Ric HovdaJoe JohnsonCollege of EducationSan Diego State University

*most promising strategies *key attributes *critical ingredients to

expand

Summit (hear from the field, review the issues)

College Acknowledgement and Commitment

NCUST (participation) CTQ Data and Improvement Plan MOUs with Districts/Block Program Model CCAG participation PACT/eSupervision

COE “Make a Difference” Mission

To “make a difference in the lives of the people we serve” the following five areas define our priority focus areas as we continue to envision our future….2010 and beyond:

• Close achievement gaps in al l areas of perf ormance through multi -discipl inary, integrated, and cross departmental /cross universi ty initiatives

• Provide the highest qual i ty clinically-based professional preparation programs focused around 21st

century skills

• Sustain and continue development of a culture of inquiry, scholarship and continuous improvement • Develop and nurture globally aware, multi-culturally competent faculty, staff and students

• Engage meaningfully and productively in our communities whether local, state, regional, national, or

international

Ric Hovda , Dean *based on Futures Planning discussions May 17, 2010, revised August 20, 2010

CSU Center to Close the Achievement Gap

Cristina Alfaro, Ph.D.Associate Professor, San Diego State University andJim Lanich, Ph.D.Director, CSU Center to Close the Achievement Gap

California State UniversityCenter to Close the Achievement Gap

Transformative Change in the Preparation of TeachersFebruary 14, 2011

Center Work Plan Overview

Business community

Districts/ schools

CSU Campuses

CSU Center to Close the Achievement Gap created to fill the gaps by acting as –

▪ ‘Lighthouse’ to fundamentally change the outlook towards leveraging research for improving teaching practices

▪ Catalyst for an evolving system that will tilt the balance from mechanistic approaches to teaching and helping teachers become proficient in the art of teaching

Provide faculty and pre-service candidates ▪ Best practice

investigation and dissemination

▪ Curriculum updates

▪ Host investigation visits

▪ Share best practices

▪ Participate in grant funding opportunities

▪ Inform expected outcomes from education system

▪ Support in infrastructure development

Current gaps▪ Data collection and

management▪ Support educator

preparation▪ Support in sharing

best practices▪ Inform curriculum and

pre-service candidate placements

What are California high performing districts, schools, and educators doing to close the achievement gap of low income and culturally and linguistically diverse students?

What are the practices and dispositions of teachers whose students achieve high levels of academic success?

What are the implications for California teacher preparation programs?

 

Quantitative data from surveys, observations, student achievement data, demographic data

Qualitative data from interviews (individual and focus groups), observations, field notes, and classroom, school, and district artifacts

Center web-portal Longitudinal data on every

public school in California

Higher performing, comparable school profiles and data

Best practice framework, artifacts and audit tools

Organized data for each CSU campus

San Diego County School Type: ElementaryGrade Span: K- 6Enrollment: 592Soc Dis: 311 (52.6%)FRSL: 275 (46.4%)English Learner: 363 (61.4%)Hispanic: 571 (96.4%)Outperforming Expectations(based on Linear Regression):Hispanic ELA: +34.8Hispanic Math: +44.4Soc Dis ELA: +13.1Soc Dis Math: +34.0Eng Learn ELA: +25.9Eng Learn Math: +37.1 2009 Star School

AYP Min. ProficiencyAYP Min. Proficiency

Chula Vista Learning Community Charter

High expectations for all students

Teacher dispositions that lead to effective instruction

Demonstration of the collaborative nature of teaching

Effective differentiation of instruction

Effective use of data to monitor and adjust instruction

Culturally and Linguistically contextualized pedagogy

Deep knowledge and understanding of content and standards

Teachers, Counselors and Administrators

NCLB / ESEA Re-Authorization Common Core Standards Summative/Formative Assessments Informing Teacher Preparation in

California How do we Continue as a Catalyst for

Change and Break Through the Clutter?

http://www.ncust.org ncust@mail.sdsu.edu

National Center for Urban School Transformation

http://www.ncust.org ncust@mail.sdsu.edu

Joseph F. Johnson, Jr., Ph.D.National Center for Urban School

TransformationSan Diego State University

February 14, 2011

http://www.ncust.org ncust@mail.sdsu.edu

National Center for Urban School Transformation

Dedicated to identifying, studying, and promoting the best practices of America’s highest achieving urban schools in a manner that supports urban districts in

transforming teaching and learning

http://www.ncust.org

http://www.ncust.org ncust@mail.sdsu.edu

Non-selective, urban schools (serving primarily students from low-income families) that demonstrate high achievement for all students. These schools evidence:

High proficiency rates for all groups High graduation rates for all groups High rates of access to challenging programs for all

groups No disproportionate enrollments of racial/ethnic

groups in special education Low rates of suspension/expulsion for all groups Other indicators of student success/achievement

http://www.ncust.org ncust@mail.sdsu.edu

In the past five years, NCUST has identified 48 remarkable elementary, middle, and high schools

in 15 different states.

http://www.ncust.org ncust@mail.sdsu.edu

Although these urban schools serve low-income communities with many

challenges, they have multiple evidences of outstanding achievement for all of the

demographic groups they serve.

http://www.ncust.org ncust@mail.sdsu.edu

What are the teaching practices in these high-performing urban schools?

Why are they more likely to attain excellent learning results than schools

with similar demographic compositions?

http://www.ncust.org ncust@mail.sdsu.edu

In excellent lessons, educators: Create clarity about what students are

expected to learn Minimize transitions, wait time, and time off

task Focus persistently on the objective to be

mastered Focus on generating substantial depth of

understanding (higher order thinking) Respond to data/information concerning

student mastery of content

http://www.ncust.org ncust@mail.sdsu.edu

In excellent lessons, educators: Engage all students in demonstrating their

levels of understanding throughout the lesson Attend carefully to evidence of student

understanding throughout the lesson Adapt instruction when student mastery is not

evidenced Conclude by checking student understanding

http://www.ncust.org ncust@mail.sdsu.edu

In excellent lessons, educators: Know the content they intend to teach thoroughly Present key concepts in an organized manner,

based on a logical task analysis Teach strategies so students can acquire

information on their own Keep presentations of information brief Wait to present a second concept until students

demonstrate that they understand the first concept

http://www.ncust.org ncust@mail.sdsu.edu

In excellent lessons, educators: Present key concepts in ways that build upon

students’ background, culture, and interests Present key concepts in ways that build upon

students’ prior knowledge Recognize when students are not understanding and

find other ways to explain concepts when necessary Scaffold down and enrich upward based on levels of

student understanding

http://www.ncust.org ncust@mail.sdsu.edu

In excellent lessons, educators: Pre-identify key academic vocabulary that

influences understanding of the lesson content

Educators provide multiple opportunities for all students to practice using key academic vocabulary in their own spoken language

http://www.ncust.org ncust@mail.sdsu.edu

In excellent lessons, educators: Allow students to practice independently only

when they have substantial evidence that independent practice will be meaningful and successful

Monitor independent practice (and/or give students ways to monitor their own practice) and intervene when necessary

http://www.ncust.org ncust@mail.sdsu.edu

In excellent lessons, educators: Maintain a clean, attractive classroom Express a genuine interest in each student’s ideas Demonstrate courtesy and respect in all

interactions Provide specific, meaningful praise in response to

student effort Post high-quality student work frequently Give students the tools needed to evaluate the

quality of their work (rubrics) Provide visual aids that can help students succeed

http://www.ncust.org ncust@mail.sdsu.edu

In excellent lessons, educators: Help students understand the importance of

the content to be learned Demonstrate enthusiasm for the content Provide opportunities for students to use

technology and/or manipulate objects in ways that reinforce lesson objectives

Integrate material from other disciplines in teaching lesson objectives

Provide students leadership opportunities Encourage student-to-student interaction

http://www.ncust.org ncust@mail.sdsu.edu

If these practices represent key factors that enable teachers to close achievement gaps: Are they emphasized in teacher preparation programs? Do we determine that teacher candidates have mastered

these practices prior to exiting our programs? How might we determine if our graduates are continuing to

demonstrate these practices in their teaching positions? Are these practices emphasized in our administrator

preparation programs? Do we determine that our administrative credential

candidates know how to support teachers in developing these practices?

How might we determine if our graduates are supporting teachers in developing these practices in their leadership positions?