Ladder in Inference
Title: Ladder of InferenceDescription: Participants will learn about the Ladder of Inference and using a systems thinking tool to understand the impact of beliefs, assumptions, and mental models on gathering data and drawing conclusions. They will learn to be aware of the potential significance of the Ladder of Inference relevant to evaluating teacher performance and the quality of instruction. The application focus is that participants use data to monitor the quality of instruction without "jumping to conclusions".
NOTES:
· PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at for details (including an Attendance Roster Form and a Participant Feedback Form)
· FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to (be sure to include the exact name of the workshop).
TARGETED LEARNING FOR THIS WORKSHOP
Note: It is recommended that the facilitator post the objectives and guiding questions (also applicable VAL-ED Research-Based Critical Behaviors and relevant ISLLC Standards).
Introduction to the Instructional Leadership Model
Targeted Objectives:
· Participants will be introduced to the "Instructional Leadership Model" (a systems thinking approach).
· Participants will pre-assess their application level of the critical behaviors. (Research-Based Critical Behaviors are presented through the introduction of the action plan.)
Research-Based Critical Behaviors (Vanderbilt University research found that the following principal behaviors have a direct & significant influence on teachers’ performance)
· The introduction emphasizes a systems thinking approach regarding key processes & core components. Specific behaviors relevant to this workshop are listed in the action plan.
ISLLC Standard: (based on a ISLLC Standards Rubric derived from the ISLLC Performance Expectations & Elements)
· The introduction is not aligned to specific ISLLC Standards
Key Vocabulary
Core Components, Key Processes, Research-based Critical Behaviors (see action for specific definitions)
Key Words
· VAL-Ed Workshop, ISSLC Workshop, administrator professional development, principal expectations
Main Segment: Ladder of Inference
Targeted Objective
· Participants will understand how the Ladder of Inference helps us to test perceptions by checking for data, evidence, etc.
· Participants will connect learning to Research-Based Critical Behaviors and apply learning to developing an action plan to impact teacher performance and student learning.
Research-Based Critical Behaviors:
· Uses data to monitor the quality of instruction (factual info)
ISLLC Standards
· ISLLC 2B Rigorous Curriculum and Instruction
Guiding Questions:
· Observes each teacher instructional practices routinely to provide feedback
Key Vocabulary:
Agenda and Segment Titles / Time in Minutes / Notes
Introduction of the Instructional Leadership Model & Overview / 20 minutes
Ladder of Inference / 50 minutes
Conclusion & Development of an Action Plan / 20 minutes
TOTAL / 90 (1.5hrs.)
Materials
· Facilitator Guide for Monitoring & the Ladder of Inference
· Facilitator Power Point for Monitoring & the Ladder of Inference
· Agenda (facilitator makes this on chart paper)
· Post-its and chart paper
Handouts (exact title and name of the electronic file)
· Action Plan
· Ladder of Inference Blank
· Ladder of Inference Graphic
· Ladder of Inference Scenarios
Readings / Articles (exact title and name of the electronic file; provide the APA reference in the Resources Section)
· Learning from Poor and Minority Students Who Succeed in School
· Tasting Failure: Thoughts of an At-Risk Learner
Optional Videos (exact title and URL; provide the APA reference in the Resource Section)
· The Ladder of Inference Create Bad Judgment (3:34 minutes) http://www.youtube.com/watch?v=K9nFhs5W8o8
Chris Argyris' "Ladder of Inference" model and how you can use it to avoid making incorrect judgments. The Ladder of Inference causes us to move from data within our perception to beliefs and actions based upon our assumptions. Avoiding these jumps improves workplace communication and increases the likelihood of productive coworker relationships.
FACILITATOR RESOURCES
· Instructional Leadership Matrix: Core Components & Key Processes
· Instructional Leadership Model (for poster)
· Norms Development Framework
· Five Reasons (graphic organizer)
· KBAD (Know and Being Able to Do) for each Core Components
· ISLLC Standards Rubric
Research Included
· Research Review: Methods of Evaluating Teacher Effectiveness Research from A Practical Guide to Evaluating Teacher Effectiveness, (National Comprehensive Center for Teacher Quality, April 2009).
References
· Argyris, Chris (2011) The Ladder of Inference Create Bad Judgment Group Harmonics
· Learning from Poor and Minority Students Who Succeed in School. Harvard Education Letter (May/June 1999).
· Tasting Failure: Thoughts of an At-Risk Learner. Phi Delta Kappan, 2004-2005, pg. 242-243).
· Senge, Peter, Cambron, Nelda H., Lucas Timothy, Kliener, Art, Dutton, Janis, Smith, Bryan ( 2000). Schools That Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York, Doubleday
· Systems Thinking in Schools: The Fifth Discipline Fieldbook. Waters Foundation
· Danielson, Charlotte (1996) Enhancing Professional Practice: A Framework for Teaching ASCD
· Introduction to the Evaluation Guide, Recommendations and the Summary of Measures is provided to give the facilitator a snapshot and background.
· Elliot, Stephen, Goldring, Ellen, Murphy, Joseph, & Porter, Andy (July 2009). Vanderbilt Assessment for Leadership of Education: Handbook Implementation & Interpretation. Nashville, Tennessee. Discovery Education Assessment
·
Content Experts: Toni Reynolds, Kathy Sheppe, Marsha Speck, & Julius Koenigsknecht
Introduction of the Instructional Leadership Model
Management Considerations, Notes, etc (for Introduction of the Instructional Leadership Model)
Management Notes:
· [#] The number of the PowerPoint slide that aligns with that portion of the presentation is listed in bracket (within the structure or left-hand column).
· Each segment begins with a slide entitled “Segment Guiding Questions”
· Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.
· Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for principals.
Facilitator Formative Assessment Notes:
This information is intended to provide guidance to adjust the pacing or lesson within the workshop. After you have worked through this workshop, you may make modifications and/or additions to these items to guide other facilitators.
· Observe participants’ engagement in superintendent’s opening remarks
· Listen to shared interests of participants. Do comments align with workshop outcomes?
· Observe participants’ reaction to the proposed norms.
PRESENTATION FOR INTRODUCTION OF THE INSTRUCTIONAL LEADERSHIP MODEL
Introduction / Anticipatory Set for the introduction
· [1] This is the title slide
· Start the session with a BRIEF opening remark about the whole workshop.
· [2] Introduce superintendent to welcome participants and discuss WHY this workshop is important
o Reinforce superintendent’s opening by sharing several reasons WHY this topic is important
o Your reasons should align with the concepts of change leadership & creating demand for new initiatives (as modeled on the right).
o Give participants an opportunity to share interests they have for developing their skills for in this area/topic
· IF appropriate/necessary, facilitate introductions of all persons in the room (use a strategies that requires each person to “uncover” something about him/her self that others may not know …favorite music, most unique trip, favorite movie from 80’s/college, unique story, etc)
· Provide an overview of today by discussing today’s agenda (create & post simple agenda on chart paper)
· [3] Describe the “Intended Outcomes” for today
· [4] Introduce today’s proposed norms.
o Ask group to raise their hands to indicate that they are willing to accept the proposed norms for today.
· Emphasize “Share ONE point” …this norms allows everyone to have opportunities to add to the dialogue
Presentation / Engagement Set for the introduction
· [5] Introduce the Instructional Leadership Model
o In the big picture, or from a systems thinking perspective, the Instructional Leadership Model represents the focus on student achievement, teacher quality, and administrator excellence.
o Core components are characteristics of schools that support teacher performance and student learning.
o Key processes refer to how principals manage those core components.
o Each core component is managed through the six key processes.
o If necessary, explain which key processes will be addressed in the workshop.
· [6] Provide a working definition for core component focus of this workshop (one of the five core component of Instructional Leadership)
· [7] Provide an overview of the Research-Based Critical Behaviors (listed on slide and listed on action plan)
o Explain that these are based on Vanderbilt University researchers who found that these principal behaviors have a direct and significant impact on teachers’ performance and student learning. These particular behaviors will guide our training.
· [8] Introduce the Action Plan (ask all participants to take out the form)
o Explain that by the end of this workshop each participant will develop an action plan
o As anticipatory set for that planning, ask participants to carefully read the definition of the core component and make notes about their interpretation of its meaning (1 minute)
o Then ask them to carefully read the definition of the key process (or key processes) and make notes (1 minute)
o Next ask them to carefully read the definition of the Research-Based Critical Behaviors and rate their current application of those behaviors. Explain that if they participated in the VAL-ED this should look very familiar. Participants should use the rating scale of 1-5 (5 = highly effective, 3 = satisfactorily effective, 1 = ineffective). Emphasize to participants that the point of this activity is to identify EVIDENCE, so they must describe the evidence that supports their rating (4 minutes).
Closure for the introduction
· None
Follow-up Strategies for the introduction (Coaching Bundle)
· Coaches may use the Instructional Leadership Model to emphasize or explain a “systems thinking” approach.
· Coaches are expected to use the reflection and/or discussion questions to clarify learning and/or reinforce strategies and successful implementation of workshop concepts.
· The items presented in this introduction target change leadership strategies; facilitators may provide additional questions.
Reflection Questions for Coaching
· How is this topic compatible with district, school, and/or personal beliefs?
· What new learning will be implementing as a result of this workshop?
· How will you manage the implementation so that you avoid it being perceived as too complex?
Group Discussion Questions for Online Forum
· What are the relative advantages of this topic? Why are these concepts better than past practice?
· How will you change your behavior, in observable & measurable ways, as a result of this topic?
· How will you engage staff in this topic to ensure this becomes a part of the school culture?
Main Segment: Ladder of Inference
PRESENTATION FOR THIS SEGMENT (segment is less than one hour chunk of learning; one big idea or one theme) / Management Considerations, Notes, etc
Introduction / Anticipatory Set for this segment
· [9] This slide indicates the beginning of this segment and may be used to present the focus of this segment.
o The guiding question is intended to communicate the focus of this segment to participants.
o Note that the guiding question is used again at the end of this segment.
· [10] Ask participants to reminisce about their childhood; remember that teacher that did the most for you. What did that teacher do to bring out the most in you …in terms of academic learning! (no coaches, athletics, or other non-academic influences)
· Facilitate a pair share (or have them share within their table group …pick one strategy)
· [11] Briefly share Bratton’s view on what makes an effective teacher.
· Facilitate a whole group share …allow participants to react to Bratton’s statement (FACILITATOR: just a couple of responses and move on)
· Pose the questions: What did teachers did to bring out the best in you? Does you experience agree with Bratton’s statement?
· Facilitate a whole group share. / Notes:
· A systems thinker will rigorously examine assumptions in order to gain insight into a system. Insights put into action can lead to improved performance.
· The Ladder of Inference is a visual tool that helps people consider how and why assumptions are made, beliefs are developed, and actions are taken based on perceived data.
· The ladder of inference can be used to resist the urge to jump to conclusions, examine mental models, reflect on how they are formed and the effects they have on decision-making.
Facilitator Formative Assessment: The formative assessment items are presented only for general guidance. Use this informal feedback to adjust pacing or lessons. After you have worked through this workshop, you may make modifications and/or additions to these items to guide other facilitators.
· Observe what is written and highlight some examples for the group
Presentation / Engagement for this segment
· EXPLAIN: As a child and as a learner you know what kind of instruction and what kind of teacher can move you. Now, as an instructional leader you need to apply that knowledge, add to that knowledge what we know about the diverse learner in our schools, and be able to recognize good instruction and good teachers in the classroom. But how do we do that? Today’s workshop is going to focus on importance of “sticky to the facts” as we collect data in the classroom. Don’t let your past experience influence your perception or interpretation. Don’t make assumptions about intent or why a teacher does something. In other words, do not climb the Ladder of Inference.
· [12] Explain that the next several slide will present a Systems Thinking Tool called the Ladder of Inference. We will present this a ladder, because it is a simpler representation … but it is actually a reinforcing loop.
· EMPHASIZE that the apparent difficulty regarding the ladder of inference is WHERE are you on the ladder, and are you AWARE of where you are. In other words, do you recognize that you are up the ladder at “assumptions” or “actions,” and that you got there without real data.
· [13] Using the Ladder as a representation, explain the basic idea of the ladder of inference. The facts are at the bottom of the ladder, and the ladder is read from the bottom to the top. (FACILITATOR: go through the ladder explanation first without the comments in parentheses, and then go back over it again using the comments in parentheses …note that is written from the bottom to the top)