Post on 26-Mar-2015
The Extraordinary Play to WinRaymond J McNulty, Chief Learning Officer Penn Foster
Senior Fellow International Center for LeadershipIn Education
@ray_mcnulty
Ordinary to Extraordinary
Third Key TrendTheme
Why do humans and or systems fail?• Ignorance, we do not have all the
knowledge.
• The knowledge exists but we do not use it correctly.
How do you get good at what you do?• The great seem to have the ability to work
through their weaknesses.
• Being just a slight bit better makes all the difference in the world.– Diligence– Doing it right
Carrot and stick vs. Coaching
• You can’t be successful today by being alone, autonomy does not get you to be great!
• Its about discipline
• Its about collaboration
Cowboys to Pit Crews
Independent Interdependent
CollaborationTurf Protector
Active w/ focusLittle Buy In
ExtraordinaryOrdinary
If we want to be serious about students’ learning, we need to be serious about our own learning. We need to continually implement with fidelity, seek and accept ideas, help (coaching), and accept criticism. TIGER WOODS DOES!!!!
SUCCESS BY DESIGN NOT BY CHANCE
Simply said, we get what we design for!
Attendance at school is mandatory till what age?_____
12
Theme
Relationships
•Rigor
•Relevance
•Relationships
•Relationships
•Relevance
•Rigor
Intentionally Non-Compliant Child
The Fundamental Attribution Error
When looking at our own behavior, we tend to view the situation in the environment that surrounds our action.
When looking at the behavior of others, we make assumptions about their personal qualities.
The Effects of Praise
Fixed or Growth
Can’t hand confidence to learners on a silver platter.
•David Brooks, “Social Animal”
Talking with kids…
It’s not us against them!
CULTURE DRIVES STRATEGY
• We live in a world obsessed with predictability and control, some people believe that if we can’t truly measure something it must not matter.
• We must consider the possibility that if we can’t truly measure something, it may be the most important thing.
Pride and Involvement
Empowerment
Collaboration
Idea/Reflection Time
Fun
Risk Taking
Critical Conversations
Idea Support
Conflict/Tension
10 innovative organizations
School of excellence
5 stagnant organizations
1. Technical Challenges
2. Culture Challenges
3. Leading and Lagging Indicators
Theme
FEEDBACK
Competitive Business Model “Feedback”
• Know how you are doing
• Fix things that are wrong
• Get new ideas
• Evaluate your ideas
• Build better relationships
Hotels
Airlines
Businesses
HospitalsCustomer satisfaction surveys
Teacher – Student Comparisons
T – I make learning exciting for my students.
86%
S – My teachers make learning fun.
41%
Teacher – Student Comparisons
T – I am aware of my students’ interests outside of school.
84%
S – My teachers know my interests outside of school.
28%
A Teacher’s Story• “As a middle and high school English
teacher, I can say unequivocally that nothing has made me more uncomfortable than having a supervisor sitting in my classroom, scribbling away on his or her legal pad as I teach,” said Alexis Wiggins in a thoughtful Education Week article.
• Sometimes the feedback was helpful, but a very stressful process.
A Teacher’s Story• She tried getting student feedback and
learned some lessons– First, end of course feedback wasn’t as
helpful as mid course feedback– Second, not all students were open with her in
the hand written mid course feedback– Third, an aha moment came when her
principal asked for feedback on a teacher mentoring program
A Teacher’s Story• She concluded that she would use
computer feedback mid term to get student feedback– She was amazed at the feedback she got…
concerns about grading, favoritism and reading level of material
– “I realized that I had been kidding myself all these years,” she said. “I hadn’t been getting truly honest feedback, just slightly honest feedback.”
“If we want to be serious about students’ learning, we need to be serious about our own learning. We need to continually seek and accept ideas, help, and criticism.”
“Feedback works.” Alexis Wiggins in Education Week, Oct. 20, 2010 (Vol. 30, #8, p. 19)
"Students are the ones that need the best teaching - it's their life, it's their
opportunity to be taught at the best level, and they know what kind of
teaching works best because they are in the classroom all day every day, five
days a week,”
- Adam Fischer, president, Boston Student Advisory Council The Boston Globe (Boston, MA) | May 6, 2010
“Kids know effective teaching when they experience it,”
- Dr. Ronald Ferguson, Harvard University
The New York Times | December 10, 2010
Why student perception data?
• Ensure that students are engaged in class
• Assess the conditions that inspire students to learn
• Inform decisions with data
What it measures?Student perceptions of:
• oneself in the learning process
• of the course overall
• of the teacher and instruction
ASK
ANALYZE
REFLECT
ACT relevance relationship
Rigor
Relevance
• I have personal goals for my learning in this class.• I see how this class relates to my other classes.• I understand how I can apply what I am learning
in my everyday life.• In this class we discuss issues that are important
to me.• I believe what I am learning in this class is
important for my future.• The teacher relates our learning to current
events.
Relevance
Relationships
• The teacher cares if I am absent from class.• The teacher knows my hopes and dreams.• The teacher develops positive relationships with
students.• My ideas and thoughts are valued and respected
by the teacher. • I respect the teacher.• The teacher enjoys working with students.• The teacher inspires me to do my best.
Relationships
iKnow Survey – Quad D
• I evaluate and improve my work on a regular basis.• I have an opportunity to influence my classmates’
thinking.• It is important that I share my knowledge to help
others. • I am able to communicate what I have learned in
relevant ways to different people.• I explore issues, events, and problems from different
perspectives. • This class challenges my thinking.• The teacher is willing to learn from the students.
iKnow Survey – Quad D
QuestionTotal in
AgreementGender
Male Female
This class challenges my
thinking.76% 73% 80%
In this class, we discuss
issues that are interesting to me.
62% 61% 62%
QuestionTotal in
Agreement
The teacher knows my hopes and dreams. 35%
The teacher expects me to be
successful.89%
7th 8th 9th 10th 11th 12th
The teacher cares if I am
absent from class.
47% 52% 66% 73% 81% 85%
Question Total in Agreement
WE Surveys vs. iKnow
Big picture/school
Summative
Curricular
Structural
“How did we do?”
Classroom/student level
Granular
Instructional
“How would I adjust to this data?”
4 WE™ Surveys = 4 Perspectives on Teaching and Learning
• WE Lead– Coherent Vision, Empowerment, Culture of
Learning, School Management, Community Partnerships
• WE Teach– Rigor, Relevance, Relationships
• WE Learn Rigor, Relevance, Relationships
• WE Support – Rigor, Relevance, Relationships
STRUCTURE of the SURVEYS
• I
• WE
• THEY
• COMPANION INDICATORS
The mission statement promotes high expectations.
30%
I understand the importance of our mission statement.
68%
Total in Agreement
We Lead - Whole Staff Survey
Coherent Vision
Total In Agreement
Full-Time Dept.
Chairs
Classroom Teachers
Support Staff
Staff morale at this school is high.
50% 53% 50% 52%
We Lead - Whole Staff Survey
Years working in schools
Coherent Vision 1st year2-5
years6-10
years11-20 years
Over 20
Staff morale is high at this school.
69% 57% 52% 48% 49%
We Lead - Whole Staff Survey
I am expected to make students passing the state test my number one priority.
58%
I spend too much time re‐teaching what students should already know.
48%
Total in Agreement
We Teach - Instructional Staff Survey
When I graduate from school, I hope I will be prepared forcollege.
86%
Total in Agreement
We Learn - Student Survey
My teachers make me aware of different career choices.
50%
Teacher – Student Comparisons
T – Students can apply what I am teaching to their everyday lives.
92%
S – I can apply what I learn to my everyday life.
59%
Each of the three schools administered the We Teach and We Learn surveys to all teachers and students in the fall of 2008. This was truly an “ah-ha!” moment for the majority of committee members and served to spark meaningful dialog and commitment to positive change prior to planning for change.
- Geraldine Sawrey, Assistant Superintendent of School improvement, Cabell County School District
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• Ray McNulty: @ray_mcnulty
• International Center for Leadership in Education:@rigorrelevance