Administrator/Instructional Leader Network

Phase 2 – July through December 2010

Concurrent with the initiation of the Teacher Leader Network, the Oregon Proficiency Project formed an Administrator/Instructional Leader Network whose purpose also was: 1) to develop a professional learning community within which to examine, challenge, deepen and hone their individual practices in teaching and learning; 2) to collaborate in developing a shared understanding of proficiency-based education, with particular attention to how student engagement, student ownership and formative assessment are at the heart of proficiency-based teaching  and learning; and in addition, 3) to support developing the capacity of the teacher leaders as instructional coaches in proficiency-based education and to develop their own expertise as instructional leaders.

The network consisted of 10 administrators from Beaverton District’s Health and Science School, Sunset High School and Westview High School; North Eugene High School; Redmond School District; Tigard Tualatin School District; Woodburn District’s Academy of International Studies and Wellness, Business and Sports School; and Hillsboro School District’s Hillsboro High School and Century High School. Most of the administrators were high school principals; two held district leadership roles.

The group began by identifying problems of practice with their teacher leaders. In subsequent sessions, the instructional coach from the Center for Educational Leadership, Max Silverman, guided the administrators through development of expertise using CEL’s Problem of Practice Protocol. A visit was hosted by the principal at Academy of International Studies in Woodburn District and by the principal at Century High School in Hillsboro District.

As the discussions progressed, the administrators’ view of their roles began to evolve – they explored how to support teachers in developing and changing their practices, and how to address systemic issues to increase capacity to scale proficiency-based teaching and learning. This also required them to identify and engage with the implications for district systems.

Participant Agenda 8.23.10
How Students Respond to School Tasks
Narrative for Instructional Leaders Network
Habits of Thinking
Classroom Observation T-Chart
Implications and Next Steps Protocol 2 Handout
Problem of Learner Practice & Teacher Practice Notes
5 Dimensions of Teaching and Learning (A complete copy of the 5D Framework along with a detailed description and lesson analysis can be found in Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Leading Expertise.)