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Transcript of From Ordinary to Extraordinary: The Role Each of Us Must Play Raymond McNulty, Senior Fellow ICLE,...
From Ordinary to Extraordinary: The Role Each
of Us Must PlayRaymond McNulty, Senior Fellow ICLE,
Chief Learning Officer Penn Foster
"You don't have to change the student population to get results; you simply have to change the conditions under
which they learn." - Pedro Noguera
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– Ingenuity
Why do humans fail?
• Ignorance, we do not have all the knowledge.
• The knowledge exists but we do not use it correctly.
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
BIG QUESTION
• If you could get each of the professionals in your school to do two or three things:
• very well
• consistently
• that would impact learning positively
• What would those two or three things be?
•12
Rigor and relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
Asses
smen
t to
guid
e
inst
ruct
ion
Effective and Efficient Practices
John Hattie…. Visible Learning
Synthesis of over 800 meta-analyses relating to achievement.
Effect Size
• 1.0 indicates one standard deviation typically associated with advancing children’s achievement by two or more years (improving the rate of learning by 50%)
• Hattie set a bench mark of .40 as the minimal desired effect
Some data• Student expectations of self 1.44
• Providing formative evaluation .90
• Teacher Clarity .75
Embrace rigorous and
relevant expectations
for all students (+.75)
Cultivate
Caring
relationship with students (+.72)
Make content m
eaningful to llearners (+
.69)
Teaching
Use
Var
ied,
ong
oing
Ass
essm
ents
to In
form
and
diffe
rent
iate
Inst
ruct
ion
(+.9
0)
Engag
e in
Targe
ted
and
Susta
ined
Profe
ssion
al Gro
wth
(+.6
2)
1. Embrace rigorous and relevant expectations for all students (+.75)
2. Build strong relationship with students (+.72)3. Possess depth of content knowledge and make
it relevant to students (+.69)4. Facilitate rigorous and relevant instruction
based on how students learn (+1.28) 5. Use assessments to guide and differentiate
instruction (+.90)6. Demonstrate expertise in use of instructional
strategies, technology, and best practices (+.60)
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
Data
syste
msB
uild
lead
ersh
ip
Adj
ust t
he O
rgan
izat
iona
l
Str
uctu
reLe
vera
ge D
ata
Syste
ms
Organizational Leadership
1. Create a culture 2. Establish a shared vision 3. Align organizational structures and
systems to vision4. Build leadership capacity 5. Align teacher / administrator selection,
support, and evaluation 6. Support decision making with data systems
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Provid
e
prof
essio
nal g
rowth
Instructional Leadership
Use Data to set High
Expectations
Align C
urriculum to
Standards
Integrate Literacy and Math
across Curriculum
Use
Dat
a to
Gui
de
Inst
ruct
ion
Cre
ate
Teac
her S
elec
tion,
Sup
port
and
Eva
luat
ion
Sys
tem
Instructional Leadership
1. Use research to establish urgency for higher expectations
2. Align curriculum to standards3. Integrate literacy and math across all content
areas4. Facilitate data-driven decision making to
inform instruction 5. Provide opportunities for focused professional
collaboration and growth
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.
DO
ACT PLAN
CHECK DO
ACT PLAN
CHECK
SSPSOP/CAP
Ac/Fin
Chaos The Root Cause
Random Actsof Improvement
Achieving Our Strategic Goals
Tri-Level PDCA
DO
ACT PLAN
CHECK
SSPSOP/CAP
Ac/Fin
PlanP
DoD
Check
C
ActA
Tri-Level Leadership
StateLeadership Team
Complex Area/Complex Leadership Teams
SchoolLeadership Teams
The Tri-Level Check Process Loop
Board ofEducation
State Leadership Team
Complex Areas Leadership Team
Schools Leadership Team
Close monitoring, feedback, and maximizing our efforts will help us to meet our goals.
Do Check Act
Q1October
Q2January
Q3April
Q4July
Tri-Level PDCAOur Internal Capacity Building Engine
• Learn from both outside and in our classrooms to build our capacity.
• Make the most of our most important asset – our people.
• Build a system that fits our unique needs in Hawai’i.
• Create a sustainable DOE.
The Way To Coherence
Teams
State Leadership Team
Strategic PlanMulti-year Statewide Plan
Quarterly Check Points and Adjustments
Complex Area Leadership Team
Complex Area Multi-Year K-12 Plan (CAP)
Frequent and Regular Check Points and Adjustments
School Leadership Team
Academic Financial PlanOne-Year moving to Multi-Year
Daily Classroom Formative Instruction. Frequent and Regular Data Teams
Develop Tri-Level PDCA Continuous Improvement Leadership
Plan Do Check Act
JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC
Continuous PDCA Calendar
Execute and Optimize Plan Based On “Check > Act”
Begin Planning DialogFor Next Year
Plan Do Check Act
CA
C CA
C CC
A
C
A
Looking Forward•Focused and coherent adult learning
•Allowing people to be all that they can be, thru collaborative focused efforts
•Build in-house capacity
MCAS math gains 8th to 10th grade, compared to others from the same 8th grade decile
(School Rank Percentile)
MCAS ELA gains 8th to 10th grade, compared to others from the same 8th grade decile
(School rank percentile/100)
The Leadership It Takes•Leadership that Combines Passion with Competence:
All educators effectively cultivate not only a sense of urgency but also a sense of possibility, built on demonstrated expertise among people in key positions and their commitment to continuous improvement.Ron Ferguson, “Closing the Achievement Gap”
Leadership that Combines Passion with Competence
Sense of possibilityThe Power of the TeacherWe CAN make a difference
“Nothing is as important as a teacher and what goes on between the teacher and the children, minute to minute, lesson to lesson, day to day.”
Jon Saphier, Research for Better Teaching
•44
“The single most influential component of an effective school is the individual teachers within the school.” Robert Marzano
“…the single greatest determinant of learning is not socioeconomic factors or funding levels. It is instruction.”
Results Now by Mike Schmoker
It’s All About InstructionIt’s All About Instruction
The Leadership It Takes• Streamlined and Coherent
Curriculum:
The district purposefully selects curriculum materials and places some restrictions on school and teacher autonomy in curriculum decisions. The district also provides tools (including technology) and professional development to support classroom-level delivery of specific curricula and high yield strategies. Ron Ferguson, “Closing the Achievement
Gap”
We had to look in the mirror and ask ourselves…
WHAT are we teaching? HOW are we teaching it? HOW do we know our
students are learning it?
purposefully selects curriculum places some restrictions on
teacher autonomy… provides professional development
to support classroom-level delivery of specific curricula and high yield strategies.
We ALL do it THIS way!!!
Leadership That Provides a Streamlined and Coherent Curriculum
1. Restructuring Committee targets the Literacy Skill
2. Smaller subgroup drafts training script, brings draft to the full committee, revisions made
3. We roll out to faculty – step one: Interdisciplinary group training
4. Follow up in depts – how to implement in content area
Leadership That Provides a Streamlined and Coherent Curriculum
OPEN RESPONSE STEPS TO FOLLOW
1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS (LEAVING BLANKS). 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR
MAP AS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE.
Follow up the Interdisciplinary Training.
Next step – HOW to bring this into the classroom
Lessons developed Implemented according to a
calendarNothing was left to chance!
So then what…
•51
As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:
Student NameTeacher NameDateCourse Name and LevelPeriodA copy of the reading selection and questionEvidence of the student’s active readingAll pre-writing work that the student has done, e.g.
websA copy of the written open response The new scoring rubric and completed assessment
After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.
The Open Response calendar of implementation is as follows:
Nov 2-6: Social Science, Social Sci Biling.Nov 30-Dec 4: Wellness, JROTC Dec 14-18: Science, Science BilingualJan 11-15: Business, Tech, & Career Ed.Jan 25-29: Math, Math BilingualFeb 22-26: Foreign Lang, Special EdMar. 7-11: English, ESLMar 20-24 Family &Cons. Sci, ProjGradsApr 5-9: Music, Art
The Leadership It Takes• Clear, Shared Conceptions of
Effective Instruction: The district identifies key ideas
concerning effective instructional and supervisory practice and works to establish them as a “common language” for approaching instructional improvement.
Ron Ferguson, “Closing the Achievement Gap”
Bloom’sBloom’s
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
(NOUNS)
Revised Bloom’sRevised Bloom’s
Applying
Creating
Evaluating
Analyzing
Understanding
Remembering
(VERBS)
Rigor/Relevance Framework®
…identifies key ideas concerning effective instruction and supervisory practice and works to establish them as a “common language”
For us this means: We ALL do it THIS way!
Leadership That Provides a Clear, Shared Conception of Effective Instruction
The Leadership It Takes• Organizational Structures and
Personnel that Embody Capacity to Teach and Motivate Adults:
The system maintains routines and structures within which adult educators engage teachers and administrators in continuous improvement of instructional and supervisory practices. Coaching, observing, and sharing make it difficult for individuals to avoid the change process, and the push for adaptive change spurs resisters to leave their comfort zones or eventually depart from the district.
Ron Ferguson, “Closing the Achievement Gap”
1. Empowered a team2. Focused on Literacy – Literacy
for ALL, NO exceptions
3. Implemented with fidelity and according to a plan
4. Monitored like crazy!
Brockton High’s turnaround FOUR STEPS:
From Ordinary to Extraordinary: The Role Each
of Us Must PlayRaymond McNulty, Senior Fellow ICLE,
Chief Learning Officer Penn Foster
COMMON MISTAKES• Misdiagnosing problems… are they
technical which require a skill… or culture which require people to clarify priorities and learn new ways of thinking and behaving. (change hearts and minds)
• Not teaching collaboration… but fostering it.
• Getting defensive
COMMON MISTAKES
• Avoiding conflict…. Leadership requires, heart, stomach and skill.
• Thinking you need to have all the answers.
• Trying to go it alone.
BHS Literacy Workshop
April 28th 2011
BHS Literacy Workshop
April 28th 2011
Reading VisualsReading Visuals
•64
We will READ to gather information and to understand a concept and construct meaning from a visual.
We will REASON to interpret and explain tables, charts or graphs and to identify and explain patterns and to make predictions.
Reading Visuals Workshop Literacy Objectives
Reading Visuals Workshop Literacy Objectives
•65
AgendaAgenda• Opener – Think and Pair.• Reading Visuals presentation• Practice using Reading Visuals 5 step
process• Discussion and feedback• Closer – Think, Plan, Share
•66
What We KnowWhat We KnowThere are several types
of visuals used in all classes and on both the science and math MCAS exams.
Students often attempt to answer the questions without fully understanding the content of the visual.
•67
Reading Visuals Reading Visuals
The process of reading a visual begins with understanding and analyzing the given information BEFORE attempting to answer the questions or solve a problem.
•68
Reading VisualsReading Visuals• Introductory Information
•Title
•Key or Legend
•Labels and parenthetical information
•Correlations •69
5 Steps for Reading Visuals5 Steps for Reading Visuals
1. Identify the type of visual2. Determine the topic of the visual3. Examine the given information from the
visual (including all introductory text)4. Develop predictions, deductions, inferences
or conclusions about the visual5. Analyze the questions and determine the
information needed from the visual
•70
• Create groups of 4-5 people• Use the 5 steps to analyze the visual provided• Record your group’s responses to all 5 steps on
the large sheet of paper at your table• Share your responses with another group using
the same visual• Select a speaker to report out to the whole
group• Report findings
•71
Your Turn5 Steps for Reading Visuals
Your Turn5 Steps for Reading Visuals
CloserThink – Plan – Share
Identify a visual or type of visual you will use to teach students the Reading Visuals Steps.
Describe how the steps for reading visuals will help your students improve their reading and reasoning skills.
Think – Plan – ShareIdentify a visual or type of visual you will
use to teach students the Reading Visuals Steps.
Describe how the steps for reading visuals will help your students improve their reading and reasoning skills.
•73
We have the power to improve student achievement!
We have the power to improve student achievement!
Thank you
•74
Teachers and administrators analyze student performance…
…summarize data by (subgroup)… reducing gaps and tracks
progress…emulate practices from
successful schools
Leadership That Insists on Data Driven Decision Making and Transparency
What gets monitored is what gets done! Admin Team observed the
implementation (remember the calendar)
Faculty used school wide rubric to assess the students
Student work was collected and reviewed by admin and by faculty according to a question protocol
Leadership That Insists on Data Driven Decision Making and Transparency
CONTENT FORM
8 Response contains a clear thesis and insightfully answers all parts of the question.Response provides relevant and specific textual evidence.Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material.
4Response contains sophisticated and effective use of transitions and strategic repetition indicating complete control of the material.Response is logically and effectively organized in its thesis, paragraphing, and sequencing of examples.Response contains clear sentence structure with few or no errors.
6Response contains a clear thesis and adequately answers all parts of the question.Response provides relevant but general textual evidence.Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material.
3Response contains adequate but simplistic use of transitions and strategic repetition.Response is organized in its thesis, paragraphing, and sequencing of examples.Response contains clear sentence structure with no distracting errors.
LEGIBILITY
1Easy to read
0Difficult to read
4Response contains a thesis but only partially answers the question.Response provides a mix of accurate and inaccurate textual evidence.Explanations of evidence are vague and/or demonstrate limited understanding of the material.
2Response contains some inappropriate use of transitions and strategic repetition.Response demonstrates lapses in the organization of its thesis, paragraphing, and/or sequencing of examples.Response contains lapses in sentence structure that interfere with the clarity of thought.
2Response contains a thesis but only minimally answers the question.Response provides insufficient and/or largely inaccurate textual evidence.Explanations of evidence are unclear and/or demonstrate minimal understanding of the material.
1Response contains incorrect or inadequate use of transitions and strategic repetition.Response reflects minimal organization of its thesis, paragraphing, and/or sequencing of examples.Response contains major errors in sentence structure.
LENGTH
1Sufficient
0Insufficient
0Response is incorrect.Response contains insufficient evidence to show understanding of the material.Response is off-topic and/or contains irrelevant content.
0Response contains no evidence of transitions and strategic repetition.Response reflects no organization.Response contains little to no evidence of sentence structure.
Evaluated by: Self Peer Teacher (Circle One) SCORING 13-14 = Advanced11-12 = Proficient 8-10 = Needs Improvement 0-7 = Failing
•78
CONTENT FORM
8 Response contains a clear thesis and insightfully answers all parts of the question.Response provides relevant and specific textual evidence.Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material.
4Response contains sophisticated and effective use of transitions and strategic repetition indicating complete control of the material.Response is logically and effectively organized in its thesis, paragraphing, and sequencing of examples.Response contains clear sentence structure with few or no errors.
6Response contains a clear thesis and adequately answers all parts of the question.Response provides relevant but general textual evidence.Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material.
3Response contains adequate but simplistic use of transitions and strategic repetition.Response is organized in its thesis, paragraphing, and sequencing of examples.Response contains clear sentence structure with no distracting errors.
LEGIBILITY
1Easy to read
0Difficult to read
4Response contains a thesis but only partially answers the question.Response provides a mix of accurate and inaccurate textual evidence.Explanations of evidence are vague and/or demonstrate limited understanding of the material.
2Response contains some inappropriate use of transitions and strategic repetition.Response demonstrates lapses in the organization of its thesis, paragraphing, and/or sequencing of examples.Response contains lapses in sentence structure that interfere with the clarity of thought.
2Response contains a thesis but only minimally answers the question.Response provides insufficient and/or largely inaccurate textual evidence.Explanations of evidence are unclear and/or demonstrate minimal understanding of the material.
1Response contains incorrect or inadequate use of transitions and strategic repetition.Response reflects minimal organization of its thesis, paragraphing, and/or sequencing of examples.Response contains major errors in sentence structure.
LENGTH
1Sufficient
0Insufficient
0Response is incorrect.Response contains insufficient evidence to show understanding of the material.Response is off-topic and/or contains irrelevant content.
0Response contains no evidence of transitions and strategic repetition.Response reflects no organization.Response contains little to no evidence of sentence structure.
Evaluated by: Self Peer Teacher (Circle One) SCORING 13-14 = Advanced11-12 = Proficient 8-10 = Needs Improvement 0-7 = Failing
CONTENT:8 Response contains a clear thesis and insightfully answers all parts of the question.Response provides relevant and specific textual evidence.Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material.6Response contains a clear thesis and adequately answers all parts of the question.Response provides relevant but general textual evidence.Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material.
•79
As a follow up to this activity, I am requiring Dept. Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:
Student NameTeacher NameDateCourse Name and LevelPeriodA copy of the reading selection and questionEvidence of the student’s active readingAll pre-writing work that the student has doneA copy of the written open response The scoring rubric and completed assessment
After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.
•80
As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:
Student NameTeacher NameDateCourse Name and LevelPeriodA copy of the reading selection and questionEvidence of the student’s active readingAll pre-writing work that the student has done, e.g.
websA copy of the written open response The new scoring rubric and completed assessment
After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.
After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.
•81
Protocol for comparing student workReview the student work samples using these
questions:• What did you notice about how the rubric was
applied?• What did you notice about grading consistency
within these samples?• Compare these samples against the anchor paper.
In what ways do these samples meet or fail to meet the standard established in the anchor paper?
• What do the student responses indicate about the effectiveness of the assignment? How could it be improved?
• What feedback would you provide to the teacher?……………………………………………………………..
OVER TIME WE ADD:• Did you find evidence of growth over time?• What did you notice about consistency across
classes, departments, from teacher to teacher?
Use Data to set High
Expectations
Align C
urriculum to
Standards
Inte
gra
te L
itera
cy and
Math
acro
ss Curricu
lum U
se D
ata
to G
uid
e In
stru
ctio
n
Cre
ate
Teac
her
Sele
ctio
n, S
uppo
rt a
nd
Eva
luat
ion
Syst
em
Instructional Leadership1. Use research to establish urgency for
higher expectations
2. Align curriculum to standards
3. Integrate literacy and math across all content areas
4. Facilitate data-driven decision making to inform instruction
5. Provide opportunities for focused professional collaboration and growth
For us, instruction focused on literacy across ALL content areas… NO
EXCEPTIONS!!!
Leadership That Provides a Streamlined and Coherent Curriculum
1. Restructuring Committee targets the Literacy Skill
2. Smaller subgroup drafts training script, brings draft to the full committee, revisions made
3. We roll out to faculty – step one: Interdisciplinary group training
4. Follow up in depts – how to implement in content area
Leadership That Provides a Streamlined and Coherent Curriculum
OPEN RESPONSE STEPS TO FOLLOW
1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS (LEAVING BLANKS). 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR
MAP AS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE.
Follow up the Interdisciplinary Training.
Next step – HOW to bring this into the classroom
Lessons developed Implemented according to a
calendarNothing was left to chance!
So then what…
•87
As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:
Student NameTeacher NameDateCourse Name and LevelPeriodA copy of the reading selection and questionEvidence of the student’s active readingAll pre-writing work that the student has done, e.g.
websA copy of the written open response The new scoring rubric and completed assessment
After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.
The Open Response calendar of implementation is as follows:
Nov 2-6: Social Science, Social Sci Biling.Nov 30-Dec 4: Wellness, JROTC Dec 14-18: Science, Science BilingualJan 11-15: Business, Tech, & Career Ed.Jan 25-29: Math, Math BilingualFeb 22-26: Foreign Lang, Special EdMar. 7-11: English, ESLMar 20-24 Family &Cons. Sci, ProjGradsApr 5-9: Music, Art