leadership of high functioning professional learning communities

Leadership of High Leadership of High Functioning Professional Functioning Professional Learning CommunitiesLearning Communities

DemographicsDemographics

20012001 20042004 20112011

CaucasianCaucasian 91.3%91.3% 81.5%81.5% 68.8%68.8%

HispanicHispanic 4.7%4.7% 13.5%13.5% 24%24%

ELLELL 4.1%4.1% 12.9%12.9% 14%14%

Low Low IncomeIncome

14.4%14.4% 33%33% 49%49%

Special Special EducationEducation

.8%.8% 7.6%7.6% 8.5%8.5%

Language ArtsLanguage Arts

20022002 20042004 20112011

OverallOverall 63%63% 83%83% 91%91%

HispanicHispanic 34%34% 62%62% 81%81%

ELLELL 31%31% 46%46% 65%65%

Low Inc.Low Inc. 46%46% 67%67% 87%87%

Spec. Ed.Spec. Ed. 37%37% 35%35% 61%61%

20022002 20042004 20112011

OverallOverall 55%55% 75%75% 90%90%

HispanicHispanic 31%31% 54%54% 65%65%

ELLELL 31%31% 52%52% 26%26%

Low Inc.Low Inc. 49%49% 61%61% 73%73%

Spec. Ed.Spec. Ed. 26%26% 26%26% 46%46%

MathMath

Attendance/ TardyAttendance/ Tardy

20022002 20102010

AbsentsAbsents 5.15.1 1.91.9

TardyTardy 4.44.4 .9.9

High AchieversHigh Achievers

20022002 20062006 20102010

Enrolled Enrolled

HonorsHonors32%32% 41%41% 48%48%

EnrolledEnrolled

APAP8.7%8.7% 13.1%13.1% 18.9%18.9%

EnrolledEnrolled

LeadershiLeadershipp

5%5% 16%16% 26%26%

Traditional school missionTraditional school mission

The fundamental purpose of our school is to The fundamental purpose of our school is to provide students with the opportunity to provide students with the opportunity to learn.learn.

We fulfill our responsibilities when we We fulfill our responsibilities when we provide students with clear lessons and provide students with clear lessons and opportunities to demonstrate their opportunities to demonstrate their learning.learning.

If students fail to take advantage of the If students fail to take advantage of the opportunities they are provided, they must opportunities they are provided, they must suffer the consequences of their decisions.suffer the consequences of their decisions.

Possible MissionPossible Mission

The mission of our school is to take The mission of our school is to take credit for all the kids that succeed, credit for all the kids that succeed, and assign blame for the students and assign blame for the students that donthat don’’t.t.

Our mission is to protect the comfort Our mission is to protect the comfort and individuality of the adults that and individuality of the adults that work here..work here..

Real MissionReal Mission

Ensure Ensure High Levels of Learning for High Levels of Learning for ALLALL students. students.

QuestionsQuestions

Do you believe Do you believe ALL ALL students can students can learn?learn?

Why donWhy don’’t some students learn?t some students learn?

Rosabeth Moss KanterRosabeth Moss Kanter

Confidence: How Winning and Losing Confidence: How Winning and Losing Streaks Begin and End.Streaks Begin and End.

Crown Business, 2004.Crown Business, 2004.

Continuous LosingContinuous Losing

Pessimism: Expectation of a Negative Pessimism: Expectation of a Negative Result.Result.

A Sense of Futility, Hopelessness, A Sense of Futility, Hopelessness, Fatalism.Fatalism.

Waning Effort.Waning Effort. Self-Criticism in Failure.Self-Criticism in Failure. Denial; Cover UpDenial; Cover Up Fear of Risk Taking--DefensivenessFear of Risk Taking--Defensiveness

Continuous WinningContinuous Winning

ConfidenceConfidence Optimism: An expectation of positive Optimism: An expectation of positive

results.results. Strong Desire to Succeed.Strong Desire to Succeed. Self-Analysis in Failure.Self-Analysis in Failure. High Levels of EffortHigh Levels of Effort Risk Taking--StretchingRisk Taking--Stretching

Consider a student you feel is on a losing Consider a student you feel is on a losing cycle.cycle.

Why is that student a loser in the school Why is that student a loser in the school system?system?

How do you think that student feels How do you think that student feels about his/her ability to succeed in about his/her ability to succeed in school?school?

What could be done to help that What could be done to help that student change from losing to winning?student change from losing to winning?

Winners & LosersWinners & Losers

Guiding PrincipleGuiding Principle

The purpose of our school is to see to The purpose of our school is to see to it that it that allall students learn at high students learn at high levels, and the future of our students levels, and the future of our students depends upon depends upon our successour success in in achieving that purpose.achieving that purpose.

WarningWarning

Many educators say they believe that Many educators say they believe that all students can learn—yet they want all students can learn—yet they want to keep their practices the same. to keep their practices the same. If If we are not willing to change our we are not willing to change our practices, then PLCpractices, then PLC’’s becomes s becomes yet another failed program.yet another failed program. This This is not intended to be a programis not intended to be a program—it is a process for job —it is a process for job embedded professional embedded professional development and change.development and change.

WarningWarning

This is NOT A PROGRAMThis is NOT A PROGRAM This is a PROCESS FOR CHANGE.This is a PROCESS FOR CHANGE.

Three Areas Administrators Three Areas Administrators Should Focus their AttentionShould Focus their Attention

Ensuring the CultureEnsuring the Culture Building Leadership CapacityBuilding Leadership Capacity Facilitating Change and GrowthFacilitating Change and Growth

Major Focus #1Major Focus #1

Building Leadership Building Leadership CapacityCapacity

PrincipalPrincipal’’s Roles Role

Principals have either struggled to Principals have either struggled to contrive ways to interact with contrive ways to interact with teachers in the hopes of influencing teachers in the hopes of influencing their behavior or have resigned their behavior or have resigned themselves to managing rather than themselves to managing rather than leading their schools.leading their schools.

LeadershipLeadership

Effective leaders recognize that they Effective leaders recognize that they cannot accomplish great things cannot accomplish great things alone. alone. They acknowledge that They acknowledge that leadership capacity is leadership capacity is ““broadly broadly distributed in the population and distributed in the population and is accessible to anyone who has is accessible to anyone who has passion and purpose to change passion and purpose to change things as they are.things as they are.””

Leadership in a PLCLeadership in a PLC

Bottom Up Does Not WorkBottom Up Does Not Work

Bottom up change does not work because it fails to produce sustainable Bottom up change does not work because it fails to produce sustainable success at scale.success at scale.

Teachers in schools with site based autonomy tend to focus on marginal Teachers in schools with site based autonomy tend to focus on marginal changes that do not directly impact the quality of student learning.changes that do not directly impact the quality of student learning.

Leadership in a PLCLeadership in a PLC

Top Down Does Not WorkTop Down Does Not Work

Top Down change does not work because it fails to garner ownership, Top Down change does not work because it fails to garner ownership, commitment or even clarity about the nature of change.commitment or even clarity about the nature of change.

Top Down change does not work because it is more likely to generate Top Down change does not work because it is more likely to generate compliance than commitment. Teachers and principals are adept at compliance than commitment. Teachers and principals are adept at ignoring reform when they close their school and classroom doors and ignoring reform when they close their school and classroom doors and continue doing what they have always done.continue doing what they have always done.

This is a Process of Changing This is a Process of Changing

People From the Inside OutPeople From the Inside Out

Loose and Tight School Loose and Tight School LeadershipLeadership

Effective school leaders donEffective school leaders don’’t simply t simply encourage individuals to go off and encourage individuals to go off and do whatever they want, but rather do whatever they want, but rather establish clear parameters and establish clear parameters and priorities that enable individuals priorities that enable individuals to work within established to work within established boundaries in a creative and boundaries in a creative and autonomous way.autonomous way.

Loose Tight LeadershipLoose Tight Leadership

The solution to loose tight dilemma The solution to loose tight dilemma comes from the top. comes from the top.

It comes from leaders who embed It comes from leaders who embed principles and processes that foster principles and processes that foster continuous and purposeful peer continuous and purposeful peer interactions.interactions.

Purposeful peer interaction is the glue for Purposeful peer interaction is the glue for achieving simultaneous loose-tight achieving simultaneous loose-tight organizations. This does not mean you organizations. This does not mean you need less leadership at the top, but rather need less leadership at the top, but rather more-more of a different kind.more-more of a different kind.

The Keys to Simultaneous The Keys to Simultaneous Loose-Tight LeadershipLoose-Tight Leadership

Getting Getting ““tighttight”” about the right about the right things.things. Communicating what is Communicating what is ““tighttight”” effectively.effectively.

What Needs to be Tight?What Needs to be Tight?

Mission UnderstoodMission Understood Vision CreatedVision Created Collective Commitments Agreed ToCollective Commitments Agreed To NormsNorms Essential StandardsEssential Standards Common AssessmentsCommon Assessments InterventionIntervention Data AnalyzedData Analyzed SMART Goals CreatedSMART Goals Created

Name your leadersName your leaders

What are your teams.What are your teams. Pick a leader from each team.Pick a leader from each team. Pick a resister from each team.Pick a resister from each team. Pick your best teamPick your best team Pick your most challenging team.Pick your most challenging team.

Leading TeamsLeading Teams

Working with a limited number of Working with a limited number of teams empowers the principal, rather teams empowers the principal, rather than working with 50 teachers.than working with 50 teachers.

Have them set clear goals and have Have them set clear goals and have clear goals as a faculty so it can be clear goals as a faculty so it can be the focus of conversations.the focus of conversations.

Be comfortable with dissent, and Be comfortable with dissent, and understand what consensus is. understand what consensus is.

Keys to Leading TeamsKeys to Leading Teams

Most high functioning team should be your Most high functioning team should be your collaborative team leaders.collaborative team leaders. Group TrainingGroup Training Group DialogueGroup Dialogue On-going meetings (twice a month)On-going meetings (twice a month) Collaborative Problem SolvingCollaborative Problem Solving How to conduct a meetingHow to conduct a meeting Resolving conflictResolving conflict Learning By Doing is the Best WayLearning By Doing is the Best Way

Defining ConsensusDefining Consensus

All points of view have not merely All points of view have not merely been heard, but actively solicited.been heard, but actively solicited.

The will of the group is evident even The will of the group is evident even to those who most oppose it.to those who most oppose it.

Developing ConsensusDeveloping Consensus

Create a Guiding CoalitionCreate a Guiding Coalition Build Shared KnowledgeBuild Shared Knowledge Engage in Dialogue with StaffEngage in Dialogue with Staff

ConfrontingConfronting

MissionMission CommitmentsCommitments NormsNorms

First attempt to change, if this fails require.First attempt to change, if this fails require.

Collective CommitmentsCollective Commitments

We believe that all students can learn We believe that all students can learn given the proper time and motivation. given the proper time and motivation. We We commit to working with each student commit to working with each student on a guaranteed curriculum, common on a guaranteed curriculum, common assessments, and using all time assessments, and using all time available until ALL students have available until ALL students have learnedlearned..

We believe that the best vehicle for We believe that the best vehicle for meaningful and effective school meaningful and effective school improvement is through a collaborative improvement is through a collaborative culture focused on student learning. culture focused on student learning. We We commit to collaboratecommit to collaborate effectivelyeffectively..

Collective CommitmentCollective Commitment

We believe teachers make the greatest We believe teachers make the greatest difference in helping all students learn. difference in helping all students learn. We commit to do what is best for We commit to do what is best for students even if it is not the most students even if it is not the most comfortable for adults.comfortable for adults.

We believe in the partnership between We believe in the partnership between school and parents. school and parents. We commit to We commit to diligently create and maintain lines of diligently create and maintain lines of communication with all parentscommunication with all parents..

RequireRequire

Crucial ConfrontationsCrucial Confrontations Change ForcesChange Forces

Persuasion, consensus building, and all Persuasion, consensus building, and all the other arts of influence donthe other arts of influence don’’t always t always do the job. Sometimes it simply comes do the job. Sometimes it simply comes down to using the power of onedown to using the power of one’’s s position to get people to act. A common position to get people to act. A common failing of leaders fro supervisors to top failing of leaders fro supervisors to top executives is the failure to be executives is the failure to be emphatically assertive when necessary.emphatically assertive when necessary.

ResisterResister

Keep in mind that the goal in Keep in mind that the goal in addressing these violations is not addressing these violations is not only to bring about change in the only to bring about change in the resister, but also to communicate resister, but also to communicate priorities throughout the priorities throughout the organization.organization.

Manage ConflictManage Conflict

““a culture that squashes disagreement a culture that squashes disagreement is a culture doomed to stagnate, is a culture doomed to stagnate, because change always begins with because change always begins with disagreement. Disagreement can disagreement. Disagreement can never be squashed entirely. It gets never be squashed entirely. It gets repressed, only to emerge later as a repressed, only to emerge later as a sense of injustice, followed by apathy, sense of injustice, followed by apathy, resentment, and even sabotage.resentment, and even sabotage.


Ensuring the CultureEnsuring the Culture

CollaborativeCollaborative Focus on LearningFocus on Learning Results OrientationResults Orientation

Big Idea #1Big Idea #1

We cannot help all students learn at We cannot help all students learn at high levels if we work in isolation. We high levels if we work in isolation. We must build a must build a collaborative culturecollaborative culture and engage in a and engage in a collective effortcollective effort to to achieve our purpose.achieve our purpose.

Professional Learning Professional Learning Community (PLC) DefinedCommunity (PLC) Defined

Educators committed to working Educators committed to working collaboratively in ongoing processes collaboratively in ongoing processes of collective inquiry and action of collective inquiry and action research in order to achieve better research in order to achieve better results for students they serve. results for students they serve. PLCPLC’’s operate under the s operate under the assumption that the key to assumption that the key to improved learning for students is improved learning for students is continuous, job embedded continuous, job embedded learning for educators.learning for educators.

Dufour, Dufour, Eaker, Many, 2006Dufour, Dufour, Eaker, Many, 2006

PLCPLC

Composed of collaborative teams Composed of collaborative teams whose members work whose members work interdependently to achieve common interdependently to achieve common goals goals linked to the purpose of linked to the purpose of learning for alllearning for all..

Keys for a Collaborative Keys for a Collaborative CultureCulture

Time to collaborate.Time to collaborate. Designated teams to collaborate Designated teams to collaborate

with.with. Common missionCommon mission

Learning for ALLLearning for ALL Collective commitmentsCollective commitments

ExampleExample Team NormsTeam Norms

Example Example Common GoalsCommon Goals

ExampleExample

Collaboration IS….Collaboration IS….1.1. Clarifying both purpose and goal at the start of the meetingClarifying both purpose and goal at the start of the meeting

2.2. Using an agenda to stay focused on the meetingUsing an agenda to stay focused on the meeting’’s purposes purpose

3.3. Attending to the task at hand and fully participatingAttending to the task at hand and fully participating

4.4. Using processes to discuss topics, gather information, analyze and make Using processes to discuss topics, gather information, analyze and make decisionsdecisions

5.5. Listening and learning to divers points of viewListening and learning to divers points of view

6.6. Tackling tough issuesTackling tough issues

7.7. Calling one anotherCalling one another’’s attention to Norms attention to Norm’’ss

8.8. Leaving knowing what is expected to prepare for the next meetingLeaving knowing what is expected to prepare for the next meeting

9.9. FOCUSED ON STUDENT LEARNINGFOCUSED ON STUDENT LEARNING

Collaboration is NOT….Collaboration is NOT….

1.1. Attending without bringing necessary items to the meeting.Attending without bringing necessary items to the meeting.

2.2. ““Checking outChecking out”” or focusing on unrelated tasks or focusing on unrelated tasks

3.3. Discussing the same issue or student over and overDiscussing the same issue or student over and over

4.4. Listening to one or two people doing most of the talkingListening to one or two people doing most of the talking

5.5. Complaining about the administration or district mandatesComplaining about the administration or district mandates

6.6. Dismissing or demeaning others points of viewDismissing or demeaning others points of view

7.7. Taking care of management itemsTaking care of management items

8.8. Leaving the meeting without closure and a planLeaving the meeting without closure and a plan

WarningWarning

Collaboration is messy. When people Collaboration is messy. When people work in groups there will be work in groups there will be disagreement, miscommunication, disagreement, miscommunication, frustration….that is OK. Keep the frustration….that is OK. Keep the focus on our purpose.focus on our purpose.

ConsensusConsensus

Everyone in the group has had a Everyone in the group has had a chance to have their voice heard and chance to have their voice heard and the collective will of the group is the collective will of the group is known. known.

Consensus is not everyone agrees.Consensus is not everyone agrees.

Focus of CollaborationFocus of Collaboration

Collaborative cultures, which by Collaborative cultures, which by definition have close relationships, definition have close relationships, are indeed powerful, but unless they are indeed powerful, but unless they are focusing on the right things they are focusing on the right things they may end up being powerfully wrong.may end up being powerfully wrong.

Four Focus Questions for Four Focus Questions for Teams to AddressTeams to Address

What do we want students to learn?What do we want students to learn? How are we going to know if the How are we going to know if the

learned it?learned it? How do we respond if they do not How do we respond if they do not

learn it?learn it? What do we do if they already know What do we do if they already know

it?it?


Composed of collaborative teams Composed of collaborative teams whose members work whose members work interdependently to achieve common interdependently to achieve common goals goals linked to the purpose of linked to the purpose of learning for alllearning for all..

Focus on the Focus on the learninglearning not the not the teaching.teaching.

A Proper Belief:A Proper Belief:

Our job is to Our job is to help help students students believe believe they are they are capable capable learners.learners.

Focus on LearningFocus on Learning

StandardsStandards I CanI Can’’ss

Assessment Assessment Guarantee the CurriculumGuarantee the Curriculum Find out who has not learned, so we can Find out who has not learned, so we can

get them to learn.get them to learn. Determine if our instruction is valid.Determine if our instruction is valid.

Mistaken Belief #1Mistaken Belief #1 High Stakes Tests are good for High Stakes Tests are good for

all students because they all students because they motivate learning.motivate learning.

Reality:Reality: only good for students only good for students who expect to succeed. For other who expect to succeed. For other students they are a source of students they are a source of embarrassment…embarrassment…

Mistaken Belief #2Mistaken Belief #2

If I judge you to have failed, it If I judge you to have failed, it will cause you to try harder.will cause you to try harder.

Reality:Reality: Only true when students Only true when students feel in control. Otherwise when feel in control. Otherwise when students fail, they feel…students fail, they feel…


If a little intimidation doesnIf a little intimidation doesn’’t t work, use a lot of intimidation.work, use a lot of intimidation.

Reality: when students are Reality: when students are intimidated, it leads them to feel intimidated, it leads them to feel afraid of standing out…afraid of standing out…


To maximize learning, maximize To maximize learning, maximize anxiety.anxiety.

Reality: Anxiety causes the brain Reality: Anxiety causes the brain to lock down which leads to lock down which leads students to feel…students to feel…


It is the adults who use assessment It is the adults who use assessment results to make the most important results to make the most important instructional decisions.instructional decisions.

Reality: Students are the key users of Reality: Students are the key users of assessment information.assessment information.

Student decisionsStudent decisions How has your student used the How has your student used the

information he/she has gathered information he/she has gathered from past assessments?from past assessments?

What conclusions has he/she drawn What conclusions has he/she drawn from his/her performance on those from his/her performance on those assessments?assessments?

The StudentThe Student’’s Emotional s Emotional Reaction Will Determine Reaction Will Determine

What That Student Does in What That Student Does in Response.Response.

Two Possible Reactions:Two Possible Reactions:

ProductiveProductive: Keep Trying: Keep Trying

UnproductiveUnproductive: Stop Trying: Stop Trying

Mistaken Belief # 6Mistaken Belief # 6

Teachers & leaders donTeachers & leaders don’’t need to t need to understand sound assessment understand sound assessment practices—the testing people will practices—the testing people will take care of us…take care of us…

Reality: All educators absolutely must Reality: All educators absolutely must understand sound assessment FOR understand sound assessment FOR learning practices!learning practices!

Mistaken Belief # 7Mistaken Belief # 7

Most important academic decisions Most important academic decisions are made once a year with are made once a year with placement.placement.

Reality: Teacher decisions are made Reality: Teacher decisions are made constantly.constantly.

Why AssessWhy Assess

Guarantee CurriculumGuarantee Curriculum Determine if students have learned—Determine if students have learned—

so you can get them to learnso you can get them to learn Determine if instruction is effectiveDetermine if instruction is effective

Students Must Believe:Students Must Believe: ItIt’’s OK not to be good s OK not to be good

at it when youat it when you’’re just re just getting startedgetting started

You may hit the target You may hit the target today or you may today or you may not…not…

If you donIf you don’’t, it is t, it is crucial that you crucial that you remain willing to remain willing to return and try again return and try again tomorrowtomorrow

[Students] want the confidence that [Students] want the confidence that their investment of time, effort, and their investment of time, effort, and loyalty will lead to positive results…loyalty will lead to positive results…

Teaching is Teaching is about delivering about delivering that confidence.that confidence.

~Adapted from ~Adapted from KanterKanter


We will not know if we are helping all We will not know if we are helping all students learn unless we students learn unless we focus on focus on resultsresults and use and use evidence of evidence of student learningstudent learning as part of a as part of a continuous improvement process.continuous improvement process.

What is the current priority you What is the current priority you have for your school?have for your school?

Why did this become your priority.Why did this become your priority.

What indicators are you using to monitor What indicators are you using to monitor this priority?this priority?

How are you monitoring those indicators?How are you monitoring those indicators?

What changes have you seen in your school What changes have you seen in your school in an attempt to improve this priority?in an attempt to improve this priority?

Lack of data is not the problem. Schools typically Lack of data is not the problem. Schools typically suffer from what Robert Waterman has called the suffer from what Robert Waterman has called the DRIP syndrome: they are data rich but information DRIP syndrome: they are data rich but information

poor. Data alone will not inform a teacherpoor. Data alone will not inform a teacher ’’s s professional practice and thus cannot become a professional practice and thus cannot become a

catalyst for improvement unless those data re put catalyst for improvement unless those data re put in context to provide a basis for comparison.in context to provide a basis for comparison.

Keys to Getting Rid of the DRIP Keys to Getting Rid of the DRIP SyndromeSyndrome

Team developed assessments.Team developed assessments. Agreed upon proficiency standard.Agreed upon proficiency standard. Receive frequent and timely Receive frequent and timely

feedback on the performance of his feedback on the performance of his or her students.or her students.

Compare these results to other Compare these results to other teachers using protocols.teachers using protocols.

Objective 1.1 – Coordinate Plane Graphing (3 Questions)Objective 1.2 – Introduction to Integers & Absolute Value (9 Questions)Objective 1.3 – Adding Integers (4 Questions)Objective 1.4 – Subtracting Integers (3 Questions)Objective 1.5 – Multiplying & Dividing Integers (6 Questions)

Objective 2.1 – Translating Expressions with Variables (5 Questions)Objective 2.2 – Order of Operations (5 Questions)Objective 2.3 – Evaluating Expressions (4 Questions)Objective 2.4 – Properties of Numbers (5 Questions)Objective 2.5 – Distributive Property (3 Questions)Objective 2.6 – Like Terms (3 Questions)

Group AnalysisGroup Analysis:: Highest Standard:Highest Standard: 2.5 – Distributive Property2.5 – Distributive Property

Lowest Standard:Lowest Standard: 2.3 – Evaluating Expressions2.3 – Evaluating Expressions

Immediate Plan:Immediate Plan: Insert questions on Evaluating Expressions onto the Warm-ups Insert questions on Evaluating Expressions onto the Warm-ups

daily and on the practice test for upcoming unitsdaily and on the practice test for upcoming units Plan for Next Year:Plan for Next Year:

We think that the problem is coming from the use of Absolute We think that the problem is coming from the use of Absolute Value in the evaluating expressions problems so we will spend Value in the evaluating expressions problems so we will spend more time and adjust the lesson plan for absolute value to more time and adjust the lesson plan for absolute value to better prepare the student for the evaluating expressions better prepare the student for the evaluating expressions objective. objective.

Smart GoalSmart Goal Have 80% of our students proficient in Objective 2.3 -Have 80% of our students proficient in Objective 2.3 -

Evaluating Expressions by the end of the term.Evaluating Expressions by the end of the term.


Facilitating ChangeFacilitating Change

Reciprocal RelationshipReciprocal Relationshipand Resourcesand Resources

StudentsStudents TeachersTeachers System System

UnconcernedUnconcerned

Little concern about or involvement Little concern about or involvement with the innovation is indicated.with the innovation is indicated.

Example of SolutionsExample of Solutions

Use Data:Use Data: 2002 Data2002 Data Failure DataFailure Data Earth Systems DataEarth Systems Data End of Year Finals for each courseEnd of Year Finals for each course

InformationalInformational

A general awareness of the A general awareness of the innovation and interest in learning innovation and interest in learning more details about it is indicated. more details about it is indicated.

Example SolutionsExample Solutions

Data From Other SchoolsData From Other Schools School Visits School Visits

WalkawaysWalkaways ConferencesConferences

Assessment ConferencesAssessment Conferences Data From Other SchoolsData From Other Schools

Oak Canyon MathOak Canyon Math

PersonalPersonal

Individual is uncertain about the Individual is uncertain about the demands of the innovation, his/her demands of the innovation, his/her adequacy to meet those demands, adequacy to meet those demands, and his/her role with the innovation. and his/her role with the innovation. This includes analysis of his/her role This includes analysis of his/her role in relation to the reward structure of in relation to the reward structure of the organization, decision-making, the organization, decision-making, and consideration of potential and consideration of potential conflicts with existing structures or conflicts with existing structures or personal commitment. personal commitment.

Why would I do this?Why would I do this?

Common standards, pacing guide, Common standards, pacing guide, assessments, and interventions. All assessments, and interventions. All so I can expose myself through the so I can expose myself through the data. data.


Math teacher and geometryMath teacher and geometry Neighboring School (Have another Neighboring School (Have another

school visit.school visit.

ManagementManagement

Attention is focused on the processes and Attention is focused on the processes and tasks of using the innovation and the best tasks of using the innovation and the best use of information and resources. Issues use of information and resources. Issues are related to efficiency, organizing, are related to efficiency, organizing, managing, scheduling, and time demands.managing, scheduling, and time demands.


Intervention and TimeIntervention and Time Time to do the WorkTime to do the Work

Collaboration MondayCollaboration Monday Paid Summer DaysPaid Summer Days Paid Subs on day of AssessmentPaid Subs on day of Assessment

Key Components of Good Key Components of Good InterventionIntervention

The process should ensure students The process should ensure students receive the intervention in a receive the intervention in a timely timely fashion fashion —at first indication they are —at first indication they are experiencing difficulty.experiencing difficulty.

Component 2Component 2

The process should The process should directdirect rather rather than invite students to devote the than invite students to devote the extra time and take advantage of extra time and take advantage of additional support until they are additional support until they are experiencing success. If a student is experiencing success. If a student is experiencing difficulty, additional experiencing difficulty, additional time and support is time and support is not optional.not optional.


It must be It must be within the school day.within the school day. This may cause an alteration to the This may cause an alteration to the schedules, but will allow for the schedules, but will allow for the additional time and support students additional time and support students need in the school day.need in the school day.


Students should be guaranteed they Students should be guaranteed they will receive this time and support will receive this time and support regardless of who their teacher might regardless of who their teacher might be. It needs to be be. It needs to be system wide.system wide.


You must have the You must have the most qualified most qualified teacherteacher doing the intervention. If doing the intervention. If you are using aides to intervene you are using aides to intervene rather than the classroom instructor, rather than the classroom instructor, your intervention is not as efficient your intervention is not as efficient as it could be.as it could be.


It must be It must be a fluid model.a fluid model. If a If a student is failing a course, he should student is failing a course, he should not have to spend a set amount of not have to spend a set amount of time in remediation. This is not time in remediation. This is not based on seat time, but learning. As based on seat time, but learning. As soon as a student raises his grades, soon as a student raises his grades, he/she should be allowed to get out he/she should be allowed to get out of intervention time.of intervention time.

Consequences Consequences (Focus on Learning)(Focus on Learning)

Attention focuses on impact of the Attention focuses on impact of the innovation on students.innovation on students.

ExamplesExamples

FLEX DataFLEX Data

Data (# of FData (# of F’’s Received)s Received)

QuarterQuarter

11QuarterQuarter

22QuarterQuarter

33QuarterQuarter

44

2006-2006-0707

871871 10591059 11371137 800800

2007-2007-0808

380380 561561 511511 592592

2008-2008-0909

230230 287287 316316 299299

2009-2009-1010

181181 221221 246246 211211

2010-2010-1111

173173 183183 227227

Data (# of Students Failing)Data (# of Students Failing)

QuarterQuarter

11QuarterQuarter

22QuarterQuarter

33QuarterQuarter

44

2006-2006-0707

371371 466466 478478 366366

2007-2007-0808

242242 275275 245245 245245

2008-2008-0909

122122 143143 154154 131131

2009-2009-1010

111111 131131 117117 100100

2010-2010-1111

9090 100100 114114

Collaboration Collaboration (Collaborative Culture)(Collaborative Culture)

The focus is on coordination and The focus is on coordination and cooperation with others regarding cooperation with others regarding the innovation.the innovation.

Culture of CollaborationCulture of Collaboration

Math Teachers and FLEX time.Math Teachers and FLEX time.

RefocusingRefocusing(Results Orientation)(Results Orientation)

The focus is on the exploration of The focus is on the exploration of more universal benefits from the more universal benefits from the innovation, including possibility of innovation, including possibility of major changes or replacement with a major changes or replacement with a more powerful alternative. more powerful alternative.


CounselorsCounselors


School and intervention historySchool and intervention history Experience of Math 2008-10Experience of Math 2008-10

TrainingTraining

List of things leaders need to be List of things leaders need to be trained on?trained on?

leadership of high functioning professional learning communities

Documents