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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