reform implementation strategies and success: learning from the field mark flatau, cle elum-roslyn...
TRANSCRIPT
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Reform Implementation Strategies and Success: Learning from the FieldMark Flatau, Cle Elum-Roslyn
Pam Estvold, ConwayMartin Brewer and Laura Staley, Pioneer
Helene Paroff, NEWESD 101
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Making Connections
• Disrupting Poverty: Kathleen Budge• Like-sized District Session• Poverty, Partnerships, and Plywood: Trevor
Greene• Concurrent Session• Panelists: Cle Elum-Roslyn, Conway, and
Pioneer
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Making Connections
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Spheres ofInfluence
Actions
SchoolCulture
A FRAMEWORK A FRAMEWORK FOR ACTION FOR ACTION
Leading Leading High High Poverty Poverty Schools to Schools to High High PerformancePerformance
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Cle Elum-Roslyn School District:Mark Flatau
The Cle Elum-Roslyn School District is a welcoming and respectful environment,
filled with caring and compassionate people, resulting in social and academic
excellence.
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Cle Elum-Roslyn School District: By the Numbers (OSPI, May 2013)
K-12 district Student count: 927 Free or Reduced-Price Meals: 42.2% Special Education: 11.3% White: 84.7% Hispanic/Latino of any race: 7.6% 4-Year Cohort Graduation Rate (2012): 84.7%
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•Lesson 1: Culture is Everything
•Lesson 2:The emphasis must be on the Instructional Core •Lesson 3: Students have to be working as hard as the teachers
•Lesson 4: Relationships, Relationships, Relationships. It’s all about Relationships
•Lesson 5: Upset the apple cart when needed and justified
•Lesson 6: The learning plan must address the needs of all learners
•Lesson 7: Celebrate the learning that is taking place so all can see our success
Cle Elum-Roslyn School District“A Great Place to Learn and Live”
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Conway School DistrictPam Estvold
Conway Cougar Pride, creating a community of life-long learners
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Conway School District: By the Numbers (OSPI, May 2013)
K-8 districtStudent count: 450Free or Reduced-Price Meals: 26.1%Special Education: 11.6%White: 83.5%Hispanic/Latino of any race: 14.3%4-Year Cohort Graduation Rate (2012): N/A
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Pam Estvold• 22 years Building Principal:– Middle School in Spokane– K-8 in Burlington-Edison– High School in Anacortes
• Asst. Superintendent-Anacortes • TPEP Pilot District• LCFFS-AWSP Leadership Model• Currently leading a Principal Evaluators PLC at ESD 189• Superintendent-Conway School District: K-8 450
Students
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Roles in Conway• Transportation Director• Food Service Director• Facilities Manager• Human Resources• Risk Management• TPEP implementation • Common Core• 4 year Levy• Board relations• $12 million construction
project
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Theory of Action
• If we apply common criteria for principal performance within the leadership framework and teacher performance within the instructional framework, then there will be an increased systemic coherence which will result in higher levels of performance and learning from principals, teachers and students.
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Teachers:“fostering and managing a safe, positive learning environment.”
“collaborative and collegial practices focused on improving instructional practice and student learning.”
Principals:“creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.”
“providing for school safety.”
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Teachers:“using multiple student data elements to modify instruction and improve student learning.”
Principals:“development, implementation, and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.”
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Teachers:“providing clear and intentional focus on subject matter content and curriculum.”
Principals:“assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.”
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Teachers:Implementing the instructional framework
Principals:“monitoring, assisting, and evaluating effective instruction and assessment practices.”
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Comparison of Three Approaches to Adult PD
Component
Lecture (Sage on Stage)
Guided Practice(I do, we do, you do)
Living the Learning(AA, R, S, F, A)
Format Formal presentation on core principles
Question & Answer
I do: Formal presentation on core principles
We do: Shared presenter-participant activity modeling the core principles
You do: Application: try it on your own
Activity sparks learning
Facilitated Sharing Framing: formal
language around participants’ sharing
Reflection Application: put it
into practice
Approx. Leader Talk
90-95% 40-50% 15-30%
Learning Beliefs
We learn best by listening to the expert on the topic
We learn best by listening to the expert and then having a chance to apply it
We learn best by generating the knowledge through experience and then applying it to our context
Limitation Adults retain 5-10% of what they hear
Leader does the heavy cognitive work: participants imitate but don’t build their own conclusions, limiting investment & retention
Requires precisely built activities that lead to the proper conclusions; takes far more time to plan & more work to facilitate
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Teacher quality is the most important factor in student
achievement
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Leadership is key to improving teaching & learning
“Leadership is second only to classroom instruction among all school related factors that contribute to what students learn at school.”
-- How Leadership Influences Student Learning, Kenneth Leithwood, et al, University of Minnesota,
University of Toronto, 2004
“Six years later we are even more confident about this claim.”-- Learning from Leadership: Investigating the Links to Improved Student Learning,; Louis, et al, 2010
21
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Seven Pillars of Effective Schools--Instruction:
Data-Driven Instruction–Defining the end goal and shifting the focus from what was taught to what students learned
Planning–Building strong curriculum plans and lesson plans as a foundation for effective teaching
Observation and Feedback–Speeding up the feedback/improvement loop
Professional Development–Developing knowledge base about teaching–Providing opportunities for practice in a controlled setting
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Seven Pillars of Effective Schools--Culture:
Student Culture–Creating a rigorous, joyful student culture that drives learning and character development
Adult Culture–Building a strong, supportive adult culture
Managing and Developing Leadership Teams–Developing additional instructional leaders who can lead implementation of the instructional pillars
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»Super levers:»Data Driven Instruction
(criteria 3 and 5)»Culture (criteria 1 and 8)»Chapter 9-Superintendents»Train the leaders»Coach them continuously»Monitor their progress
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Planning with Data
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Student growth cycle with CC Standards; instructional framework;
PLC work
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Pioneer School DistrictMartin Brewer and Laura Staley
High levels of learning for all…Every Child, Every Day
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Next Steps…
• What?
• So what?
• Now what?