schools are improving school improvement. schools are improving school improvement changing world
TRANSCRIPT
•Schools are Improving
•School
Improvement
•Schools are Improving
•School
Improvement
•Changing
World
•The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.
We’ve created false proxies for learning…
• Finishing a course or textbook has come to mean achievement
• Listening to lecture has come to mean understanding
• Getting a high score on a standardized test has come to mean proficiency
Learning should have its roots in..
• Meaning, not just memory• Engagement, not simply transmission• Inquiry, not only compliance• Exploration, not just acquisition • Personalization, not simply uniformity• Collaboration, not only competition• Trust, not fear
•Schools are Improving
•School
Improvement
•Changing
World
Making a better “20th Century School”
is not the answer.
“The future is not some place
we are going to, but one we are creating.
The paths are not found, but made, and the activity of
making them changes both the maker and the
destination.”--John Schaar
Unless we unlearn some of our
traditional practices, we will never get
beyond an improvement
mindset.
We are getting better at things that do not matter
as much anymore.
I believe the future is not about the latest gadgets,
it is about something more than gadgets, it’s
about …LEARNING
In an environment driven by results, the best
strategy is to “DEVELOP YOUR PEOPLE.”
Broaden the definition of learning in your system to include adults.
The Adult Learning Year!
2011
The focus must be on the way we work.
• Cooperation is what was valued in the past. It is about efficiency: “You do this and I will do that.”
• Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.
WE need to become the AGENTS of change.
First practice must change, then results,
then policy.
•Why I Do This Work
Themes1. Best and Next Practices2. Three key trends impacting us3. Technologies to watch4. Non-techie stuff / Relationships5. Daggett System for Effective
Instruction6. The Adaptive Leader “QUAD D”7. Closing remarks
Theme
• Best and Next Practices
Best practices allow you to do what you are
currently doing a little better.
Best practices allow you to do what you are
currently doing a little better.
Next practices increase your organization’s capability
to do things it has never done before.
System Innovation
Sustaining Innovation
Next Practice
Disruptive Innovation
Expertise (“the way we do things around here”) can be a road block to problem solving
and to the development of Next Practices.
We have a flawed perspective of always listening to our best customers… They tell us how good the system is working
for them!
BANKING
• Sears
• IBM
• Xerox
A Story….• Not a bad idea,
but to earn a grade more than
a C+, the idea has to be viable! (Yale
Professor)
• Fredrick Smith
• The idea FedEx
• -Shurnyu Suzuki
•“In the beginner’s mind there are many possibilities; in the
expert’s mind there are few.”
Established organizations often
embrace “sustaining
innovations” but struggle with “disruptive
innovations.”
ExampleResearch in an established organization is aligned to someone studying aircraft built in the 1940’s…. All statistics and engineering data are based on what has been accomplished in the past, not what the organization might deliver in the future.
“Travel faster than the speed of sound!”
Theme
• Three key trends impacting us
First Key Trend• Our roles as educators is
challenged by easy access to an abundance of resources
• Sense Making• Coaching• Credentialing
Second Key TrendPeople expect to be able to learn,
study and work whenever and wherever they want.
The world outside of school is increasingly collaborative.
We must reflect upon the way student projects are structured and graded and how teachers work.
Third Key TrendThird Key Trend
Theme• Technologies to Watch
The Horizon Report 2011
Near Term: 1-2 YearsElectronic Books and Mobile Devices
Amazon: For every traditional 100 books sold, 105 electronic books were sold. - May 19, 2011
Mid Term: 2-3 yearsAugmented Reality and Game Based
Learning
Far Term: 3-5 Years
Gesture-based computing
Pattie Maes, MIT Media LabPranav Mistry, inventor of “Sixth
Sense”
Current System
Something Different
The Horse
The Automobile
Henry Ford quote…
“If I had asked the public what they wanted,
they would have said a faster horse.”
Some suggesting bold moves….
Conrad Wolfram… Start teaching math and stop teaching calculating.
Theme
Non-techie stuff / Relationships
Intentionally Non-Compliant Child
The Fundamental Attribution Error
When looking at our own behavior, we tend to view the situation in the environment that surrounds our action.
When looking at the behavior of others, we make assumptions about their personal qualities.
The Effects of Praise
Fixed or Growth
Can’t hand confidence to learners on a silver platter.
• We live in a world obsessed with predictability and control, some people believe that if we can’t truly measure something it must not matter.
• We must consider the possibility that if we can’t truly measure something, it may be the most important thing.
Talking with kids…
It’s not us against them!
CULTURE DRIVES STRATEGY
Participation Gap• Self-Worth: Self-Worth occurs when
children know they are valued members of the community; have a person they can trust; believe they can achieve.
• Active Engagement: Active Engagement happens when children are deeply involved in the learning process.
• Purpose: Purpose exists when children take responsibility for who and what they want to become.
•STUDENT ASPIRATIONS / PARTICIPATION GAP
•SELF WORTH
•ACTIVE ENGAGEMENT
•PURPOSE
•Belonging•Heroes•Sense of Accomplishment
•Fun & Excitement•Curiosity & Creativity•Spirit of Adventure
•Leadership & Responsibility•Confidence to Take Action
•Relationships
•Relevance
•Rigor
SELF WORTHBelonging
Heroes
Sense of Accomplishment
6-8 9-12 STATEMENT54% 49% I am proud of my school.49% 49% I enjoy being at school.58% 41% Teachers care about my problems and feelings.54% 46% Teachers care about me as an individual.50% 45% Teachers care if I am absent from school.19% 21% I have never been recognized for something positive at school.52% 48% If I have a problem, I have a teacher with whom I can talk.68% 51% Teachers respect students. 49% 37% Students respect teachers.36% 29% Students respect each other .
NATIONAL DATA
Copyright 2008 Quaglia Institute
6-8 9-12 STATEMENT42% 48% School is boring.68% 55% At school I am encouraged to be creative.47% 37% My classes help me understand what is happening
in my everyday life.67% 54% Teachers enjoy working with students 47% 37% Teachers have fun at school.41% 28% Teachers make school an exciting place to learn.79% 71% My teachers present lessons in different ways .
ACTIVE ENGAGEMENT
Fun & Excitement
Curiosity & Creativity
Spirit of Adventure
NATIONAL DATA
Copyright 2008 Quaglia Institute
6-8 9-12 STATEMENT62% 64% I am a good decision maker.54% 59% I see myself as a leader.30% 35% Other students see me as a leader.91% 91% I believe I can be successful.80% 77% Teachers expect me to be successful.58% 64% I believe I can make a difference in this world.79% 66% I put forth my best effort at school.44% 36% I know the goals my school is working on.41% 30% Students council represents all students at school.
PURPOSE Leadership & Responsibility
Confidence to Take Action
NATIONAL DATA
Copyright 2008 Quaglia Institute
I am proud of my school. T = 85S = 50
I am excited to be working with students. T = 96Teachers enjoy working with students. S = 56Students have fun at school. T = 78School is boring. S = 47Students make school an exciting place to work. T = 87Teachers make school an exciting place to learn. S = 31I have fun at school. T = 85Teachers have fun at school. S = 39
NATIONAL DATADelusional Discrepancies
Copyright 2008 Quaglia Institute
I am excited to tell my colleagueswhen I do something well. T = 59I am excited to tell my friends when I get good grades. S = 57 I feel comfortable asking questions in staff meetings. T = 66I feel comfortable asking questions in class. S = 66
NATIONAL DATASad Similarities
Copyright 2008 Quaglia Institute
•David Brooks, “Social Animal”
Theme
Daggett System for Effective Instruction
Aligned for Success
• Doctors/Nurses in Hospitals• Pilots in Flight• Teachers in a School System
System
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Student Achievement
Rigor and RelevanceWhat is it? And what does it mean?
• Rigor and relevance is NOT a new add-on !!
• Rigor and relevance is a philosophy of teaching!!
3 Mis-Conceptions on Rigor
• That rigor means ‘ more’
• Raising a grade is not ‘rigor’
• Being stricter and enforcing tighter policies
Rigor!
• Rigor means increasing the level of thinking in a more sophisticated and complex manner.
Knowledge TaxonomyKnowledge Taxonomy
1. Recall Knowledge1. Recall Knowledge2. Comprehension2. Comprehension 3. Application3. Application 4. Analysis4. Analysis 5. Synthesis5. Synthesis 6. Evaluation6. Evaluation
Thinking Continuum
Assimilation of knowledge
Acquisition of knowledge
Relevance
Relevance • To determine a lessons level of Relevance you must ask the following questions…
1. Is it application?
2. Is it real world?
3. Is it unpredictable?
Application ModelApplication Model1 Knowledge of one 1 Knowledge of one disciplinediscipline
2 Application within 2 Application within disciplinediscipline
3 Application across 3 Application across disciplinesdisciplines
4 Application to real-world 4 Application to real-world predictable situationspredictable situations
5 Application to real-world 5 Application to real-world unpredictable situationsunpredictable situations
AcquisitionAcquisitionof knowledgeof knowledge
Applicationof knowledge
Action Continuum
Relevance of learningto life and work
Awareness 1
Comprehension 2
Application 3
1
Knowledge in one
discipline
2
Apply knowledge
in one discipline
A
Acquisition
Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.
Low-level Knowledge
A Quadrant
• name• label• define• select• identify• list• memorize• recite• locate• record
• definition• worksheet• list• quiz• test• workbook• true-false• reproduction• recitation
Verbs Products
Quadrant AAsk questions to recall facts, make observations or
demonstrate understanding.• What is/are__?• How many__?• How do/does__?• What did you observe__ ?• What else can you tell me__?• What does it mean__?• What can you recall__?• Where did you find that__?• Who is/was__?• In what ways_?• How would you define that in your own terms?• What did/do you notice about this __?• What did/do you feel/see/hear/smell __?• What do you remember about _?• What did you find out about __?
Awareness 1
Comprehension 2
Application 3
B
Application
3
Apply knowledge
across disciplines
4
Apply to real-world
predictable situation
5
Apply to real-world
unpredictable situation
Students use acquired knowledge to solve problems, design solutions, and complete work.
Low-level Application
B Quadrant
• apply• sequence• demonstrate• interview• construct• solve• calculate• dramatize• interpret• illustrate
• scrapbook• summary• interpretation• collection• annotation• explanation• solution• demonstration• outline
Verbs Products
Quadrant BAsk questions to apply or relate.• How would you do that?• Where will you use that knowledge?• How does that relate to your experience?• How can you demonstrate that?• What observations relate__?• Where would you locate that information?• Calculate that for __?• How would you illustrate that?• How would you interpret?• Who could you interview?• How would you collect that data?• How do you know it works?• Can you show me?• Can you apply what you know to this real world problem?• How do you make sure it is done correctly?
Application 3
Analysis 4
Synthesis 5
Evaluation 6
1
Knowledge in one
discipline
2
Apply knowledge
in one discipline
C
Assimilation
Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.
High-level Knowledge
C Quadrant
• sequence• annotate• examine• report• criticize• paraphras
e• calculate• expand• summarize• classify• diagram
Verbs Productsessayabstractblueprintinventoryreportplanchartquestionnaireclassificationdiagramdiscussioncollectionannotation
Quadrant CAsk questions to summarize, analyze, organize, or
evaluate.• How are these similar/different?• How is this like___?• What's another way we could say/explain/express that?• What do you think are some reasons/causes that _____ ?• Why did __ changes occur?• How can you distinguish between__?• What is a better solution to__?• How would you defend your position about__?• What changes to __ would you recommend?• What evidence can you offer?• How do you know?• Which ones do you think belong together?• What things/events lead up to __ ?• What is the author’s purpose?
3
Apply knowledge
across disciplines
4
Apply to real-world
predictable situation
5
Apply to real-world
unpredictable situation
Application 3
Analysis 4
Synthesis 5
Evaluation 6
D
Adaptation
Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.
High-level Application
D Quadrant
• evaluate• validate• justify• rate• referee• infer• rank• dramatize• argue• conclude
• evaluation• newspaper• estimation• trial• editorial• radio program• play• collage• machine• adaptation• poem• debate• new game• invention
Verbs Products
Quadrant DAsk questions to predict, design, or
create.• How would you design a __ to __?• How would you compose a song about__?• How would you rewrite the ending of the story?• What would be different today, if that event occurred differently?• Can you see a possible solution to__?• How could you teach that to others?• If you had access to all resources how would you deal with__?• How would you devise your own way to deal with__?• What new and unusual uses would you create for__?• Can you develop a proposal which would_?• How would you have handled__?• How would you do it differently?
System
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Student Achievement
Rigor and relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
Asses
smen
t to
guid
e
inst
ruct
ion
Effective and Efficient Practices
John Hattie…. Visible Learning
Synthesis of over 800 meta-analyses relating to achievement.
Effect Size
• 1.0 indicates one standard deviation typically associated with advancing children’s achievement by two or more years (improving the rate of learning by 50%)
• Hattie set a bench mark of .40 as the minimal desired effect
Some data• Student expectations of self 1.44
• Providing formative evaluation .90
• Teacher Clarity .75
• Class size .21
• Retention .16
Greatest Impact
• Culture of High Expectations• Strong Instructional Model • Relevance of Instruction• Strong Relationships
Embrace rigorous and
relevant expectations
for all students (+.75)
Cultivate
Caring
relationship with students (+.72)
Make content m
eaningful to llearners (+
.69)
Teaching
Use
Var
ied,
ong
oing
Ass
essm
ents
to In
form
and
diffe
rent
iate
Inst
ruct
ion
(+.9
0)
Engag
e in
Targe
ted
and
Susta
ined
Profe
ssion
al Gro
wth
(+.6
2)
1. Embrace rigorous and relevant expectations for all students (+.75)
2. Build strong relationship with students (+.72)3. Possess depth of content knowledge and make
it relevant to students (+.69)4. Facilitate rigorous and relevant instruction
based on how students learn (+1.28) 5. Use assessments to guide and differentiate
instruction (+.90)6. Demonstrate expertise in use of instructional
strategies, technology, and best practices (+.60)
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
Data
syste
msB
uild
lead
ersh
ip
Adj
ust t
he O
rgan
izat
iona
l
Str
uctu
reLe
vera
ge D
ata
Syste
ms
Organizational Leadership
1. Create a culture 2. Establish a shared vision 3. Align organizational structures and
systems to vision4. Build leadership capacity 5. Align teacher / administrator selection,
support, and evaluation 6. Support decision making with data systems
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Provid
e
prof
essio
nal g
rowth
Instructional Leadership
Use Data to set High
Expectations
Align C
urriculum to
Standards
Integrate Literacy and Math
across Curriculum
Use
Dat
a to
Gui
de
Inst
ruct
ion
Cre
ate
Teac
her S
elec
tion,
Sup
port
and
Eva
luat
ion
Sys
tem
Instructional Leadership
1. Use research to establish urgency for higher expectations
2. Align curriculum to standards3. Integrate literacy and math across all content
areas4. Facilitate data-driven decision making to
inform instruction 5. Provide opportunities for focused professional
collaboration and growth
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Student Achievement
My Themes
• Qualities of Great Leaders• Use of Mental Models• Adaptive Leadership• The Leadership It Takes
My Themes
• Qualities of Great Leaders
How many of you know someone who
• was highly intelligent
• highly skilled
• was promoted to a leadership position
•AND FAILED
How many of you know someone who
• had solid but not extraordinary intellectual ability
• reasonable technical skills
• was promoted to a leadership position
•AND SOARED!!!!
Daniel Goleman Leadership Study
•Technical Skills
•Cognitive Skills
•Emotional Intelligence
What makes a “great” leader?
•Intelligence•Toughness•Determination•Vision
Required but not sufficient
What makes a “great” leader?• Self-awareness
• Self-regulation
• Motivation
• Empathy
• Social skills
Self-Awareness
•Ability to understand your moods, emotions, drive and how they affect others.
•Self-confidence•Self-assessment•Sense of humor
Self-Regulation
•Ability to control impulses•To think before you act•Comfort with ambiguity•Openness to change
Motivation
•Passion to work for reasons beyond money and status
•Strong drive to achieve•Optimism, even in the face of
failure•Organizational commitment
Empathy
•Ability to understand the emotional makeup of other people
•Skill in treating people according to their emotional reactions
•Service to clients and customers
Social Skills•Proficiency in managing
relationships and building networks
•Ability to find common ground•Effectiveness in leading change•Expertise in building and
leading teams
“The fundamental task of a leader is to develop confidence in advance of victory, in order to attract the investments that make victory possible.”
- Rosabeth Moss Kanter
So how do you make this all work...
There’s too many moving parts!
My Themes
• Qualities of Great Leaders• The Use of Mental Models
Mental Models
• Mental models are similar in structure to the thing or concept they represent.
• Mental models allow a person to predict actions and shape approach.
• Mental models are simpler than the thing or concept they represent. They include only enough information to allow accurate predictions.
My Themes
• Qualities of Great Leaders• Use of Mental Models• Adaptive Leadership
School leadership is a disposition for taking action. Adaptive leadership is the
collaborative responsibility for taking action to reach the future oriented goal
of the intellectual, emotional and physical needs of each learner.
International Center’s Definition of Leadership
124
VISION
AA BB
DDCC
Acquisition
Adaptive Leadership
Application
Assimilation Adaptation
1
EMPOWERMENT
2
3
4
5
6
1 2 3 4 5
VISION A B
DC
AuthoritativeLeadership
Four Quadrants of Leadership
Collaborative Leadership
VisionaryLeadership
Adaptive Leadership
HighLow
Low
High
EMPOWERMENT
VISION A B
DC
Adaptive Leadership
HighLow
Low
High
EMPOWERMENT
Sports Roles as a Metaphor
Referee Cheerleader
Player Coach
You don't want to work for a manager who is not a leader
and you don't want to work for a leader who is not a manager.
Adaptive leadership describes a
manager and leader in a continuum.
Quadrant A – Acquisition(Position)
• Traditional leadership
• School manager
• Leaders decide, others act
• Authoritarian
Quadrant A LeadershipSituations Where Quadrant A Is Effective
• Student safety and security issues• Compliance with ethical and legal
requirements• Dismissal of staff• Significant student behavior disruptions• Introduction of new state mandates• Need for fiscal controls• School maintenance issues
“Fierce conversations are about moral courage, clear requests, and taking action.”
Susan Scott, Fierce
Conversations
Once a month evaluation discussions at Leadership Team meetings.
Difficult cases are discussed by all.
Professional Dialogue
Quadrant B - Application
• Application of leadership by administration and staff
• The staff works in a highly collaborative setting
• Actions are aligned with school goals
Quadrant B Leadership
Situations Where Quadrant B Is Effective
• Conditions of low morale, such as layoffs or fiscal cuts
• Hiring and mentoring new staff• Changes in school community, such as
demographics• Introduction of new programs, such as
a reading program• Frequent turnover in school leadership
The Issue: Quadrant BIs this the best we can be?
Empower Leadership Teams to Take Action and Innovate
• Restructuring Committee: The “think tank.” Every department represented with a mix of teachers and administrators
• Balance of new teachers and veterans, new voices and voices of experience
Quadrant C – Assimilation(Research and Best Practices)
• Reflective and innovative
• Visionary
• Anticipation of the future• Student needs drive action
Quadrant C LeadershipSituations Where Quadrant C Is Effective
•Gaps in achievement among different groups of learners
•Staff clinging to status quo and traditional instruction
•Poor learner achievement•Low learner expectations
The Issue: Quadrant C
The performance of our students with disabilities.
Special ed failure: ELA 78% Math 98%
So, do you think what we’re doing is working???
Know what you can do, know when you need help! (MSC – Larry Gloeckler, Special Education Institute)
Same standards, same curriculum,
different approach to instruction
Quadrant D - Adaptation(Disposition)
Adaptive and collaborative Reflective and innovative Staff and learners are
empowered to take a significant leadership role
Quadrant D LeadershipSituations Where Quadrant D Is Effective
• Need for innovative approach• Moving from good to great school• Sustaining school improvement
efforts• Low learner engagement• Shortage of prospective leaders• New school planning
The Issue: Quadrant D
Sustaining the momentum!
Faculty Investment
Structured Discussion Groups
Facilitated by Restructuring Committee members
Guided questions provided
144
1. What would you cite as the primary reason(s) why students fail?
2. What procedures/ techniques/ strategies have you used that you feel have been most successful for our 9th and 10th graders in terms of academics and behavior?
3. We have been successful at helping students over the MCAS “passing bar;” now we must move our target to proficiency. What do you see as the major obstacle our students face in achieving this goal? What suggestions would you make to help our students overcome those challenges to reach proficiency?
Structured Discussion Groups
VISION
AA BB
DDCC
Four Quadrants of Leadership
1
EMPOWERMENT
2
3
4
5
6
1 2 3 4 5
Increasing Staff Leadership
Increasing Learner Leadership
VISION
AA BB
DDCC
Four Quadrants of Leadership
1
EMPOWERMENT
2
3
4
5
6
1 2 3 4 5
Greater Reflection
BestPractices
forFuture
Needs of Learners
1 2 3 4 5
CollaborationCollaboration
CreativityCreativity
1
2
3
4
5
6
Quadrant D Leadership FrameworkQuadrant D Leadership Framework
Adaptive leaders function in each
quadrant, continually striving to influence
school stakeholders to spend most of their time in Quadrant D.
My Themes
• Qualities of Great Leaders• Use of Mental Models• Adaptive Leadership• The Leadership It Takes
Proportions of students scoring in each decile of the MCAS 8th grade ELA distribution
Proportions of students scoring in each decile of the MCAS 8th grade Math distribution
MCAS math gains 8th to 10th grade, compared to others from the same 8th grade decile
(School Rank Percentile)
MCAS ELA gains 8th to 10th grade, compared to others from the same 8th grade decile
(School rank percentile/100)
MCAS 2010
Failure
ELA – 5%
(in 98 - 44%)
MATH – 14%(in 98 – 75%)
MCAS 2010
Adv/Prof. ELA – 74%
(in 98 - 22%)
MATH – 61%
(in 98 – 7%)
MCAS 2010
Adv/Prof. ELA – 74%
(in 98 - 22%)
MATH – 61%
(in 98 – 7%)
Reading Risk
•Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
Reading Risk
•Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
Math Risk
•Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
Math Risk
•Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
“The main lesson was that student achievement rose when leadership teams focused thoughtfully and relentlessly on improving the quality of instruction.”
- Prof. Ron Ferguson, AGI Conference Report
•The Achievement Gap Initiative At Harvard UniversityToward Excellence with Equity
Conference Report by Ronald F. Ferguson, Faculty Director
The Achievement Gap Initiative At Harvard UniversityToward Excellence with Equity
Conference Report by Ronald F. Ferguson, Faculty Director
“Leadership teams succeeded initially because they used their positional authority to effectively jump-start the change process. Then they built trust... With cultivated competence and earned authority, they were able to help their colleagues overcome the types of fear and resistance that so often prevent effective reforms in American schools.”
•Prof. Ron Ferguson, AGI Conference Report
The Leadership It Takes•Leadership that Combines Passion with Competence:
All educators effectively cultivate not only a sense of urgency but also a sense of possibility, built on demonstrated expertise among people in key positions and their commitment to continuous improvement.Ron Ferguson, “Closing the Achievement Gap”
The Leadership It Takes• Clear, Shared Conceptions of
Effective Instruction: The district identifies key ideas
concerning effective instructional and supervisory practice and works to establish them as a “common language” for approaching instructional improvement.
Ron Ferguson, “Closing the Achievement Gap”
The Leadership It Takes• Streamlined and Coherent
Curriculum:
The district purposefully selects curriculum materials and places some restrictions on school and teacher autonomy in curriculum decisions. The district also provides tools (including technology) and professional development to support classroom-level delivery of specific curricula and high yield strategies. Ron Ferguson, “Closing the Achievement
Gap”
The Leadership It Takes• Organizational Structures and
Personnel that Embody Capacity to Teach and Motivate Adults:
The district maintains routines and structures within which adult educators engage teachers and administrators in continuous improvement of instructional and supervisory practices. Coaching, observing, and sharing make it difficult for individuals to avoid the change process, and the push for adaptive change spurs resisters to leave their comfort zones or eventually depart from the district.
Ron Ferguson, “Closing the Achievement Gap”
The Leadership It Takes• Patient but Tough Accountability:
The district develops tools and routines for monitoring teaching practices and learning outcomes, targeting assistance where needed, and sometimes replacing teachers or administrators who fail to improve.
Ron Ferguson, “Closing the Achievement Gap”
The Leadership It Takes• Data-Driven Decision Making and
Transparency: Teachers and administrators analyze student performance for individual students and summarize data by grade level, special education status, English as a second language status, race/ethnicity, and gender. The district publicizes strategic goals for raising achievement levels and reducing gaps and tracks progress in visible ways. Educators identify, examine, and often emulate practices from successful schools.
Ron Ferguson, “Closing the Achievement Gap”
1. To Do Leadership Well
2. Quantitative Data
3. Qualitative Data
4. Ask Great Questions
1. Technical Challenges
2. Culture Challenges
3. Leading and Lagging Indicators
Teacher – Student Comparisons
T – I make learning exciting for my students.
86%
S – My teachers make learning fun.
41%
Teacher – Student Comparisons
T – I am aware of my students’ interests outside of school.
84%
S – My teachers know my interests outside of school.
28%
4 WE™ Surveys = 4 Perspectives on Teaching and Learning• WE Lead
– Coherent Vision, Empowerment, Culture of Learning, School Management, Community Partnerships
• WE Teach– Rigor, Relevance, Relationships
• WE Learn Rigor, Relevance, Relationships
• WE Support – Rigor, Relevance, Relationships
STRUCTURE of the SURVEYS
• I
• WE
• THEY
• COMPANION INDICATORS
Coherent Vision
Total In Agreemen
t
Full-Time Dept. Chairs
Classroom
Teachers
Support
Staff
Staff morale at this school is high.
50% 53% 50% 52%
•We Lead - Whole Staff Survey
Years working in schools
Coherent Vision
1st year
2-5 years
6-10 years
11-20 years
Over 20
Staff morale is high at this school.
69% 57% 52% 48% 49%
•We Lead - Whole Staff Survey
•175
•1 •2 •3 •4 •5
•EmpowermentEmpowerment
•VisionVision
•1
•2
•3
•4
•5
•6
•Adaptive Leadership FrameworkAdaptive Leadership Framework
•1 •2 •3 •4 •5
•CollaborationCollaboration
•CreativityCreativity
•1
•2
•3
•4
•5
•6
•Quadrant D Leadership FrameworkQuadrant D Leadership Framework
• Coherent Vision
• Instructional Leadership
• Empowerment
• Goal Focus• Decisions Based on Reliable Data
• Curriculum and Instruction• Professional Development• Fidelity of Implementation
• Trust• Communication• Relationships
Leadership Leverage Points
Quick Review…1. The idea of the future2. Best Practices and Next Practices3. Key trends shaping (now and in the
future) education (hardware section)4. Relationship / social skills (software
section)5. Daggett System for Effective
Instruction6. The Adaptive Leader (Quad D)7. Tie it all together (reboot section)
Now “CTRL, ALT, DELETE”
IF WE WANT… Children to be learners who
think, read, reason and express themselves effectively in multiple ways…
Then we must show them thoughtful people eager
to take in and use new information.
IF WE WANT..
Children to be brave and resourceful when confronted with the unknown…
Then they must see us taking risks and finding new ways to move ahead.
IF WE WANT..
Children to be loyal, patriotic and responsible….
Then let us show them that we can be true to our deepest principles.
IF WE WANT..
A new and better educational system that educates all our children
for success in the 21st Century….
We will have to be new and better leaders and learners so that we can be
“FUTURE READY TODAY”
Teaching
Organ
ization
al
Lead
ersh
ip
Instructional Leadership
StudentAchievement
Establish Reality:Effective Leadership and
LearningRaymond J. McNulty, President
@ray_mcnulty