three big ideas:
              to-day behaviors                                                       All staff members are collaboratively        1       2          3         4        1       2         3           4              A focus on learning for every student
              1       2        3         4                                           engaged in solving the challenges of                                                                                            A commitment to a collaborative culture
                                                                                     student learning                             Assists teachers with reflection on   Prioritizes budget to reallocate             A focus on results to drive responses to the
              Fosters respect through skills                                         1        2       3           4               instructional practices based on      resources to address real-time needs    challenges of student learning
              with tasks and people                                                                                               student learning                      1        2         3          4         1       2         3           4
              1       2         3         4                                                                                       1        2         3          4
                                                                                                                                                                        Develops a positive behavior            The vision, values, principles, and priorities of the system
              Builds teacher and student                                                                                                                                intervention system for the school      have been collaboratively developed and articulated
              leaders                                                                                                                                                   1       2         3          4          across the system
              1       2        3         4                                                                                                                                                                      1       2         3          4
                                                                                                                                                                        Uses the nine EPCs as the foundation
                                                                                                                                                                        for determining systems of support      Systems of support connect programs, other schools, the
                                                                                                                                                                        needed                                  district office, the county office, exemplary sites, and
                                                                                                                                                                        1        2        3         4           colleagues.
                                                                                                                                                                                                                1        2           3         4


                                                                                                                                                                                                                                                                23
Tool: Roles/Responsibilities Matrix
                                                              Roles and Responsibilities
              Leadership Focused        Data-Driven Decision            Embedded               Research-Based              System-Wide             Sustainability of
                 on Learning                  Making                   Collaboration             Pedagogy                  Improvement             Culture Change
                                                                                                                       through Monitoring        Through Systems of
                                                                                                                           and Response                Support
  District   Articulates a viable       Provides access to          Negotiates collective    Develops                  Clearly                  Uses the nine EPCs
  Leaders    vision and                 collaboratively             bargaining               administrators            communicates district    and the DAS as the
             collaboratively            developed standards         agreements that          knowledge of              policies and             foundation for
             develops a LEA plan        aligned assessments         provide time for         curriculum,               expectations to          determining systems of
             for improving student      and an electronic data      embedded                 instruction, and          relevant stakeholders    support needed
             learning                   management system for       collaboration            assessment
                                        all schools                                                                    Establish common         Ensures that all
             Holds high expectations                                Provides training,       Holds schools             systems across the       systems of support
             for district goals with    Reviews district and        coaching, and support    accountable for           district                 address the priorities of
             high level of support in   site level data on a        for collaboration at     fidelity to core                                   the district
             terms of time, money,      regular basis with          the school site          curriculum                Monitor the fidelity
             and other resources        district leaders to                                                            of program               Creates systems that
                                        determine priorities and    Holds sites              Regularly walks           implementation and       ensure student learning
             Intentionally influences   support needed at           accountable for          through classrooms        effectiveness            including strategic and
             the governing board, all   school sites.               embedded                 to monitor                                         intensive intervention
             departments in the                                     collaboration and        expectations and          Monitor district and     systems for students
             organization,              Reviews site level data     products of              provides regular          school-wide progress     that are consistent
             community, and             with principals on a        collaboration            feedback                  on district priorities   across the district
             schools toward             regular basis and use
             fulfillment of district    the information to assist   Provides time and        Assists schools with      Engages in analysis      Prioritizes budget to
             vision and goals and       the principal with          opportunities for        selecting effective       about leadership         reallocate resources to
             program coherence          selecting leadership        principal and inter-     instructional practices   practices and the        address real-time needs
                                        priorities                  school collaboration     and provides needed       implementation of
             Develops the capacity                                                           support                   expectations at every    Purposefully connects
             of district and site and   Holds principals and        District                                           level of the system      people and programs
             student leadership         schools accountable for     administrators           Intentionally                                      to assure cohesiveness
                                        using data                  collaboratively          develops instructional    Monitors student
             Models expected                                        monitor data, assess     coherence across the      placement, programs,     Creates connections
             behaviors and              Provides training,          district progress        district.                 and achievement          across collaborative
             collaboratively engages    coaching, and support       toward goals, and                                  results for all sub-     teams within the
             in problem solving with    for data driven decision    discuss strategies for   Provided SBE              groups.                  district, and outside the
             schools.                   making at the school        improving student        approved                                           district
                                        site                        achievement              instructional
                                                                                             materials for all                                  Strategically manages
                                        Guide schools to set                                 students                                           change across the
                                        clear, attainable goals                                                                                 district
                                                                                                                                                                   24
                                        based on data
Consulting Framework: Diagnosis and Design
   Use the collection of data (achievement,
    interview/observational, Principle Matrix and Roles
    and Responsibilities Matrix) to identify and
    prioritize areas of focus.
   Involve the client in the diagnosis and design of the
    work to be done to create ownership.
   Create a plan collaboratively.
   Implement the plan collaboratively.
   Reflect on and refine the work collaboratively.
                                                            25
ScaleUP Project
   Quality Assurance Process Contract




                     Originally called RCAT Plus
                                                   26
Quality Assurance Process Contract
   The contract with CDE began in 2002 with 8 schools
    in districts across California.
       4 in southern California
       4 in northern California
   We took the process to each of these schools to assist
    them with their student achievement.
   An emphasis on Special Education students was
    added to RCOE’s process.

                                                         27
Results
 Quality Assurance schools performed higher
  than the state (California) and similar schools
  over a five-year period, 2002-2007.
 Students with disabilities improved
  dramatically.




                                                    28
29
30
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33
Success Begets Success
   Because the process was as successful outside of
    Riverside County as in it, CDE decided to scale-up
    the work.
   Now we are building the capacity of six county
    offices of education and two large unified school
    districts to engage in this process in their own
    regions—through the ScaleUP Project.



                                                         34
ScaleUP Participants
   Butte COE
   Imperial COE
   Los Angeles COE      Each team has
   Madera COE           selected three
                         schools to work with
   Mt. Diablo Unified   on this project. One
                         is documented as a
   San Diego COE        case study.
   Sanger Unified
   Sonoma COE
                                                35
ScaleUP Outcomes
   Understand consultation and develop a consultation
    framework of their own.
   Implement the six RCOE principles in the work with
    schools/districts in their regions.
   Collaborate with other ScaleUp participants to
    improve practice.




                                                         36
How is this accomplished?
 Six days of training per year in Riverside.
 Documentation of progress in case study
  school.
 Regular on-site coaching visits from ScaleUP
  leads.
 Monitoring visits by project managers.
 Attendance at DuFour Conferences sponsored
  by RCOE—plus targeted time with the
  DuFours.
                                             37
Scale-UP Day with the DuFours—
November 21, 2008




                                                        38
Team from Vicentia Elementary School in Corona-Norco USD.
Final Thoughts
   The job of developing professional learning
    communities involves more than installing,
    managing, and engineering a plan. While we
    do need to work with tangible methods and
    structures, we must also learn to enhance our
    efforts with the thinking of the social
    architect.
   We must learn the skills of the consultant!
                                                    39
Greatness is not where we stand, but in
what direction we are moving. We must
sail sometimes with the wind and
sometimes against it but sail we must, and
not drift, nor lie at anchor.


                Supreme Court Justice Oliver Wendell
                           Holmes, Jr.
                                                       40
Contact Information
mbarney@rcoe.us
lgordin@rcoe.us




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