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Transcript of Dr. G. Thomas Houlihan Executive Director Council of Chief State School Officers Dr. G. Thomas...
Dr. G. Thomas HoulihanExecutive Director
Council of Chief State School Officers
Dr. G. Thomas HoulihanExec Dir- Education Leadership
Institute
21st Century Leadership-
Using Data to Drive Decisions
2007
A National/International Perspective
(what I’ve learned)
Current IssuesLessons Learned
LESSON #1
The Constant Tension Between State and Federal Control
• Who pays for what
• Is funding enough?
• Constitutional questions
LESSON #1
The Constant Tension Between State and Federal Control
THE REAL ISSUE IS WHO CONTROLS CREATIVITY OF OUR SCHOOLS– 21ST CENTURY IMPLICATIONS!
LESSON #2
• “We are different”
• “You don’t teach our kids”
• “Our kids have too many problems”
Educators have a difficult time believing in schools they haven’t seen.
(Just can’t grasp)
LESSON #3
• NCLB - The tip of the iceberg• Bill Gates - NGA Summit• Global Issues - China, India, European Common Market* Partnership for 21st Century Skills
The Growing Consensus for HS Reform!
LESSON #4
• “As the teacher goes, so goes the classroom”
• “As the principal goes, so goes the school.”
• “As the superintendent goes, so goes the district.”
• Single biggest obstacle in education- leadership ability to lead change!
Leadership Matters!
21st CENTURY ISSUES
Research on attitudes towards high schools
Alliancefor Excellent Education
A Presentation of Survey Research on the Public’s Views on Public High Schools (2005-2006 results)
Views Toward High School
For the first time high schools top people’s concerns
48%
43%
43%
20% 45%
76%
79%
83%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Colleges andUniversities
ElementarySchools
Middle Schools
High Schools
Extremely urgent
Very urgent
Now I am going to ask you some questions about different types of public schools. For each one please consider everything you know or have heard about public education and tell me how urgent you think it is to improve this kind of school. Here’s the first one ___ __(read
item). Is it extremely urgent, very urgent, somewhat urgent, a little urgent, or not at all urgent to improve ___item?
The American public feels the most urgency to improve high schools, but they see room for
improving all levels of education.
Across demographic groups the public sees more urgency surrounding high schools.
The public thinks the percentage of students attending college, followed by drop-out rates and the percentage of students getting jobs are the best indicators of
how well a public high school is doing.
56%
47%
39%
35%
47%
43%
43%
0% 10% 20% 30% 40% 50% 60%
% of students attending college
Drop-out rates
% of students who get jobs
Performace in sports/arts
Test scores
How happy students seem
What parents say
4 to 5
For each of the following please tell me how good an indicator it is of how well a public high school is doing. Using a scale of 0-5, where zero means it is not a very good indicator and 5 means it is the best indicator ?
Mean
3.7
3.4
3.2
3.4
3.2
3.3
3.1
Defining the Problem
Preparing for Jobs
48%
65%
31%
48%
0% 20% 40% 60% 80%
No it doesn'tprepare kids
Yes itprepares kids
No it doesn'tprepare kids
Yes itprepares kids
Do you think a diploma from America’s public high schools prepares graduates to get a good-paying job?*
Do you think a diploma from America’s public high schools prepares graduates to succeed in college?*
*Split sampled questions
Given the goals they see for high schools- preparing for jobs and college- Americans do not see high school living up to their goals.
No demographic group thinks schools prepare graduates for jobs. More educated people also think schools do not prepare for college.
Solutions for Success
Americans believe improving reading and writing is key
78%
48%-22% 77%
87%
-38%
-8%-11%
-50% 0% 50% 100%
Now I am going to read you some pairs of statements. As I read each pair, tell me whether the FIRST statement or the SECOND statement comes closer to your own views – even if neither is exactly right.
*Split-sampled questions
Improving reading comprehension and writing is not the most important factor to increasing
the graduation rate
Improving reading comprehension and writing is the most important factor to increasing the graduation rate
By increasing and overwhelming margins, Americans believe that improving reading and writing is the most important factor to
increasing the graduation rate.
All demographic groups side with this statement.
2004
2005
When you think about students who do not do well in high school, do you think by the time they get to high school it is too late to turn them around and help them succeed or do you think students can
still get the help they need to succeed?
13%
85%
0% 20% 40% 60% 80% 100%
Can still get help
It's too late
Americans are not ready to give up on our high school students and they strongly feel that poorly-performing students can still get the
help they need to succeed, rather than thinking it is too late.
There is little difference across racial groups
33%
34%
35%
36%
37%
64%
65%
64%
66%
70%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Rigorous core curriculum requiring 12th grade skills tograduate
Provide students with essential resources
High schools should guarantee a safe learningenvironment, prevent bullying
Every teacher have at least college degree in subjecttaught
Serious academic support system to get kids up to speed
Extremely willing Very willing
Now I am going to read you some strategies that some people believe are the building blocks to help every high school student to succeed at college or in life. For each item please tell me how willing you would be to pay more in taxes to make
that item happen – extremely willing, very willing, somewhat willing, a little willing, or not at all willing?
When asked which of several factors they would be most willing to pay more in taxes for, they pick these top priorities.
16%
21%
69%
76%
0% 20% 40% 60% 80% 100%
Somewhat
A lot
Somewhat
A lotImpact of high drop-out rate on nation’s economy*
Impact of high drop-out rate on America’s ability to compete in the global economy*
The public sees the high drop-out rate as having an impact on the nation’s economy and ability to compete in the
global economy.SSA: What impact does a high drop out rate have on the nation’s economy, does it have a lot of impact on the economy,
somewhat, a little, not at all or will it make no difference on the economy? SSB: What impact does a high drop out rate have on America’s ability to compete in the global economy, does it have a lot
of impact on global competition, somewhat, a little, not at all or will it make no difference on America’s ability to compete globally?
*Split sampled question
91%
92%
21st CENTURY ISSUES
The ability (or inability) of schools to embrace change
Ready or Not . . .The World is Different
• Work is different ...• Tools are different ...• Communication is different ...• Information is different ...• Kids are different ...• Learning is different …• Teaching must be different ...
And Leading must be different!
Expectations have changed20th Century 21st Century
1 – 2 Jobs 10 – 15 Jobs
FlexibilityAnd
Adaptability
LifeLong
Learners
Mastery ofOne Field
SubjectMatterMastery
# ofJobs
JobRequirements
Teaching Model
Who would you hire?
Someone who could· master a core subject
Someone who could: · master a core subject· effectively communicate· effectively collaborate· be a self-directed learner· be creative· be information/media literate· be a critical thinker· be a problem solver· be accountable and adaptable· be socially responsible
2007
How do educators move forward- 21st Century
skills?
DATA-DRIVEN DECISION-MAKING +SYSTEMS THINKING!!
CHARACTERISTICS: MODEL SCHOOLS
• Laser-like focus on data- assist classroom teachers
• Use of teacher knowledge• Wide variety of data collected• Only essential data collected
ALL LEADING TO……………………………
THE DRIVING FACTOR: DATA
In school after school, the key for all data is in making appropriate instructional
decisions……………and to inform students, parents and others on an ongoing basis!
KEY ISSUES- USING DATA
#1 Issue- Data rich, analysis poor
WHY- THE EPIDEMIC OF IMMEDIACY IN US
Questions;
** Do we sometimes confuse achievement and learning?
** Do we teach skills or develop skills?
KEY ISSUES (#1 cont);
• Do we really know what data is saying?
• Do we really understand the powers and limits of data?
• Do we make guesstimates based on data?
• Do we use data to ‘sort and select’ or to guide continuous improvement?
KEY ISSUES (Cont);
#2 Issue- Balancing Data
• Hard data- test scores, drop-out rates, ADM, etc.
• Soft data- case studies, student morale, and faculty attitudes
KEY ISSUES (#2 cont);
In many cases, hard data is the total focus at the exclusion of soft data.
This is often a short-term fix but a long-term mistake!!!!!
KEY ISSUES
Issue #3- The Systems Factor
SYSTEMS THINKINGAny system is designed to produce exactly what it produces!
To change performance we must change the SYSTEM, and this requires new approaches and a new way of THINKING and DOING
KEY ISSUES (#3 Cont);
• We often make decisions using data and don’t factor in the systems perspective.
Most common examples- Drop-outs, student achievement………………….
KEY ISSUES (#3 Cont)
• Student Achievement Data-
Do you know if data really means improvement, statistically?
Do you know the trends over time and statistical significance?
Does this data guide long-term planning?
KEY ISSUES
Issue #5-
“Doing your best isn’t good enough if you don’t know what your doing.”
-- W. Edwards Deming
Higher performance at a later time period
60
63
66 6664
67
55
60
65
70
75
1997 1998 1999 2000 2001 2002
NCLB IS NOT BASED ON Traditional Improvement
A positive trend in performance from year to year
60
63
6667
6869
55
60
65
70
75
1997 1998 1999 2000 2001 2002
NCLB IS BASED ON Continuous Improvement
Significant performance improvement of a system’s indicator value over time
72
76
7980
82
85
70
73
76
79
82
85
1997 1998 1999 2000 2001 2002
THE KEY TO NCLB: Breakthrough Improvement
BREAKTHROUGH IMPROVEMENT
Based on the use of Statistical Process Control:
BREAKTHROUGH PERFORMANCE
Performance Over Time
UCL
LCL
CONCLUDING COMMENTS
• Good data should result in two actions: classroom action and public action
1) Classroom action- appropriate action school practitioners take after
reviewing data that is relevant and meaningful - modify instructional practices
CONCLUDING COMMENTS
2) Public Action- social consequences that occur after the public reviews the data regarding the school
21ST Century Issue;Good is the enemy of GREAT.
We don’t have GREAT schools, principally because we have
good schools.
21ST Century Issue;Good is the enemy of GREAT.
High Schools;
• Athletics
• Other Extra-curricular activities
• Cultural impact of high schools
Partnership for 21st Century Skills
1. Core Subjects
* Global Awareness
* Financial, Economic and Business literacy
* Civic Literacy
3 Key Elements- 21st Learning;
Partnership for 21st Century Skills
2. Learning Skills* Communication skills* Thinking and Problem-Solving skills
* Interpersonal/Self-directional skills* ICT literacy
3 Key Elements- 21st Learning;
Partnership for 21st Century Skills
3. Assessments * Measure mastery of 21st cent. skills* Diagnose interventions
* Demonstrate proficiency- multiple ways w/ multiple assessments using
technology
3 Key Elements- 21st Learning;
Apple 60 GB iPod with Video Playback
• Have you seen THIS?
• For Spanish . . .
• click above to download Spanish learning programs for your Ipod NOW!
• What about THIS?
• For Mandarin . . .
• Results 1 - 10 of about 1,010,000 for learn Mandarin iPod. (0.20 seconds)
• June 18, 2006
• Results 1 - 10 of about 4,440,000 for learn Chinese iPod
• July 13, 2006
• “When the rate of change on the outside exceeds the rate of change on the inside, the end is in sight.”
• -- Jack Welch, CEO General Electric
• “The very thing that frightens us today, the change curve, the phenomenal rate of change is an ally.
• It’s not a change curve, it’s a possibility curve. The times of most change always hold the most possibility.”
• DeWitt Jones
REMEMBER PERSPECTIVE!!
1. We have the best K12 system in the world!
-- skill levels
-- rate of innovation
-- taking risks
-- self-confidence
2. With learning and sharing, we can be so much better!!!
- Katty Kay, CCSSO Leg Conference
REMEMBER PERSPECTIVE
“ The more I travel, the more I find that most heated debates in many countries are around education. And here’s what is really funny- every country thinks it’s behind.”
- Tom Friedman, 3/25/06
International Herald- Tribune
REMEMBER PERSPECTIVE
• Tony Blair- Innovative charter schools• Singapore- obsessed with math scores• US- K12 math/science• Japan/India/China/- liberal arts
concerns
- Tom Friedman, 3/25/06
International Herald- Tribune
THE FUTURE??“My guess is that we are at the start of a
global convergence in education. China and India….inspire more creativity. America…more rigorous in math and science.. A great win-win.”
- Tom Friedman, 3/25/06
International Herald- Tribune
THE FUTURE??“It’s a win-win. But some will win more
than others- and it will be those who get this balance right the fastest.”
- Tom Friedman, 3/25/06
International Herald- Tribune
THE SECRET
The genius of America’s success is that the US is a rich country with many attributes of a scrappy, developing society- open, flexible, adventurous and hard working!!
- Newsweek (6/12/06)
WHAT WE MUST DO…..
We cannot compete in some areas (cheap labor), but what we can do is take the best features of the American system- openness, innovation, and flexibility- and enhance them to respond to new
challenges.
- Newsweek (6/12/06)
WHAT WE MUST DO…..
Embrace (and lead) change. A future of slow, steady decline or a willingness to embrace change and move forward?
That is the question….
-Newsweek (6/12/06)
WHAT WE MUST DO…..
Transforming the high school is ‘like herding elephants with a toothbrush’.
-NC educator
-Newsweek (6/12/06)
WHAT WE MUST DO…..
Transforming the high school is ‘like herding elephants with a toothbrush’.
-NC educator
-Newsweek (6/12/06)
WHAT WE MUST DO…..
Look beyond political labels- real engagement of government, business
and educators- only way to get transformational change.
-Newsweek (6/12/06)
WHAT WE MUST DO…..
Finally- Be Scared!!!
We must not underestimate how fast the rest of the world is catching up!!
-Newsweek (6/12/06)