pedro a. noguera, ph.d. steinhardt school of education new york university

Pedro A. Noguera, Ph.D.Steinhardt School of Education

New York University

Reforms treated as fads - too much change, not enough follow through or evaluation

Too much focus on assessment, not enough on teaching and learning

Too top down - insufficient “buy-in” and input from teachers

Insufficient attention to school culture Insufficient attention to social needs of students Insufficient attention to real examples of

turnarounds and success

A combination of skill and art It draws upon the personality and creativity of

teachersSchools must strive for consistency not

uniformity in teaching Intellectual rather than technical work

Requires a commitment to ongoing learningContent knowledgePedagogical skillRelationship building across differences

The best teachers teach the way students learn rather than expecting students to learn the way they teach

• Make expectations clear and standards explicit by modeling and exposing students to high quality work

• Utilize diagnostic tools to check for understanding• Create a safe learning environment so that student

can learn from their mistakes• Provide numerous opportunities for students to

revise and resubmit work• Focus on motivation and engagement by

incorporating student interests and soliciting feedback and questions from students

• Analyze student work with a focus on what student errors tell us about our teaching

Taste good Looks good, smells

good Nutritious and

good for you Makes you want

more

Engaging, interesting

Active learning, class time is work time

Leads to acquisition of knowledge and skill

Cultivates ongoing desire to learn

What can be done to reduce teacher isolation so that good practices are shared and common challenges are discussed together?

What needs to occur to create an atmosphere of shared vulnerability?

What can the district elevate, support and recognize excellence in teaching?

Is it a problem?Met Life Survey: 40% low income students,

45% minority students report that they do not identify with their teachers

Most teachers claim to be “color blind” yet many report having greater difficulty working with minority and low income students

Disparities in achievement and discipline referrals for a disproportionate number of students of color suggest that there is a problem

Good news - Students are less biased than adults. They are generally willing to learn from any adult who cares and takes an interest in them.

Normalization of failure: blaming kids and parents

Differential expectations - lower standards for students of color

Conflict in the classroom, lack of respect and fear among teachers

Stereotypes unchallenged: students perceive racial identity and achievement as linked

Unwilling to accept responsibility for their role in raising achievement

Skills and cultural competence - you can’t teach what you don’t know

Awareness of and willingness to unlearn personal bias

Ability to affirm the cultural identities of students

Research shows students respond well to teachers that demonstrate: Firmness, organization and clear goalsCompassion – identify and empathize with

studentsChallenge- students are expected to learnPatience – A willingness to help students who

don’t “get it” quickly

The ability to work effectively as a professional across race, class, linguistic and cultural boundaries based upon a sensitivity to difference and an willingness to withhold judgment. This includes the ability to establish trust and rapport by developing relationships premised on respect and empathy.

Teachers understand the external pressures students face and take that into account when working with students ◦ Gangs, teen pregnancy, pressure to work◦ Develop partnerships and strategies to meet student

needs◦ Funds of Knowledge: View the community and parents as

a resource – Edison Elementary Balanced commitment to excellence and equity –

Henshaw Middle School◦ High standards with high support◦ Homework is an equity issue

Clear focus on life beyond school – Thurgood Marshall HS◦ Strategies for developing social capital and cultural

capital◦ Learning to code switch - Speech, dress, demeanor

What have you found to be most helpful in developing strong relationships with students across racial and cultural differences?

How has your background helped or hindered you in this work?

What skills, knowledge or information do you think you need to increase your effectiveness as a teacher?

Avoid tendency to take a “color blind” posture toward students

Avoid tendency to stereotype your students based on race or culture

Be aware of how unconscious bias may influence your interactions

Strive to know yourself and your students so that your relationships are not affected by race/cultural differences

They have systems to monitor academic performance – PS 28◦ They use data to make decisions about school improvement◦ Students and teachers are clear about performance

standards They engage in constant assessment – School of Future,

Success Academies◦ Performance assessment◦ Learn from and examine student work

They have shared and distributed leadership They have a culture of high expectations for all – MS 323

◦ Systems of mutual accountability for teachers, students and parents

◦ Rituals, norms and practices that reinforce core values – Academy of Pacific Rim

Provide access to mentors – selected based upon a record of effectiveness and an ability to work well with colleagues

Provide time for observation and feedback – from veteran teachers and knowledgeable administrators

Provide time to collaborate and learn from student work

Provide content area coaches – in classroomsDon’t assign new teachers to teach the most

challenging classes

Active learning, interactive classroom, on-task learning

Personalized learning plansInquiry-based pedagogical strategiesSimulationsSocratic seminarsProject-based learningExperiential learningStudent leadership in the classroomPublic presentations of student work

AVID, MESADemystify successProvide support through peer groups

Popular culture in the classroom - Algebra Project

Accelerated summer schoolAfter-school and community-based enrichmentExtra curricular activities - sports, music, clubsTransition classes

Smaller classes for students who are behind

Old Paradigm◦ Intelligence is innate◦ Job of schools is to

measure intelligence and sort accordingly

◦ Inequity in resource allocation: best resources to highest achievers

◦ Focus on achievement as measured by test performance

◦ Discipline used to weed out the “bad” kids

◦ Parents as consumers

New Paradigm◦ Intelligence and ability

are influenced by opportunity

◦ Job of school is to cultivate talent and ability among students

◦ Resources allocated based on student need

◦ Focus on “whole child”◦ Discipline used to

reinforce school values and norms

◦ Parents as partners

Systems to facilitate school effectiveness ◦ Diagnostic assessment◦ Early intervention

procedures◦ Evaluation to insure

quality control ◦ On-site, ongoing

professional development

◦ Extended learning opportunities

Cultural Changes:◦ Supportive relationships

between teachers and students

◦ Willingness among teachers to share ideas, curricula, materials

◦ Practices reinforce core values

◦ Peer culture where it is “cool to be smart”

◦ Partnerships between school, community and parents

Which lessons from the experiences of effective schools are most relevant to your school?

What would it take to shift the paradigm in your school?

• Know their students:• Academic needs – To determine the nature of gaps in

learning, and identify and respond to their academic needs.

• Cultural frame of reference - They understand how to incorporate the history, culture and lived experience of students to stimulate, motivate and make the curriculum relevant

• Learning styles - They understand how their students learn best and they implement instructional strategies that engage them.

• Personal needs and challenges - Understand obstacles students face outside of school. Work together to devise strategies to overcome obstacles.

Map out a theory of change◦ If we do x + y + z, we can expect - ?

Brockton HS: If we emphasize literacy across curriculum, provide training for all teachers, time for students to read and write in school we will obtain higher test scores

What resources, support and allies do you need to achieve your implement your theory?

1) Establish shared ownership of the problems◦ Use data to identify areas where change is

needed◦ Provide staff with time to visit successful schools

serving similar populations to observe patterns of interaction, teaching and learning, etc.

◦ Solicit input from stakeholders - students, parents, community

◦ Build sense of community with staff and provide opportunity for discussion of the problems identified

Form committees focused on areas where change is needed: student support, discipline, professional development – shared ownership

Set clear, measurable and achievable goals – short, medium and long-term

Implement rituals, practices and procedures that will serve as the anchor of the new culture

Make sure that your plan is logically linked to the problems facing your school

Provide ample opportunity for discussion of the plan, to answer questions and to receive input for strengthening plan

Be sure that all staff understand what is expected of them

Collect baseline data so that you can monitor change over time

Check in at regular intervals to assess how effectively plan is being implemented◦ Get input from students as well

pedro.noguera@nyu.edu imotionmagazine.com- education rights

section for articles and papers Recent books –

◦ Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap with A. Wade Boykin (ASCD, 2011)

◦ Unfinished Business: Closing the Achievement Gap in Our Nation’s Schools (Josey Bass 2006)

◦ Schooling for Resilience: Improving the Trajectories of Black Boys and Latino Boys (Harvard Education Press, 2014)