ttp://ocdepls.org  https://twitter.com/OCDEpls https://www.facebook.com/pages/OCDE-PLS/330605913816983 https://docs.google.com/forms/d/1uhaI1ui5reHbiTd-t5_j1wpV_Rpe0XIbWvoXGZIxG10/viewform  
Cultivating and Sustaining Our Professional Capital 

CAPE5-Instructional-Leadership-05142016

CAPE6-FeedbackforLearning

CAPE7-May14-Cultural/linguisticResponsiveness

CAPE8-CommunicatingWithOurSchoolCommunity-Presentation



Professional Capital as Accountability, 2015, Fullan, Hargreaves,and Rincon-Gallardo 

The Power of Professional Capital, 2013, Hargreaves and Fullan

Leading Quality Change - Worksheets, 2014, Fullan

The Principal, Three Keys to Maximizing Impact - Worksheets, 2014, Fullan

Michael Fullan CA Website

Accountability for College and Career Readiness: Developing a New Paradigm2014 Linda Darling-Hammond, Wilhoit, Pittenger

Substantial professional development spread over six to 12 months showed a positive significant effect on student achievement gains:
Clear organizational support and ongoing individual support is critical if educators are to shift their current thinking about Professional Learning to an understanding that it is an ongoing process and that the knowledge of the teaching and learning process continues to grow and expand as we understand more about how people learn and how to create environments for all to learn in schools. Professional Learning also must help teachers fully understand the curricula and instructional practices they are trying to implement. Scattered days within a school calendar will not achieve the anticipated benefits of effective teacher professional learning or student achievement. Periodic workshops do not provide the intensity and duration necessary for “serious, cumulative study of the given subject matter or for trying out ideas in the classroom and reflecting on the results” (Darling-Hammond et al, 2009, p.9). Fewer than 14 hours of professional learning show no effect on student learning while 30 –100 hours spread over six to 12 months show a positive and significant effect on student achievement gains.


Instructional leaders develop collective capacity of PLCs:
professional capital -
human, social, & decisional capital
http://www.michaelfullan.ca/wp-content/uploads/2015/03/1998-6996-1-PB.pdf
Effect size d=1.57
PLCs agree upon what a year's 
progress looks like and focus on 
activating learners' progress 
 PLCs' Ongoing Inquiry-Cycle:
 Analyze Learning, Do Content, Plan Next Steps, Implement
            Effect size d=1.57
Ensuring every student achieves at least one year's progress for one year of schooling

https://www.pearson.com/hattie/solutions.html
Effect size d=0.40 one years progress
Educators use the language of learning. Equipping students with learning strategies - to advance their learning on their own
               Effect size d=1.44
Assess to Learn. Seek feedback to improve teaching and learning 
http://www.corwin.com/books/Book236077?siteId=corwin-press&subject=C00&qsupld=true&productType=&q=feedback+the+hinge&fs=1

Effect size d=0.73 
 Know Thy Impact 
 Instructional Leadership / Lead Learner

Principals who have their major focus on creating a learning climate free of disruption, a system of clear teaching objectives, and high expectations for self, teachers, and students.

Effect size d= 0.66 

It is school leaders who promote challenging goals, and then establish safe environments for teachers to critique, question, and support other teachers to reach these goals together that have most effect on student outcomes.
Effect size d=0.54 
 Instructional Leadership



 Instructional leadership / Lead Learner

Leaders had greatest effects on student outcomes were promoting and participating in ongoing teacher learning and development

                        Effect size d=0.91 

Click on the arrow in front of each folder to view and download documents, resources, and tools. 
We hope these examples will spark personalized usage that authentically addresses the needs and aspirations of your community of learners.
 
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Timperley  Oct 21, 2015, 11:12 AM OCDE LCAP Supports
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Author(s): H. Timperley, A. Wilson, H. Barrar and I. Fung Focus on instruction has 70% of the impact of student achievement,  Oct 21, 2015, 11:08 AM OCDE LCAP Supports
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The power of feedback to teachers on what is happening in their classroom so they can ascertain ‘How am I going?’ in achieving the learning intentions they have set for their students, such that they can then decide ‘Where to next?’ for the students. (Quoted from Hattie, 2009, p. 181)  Oct 21, 2015, 1:33 PM OCDE LCAP Supports
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ISLLC Comparison  492k v. 3 Aug 13, 2015, 8:44 PM OCDE LCAP Supports
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CCSSO School leaders Licensure Consortium Leadership Standards (ISLLC) 2014 Draft  901k v. 3 Aug 13, 2015, 8:44 PM OCDE LCAP Supports
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Three Levels of change. Procedural Change. Structural Change. Cultural Change. Making Sense of the Levels of Change.  Aug 6, 2015, 2:19 PM OCDE LCAP Supports
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Teach and Insist. Principals should build and empower their leadership team to make decisions and implement them, delegate responsibilities and hold people accountable for agreed-upon outcomes, and create a culture that embraces mistakes as building capacity.Prioritize and Execute. Principals, along with their leadership teams, need to map out short-term and long-term goals and align them for all team members and the school as a whole, so they can prioritize and remain focused.Engage Your Lifelines. Every principal should have at least three lifelines—go-to people who honor, encourage and push them. They should also offer themselves as a lifeline to others.Renew to Get Stronger. To maximize organizational and personal effectiveness, principals make time for activities that re-energize them, and encourage others to do the same.  Oct 26, 2015, 1:41 PM OCDE LCAP Supports
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Support Educators: Professional development for teachers so they can continually improve their skills throughout their career, recommendations in  Aug 6, 2015, 2:03 PM OCDE LCAP Supports
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Countries that had gone from great to excellent focused 78 percent of their interventions on professional learning and only 22 percent on accountability.  Aug 6, 2015, 2:03 PM OCDE LCAP Supports
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Professional Development Effect on Student Achievement Number of hours makes a difference  Aug 6, 2015, 3:34 PM OCDE LCAP Supports
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Learning is no longer preparation for the job, it is the job. What does this mean for teachers? Doing the professional learning on the ground and in the schools.   Aug 6, 2015, 2:08 PM OCDE LCAP Supports
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Time for Teachers looks deeply inside 17 schools that stand at the vanguard of the current revolution in teaching.  Aug 6, 2015, 2:03 PM OCDE LCAP Supports
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Three Core features have significant, positive effects on teachers' self-reported increases in knowledge and skills and changes in classroom practice: 1. focus on content knowledge 2. opportunities for active learning 3. coherence with other learning activities  Aug 6, 2015, 2:17 PM OCDE LCAP Supports
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Accountability for College and Career Readiness: Making meaning, Professional Capital, and   2106k v. 3 May 6, 2015, 6:47 PM OCDE LCAP Supports
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Presentation for CSUF Ed Leadership June 10 2015   Jun 12, 2015, 7:24 PM OCDE LCAP Supports
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See Table 1 p. 15  1054k v. 3 May 6, 2015, 6:48 PM OCDE LCAP Supports
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The Principal - handout Activities  1942k v. 2 May 6, 2015, 6:47 PM OCDE LCAP Supports
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Parent Communication - Los Alamitos Elementary School   4104k v. 2 Jun 5, 2015, 1:00 PM OCDE LCAP Supports
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School Leadership and Student Outcomes:Identifying What Works and Why, NZ   3523k v. 4 May 7, 2015, 12:31 PM OCDE LCAP Supports
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Video Series - exemplary principals in varied school settings nationwide bring to life and reinforce the five key practices of effective principals  Jul 13, 2015, 9:04 AM OCDE LCAP Supports
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Evidence in Action Agenda Aug. 2014  97k v. 2 May 5, 2015, 9:50 AM OCDE LCAP Supports
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Educator Mindframes   580k v. 2 May 5, 2015, 9:50 AM OCDE LCAP Supports
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interpretation of the visible learning story. Being evidence informed   692k v. 2 May 5, 2015, 9:50 AM OCDE LCAP Supports
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Visible learning in early childhood education  237k v. 2 May 5, 2015, 9:55 AM OCDE LCAP Supports
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LCAP connections to visible learning evidence conversations  93k v. 2 May 5, 2015, 9:55 AM OCDE LCAP Supports
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Evidence into action timeline Aug. 2014  41k v. 2 May 5, 2015, 9:55 AM OCDE LCAP Supports
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Evidence Gathering Tool - Feedback  25k v. 2 May 5, 2015, 10:02 AM OCDE LCAP Supports
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Evidence Gathering Tool - Passionate Teachers  25k v. 2 May 5, 2015, 10:02 AM OCDE LCAP Supports
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Evidence Gathering Tool - Our impact  27k v. 2 May 5, 2015, 10:02 AM OCDE LCAP Supports
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Evidence Gathering Tool - The learner  25k v. 2 May 5, 2015, 10:02 AM OCDE LCAP Supports
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Evidence Gathering Tool - The School  25k v. 2 May 5, 2015, 10:02 AM OCDE LCAP Supports
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LCAP priorities - Visible learning  112k v. 2 May 5, 2015, 10:02 AM OCDE LCAP Supports