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Iowa Support System for Schools and Districts in Need of Assistance

KASAB (Examples/Possibilities) for Administrators and Teachers
Type of Change Adience! Administrators
Changes " #mpact $ata Examples
Kno%ledge
• Understanding the magnitude of first and
second order change
• Understanding the difference between
instructional leadership compared to
managerial duties
• Evidence of attention to the
responsibilities of communication,
culture, input, and order through meeting
notes, agendas, public communications,
action steps, etc.
• Time audit – Administrative schedule
Attitde
• Belief that all students can learn at high
levels
• Believe that increasing their skill and
ability in the essential
responsibilitiespractices and an
understanding of change leadership will
improve student achievement
• !nterview data
• "articipation in learning opportunities for
leadership
• Time audit – Administrative schedule
• Use of professional resources
S&ill
• #onducting coaching conversations with
teachers
• $now how to use data to facilitate change
and make informed decisions
• %hares ideals and beliefs about schooling,
teaching and learning with teachers, staff
and parents
• Teacher surveys
• "ractices !nventory
• &eeting notes and other communications
• 'ata summaries and resulting decisions
• !ndividual "rofessional 'evelopment
"lan
Aspiration
• All students in the school will achieve at
high levels
• To be an instructional leader
• !nterview
• (eflection log)ournal
• Time audit – Administrative schedule
Beha'ior
• #onsistent use of the special education
process
• "articipation in identified professional
development
• "articipation in special education
decisions
• %ign*in sheetsregistrationgrade for
participation in professional development
Design Phase: KASAB for Administrators and Teachers ©2009 Design - 145
Iowa Support System for Schools and Districts in Need of Assistance
• #onsistent use of standardi+ed walk*
throughs
• 'emonstration of coaching conversations
with teachers
• "artnering with
parentsfamiliescommunity to achieve
student e,pectations
• Articulation of shared vision
• Analysis of walk*through data and
perception surveys
• 'ocumentation of reflectivecoaching
conversations
• Evaluation of leadership standards
• &inutes of communityparent meetings
• #ustomer satisfaction survey
Type of Change
Adience! Teachers
Changes " #mpact $ata Examples
Kno%ledge
• $nowledge of Effective %chools
• $nowledge of lesson design
• $nowledge of %p. Ed., E--, TA.,
referral process and classroom
instructional practices
• $nowledge of effective collaboration
practices
• Articles, Book studies, %tructured
responses to /uestions that spur
!ntellectual %timulation
• E,amples of lessonunit plans that
include rigor, relevanceA!0, 12
st

#entury %kills
• Application of instructional practice 3i.e.
walk*through data4
• 5ideo capturing classroom practice,
effective teamingcollaboration
• !ndividual "' "lan, Building "' "lan
Attitde
• #ollective efficacy and a shared vision
will yield more efficient and effective
productivity in solving building issues
• True belief that A-- students can learn at
high levels
• &oral responsibility of teachers to ensure
that all students do learn
• 67oneability8 3attitude of remaining
teachable4 is a valued /uality
• 7ardcopy of vision
• %urveys 3#limate and #ulture
• "ractices !nventory 3retakes4
• Teacher 9ocus .roups
S&ills
• 7ow to identify, analy+e data and
correlate to student need
• 7ow to write a high /uality lesson
• 9ormative assessment data
• "yramid of !nterventions
• !mplementation logs
Design Phase: KASAB for Administrators and Teachers ©2009 Design - 146
Iowa Support System for Schools and Districts in Need of Assistance
• 7ow to effectively implement strategies
and monitor their use by students 3co*
teaching, $U strategies, reading, writing,
math, problem*solving strategies, etc.4
• 7ow to effectively develop "rinciples
and Agreements for collaboration
• 7ardcopy of "rinciples and Agreements
• 'ata on how groups operationali+e the
"rinciples and Agreements
• &odeling
• Effective Teaming
Aspirations
• !nstruction is highly effective for each
and every child
• Every child will learn to hisher
ma,imum potential
• %urvey 3#limate and #ulture4
• "ractices !nventory
• 0alk*through data
Beha'iors
• 9re/uent monitoring of student progress
in order to create effective fle,ible
instructional groups
• &a,imum use of instructional time
3including transitions4 and professional
development time
• Effectively operationali+ing the
principles and agreements of
collaboration
• Time Audit – "' and !nstructional
• 0alk*through data
• :bservation data
• 5ideotape – (eflections of self and group
• 'ata Team meeting artifacts
(emember!
Kno%ledge is the factal information)
Attitdes are the beliefs %e %ant participants to ha'e)
S&ills are the capacities %e %ant participants to ac*ire)
Aspirations are the desires %e %ant participants to ha'e)
Beha'iors are the consistent application of the &no%ledge and s&ills that are dri'en by the attitdes and aspirations)
Design Phase: KASAB for Administrators and Teachers ©2009 Design - 147