Module 1: How Instructional Leaders Drive Improvement
Module 1 Audio Review
Module 1 Journal
Module 1 Transcript
Welcome & Overview
What Is Instructional Leadership?
The High-Performance Instructional Leadership Model
"Getting Into Classrooms" When You Can't Get Into Classrooms
Module 2: Evidence-Driven Instructional Leadership
Module 2 Audio Review
Module 2 Journal
Module 2 Transcript
Why “Evidence-Driven” Instructional Leadership?
Drawing From Richer Sources of Evidence
The Iceberg: Visible & Hidden Aspects of Teacher Practice
Observability Bias
Curator, Docent, and Other New Roles for Teachers
15 Evidence-Based Questions for Feedback on Virtual Teaching
Module 3: Leading Learning Through Professional Conversation
Module 3 Audio Review
Module 3 Journal
Module 3 Transcript
Why Conversation Is What Really Changes Practice
The Feedback Sandwich
The 3 Participants in Every Evidence-Driven Conversation
Structured Cycles of 1:1 Conversations
Agendas for 1:1 Cycles of Conversations With Teachers
3 Roles Instructional Leaders Play in Feedback Conversations
Using Evidence-Based Conversations to Reveal the Whole Iceberg
Module 4: Developing Instructional Frameworks
Module 4 Audio Review
Module 4 Journal
Module 4 Transcript
What Are Instructional Frameworks?
Qualitative Rubrics and Their Inferior Substitutes
Making Frameworks More Specific
Levels of Performance In Instructional Frameworks
3 Key Moments to Use Framework Language
Finding The Best Opportunities To Use & Develop Frameworks
The Instructional Framework Development Program
Module 5: Creating Bandwidth for Instructional Leadership
Module 5 Audio Review
Module 5 Journal
Module 5 Transcript
What Does Bandwidth For Instructional Leadership Mean?
Budgeting Mental Energy With The Daily Scorecard
Parkinson’s Law: Getting More Done In Less Time
Making Time For Informal Classroom Visits
Making Time For 1:1 Phone Conversations With Staff
Module 6: Aligning Teacher Practice Organization-Wide
Module 6 Audio Review
Module 6 Journal
Module 6 Transcript
From Individual Improvement to Organizational Learning
Aligning Practice: Tight But Loose
Teacher Autonomy and Alignment
Your “Stop Doing” List: Pareto Satisficing
Give Your Feedback On The Virtual Instructional Leadership Challenge
Small favor—would you be willing to share your feedback and/or a brief testimonial?
Record a 1-minute video by finishing these three sentences:
- "I went through The Virtual Instructional Leadership Challenge because..." (what challenges were you facing with email?)
- "The Challenge changed the way I..." (how did the program change your perspective or practice?)
- "As a result, I..." (how do you feel? how is your day different?)
You can also respond in writing if you prefer.