Implementing High Yield Strategies

Implementing High Yield Strategies

• 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).

• 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.)

• The introduction emphasizes a systems thinking approach regarding key processes & core components. Specific behaviors relevant to this workshop are listed in the action plan.

• The introduction is not aligned to specific ISLLC Standards

• Core Components, Key Processes, Research-based Critical Behaviors (see action for specific definitions)

• VAL-Ed Workshop, ISSLC Workshop, administrator professional development, principal expectations

• Participants will discuss how instructional leaders communicate with individual teachers about the quality of their instruction.
• Participants will connect learning to Research-Based Critical Behaviors and apply learning to developing an action plan to impact teacher performance and student learning.

• Discusses instructional practices during faculty meetings.

• ISLLC 2.B Rigorous Curriculum and Instruction

• How do instructional leader communicate with individual teachers about the quality of their instruction

• Facilitator Guide for Implementing High Yield Strategies
• Facilitator Power Point for Implementing High Yield Strategies
• Agenda (facilitator makes this on chart paper)
• Post-its andchart paper

• Action Plan for Implementing High Yield Strategies

• ORID Analysis (use by each participants and again by lead persons at each table …you need extra copies)

• Setting the Record Straight on “High-Yield” Strategies, Phi Delta Kappan, Vol. 91, No. 01, September 2009, pp.30-37.

• Solution Tree: Dr. Marzano on Instructional Strategies (1:24 minutes)

• Marzano’s Instructional Strategies: The Movie (5:58 minutes)
• Supporting Classroom Instruction That works (5:09 minutes)

• Lippitt, Mary Managing (1987) The Managing Complex Change Model. Enterprise Management, Ltd.

• Fieman-Nemser, Sharon (2003) What New Teachers Need to Learn: Keeping Good Teachers. Educational Leadership May 2003 | Volume 60 | Number 8 Pages 25-29

• Elliot, Stephen, Goldring, Ellen, Murphy, Joseph, & Porter, Andy (July 2009). Vanderbilt Assessment for Leadership of Education: Handbook Implementation & Interpretation. Nashville, Tennessee. Discovery Education Assessment

• Robert J. Marzano (2009) Setting the Record Straight on “High-Yield” Strategies. Phi Delta Kappan, Vol. 91, No. 01, September 2009, pp.30-37.

• Instructional Leadership Matrix: Core Components & Key Processes
• Instructional Leadership Model (for poster)
• ISLLC Standards Rubric
• Norms Development Framework
• Five Reasons

• [#] 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.

• 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.

• [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
• Reinforce superintendent’s opening by sharing several reasons WHY this topic is important
• Your reasons should align with the concepts of change leadership & creating demand for new initiatives (as modeled on the right).
• 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)

• [3] Provide an overview of today by discussing today’s agenda (create & post simple agenda on chart paper)
• Describe the “Intended Outcomes” for today

• Emphasize “Share ONE point” …this norms allows everyone to have opportunities to add to the dialogue
• [5] Introduce the Instructional Leadership Model
• 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.
• Core components are characteristics of schools that support teacher performance and student learning.
• Key processes refer to how principals manage those core components.
• Each core component is managed through the six key processes.
• 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)
• 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)
• Explain that by the end of this workshop each participant will develop an action plan
• 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)
• Then ask them to carefully read the definition of the key process (or key processes) and make notes (1 minute)
• 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).

• None

• 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.

• 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?

• 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?

• [9] This slide indicates the beginning of this segment and may be used to present the focus of this segment.
• The guiding question is intended to communicate the focus of this segment to participants.
• Note that the guiding question is used again at the end of this segment.

• [10] Present the quote from Marzano, and then ask participants to discuss it with a shoulder partner:
• Explain that Marzano is struggling with the way in which his original work on instructional strategies has been implemented.

• [11] Distribute the ORID Analysis
• Video: Solution Tree: Dr. Marzano on Instructional Strategies (1:24 minutes)

• Explain to the group that as they watch the Marzano Video Clip they are respond to each/all of the questions on the ORID Analysis handout.

• Show Marzano video clip.

• [12] Conduct an ORID discussion at the tabletops. Have each group choose a facilitator. Give each facilitator a clean ORID guide.
• Tabletop groups choose a facilitator.

1. Each facilitator utilizes the ORID Analysis.
2. Allow group members time to reflect on the four components.
3. The facilitator prompts group members to share their responses.
4. Each facilitator presents the group’s response to the Decisional component.

• [13] Provide a quick summary of Marzano’s perspective (or his concern about the misinterpretation of his books) …#1 & #2 on slide
• Pose the following questions to each group. (have the same group continue to work together.)

• Is your school culture ready for this type of dialogue?
• Why or why not?

• [#] 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 Question”

• Participant participation in comments and questions

• [14] Explain that you want each person to think independently about a couple of questions. Participants are to make notes regarding the questions, and then later they will share their thoughts with a partner Pose the following questions:

• How have you worked with High Yield instructional strategies?
• What challenges have you encountered in working with teachers regarding research-based High Yield strategies?

• [15] Now have each person pair-up and discuss their thoughts. After 3-4 minutes, pose a third question:

• How has the video clip influenced your thinking?

• [16] Distribute the article: Setting the Record Straight
• Explain the process “One Comment / One Question.” Emphasize that they are to stop at the end of each section, and each person is to share one comment and one question.
• [17] Explain that each pair is to match-up with another pair to make a group of four. The four are to discuss key comments and questions. Someone in the foursome should serve as the recorder, and record the summary of key comments and questions.
• Facilitate a whole group share. FACILITATOR: It is recommended that you record a sampling of key comments and questions (no repeats)

• [18] Discuss the summary slide with the participants
• Pose the question: How will communicate the expectation that research-based instructional strategies are used in classrooms in YOUR school; and how will you provide flexibility (perhaps informed flexibility) for your teachers?
• Facilitate a whole group sharing.
• [19] Ask participants to consider the objective(s).
• Facilitator: either move back to the “Segment Objective” slide or list the objective(s) on chart paper for participants.
• Guide participants to their Action Plan. Ask participants to THINK & make notes in the column labeled “Strategies/Ideas” regarding connection between our discussions today and the “Research-Based Critical Behaviors.” Instruct participants to list at least THREE things they are already doing, have learned today, or may apply from other sources. NOTE: Inform participants that they will engage in this activity at the end each segment throughout the training.

• Use the Research-Based Critical Behavior listed in the Action Plan to engage the principal about his/her implementation of those behaviors. You might you pose the following questions to help ensure the principal has a clear picture of the desired end result.
• What is meant by xxx?
• What would it look like when that is implemented effectively in your school?
• What would it sound like, in terms of teacher talk?
• What is your vision? What impact can these behaviors have on school culture?
• Use the article/reading to engage the principal in deeper learning or clarifications. Discuss how to apply the concepts in his/her school, and/or how the ideas inform the action plan.
• Based on the principal’s level of expertise, choose one of the books used as a resource for the workshop and recommend that specific book as a book study. You may want to select one or two chapters and/or specific pieces of texts for follow-up dialogue with the principal.
• Use the reflection and discussion questions with participants to reinforce the application and successful implementation of concepts.

• How do you avoid the mistakes that districts commonly make in implementing effective instructional strategies?
• How do you support teaching as a complex endeavor?

• How do you provide opportunity for teachers to select from a broad range of strategies?
• How do you individualize for teachers?

• [20] Review the Targeted Objectives and Research-Based Critical Behaviors.
• Connect each item to an activity that was designed to develop participants’ understanding and application of that critical behavior, guiding question, and/ or objective.
• Ask participants to REVIEW what they have learned through this workshop (notes in the column labeled Ideas/Strategies).
• Facilitator: Participants were asked to make notes in this column at the closure of each segment. Ask participants to ensure they have recorded 2-4 most significant learnings / confirmations per critical behavior (row).
• Optional Pair Share: Ask participants to refer back to the column label Current Reality, and describe how their comprehension of the research-based critical behaviors has grown.
• Now ask participants to complete the last two columns of the Action Plan. Explain to participants that they are to describe Next Steps by answering all three questions and then record their Action Plan by describing who will do what by when. FACILITATOR: Principals who are provided a leadership coach will be engaged in follow-up conversations about the workshop and action.
• Encourage participants to take out their calendars and list deadlines on their calendar.
• Suggest that after completing each column, participants review their Action Plan form horizontally to ensure ideas are connecting.
• ALSO, suggest that they review their action plan to ensure it includes measurable/observable actions.
• [21] In table groups (in a round robin format), ask each participant to share one new learning and describe how they will apply it in their job. Emphasize that each person must have ONE unique item to share …no repeat ideas.

• Use the Instructional Leadership Model to engage the principal in a conversation about systems thinking applied to the concepts of this workshop.
• Coaches are expected to ask to see the Action Plan and discuss each section: Research-Based Critical Behaviors, Ideas/Strategies, Next Steps, & Action Plan
• Use reflective questioning to engage the principal in a conversation to clarify learning and application possibilities.
• Use questioning strategies and push principal to provide evidence that the new learning is being applied in the school and confirm implementation of the action plan.
• Engage the principal in reflective dialogue about his/her professional growth resulting from participation in this workshop and/or implementation of the action plan.

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