Running Head: INSTRUCTIONAL LEADERSHIP ACTION PLAN 1

Instructional Leadership Action Plan

Sara Palmosina
Old Dominion University
May 3, 2014
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Abstract
This paper details the Instructional Leadership Action Plan for Asbury Elementary
School in Hampton, Virginia. Challenged with meeting district standards regarding lesson plans,
learning intentions, and producing creative and critically thinking students amidst its own
cultural shift, the staff journeys together to accommodate these needs and ensure student success.
This paper also chronicles the planning and implementation of a standards-based professional
development, hosted by the districts own HCS-ODU cohort, aimed at providing a bridge
between the application of various district standards.

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Introduction
It is no secret that society is evolving at an exponential rate. Children are wired
differently. Employers want thinkers, not doers. In an attempt to meet these demands, much
of the United States has adopted sophisticated educational standards, performance based teacher
evaluations, and higher-stakes standardized testing. Merely changing the system will not lead to
an increased quality of learning, however. Ultimately, it is up to teachers to lay the groundwork
for increased success.
Although teachers are required to hold degrees from nationally accredited preparation
programs, the rigor required to teach the increasingly complex public school curriculum makes it
impossible to rely on a degree alone. According to Darling-Hammond (1997), If teachers are to
prepare an ever more diverse group of students for much more challenging work they will
need substantially more knowledge and radically different skills than most have now and most
schools of education now develop (p.154, as quoted in Bransford, 2000, p.190). Educators must
keep abreast of the newest research and strategies to engage, enrich, and encourage learning.
Thusly, effective professional development (PD) opportunities are in high demand.
The Big Picture
The District
Hampton City Schools (HCS) is a successful school district in southeastern Virginia.
Servicing over 21,000 students, HCS ranks high among the comparable, neighboring districts
(Shifflette, 2014). In order to maintain its elite status, HCS is careful to meet or exceed all state
guidelines and standards of quality, deemed necessary by the Virginia Department of Education
(VDOE), one of which being high quality professional development for educational staff (HCS
organizational learning plan, 2013). Accordingly, the district offers a variety of PD
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opportunities, as outlined in the districts Organizational Learning Plan. In the area of PD,
Hamptons key performance indicators include increasing the percentage of highly qualified
teachers and increasing the percentage of employees indicating they are appropriately trained
for their positions (HCS organizational learning plan, 2013, p.3).
Trumping Hamptons dedication to providing quality PD is its commitment to students.
Evident in its mission statement, HCS strives to deliver excellent educational opportunities for
Every Child. Every Day. Whatever it takes! Accordingly, when the VDOE increased the
rigor of the state Standards of Learning, HCS was quick to attend. Hampton solidified its
devotion to success by identifying the ability to think creatively and critically, as an important
life skill the district is dedicated to impart unto each of its students (Strategic Plan 2015, p.3).
The School
Asbury Elementary services just over 400 students from kindergarten to 5
th
grade.
Tucked away in a quiet corner of Hampton, Virginia, Asbury historically boasted a majority of
middle socioeconomic students and consistent, high achievement on district and state
standardized tests. When school closings led to a redistribution of Hamptons students in the
2012-2013 school year, this small school gained over 100 students. Predominately of low
socioeconomic status, the additional students brought about a significant change to the
composition of the population at Asbury. This change required a readjustment for the students
(new and old), parents, administration, and staff.
Throughout the first year of the combined schools, Asbury saw significant increases in
student discipline referrals and decreases in standardized testing scores. Many teachers found
themselves dealing less in academic matters and more in discipline infractions. Teachers had to
reinvent their classrooms and revamp their teaching styles to accommodate the needs of their
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new students. Unfortunately, this period of adjustment coincided with the implementation of the
new state standards of learning. Asburys teachers were left floundering in a sea of uncertainty,
one that was not producing a fruitful relationship for anyone involved.
The Plan
Hamptons focus on quality education has led the district to advocate the implementation
of detailed lesson plans, visible learning intentions, and activities and questions matching the
rigor of state standards. Although principals were made aware of this focus in the beginning of
the 2013-2014 school year, HCS decided that these items were important to improving student
learning and to dedicate the district-wide PD day to educating teachers about them. After this
informational session, school leaders took it upon themselves to implement the use of these
learning tools on a site-by-site basis.
In the case of Asbury Elementary, knowing the strong correlation between the practice
and student achievement, the administration and school leadership team quickly implemented the
use of visible learning intentions. Shortly after, they developed a lesson plan that incorporated
each of the items deemed important by the division and the team. The final piece of the puzzle
was the incorporation of questions and activities that matched or exceeded the level of learning
required by the Standards of Learning. This is where the HCS-ODU cohort fit into the equation.
Research and Standards
Higher Order Thinking and Questioning
Higher order thinking has typically been associated with advanced learning. When
higher order thinking occurs, in the form of atypical or involved applications, individuals are
able to make deeper connections between new information, prior knowledge, and personal
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experience, leading to increased intellectual development (Zohar & Dori, 2003). Nonetheless, it
is important to note:
The mental processes we have customarily associated with thinking are not restricted to
some advanced stage of learning If acquiring knowledge is defined as learning with
understanding, learning simply cannot take place without thinking. (Zohar & Dori, 2003,
p.148)
Then, if thinking is required regardless of task, one could assume that higher order
thinking is accessible to all populations, not only the intellectually elite. This idea is further
supported by Graesser and Pearson (1994), as referenced in Zohar and Dori (2003), who found a
positive correlation between the quality of questioning and student achievement. Taking into
account common student misconceptions and creating meaningful questions to draw out true
understanding is a powerful strategy that can provide opportunities for further clarification and
instant feedback. Zohar and Dori (2003) concluded through research that when educators
employed the use of higher order questioning and activities in their classrooms, all students
showed significant improvement from pretest to post-test. Moreover, the net gain of low-
achieving students was actually higher than that of their more advanced peers (Zohar & Dori,
2003). In a system that is scrambling to close the achievement gap between high and low-
performing students, the use of higher order thinking and questioning is a viable agent of change.
Professional Development
If adults responsible for student learning do not continuously seek new learning, it is not
only their knowledge, skills, and practices that erode over time. They also become less
able to adapt to change, less self-confident, and less able to make a positive difference in
the lives of their colleagues and students. (Quick Reference, 2014).
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Coincidently, professional development is a key component of a successful school
system. Because education is a constant, worldwide focus, new research on best practices is
always surfacing. As we learn more about the human mind and how people acquire knowledge,
we can better service learners, new and old; thus, keeping up-to-date with current trends in
education is essential to providing the best learning experience possible.
Nonetheless, it is important to remember that more PD does not necessarily equal better
PD. According to Darling-Hammond (2009), as referenced in Gulamhussein (2013), researchers
concluded that while 90 percent of teachers claimed to attend a variety of professional
developments, most reported the PD to be useless. To improve upon these opportunities,
organizers of professional developments must strive to provide meaningful experiences, tied to
curriculum and school goals (Knowles, 1996). We are here to help kids, claims Michael Stutt,
principal of Bryan elementary, a Hampton City School (2014). It is important not to waste your
staffs time with things that wont help improve their learning. Furthermore, according to the
National Staff Development Council (2001), taking into account that all learners, even adults,
differ in their preferred style of knowledge acquisition, it is pertinent that professional
development design should offer opportunities for a variety of learning styles (as referenced in
Croft et al, 2010).
ISLLC Standards
The Interstate School Leader Licensure Consortium (ISLLC) developed a list of
standards by which school leaders are trained and evaluated. ISLLC standard two requires
school leaders to foster an environment conducive to student learning and professional growth.
Accordingly, as a school leader, it is of utmost importance to provide quality professional
developments. The training of teachers meets the standards call for professional learning that,
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in turn, has been proven to increase the success of students. Consequently, professional
developments are essential to increase the growth potential of all people within your sphere of
influence.
The Action Items
Action Step One
The first step in planning a successful professional development is to assess the needs of
the school. According to Gulamhussein (2013), Teacher learning is the linchpin between the
present day and the new academic goals (p.6). Therein, assessing the current status of the
schools improvement process is critical to providing a necessary and relevant experience (Stutt,
2014). Accordingly, the HCS-ODU cohort team met with Asbury administration to discuss the
vision for the PD. Asbury administrators gave recommendations for possible professional
developments. Explaining that the staff was currently working on employing the consistent
usage of learning intentions, the administration thought the next step in their growth process
would be the implementation of higher order thinking in terms of questioning and/or activities or
lesson plan development. Due to the long period before the actual PD, however, the group
decided to reconvene at a later date, allowing time to assess the progress of the staff before
committing to a topic.
The administration also spoke to the needs of their staff. They described the climate of
the building as being easygoing and remarked that the staff responds well to activity-based,
interactive professional developments. This seems to be a trend, as Mr. Stutt also champions the
use of active PDs. This is important to note since school leaders who value the unique abilities
of their teachers, and plan staff development with that in mind, send a message of
empowerment (Wooleyhand, 2014).
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Action Step Two
Research is a key part of planning a professional development. Federal, state, and local
guidelines all reference the requirement of quality professional development programs to be
based in sound, scientific research (HCS organizational learning plan, 2013). Being that higher
order questioning is a newer buzzword in Hampton, the HCS-ODU cohort members took it upon
themselves to become experts in the topic. Diving into research helped to clarify the subject and
gave a greater understanding of how to present the information to the staff. For example,
knowing that higher order questioning comes with a stigma of being exclusive to high-
performing students, and given Asburys recent culture shock with the addition a number of
lower- achieving students, the group felt it was important to provide research based proof that
these types of teaching strategies have been proven to work with all types of learners, regardless
of academic prowess.
Action Step Three
Upon reconvening with the Asbury administration, the HCS-ODU cohort group was able
to solidify the topic of the PD. Administration took well to the idea of focusing on the
recognition of types of questioning, tying the multiple levels of Blooms Taxonomy to the much
more simple Costas Levels of Questioning. The team also provided a clear outline for the
proposed PD, to which the administration gave an approval based upon the incorporation of
lecture and activity-based learning.
Action Step Four
Although the team worked well to combine ideas in the form of an outline, it was
imperative to have a clear vision for the PD. Modeling the standards of HCS, the group decided
on achievable learning objectives for the session. This was a difficult task, as cohort members
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had to consider the audience, the time limit, and the current status of the staff in the
implementation of HCS lesson plan/learning intention standards. Starting off too broad, the team
was able to use information gained from their own professional development experiences to
narrow down a topic that would be feasible, under the constraints, and relevant to teacher tasks
and student success.
With clear intentions established, the group set forth to putting together the actual
presentation. This was probably the easiest part of the process. Once the cohort group members
had worked together to sift through the muddy concepts of higher order questioning, each took
ownership of a piece of the presentation. Dividing up the work meant less time spent on one task
after another, while also ensuring that each person was accountable for the success of the final
product. Teamwork and trust are crucial in this situation, as too much control or a lack of effort
could have made the process a lot more time-consuming and a lot less enjoyable.
Putting It All Together
The actual PD went off without a hitch, after the slight technical difficulties with the
group-messaging site, that is. The Asbury staff was extremely welcoming and remained active
participants from start to finish. The educators were receptive to the ideas presented and
expressed gratitude for simplifying a topic that is often confounding. During lecture portions,
the group was respectful and actively listened to the information presented. Group activities
were characterized by meaningful conversations regarding the information and group evaluations
of its value. The group was inquisitive, open-minded, and posed thoughtful questions intermixed
with meaningful reflection.
The structure of the PD also worked to our advantage. Beginning with an explanation of
the research behind higher order thinking provided a basis for the importance and relevance of
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the topic. Building upon this base first with lecture, then with group review, and finally with
individual practice proved to be an effective model. This gradual release of power allowed
participants to progressively internalize the information and make connections on much deeper
levels.
Reflection
Putting together this professional development was an overall positive experience. First
of all, my HCS-ODU colleagues were wonderful partners. The three of us shared similar work
ethics and expectations, so group work was never a chore. I trusted their commitments and
enjoyed bouncing ideas off one another. Moreover, I felt that my opinion and contribution was
valuable, and I strived to convey that same sense of respect. Working with people that are as
passionate as you certainly makes a task less daunting.
The whole process was not all fun and games, however. After the first meeting with the
Asbury administration, my head, as well as the heads of my fellow cohort members, was
spinning. The administrative team did not have a clear vision of what they wanted to accomplish
through our PD. Prior to our first meeting, the principal sent a few documents speaking to the
study of Ruby Paynes effects of poverty on learning. During the meeting, the ideas stretched
from learning intentions, to lesson plans, and swerved back to higher order questioning. For the
few weeks between our initial and follow-up meeting, our group was left to flounder through the
research of these multiple topics. Consequently, we chose to narrow down the field and come up
with a plan. Knowing that professional development works best when it is on-going and
systemic, we chose what we thought would be the most beneficial next step in the Asburys
learning process (Bransford, 2000).
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Feedback was mostly positive. The exit tickets revealed that the majority of the staff
learned something from the PD and left with a better understanding of the concept of higher
order questioning and its role in student learning. One of the most interesting parts of reading
the exit tickets was that people took away things that we had not intended. For example, one
staff member said that she planned to revamp her exit tickets, an unintended outcome, but
positive nonetheless. Perhaps the greatest feeling was the knowing that we had imparted
valuable knowledge upon a group of talented individuals that will undoubtedly shape the
educational experience of countless numbers of students.
Next Steps
The typical workshops tend to occur once, deal with decontextualized information, and
often do not resonate with teachers perceived needs (Bransford, 2000, p.204). Therefore, it is
important to note that quality professional developments do not end at the close of the session.
Instead, meaningful effort to monitor implementation is crucial to the success of adult learning
(Schmoker, 2004, p.430). This can be accomplished in a variety of different ways. Formal
teacher evaluations are tools administrators use to gauge the fidelity with which staff members
implement school initiatives. A less formal stance would be having collaborative learning team
members observe each others classrooms, looking for meaningful use of the strategies/tools
shared.
The exit ticket from the session actually contained an accountability piece. The last thing
participants had to include on their card was one way you will incorporate your learning into
your teaching practice. Answers ranged from using the H.O.T Question Stem handout when
asking questions during class to including higher order questions into future lesson plans.
Administration received these cards and had a valuable tool for holding teachers accountable for
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their learning. Armed with potential uses of the knowledge imparted from the PD, the Asbury
administration had the ability to perform spot checks with some of their staff to see if they are
holding true to the commitment they made following the session.
Being curious of the impact of the PD, the HCS-ODU cohort members also sent out a
survey about one week after the close of the session. Knowing that the teachers had the
opportunity to let their learning marinate for a few days, the survey touched on the hindsight
perspective of the session and the fidelity of implementation for the few days following.
Although responses were limited, the majority still claimed to have had a favorable professional
development experience. There were even some responses that stated the participant was more
aware of the types of questions being asked in the classroom and had made headway in
incorporating more of the higher order type. The few suggestions asked for further information
of how to incorporate this information into lesson planning. This suggestion fits perfectly into
the vision for the PD, as it is the next step in Asburys systemic implementation plan.
Conclusion
As aptly stated by Wagner et. al. (2006), Your system- any system- is perfectly designed
to produce the results youre getting (p.106). Change is rarely incited for the sake of change;
therefore, professional development must be planned, systemic, and centered about the goals of
the school. As there are many factors that play into the realization of positive change, it is
important to remember that, in the educational system, growth must occur from within the staff
before it can project outward onto the students. No, professional learning is not the answer to
all the challenges educators face, but it can significantly increase their capacities to succeed
(Quick Reference, 2014).

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References
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Washington, D.C.: National Academy Press.
Croft, A., Coggshall, J.G., Dolan, M., Powers, E., & Killion, J. (April 2010). Job-embedded
professional development: What it is, who is responsible, and how to get it done well.
Issue Brief April 2010. Washington, DC: National Comprehensive Center for Teacher
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Shifflette, L. (Superintendent) (2014, March 12). Hampton city schools superintendent's
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conducted from Hampton City Schools, Hampton.
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Strategic Plan 2015. Hampton: Hampton City Schools.
Stutt, M. (2014, February 15). Personal interview.
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