Sustaining RedesignSustaining Redesign

How to Keep the Music PlayingHow to Keep the Music Playing

Stephen G. BarkleyStephen G. BarkleyExecutive Vice PresidentExecutive Vice President

Performance Learning SystemsPerformance Learning Systems6227 Lower Mountain Road6227 Lower Mountain Road

New Hope, PA 18938New Hope, PA 18938888.424.9700888.424.9700

sbarkley@plsweb.comwww.plsweb.comblogs.plsweb.com blogs.plsweb.com

Student AchievementStudent Achievement

What is the definition of student What is the definition of student achievement that drives your work?achievement that drives your work?

TOUGH CHOICES OR TOUGH TOUGH CHOICES OR TOUGH TIMESTIMES

Those countries that produce the most important Those countries that produce the most important new products……………………….depend on a new products……………………….depend on a deep vein of creativity that is constantly deep vein of creativity that is constantly renewing itself, and on a myriad of people who renewing itself, and on a myriad of people who can imagine how people can use things that can imagine how people can use things that have never been available before, create have never been available before, create ingenious marketing and sales campaigns, write ingenious marketing and sales campaigns, write books, build furniture, make movies and books, build furniture, make movies and imagine…………..imagine…………..

TOUGH CHOICES OR TOUGH TOUGH CHOICES OR TOUGH TIMESTIMES

This is a world in which a very high level of This is a world in which a very high level of preparation in reading, writing, speaking, preparation in reading, writing, speaking, mathematics, science, literature, history, and the mathematics, science, literature, history, and the arts will be an indispensable foundation …….arts will be an indispensable foundation …….

……comfort with ideas and abstractions is the comfort with ideas and abstractions is the passport to the good life, in which high levels of passport to the good life, in which high levels of education—a very different kind of education education—a very different kind of education than most of us have had– are going to be the than most of us have had– are going to be the only security there is. only security there is.

Learning Criteria

STUDENT CHANGESSTUDENT CHANGES

#1 WHAT ARE THE CHANGES IN STUDENT #1 WHAT ARE THE CHANGES IN STUDENT BEHAVIOR,PERFORMANCE, CHOICES, BEHAVIOR,PERFORMANCE, CHOICES, EFFORT, ETC. THAT YOU BELIEVE ARE EFFORT, ETC. THAT YOU BELIEVE ARE PRECURSORS TO THE IMPROVEMENT IN PRECURSORS TO THE IMPROVEMENT IN STUDENT LEARNING THAT WE SEEK?STUDENT LEARNING THAT WE SEEK?

Perception/InductionPerception/Induction

WWhat do you see in students that you place hat do you see in students that you place at each spot on this continuum? at each spot on this continuum?

Fear Attention Comfort BoredFear Attention Comfort Bored

The Payoff of Redesign

What is your view of What is your view of ABILITY?ABILITY?

Fixed or GrowthFixed or Growth

The growth mindset is based on the belief that The growth mindset is based on the belief that your basic qualities are things you can your basic qualities are things you can cultivate through your efforts. Although people cultivate through your efforts. Although people may differ in every which way--- in their initial may differ in every which way--- in their initial talents and aptitudes, interest or talents and aptitudes, interest or temperaments--- everyone can change and temperaments--- everyone can change and grow through application and experience. grow through application and experience.

Mindset………The New Psychology of SuccessMindset………The New Psychology of Success

Carol DweckCarol Dweck

20062006

A TIME THAT YOU HAVE BEEN A TIME THAT YOU HAVE BEEN SUCCESSFULSUCCESSFUL

• ABILITYABILITY• EFFORTEFFORT• DEGREE OF DIFFICULTYDEGREE OF DIFFICULTY• LUCKLUCK

Teaching EffortTeaching Effort

TimeTime

Persistence---PracticePersistence---Practice

PatiencePatience

Repetition of Success Repetition of Success

Differentiation to Create Motivation

Students differ in their reasons to work hard….. put in effort

•Survival•Belonging•Power•Freedom•Fun

Differentiate Through Differentiate Through ChoiceChoice

• What ways can you build choice into What ways can you build choice into student assignments that empower student assignments that empower students and connect their effort to a students and connect their effort to a payoff? How can you combine payoff? How can you combine responsibility with choice?responsibility with choice?

Providing Pictures of SuccessProviding Pictures of Success

Future PlansFuture Plans

Updraft/DowndraftUpdraft/Downdraft

Goal SettingGoal Setting

TEACHER CHANGESTEACHER CHANGES

#2 WHAT CHANGES MUST OCCUR IN #2 WHAT CHANGES MUST OCCUR IN

INDIVIDUAL STAFF/TEACHER INDIVIDUAL STAFF/TEACHER

PRACTICES TO GENERATE THEPRACTICES TO GENERATE THE

CHANGES WE SEEK IN STUDENTS? CHANGES WE SEEK IN STUDENTS?

AnalysisAnalysis

• Identify classrooms Identify classrooms in your school that in your school that are closest to full are closest to full implementation of implementation of your vision for your vision for learning.learning.

• Describe in detail Describe in detail the observable the observable student behaviors.student behaviors.

• Describe in detail Describe in detail the observable the observable teacher behaviors. teacher behaviors.

AnalysisAnalysis

• Identify classrooms Identify classrooms in your school that in your school that must change the must change the most to reach full most to reach full implementation of implementation of your vision for your vision for learning.learning.

• Describe in detail Describe in detail the observable the observable student behaviors.student behaviors.

• Describe in detail Describe in detail the observable the observable teacher behaviors. teacher behaviors.

AppraiseAppraise

Rank your classrooms along this Rank your classrooms along this continuum.continuum.

1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

Most FullMost Full

Change Change ImplementationImplementation

NeededNeeded

STAFF RELATIONSHIPSSTAFF RELATIONSHIPS

#3 ARE THERE CHANGES THAT NEED TO #3 ARE THERE CHANGES THAT NEED TO OCCUR IN THE WAY THAT STAFF OCCUR IN THE WAY THAT STAFF MEMBERS WORK WITH EACH OTHER MEMBERS WORK WITH EACH OTHER (STAFF RELATIONSHIPS) IN ORDER FOR (STAFF RELATIONSHIPS) IN ORDER FOR THE DESIRED INDIVIDUAL STAFF THE DESIRED INDIVIDUAL STAFF MEMBER CHANGES TO OCCUR?MEMBER CHANGES TO OCCUR?

IF SO, DESCRIBE.IF SO, DESCRIBE.

Teacher RelationshipsTeacher Relationships

Parallel PlayParallel PlayAdversarial RelationshipsAdversarial RelationshipsCongenial RelationshipsCongenial RelationshipsCollegial RelationshipsCollegial Relationships

Roland S. BarthRoland S. BarthRelationships Within the SchoolhouseRelationships Within the Schoolhouse

ASCD 2006ASCD 2006

BBarth:arth: By collegiality I mean four things. By collegiality I mean four things. One, teachers talking with one another One, teachers talking with one another about the work they do -- talking in faculty about the work they do -- talking in faculty meetings, in hallways, in classrooms, at meetings, in hallways, in classrooms, at the dinner table about practice. the dinner table about practice.

SSecond, sharing that craft knowledge, econd, sharing that craft knowledge, shouting it from the mountaintop, and shouting it from the mountaintop, and honoring it when someone else is sharing honoring it when someone else is sharing it. it.

TThird, making our practice mutually visible. That is, hird, making our practice mutually visible. That is, you come into my classroom and watch me teach you come into my classroom and watch me teach seventh-grade biology and I come into your seventh-grade biology and I come into your classroom and watch you teach ninth-grade classroom and watch you teach ninth-grade geometry, and, afterward, we talk about what we geometry, and, afterward, we talk about what we are doing and why, and what we can learn from are doing and why, and what we can learn from each other.each other.

Above all, collegiality means rooting for the Above all, collegiality means rooting for the success of one another. If every adult in the success of one another. If every adult in the school is rooting for you, when the alarm clock school is rooting for you, when the alarm clock rings at six a.m., you jump out of bed to go to that rings at six a.m., you jump out of bed to go to that school. school.

Conversations about PLCs

If you were observing an effective PLC meeting what might you hear? See?

How are PLC meetings different from department or committee meetings?

List possible outcomes from effective PLCs.

Conversations about PLCs

What resistance do staff have to participating in PLCs?

What benefits from PLCs would staff find most rewarding?

How willing are you to invest in making PLCs happen? Why?

Conversations about PLCs

What ideas do you have for increasing PLC participation?

What do we risk from implementing your idea? What’s the risk of not trying?

Impact of Impact of Small Learning CommunitiesSmall Learning Communities

• Teachers work as a team focused on individual student success

• Teachers build stronger relationships with students

• Students find increasing connections among courses and with the future

Developing as a TEAMDeveloping as a TEAM

Individuals--------Franchise----------TeamIndividuals--------Franchise----------Team

KNOWINGKNOWING

Knowing is crucial to learning for staff, Knowing is crucial to learning for staff, students, parents and community.students, parents and community.

How can we create structures to increase How can we create structures to increase knowing?knowing?

High SchoolHigh School

Collectively focusing on individual Collectively focusing on individual student successstudent success

Benefits of AdvisoriesBenefits of Advisories

Breaking Ranks II: Strategies for Leading High School ReformBreaking Ranks II: Strategies for Leading High School Reform

• Improved academics• More students took college entrance exams• 46% of teachers believed they influenced several advisees to improve grades• Student attitude improved• Student-teacher relationships improved• Dropouts declined• Transition to high school was eased• Liaison for parents was provided

School LeadersSchool Leaders

#4#4 WHAT ARE THE WHAT ARE THE BEHAVIORS/PRACTICES OF SCHOOL BEHAVIORS/PRACTICES OF SCHOOL LEADERSHIP THAT ARE NECESSARY LEADERSHIP THAT ARE NECESSARY TO INITIATE, MOTIVATE, AND SUPPORT TO INITIATE, MOTIVATE, AND SUPPORT THESE CHANGES?THESE CHANGES?

AnalysisAnalysis

What is needed for the teachers at each What is needed for the teachers at each spot ?spot ?

UnwillingUnwilling

UnawareUnaware

Getting ReadyGetting Ready

StartedStarted

DevelopingDeveloping

UnconsciouslyTalented

UnconsciouslyUnskilled

ConsciouslyUnskilled

ConsciouslySkilled

Unconsciously Skilled

•Gordon’s (1974) Skill Development Ladder

Gordon’s SkillGordon’s SkillDevelopment LadderDevelopment Ladder

The Art of TeachingThe Art of Teachingpage 42page 42

What’s Needed? Who Provides It?What’s Needed? Who Provides It?

EVALUATIONOutside Criteria

SUPERVISION

MENTORING

PEER COACHINGTeacher’s Choice

Key ElementsKey Elements

•KNOWLEDGE•MODEL•PRACTICE•OBSERVATION WITH FEEDBACK•ONGOING COACHING

Joyce and Showers

Trust in Schools: A Core Resource in Improvement

RRespect-espect- Do we acknowledge one another's dignity and ideas? Do Do we acknowledge one another's dignity and ideas? Do we interact in a courteous way? Do we genuinely talk and listen to we interact in a courteous way? Do we genuinely talk and listen to each other?each other?

CCompetence-ompetence- Do we believe in each other's ability and willingness to Do we believe in each other's ability and willingness to fulfill our responsibilities effectively? Incompetence left unaddressed fulfill our responsibilities effectively? Incompetence left unaddressed can corrode school wide trust at a devastating rate.can corrode school wide trust at a devastating rate.

PPersonal regard-ersonal regard- Do we care about each other both professionally Do we care about each other both professionally and personally? Are we willing to go beyond our formal roles and and personally? Are we willing to go beyond our formal roles and responsibilities if needed to go the extra mile? responsibilities if needed to go the extra mile?

IIntegrity- ntegrity- Can we trust each other to put the interests of children Can we trust each other to put the interests of children first, especially when tough decisions have to be made? Do we first, especially when tough decisions have to be made? Do we keep our word? keep our word?

Anthony Bryk and Barbara SchneiderAnthony Bryk and Barbara Schneider