TightâLoose Leadership: From Teacher Teams to
Janel Keating
Janel Keating
Janel Keating
Tight–Loose Leadership: From Teacher Teams to Principals to the District Office
Janel Keating Janel Keating Janel Keating
Tight–Loose Leadership: From Teacher Teams to Principals to the District Office
Tight– Loose in a District
In the White River School District, we have worked relentlessly to create a learning culture for students and adults in which we are tight about the collaboratively developed what and loose about the how—with a focus always on results.
Janel Keating 1
Tight– Loose in a District
The best example of tight–loose in a district is being tight about what all kids must learn—every course, subject, grade, and unit, as agreed to by teams— and are tight about providing evidence of student learning—kid by kid, skill by skill, by name and by need. But you are loose on how teachers teach, encouraging creativity, individuality, ownership, empowerment, and teachers' professional judgement. We provide additional support when teams and teachers are struggling, based on student learning data.
2
Tight– Loose in a District
3
© Keating 2018. SolutionTree.com Do not duplicate.
We educate the board every step along the way.
4
1
The Learning Mission Simultaneous Tight–Loose Leadership The central office should demand (tight) that each school will: 1. Make student learning the priority and align all practices and procedures to promote student learning.
Establish the why for improving learning.
Establish the Why
• Why did we become teachers? • What does our data tell us? Accurate knowledge
2. Measure all major decisions against the probable impact on learning.
of the data—student learning.
• Is this good enough for my own child? • Do I have the will to act my way into a new way
of thinking and doing? Am I okay with the current learning reality? 5
6
Four Questions to Guide PLCs: Tight (Eaker & Keating, Every School, Every Team, Every Classroom, 2012)
1. What do we expect students to learn? CCSS, essential outcomes, power standards, learning targets, pacing, clarifying standards, what standards look like in student work, instructional strategies/engagement and rigor 2. How will we know if they learn it? Benchmark assessments, pre-assessment, common formative end-of-unit assessments, in-unit quick checks for understanding, IBA, smarter balanced, SAT, ACT, and results analysis 3. How do we respond when students experience difficulty in learning? Differentiated instruction, interventions connected to core instruction, POI, RTI, PBIS, and AVID 4. How do we respond when students do learn? Differentiated instruction and rigor 9
2
© Keating 2018. SolutionTree.com Do not duplicate.
Unit Planning A Conceptual Framework for Teams
Repeating Process for Each Unit: Tight (Eaker & Keating, Every School, Every Team, Every Classroom, 2012)
• • • • • • • • •
Identify standards. Create the end-of-unit formative assessment. Write learning targets/design instruction/engagement. Design checks for understanding and feedback. Give the assessment. Score and analyze the assessment or protocol. Look at data and student work. Apply interventions and extensions. Repeat.
10
Team Meeting—Collaboration
11
Teacher Clarity = Student Learning
What Does It Look Like?
(Keating & Hagadone, 2017)
What did you teach last week? Are we prepared?
•
Standards – Learning Targets – Quick Formative Assessment – Feedback
• •
What evidence do you have of student learning?
•
Data—Student work
• •
Then what?
•
Time and support in the classroom, team support, move to next lesson.
•
What standards and targets are we working on this week?
• •
Standards in a unit Learning target Success criteria Instruction/engagement Formative checks for understanding Student work and data Classroom time and support PLC meeting (bring student work and data) Time and support to be decided by the team Plan instruction surrounding the next target
12
© Keating 2018. SolutionTree.com Do not duplicate.
13
3
Then What?
Additional Time, Support, and Extensions (Keating & Hagadone, 2017)
• • • • • • •
Student or groups of students Unlearned skill or skills and consider (SEL) Instructional strategy or strategies/pre-teaching When and how often (master schedule) Formative checks for understanding – tied to core instruction Resources, program/in-program data Progress monitor (twice monthly) – select an appropriate measure. Why progress monitor?
When responding to students who are experiencing difficulty, we should be able to say yes to these questions:
Is our response based on intervention rather than remediation … providing additional time and support for learning?
Is our response systematic … providing
schoolwide consistency when students have difficulty learning?
Is our response timely … quickly identifying students having difficulty?
Is our response directive … requiring students
to receive additional assistance and to devote the extra time necessary to master the learning?
14
15
Tight: Every School • • • • • • • • •
Establish the why. Use appropriate grade level or content team structure. Establish time. Use a monthly planning tool—an agenda. Focus on the four critical questions of learning. Establish norms and accountability protocols. Find consensus: chapter 9 in Learning by Doing. Seek clarity surrounding the products generated by the team. Monitor and provide feedback on the products generated by the team with the team and the principal. • Focus on results—data protocol. • Provide time, support, and extensions. • Be sure the principal attends team meetings.
In your district, what are you tight on? What are you loose on?
and
Loose
(Keating & Hagadone, 2017)
16
4
Tight
© Keating 2018. SolutionTree.com Do not duplicate.
17
© Eaker & Keating 2018. SolutionTree.com Do not duplicate.
5
Differentiated instruction and rigor
4. How do we respond when students do learn?
Differentiated instruction, Interventions connected to core instruction, POI, RTI, PBIS, MTSS, and AVID
3. How do we respond when students experience difficulty in learning?
Benchmark assessments, pre-assessment, common formative end-ofunit assessments, in-unit quick checks for understanding, IBA, Smarter Balanced, SAT, ACT, and results analysis
2. How will we know if they learn it?
CCSS, essential outcomes, power standards, learning targets, pacing, clarifying standards, what standards look like in student work, instructional strategies/engagement and rigor
1. What do we expect students to learn?
(Eaker & Keating, Every School, Every Team, Every Classroom, 2012)
Four Questions to Guide PLCs – Tight
6
© Eaker & Keating 2018. SolutionTree.com Do not duplicate.
© Eaker & Keating 2018. SolutionTree.com Do not duplicate.
7
Janel Keating
Janel Keating
Tight–Loose Leadership: From Teacher Teams to Principals to the District Office
Janel Keating Janel Keating Janel Keating
Tight–Loose Leadership: From Teacher Teams to Principals to the District Office
Tight– Loose in a District
In the White River School District, we have worked relentlessly to create a learning culture for students and adults in which we are tight about the collaboratively developed what and loose about the how—with a focus always on results.
Janel Keating 1
Tight– Loose in a District
The best example of tight–loose in a district is being tight about what all kids must learn—every course, subject, grade, and unit, as agreed to by teams— and are tight about providing evidence of student learning—kid by kid, skill by skill, by name and by need. But you are loose on how teachers teach, encouraging creativity, individuality, ownership, empowerment, and teachers' professional judgement. We provide additional support when teams and teachers are struggling, based on student learning data.
2
Tight– Loose in a District
3
© Keating 2018. SolutionTree.com Do not duplicate.
We educate the board every step along the way.
4
1
The Learning Mission Simultaneous Tight–Loose Leadership The central office should demand (tight) that each school will: 1. Make student learning the priority and align all practices and procedures to promote student learning.
Establish the why for improving learning.
Establish the Why
• Why did we become teachers? • What does our data tell us? Accurate knowledge
2. Measure all major decisions against the probable impact on learning.
of the data—student learning.
• Is this good enough for my own child? • Do I have the will to act my way into a new way
of thinking and doing? Am I okay with the current learning reality? 5
6
Four Questions to Guide PLCs: Tight (Eaker & Keating, Every School, Every Team, Every Classroom, 2012)
1. What do we expect students to learn? CCSS, essential outcomes, power standards, learning targets, pacing, clarifying standards, what standards look like in student work, instructional strategies/engagement and rigor 2. How will we know if they learn it? Benchmark assessments, pre-assessment, common formative end-of-unit assessments, in-unit quick checks for understanding, IBA, smarter balanced, SAT, ACT, and results analysis 3. How do we respond when students experience difficulty in learning? Differentiated instruction, interventions connected to core instruction, POI, RTI, PBIS, and AVID 4. How do we respond when students do learn? Differentiated instruction and rigor 9
2
© Keating 2018. SolutionTree.com Do not duplicate.
Unit Planning A Conceptual Framework for Teams
Repeating Process for Each Unit: Tight (Eaker & Keating, Every School, Every Team, Every Classroom, 2012)
• • • • • • • • •
Identify standards. Create the end-of-unit formative assessment. Write learning targets/design instruction/engagement. Design checks for understanding and feedback. Give the assessment. Score and analyze the assessment or protocol. Look at data and student work. Apply interventions and extensions. Repeat.
10
Team Meeting—Collaboration
11
Teacher Clarity = Student Learning
What Does It Look Like?
(Keating & Hagadone, 2017)
What did you teach last week? Are we prepared?
•
Standards – Learning Targets – Quick Formative Assessment – Feedback
• •
What evidence do you have of student learning?
•
Data—Student work
• •
Then what?
•
Time and support in the classroom, team support, move to next lesson.
•
What standards and targets are we working on this week?
• •
Standards in a unit Learning target Success criteria Instruction/engagement Formative checks for understanding Student work and data Classroom time and support PLC meeting (bring student work and data) Time and support to be decided by the team Plan instruction surrounding the next target
12
© Keating 2018. SolutionTree.com Do not duplicate.
13
3
Then What?
Additional Time, Support, and Extensions (Keating & Hagadone, 2017)
• • • • • • •
Student or groups of students Unlearned skill or skills and consider (SEL) Instructional strategy or strategies/pre-teaching When and how often (master schedule) Formative checks for understanding – tied to core instruction Resources, program/in-program data Progress monitor (twice monthly) – select an appropriate measure. Why progress monitor?
When responding to students who are experiencing difficulty, we should be able to say yes to these questions:
Is our response based on intervention rather than remediation … providing additional time and support for learning?
Is our response systematic … providing
schoolwide consistency when students have difficulty learning?
Is our response timely … quickly identifying students having difficulty?
Is our response directive … requiring students
to receive additional assistance and to devote the extra time necessary to master the learning?
14
15
Tight: Every School • • • • • • • • •
Establish the why. Use appropriate grade level or content team structure. Establish time. Use a monthly planning tool—an agenda. Focus on the four critical questions of learning. Establish norms and accountability protocols. Find consensus: chapter 9 in Learning by Doing. Seek clarity surrounding the products generated by the team. Monitor and provide feedback on the products generated by the team with the team and the principal. • Focus on results—data protocol. • Provide time, support, and extensions. • Be sure the principal attends team meetings.
In your district, what are you tight on? What are you loose on?
and
Loose
(Keating & Hagadone, 2017)
16
4
Tight
© Keating 2018. SolutionTree.com Do not duplicate.
17
© Eaker & Keating 2018. SolutionTree.com Do not duplicate.
5
Differentiated instruction and rigor
4. How do we respond when students do learn?
Differentiated instruction, Interventions connected to core instruction, POI, RTI, PBIS, MTSS, and AVID
3. How do we respond when students experience difficulty in learning?
Benchmark assessments, pre-assessment, common formative end-ofunit assessments, in-unit quick checks for understanding, IBA, Smarter Balanced, SAT, ACT, and results analysis
2. How will we know if they learn it?
CCSS, essential outcomes, power standards, learning targets, pacing, clarifying standards, what standards look like in student work, instructional strategies/engagement and rigor
1. What do we expect students to learn?
(Eaker & Keating, Every School, Every Team, Every Classroom, 2012)
Four Questions to Guide PLCs – Tight
6
© Eaker & Keating 2018. SolutionTree.com Do not duplicate.
© Eaker & Keating 2018. SolutionTree.com Do not duplicate.
7
