Teacher Leadership

Leading Educators Launches Innovative Teacher Development Strategy with TPS

FOR IMMEDIATE RELEASE: 5/14/18

CONTACT:

Adan Garcia

(202) 510-0827

marketing@leadingeducators.org

 

LEADING EDUCATORS LAUNCHES INNOVATIVE TEACHER DEVELOPMENT STRATEGY WITH TPS

Professional learning approach will dramatically expand supports for content mastery

 

TULSA, Okla. - May 14, 2018

Tulsa Public Schools (TPS) launched Empower, a dynamic professional learning strategy that will incorporate focused collaboration into the day-to-day work of teachers, in 10 schools this weekend.

Building on the district’s “Destination Excellence” vision of inspiring and preparing every student to love learning and achieve ambitious goals, Empower creates weekly opportunities for teams of teachers in a content area to lead collaborative learning and practice in rigorous standards and pedagogical best practices.  The program, developed in partnership with Leading Educators, stems from a central belief that schools are a critical unit of social change, and teacher leaders should be drivers of that change in pursuit of equity. In order for schools and districts to achieve equitable student outcomes, all students need to consistently experience rigorous and joyful learning and great teaching.  

Danielle Neves, the Executive Director of Teaching and Learning for TPS, shared, “Meeting our ambitious goals for students will require outstanding learning for our educators that is grounded in content and curricula, happening day-to-day and week-to-week in schools, and led by and for teachers.  Leading Educators is supporting us, but it is our work as a district, our vision, our ambitious goals for students.”

Leading Educators began planning with TPS one year ago to ensure that conditions and leadership at all levels of the district would be prepared for an effective roll-out.  The program is designed to gradually scale over a multi-year arc so support structures and planning systems become fully embedded in the district’s operations. This approach offers greater consistency and relevance relative to traditional, outside professional development options and focuses district-led work on iterative practice known to directly effect to student learning.

Leading Educators has worked with Education Resource Strategies to help school leaders align time, people, and money to schools’ priorities.  Each Empower school’s content-specific teams will experience 90 minutes of collaborative learning time within their master schedule each week - an increase of 30 minutes over previous years. TNTP supported this planning by conducting classroom walkthroughs meant to assess current instruction across the district.  

The Empower program’s first cohort of 55 educators was inducted on Saturday, May 12th in Tulsa.

“We believe we can accomplish something incredible together in Tulsa that radically changes expectations for what our teachers and students can collectively achieve when effectively supported to master strong content,” said Chong-Hao Fu, Leading Educators’ current Chief Learning Officer and incoming Chief Executive Officer.

 Photo courtesy of Tulsa Public Schools

Photo courtesy of Tulsa Public Schools

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ABOUT LEADING EDUCATORS

Leading Educators is a national nonprofit organization founded in New Orleans that seeks to improve student achievement by leveraging the positive impact of experienced teachers who take on leadership positions in their schools.  We partner with states, districts, and public charter networks to design learning systems that develop the instructional skills and content knowledge of teachers so they can reach better, more equitable student outcomes.  www.leadingeducators.org

Checking in with Instructional Specialist Michelle Morrow

Michelle Morrow is the Instructional Specialist at North Godwin Elementary School in Grand Rapids, MI and part of the 2017 Leading Educators Grand Rapids cohort.  This past July, Michelle spoke with us about her vision for school transformation after attending the 2017 Leading Educators Institute (LEI).  We checked in with Michelle to hear about her team’s experiences during the fall semester.   

LE: When we spoke with you in July, you said LEI was one of the most intense and rewarding professional opportunities of your career thus far.  What were you looking forward to as you entered the fall semester?

MM:  I was most excited to see how our team’s learning would translate into our school culture and ultimately what it would look like in the classroom.  I knew the equity sessions at LEI had a powerful impact on our team, so I was also excited to explore how having the equity lens front of mind might impact how our teacher leaders speak about the standards, their instructional practice, and our students’ learning.     

LE: What were some of your team’s specific priorities for the fall?

MM: We not only wanted to increase teacher collaboration within our school from a functional perspective but also have those collaborative conversations anchored in equity, evidence, and rigorous standards.  Our staff has the best of intentions for our students and they have worked extremely hard to open up their classrooms and collaborate with each other.  Our goal was to deepen these collaborative conversations and push ourselves to examine our instructional design and delivery through an equity lens.

LE: How did you use your team’s professional learning plans to get to that place?

MM: We began the school year with professional development where staff members challenged their biases and opened themselves up to be honest and vulnerable with each other.  This continued in the work of our cycles of professional learning (CPLs) when we narrowed in on creating lessons and units that were rigorous with the proper scaffolding so all of our students could access high standards.  Beyond our regular content learning as adults, we have also had teams practice challenging conversations with their colleagues in order to push the envelope for our school culture.  All of these experiences have helped increase collaboration to a deeper and more meaningful level.

LE: What was challenging about implementing this work?  What surprised you or others on your team?

MM: Time.  With our district having several other priorities on the table, our team had to get creative in meshing them together.  We did not want this to come off as ‘one more thing’ to do, so our team had to carve out additional time to design the CPLs as part of our districts goals.  I wouldn’t say this surprised me because of the dedication and willingness of our team, but I’m always amazed by the commitment that educators have to making changes that help their students get the most out of school.  Our team made a commitment to come to work 60 minutes early two days a week to continue our instructional work, and they also gave up their prep period  once a week to review their session facilitation.  Our team even created a website where staff participating in the CPL could have easy access to presentations and materials.  They are the hardest working bunch I know!  

LE: What has been your biggest win so far?

MM: We had more than half of our elementary staff volunteer their personal time and come to work 60 minutes early for eleven weeks to attend our first round of professional learning sessions.  Because we did not have this time built into the master schedule for this year, it is amazing to see the dedication of not only my teacher leaders, but also their peer teachers who also gave up their time to participate in instruction-focused learning.  

LE: What advice do you have for others leading similar work across the country?

MM: Keep with it!  It is tough, and the wins might feel small, but look carefully enough and you will see those little wins adding up to much bigger successes. Every tough step through the mud is a step that gets us closer to closing the equity gap.

Getting the Most Out of Coaching

Kelsey McLachlan is the Instructional Leadership Coach for Leading Educators’ New Orleans program.  Kelsey began her career as teacher in Chicago Public Schools where she taught for six years.  She also led teacher leadership development at Teach for America Greater New Orleans and was the Founding Assistant Principal at KIPP Leadership Primary.  Kelsey spoke with us about her direct work with teacher leaders to advance educational equity through rigorous classroom instruction.

LE: Tell us about your role. What does an instructional leadership coach do at Leading Educators?

KM:  To my thinking, excellent coaching is about transforming leaders so that they not only increase student achievement, but also positively affect all of those around them. My aim is to help the leaders I coach be as successful as possible at grasping opportunities to improve and reaching goals through collaboration.  I have the privilege of partnering with teams of teacher and school leaders to ensure that they are making steady progress towards student and teacher goals rooted in college and career readiness standards. Reaching these goals is the way to live and achieve our mission of equitable schools for all students, and it's my job to use all of the components of our program to do that: one-on-one coaching, group coaching, and professional learning sessions.   

LE: What are common challenges your coachees face when stepping into instructional leadership?

KM: Accountability is often a challenge for new leaders. I support people to become stronger at holding each other accountable through explicit coaching around this skill in addition to modeling it in my own interactions with them. Holding people accountable to their student and personal growth goals and being honest, or “showing them the mirror”, is a strong way to build trust. In the course of our work together, we agree on goals that impact students' lives, and I want to hold them to those goals in a supportive way. I try to become invested in their goals as if they are mine and check in on them regularly.

Motivating others to action, and teaching the skills to motivate is vital in leadership coaching. I often compare coaching both teachers and leaders to coaching Olympic athletes: you can’t run the 100 meter dash for them, you can’t practice the race for them. The teacher or leader has to drive their own performance through reflection and practice. The coach is there to share strategies and feedback to improve their performance, for example, by suggesting that they shorten their stride or pick up their pace.

LE: What have you tried to help coachees land on a clear path forward?

KM: The most important first step to moving the needle is building trust with people.  I try to deeply listen to words, of course, but also body language and gestures, so that I can hear and understand everything the person means. So that means, I need to allow time for the person to speak and then ask questions to probe their thinking more deeply. Driving people forward in reaching goals is a baseline for a coach.  However, I think one of my most important realizations from many years of coaching is this: what sets a great coach apart from a mediocre one is the ability to see the leader’s “best self” and to help them access that “self”. Getting them there might be hard work, but a strong foundation of personal growth and discovery will make success more likely.

LE: You’ve mentioned a passion for educational equity.  How does that lens influence your approach to coaching?

KM: Elena Aguilar wrote in Education Week, “Coaching with an equity lens means that we pay attention to the social and historic forces which create and maintain systems in which children are treated differently based on who they are.”  In coaching, it's imperative to keep in mind my own identity and the bias that I bring to the table.  I have to do the work of unpacking my perspective, while also listening to and lifting up biases that may live within the work that teacher leaders do.  Also, building deep content knowledge with the teacher leaders I coach allows for a focus on instruction that is rigorous for all students.

LE: I know you love New Orleans! What keeps you so invested in serving New Orleans schools?

KM: New Orleans is, in my opinion, the best city on the planet. It has so many amazing bright spots that you can only experience in the Crescent City, and I believe the people who live here are its greatest asset. Still, our city has experienced generations of inequity and we individually and collectively have so much to do to change that. It's this injustice that keeps me here to prove what’s possible to achieve with our amazing students.

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Q&A with Instructional Specialist Michelle Morrow

Michelle Morrow is the Instructional Specialist at North Godwin Elementary School in Grand Rapids, MI and part of the 2017 Leading Educators Grand Rapids cohort.  She attended the Leading Educators Institute (LEI) with her team in June.  Michelle spoke with us about her biggest takeaways from the week of learning and her vision for school transformation this year.

LE: What are the most urgent student needs in your school building?

MM:  Amid the adoption of the Common Core State Standards (CCSS) several years ago, we have experienced growing pains at North Godwin around aligning instructional approaches to the shifts.  Given that we work with an at-risk population, the CCSS required us to significantly shift our instructional strategies in order to ensure that our students were mastering content and on track for college and career readiness.  This came with difficult transitions that we are still trying to work our way through today, particularly meeting new ideas and shifts in our teaching approaches with openness and a desire to learn.  At a time when test scores can seem heavily weighted, we are finding it difficult to frame the opportunities that come from more rigorous teaching and learning for teachers and students.  While this is a challenge, we have gradually seen our staff embrace personal development and dip their toes into the water.  Our students are collaborating more than they ever have, and they are engaging in deep, meaningful dialogue with each other, which is incredibly exciting!

LE: What do opportunities do you see to build on these successes?

MM: Students in our school need to be exposed to a curriculum and teaching practices that are directly aligned to the standards.  I feel that the focused content learning at LEI opened my team's eyes to how to make rigorous content accessible to our students.  We have learned how to create a more equitable environment for our students.

LE: Looking specifically at teacher practice, how has your thinking or approach to professional learning for teachers shifted as a result of LEI?

MM: There is so much I am excited about!  In particular, I think about finally using data to drive meaningful instructional shifts rather than getting stuck in our old pattern of looking at data, making adjustments, and never returning back to a connected plan to see if those changes actually had an impact on students.  I am excited about the laser focus of the Cycle of Professional Learning (CPL) structure and the way in which it connects professional learning aims.  Through the Leading Educator experience so far, I have learned that we have missed a large component of professional learning in the past that is needed to truly shift our practice and our thinking as adult learners.  Seeing ourselves as learners in this process is key in creating significant impact for our students.  

LE: How can we best provide support for the student and teacher goals your team is prioritizing? What do you hope to gain from being in the Leading Educators program?

MM: Leading Educators has already reignited passion for improving instructional practices among my team of teachers that attended LEI!  The learning experience was intense, but we are excited to bring the CPL process to our entire staff and use it as a tool for school transformation.  My team chose to seek out Leading Educators in the hopes of sparking new thinking and deepening our understanding of current education trends. We all have a passion for the education field and in particular urban education.  Through Leading Educators we are looking for our thinking and approaches to be challenged so we can continue to grow and impact the students we teach.

LE: What would you like others to know about your experience at LEI?

MM: LEI was one of the most intense and rewarding professional opportunities in my career thus far.  This work is not for the faint of heart!  Through the LEI experience I have realized what an incredibly challenging and difficult line of work we are in, and it has inspired me to continue to dig in and challenge myself both in content knowledge and instructional practice.

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Reigniting My Practice at the 2017 Leading Educators Institute

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Kelly Compher is a teacher leader at North Godwin Elementary School in Grand Rapids, MI and a member of the 2017 Leading Educators Grand Rapids cohort. 

This past June, I had an incredible learning experience at the third annual Leading Educators Institute (LEI) with my team from North Godwin Elementary School in Grand Rapids, Michigan. One of the most exciting experiences over the course of the five days of learning was the opportunity to reflect on how we use data to set goals for our students at North Godwin. For context, our school has been actively engaged in the process of looking at student data as the basis for setting student learning goals and developing an ambitious action plan to meet those goals.  We have a strong desire to respond to the trends we see in the data, and we have much to celebrate about our current practices. However, we have consistently faced gaps in our ability to revisit previous goals to measure progress against teacher actions in our action plan. We tend to move on to the next problem without fully resolving the current one. As a result, we continue to miss opportunities to get better as teachers.

By utilizing the Cycles of Professional Learning (CPL) approach we explored at LEI, we will be going into this next school year with a more structured, embedded process for examining our goals and identifying adjustments.  The key shift under this model will be utilizing our data to inform what we, as teachers, need to learn to achieve our goals. We have always been so focused on what students need to know to achieve their goals, that we forget to consider the instructional supports that teachers need to move their students forward.  For all of our students to be successful, we have to be purposeful about how we are working together as adults to learn and build skills.

As I look ahead, I’m excited to take all the learning we did around literacy at LEI and apply it to the CPL learning I’m designing with my colleagues. The English and language arts sessions that we attended that focused on text complexity and text dependent questions could be the missing link as to why our changes in teaching to the Common Core State Standards have not yet been as successful as we had intended.

In order for us to take advantage of this new learning fully, we will all have to show vulnerability and approach our practice with a growth mindset. Showing vulnerability is often a challenge among adult learners because it can spark uncomfortable emotions. As a teacher leader, it is my responsibility to help my colleagues work through personal barriers and misconceptions to create a safe space for learning. The Leading Educators Institute reignited my passion for teaching and inspired me to be a part of greater change. I hope to reignite and inspire my colleagues to transform their teaching as well, so that we can provide an excellent education for all of our students.  

Connecting Teacher Leadership and Professional Learning in D.C. Public Schools

How can we best connect teacher leadership to professional learning? What do schools sometimes get wrong - despite their best intentions - and how can we help more schools get it right? With the publication of Igniting the Learning Engine: How School Systems Accelerate Teacher Effectiveness and Student Growth Through ‘Connected Professional Learning', the nonprofit organization Education Resource Strategies highlights promising practices at four leading school systems. They offer examples of what it looks like to deeply connect professional learning to the everyday work of teachers and teacher leaders and to a coordinated, system-wide strategy for student success. They also explore how these systems organize resources like people, time, and money to make this happen.

As a national organization focused on the development of teacher leaders, we at Leading Educators are acutely aware of both the challenge and promise of connected professional learning. With regular opportunities to collaborate and deepen instructional expertise, teacher leaders can play a key role in improving student learning. At the same time, we know that teacher leaders are part of a larger connected system within schools, and their success often depends on the presence of content experts, access to high quality instructional materials, and the necessary time to work with colleagues.

Since 2012, Leading Educators has served as a key strategic partner to DC Public Schools (DCPS), one of four systems profiled in the ERS paper. At the beginning of the partnership, DCPS had just received a federal grant through the Teacher Incentive Fund to increase opportunities for teacher leadership, building on the district’s previous work on teacher evaluation and compensation. Leading Educators partnered with DCPS to provide technical assistance, drawing on our long-standing work with teacher leadership programs in New Orleans and Kansas City, Missouri.

Leading Educators worked with DCPS to launch the Teacher Leadership Innovation (TLI) program at a pilot group of seven schools. In the early years of the program, schools had great latitude in creating teacher leader roles. This meant that school leaders were highly engaged in the process but also that roles varied widely. While these roles added capacity for school leaders, they were not exclusively focused on examining student work or building teacher skills. For many teacher leaders who were new to leadership positions, coaching their former peers created challenging dynamics. Additionally, some schools struggled to protect release time that had been allocated for teacher leader functions when staff turnover occurred and emergencies arose.

As TLI expanded, structures, systems, and training were gradually put in place to address many of the lessons learned from the first cohort of schools. Over time, new teacher leader roles became more narrowly focused on what the paper refers to as “content-focused, expert-led collaboration” instead of tackling both administrative and learning functions. This ensured that principals aligned the roles to the key instructional priorities of their schools. To support TLI participants’ transition into new leadership roles, the program content focused heavily on developing both hard and soft leadership skills. DCPS also focused on helping new teacher leaders develop adult leadership skills. Leading Educators partnered with the district to provide sessions focused on relationship management, addressing topics such as difficult conversations, team dynamics, influence with and without authority, and conversations about difference. This content translated leadership best practices into normed processes and tools.

In addition, Leading Educators worked with DCPS to create systems and structures to support principals in becoming stronger distributive leaders. These included how to strongly connect school priorities to teacher leadership roles - the School Theory of Action - and how to regularly and rigorously analyze formative leadership, teacher practice, and student data - the Quarterly Data Review. Maggie Slye, the Managing Director for Leading Educators’ LEAP team, explains how these structures function in practice:

 

"The Theory of Action serves to anchor the school in its priorities, not just for students and teachers, but also anchors the leadership team in the commitments they’ve made to teachers. By establishing these priorities and commitments collaboratively, the Theory of Action supports alignment and a shared understanding of priorities. Each quarter, a Leading Educators Leadership Coach leads the leadership team to analyze student and/or teacher data to assess what has been accomplished and what may need to be revised. This data cycle - setting goals, assessing progress, and course-correcting - is something many schools do for students. It’s far less frequent to see schools doing this type of analysis for teacher goals and for leadership goals. Our schools emerge from Quarterly Data Reviews not only clearer on the next quarter’s goals for students, but also goals for teacher instructional practice and the leader actions they will take to support teacher development in those instructional practices."

 

Finally, the DCPS central office team, in partnership with school leaders, began to research, create, and share innovative scheduling approaches that would create more release time cost neutrally. With coaching, school leadership teams developed contingency plans so that they could provide sufficient time for productive collaboration even when unforeseen challenges emerged.

Leading Educators has had the honor of learning alongside outstanding DCPS school and central office leaders. Principal Art Mola from Bancroft Elementary shares:

 “It is hard to think of Bancroft and Leading Educators as a partnership. The amazing team at LE has become an intricate part of the Bancroft family in such a way that we do not view them as an external entity, rather a member of our leadership team. And as a result, Bancroft LEAP Leads continue to celebrate the amazing job our LE coach has done with each one of them, and with the whole team. I can confidently say that the quality of our Quarterly Data Reviews has improved exponentially, as we are firmly grounded in our commitment to the Theory of Action, and are already looking forward to next year as we get ready to roll out a more improved version than even now.”

These efforts laid a strong foundation for LEAP. With LEAP, DCPS is leveraging distributive leadership to improve instructional practice in content-specific and job-embedded teams. LEAP has ignited the learning engine by empowering principals and teacher leaders with the structures and tools to drive continuous improvement.