Running head: INSTRUCTIONAL LEADERSHIP ACTION PLAN

Instructional Leadership Action Plan for SmallTown School: Differentiated Instruction for

Improved Learning Outcomes in Gifted and Talented Students

Ashley Hull

Jacqueline Kark

University of Calgary
INSTRUCTIONAL LEADERSHIP ACTION PLAN 2

Instructional Leadership Action Plan for SmallTown School: Differentiated Instruction for

Improved Learning Outcomes in Gifted and Talented Students

Today, school dynamics are constantly adjusting as social structures and norms appear to

be in constant flux. Educators and leaders within the educational sector observe current world

trends and recognize the need for all students to achieve a strong educational foundation for

success in a competitive, changing world. Darling-Hammond (1997) highlighted this critical

point: “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” (as cited in Bransford, 2000,

p.190). Key to unlocking the potential of all students is knowledge of and capacity to deliver

differentiated instruction and assessment. Capacity of implementation staff is critical to ensure

the success of all learners in a classroom. A realization that is becoming evident in many schools

is that students within the category of “gifted and talented” are most often overlooked in

instructional practice, which traditionally focuses on remedial efforts for improving overall

school achievement rates. This paper outlines the Instructional Leadership Action Plan for a

fictitious sample school, SmallTown School: an educational forum that embodies many of the

characteristics found within the “average” Canadian school.

The Big Picture

The District

Southern Alberta School Division (SASD) (pseudonym) is composed of 14 rural schools

in southern Alberta. This division also provides education to students who reside on 12 Hutterite

colonies. There are approximately 3400 students enrolled in the division, spread unevenly

through the schools in the various communities and on the colonies. Schools within this division
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are quite diverse as some schools have a high First Nations population, others have significant

English Language Learner populations, while some are in towns close to major centers and

others are in villages a fair distance from a more urban center. The socio-economic status of

families is similarly diverse across the division, as is access to services for students. Not only do

the smaller communities have a lack of readily available services, there is also disparity in

divisionally provided services as the geographic boundaries result in the division being served by

two different regional collaborative service delivery providers. Over the past few years, the

school division has experienced overall declining enrolment, resulting in both funding and

staffing challenges. This declining enrolment has led to a focus on recruiting international

students in an attempt to increase student numbers and to gain access to greater funding

opportunities. Schools are also encouraged to develop unique programs to draw students in who

live within the jurisdictional boundaries but attend any of the number of private schools within

the area.

The School

SmallTown School has an enrolment of approximately 300 students from kindergarten to

grade 9. Experiencing population fluctuations over the years, several years ago SmallTown

School was selected as a divisional site to offer a strategically specialized program for students

with challenging behaviours, thereby increasing student and, subsequently, staffing numbers.

Offered in isolation to the rest of the school, this program was discontinued as the philosophy of

inclusion was embraced by SASD. Following the closure of the program, the student population

of SmallTown School once again declined and staff who were specifically versed in dealing with

children with severe behaviours transferred into other positions throughout the district.
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At this time, the school administration addressed staffing numbers by implementing

multigrade classrooms. The next population influx occurred three years ago when a group of

students from Low German Mennonite families who immigrated from Mexico joined the school.

Since this time, the student population has remained fairly consistent. Despite the population

increase, students have remained in multigrade classrooms. In this arrangement, students stay

with the same teacher for two or three years (depending on the subject area). In this

configuration, “teachers are responsible, within a timetabled period, for instruction across two or

more curriculum grades” (Little, 2001, p. 482).

SmallTown School has had historically below average provincial exam results. The last

two years have shown an increase in the number of students achieving a standard of excellence,

but this is still well below provincial average. “OurSchool” and “Accountability Pillar” data also

indicate lower than Canadian norms for student sense of belonging, meaning many students do

not feel a sense of connectedness to SmallTown School. Previous school improvement plans

have focused on improving student literacy and numeracy, but these measures were based largely

on remediation with little focus on enrichment. There was some focus on improving student

sense of belonging, but the plan was not always implemented as planned. The hope was that a

focus on these foundational facets would translate to an improvement in overall student

achievement. To date, these improvements have not become a reality.

According to survey results, parents at SmallTown School have traditionally been

reasonably satisfied with the education their children were receiving. However, it has come to

the attention of the new administration that there are several children within the community who

do not attend SmallTown School as their parents do not believe that their children, who are

inclined or have been identified as gifted and talented, will be challenged and provided with
INSTRUCTIONAL LEADERSHIP ACTION PLAN 5

adequate educational stimuli at the local school. Student misbehavior is also becoming a pressing

concern, as discipline referrals have increased exponentially over the past few years. This is

leading to a slight dip in parent satisfaction data.

Overview

As the new administration surveys the school holistically, it appears that teacher focus is

on teaching “to the middle” first, followed by attempts at differentiation. Differentiation is

primarily aimed at meeting the needs of the students struggling to meet the curricular objectives.

Teachers have become quite adept at adapting materials and outcomes to meet the needs of the

English Language Learners and others who are not yet meeting their age-appropriate grade level

expectations. Despite their best intentions, assessment practices remain focused on the traditional

view of assessment of learning, as opposed to for learning (Bennett, 2016). The impact of current

instructional practices has thus far remained unchecked and unevaluated.

As administration gathered anecdotal information from staff regarding the philosophies

towards, approach to and practices of multigrade classroom configurations, clearly the structure

is not working in the majority of cases. Teachers perceive the imposed structure as creating extra

work and not as an opportunity for enhanced student learning. As currently structured,

classrooms operate in distinct grade groupings where teachers adhere strictly to age appropriate

grade level outcomes within each group. Students are grouped inflexibly based on age and

assigned grade level work as opposed to by ability or interest. Teachers appear to be

experiencing burnout and are not necessarily creative with their approaches to learning and

assessment as they plan for multiple curriculums at one time.

Reflecting on the observable teaching, learning, assessment and level of student

engagement, administration considered and applied a new lens of understanding to the students
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with behavioural challenges. With a high probability that these students present with behaviours

due to their academic needs not being met, consideration is given that, perhaps, the students are

gifted and talented. A survey of the school and teaching practices revealed that teachers are

proficient at adapting curriculum to meet the needs of students who are not yet able to meet the

expectations of the curriculum. However, it appears that teachers are not confident in identifying

students who are gifted and talented, much less in differentiating instruction to meet their needs.

Instructional capacity in this regard remains inadequately low.

As SmallTown School struggles to meet district demands for improved achievement, it is

important for the administration to create and implement a cohesive, research based plan to

address the capacity of staff around differentiation for gifted and talented students. However, it is

unclear at this time whether the lack of programming and differentiation for gifted and talented

student is a matter of the will or the skill of the teaching staff. What follows is a research based

action plan to improve the instructional capacity of the staff to meet the needs of students who

are gifted and talented.

Literature Review and Standards

Inclusion

Classrooms are becoming increasingly complex, diverse and dynamic. Despite much

conversation about class size being a key concern for teachers, recent qualitative research

conducted with Alberta teachers actually indicates that classroom composition is a greater

concern and challenge (Alberta Teacher’s Association, 2015). It would appear that, despite the

expectation that all teachers teach effectively in inclusive classrooms, not all teachers are

adequately equipped, prepared and/or willing to do so (Scott, Scott and Longmire, 2016). As

Scott (2016) illustrates, the variety of learners encountered in the modern-day classroom
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comprises “different ability levels, racial, ethnic, and religious backgrounds, linguistic diversity,

socio-economic status,” whilst impacted by “students’ prior learning experiences and educational

efficacy” (p. 2). Teachers report that they “require more supports in multiple forms—

educational assistants; time for collaboration, planning and paperwork; and specialized resources

and training—in order to address the learning needs of their students” (Alberta Teacher’s

Association, 2015, p. 21).

When discussing inclusion, one often thinks primarily of students who are differently

able and are struggling to meet the expectations of the age appropriate curriculum, thus requiring

differential supports to meet the outcomes. However, this mindset does not honour students who

are identified as gifted and talented, meaning they demonstrate “exceptional potential and/or

performance across a wide range of abilities” (Alberta Education, 2017, p. 6). Unfortunately,

students and teachers are disserviced when identifying those who are gifted and talented as each

school division has the ability to determine their own assessment procedures (Alberta Education,

2017). As discussed by Hymer and Michel (2012), there is no truly agreed upon definition or

description for those who are gifted and talented. It is extremely complex to determine who

qualifies as gifted and talented, adding to the challenges experienced systematically. Gagne

(1993) explored and defined this category, suggesting that gifts or giftedness could be equated to

inherent potential and talent being expressed as “performance in a field of human endeavor”

(Queen, 2006, p. 19). In respects to recognizing the need to acknowledge the diverse

backgrounds of gifted and talented students, Scott, Scott and Longmire (2016) remind educators

that “what we do categorically know is that giftedness and talent are aspects of the human

condition regardless of race and cultural contexts, although cultural values may influence the

development of certain gifts and talents” (p. 247).

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Traditionally, in the school setting, however, students who are deemed gifted and talented

are those demonstrating “advanced cognitive (understanding) skills and motor skills for her age”

(Hymer & Michel, 2012, p. 10). However, this paradigm fails to take into account the

underachieving student who may present with negative behaviours or challenged areas of

achievement. These traditional views do not allow space for educators to consider that students

may be achieving below their potential because of what is (or is not) happening in the classroom

(Hymer & Michel, 2012). It is entirely possible to present with gifts and talents in one facet of

learning while experiencing deficits in another (Hoy & Hoy, 2013).

Regardless of whether instruction is tailored to struggling students or inclusive of gifted

and talented students, “at the heart of inclusion are educators who understand that differences in

students are part of what they bring to their social interactions and that interdependence of

students is a natural part of the educational process” (Parekh & Underwood, 2015, p. 3). In

practice, all students must have their needs addressed and all educational decisions must be

based on what is best for each individual student. This is an enormous, and daunting, task for

teachers and administrators alike.

A struggle that teachers often encounter is how to address curricular outcomes in an

inclusive classroom. Such concerns are discussed and explored by Parekh and Underwood

(2015):

There is a set curriculum to which each teacher and school is required to deliver.

However, teachers have the autonomy to decide how best to approach each curricular

goal. Decisions on best practice should be tailored and responsive to the experiences of

the students in the classroom. Drawing upon the capability theory, it is key that educators
INSTRUCTIONAL LEADERSHIP ACTION PLAN 9

believe that all students have capabilities and that they employ a range of approaches to

ensure that students are supported in realizing their potentials. (p. 6)

However, even when planning and assessment are approached with this mindset, it is still

overwhelming for a teacher to know and to execute the practical steps required to meet the needs

of all levels of learners in a classroom. It can be difficult for teachers to differentiate product,

process and/or content while still ensuring that all students feel a sense of belonging and

connectedness within the classroom (Taylor, 2015). This collective belonging within a school,

“based on the concepts of social citizenship, has demonstrated to be critically linked to student

achievement and post‐secondary access” (Parekh & Underwood, 2015, p. 7). Therein lies a

challenge for teachers and administrators alike as this requires the careful crafting of a culture of

acceptance, emotional and physical safety, and a feeling that the contributions of every

individual are equally valuable (Parekh & Underwood, 2015). These are all foundational

elements to be incorporated into the SmallTown School Instructional Leadership Action Plan.

Differentiated Instruction

Morgan (2014) defines differentiated instruction as “a way of recognizing and teaching

according to different student talents and learning styles” (p. 34). Differentiated instruction

involves “modifying instruction so that all students can be successful” (Morgan, 2014, p. 34).

This requires teachers to really know and understand their students and to be very intentional in

their planning of instruction for each individual student. Taylor (2015) illustrated the benefits of

differentiated instruction for all learners, in that “by providing multiple paths to a learning goal

using a variety of strategies to address students’ learning styles, interests, needs, and readiness

levels, teacher candidates can engage all students in differentiated instruction that is appealing,
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developmentally appropriate, and motivational” (p. 17). Without differentiated instruction, an

inclusive classroom will not be successful for either the teacher or the students.

A teacher who understands, believes in, lives and embodies the philosophy of

differentiated instruction constructs learning tasks “using a variety of intelligences when

providing instruction, rather than just one or two” (Morgan, 2014, p. 35) and provides

opportunity for students to learn in a manner best suited to themselves as an individual learner.

This philosophy emphasizes the personalization of learning for each student and draws heavily

on three components: “emphasizing student interest, using the right starting point, and allowing

students to work at their own pace” (Morgan, 2014, p. 36). During any given lesson, teachers

may employ strategies appropriate to different learning styles, but the intentionality with which

this is done, and the consideration that may be given to each individual learner, is debatable in

many classrooms.

Queen’s (2006) exploration of instructional and non-instructional strategies to support

underrepresented students defined three principles, based off of Gardner’s (1983) theory of

multiple intelligences, from which schools should base their foundational work when planning

an inclusive gifted and talented program: “1. Individuals should be encouraged to use their

preferred intelligences in learning. 2. Instructional activities should appeal to different forms of

intelligence. 3. Assessment of learning should measure multiple forms of intelligence” (p. 18). In

order to accomplish the above goals, teachers must have capacity to link strong and effective

research-proven methodology to daily instructional practice in the classroom. Herein represents

the hinge from which student achievement can move and advance from effective implementation

of professional development.  
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Professional Development/Capacity Building

Traditional and oftentimes narrow-minded views place professional development within

the constraints of formal conferences, workshops and courses. As a rural school with a diverse

population of learners, SmallTown staff will not necessarily have access to these

resources. However, Desimone (2010) examines effective professional development within the

broadened view of understanding that teachers have access to multiple interactions and

experiences that enrich and broaden and strengthen practice in informal contexts. Working

within this concept of embedded professional development, practices such as “co-teaching,

mentoring, reflecting on lessons, group discussions of student work, a book club, a teacher

network, or a study group” can all be used to enhance current teacher practices (Desimone, 2010,

p. 29).

As examined and considered above in relation to student instructional practices, adult

learning theory research underpins the importance of learning in context and the

multidimensional nature of the learner him/herself (Merriam, 2008). Despite andragogy

remaining a “dynamic area of research and theory building,” within educational professional

development, there are some defined core features of learning to be considered (Merriam, 2008,

p. 94). With inclusion and increased teaching capacity for differentiation in mind, Desimone

(2010) outlined the following five main features of “professional development that have been

associated with changes in knowledge, practice, and, to a lesser extent, student achievement” (p.

29). First is the need for activities to be content-focused, ensuring ample time is spent

considering primarily how students access and learn content. Second is active learning. In

engaging in the learning process, teachers are better equipped to transfer practically applied

knowledge within their classrooms. Third is building coherence and consistency in all facets:
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prior knowledge, beliefs, school plans and district policies. Herein shows that a path with the

least amount of resistance is easiest to apply and build from. Fourth considers the appropriate

duration of the activity. Research indicates that effective professional development activities

occur over the course of a semester and engage in a minimum of 20 contact hours. The final

feature focuses on collective participation, wherein grade groups, subject groups or school

groups build a dynamic, interactive community of professional learners. A framework for

measuring effective implementation will be required to ensure that the ensuing instructional

changes in fact deliver according to the needs of all students, especially those identified within

the SmallTown School Instructional Leadership Action Plan as gifted and talented. This will

primarily be accomplished through observation and interview, as classroom observations:

will enable coaches and principals to determine whether teachers are using reform

practices perfunctorily or effectively. Interviews with teachers can provide detailed

insights into the challenges and successes teachers experience with any new curriculum

or reform, highlighting for principals and districts what additional supports might be

helpful. (Desimone, 2010, p. 31)

Within the terms of capacity building, a number of factors must be considered. As a new

principal, engaging and learning and celebrating with staff are all important steps that must first

provide the foundation of trusting relationships. From here, honest and open dialogue concerning

deficiencies can have the appropriate impact of change, as opposed to that of resentment and

hostility. Kowch (2013) explores the notion of establishing an effective interdisciplinary team

comprising of both redundant and diverse elements. This involves drawing on and amplifying the

shared common language, culture and norms that exist within the educational setting. As

described by Kowch (2013), the team of staff members must have a shared goal and maintain
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cohesion to function at the highest capacity. As improving school achievement is an overarching

goal identified at the district level, ample dialogue must occur for all members coming together

to feel unified in the desire to improve performance, thus improving redundancy. Alternatively,

the skill set represented by a diverse group of individuals “offers an organization its very

potential for ‘learning its way ahead’” as well as “its very potential for novelty and subsequent

innovations… that attract people toward change” (Kwoch, 2013, p. 18). Recognizing the value of

both redundancy and diversity in creating a space of learning among people aiming to

accomplish organizational/systemic school change, a school leader must adequately identify,

prepare and execute these elements to their highest potential. A carefully selected

interdisciplinary team will be critical to this success and the ultimate success of the previously

under-considered gifted and talented students.

Instructional/Transformational Leadership Strategies

Despite a number of varied leadership models available for examination and use, those

attributed with measurable success in improving student outcomes are “instructional” and

“transformational.” Focusing on the foundational business practices of a school, instructional

leadership examines and emphasizes “establishing clear educational goals, planning the

curriculum, and evaluating teachers and teaching” (Day, Gu & Sammons, 2016, p. 224).

Alternatively, transformational leadership places more value and effort into creating a shared

vision, creating and maintaining a positive culture of learning, organizing components and

developing people (Day et al., 2016). Research indicates that blending strategies from both

leadership models results in substantial influence on “pedagogy and the achievement of its

students;” indeed, “effective leadership practice...includes both a focus on the internal states of

organizational members that are critical to their performance and classroom instruction” (Day et
INSTRUCTIONAL LEADERSHIP ACTION PLAN 14

al., 2016, p. 225). From this blended approach, we can examine the specific steps necessary to

lead and to create the building blocks for change.

In order to successfully lead an interdisciplinary learning community and provide

instructional leadership, the principal must first “build trust and foster positive working

relationships, on the basis of appropriate values and ethical foundations, within the school

community-- students, teachers and other staff, parents, school council and others who have an

interest in the school” (Alberta Education, 2009, p. 4). As described earlier, SmallTown School

staff already possess a strong ethic of care towards the students in their classrooms, however

these efforts are not necessarily translating into a sense of well-being among all students.

Strengthening the “core relationship” of student and teacher “may be the most influential” factor

in student success (Queen, 2006, p. 126). Burnett (1999) examined and offered a list of

suggested teacher behaviors and instructional strategies to enhance this critical teacher-student

relationship specifically in relation to gifted and talented students from diverse cultures;

nevertheless, her recommendations reflect good instructional practice regardless of the

composition of students within the classroom. A few suggestions of note include:

Appreciate and accommodate the similarities and differences among the students’

cultures, build relationships with students, focus on ways students learn and observe them

to identify their task orientations… use a variety of instructional strategies and learning

activities… communicate expectations… and facilitate independence in thinking and

action. (Queen, 2006, p. 126-127)

A transformational leader in a school must emphasize these relationships and help build capacity

among staff through a shared vision and consistent follow-up. Scott, Scott and Webber (2016)

explained the changing dynamics of school leadership and highlighted the role principals must
INSTRUCTIONAL LEADERSHIP ACTION PLAN 15

play in order “to examine current assessment practices and become more innovative, to

interrogate their assumptions… courage to stand against the prevailing traditions or norms” (p.

13). Attention to the importance of strategic professional development has already been

discussed. In addition to strengthening the primary teacher-student relationship, careful

consideration must be paid to the manner in which parents are engaged in their student’s learning

journey.

Queen (2006) measured the success elementary schools had in identifying their

underrepresented gifted and talented students through the process of specific outreach to parents.

In the instance of SmallTown School, no known, deliberate parent engagement had been initiated

prior to the appointment of the new principal. Utilizing the research that identifies establishing a

relationship of trust between principal and parents as paramount, interpersonal qualities

necessary for the new administrator to foster include “respect, competence, integrity, and

personal regard for others” (Queen, 2006, p. 127). Cultivating an awareness of these qualities is

vital. Bennett (2016) discussed the use of rubrics as a means for professional educational staff to

self-assess while undergoing systemic change.  Here, administration can employ a similar

assessment framework to assist with ongoing self-reflection. With the understanding of how

change is lead, it is critical in the instance of engaging parent groups to recognize that, “people in

a school community are involved in one another’s lives, and sometime we forget about the

importance of the way they interrelate with one another and how that makes a difference in the

way learning takes place” (Bryk and Schneider, 1997, p.8).  

Beginning with people and relationships first to create a high-capacity interdisciplinary

team, the additional individual strategies to be implemented and approximate timelines follow in

the Action Items component of the SmallTown School Instructional Leadership Action Plan.
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Standards

Principals in Alberta are held to the standards outlined in the “Principal Quality Practice

Guideline” (Alberta Education, 2009). Amongst these standards are leading a learning

community, providing instructional leadership and embodying visionary leadership. One of the

primary roles of the principal is to “involve the school community in creating and sustaining

shared school values, vision, mission and goals” (Alberta Education, 2009, p. 4). Then, the

principal must “nurture and sustain a school culture that values and supports learning” (Alberta

Education, 2009, p. 5).  Within the school setting, principalship is defined as a position that:

a) promotes and models life-long learning for students, teachers and other staff  

b) fosters a culture of high expectations for students, teachers and other staff

c) promotes and facilitates meaningful professional development for teachers and other

staff  d) facilitates meaningful parental involvement and ensures they are informed about

their child’s learning and development. (Alberta Education, 2009, pg. 5)

Vital to the successful implementation of the Instructional Leadership Action Plan for

SmallTown School, administration must enact instructional leadership practice that “ensures that

all students have ongoing access to quality teaching and learning opportunities to meet the

provincial goals of education” (Alberta Education, 2009, p. 5). Though expectations maintain

that principals lead learning communities and provide both instructional and transformational

leadership, similarly to the instructional practices of a teacher, this is not prescriptive and must

fit the needs of a particular school community. The following details represent the basic

implementation for SmallTown School’s Instructional Leadership Action Plan based on the

“Principal Quality Practice Guidelines” and additional research within the educational field.
INSTRUCTIONAL LEADERSHIP ACTION PLAN 17

Action Items

The successful implementation of the practical steps and phases of the Instructional

Leadership Action Plan, as found in the appendix, is intended to build the instructional capacity

of school staff. This plan begins with administration establishing a general knowledge and

familiarity based on observation and data collection of the strengths and needs of each staff

member. Proceeding these preliminary findings, collection of information will focus around the

pervasive features of the existing school culture. Key to this first, foundational phase is the

intentional building of relationships and authentic celebrating of success in order to set the stage

for a shift in school culture to one that recognizes, honours and supports all student differences.

As discussed by Seashore Louis and Wahlstrom (2011),  

changes in school culture affect the way in which adults in and out of the school work

with each other to improve practices and create the best learning environments for all

children. Changes in culture have a strong relationship with instructional effectiveness in

the classroom. (p. 56)

Before any instructional or institutional change can occur, the principal must work to create trust

amongst all stakeholders. As asserted by Seashore Louis and Wahlstom (2011), “neither

organizational learning nor professional community can endure without trust — between

teachers and administrators, among teachers, and between teachers and parents,” reiterating the

importance of careful, planned, authentic relationship and trust building (p. 53).

Leading into the developmental phase, administrator’s attention caters to crafting and

communicating plans for professional development and learning opportunities for all staff. Once

the principal has developed strong, trusting relationships and has a good understanding of each

staff member's strengths and needs, “strategies relating to transformational leadership (e.g.,
INSTRUCTIONAL LEADERSHIP ACTION PLAN 18

developing vision, setting directions, building a “core” senior leadership group with common

purpose)” can be implemented, “together with instructional leadership strategies (e.g., raising

teacher performance expectations of self and pupils; improving pupil behavior; improving the

physical, social, psychological, and emotional conditions for teaching and learning; and using

data and research)” (Day et al., 2013, p. 240). The professional development plan (PDP) will be

based on “systematic classroom observations and increasing the use of data-informed decision

making to improve the quality of teaching and learning” (Day et al., 2013, p. 243).  In order to

ensure genuine staff buy-in and action, as opposed to staff compliance, all stakeholders must

have a shared sense of norms and values and, in particular, place importance in the fact that

teachers take “collective responsibility for ensuring that all students learn,” including a genuine

“resolve to break out of old practices” (Seashore Louis & Wahlstom, 2011, p.54). This, in turn,

will result in improved student learning. The staff must share a sense of urgency and ownership

in this process in order to change practice.

Phase three represents the actual implementation of the PDP, coupled with honest, and

frequent, reflection on the progress. Facilitating an increase of staff ownership of the PDP, the

administration must offer a “wider distribution of leadership with the focus being placed on

redesigning organizational roles and responsibilities to extend leadership across the school, build

leadership capacity, and, through this, deepen the scope and depth of change” (Day et al., 2013,

p. 243). Continual adjusting and morphing of the PDP through assessment and staff reflection

will measure and, thereby, ensure that student learning is in fact improving or moving towards

improvement. Provided the principal has established strong, trusting relationships, and is able to

lead by example, teachers will be more likely to engage in honest reflection with the principal

and will be willing to apply his/her suggestions and ideas more readily (Seashore Louis &
INSTRUCTIONAL LEADERSHIP ACTION PLAN 19

Wahlstrom, 2011). In order to truly assess if the PDP is effective, the principal will remain in

data collection mode throughout the process. The number of office referrals will be tracked,

parent, teacher and student satisfaction will be monitored and classroom observations must

continue throughout the implementation of this action plan.

The final step involves an impact assessment and celebrations of progress. As the

principal continues to refine the PDP based on “in the moment” data and ongoing classroom

observations, celebration of gains that are being made around achievement and belonging are

crucial to maintaining relationships and trust amongst all stakeholders.  This is also key to

demonstrating to the divisional office that the implemented plan has been able to achieve the

intended goals.

Conclusion

Through implementation of a research based, systematic action plan, the new

administration at SmallTown School is confident that the needs of unidentified gifted and

talented learners will be better addressed and a sense of belonging and connectedness will

increase, thereby increasing the overall achievement of all students. As teachers within a multi-

disciplinary high-capacity team become more capable and confident in their abilities to

differentiate for gifted and talented learners, improved efforts to differentiate for those who are

not yet capable of meeting grade level curricular outcomes will continue to strengthen a natural

extension of practice. The plan to create a culture that appreciates the diversity and needs of all

learners is not one to be approached flippantly, nor one that can be expected to produce easily

measurable results immediately. Through careful, intentional building of relationships with all

stakeholders, thoughtful observation of what currently exists, authentic involvement of staff in

developing the PDP, structured professional development opportunities and monitoring, in

INSTRUCTIONAL LEADERSHIP ACTION PLAN 20

addition to the communication and celebration of progress, the capacity of staff at SmallTown

School will begin to increase, leading to a changed and improved culture and increased overall

student achievement.
 INSTRUCTIONAL LEADERSHIP ACTION PLAN 21

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Alberta Teacher’s Association. (2015). The state of inclusion in Alberta schools. Edmonton,

AB.:Alberta Teachers’s Association.

Bransford, J. (2000). How people learn: brain, mind, experience, and school (Expanded ed.).

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Bennett, B. (2016). Assessment and cooperative learning: The missing think. In S. Scott, D. E.

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Bryk, D. & Schneider, B. (1997). Trust in schools: A core resource for improvement. Retrieved

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INSTRUCTIONAL LEADERSHIP ACTION PLAN 24

Appendix

Instructional Leadership Action Plan

Instructional Leadership Action Plan

Year 1

Action Step One- Foundational Phase

GOAL: Observe. Create trust and relationships. Celebrate Successes. Assess needs.
Communicate. Begin to shift culture.
 ‘Talking tour’ with all staff and representatives from different stakeholder
groups. This requires a structured time commitment from both administration
and stakeholders. This is an opportunity for an analysis of “teachers’ knowledge,
including what they already know but may not have shared and emerging
knowledge that they create through action research” (Seashore Louis &
Wahlstrom, 2011, p. 54). A specific question around how learning opportunities
are differentiated for gifted and talented learners is necessary in order to
establish baseline data around teacher perceptions of students at SmallTown
School. During these conversations, it is important to “support individuals and
groups to both identify and to preserve what is valuable to them” (Seashore
Louis & Wahlstrom, 2011, pg. 56) and to begin to collect data about facets that
perhaps need to be addressed.
 Create “‘new’ knowledge...generated by doing the tough work of figuring out
how all of the information that teachers have can be understood within the
specific context in which they’re working” (Seashore Louis & Wahlstrom, p. 54,
2011). This challenges the administrator to compile a great deal of  anecdotal
evidence and to begin to paint a full picture of SmallTown School as it currently
exists.
 Structure classroom visits, with a clearly communicated purpose of gathering
information to help structure a useful, meaningful professional development
plan to address behavioural challenges within the school.
 Celebrate with teachers the positive work that is happening in the building.
Ensure the celebrations are primarily centered around actions that improve
INSTRUCTIONAL LEADERSHIP ACTION PLAN 25

student learning and sense of belonging and connectedness. The principal will
first identify successes, eventually establishing a norm of staff identifying and
articulating successes (of self and others).
 Provide space for teachers to begin to articulate what they see as challenges.
 Structure opportunity for collaboration to begin to devise solutions to perceived
challenges. The contributions that teachers and paraprofessionals make will be
authentically acknowledged. The principal will monitor what is happening in
each collaborative group to ensure a culture of positivity, productivity and
accountability is established.
Key indicators of success: Invitation by teachers to observe classroom activities (as opposed to
the principal choosing which classrooms to visit and when). Staff seek out administration to
discuss concerns, staff begin to offer solutions to challenges brought up (by self or others). Staff
articulate their (or others) success in a public forum. Staff collaborate in a meaningful manner

Action Step Two- Developmental Phase

GOAL: Develop shared norms and values. Honour what has been and involve staff in
formulating a plan to address identified needs.
 Share data collected during ‘Talking Tour’ (common themes that developed, new
learning for the administration that resulted from these conversations,
opportunity for stakeholders to identify commonalities in strengths and
concerns). Target parent groups and arrange for regular, formal engagement
sessions.
 Develop shared norms and values for professional development.
 Develop shared norms and values for SmallTown School as an entity. Possible
revisiting of the school mission statement if is discovered that staff and students
do not currently embody the current mission. This piece is the beginning of the
principal “guiding a school to ‘chip away’ at cultural features that nullify or
inhibit change” (Seashore Louis & Wahlstrom, 2011, pg. 56).
 Begin to develop a culture of shared leadership to allow opportunity for staff to
share their strengths through designated leadership roles to select staff
members. This interdisciplinary team will feature both redundant and diverse
skill sets.
INSTRUCTIONAL LEADERSHIP ACTION PLAN 26

 Collaborate with staff around why there has been an increasing number of
behavioural referrals. Lead conversations to help staff reflect on the function of
the observable behaviours.
 Share research with staff about gifted and talented learners (with and without
disabilities). Begin to develop a shared understanding of what it means to be a
gifted and talented learner. It is important to begin to develop a means of
identifying the gifted and talented learners (and in what areas they exhibit
giftedness and exceptional talent).
 Conduct a needs assessment around teacher understanding of sound
instructional practice for gifted and talented learners.
 Facilitate discussions around the school structure and assess teacher
understanding of ways to address student learning in multigrade classrooms. It is
important to begin to analyze if the lack of differentiation for gifted and talented
students is a ‘will’ or a ‘skill’ issue.
 Seek out and provide opportunity for those with the “best ideas...to have
influence” and share their philosophies and best practices (Seashore Louise &
Wahlstrom, p. 54, 2011)
Key indicators of success: All staff contribute to (and can articulate) the shared norms and
values for professional development, all staff contribute to (and can articulate) the shared
norms, values and mission of SmallTown School. Staff take on leadership roles (initially
designated, leading to staff seeking out and creating leadership opportunities). Staff contribute
to shared understanding of the roots of student misbehaviour and are willing to consider
alternate viewpoints and consider new paradigms. All staff contribute to discussions around
school structure and demonstrate willingness to implement new structures.

Year 2

Action Step Three- Implementation Phase

GOAL: Outline professional development goal of addressing the needs of gifted and talented
learners. Directly address needs. Build on identified strengths. Continually evaluate progress
towards goal. Adjust plan as necessary to continue progress towards goal.
 Share data collected from year one and clearly communicate that the focus of
professional development will be on meeting the needs of suspected
INSTRUCTIONAL LEADERSHIP ACTION PLAN 27

unidentified gifted and talented learners. It is important to articulate that the

end goal of this plan is to increase overall student sense of belonging and
connectedness and overall student achievement.
 Honour the successes administration and others have observed (ie. meetings
needs of those not meeting age appropriate outcomes, strong ethic of care,
desire to do the best staff can with what they know).
 Provide continual space for teacher reflection and sharing of successes and
challenges. It is important to allow staff space for private and public reflection.
 Structure professional development around best practices for gifted and
talented students (adapted from VanTassel-Baska & Fischer Hubbard, 2016).
This is not intended to be a comprehensive list that would be introduced at one
time. Rather, the intention is to address one (possibly two) practices during
professional learning opportunities. Each strategy would be modelled and
practiced during the professional learning time and well as to provide
opportunity for authentic, contextual practice, as advocated for by Desimone
(2010). The subsequent professional development time would begin with a
reflection on the previously discussed practice. It is also important to allow staff
time following new learning to intentionally implement the strategies into their
planning.
o Reformulate the philosophy of the mutli-grade arrangement to embody a
multi-age philosophy of “grouping based upon achievement levels rather
than age” and collaborate to determine the most appropriate groupings
(Little, 2001, p. 482). A view of flexibility and fluidity must be maintained
for effective grouping practice.
o Focus on creating questions to address a variety of levels of learners in
classrooms.
o Collaborate to develop accelerated learning opportunities in various
subject areas. As a K-9 school, there are built in opportunities to access
teachers with knowledge about both higher and lower curriculums. This
also allows opportunity to structure enrichment that will be meaningful
and useful as the students move forward in their learning journeys.
o Collaborate to develop learning opportunities to increase critical thinking
and problem-solving skills. This may involve bringing in experts from area
Learning Consortiums, local Universities or other schools if neither the
principal nor a staff member have the knowledge to lead such
professional development.
INSTRUCTIONAL LEADERSHIP ACTION PLAN 28

o Model the process of reflection so that students can improve their

metacognitive skills.
 Honour teachers who are making changes by asking them to share strategies
that are working in classrooms and student successes they are having. If teachers
are seen to be struggling in specific areas (through continued classroom
observations), tailor learning opportunities or conversations to address
concerns.
 Continue collecting data through classroom visits, tracking office referrals,
ongoing ‘Talking tours’ with staff and other stakeholders, including parents. It is
very important that the principal is “consistently checking to make sure that
aspirations for change are understood and that they result in observable new
behaviors in schools” (Seashore Louis & Wahlstrom, 2011, p. 56) and that
progress is communicated to stakeholders.
Key indicators of success: Flexible subject area groupings based on achievement. Variety of
levels of questions used in classes (questions are personalized and intentional for different
students. More variety of assessment tasks (higher level tasks) that are intentionally selected
for specific students. Collaboration amongst grade levels to deliver continuity of content. Staff
reflection around practices: teachers share what they are doing in classes, teachers ask one
another for suggestions and ideas. Improved results on parent, teacher and student satisfaction
section of Annual Accountability pillar. Student feedback will be gathered using school specific
question on annual OurSchool survey.

Action step 4- Later Enrichment & Renewal Phase

GOAL: Continue established good practices. Maintain and facilitate ongoing team discussions.
Research further PD. Report out on achievement. Celebrate.
 Demonstrate consistency in support and communication with all stakeholders.
This phase redefines the school culture by re-establishing (or established new)
routine norms. As no single school or group or student will respond predictably,
flexibility in prescribed practice must be maintained. Nevertheless, continued
reflection on successes/areas for improvement identified in phases 1-3 shape the
support required for ongoing success.
 Maintain established communication processes. Reflect with staff for new
opportunities for collaboration based on multi-grade grouping and sharing of
INSTRUCTIONAL LEADERSHIP ACTION PLAN 29

expertise. Build on conversations of success to grow stability and confidence in

the processes outlined in the Instructional Leadership Action Plan.
 Any new staff members must be quickly engaged and made aware of a culture of
respect, inclusion and differentiation for all learners, ensuring a particular focus
on gifted and talented students.
 Collect feedback from teachers, parents and students around their satisfaction
with the quality of educatiom and define effective future professional
development to enrich current instructional practice and school culture.
Maintain coherence and consistency throughout the evolution of the PDP to
ensure consideration of gifted and talented students remains present and
foundational to the belief structure and overall school plan at SmallTown
(Desimone, 2010).
 Report to all stakeholders concerning the observable outcomes of increasing the
quality/differentiation of teaching at SmallTown school. Collaborate with staff on
what it looks like to honour professionalism, student achievement and overall
well-being to the community of stakeholders involved.
 Continue use of administrative, personal self-reflective rubric to ensure qualities
of effective leadership are being pursued.
 In order to ensure a team with both redundancy and diversity, focussed
questions regarding philosophies around inclusion and differentiation for gifted
and talented learners must be explored when hiring new staff.
 Renew interest in ongoing curricular development to expand “on social and
emotional learning and provision of creative, cross-curricular or skills-based
learning” through targeted professional development (Day et al., 2016, p. 244).
Key indicators of success: Overall improved student achievement on a variety of assessment
tools, including informal formative observations, in-class summative procedures and
district/provincially-mandated tests. Increased observational pupil participation and
engagement in learning activities. Decrease in number of tracked office referrals. Sense of well-
being and belongingness reported out on. Spontaneous, informal and collective teacher sharing
reflected in ongoing collaboration and formation of new/different groups. Differentiated
leadership practiced and embraced by all levels of staff. Renewed interest and energy in the
ongoing process of developing an evolving Leadership Instructional Action Plan.