Final Class

Winter Break To Do List:

1)   Apply for Internship
            w/ Your District   & Grant  w/ AWSP


2)  Register for Spring Classes  585 & 588

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Tonight : Sharing Leadership Plans
     5 Groups of 4 ~ 10-minutes Each
     Give Feedback Verbally

Students will develop a leadership plan that calendars ways in which their leadership will be rooted in data-based decision making aimed at improving culture, teaching, and learning. It should address those issues in a written form followed by a calendar-specific plan that would benefit a practicing principal in the area of assessment. The plan should be designed to serve as a guide for you in your future roles as principal.  

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Final Assignment ~ Assessment Portfolio

Your Assessment Portfolio is the Top Ten Artifacts you don't want to forget from this class.

This is my favorite, although I've reduced the assignment this year to simply the 10 Artifacts:

https://www.scribd.com/doc/189497826/Swenson-Assessment-Portfolio

Don't create this for me!

Make these assignment something you'll appreciate in the future when implementing these topics in your internship or in your own building.

________________________________________________________________________

Bringing it all Together

Standard I: A school administrator is an educational leader who promotes the success of each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by school and community stakeholders.

Criteria 1 Advancing a district-wide shared vision for learning

• Continually reviews and restructures the vision to address changing circumstances and relevant data reflective of the learning community. Guides others in establishing the vision. 

 Criteria 2 Putting the vision for learning into operation

• Implements a vision in multiple settings. Uses data to continually monitor and revise systems to reflect the vision. Solicits from and gives feedback to other administrators to analyze the effectiveness of the school vision in shaping education programs, systems, and resources to positively impact student learning. 

Criteria 3 Developing stewardship of the vision

• Continually evaluates match between vision and the learning community. Expands base of stakeholders and empowers their participation in shaping education programs, systems, and resources to move the learning community toward the shared vision of promoting success of all students. Stakeholders take responsibility for renewing the vision and designing supporting systems, as well as acknowledging and celebrating progress toward the vision.

AWSP Leadership Framework

Criterion 1: Creating a Culture

• Element 1.1 Develops and sustains focus on a shared mission and clear vision for improvement of learning and teaching.
• Element 1.2 Engages in essential learning conversations for ongoing improvement.
• Element 1.3 Facilitates collaborative process leading toward continuous improvement.
• Element 1.4 Creates opportunities for shared leadership.

Criterion 3: Planning with Data

• Element 3.1 Recognizes and seeks out multiple data sources.
• Element 3.2 Analyzes and interprets multiple data sources to inform school-level improvement efforts.
• Element 3.3 Implements data-driven plan for improved teaching and learning.
• Element 3.4 Assists staff to use data to guide, modify and improve classroom teaching and student learning.
• Element 3.5 Provides evidence of student growth that results from the school improvement planning process.

Criterion 4: Aligning Curriculum

• Element 4.1 Assists staff in aligning curricula to state and local district learning goals.
• Element 4.2 Assists staff in aligning best instructional practices to state and district learning goals.
• Element 4.3 Assists staff in aligning assessment practices to best instructional practices.

Criterion 5: Improving Instruction

• Element 5.1 Monitors instruction and assessment practices.
• Element 5.2 Assists staff in developing required student growth plan and identifying valid, reliable sources of evidence of effectiveness.
• Element 5.3 Assists staff in implementing effective instruction and assessment practices.
• Element 5.4 Evaluates staff in effective instruction and assessment practices.
• Element 5.5 Provides evidence of student growth of selected teachers.

Criterion 8: Closing the Gap

• Element 8.1 Identifies barriers to achievement and knows how to close resulting gaps.
• Element 8.2 Demonstrates a commitment to close the achievement gap.
• Element 8.3 Provides evidence of student growth in learning.*

     _________________________________________________________________________

Dinner at BJ's This Tuesday
Observe Dr. Baxter's Class Next Wednesday

Final Thoughts
Stay Organized & Make Good Decisions
Relationships Relationships Relationships
Attitude is Everything

Nobody Wants to be a Principal

12/3

2015 ed psy 510 #14 from Glenn E. Malone, EdD

11/19

2015 ed psy 510 #13 from Glenn E. Malone, EdD

11/12 Dr. Sharratt

What a GREAT night in Olympia!

Please comment on this post as feedback for Dr. Sharratt:

3, 2, 1

3   New learnings
2   Ideas I can apply
1   Concept I'd like to know more about...

D. Sharratt November 12, 2016 Olympia from Glenn E. Malone, EdD

The Final Assignments

In a nutshell:

Your Data Culture Plan is the plan you'll use to create a Culture of Inquiry in your school.

I like this one: https://www.scribd.com/doc/182754099/Froembling-Data-Culture-Plan

Your Leadership Plan is the Annual Calendar to make that happen.

Here's a good one: https://www.scribd.com/doc/173561261/Leadership-Plan-Sample-2

Your Assessment Portfoilio is the Top Ten Artifacts you don't want to forget from this class.

This is my favorite, although I've reduced the assignment this year to simply the 10 Artifacts:

https://www.scribd.com/doc/189497826/Swenson-Assessment-Portfolio

Don't create something for me.  

Make these assignment something you'll appreciate in the future when implementing these topics in your internship or in your own building.

Hope that helps!

GO COUGS
Glenn

11/5

FIELD TRIP!

Next Thursday Night 11/12 meet in Olympia in the

John A Cherberg Building Senate Hearing Room 4

6-8 p.m.

 

2015 ed psy 510 #11 from Glenn E. Malone, EdD

10/29

2015 ed psy 510 #10 from Glenn E. Malone, EdD

TPEP WEBSITE

Ed psy510studentgrowthgoals from Glenn E. Malone, EdD

Wa Student Growth Rubrics (1)

10/22

2015 ed psy 510 #9 from Glenn E. Malone, EdD

RTI Data Board Process2014

10/15

2015 ed psy 510 #8 from Glenn E. Malone, EdD

10/8

2015 ed psy 510 #7 from Glenn E. Malone, EdD

Improvement through the use of data 2015 from Glenn E. Malone, EdD

SIP Template Fill in V2

Grade Level Department Team Goal Planning Form

SIP Anchor Documents

10/1

Formative assessment.final from Glenn E. Malone, EdD

2015 ed psy 510 #6 from Glenn E. Malone, EdD

In transforming Toppenish High School into a high-performing place of learning, Trevor Greene brought a renewed sense of hope to rural Washington. Nestled on the Yakama Indian Reservation, Toppenish serves a high-minority (95%), high-poverty (100%) student population. Because he grew up on the reservation, Greene saw the consequences of generational poverty, and he made it his personal mission to return to the area and bring the community together to support students’ education.

Greene made parental engagement a priority, reaching out to migrant families and families from the Yakama Nation. A migrant advocate on-staff ensures that the needs of students from that special population are being met. Greene also brought in a graduation specialist who keeps students on track to graduate, and with the help of his staff, he spent the last four years directing resources to the students who need them most.

“Trevor Greene played a central role in helping Toppenish achieve significant and sustained improvement among students who are affected by poverty and its associated issues,” said NASSP Executive Director JoAnn Bartoletti. “Trevor’s relentless effort to increase rigor and provide opportunities for all students, regardless of socio-economic status, ensures a personalized learning environment where every student feels valued.”

Knowing the importance of establishing a culture of high expectations, Greene expanded academic opportunities for his students, many of whom had never been expected to succeed, let alone graduate. He added rigorous courses, including 27 high-profile engineering and biomedical classes, a Microsoft IT Academy class, and a robotics class. To give students an opportunity to pursue postsecondary education, he made it possible for them to earn 30 college credits by the time they graduate from high school.

Thanks to Greene’s encouragement, participation in rigorous STEM courses skyrocketed, the school’s dropout rate decreased, and state science scores increased by 67% over a three-year period. In addition, special education students now have access to adaptive physical education and music courses, increasing engagement across the board.

“We applaud Trevor Greene for his leadership in engaging the teachers, parents, and all stakeholders in the transformation of Toppenish High School,” said Derrick Kelson, vice president, MetLife. “His efforts empower students to fulfill their potential and create a brighter future for the community.”

“It is important to recognize outstanding school leadership,” added Dennis White, vice president of Corporate Contributions for MetLife. “The MetLife/NASSP National Principal of the Year Program acknowledges the crucial role of principals as leaders and individuals who go above and beyond to make their schools the best they can be for students, teachers, and communities.”

9/24

2015 ed psy 510 #5 from Glenn E. Malone, EdD

9/17

2015 ed psy 510 #4 from Glenn E. Malone, EdD

School Law on School Improvement Plans

Here's the link to the WAC

9/10

Resources for Principals:

Success at the Core  ~ The Teaching Channel
Using Data ~ TERC
School Improvement Planning Process Guide   ~ OSPI

2015 ed psy 510 #3 from Glenn E. Malone, EdD

9/3

2015 ed psy 510 #2 from Glenn E. Malone, EdD

8/27

Ed psy 510 2015 class 8.26 from Glenn E. Malone, EdD

Resource ~ AWSP Criterion 3 Rubric | Planning with Data

AWSP Leadership Framework & User's Guide

Criterion 3 Rubric | Planning with Data 

Leading the development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements. 

Data refers to any type of information. Information or data can be represented numerically; data is also qualitative, the result from a relevant conversation with any stakeholder. Effective leaders rely on data to promote improvement in multiple aspects of school and across all of the eight Criteria. A leader influences others to achieve mutually-agreed upon purposes for the improvement of teaching and learning through consistent use of data. Acting on knowledge achieved through data becomes a cultural norm across the school.

Elements	UNSATISFACTORY	BASIC	PROFICIENT	DISTINGUISHED
3.1 Recognizes and seeks out multiple data sources	Does not recognize multiple sources or quality of data or has a limited understanding of the power and meaning of data	Seeks multiple sources of data to guide decision making; emerging knowledge of what constitutes valid and reliable sources of data and data integrity	Systematically collects valid and reliable data from at least three sources to be used in problem solving and decision making; builds capacity of staff to recognize information as data by providing examples of using data throughout the building and in staff meetings; systematically gathers data on grades, attendance, behavior and other variables to inform efforts	Is proficient AND explores and uses a wide variety of monitoring and data collection strategies; responds to an identified need for timely data by putting new data collection processes in place to collect reliable and valid data
3.2 Analyzes and interprets multiple data sources to inform school-level improvement efforts	Reviews and shares limited school-level data only as required; interpretation of data may be incorrect or incomplete; misuses data	Uses numerous data analysis methods and eager to broaden knowledge of data analysis and interpretation; uses school-level data to inform improvement across eight criteria	Analysis includes multiple years of data, including state, district, school and formal and informal classroom assessments; interprets available data to make informed decisions about strengths and areas of need; provides teacher teams with previous year’s data and asks them to assess students’ current needs	Is proficient AND consistently leads in data interpretation, analysis, and communication; links multiple years of student data to teachers and builds capacity of staff to understand and use their data for improved teaching and learning; practices a high standard for data reliability, validity and fairness and keeps these concepts in the forefront of conversations with staff
3.3 Implements data driven plan for improved teaching and learning	Plan is limited, not data driven and/or not aligned with the needs of the school; little stakeholder involvement and commitment	Plan is monitored, evaluated and revised resulting in data driven changes; works to build stakeholder involvement and commitment; models data-driven conversations in support of plan	Provides leadership such that plan is clearly articulated and includes action steps and progress monitoring strategies, and strategies in the plan are directly aligned with the data analysis process and are research based; leads ongoing review of progress and results to make timely adjustments to the plan; data insights are regularly the subject of faculty meetings and PD sessions	Is proficient AND creates a school culture of using data for decisions and continuous improvement in aspects of school life; orchestrates high-quality, low-stakes action planning meetings after each round of assessments; data driven plan specifically documents examples of decisions made on the basis of data analysis and results are documented to inform future decisions; provides assistance or coaching to other school administrators to improve their data driven plan and analysis

3.4 Assists staff to use data to guide, modify and improve classroom teaching and student learning	Does not assist staff to use data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction, and to determine whether re-teaching, practice or moving forward is appropriate	Occasionally assists staff to use multiple types of data to reflect on teaching to determine whether re-teaching, practice or moving forward is appropriate; strategies result in incomplete relationship between the actions of teachers and the impact on student achievement	Regularly assists staff to use multiple types of data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction (highly achieving as well as non-proficient) and to determine whether re-teaching, practice or moving forward with instruction is appropriate at both the group and individual level; strategies result in clear relationship between the actions of teachers and the impact on student achievement	Is proficient AND demonstrates leadership by routinely and consistently leading teachers to use multiple types of data to reflect on effectiveness of lessons, guide lesson and assessment development, differentiate instruction, and to determine whether re-teaching, practice or moving forward with instruction is appropriate at both the group and individual level
3.5 Provides evidence of student growth that results from the school improvement planning process*	School improvement planning process results in no improvement in student academic growth	School improvement planning process results in minimal improvement in student academic growth	School improvement planning process results in measurable improvement in student academic growth	School improvement planning process results in significant improvement in student academic growth

Resource ~ 9 Characteristics of High-Performing Schools

1. A clear and shared focus
2. High standards and expectations for all students
3. Effective school leadership
4. High levels of collaboration and communication
5. Curriculum, instruction and assessments aligned with state standards
6. Frequent monitoring of learning and teaching
7. Focused professional development
8. A supportive learning environment
9. High levels of family and community involvement

Resource ~ Accountability Fun!

ESEA Video Support Materials

Resource ~ Kathy Ehman's SIP Plan

School Improvement Planning Guide

Student and School Success Action Planning Handbook: A Guide for School Teams

District Self Assessment Handbook


Indistar Guidance With Expected Indicators

Resource ~ Vision Statement Samples

RSD VISION STATEMENT
High Quality Instruction and Learning for EVERY Child, EVERY Day in EVERY Classroom and Environment

PSD VISION STATEMENT 
We are a cohesive community passionate about learning, dedicated to the growth and development of each student served by a creative, forward -looking, and highly respected school district.

Updated:

Puyallup School District students will be:

• Skilled in successfully applying knowledge in all required subjects.
• Competent as critical and innovative thinkers able to analyze and solve complex problems.
• Engaged as life-long learners pursuing their goals and dreams.
• Successful as communicators and collaborators.
• Proficient in demonstrating an understanding of and a respect for individual differences.
• Prepared to transition to post-high school opportunities and be able to compete locally and globally.
• Skilled in making life choices that are healthy and socially responsible.
• Motivated to strive for excellence.

TSD VISION STATEMENT
We will be an outstanding school district in which all students exhibit high standards of achievement and critical thinking skills, and are socially responsible, contributing members of their community.​

BSD VISION STATEMENT ?

With this mission in mind, we commit to the following:

• Bethel’s educational program will ensure that students learn and are able to effectively apply basic and advanced skills and processes in all academic areas.
• Bethel students will develop the skills needed to communicate their thoughts logically and effectively as well as to express their individuality and creativity.
• Bethel students will have the skills and abilities needed to meet the challenges of an information society and to utilize its rapidly changing technologies.
• Bethel students will demonstrate a basic understanding of our democratic process and the responsibility for citizenship in an international society.
• Bethel School District will promote an understanding and respect for the diversity of cultures and a recognition of the uniqueness of others in a pluralistic community.
• Bethel will provide an ongoing program of staff development which includes working with staff to incorporate a variety of teaching strategies that meet individual needs, help students discover information, gain knowledge, and to excel in academics, the arts and athletics.
• Bethel School District will provide a learning environment that prepares students to successfully transfer the knowledge, skills and attitudes learned in school to institutes of higher education and future careers.

Through the accomplishment of these commitments, students will be better prepared to participate as ethical, cooperative, responsible, and productive citizens.

The Bethel School District will work with parents, the business community, and the community at large as partners in the achievement of this mission.

WSU Student Support

As a WSU student you have free access to the WSU library search capabilities:

WSU Library support!


As well as support to help you improve your papers using the APA format:

Open Writing Lab Support!

Resource ~ PSD CSIP Template

School Name

Comprehensive School Improvement Plan

School Year

1      Executive Summary

A.      Mission/Vision

B.      Goals

C.      Activities

D.      Results

E.       Description/Reflection of ¹Technology, ²Safety, and ³Parent Involvement progress

2      School Mission/Vision

3      School Data

4      School Goals

A.      Teacher Student Growth Goals

B.      Principal Student Growth Goals

C.      School Improvement Goals

a.       Elementary/Junior High School must include Math, Reading, Science Goals

b.      High School must include Math, Reading, and Graduation Rates

D.      Other Goals

a.       Title Goals

b.      LAP Goals

c.       Indistar Goals

d.      Other

5      School Activities/Initiatives

6      School Results

Resource ~ OSPI SIP Process Guide

School Improvement Process Guide  ~ OSPI (2005)

Resource ~ Liz City: What Do You See in These Data?

Resource ~ Aimee Guidera on Data Development

Resource ~ Data Integration - Education Week video featuring Rudy Crew

Resource ~ Data Use - Education Week video featuring Kathryn Parker Boudett

NEW ~ Assignment Due ~ 10/29 CSIP Analysis

WSU EdPsy 510 School Improvement Plan Assignment by Glenn E. Malone, Ed.D.

Assignment Due ~ 12/10 Assessment Portfolio

The portfolio is a collection of 10 useful artifacts that relate to assessment for principals. These artifacts may be materials provided in class by the instructor or classmates. They should represent research or concepts in assessment that will prove to be valuable in future administrative roles.  Let's make a list of your Top 10 and drop that in Dropbox.

Assignment Due ~ 12/3 Leadership Plan

Students will develop a leadership plan that calendars ways in which their leadership will be rooted in data-based decision making aimed at improving culture, teaching, and learning. It should address those issues in a written form followed by a calendar-specific plan that would benefit a practicing principal in the area of assessment. The plan should be designed to serve as a guide for you in your future roles as principal.  Samples available on this blog.

Assignment Due ~ 12/3 Leadership Plan Sample

Leadership Plan 1 by Glenn E. Malone, Ed.D.

Assignment Due ~ 12/3 Leadership Plan Sample

Leadership Plan Sample 2 by Glenn E. Malone, Ed.D.

Assignment Due ~ 11/19 School Data Culture Plan

Present a plan for using formative and summative data to promote or improve a positive learning environment.  The plan should demonstrate depth of knowledge of the TPEP framework, CCSS and student growth goals.  This plan will focus on PLC’s, social justice, and the role of leadership in creating a positive school culture.  You will present this plan in class.

Criteria:

1) Quality of Content (TPEP, CCSS, Student Growth Goals)

2) Applicability of the Plan in terms of PLCs and Social Justice

3) Clear Statements about the Role of the principal in implementation

4) Professional Communication

Assignment Due ~ 11/19 Data Culture Plan Samples

Check out the Data Culture Plans on Scribd