building engaged schools the people factor copyright © 2007 gallup, inc. all rights reserved. 3...

Building Engaged SchoolsThe People Factor

3Copyright © 2007 Gallup, Inc. All rights reserved.

Animal School by George Reavis

What is your immediate, top-of-mind reaction to the parable?

How does it – or does it not – fit our schools?

The Students –Rabbit SquirrelDuck Fish Eagle

The Curriculum –Running SwimmingTree Climbing Flying


A Nation at Risk (1983)

“If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves.”


The Assumption

Higher expectations and accountability testing are the keys to ensuring that students are learningwhat they need to be successful in life.


The Response

Not expecting enough

Need uniformity in what is being taught

Hold schools and teachers accountable

– increase graduation requirements

– write standards

– develop tests


Harvard Civil Rights Project

1. Compares pre-NCLB (1990-2001) to post-NCLB (2002-2005) National Assessment of Educational Progress (NAEP)

2. Reading flat; math increases slightly as before

3. Current rate: 24-34% proficient in reading; 29-64% proficient in math by 2014

4. Economic and racial gaps remain

5. Early adopters – Florida, North Carolina, Texas – no better

6. State tests appear to have higher proficiency gains and decrease the gaps

Lee, J. (2006). Tracking achievement gaps and assessing the impact of NCLB on the gaps: An in-depth look into national and state reading and math outcome trends. Cambridge, MA: The Civil Rights Project at Harvard University. Retrieved at http://www.civilrightsproject.harvard.edu


Center for Education Policy

Center for Education Policy. (2007). Answering the question that matters most: Has student achievement increased since No Child Left Behind? Retrieved at http://www.cep-dc.org

1. Middle school reading in 24 states with proficient and effect size data: 11 states – moderate-to-large gains, 1 decline

2. Elementary, middle school, high school in 22 states with proficient and effect size data: 5 states made moderate-to-large gains in reading and math

3. Reading in 22 states, 7 show moderate-to-large gains at three levels

4. Math in 22 states, 9 show moderate-to-large gains at three levels

5. Racial and income gaps: 14 of 38 states showed a narrowing of gaps in reading at three levels; 12 showed narrowing in math at three levels


Lessons from the Private Sector

HP printer Dell or Apple Computer IPod Honda or Toyota automobile

What’s the difference?

Repairing after the sale or a throw away vs. a sale

Six Sigma – Zero defects in manufacturing


A New Strategy

Recognize and value the importance of people in learning.

• Discover and develop the talents of every student and teacher.

• Engage teachers and students in teaching and learning.

• Take talent selection seriously


The Importance of People

“We expected that good-to-great leaders would begin by setting a new vision and strategy. We found instead that they first got the right people on the bus, the wrong people off the bus, and the right people in the right seats – and then figured out where to drive it. The old adage ‘People are our most important asset’ turns out to be wrong. People are not your most important asset. The right people are.”

Collins, J. (2001) Good to Great


The Assumption

Selecting and developing teachers and principals

on the basis of knowledge and skills is the most

reliable way to facilitate student success.


Best Teacher

Think of the best teacher you have ever known.

Make a note of two or three characteristics of this teacher that you would use to describe this teacher to the person sitting next to you.


What

Elements of Great Teaching

Palmer, P. (1998). The Courage to Teach


How

What



How

Who

What



Great Teachers Impact Learning

How long? 4 years, regardless of the effectiveness of subsequent teachers

3 top quintile vs. 3 bottom quintile teachers in succession --50 percentile points (advanced or remedial)

How much?

Who benefits?

class size; racial composition; rural, suburban, urban

More important than?

lower achieving students first; top quintile teachers help all levels of students

Sanders, William L. and Horn, Sandra P. (1998). Research Findings for the Tennessee Value-Added Assessment System (TVAAS) Database: Implications For Educational Evaluation and Research. Journal of Personnel Evaluation in Education. 12, 3, 247-256.


Critical Decisions

Evaluation of four urban school districts

Lack of applicants not the problem

Slow decision making resulted in applicantsgoing to other districts

Levin et al. (2003) Missed Opportunities. New York: New Teacher Project


Taking Selection Seriously

NFL NBA Major League Baseball NHL


The Assumption

Focusing on and improving areas of weaknesses for students and teachers is the key to making them more successful.


Knowing Strengths

“Most Americans do not know what their strengths are. When you ask them they look at you with a blank stare or they respond in terms of subject knowledge, which is the wrong answer.”

Peter Drucker


Emphasizing the Positive Drives High Performance

Corporate Leadership Council , 2002 Performance Management Survey.

36.4

21.3

9.1 6.6 5.3 4.2

-5.5

-26.8

-40.0

0.0

40.0

Emphasis on Performance

StrengthsEmphasis on

Personality Strengths

Emphasis on Specific

Outcomes of Formal Review Emphasis on

Specific Suggestions for

Doing the Job Better

Emphasis on Skills and Behaviors

Needed in the Future

Emphasis on Long-Term Career

Prospects

Emphasis on Personality

Weaknesses

Emphasis on Performance Weaknesses

Cha

nge

in P

erfo

rman

ce


An Alternative to Weaknesses Fixing

Move from strength

Manage the weakness

Help students and teachers find their talents and develop strengths


Understanding People

Discipline

You need predictability, order, and planning.You impose structure on your surroundings.

Sounds very much like me.

Sounds somewhat like me.

Does not sound like me.


Competition

You keep score. You compare your performance to others. Outstanding performers are a motivator for you. You like to win.




Does not sound like me





Does not sound like me

WooWoo

Winning Others Over. You thrive on the challenge of meeting new people. Givena room with people that you know and othersyou do not know, you spend the most time with those you did not know before entering.


StrengthsFinder® Themes

Achiever Activator AdaptabilityAnalyticalArranger BeliefCommandCommunicationCompetitionConnectednessConsistency

IntellectionLearner Maximizer Positivity Relator Responsibility Restorative Self-AssuranceSignificance Strategic Woo

ContextDeliberativeDeveloperDisciplineEmpathyFocusFuturisticHarmonyIdeationIncluder IndividualizationInput


The Assumption

Differences in workplace climates are largely irrelevant to schools because a teacher’s working environment doesn’t make much difference.

Gallup Poll: Agree, Disagree, or Don’t Know


Retention as the Problem

“…most of the hiring of new teachers is simplyto fill spots vacated by teachers who just departed.

Robert Ingersoll

Ingersoll, R. 2003. Is there really a teacher shortage? Center for the Study of Teaching and Policy. www.ctpweb.org

engagement?What is


A Blind Spot?

How do you rate yourself (the principal)/your principal on each of the following items — excellent, good, fair, or poor?

Item Principals Teachers Parents

Respecting the people in the school 78 36 34

Being approachable 71 39 34

Being a visible presence throughout the school 67 38 42

Supporting the teachers in the school to be the best teachers they can be 65 33 28

Encouraging students to achieve 59 35 34

Being a good listener 53 30 27

Being an overall leader of the school 45 30 34

Providing opportunities for teachers’ professional development 43 31 22

MetLife, Inc. (2003)


Three Levels of Engagement

EngagedEngagedActively

Disengaged

ActivelyDisengaged

NotEngaged

NotEngaged

30%

55%

15%Engaged

NotEngaged

ActivelyDisengaged

*Source: Gallup Poll data of U.S. working population 18 years and older, accumulated Apr.-Oct. 2006


Q12 = Questions that matter

Q1. I know what is expected of me at work.Q2. I have the materials and equipment I need to do my work right.Q3. At work, I have the opportunity to do what I do best every day.Q4. In the last seven days, I have received recognition or praise for doing good work.Q5. My supervisor, or someone at work, seems to care about me as a person.Q6. There is someone at work who encourages my development.Q7. At work, my opinions seem to count.Q8. The mission or purpose of my company makes me feel my job is important.Q9. My associates or fellow employees are committed to doing quality work.Q10. I have a best friend at work.Q11. In the last six months, someone at work has talked to me about my progress.Q12. This last year, I have had opportunities at work to learn and grow.


Q12®

Meta-Analysis: Outcomes

-51% -51%

-62%

12%18%

12%

-31%-27%

-70%

-60%

-50%

-40%

-30%

-20%

-10%

0%

10%

20%

30%

Difference between top and bottom quartiles

Turnover

Absenteeism ShrinkageSafety

Incidents

Customer Productivity Profitability

Difference between engaged and actively disengaged employees in unexcused absences

High- Turnover

Orgs.

Low- Turnover

Orgs.


School District Case Study #1

50

55

60

65

70

75

80

85

Year 1 Year 2 Year 3

Lowest 15%MiddleHighest 15%

8.05%

Q12 Grand Mean and % of Students Passing All Tests by Building


Practical Affect

Elementary 500 students = 44 more students

Middle School 850 students = 74 more students

High School 1500 students = 131 more students

Average percent difference in students passing alltests of schools in top 15% vs. bottom 15% = 8.7


How Do We Affect Change?

ACTION:• Diet

• Exercise

ACCOUNTABILITY:• Coach other people

• Measure for RESULTS!!!

MEASUREMENT:• Key baseline metrics- (weight, inches, body fat, cholesterol)


The Sample

18 school districts: – Arizona 1– Colorado 2– Florida 1– Iowa 1 – Massachusetts 1– Nebraska 2– Ohio 3– Texas 4– Wisconsin 3

112 schools participated

4,116 teachers

48,182 students grades 5-12


Data Gathered

School serves as the unit of measurement Gathered self-reported grade level, gender, and race

information for each student 83 of 112 schools provided achievement data that allowed

dichotomous grouping


Student Achievement Comparisons

School’s composite (mean of the grades and subjects represented for each school)

Compared to state average and in Texas to the median of the comparison group

Dichotomous grouping of schools as to above or below the state average or comparison group (83 of 112)

Controlled for economically disadvantaged, school size, and level


Student Engagement Ten

Q01. I know I will graduate from high school.

Q02. This school makes me feel good about myself.

Q03. I have a best friend at this school.

Q04. I feel safe in this school.

Q05. I have the materials and equipment I need to do my school work right.

Q06. My teachers make me feel my school work is important.

Q07. I am always treated with respect in this school.

Q08. At this school, I have the opportunity to do what I do best every day.

Q09. In the last seven days, I have received recognition or praise for doing good school work.

Q10. I have opportunities at this school to choose how I learn.


Isn’t It Strange That Princes And KingsAnd Clowns That Caper In Sawdust Rings

And Common People Like You And MeAre Builders For Eternity?

To Each Is Given a Bag of ToolsA Shapeless Mass, a Book of Rules

And Each Must Build Ere Life Has Flown,A Stumbling Block or a Stepping Stone

R. Sharpe

The Difference You Make


4.08

3.753.50

2.00

3.00

4.00

5.00

Elementary School(5th Grade)

Middle School High School

Gra

nd

Mea

n

Overall Students

Copyright © 2007 The Gallup Organization, Princeton, NJ. All rights reserved.

Student Engagement GrandMean by School Level

n= 48,142


Student Engagement and Achievement

Top Quartile 66.1% 4.26

2nd Quartile 52.7% 4.05

3rd Quartile 47.4% 3.94

4th Quartile 32.6% 3.49

Student Engagement Probability of being above GrandQuartile the comparison group Mean

Controlling for % economically disadvantaged, size of school, and school level.


Student Grand Means by Grade and Gap

5th 4.07.15

6th 3.92.19

7th 3.73.12

8th 3.61.04

9th 3.57.07

10th 3.50.03

11th 3.47.00

12th 3.47

Grade Grand Mean Gap


Engagement Scores by Income

Elementary

Min Max Range Mean

Disadvantage 3.72 4.36 0.64 4.05

Advantage 3.97 4.57 0.6 4.28

Middle

Min Max Range Mean

Disadvantage 3.51 3.74 0.23 3.59

Advantage 3.93 4.21 0.28 4.06

High

Min Max Range Mean

Disadvantage 3.32 4.2 0.89 3.84

Advantage 3.7 3.85 0.16 3.78



Elementary

Min Max Range Mean

Disadvantage 3.72 4.36 0.64 4.05

Advantage 3.97 4.57 0.60 4.28

Middle

Min Max Range Mean

Disadvantage 3.51 3.74 0.23 3.59

Advantage 3.93 4.21 0.28 4.06

High

Min Max Range Mean

Disadvantage 3.32 4.2 0.89 3.84

Advantage 3.7 3.85 0.16 3.78



Elementary

Min Max Range Mean

Disadvantage 3.72 4.36 0.64 4.05

Advantage 3.97 4.57 0.6 4.28

Middle

Min Max Range Mean

Disadvantage 3.51 3.74 0.23 3.59

Advantage 3.93 4.21 0.28 4.06

High

Min Max Range Mean

Disadvantage 3.32 4.2 0.89 3.84

Advantage 3.7 3.85 0.16 3.78


Workplace and Learning Climates Matter

If we don’t have a great place for teachers to teach,we can’t have a great place for students to learn.


A New Strategy for Student Success

Recognize and value the importance of people in learning

Discover and develop the talents of every student and teacher

Engage teachers and students in teaching and learning


Isn’t It Strange That Princes And KingsAnd Clowns That Caper In Sawdust Rings

And Common People Like You And MeAre Builders For Eternity?

To Each Is Given a Bag of ToolsA Shapeless Mass, a Book of Rules

And Each Must Build Ere Life Has Flown,A Stumbling Block or a Stepping Stone

R. Sharpe

The Difference You Make


The Assumption

A perfect curriculum or instructional technique will work for all students and teachers, eliminating differences in student learning.


Copyright Standards

This document contains proprietary research, copyrighted materials, and literary property of Gallup, Inc. It is for the guidance of your company only and is not to be copied, quoted, published, or divulged to others outside of your organization. Gallup® and Q12® are trademarks of Gallup, Inc. All other trademarks are the property of their respective owners.

This document is of great value to both your organization and Gallup, Inc. Accordingly, international and domestic laws and penalties guaranteeing patent, copyright, trademark, and trade secret protection protect the ideas, concepts, and recommendations related within this document.

No changes may be made to this document without the express written permission of Gallup, Inc.

Copyright © 2007 Gallup, Inc. All rights reserved.

building engaged schools the people factor copyright © 2007 gallup, inc. all rights reserved. 3...

Documents

states moderate

large gains

middle school reading

harvard civil rights

narrowing of gaps

tests copyright

income gaps

flat math