shaw leaders

60
Leading Tomorrow's Schools, Today June 2010

Upload: steve-barkley

Post on 11-May-2015

329 views

Category:

Education


1 download

DESCRIPTION

working with a school based leadership team

TRANSCRIPT

Page 1: Shaw Leaders

Leading Tomorrow's Schools, Today

June 2010

Page 2: Shaw Leaders

Stephen G BarkleyExecutive Vice President

Performance Learning Systems6227 Lower Mountain Road

New Hope, PA 18938888.424.9700

[email protected]

Page 3: Shaw Leaders

Collective Capacity –Fullan(2010)

The power of collective capacity is that it enables ordinary people to accomplish extraordinary things—for two reasons:

..knowledge about effective practice becomes more widely available and accessible on a daily basis

...working together generates commitment

Page 4: Shaw Leaders

Collective Capacity –Fullan(2010)

Moral purpose, when it stares you in the face through students and your peers working together to make lives and society better, is palpable, indeed virtually irresistible. The collective motivational well seems bottomless. The speed of effective change increases exponentially. Collective capacity, quite simply, gets more and deeper things done in shorter periods of time.

Page 5: Shaw Leaders
Page 6: Shaw Leaders

Together Toward Tomorrow

• Vision/Mission/Beliefs• Creative Planning• Risk-taking Implementation• Measurement and Modification• Celebration

Steve Barkley

Page 7: Shaw Leaders

Ready-Fire -Aim

• Relationships first (too fast/too slow)• Honor the implementation dip• Beware of fat plans• Communication during implementation is paramount• Learn about implementation during implementation• Excitement prior to implementation is fragile• Take risks and learn• It is okay to be assertive

Michael Fullan- Motion Leadership: The Skinny on Becoming Change Savvy (2010)

Page 8: Shaw Leaders

What do you believe

• is the vision that should drive our work

• are some of the greatest signs of student achievement in our school? signs for improvement?

• are the areas of change and improvement your leadership team needs to explore

Page 9: Shaw Leaders

These gaps begin before children arrive at the schoolhouse door.

But, rather than organizing our educational system to ameliorate this

problem, we organize it to exacerbate the problem.

Page 10: Shaw Leaders

Results are devastating.

Kids who come in a little behind, leave a lot behind.

Page 11: Shaw Leaders

What We Hear Many Educators Say:• They’re poor• Their parents don’t care• They come to schools without

breakfast• Not enough books• Not enough parents

• N/A

Page 12: Shaw Leaders

But if they are right, why are low-income students and students of

color performing so much higher in some schools…

Page 13: Shaw Leaders

On Our Website

• VISION Shaw Elementary School of Hillsborough County will be in the top 1% of schools in the nation.

• MISSION We will provide all students with the opportunity to acquire the knowledge and skills necessary to realize the potential.

Page 14: Shaw Leaders

Personalizing the Picture

• As a teacher/educator what are some of the beliefs that drive the work you do each day?

Page 15: Shaw Leaders

Personalizing the Picture

• As a teacher/educator what are some of the beliefs that drive the work you do each day?

• How does being on the staff at Shaw, knowing your students needs, impact your vision/mission/beliefs?

Page 16: Shaw Leaders

Personalizing the Picture

• As a teacher/educator what are some of the beliefs that drive the work you do each day?

• How does being on the staff at Shaw, knowing your students needs, impact your vision/mission/beliefs?

• What skills and knowledge do you have to use to achieve your picture? What do you think you may need to learn?

Page 17: Shaw Leaders

Ken Robinson

• http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html

Page 18: Shaw Leaders

Focus: Change or Improve

Ken Robinson…The Element: How

Finding Your Passion Change Everything

….education doesn’t need to be reformed—it needs to be transformed

My School focus….

Improve………………….

Change………………….

Page 19: Shaw Leaders

Changes

• What should students do/experience at school in order to learn the critical skills?

Page 20: Shaw Leaders

Changes

• What should students do/experience at school in order to learn the critical skills?

• How do schools/teaching need to change to accommodate the needed student experiences?

Page 21: Shaw Leaders

INSTRUCTIONAL CHANGES

What changes can we make to get the changes we seek in students?

Describe the teaching/learning process you wish to have happening.

Page 22: Shaw Leaders

CREATIVITY

• Collection

• Incubation

• Illumination

• Verification

Page 23: Shaw Leaders

4 Shifts

Whole vs. Parts

Process vs. Structure

It’s all relationships

Goals vs. Targets

Page 24: Shaw Leaders

Creativity

Information

Vision

Relationships

New

CREATIVITY

EXPERIMENTS

Wheatly, M.J. and M. Kellner-Rogers, A Simpler Way.

Page 25: Shaw Leaders

Information Flow

Ask/Tell

Page 26: Shaw Leaders

Relationships

Diverse and rich relationships

Page 27: Shaw Leaders

Teacher Relationships

• Parallel Play• Adversarial Relationships• Congenial Relationships• Collegial Relationships

Roland S. BarthRelationships Within the Schoolhouse

ASCD 2006

Page 28: Shaw Leaders

Elementary SchoolElementary School

Page 29: Shaw Leaders

My Work

My Time

Design together

Implement individually

Shared responsibility for student

achievement

Helping each other

Modify Individual Behavior,

Consensus on implementation

Individual Franchise Team

Page 30: Shaw Leaders

Vulnerability Trust

ACTION

Page 31: Shaw Leaders

My Work

My Time

Design together

Implement individually

Shared responsibility for student

achievementHelping

each other

Modify Individual Behavior,

Consensus on implementation

ACTION

Individual Franchise Team

Vulnerability Trust

Page 32: Shaw Leaders

National Staff Development National Staff Development CouncilCouncil

•Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving. These teams, often called learning communities or communities of practice, operate with a commitment to the norms of continuous improvement and experimentation and engage their members in improving their daily work to advance the achievement of school district and school goals for student learning. www.nsdc.org

Page 33: Shaw Leaders

Analysis

• Identify classrooms in your school that are closest to full implementation of your vision for learning.

• Describe in detail the observable students behaviors.

• Describe in detail the observable teacher behaviors.

Page 34: Shaw Leaders

Analysis

• Identify classrooms in your school that must change the most to reach full implementation of your vision for learning.

• Describe in detail the observable students behaviors.

• Describe in detail the observable teacher behaviors.

Page 35: Shaw Leaders

Appraise

• Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum.

1 2 3 4 5 6 7 8 9 10 11 12

Most Full

Change Implementation

Needed

Page 36: Shaw Leaders

Rank teachers according to this system:• Unwilling• Unaware• Getting Ready• Started• Developing

Page 37: Shaw Leaders

UnconsciouslyTalented

UnconsciouslyUnskilled

ConsciouslyUnskilled

ConsciouslySkilled

Unconsciously Skilled

•Gordon’s (1974) Skill Development Ladder

Gordon’s SkillDevelopment Ladder

Page 38: Shaw Leaders

What leadership is needed to bring about the desired teacher

performance?

EVALUATIONOutside Criteria

SUPERVISION

MENTORING

PEER COACHINGTeacher’s Choice

Page 39: Shaw Leaders

Joyce/Showers ResearchJoyce/Showers ResearchFigure 5.2

Training Components and Attainment of Outcomes in Terms of Percent of Participants

Components

Study of Theory

Demonstrations

Practice

Peer Coaching

Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development

Knowledge

(thorough)

10

30

60

95

Skill (strong)

5

20

60

95

Transfer (executive implementation)

0

0

5

95

— OUTCOMES —

Page 40: Shaw Leaders

Learning Dip

Page 41: Shaw Leaders

Principal as Learner

• Fullan …Motion Leadership (pg36)

… the link between principal action and student achievement, one finding is most powerful: the degree to which the principal participates as a learner in helping teachers figure out how to get classroom and schoolwide improvement (Robinson,Loyd,and Rowe 2008)

Page 42: Shaw Leaders
Page 43: Shaw Leaders

CONFIRMATORY PARAPHRASE

FACTS

ATTITUDES/ FEELINGS

INTENTIONS

Page 44: Shaw Leaders

PRACTICE

• TEACHER: MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT.

Page 45: Shaw Leaders

• TEACHER: MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT.

• Fact

You have not been able to get many of the students to work outside of class.

Page 46: Shaw Leaders

• TEACHER: MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT.

Feeling

You are worried that presenting information in class won’t get the student achievement that you want.

Page 47: Shaw Leaders

• TEACHER: MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT.

Attitude

If students read outside of class you would teach very differently.

You want to find a way to get them to read outside of class.

Page 48: Shaw Leaders

Gripes to Goals

Page 49: Shaw Leaders

Gripes to Goals

• Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat.

Page 50: Shaw Leaders

Gripes to Goals

• Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat.

• You have a strong desire for your students to do well.

• Grades just don’t seem to be it.

• You see a need to find a different way to motivate your students.

Page 51: Shaw Leaders

POSITIVE FEEDBACK

• COMPLIMENT

• PRAISE

• APPROVAL

Page 52: Shaw Leaders

APPROVAL

• INDICATE APPROVAL

• PERSONALIZE

• CITE THE SPECIFICS

Page 53: Shaw Leaders

EMPATHY

• ACCEPT FEELING AND EMOTION

• REFOCUS….PAST OR FUTURE

SUCCESS

….ALTERNATIVE DIRECTION

Page 54: Shaw Leaders

MY STUDENTS WONMY STUDENTS WON’’T READ AN ASSIGNMENT SO I DONT READ AN ASSIGNMENT SO I DON’’T T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT

INFORMATION IN CLASS HOPING THEY WILL REMEMBER INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT.SOME OF IT.

FeelingFeeling

You are worried that presenting information in You are worried that presenting information in class wonclass won’’t get the student achievement that t get the student achievement that you want.you want.

Teaching students with a history of low Teaching students with a history of low performance is worrisome. Their performance is worrisome. Their success can be extremely uplifting and success can be extremely uplifting and fulfilling.fulfilling.

Page 55: Shaw Leaders

Practice EmpathyPractice Empathy

Teacher- Looks like PLC’s will be Teacher- Looks like PLC’s will be decreasing my personal planning decreasing my personal planning time.time.

Teacher-This student has nor responded Teacher-This student has nor responded to a single intervention that the team to a single intervention that the team has suggested and I am going to be has suggested and I am going to be held accountable.held accountable.

Page 56: Shaw Leaders

SUPPORTING STATEMENT

UNQUALIFIED

TOTALLY AGREE

QUALIFIED

AGREE WITH LIMITS

SUPPORT FOR SOMETHINGELSE

DISAGREE/PRIVATE

ACCEPT

REINFORCE

ACCEPT PART

GIVE LIMITS

ACCEPT RIGHT TO OPINION

SUPPORT SOMETHINGELSE

Page 57: Shaw Leaders

Our principal expects too Our principal expects too much..much..

• UNQUALIFIEDUNQUALIFIED• TOTALLY AGREETOTALLY AGREE

• QUALIFIEDQUALIFIED• AGREE WITH LIMITSAGREE WITH LIMITS

• SUPPORT FORSUPPORT FOR• SOMETHING ELSESOMETHING ELSE• DISAGREE/PRIVATEDISAGREE/PRIVATE

• You are right. We won’t You are right. We won’t ever met that standard.ever met that standard.

• The principal’s The principal’s expectations are very expectations are very high. I believe we can high. I believe we can improve.improve.

• The principal is a The principal is a dreamer. I believe the dreamer. I believe the dream of our students dream of our students being successful is very being successful is very important.important.

Page 58: Shaw Leaders

Supporting StatementSupporting Statement

Too many students Too many students don’t care about don’t care about their grades… their grades… there is no way to there is no way to motivate them to motivate them to work. Failing them work. Failing them isn’t a threat.isn’t a threat.

Many student are not Many student are not motivated by grades. motivated by grades. Have you ever had a Have you ever had a student who worked student who worked hard and did well hard and did well and wasn’t and wasn’t interested in the interested in the grade?grade?

Page 59: Shaw Leaders

Collective Capacity –Fullan(2010)

The power of collective capacity is that it enables ordinary people to accomplish extraordinary things—for two reasons:

..knowledge about effective practice becomes more widely available and accessible on a daily basis

...working together generates commitment

Page 60: Shaw Leaders

Collective Capacity –Fullan(2010)

Moral purpose, when it stares you in the face through students and your peers working together to make lives and society better, is palpable, indeed virtually irresistible. The collective motivational well seems bottomless. The speed of effective change increases exponentially. Collective capacity, quite simply, gets more and deeper things done in shorter periods of time.