closing the achievement gap by improving instruction in the core (or forget about it)
TRANSCRIPT
Closing the Achievement Gap by Improving Instruction in the Core
(or forget about it)
Goals for Today Examine how educators in one school
developed a professional culture and implemented instructional norms to improve student learning.
Share practices that advance professionalism and improve instruction.
Timelines
10:00 – 11:15 “From worst to first” 11:30 – 12:30 Instructional Norms and
Instructional Monitoring LUNCH
1:15 – 3:30 Professionalizing staff processes 3:30 – 4:00 Q & A (Extra stuff if we have time)
Power of CultureThe key to creating a school where failure is not an option is this . . .
Transforming the school culture
Some schools have productive cultures; others have problematic ones. But every school has a culture, whether one is aware of it or not.
-Alan Blankstein, Failure Is Not An Option.
Waterford High School
Waterford High School 580 Students
Title 1 School: 52% Free/Reduced
Minority Population: 47%
English Learner: 16% (plus RFEP 11%)
Special Education: 15%
Factors Contributing to SuccessDon Davis, Superintendent/Principal
Educational Program•College Preparatory Scheduling
•One-Year Algebra
•Support Intervention Courses
•CAHSEE Prep
•Time: Block Schedule (Optimize effective use of time)
Factors Contributing to SuccessContinued…
Culture•Mission / Vision / Beliefs / Pillars
•Progressive
•Professional Community
Instruction•Instructional Norms / Instructional Tours / Instructional Development
SharingIn your group share a particular aspect of
your school, or a school that you serve, that you believe plays a significant role in student achievement.
“Bottom of the Barrel”
JOAN BARNETT LEE/THE BEE
Last Updated: February 22, 2003, 05:47:59 AM PST
Sonoma Elementary School in Modesto got two 10s, a perfect score.
Waterford High School was at the bottom of the barrel, with a pair of 1s.
And other schools in the region were in between when the state Department of Education released two rankings Thursday that show how California's 8,801 schools stack up on a scale of 1 to 10.
“Worst to First”Waterford API Trends for Subgroups
782
716720650
566
529
828
795796
745
691
627
776
598
722723
643
530
500
550
600
650
700
750
800
850
1 2 3 4 5 6
Years (2003-2008)
AP
I S
co
res
Hispanic/Latino White Socioeconomically Disadvantaged
Waterford Academic Performance Index (API): Trends for Subgroups
98 point gap
52 point gap
Data / Observations (Academic Performance Index: API 200 – 1000)
• Base API 2002 (475)
• RSDSSS – SJCOE Visit (1st SWIPS) (School wide instructional practices survey)
Base API 2003 (562)
• 2nd SWIPS Form
• Base API 2004 (631)
Data / ObservationsContinued
• WASC Process (Faculty Proclamation “Scores rise as instruction improves”)
• Instructional Norms
• Base API 2005 (702): Site Visitation – Broadening the Sphere of Influence
• Base API 2006 (755): Instructional coaches
Accreditation: Self-study
Improved Instruction
Though there has been significant improvement in student performance on state-mandated exams, all population sub-groups continue to have significant numbers of students achieving in performance bands below the “proficient” level. This is true in all academic areas. Efforts have been made to align curriculum with adopted standards, select essential standards for instructional emphasis and create benchmark exams. To continue to see improved achievement and realize these gains over time, the consensus of the stakeholders is to improve the effective delivery of teacher-directed instruction; this instruction will utilize assessment data to drive lesson development leading to all students producing grade-level work every day.
Data / ObservationsContinued
• 2007 Growth API (761): “Improve collaboration, improve instruction.”
• 2008 Growth API (808): Formalize Peer-to-peer observation and feedback
The Rest of the StoryWaterford
API Trends
761755
702
631
475
562
808
761761
702
580
637
450
500
550
600
650
700
750
800
850
1 2 3 4 5 6
Years
AP
I S
co
res
Base Year (2002-2007) Grow th Year (2003-2008)
Waterford API Trends
WASC:Instruction
Time on
Task
Instructional Norms
Instructional Coaching
CollaborationRSDSS
Continued 2009 (API 803) Begin the development
of Instructional Norms 2.0
2010 (API 806) Effective School wide Language Pedagogy (ESWLP)
“What Works” Clearinghouse
• Turning Around Low-Performing Schools
• http://ies.ed.gov/ncee/wwc/pdf/practiceguides/Turnaround_pg_04181.pdf
• Four recommendations
Four Recommendations….
1. Signal the need for dramatic change with strong leadership
2. Maintain a consistent focus on improving instruction
3. Provide visible improvement early in the turn-around process
4. Build a committed staff
Signal the need for dramatic change with strong leadership
Communicating a clear purpose
Creating high expectations and values
Sharing leadership and authority
Identifying advocates within the staff
Building consensus
Recommendation #1
To become wholly focused onstudent learning, teacher-directed instruction, and professional collaboration,
so that Waterford High School serves as a demonstration site for other educational professionals.
Vision
The mission and vision are achieved by commitment to the following:
High quality teacher-directed instruction raises student achievement.
Academic content standards and assessments offer clear direction for instruction.
An organizational culture characterized by professionalism promotes excellence.
Outstanding Curricular, Co-Curricular and Extra-Curricular programs advance student development.
Beliefs
Pillars
Pillar 1: Pursuing Excellence
• Improve instruction, programs and operations so that students achieve countywide and statewide excellence in academics (API, AYP, and college admission), athletics, and the arts.
PillarsContinued
Pillar 2: Personalization
• Ensure that students become well-known by faculty and staff; and, commit to professional peer relationships among teachers, administrators, and classified employees.
PillarsContinued
Pillar 3: Purpose Driven
• The mission is advanced through data-driven decisions, teacher-directed instruction, and a commitment to teaching as a personal calling.
“Each student graduates with choices!”
PillarsContinued
Pillar 4: Standards-Based Curriculum and Instruction
•The California Content Standards are embraced when seeking and developing curriculum and when preparing well-crafted lessons.
“Each student has the opportunity to learn each day!”
PillarsContinued
Pillar 5: Block Schedule
• Time is utilized as a resource to maximize student productivity.
Reflection
What are the “guiding principles” at your school? Or, how have you and your team defined and communicated your school’s purpose?
Reflect for 2 minutes, then share with your partner
A Professional Covenant
“The key to successful schooling is building a covenant, comprising purposes that bond people together around common themes and that provides them with a sense of what is important, a signal of what is of value.”
Sergiovanni (2005)
Strengthening the heartbeat: Leading and learning together in schools, p. 8
Hard Truths
Teachers Matter . . . A Lot!
The most significant impact on student learning is the quality of teaching.
Ineffective teachers can impede the learning of students.
Next to a highly effective teacher . . . . . .the second most powerful factor in increased student
achievement is . . .an effective school culture that encourages, supports, and expects teachers to work together to improve their own practice, as well as student learning.
(Marzano, 2003)
Brutal Facts Every study of classroom practice reveals that
most teaching is mediocre – or worse. (Goodland, Sizer, et al)
Effective teaching practice is voluntary and therefore rare. (Richard Elmore)
Improvement will require recognition of the moral outrage at ineffective practices. (Roland Barth)
Instructional privacy leads to isolation; isolation is the enemy of improvement. (Mike Schmoker)
Fundamental Core Value
• The leader never compromises the core values of the organization.
• Waterford High School fundamental belief: “Student achievement rises as instruction
improves.”
• “Improve Instruction Improve Achievement”
• “Improve Collaboration Improve Instruction”
Key Thought
A leader never compromises the core values of the organization
Examples of Core Values
All students can learn if taught well and provided support.
Students will have opportunity to learn every day
Professional collaboration promotes instructional excellence
State content standards and assessments provide clear direction for instruction
Time is a valuable resource and must be allocated to maximize learning
Core value transformed to a goal
Every student that is in our system from kindergarten through 2nd grade will enter 3rd grade on grade level or above.
Every student that is in our system from K through 7th will enter 8th grade prepared to be successful in Algebra 1.
Personal Reflection
To what extent has the “effective delivery of instruction” become a foundational
aspect of your leadership?
Share in your groups.
Auman and Young Learning 24/7 Classroom Observation Project 2006 (1500 K-12 classrooms):
Clear Learning Objective: 4% of classrooms.
Evidence of Higher Order Thinking: 3% of classrooms.
Ineffective practices were almost as prevalent in affluent, high scoring schools as in disadvantaged, low-scoring schools.
BREAK
15 Minutes
CULTURE OF INSTRUCTION
Our Goal:
Establish a Culture with
Instructional Norms &
Expectations
Of the 120 sessions presented at the Closing the Achievement Gap Summit, how many addressed the effective delivery of instruction in the school’s core program?
Observation
26
Instruction: The #1 Factor in Achievement
“The single greatest determinant of learning is not socioeconomic factors or funding levels. It is instruction.”
Schmoker, 2006
Instruction: The #1 Factor in Achievement
“Five years of instruction from an above-average teacher can eliminate the achievement gap on state assessments.”
Kati Haycock, 2005
Instructional Norms
Instructional elements that occur in all classrooms across all content areas
A research-based instructional strategy that will be implemented in every class every day
Define: Instructional Norm
A research-based instructional strategy that will be implemented in every class every day
WHS Instructional Norms
• Objective
• Teach First then Check For Understanding
• Student Production
• Alignment of Independent Work
• Meaningful Interaction
• Concept Development
Norm 1: OBJECTIVE
(Deconstructed from the content standard)
• Students know and can articulate the purpose of the lesson; this includes the skill and concept that is being
taught.
Norm 2: TEACH FIRST then CHECK FOR UNDERSTANDING
• The practice of teaching before questioning is the norm. Moreover, teachers routinely
enhance student engagement by checking for understanding often, mainly utilizing non-volunteers. Before releasing students to begin independent work, teachers have
checked for understanding and are confident that students have grasped the skill and the
concept that have been presented.
Benefits
• Students are engaged
• “I don’t know” loses its power
• Teacher is empowered to refine instruction
• Discipline issues decline
Norm 3: STUDENT PRODUCTION
• Students are expected to produce grade-level work every day in every class. This can be accomplished through guided practice and independent or
group work.
Norm 4: ALIGNMENT of INDEPENDENT PRACTICE
• Teachers ensure that the independent work that
students are expected to complete is directly aligned with the learning objective
and with the delivered instruction.
Norm 5: CONCEPT DEVELOPMENT
• Strategic instruction designed to promote
acquisition of the underlying principle or “main idea” of the
learning objective.
Building Concept
• Objective: Students will find the interior angles of convex polygons.
• Concept: Every convex polygon can be broken up into triangles, and every triangle has interior angles that add up to 180o
• Importance: Laying tile, or making stained-glass. Designing patterns, soccer balls, or buildings…
Norm 6: MEANINGFUL INTERACTION
• Student collaboration on a well-defined task designed
for a specific purpose.
Video Clip
Wil Frey Instructional Coach
http://dww.ed.gov/School-Turnaround/Committed-Staff/see/index.cfm?T_ID=21&P_ID=45&c1=793&c2=685&c3=924
Objective for each lesson (deconstructed from content standard)
Daily Oral Language
Academic Vocabulary Development
Concept Development (“Big Idea”)
Sentence starters
Daily warm-up problems in each lesson
Wait Time 7 – 10 seconds
Other Ideas for “Norms”
Other Ideas for “Norms”Continued
Periodic Review occurs each day
“Bell-to-Bell” expectations (Time on Task)
Congruence (matched lessons)
Non-fiction writing
Higher Order (open ended) Questions
Variety of CFU strategies
Language Objective (Speak, Listen, Read, Write) linked to each learning objective
Reflection
Would the teachers in your school/district report that they have a clear understanding of the instructional expectations?
Why, or why not?
Development of Instructional Norms
Key elements of the processUse of data to open the conversationDiscovery of research-based instructional
practices that evidence increased student success with our student population (Value added)
Teachers collaborated to select and implement
Low-hanging fruit Easy to implement with quick returns for teachers
and studentsCelebrate success
Checking for Understanding
Think of at least one key element WHS used to implement Instructional Norms
Which element might be key for your organization? Why?
Share with a partner
Activity (5 minutes)
Identify 2 instructional norms that you would like to see established at your site.
What steps or processes do you believe it will take to support the development and implementation of the norms?
ACTVITY Monitoring instruction vs. evaluating instruction.
Complete this sentence: I would define “monitoring instruction” as _________, and “evaluating instruction” as ____________.
Brutal Facts…Supervision of Instruction
The heart of instruction is the monitoring of instruction. Very few principals monitor instruction. (Berliner, Marzano, el al)
Direct involvement in instruction is among the least frequent activities performed by administrators of any kind at any level. (Richard Elmore 2000)
The administrative superstructure of schools exists to “buffer” teaching from outside inspection, interference or disruption. (Richard Elmore)
“Who’s flying the damn plane?” (Rick DuFour)
Three PROCESSES
INSTRUCTIONAL MONITORING (Collecting data)
“INSTRUCTIONAL TOUR”
INSTRUCTIONAL COACHING
WHS Process: Monitoring
Determine the Instructional Norm focus
Walk-through collecting process data
Compile aggregate data and share via email w/ staff
Based on evidence plan PD for next staff meeting.
WHS Process: Instructional Tour Invite at least (2) teachers to tour classes
Using the I.T. Instrument: Observe instruction in a class (5 – 10 minutes)
Step outside & have a conversation about the instruction
Go to another class and repeat.
Waterford High School Drop-in observation Instructional Norms
Date: Course: Period: Instructional Norm Comments
OBJECTIVE (Deconstructed from the content standard) Students know and can articulate the purpose of the lesson; this includes the skill and concept that is being taught. Can the students say the objective in their own words?
TEACH FIRST then CHECK FOR UNDERSTANDING The practice of teaching before questioning is the norm. Moreover, teachers routinely enhance student engagement by checking for understanding often mainly utilizing non-volunteers. Are all students held accountable?
STUDENT PRODUCTION Students are expected to produce grade-level work every day in every class. This can be accomplished through assignments, guided practice and independent or group work. Are the students engaged, is there production?
ALIGNMENT of INDEPENDENT PRACTICE Teachers ensure that the independent work that students are expected to complete is directly aligned with the learning objective and with the delivered instruction. Were the students effectively taught to do the assigned work?
CONCEPT DEVELOPMENT Strategic instruction designed to promote acquisition of the underlying principle or “main idea” of the learning objective. Before the students leave the classroom do they know the importance of the ‘main idea’?
MEANINGFUL INTERACTION* Student collaboration on a well-defined task designed for a specific purpose. Were students given opportunity to interact?
INSTRUCTIONAL LIST
__ Objective __ Whiteboards __ Guided Practice __ Permanent Record __ TAPPLE __ Non-volunteers __ Higher Order Question __ Student Production __ CFU __ Elaboration, Explain, Echo __ Modeling __ Periodic Review __ Re-teaching __ Meaningful Interaction __ Alignment __ Concept / Importance The above were observed in your class today. WELL DONE! __ Wait Time
Waterford High SchoolDrop-in Observation Instructional Norms
Instructional tours Questions to ask teachers during a D-I tour:
“What did you see in relation to D-I?” “What evidence did you observe?” “What did you notice about the teacher’s use of ‘wait
time’?” “It appeared to me that the teacher was developing
concept when… what do you think?” “Did you pick up on the teachers decision to…?” “Were the students sufficiently engaged and producing?” “Did it appear that the independent work was aligned with
the objective? How so?” “Did you hear a Higher Order Question? How did the
student respond?”
Instructional Tour: Video
http://dww.ed.gov/School-Turnaround/Committed-Staff/see/index.cfm?T_ID=21&P_ID=45&c1=793&c2=685&c3=924
The instructional tour
The tour is best utilized when teachers are the primary source of observers.
REFLECTION
What benefit(s) do you see in the “Instructional Tour”
Have you instituted a similar practice in your school? What are the challenges? barriers?
Monitoring
“What gets monitored gets implemented”
Reflection:
If we do an effective job of monitoring the instructional norms, providing feedback and supporting with PD, then the evaluation of instruction takes care of itself.
Agree or disagree?
Waterford Unified School District Waterford High School - Lesson Observation
Teacher Name: Date: Course/Period:
Instruction Meets Standard
Progress Evident
Needs Improvement
Unsatisfactory Not Observed or Not Applicable
OBJECTIVE Learning objective is aligned with content standard Learning objective taught to students in language they understand
Learning objective matches independent practice Comments:
CHECKING FOR UNDERSTANDING Teacher teaches first before CFU Teacher routinely utilizes non-volunteers when CFU Teacher elaborates as necessary Teacher utilizes strategies to monitor all students and adjusts lesson accordingly
Guided practice effectively utilized to CFU An effective closure activity was utilized as a final CFU CFU included Higher Order Questions and/or critical thinking
Wait time is sufficient Comments:
SKILL & CONCEPT DEVELOPMENT
The concept or “main idea” of the objective is taught The importance of the concept is taught The skill is taught through a logical sequence of instruction
The teacher effectively models the skill Cognitive strategies are used to aid understanding Pertinent sub-skills are practiced Comments:
STUDENT PRODUCTION
Students produced grade-level work during the lesson Teacher ensured a high level of student engagement Students produced a permanent record Teacher directed meaningful interaction between students.
Comments:
Waterford High SchoolLesson Observation
ALIGNMENT OF INDEPENDENT WORK
The independent work was closely aligned with the instruction
Students demonstrated ability to successfully complete independent work
Comments:
PLANNING The lesson is well-crafted and planned in advance Materials are prepared in advance Comments: CURRICULUM The adopted curriculum is presented with fidelity Supplemental materials support the content standard All students have access to curriculum Comments:
SPECIAL POPULATIONS The needs of special populations were addressed Visual aids are abundant SDAIE Techniques are effectively utilized Resource/student aide(s) are effectively utilized Comments:
CLASSROOM MANAGEMENT and TIME ON TASK
Time on task is optimal (95%) Class start-up is efficient Routines and procedures are well established; transitions are smooth and efficient
Teacher appropriately manages student behavior Comments:
Date of pre-conference: Date of post-conference: Signature of Evaluator: ___________________________________ Date: _______________________ The unit member’s signature verifies a review of this observation, but does not necessarily constitute agreement. It is understood that the above will become part of the personnel record and that the undersigned has ten (10) days express in writing any objections explanations, concerns, qualification, or, any other items relating to this evaluation that he or she may deem pertinent which will be attached to, and become part of, the total document. The ten (10) day period begins on the date of the signing below. It is further understood that refusal to sign does not prevent the inclusion of these documents in the personnel file. Signature of Unit Member: ________________________________ Date: _______________________
Waterford High SchoolLesson Observation, continued
LUNCH (45 Minutes)
During lunch reflect on the following and share at your tables:
Have you ever worked for/with a true instructional leader? What was special about the experience?
Do you have instructional “heavy hitters” on your staff? How do they influence the teaching practice of their peers?
Revere dataProfessional Development focused on instructional goals
“Gold Standard” job-embedded PDRelentless focus on improving teachers’ skillsContinually monitor instructional practice
Instructional toursPeer observation
Monitor student progress
Recommendation #2:Maintain a consistent focus on improving instruction
Professional ladder for instruction Instructional Norms: Non-negotiableDistrict Certification in effective instructionDeveloping into an Instructional Coach
A Cohesive Staffwith High Expectations for Instruction
What is Certification?
Being certified by an outside independent agency on the ability to design and deliver a well-crafted lesson, and then demonstrate a high-level of reflective practice.
(District is preparing an internal process for certification in instruction)
Reflection
What does the term “job-embedded professional development” mean to you?
Share in your group.
Job-embedded professional development.
Professional development regularly delivered during the school year primarily by peers and is intended to:
(a) train teachers in the delivery of the agreed upon researched-based instructional strategies (norms);
(b) address (remediate) an observed instructional deficit;
(c) extend the effective implementation of the norms or share new strategies.
Professional Development
“Schools and School Districts [Principals, Ed. Services Directors, Teachers, and
external experts] must provide high-quality staff development relative to effective instructional practices identified by the research.”
Marzano et al. (2001)
Classroom instruction that works: Research-basedstrategies for increasing student achievement
Leadership Is Not a Solo Act
Leadership is inevitably collective... collective leadership is the best way to get results.
~ Senge & Kofman
The Role of Coaching
To ensure the successful implementation of instructional norms.
Responsibilities of Coaches
Boot-Camp for new Teachers (or whole district)
Professional Development
Monitoring of PD implementation (walkthroughs, observations, instructional checklists...)
Planning Demonstration Lessons
Coach teachers wishing to become DI certified
Lesson Study
Develop a culture of trust
Support teachers in preparation for evaluation
WHS Practices
Everyone goes through “Instructional Boot Camp”
Every faculty meeting is divided intoProfessional Community TimeProfessional Development
Every teacher participates Instructional ToursPeer Observation
Waterford High School
20
30
40
50
60
70
80
90
100
2002 2003 2004 2005 2006 2007 2008
ELA Passed
Math Passed
Percentage of 10th Grade Students Passing CAHSEE
Provide visible improvements early in the turn-around process
Student disciplineEffective use of timeImprovements to facilitiesLow-hanging fruit
Recommendation #3 (Yet, more leadership required)
No school is limited to the constraints of its demographics, but no school, or district, can overcome the constraints of its leadership.
Mike Neece2007 AVID State Conference
Everything rises and falls on leadership
John Maxwell
Truth
Low-Hanging FruitIt’s just as sweet!
Something that is non-controversialWait time when CFU Instructional minutes “time on task”Students know the purpose of the lesson
(objective)
Principals, for better or worse, set the emotional tone of their school, and one of the most significant responsibilities of the principal is to portray a positive attitude about the ability of the staff to accomplish substantive things.
Marzano, Waters, & McNulty (2005)
The Impact of Leaders
“The key to successful schooling is building a covenant, comprising purposes that bonds people together around common themes and that provides them with a sense of what is important, a signal of what is of value.”
Sergiovanni (2005)Strengthening the Heartbeat: Leading and
Learning Together in Schools, p. 8
Strategy
Recommendation #4
Build a committed staff
Growing as an Instructional Leader Attitudes:
“I don’t need to grow I’m already awesome!”“Truthfully, I wish I was an Instructional Leader,
instead I’m a well-paid disciplinarian.”“I know I have it in me to lead in this area, I’ve
had sporadic flashes of brilliance.”“I can only lead those who want to be led, so I
haven’t pursued it.”“Up ‘til now it (instructional leadership) hasn’t
received the attention I know it should, I want to grow.”
Staff Meeting
Question for reflection
What does a typical staff meeting look like at your school?
Building your staff
Staff Meeting
ProfessionalCommunity
ProfessionalDevelopment
Strategy to Build Community About What’s Important
Have a consistent process.
One-half of the staff meeting minutes is devoted to “Professional Community.”
One-half is devoted to “Professional Development.”
The Typical Staff Meeting at WHS
House-Keeping/ acknowledgement of what good is going on (5-10 minutes)
Article, Data, Hot Topic in Education, Discussion and Collaboration...(15-45 minutes)
PD on instructional norms or new Research-based instructional strategy (40-60 minutes)
Ideas for professional community times.
What do you believe about your school’s demographic challenges?
School Identity
Each school in California is placed in a “demographic” category (similar schools)
Is our school’s identity tied to its demographic realities?
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, in The Condition of Education 2002.
U.S. Demographics
Of every 100 White Kindergartners:
93 Graduate from high school
65 Complete at least some college
33 Obtain at least a Bachelor’s Degree
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, in The Condition of Education 2002.
U.S. DemographicsContinued
Of every 100 African American Kindergartners:
87 Graduate from high school
50 Complete at least some college
18 Obtain at least a Bachelor’s Degree
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, in The Condition of Education 2002.
U.S DemographicsContinued
Of every 100 Latino Kindergartners:
63 Graduate from high school
32 Complete at least some college
11 Obtain at least a Bachelor’s Degree
Academic Preparation
Adelman, 1999
Academically well-prepared students are likely to graduate from college regardless of their social background. Unprepared students of all backgrounds are not likely to do so.
American Educator, 2004
Present relevant research or findingsconclusions from noted experts then discuss:
“… operating from a well-articulated and visible set of ideals and beliefs regarding schooling, teaching, and learning.”
Marzano (2005)21 Responsibilities
Idea #2
Video Clip
http://dww.ed.gov/School-Turnaround/Focus-on-Instruction/see/?T_ID=21&P_ID=45
Idea # 3
Provide a brief article or excerpt for teachers to read.
Ask them to answer guiding questions individually, and then to share their answers in a small group.
Practice
Take 7 minutes to read the article.
Identify 3 important points from the Schmoker article and be prepared to paraphrase them.
How are you as a teacher or an instructional leader contributing to improving the effective delivery of instruction in your school?
Take 3 minutes each to share your responses with your partner.
Principal’s Role
“Prime the Pump” (provide an article and guiding questions)
Participate in a sub-group
When appropriate: Be the keeper of the notes
Synthesize the findings* (If you don’t do anything else, do this!)
Report back
Principal’s Responsibility
Creating a culture where people feel valued, and compelled to accomplish something significant.
Rick DuFour
Professional Community
Small group discussions
(A real-life application)
Professional Community
Five Indicators of aProfessional Community
Indicators of PLCIndicator #1: Data is revered
Indeed, one of the defining characteristics of schools producing unprecedented gains in student achievement (particularly with students whose backgrounds are not conducive to such gains), is that they rely on data to identify probable successful interventions. (Hopkins & Ainskow, 1993)
Share: In what ways do you share data?
Indicators of PLCContinued
Indicator #2: Peer Observation
Instructional excellence is achieved when teachers take part in teacher-to-teacher review of instruction. If introduced and administered correctly, it will become a positive factor in the teaching/learning environment of the school.
(Mike Schmoker, 1998)
What barriers exist to peer observation in our school?
Indicators of PLCContinued
Indicator # 3: Professional Conversation about practice
Teachers share ideas daily regarding vital issues of instruction, curriculum, testing and school operations (Habermann, 2004).
Reflection: Briefly describe the last professional conversation you had.
Indicators of PLCContinued
Indicator # 4: Collaboration
Teachers become involved in partner and team teaching and other collaborative efforts in program development, writing and research (Habermann, 2004).
What do you most enjoy about collaborating with a peer?
Indicators of PLCContinued
Indicator #5: Rooting for one another’s success
In a professional community teachers are aware one one another’s challenges and share in the celebration of their students success.
Share a time when a colleague congratulated you for a professional accomplishment.
Things I have learned
Be the number #1 cheerleader for your team.
Define common values/beliefs/principles and do not compromise.
Distinguish between monitoring and supervising instruction.
Elevate the level of staff meetings to be times of professional collaboration.
Involve teachers in the classroom walkthroughs
Learning by Doing
Capacity building…is not just workshops and professional development for all. It is the daily habit of working together, and you can’t learn this from a workshop or course. You need to learn it by doing it and having mechanisms for getting better at it on purpose.
Michael Fullan
Extra stuff if we have time
More on school culture, collaboration, and instruction
What is School Culture?
Assumptions
Beliefs
Expectations
Habits
School Culture is more than climate or morale.
It has been defined as the “underground flow of feelings within schools… communicated in the form of vision and values, beliefs and assumptions, rituals and ceremonies, history and stories, and physical symbols.” Jerald, 2006, p.2)
It involves common practices, expectations, and norms of practice, often unspoken.
Culture and Effectiveness “At a deeper level, all organizations,
especially schools, improve performance by fostering a shared system of norms, values and traditions.
These infuse the enterprise with passion, purpose and a sense of spirit.
Without a strong, positive culture, schools flounder and die” (Peterson and Deal, 2002)
Is your school culture infused with a passion and purpose focused on learning?
Link Between School Culture And Educational OutcomesHigh Performing Schools
Valued:
• Hunger for improvement.
• Raising capacity-helping people learn.
• Focusing on the value-added.
• Promoting excellence-pushing the boundaries of achievement.
• Making sacrifices to put pupils first.
Low Performing Schools Valued:
• Warmth, humor, repartee, feet-on-the-ground.
• Recognizing personal circumstances- making allowances- tolerance- it’s the effort that counts.
• Creating a pleasant and congenial working environment.
Toxic School Culture
“Educators believe that student success is based upon students’ level of concern, attentiveness, prior knowledge, and willingness to comply with the demands of the school, and they articulate that belief in overt and covert ways.”
“Educators create policies and procedures and adapt practices that support their belief in the impossibility of universal achievement.”
- Peterson. (2002) Is Your School Culture
Toxic of Positive? Education World 6 (2)
Healthy School Culture
“Educators have an unwavering belief in the ability of all of their students to achieve success, and they pass that belief on to others in overt and covert ways.”
“Educators create policies and procedures and adopt practices that support their belief in the ability of every student.”
- Peterson. (2002) Is Your School Culture
Toxic of Positive? Education World 6 (2)
“Throughout our ten-year study, whenever we found an effective school or even an effective department within a school, without exception, that school or department has been part of a collaborative learning community.”
-Milbrey McLaughlin
* * * * * *
Next to a highly effective teacher . . .
. . .the second most powerful factor in increased student achievement is
. . .an effective school culture that encourages, supports, and expects teachers to work together to improve their own practice, as well as student learning.
-Marzano, 2003
Culture of Instruction
Instructional Practice
Do we have agreed upon norms for instructional practice?
Culture of Instruction If we have not impacted the culture of
classroom instruction and reached agreement on our instructional norms, we are not functioning as a high performing team/PLC.
The experts are among us. How do we access that expertise to improve our work?
We must have a method to verify that our instructional norms are imbedded in our school’s culture.
Collaboration It is likely that each of us has an
understanding of, or a picture in our mind of, professional collaboration.
With a partner, create a list of opportunities, or possibilities, for collaboration that exist on your campus.
Take 3 minutes.
Opportunities to structure collaboration
Data review Department, grade-level meetings Staff meetings Peer observation, pre- and post- Principal advisory committee One-on-one conversations Instructional coaching model Instructional tours: walk-through Lesson study (writing a lesson as a team)
Developing and evaluating guiding principles
Mission / Vision / Beliefs & Values / Goals
Discussing educational issues and investigating best practices
Professional conversations
Possibilities
Establishing and refining instructional expectations
Teachers helping teachers find the “Value Added”
Analyzing performance and processing data
Evaluating program and implementing recommendations
PossibilitiesContinued
Why is the use of higher order questioning important? Current research indicates that the use of
a variety of higher-order questions in an open-ended and nurturing educational environment strengthens the brain—creating more synapses between nerve cells—just as exercise builds muscle tissue.
Teachers' effective use of a variety of higher-order questions can overcome the brain's natural tendency to limit information.