ED 259b: Teacher Leadership Seminar

Spring 2017

Barbara Laites Collins, Ed.M.

617-785-9288

Purpose

The spring teacher leadership seminar is designed to deepen and strengthen teacher leaders’understandings and skills and to provide a collaborative space for feedback and problem solving.

Learning Outcomes

This course will focus on four main learning outcomes. As a result of the seminar, students will—

  • Develop a basic knowledge of assessment literacy to understand purposes and forms of assessment available;
  • Be able to approach assessment from an inquiry stance –collecting data, asking probing questions, collaborating with colleagues, and integrating all the pieces –while staying focused on the “whole child”as a learner.
  • Analyze and understand school-wide assessment purposes, practices, and instructional initiatives (e.g. classroom, grade level/department, school-wide) to ensure equity of most effective learning for all students.
  • Using consultancy skills, further develop a deeper understanding and problem solving of adaptive challenges in own educational settings.

Course Organization

This seminar will consist ofeight synchronous sessions and preparatory work for these sessions. During the three part synchronous sessions, participants will meet online for 90 minutes. The first part will be a 30-minute session focusing on establishing consistent background knowledge and new learning. There will then be a ten-minute transitional “interlude”for next steps, feedback, and a short break. The final 50 minutes will be a protocol based sharing of a leadership dilemma.

All synchronous sessions for this course will be on Thursday evenings, and start at 7:00 p.m. e.s.t. and end at 8:30 p.m. e.s.t.. Synchronous sessions will be held on: Jan. 19, Feb. 2 and 16, Mar. 2, 16, and 30, Apr. 20 and 27.

The course is structured into two-week units, which are written to be completed in two- week chunks of time, leading up to our synchronous course meetings.

Course Assignments

Preparatory Work

During each unit,students will complete preparatory work, which includes reading chapters and articles, and responding to guiding questions and text-based protocols. The reading assignments will concentrate on new strategies, approaches, skills and/or ideas related to teacher leadership. The writing will serve as participation for the part of the synchronous sessions when we “unpack” the readings and relate them to your work. Students will submit their writing four days prior to the synchronous session. Except for the final paper, written responses should be 1 typed page single-spaced (500 words) or 2 typed pages double-spaced (250 words). These written assignments are to be emailed directly to me at my Brandeis email and submitted by midnight of the date listed.

In addition to emailing me your assignments, each student will post and display on LATTE:

  • One assignment of your choice during the semester.
  • Data inventories due for synchronous session # 7.
  • A written response to two data inventories. One response will be to a school with a similar vision and mission as your own and one response to a school with a different vision and mission. e.g., If you work in a public school, then respond to one public school and either a charter school or Jewish day school etc.

All other postings and responses to postings are optional.

“Next steps” and feedback (approx. one half page double-spaced) for each synchronous session need to be emailed to me within five days following each session.

Homework due date guidelines: Written reflections are due the Monday before our synchronous sessions so you have 2 weekends to complete your reading and writing.

Leadership Dilemma Presentation and Reflection

As you did last semester, each student will prepare and present a leadership dilemma to a small group of classmates during our synchronous course sessions. You may use an adaptive challenge you previously identified or a different emerging one. This problem of practice will be done in the context of a protocol-based conversation using your choice of one of the three protocols from last semester or the one learned from this semester based on the work of Heifetz, and Linsky using their Adaptive Case Consultation Guide.

As presenter, you will first identify an adaptive challenge you are facing. Then, review this by email/phone dialogue with the instructor: Cell phone: 617-785-9288 or email: nd then with your facilitator. You will focus the challenge and decide what accompanying artifacts you may want to share with your group so that they can further understand the issue or question. Artifacts might include a video clip of you leading a meeting, an agenda and/or handout that you have used at a meeting, or documentation that you have shared with other teachers or administrators at your school. As presenter, you will follow the guidelines of the protocol, describing the adaptive challenge, answering questions, listening to peers as they consider your problem, taking careful notes, etc.

Within five days of the conversation, the presenting student will submit to me a written reflection on the process, including an action plan for incorporating peer feedback moving forward. This is due the Monday following our synchronous sessions. Please note: Once the first dilemma has been presented, each following dilemma will be preceded by a 5- minute update of the previous dilemma presented.

Facilitating Critical Conversations

In addition to presenting a leadership dilemma to a small group, each student will facilitate a small group, protocol-based conversation during one of our synchronous course sessions. As student facilitator, you will both prepare with the presentersusing a consultancy protocol Within five days of the conversation, the facilitating students will submit to me a written reflection on the process of leadership and facilitation. The due date is the Monday following our sessions. This reflection should consider what went well, what was challenging, and how the facilitation experience will inform your ongoing teacher leadership work.

Final Project

The final project assignment: This written assignment will help you synthesize the learnings and challenges from this past semester. Specific guiding questions are listed in unit # 7 session #8 of the syllabus. This assignment, which is due two weeks following the last day of class, will be a two page single-spaced or four page double-spaced response.

Two Rubrics are attached on LATTE. One rubric is for all reflective writing assignments and one is for the data inventory/data reflection.

Grading

Asynchronous course work: 35% includes all written assignments, postings, and class feedback

Leadership Dilemma Presentation and Reflection: 25%

Facilitating Critical Conversations and Reflection: 25%

Final Project: 15%

Grade Calculations

The letter grade that you earn for the course will be calculated based on your performance in the areas outlined above. It will give an overall evaluation of your performance in the course. Therefore, all assignments will be evaluated using the following percentages and grade ranges (note that rubric-scored assignments will have their rubric scores translated to an equivalent grade)

1

A = 95-100 %

A- = 90-94 %

B+ = 88-89 %

B = 84-87 %

B- = 80-83 %

Below this range requires resubmission

Required Texts

Heifetz, R.A. and Linsky, M. (2002). Leadership on the Line: Staying Alive through the Dangers of Leading. Cambridge:Harvard Business Review Press

City, E. A. & Boudett, K. P. and Murname, R.J. (2013).Data Wise. Cambridge: Harvard Education Press.

Landrigan, C. and Mulligan, T. (2013) Assessment in Perspective: Focusing on the Reader Behind the Numbers. Portland, Maine: Stenhouse Publishers

Other readings will be posted on LATTE:

Cambridge Leadership Associates, Adaptive Leadership Case Consultation Guide

Cain, Susan, (2004). Fierce Conversations. New York: Berkley Books, Chapter 1 and appendix

Tuning Protocol for Looking at Student Work

Optional:

Love, Nancy, & Stiles, Katherine E., & Mundry, Susan, and DiRanna, Kathryn. (2008).

The Data Coach’s Guide to Improving the Learning for All Students. Corwin Press/TERC/RBT/WestEd

Additional materials can be found at

Privacy

This class requires the use of tools that may disclose your coursework and identity to parties outside the class. To protect your privacy you may choose to use a pseudonym/alias rather than your name in submitting such work. You must share the pseudonym with me and your coach and course colleagues as needed. Alternatively, with prior consultation, you may submit such work directly to me.

If you are a student with a documented disability at Brandeis University and if you wish to request a reasonable accommodation for this class, please be in touch immediately. Please keep in mind that reasonable accommodations are not provided retroactively.

ACADEMIC INTEGRITY, CITING SOURCES, AND PLAGIARISM

You are responsible for following the policies and procedures outlined at the following sites:

For Brandeis statement on Academic Integrity, visit and section 3.

For guidance on citing your sources, visit See also

For further detailed descriptions regarding plagiarism and citation, visit

Preparation Evening: Introduction and Welcome to our Seminar

Synchronous Session #1: Thurs. Jan. 19

7:00-8:30 p.m. e.s.t.

For the first synchronous session, we will all meet together on-line. We will review the syllabus, assignments, and structure of the classes. Please have the syllabus available to review together.

We will learn the Adaptive Case Leadership protocol from Heifetz and Linsky and then schedule your presentations and facilitations of professional problems of practice. It is essential that you have your own school and personal calendars available for this class.

Once the semester begins, scheduling changes will be up to the individuals to make them.

  • Please do not include me the email chains for scheduling changes.
  • Please make certain that if you need to change your facilitation or presentation dates, you share your new dates with your entire consultancy group and myself prior to class.

For the first round of consultancies on Feb. 2, preparation phone calls or emails with Barbara are due by: Jan. 29.

Unit 1:

Synchronous Session # 2: Thurs. Feb. 2

Guiding Questions and Focus:

  • As you begin the new semester, who are younow as a teacher/teacher leader in your school? How do you see yourself? How do others see you?
  • As you think more deeply aboutthe adaptive challenge that you are trying to affect in your research and initiative, what new insights do you have now about your school culture,and the impact of distinguishing between technical and adaptive challenges you have encountered.

Preparatory Work:

Read: R.A. Heifetz and M. Linsky, (2002). Leadership on the Line , Chap. 1-4 (pgs. 1 –100). Review the Cambridge Leadership Associates: Adaptive Leadership Case Consultation Guide. Watch this nine minute video interview with Ron Heifetz on the nature of adaptive leadership

There will not be a written reflection due for the next synchronous session. However, please take personal notes on which of the four protocols you might want to try out this semester for your leadership dilemma presentation. The four protocols include the previously learned, Consultancy Protocol, Peeling the Onion, and The Issaquah Protocol as well as the newly learned, Adaptive Case Leadership Protocol.

For the next round of consultancies on Feb. 16 preparation phone calls or emails with Barbara for the next consultancy due by: Feb. 10.

During synchronous session on Feb. 2:

Part 1: The nature of adaptive leadership. Distinguishing between adaptive and technical challenges in a school setting. (30 min.) Details to be posted on LATTE.

Transitional Time: (10 min.)

Use these questions for your “next steps” quick write (half a page double-spaced) during this time and submit to me within 5 days on email, not on Latte. Your responses may be in outline or bulleted but need to make sense to an outside reader. This time also includes a short break. Feedback content is not included in your grade.

a.)What questions about teaching leadership did this discussion raise for you? How does this knowledge change how you will lead? What are some of the ideas you would like to try at your school?

b.)What were your expectations for this class? Were they met?

Part II: Consultancy Work: (50 min.)

Preparatory phone conference or email with Barbara for Feb. 16 are due by Feb. 12.

Unit 2

Synchronous Session #3 Thurs. Feb. 16

Guiding Questions and Focus:

  • Given that conflict is inevitable with change, how are you orchestrating conflicts as you begin the new semester?
  • What is becoming clearer to you about the adaptive challenge you are trying to affect with your teacher leadership research and initiative?
  • How have you been incorporating your understanding of the importance of relationships and personal conversations into your leadership work?

Preparatory Work:

Read R.A. Heifetz and M. Linsky (2002). Leadership on the Line,Chap. 5 (pgs. 101-122)

Cain, Susan, (2004). Fierce Conversations, (pgs. 1-66, Appendix: 249-254)

Reflect and write: Due by midnight of Feb. 13:

In preparation, as you read, please annotate with attention to these questions and then respond to them in writing. One page single-spaced or two pages double-spaced. Email to Barbara.

  • What did you notice about the text (describing not judging)?
  • What is significant about the text for your research and initiative?

During synchronous session on Feb. 16:

Part 1: The importance of relationships and conversations in leadership (30. min.) Details to be posted on LATTE.

Transitional Time: (10 min.) Specific directions for “quick writes”given for Feb. 2 session.

Part II: Consultancy Work: (50 min.)

Preparatory phone conversation or email with Barbara for Mar, 2 due by Feb. 26.

Unit 3

Synchronous Session # 4 Thurs. Mar. 2

Guiding Questions and Focus

  • How do effective schools use assessment data to inform and improve their work?
  • What different purposes does assessment serve? How do these different forms help strengthen the equality of teaching and learning for all students.
  • Why do we need to move beyond the specific test scores we get from individual assessments and focus on the whole child?

Read:

Read C. Landrigan and T. Mulligan, (2013). Assessment in Perspective: Focusing on theReader Behind the Numbers,Chap. 1 - 4 (pgs. 1- 70). Appendix pgs. 126-129.

Reflect and write: Due by midnight of Feb. 27:One page single-spaced or two pages double-spaced. Email to Barbara.

In Assessment in Perspective, p.2 Landrigan and Mulligan reference Lucy Calkins, a leader in the field of literacy from the Calkins text, The Nus and Bolts of TeachingWriting (2003)

“Assessment is the thinking teacher’s mind work. The intelligence that guides our every moment as a teacher.”

It is the premise of Landrigan and Mulligan that, “…it is through this ‘mind work -collecting data, asking questions, digging deeper, talking with colleagues, and putting the pieces of information together-that we can truly understand our readers and their stories.”

  • What is your personal response to the Calkins comment?
  • What do you see as your school’s response to the Calkins comment? What is reflected in your school’s vision and mission statement? How is assessment spoken and written about-or not spoken and written about-at meetings, in classrooms, in faculty rooms?

During synchronous session on Mar. 2:

Part 1: Keeping Assessment in Perspective (30 min.)Details to be posted on LATTE.

Begin to Create Data Inventory: (Due for posting: Apr. 17)

Begin to create a data inventory for your school. This inventory will consist of a summary of all types of data in your school.

Use the Data Wise category system: External assessments, internal assessments, and other student level information. Use exhibits 1.2a and 1.2b on pgs. 26-27 of Data Wise as a guide.

Transitional Time: (10 min.) Specific directions for “quick writes”located on Feb. 2 session.

Part II: Consultancy Work: (50 min.)

Preparatory phone conversation or email with Barbara for Mar. 16 due by Mar. 12.

Unit 4

Synchronous Session # 5 on Thurs. Mar. 16

Guiding Questions and Focus:

  • How do effective schools use collaboration to look at data and improve teaching and learning for all students?
  • How does my school use collaboration to look at data to improve teaching and learning for all students?
  • How can I, as a teacher leader, support my school’s use of data as a valuable teaching tool to improveteaching and learning for all students?

Preparatory Work:

Read:

K.P. Boudett and E.A. City, and R.J. Murname (2015). Data Wise, Introduction and Chap. 1 (pgs. 1-33).

K. Cormier, “How to Not Be Afraid of Data-and Make it a Valuable Teaching Tool”Huffington Post, 10/03/2016

Reflect and Draw:

Using a modification of the “Constructing the Improvement Process Protocol”, pg. 222 of Data Wise,create one visual representation of how your school engages in the improvement process. This can be done by free hand on paper or electronically. You can add, change, duplicate, or delete any of the steps in the 8-step Data Wise process. There is noone right way. The graphic you choose is up to you, such as a staircase, wheel-like design etc. These will be shared during class in your small groups.

During synchronous session on Mar16:

Part 1: Collaborative Work and the Improvement Process in your Schools (30 min.)

Everyone will share their visual representations of their school’s improvement process. If your representation is not already on your laptop, please take a picture with your cell phone or camera and have that on your laptop ready to share. Each group member will have about 5 minutes to present their work and answer questions.

Transitional Time: (10 min.) Specific directions located on Feb. 2 session.

Part II: Consultancy Work: (50 min.)

Preparatory phone conversation or email with Barbara for Mar. 30 due by Mar. 26.

Unit 5

Synchronous Session # 6 on Thurs. Mar. 30

  • How can I, as a teacher leader, support the building of assessment literacy in my school?
  • What assessments are currently being used and what data collected and analyzed in my school?
  • How is my school currently looking at our students’work?
  • When looking at student work, how can I support productive conversations in which non-evaluative clarifying questions are asked?

Preparatory Work: