closing the achievement gap by improving instruction in the core

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.