Effective Leadership: It is as E–z as 1-2-3…
Written By: Amy Rhyne

What makes a leader effective?

The title "leader" does not automatically make one effective. However, we have all witnessed how this mindset has led to a negative impact on many systems within educational institutions everywhere. Effective leaders lead from the heart, with a willingness to serve and continuously learn alongside those they are responsible for supporting, coaching, and evaluating. Creating a system where there is an individual "Marge in Charge" for the sole purpose of evaluating those within the system will undermine the leader's efforts and result in negative outcomes.

Fortunately, becoming an effective leader is as E–z as 1-2-3!

1. Examine the Environment

You cannot lead people you do not know or are not willing to get to know. As a leader, it is essential that you take time at least annually (more frequently if possible) to ask what is working and not working from those on the front lines completing the daily work, as well as those supporting your system. Furthermore, it is essential to involve a variety of stakeholder voices: administrators, teachers, staff, students, parents, and even community members. Once the feedback has been collected, take time to begin making process improvements based on the overall vision, mission, and priorities of the group. Creating a positive culture begins with getting to know the priorities of your stakeholders, with the intention of creating an environment where everyone feels welcome and safe. Be mindful… most people see through a phony! Collecting the information for the sake of creating a positive self-image, rather than process improvement, is dangerous and will backfire every time.

2. Exemplify Energy and Excitement

One thing to note about the title "leader" is the root word "lead" definitely holds true in most settings. Energy and apathy are both contagious! If a leader is full of energy and excitement, most others follow. Similarly, if a leader makes excuses, is not fully engaged or committed, he/she will find the same character seeping out of those within the system. Effective leaders must observe stakeholders and recognize that, in most cases, it is your daily mirror. "Attitude reflects leadership." Take time to reflect and adjust based on what you see in the mirror. There will be times the image you see is ugly. We all have ugly moments. What matters most is how we respond when we recognize we are part of the problem. Learn from it, admit when you own it, and improve it. Never quit during the tough times, because it is never going to be easy. Rewarding, yes. Easy, no.

3. Establish Buy In – Engage and Encourage Everyone at Every Level

One key thing to realize is that leaders exist at every level, far beyond the Superintendent and Principal. Teachers are leaders of their classroom system. Students are leaders of their learning. Each level should treat those they lead accordingly. Take the time to meet people where they are, celebrating their strengths and coaching their gaps to afford them the opportunity to become great. Simply put, an effective leader grows leaders! It is not about what leaders do to, or for, those in the system that matters most. Instead, it is what they do alongside or with them, supporting the individual growth. A leader's main purpose should be to encourage and celebrate the successes and accomplishments of those they are supporting, coaching, and evaluating every step of the way! Take time for a genuine heartfelt thank you for individuals and stakeholders.

A servant leader is the one responsible for holding the spotlight, not the one in front of it.

As a leader, my goal has always been to leave a place better than I might have entered it and know in my heart that those I have had the honor to support and coach no longer need me. It was my job to hold the spotlight, rather than stand out in front of it. Even during these very trying times, whether in person, virtual, or hybrid, I have learned these same values hold true for effective leaders across our state and beyond.

Stick together! Be a present guide, so that no one feels alone in this uncharted territory. And don't forget to check your mirror!

Classroom WalkThrough Tools | Does your Leadership Team do their Job?
Written By: Shannan Church

To reach total school improvement you want all arrows moving in the same direction. As instructional leaders in the building, it is our responsibility to set our building up for success. How do we do that? How do we intentionally and strategically align school improvement? After we get them aligned, how do we explicitly communicate the alignment with our staff?

School improvement starts and ends with data. We begin by analyzing universal screening data to write Tier 1 Core Improvement Plans. Then we use those plans to draft our school improvement plans. These school improvement plans should outline the PD needed in order for the teachers to carry them out to fidelity. We provide PD teachers need then we use our classroom walkthrough tool (CWT) to formatively assess and provide growth feedback that helps us determine the effectiveness of our Leadership Team's support.

Questions Playmaker Leaders ask:

Are the Professional Development trainings provided making impact? Do our PLCs produce highly effective teachers using high yield strategies in their classroom that in turn positively impact our data and student achievement/growth?

Easy as 1 – 2 – 3 | Steps Strong Leaders Model

1. Deep Data Analysis | Use this data to drive tier 1 core improvement plans.
2. SIP Alignment | Use Tier 1 Plans to write SIP goals (look for trends). Determine PD needed to carry out your plans.
3. Plan to Action | Provide the PD that is needed over an appropriate period. Use a CWT to measure what your teachers are implementing and where they still need support.

Indicator Categories to Consider:

These are several indicators that we know yield high growth. Please note — only indicators that teachers have received PD on should be on your CWT. This list is not exhaustive.

• Learning targets, posted, and communicated (Do students know their goals and success criteria?)
• Instruction is aligned with standards (Did the PLC collaboratively unpack their content?)
• Data Representation (Grade, Class, Individual Data Notebooks)
• Differentiated Instruction (Scaffolded, Flex Groups, Data Driven, Collaborative Groups)
• Instructional Routines (Literacy and Math)
• Active Student Engagement (Active or Passive learning)

What does a CWT look like, sound like, feel like?

Now that you understand the critical components and compelling why of CWTs you may be asking how do I actually complete these? Here are some rules our team lives by.

1. Walk with a purpose. Are you observing instruction or behavior? Figure out who is completing the CWTs. If you are completing behavior walks, this should be completed by the administration and counselors in your school. If you are completing instructional walks, this should be completed by the administration and coaches in your building.
2. Inter-rater reliability matters. At the beginning of each you review your indicators as a leadership team. Discuss quality measures and non-examples. It's a great idea to complete paired walks the first couple weeks. This will create unbiased, equitable marks and feedback throughout the building.
3. Frequency over duration. Each member of your leadership team should complete a minimum of 5 walks per week. These are quick shots. Create a schedule for who is walking where each week. Only stay in the classroom 3–5 minutes per walk.
4. Feedback feeds back. Teachers crave positive feedback and constructive feedback. Create a system for yourself. Every time you complete a walk pick out something positive and then grow your teacher with a "have you thought about" idea.
5. PLCs are the lifeblood. Leadership Teams should make a standing agenda item to discuss/review the classroom walk data during their weekly leadership PLC and collaboratively design PLC agendas that support and grow teachers based on CWT data.

Do you need help aligning school improvement at your school? We are here to help — send us your needs at info@i-leadr.com.

Do you need help designing your own classroom walkthrough tool on a limited budget? We'll help you make one for free that will collect your data and represent it in easy-to-use charts for your leadership PLCs and teacher PLCs. Reach out to us at info@i-leadr.com.

You Can't Raise Positive People With Negative Feedback
5 Ways to "Flip the Switch" In Your Classroom: How to go from Fuss Fest to Less Stress
Written By: Amie Dean

Student behavior in school classrooms can be difficult. The importance of positive feedback by teachers and educators in their classrooms can lead to better student discipline.

"You can't raise positive people with negative feedback." Boom.

I remember sitting in a conference session as a young teacher with only a few years experience. I was listening to a very experienced gentleman leading the session about classroom discipline. I had just moved to Atlanta and was teaching in what was proving to be a challenging environment for me — and I was failing miserably. I'd always thought of myself as a very positive person, and I thought I was a positive teacher. I smiled and laughed with my students, I truly got to know them, and I gave personal, positive feedback anytime I could. This particular year, I was struggling. I had a very challenging group of 8th graders, all boys, who hated to read, and I was teaching them reading and language arts for 2 hours at the end of their middle school day. Let's just say that a good time was NOT had by all!

Because of the struggles, I asked a supervisor to come in and observe me teaching this particular class to give feedback and hopefully strategies to help. At the end of the observation, she asked me if she could be honest with me. I, of course, said yes, that is why I invited you. She said, "Amie, you didn't smile one time in 2 hours." I looked at her in a very confused way and asked, "Did you see anything to smile about?"

It was such an eye-opening and embarrassing moment for me. A few weeks later, I attended a breakout session focused on classroom discipline by Dr. Terry Alderman, author of Discipline A Total Approach. When Dr. Alderman opened with, "You can't raise positive people with negative feedback," it hit me like a ton of bricks.

Yes, my students' behavior was very difficult, but I had only been seeing or addressing the difficult behaviors. I was not making any attempts to notice when things were going well. I was so focused on what was wrong that I wasn't able to see what was right.

I immediately began to track positive behaviors. My new goal became to have at least two positive comments for every one corrective statement that I made. I put specific strategies in place to make myself accountable — moving paper clips from one pocket to the other, or tearing an index card. I saw a difference in the boys' behavior within days. More importantly, I started to feel better about this particular class as I forced myself to find what was working. I had finally found a way to "Flip the Switch."

5 simple ways to Flip the Switch:

1. Write down your WHY on an index card. Post it in several places around your room. Read it every day — every hour if you must! Hold on to that passion. It will be your fuel when the tank is empty.
2. Make a tangible effort to make at least 2x as many positive comments in your classroom as you do corrective statements. None of us spent years in school to get a degree in nagging. Don't let your day devolve into a fuss fest. Only YOU can control what comes out of your mouth — own it.
3. Take the time to write 2 positive post-it notes to 2 different students each day until every student has received one note. Sign each note with your name. Remember, NO suggestions or corrections on the positive post-it!
4. Ask an administrator, another teacher, or the media center specialist to stop in and share a compliment you gave your students while you were away from them. Sit back and enjoy the smiles.
5. ONE GOOD THING — Place a jar on your desk, and invite students to write one good thing on a slip of paper anytime. Randomly pull 2 or 3 a few times a week and share with the class. You are also coaching your students on how to "Flip the Switch" themselves.

Behind every successful confident student, you will find an adult who believed in them. What is the impact of the words you are choosing to use with your students? Do you need to flip the switch? If yes, you can do this. Your students deserve it.

Amie Dean, M.Ed, NBCT has been a teacher and behavior interventionist for 27 years. She is the founder of Educational Strategies Unlimited Consulting Firm and behaviorqueen.com. Connect with Amie at www.behaviorqueen.com.

MTSS | Beyond the Textbook
Written By: Janna Sells

What is MTSS? The implementation of raising student achievement in the classroom. How teachers, schools and educators can use leadership, data, communication and collaboration to improve student performance.

Are you sick of feeling the MTSS implementation burnout? Has MTSS become a four letter word where you serve? Tired of the theory not matching practice? We were too. Welcome to our roadshow. A group of educators who were charged with the job of making MTSS work to close gaps and raise student achievement. In our journey we've uncovered the tools needed to build an effective 3 Tiered Model. Let us start off by first saying, it was not easy. We made tons of mistakes, but we eventually got it right.

5 Critical Components of MTSS

There are 5 critical components, or pillars, that have to be carefully and thoughtfully crafted prior to implementation of MTSS. Without these 5 essential inputs, an MTSS model is simply impossible.

1) It all begins with LEADERSHIP

Leadership knowledge and reinforcement are the driving force behind a strong implementation model.

• Leaders equip themselves with the knowledge they need to lead teachers through implementation
• Leaders LEAD MTSS PLCs — know the data, lead the discussion, and equip teachers
• Leaders help align the arrows between the work teachers are doing in PLCs to their School Improvement Plan
• Leaders are active problem-solvers and strong advocates who support teachers so they may best serve students

2) Clear and consistent COMMUNICATION & COLLABORATION

More times than we are excited to admit, we've coached and supported sites with the best implementation intentions, but they failed because of the lack of clear communication. Knowing when and how to say the right things can make or break the culture around implementation. It's equally important that you bring teacher leaders in with you as you build your MTSS model. Their boots on the ground feedback is immeasurable and will help you stay ahead of potential threats.

3) Capacity and Infrastructure build sustainability

Invest in your people. Not programs. Work to build capacity in ALL of your staff to create a model that lasts.

• Invest and equip all the people in your building to help them see the strong role they play in the MTSS model.
• It's an all hands on deck approach. Every person in your building should see how their role impacts and aligns the arrows towards total school improvement.

4) Data-based problem-solving

We would never expect a doctor to begin writing a treatment plan for an ill patient without data based indicators suggesting the treatment is exactly what the patient needs. The same is true for educators. To teach without using a data-based, problem solving protocol is malpractice.

5) Data Evaluation drives continuous improvement

• There are many tactical tools to measure whether or not your implementation model is having a positive, negative, or neutral impact on students' growth and achievement.
• It's important that you triangulate your implementation data to get a true measure of impact.
• You must listen to your current indicators and humbly reflect and improve on them until your desired implementation is achieved.
• Remember, this is a marathon, not a sprint. Be present. Be strategic. Be consistent.

A Three-Tiered Approach to Academics, Behavior, and Social Emotional Supports

i-LEADR, Inc. coaches a three-part, three-tiered model. We believe in order to truly serve the whole child, educators must systematically measure the effectiveness of tier 1 core supports in all three areas: academics, behavior, and social emotional.

Once the school begins acting on core areas of concern, they should start to identify students outside and perhaps within those areas who need strategic tier 2 and/or intensive tier 3 supports. Educators should measure the impact of students' response to instruction by using frequent progress monitoring.

The life blood of this model — Professional Learning Communities. None of this work should be done in isolation by a single teacher. These PLCs should be facilitated by a strong leadership team and should be communicated through School Improvement Team work.

Just remember, tradition does not make best practice when it stops being best for kids. Change is hard. Failure is unavoidable. How you rise from your failed attempts will determine the impact and effectiveness of your leadership.

To learn more about how i-LEADR coaches and supports MTSS implementation visit us at https://ileadr.com/service/.