Download - School Systems that Learn- Paul Ash
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January 29, 2014
Paul B. Ash [email protected]
School Systems That Learn
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Improving Professional Practice, Overcoming Limitations,
and Diffusing Innovation
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Think About…
Why do achievement gaps exist even in well-funded school districts?
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Think About…
Why do achievement gaps exist even in well-funded school districts?
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It’s not possible to close them.
The district needs to find “just the right initiatives.”
The district has reached its maximum capacity.
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Our Hypothesis…
The district has reached its maximum capacity.
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Limitations to School Change and Capacity Building 1. Laws and regulations 2. Mindsets and limiting beliefs 3. Standardization (vs. differentiation) 4. Isolation (as opposed to collaboration) 5. A narrow view of professional
development 6. Viewing teaching and student learning
as separate acts
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Strategies That WON’T Close Achievement Gaps OR Build Capacity
• Fire all underperformers • Hire more outstanding teachers • Increase teacher evaluation
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The 4 Effective Drivers of + Change
• The Importance of Trust • Collaboration in All Directions • Capacity Building for All
Educators • Leaders at All Levels
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Synergy of the Four Drivers
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Synergy When all four drivers are present at high levels, the system catalyzes an increase in educator capacity, professional practice, and student performance.
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Overarching Theory When a school system learns, continuous improvement enables educators to close achievement gaps and ensures that all students grow and develop as learners.
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Appreciation of a System
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Systems Approach
“Every system is perfectly designed to achieve exactly the results it gets”.
Paul Batalden Dartmouth Medical School Director,
Based on a quote from W. Edward Deming (1990)
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The Importance of Trust
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Vulnerability Trust
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Patrick Lencioni “The Importance of Trust”
Video from World of Business Ideas http://www.youtube.com/watch?
v=gwj9bMLiV4E
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Five Big Fears (Students)
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• Fear Of Making Mistakes • Fear Of Looking Like A Fool • Fear Of Having A Weakness
Exposed • Fear Of Not Being Liked • Fear Of Failure
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Six Big Fears (Educators)
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• Fear Of Making Mistakes • Fear That Errors Will Erase Prior Success • Fear Of Having A Weakness Exposed • Fear That Asking For Assistance Will
Diminish Respect • Fear Of Looking Like A Novice • Fear of Conflict
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Psychological Safety
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To gain the power of collaboration and continuous learning, psychological safety is
needed.
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Signs of Psychological Safety*
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Educators can disagree with peers and authority figures, ask naïve questions, own up to mistakes, or present a minority view without fear of ridicule or marginalization. *Edmondson
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In Your Experience…
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What percentage of the teams that you have observed demonstrated signs of psychological safety?
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Capacity Building
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Research Professional development can have a positive impact on student learning
• Meiers & Ingvarson (2005) – Australia study • Supovitz (2001) • Garet et al (2001)
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Traditional Model of Professional Development
After school courses – Teachers select courses based on their individual needs, rather than choosing courses based on district/school needs. During school PD – Programs are usually no more than a few hours to a few days/year, and often not aligned with school or district goals.
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A New Systemic Model of PD Five Streams that Improve Educator
Capacity to Improve Student Learning:
• Data Teams Analyze Student Work • Frequent Quality Feedback from
Supervisors • External Sources of Knowledge • Internal Sources of Knowledge • Self-Reflection
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3 Qualities of Effective PD • The district has clear learning goals for
every student and growth mindset for all educators and students?
• The district frequently assesses student progress toward their learning goals?
• The school district has an ongoing system of professional learning for all educators that is designed to increase performance
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Key Findings Successful programs include: • Avoiding narrow outcomes to easily measured
topics • Opportunities for teacher reflection,
collaboration, and building professional community
• Focus on subject matter learning • 14 to 49 hours of learning time with follow-up,
active learning, feedback, and collaboration
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A New Model
High quality professional learning is
coherent, consistent, systemic, and sustained.
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Poll: Which intervention has the largest effect size?
Lowering pupil-teacher ratios Increasing teacher salaries Increasing teacher experience Increasing teacher education
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Providing Adequate Funding
Greenwald, Hedges, and Laine, 1996
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Questions
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In Summary
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• School systems are designed not to change (6 limitations)
• Just adding more and more initiatives will have limited impact on student learning
• All systems have a maximum capacity
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Four High-leverage Strategies
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We increase educator and student learning by: • Increasing Trust • Building individual and collective
capacity • Building leadership at all levels • Collaborating in all directions