© International Baccalaureate Organization 2011 Session 4 – Change School Effectiveness and Data.

© International Baccalaureate Organization 2011

Session 4 – Change

School Effectiveness and Data


The IB and your school: the only constant is change

Studentpopulation

Facultyexperience

Communityexpectations

Curriculumreview

Availableresources

Periodicself-study


Accessing Prior Knolwedge

Define:• Effective School

• Data


Defining an Effective School

“An effective school is a school that can, in measured student achievement terms, demonstrate the joint presence of quality and equity. Said another way, an effective school is a school that can, in measured student achievement terms and reflective of its ‘learning for all’ mission, demonstrate high overall levels of achievement and not gaps in the distribution of that achievement across major subsets of the student population.” (L. Lezotte, 2002)

A Professional Learning Community (Dufour)


The School-Level Factors

Comparing School-Level

Factors Across Researchers

Rank MarzanoScheerens and

BoskerSammons

Levine and Lezotte

Edmonds

Guaranteed and Viable Curriculum 1

to LearnTime

Content CoverageTime

Concentration on Teaching and Learning

Focus on Central Learning Skills

Emphasis on Basic Skill Acquisition

Challenging Goals and Effective Feedback

2

MonitoringPressure to Achieve

MonitoringPressure to Achieve

High ExpectationsMonitoring Progress

High Expectations and RequirementsAppropriate Monitoring

High Expectations for Student SuccessFrequent Monitoring of Student Progress

Parental and Community Involvement

3Parental Involvement

Parental Involvement

Home-School Partnership

Salient Parental Involvement

Safe and Orderly Environment

4

School Climate School Climate A Learning EnvironmentPositive ReinforcementPupil Rights and Expectations

Productive Climate and Culture

Safe and Orderly Atmosphere Conducive to Learning

Collegiality and Professionalism

5

LeadershipCooperation

LeadershipCooperation

Professional LeadershipShared Vision and GoalsA Learning Organization

Strong LeadershipPractice-Oriented Staff Development

Strong Administrative Leadership

*Author has ranked these factors by order of impact on student achievement


Force Field Analysis

How to organize a school to maximize learning

Current State of Affairs

What structures facilitate (help) learning in your school? (Consider – administrator and teacher leadership, staffing roles and responsiblities, use of time, facilities)

What structures hinder learning in your school?

Determine action steps to organize your school to maximize student learning


Data

What data would you collect if you were evaluating your own PYP, MYP, or DP programme for Standard C3?

Basic Types – (Bernhardt)• Demographic• Student Learning• Perceptual• School process


Here’s What! So What? Now What?

Protocol for looking at data in a team meeting

Here’s What! – data – specific fact or info to be examined

So What? – interpretation of the data – what do we see?

Now What? – prediction, implication, question for study • Process outcome – Action Plan


7 Norms of Collaborative Work

Pausing Paraphrasing Probing Putting ideas on the table Paying attention to self and others Presuming positive presuppositions Pursuing a balance between advocacy and inquiry

• (Garmston and Wellman, 1999)


Task

Create a task force or identify a team to make your school more effective (can work in groups or on individual issues)

Outline a team charter Identify what data the team could use to help them

complete their work Identify what data would the team would use to

evaluate the effectiveness of their work What SMART goals and teams could they create to

ensure ongoing effectiveness?


Powerful Professional Collaboration

Leaders foster powerful professional collaboration when the engage teams in:

1. Clarifying the essential knowledge and skills of a particular grade level, course or unit of instruction

2. Developing common assessments of student learning

3. Analyzing results to identify areas of strength and weakness for both individual teachers and the team

4. Establishing specific goals and action plans to improve student achievement (Fullan, 2003)


SMART Goals/Objectives

Specific – What / Which / Why / Who

Measurable – criteria for success, measured when and how

Achievable – agreement that you or team can, with commitment, accomplish the specific objective

Relevant – to mission, vision and aims of school – can we see how this will benefit our community?

Time-bound – establish the timeline and end point


Dufour – Pull out negativity by its roots (138 creating and admin)

© International Baccalaureate Organization 2011 Session 4 – Change School Effectiveness and Data.

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Transcript of © International Baccalaureate Organization 2011 Session 4 – Change School Effectiveness and Data.