Attachment A

Middle Level

Problem-Based Learning Scenario

Thundering Herd Middle School

West Virginia Institute for 21st Century Leadership

Fall, 2007

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Middle Level Problem-Based Learning Scenario

Thundering Herd Middle School

Community Demographic Profile1

Buffalo County, West Virginia, has been served by Thundering Herd Middle School (THMS) since 1985. The enrollment is 450 students in grades six through eight. There are 51 faculty and staff members who serve at THMS. The total population of Buffalo County is 8,600. The only major population center of Buffalo County is Blackwell with a population of 3,000. Blackwell is located on the Black River and is the county seat of Buffalo County. Thundering Herd Middle School, located in Blackwell, is the only middle school in the county.

The community's demographics have been greatly affected by the decline in employment opportunities within river related industries such as chemical production and river transport. Unemployment exceeded 10 percent throughout the 1990's. New job opportunities tend to be in part-time and low-wage jobs. The current per capita household income for the Buffalo County school district is $17,900, which is below the per capita household income for West Virginia at $27,000. Limited job opportunity has contributed to a decline in population, reflected in falling enrollment figures for THMS. Over the past five years, the school has lost almost 10 percent of its enrollment. Local officials continue to seek ways to revitalize the economy by attracting manufacturing and encouraging small businesses.

About 75% of THMS students attend the school for all three of their middle school years, with about the same percentage attending Buffalo County schools through graduation. The declining economic situation has had some impact on the stability of the student population. The gender ratio is almost even at 47 percent male and 53 percent female. The ethnic mix (with 99 percent white, and one percent Asian, Hispanic, African-American and Native American), has been fairly consistent over recent years. About 19% of the students are in special education. There are forty students in the BD program alone. For the most part, THMS has had limited experience with mobile, transient, or non-English speaking students. Family dynamics at THMS reflect national trends with increased numbers of students living in single parent homes or with grandparents. A survey of Thundering Herd Middle School students indicates that only 48% of students live with two parents. Students increasingly come to school with social/emotional and physical needs that affect their academic performance. About 15 percent of the students have at least one parent that did not receive a high school diploma while about 18 percent attended college for one or more years. Approximately, 68 percent of students are eligible for free and/or reduced priced lunches.

A growing number of students are considered "at-risk" of dropping out of school. Teachers are frustrated with what they consider to be disrespect and lack of motivation by a growing number of students. One eighth grade teacher commented, “When I threaten to cut their grade for not doing 1 This Problem Based Learning Case is built on a real school profile. However, all personnel profiles and situations are fictitious and any resemblance or similarities to real people and situations is coincidental.

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their work, they just say, ‘so what.’ As social trends toward greater juvenile violence and decreased respect for authority make their way into the school, discipline has become a growing concern. Some teachers feel that their options for dealing with individual students have been reduced by fear of misinterpretation of intent, fear of litigation, and lack of respect in the community. Student behavior and discipline, although they involve a minority of students, are increasingly troublesome.

For most THMS students, the school and its activities are one of the focal points of Buffalo County community life. Most students love the school and have great school spirit. On Friday Spirit Days, nearly all the kids and faculty dress in school shirts and jackets. Approximately 70 percent of students participate in at least one school sponsored sport, club, or other activity. When the school was built twenty years ago, nearly 95 percent of students were involved in school activities. Now, the change in the community economic situation and family dynamics has impacted students’ ability to participate. Still when activities are part of the school day, kids are enthusiastic and participate.

School Climate and Culture

As part of the strategic planning process, the faculty adopted a new mission statement in 2005. The mission is, “The Mission of THMS is to create a supportive environment of high expectations where the faculty takes the responsibility to prepare all students with the skills, knowledge and attitudes of a life-long learner ready to participate in a rigorous high school curriculum and accept the responsibilities of being a self-directed young adult.” During the voting on the mission statement, it was clear that a significant group of faculty had strong negative feelings about the specific wording, “the faculty takes the responsibility.” This group of about fifteen teachers, primarily from the eighth grade, felt that more emphasis should be placed on the responsibility of students and parents. They felt that too many kids weren’t doing their work and their parents were not involved and/or supportive of the teachers. The teachers were adamant that they were working hard and should not be held responsible for the economic and social problems in the community. The principal, realizing that he had a majority in favor of the mission, pushed ahead for the vote. On the Monday after the vote, the principal got an anonymous letter basically saying, “You’ve got your head in the clouds.” and “You are developing a generation of welfare slackers.” The principal, a former highly skilled high school teacher, was very upset with the letter but decided not to make it an issue, hoping over time things would get better. However, this key division of the faculty has continued to color group decisions and the ability to work together. The faculty is split on nearly every suggested innovation.

Educational Programming

General Information: Although THMS was built as a junior high school, it switched to the middle school concept in 1995. The new principal at that time, a charismatic out-going former teacher, led the reorganization with much support from the faculty. A series of visitations to outstanding middle schools and attendance at the national Middle School Conference helped the staff make the original transition. Since that time, most key faculty retired, and the principal who led the transition moved to another county to take a central office position. The current principal has been in the job for two years after an interim held the post for two years. Most of the new eighth grade faculty came to the school within the last four years as transfers from the high school. This group of former high school faculty is

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anti middle school and supportive of the junior high model. They frequently comment in staff meetings that when they were at the high school, they got too many kids from this school who “weren’t prepared.” They believe that the middle school philosophy is ‘all they need is love.’ The majority of the sixth grade teachers and some of the seventh grade teachers are supportive of the middle school philosophy and tend to be offended by the criticisms. The sixth grade group tends to be open to change and wants to reinstitute the Advisor/Advisee program that ended three years ago with pressures of NCLB. The interdisciplinary team organization continues at the school but may be eliminated if support does not emerge from the entire faculty. The drop in student enrollment adds fuel to those in the school who want to end the interdisciplinary team approach to scheduling.

a. Curriculum: The school schedule is built around basic skills with 80 minutes of reading/language arts and mathematics daily. In addition students take 40 minutes of science and social studies daily. On a rotating basis, the students also have art, music, health, P.E. and tech ed. About 15 students at both the seventh and eighth grade levels take an on-line Spanish course. Fifteen “hand-picked” eighth graders are enrolled in Algebra I. The overall approach to planning curriculum is as divided as the staff. The sixth grade faculty has worked on unit planning both within subject areas and across some disciplines. They use the WVCSO’s as the basis for curriculum planning and have adopted an on-line unit and lesson planning format. Two of the science units and one of the math units won a national award from a NEE, a national engineering group that supports innovation in education. The eighth grade teachers use the textbook as the source of curriculum planning. The seventh grade teams have several new teachers who are open to change but are afraid to speak out. All teachers in the school code their lesson plans with the CSO’s, a practice that continues from the previous principal. Approximately five years ago, the former principal started a career guidance program that was part of the school’s Advisor/Advisee Program. In A/A, eighth grade students completed their transition plan and set goals for high school. Since Advisor/Advisee has been eliminated from the curriculum, these tasks have been assigned to 8th grade staff. They do not think this is their job. So, in reality, little is done to transition students to the high school. Basically, the kids are bused to the high school for “move-up day.”

b. Instruction: Instruction in the school is a mixture of tradition and innovation. Most of the sixth grade teachers use cooperative learning and differentiated instruction. One sixth grade teacher serves on the state DI (Differentiated Instruction) Cadre and is a skilled presenter and coach. All teachers in the sixth grade but one have attended summer sessions on technology integration and regularly take their kids to the computer lab for projects. Most of the students in the sixth grade have been involved in research projects like the social studies fair and the science fair. Unfortunately, the number of participants in these two events diminishes each year the students are at THMS.

c. School Effectiveness: The school has a very active School Improvement Council that meets prior to the beginning of the year then monthly thereafter. The new principal has revitalized the Council and has tried to help members take leadership for major improvement initiatives. They have struggled with how to address the division in the staff but are willing to work together to improve the school. The Council has one teacher from each grade level, two service staff (an aide and the secretary), two parents and a community member. One of the parents is new to the school having home schooled her child until sixth grade. She is concerned about some of the discipline issues. The school Five-Year

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Strategic Plan has a goal on improved instruction and a goal on improved discipline. During Faculty Senate meeting, the Council reports to the staff. The Council has been concerned about the lack of school-wide involvement in the implementation of the Plan. They would like to see greater involvement by teams and more control over professional development.

d. Student Support: Even though the school is small, the assistant principal recently wrote a grant with the sheriff’s office that allowed the school to get an officer daily for a half day. The officer is well-liked and is trying to work with staff, parents and students to improve student behavior. He sees great inconsistency in the way students are treated personally and in the discipline processes in the classroom. The school has a School Assistance Team chaired by the assistant principal that meets on a regular basis. However, the recommendations from the SAT are usually not followed by the eighth grade teams. They believe the kids are being coddled by some of the SAT suggestions. Other student support systems in the school include the sixth grade teams’ work in special education. They have implemented an inclusion model for special education students and use a three-tiered approach. They also have a sophisticated re-grouping process to help students who have not mastered concepts and a community mentoring program for students having personal difficulties. They are seeing great results. These teachers have also developed their own sixth grade orientation/transition program with the two elementary feeder schools. The sixth grade team has been asked to present at the state middle school conference on their innovations. Mr. T, the former principal, has asked them to come to his county to do a staff development. It should be noted that the school counselor and the librarian have both provided considerable support to the 6th grade teachers.

Educational Results

THMS has not met AYP for the last two years. It is the only school in the county that has not made AYP the current year. The school has been out of compliance in the low SES subgroup and the Special Education subgroup at the seventh and eighth grades for both reading/language arts and in mathematics. The school has also not met accountability standards in attendance. The attendance is 88 percent with the lowest attendance at the 8 th grade level. The school scores on the Writing Assessment are above average largely due to the collaboration between the sixth and seventh grade language arts teachers and the emphasis on writing in the sixth grade. Each year, the principal meets with Teams to go over WESTEST and Writing Assessment results. He asks the team leaders to come up with a plan for addressing weaknesses. The sixth grade team has done an excellent job with their plan. ACT Explore has not been used in the school to diagnose student strengths and weaknesses.

Faculty and Staff Profile

There are 51 faculty and staff members who serve at THMS. There are 33 classroom teachers, one counselor, one librarian, two aides, one autism mentor, one head cook, four cooks, one secretary, three custodians, and a new assistant principal. One-half of the faculty has 20 to 28 years of experience, with nine having 28 plus years of experience. Eight faculty members have 5 to 9 years of experience. Nine faculty members have zero to five years of experience, four of those nine faculty members have less than three years of experience.

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The following dossiers are profiles of key personnel who serve at THMS:

Mr. A. is your new assistant principal. He comes from a long standing well-to-do family of Buffalo County. Mr. A. taught for six years before entering an on-line administration program for school leaders. He finished his on-line work and received his certification and made application for any open administrative position in the county. The school board and superintendent decided that Mr. A. was the strongest applicant for the assistant principal’s position at THMS. Mr. A. also applied for the principal job at THMS when it came open; he was passed over by the Board in favor of the new principal. He appears to be a team-player but at times seems to undermine some of the decisions of the principal.

Mr. B. just earned his doctorate in school leadership and would like to have a leadership role in Buffalo County. He has been teaching sixth grade for seven years and is very popular with staff, students and their parents. Mr. B. uses a variety of technology applications with his students, takes them on creative field trips and is working with the community to upgrade the technology lab. Mr. B. teaches a science methods class as an adjunct professor for a state university.

Miss C. is a newly hired energetic teacher in her second year of service at THMS. She graduated from a highly acclaimed five year teacher preparation program with a Masters degree. She has middle school certification in mathematics and science. Miss C. has extensive knowledge about instructional design and technology. She has designed award winning web pages for local businesses and is currently enrolled in an educational doctorate program for instructional design and technology.

Mrs. D. is in her tenth year of service as a physical education teacher and coach. She came to the middle school from the high school. Mrs. D. is the president of the Buffalo County Teachers Association and has been very outspoken when it comes to protecting teachers rights. Mrs. D. is married to a prominent attorney in Buffalo County who many believe has political ambitions. Mrs. D. has clashed many times in the past with school board members and central office administration. She is a skilled and well-liked teacher and is supportive of many of the concerns of the eighth grade teachers.

Mrs. E. has been teaching for 26 years and is revered by all of her students and the entire

community. She never seeks the spotlight but many seek her advice on multiple issues. If Mrs. E. lends her support to any school initiative, people tend to rally around her and make things happen. Mrs. E. has lived in Buffalo County all of her life. She is a member of the sixth grade team and teaches reading/language arts.

Mr. F. is an eighth grade math teacher who came to THMS from the high school. He is not happy at the school and misses teaching upper level courses. The only class he likes to teach is his one section of Algebra I. This class in made up of a small “hand picked” group of students. He is known to be an excellent mathematician.

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Mrs. G is an instructional aide assigned to the eighth grade special education staff. She has been in the school since its opening in 1985. She has great rapport with staff and students and is conscientious about her work. The principal counts on her for advice about community and school issues. She will take on any job assigned to her. Mr. F likes Mrs. G since she often stops to talk to him and brings him homemade baked goods.

School Organization/Professional Development

As a result of the move from the junior high to middle school philosophy a decade ago, the school continues to be organized into interdisciplinary teams at each grade level. Each teacher has a sixty minute planning period daily. Within this time, all teams are expected to set a schedule for interdisciplinary meetings for 60 minutes a week. The sixth grade team chooses to meet twice weekly for 45 minutes. The seventh grade teams meet on Friday for the full hour. The eighth grade team meets once a week but usually adjourns after 20 minutes or so.

Since the central office is small, most of the professional development is organized at the school level. Dr. Winters, the Superintendent, has encouraged principals to do book studies, on-line professional development and other methods to build learning communities. He has also encouraged the schools to use the Instructional Support days for school improvement. THMS has been given a grant of $15,000 to support professional development. It can be used for stipends, materials or consultants.

School Board and Central Administration Relations

The Buffalo County school board is a diverse five member board. Dr. Winters is the Buffalo County Superintendent, having just received a three-year contract. He recently finished his doctorate in leadership studies. Dr. Winters served as a Director of Special Education in a neighboring county where he received high praise from all constituencies. Dr. Winters was hired on a 4:1 vote of the school board. The president of the school board, Mrs. Carl, is a life time resident of Buffalo County and her grandfather owned and operated the first mill on the Black River. There have been three superintendents in the past six years in Buffalo County before Dr. Winters and each fell out of favor with Mrs. Carl prior to their departure. Mrs. Carl is a proponent of technology and professional development. She believes technology will level the playing field for students by giving them access to resources and bringing in more AP and college courses.

Dr. Winters has a very good rapport with West Virginia Department of Education. He is active in state and national organizations. Dr. Winters is a strong proponent of quality and equity, data-based decision making and the movement toward 21st century teaching and learning. He has made it clear to his principals that he dislikes strong arm tactics and wants to build a culture of trust among all of the educational constituencies. Working with Mrs. Carl, Dr. Winters hopes to make the county a model 21st century county.Attachment B

DIRECTIONS FOR SEQUENCE OF STEPS7

PROBLEM-BASED LEARNING (PBL) ACTIVITYWest Virginia Institute for 21st Century Learning

Friday – Programmatic Session4:30 p.m. - Receive Background Information on Assigned School to Review for HomeworkWhen implementing 21st century components in a school, this implementation happens in an existing context. Thus, as part of the Problem Based Learning Activity, a fictitious West Virginia school has been created with issues and challenges common to West Virginia schools. To prepare for the PBL, you will need to read the School Scenario for your programmatic level (See Attachment A) and Appendices to become familiar with contextual issues that may affect your ability to develop a 21st century school.

Saturday – General Session12:45 p.m. – Listen to Introduction on Problem-Based Learning Activity:In general session, you will hear an overview of problem-based learning (PBL) as an instructional process. Next, you will receive general instructions on how an abbreviated version of the PBL process will be used as the instructional tool for applying (1) knowledge of first and second order change, (2) principles of transformational and distributive leadership, and (3) understanding of specific components of 21st century learning. To complete the PBL, you will be assigned to a small work team organized by programmatic level and school size. Throughout the PBL, you will be learning and applying new content but also experiencing a 21st century instructional process.

Saturday – Programmatic SessionUsing Attachment B for Directions, Begin Step 1 of the PBL Process:

1:15 p.m. - Step 1: Organize into a Work Team to Complete the PBL ExperienceMuch work in the 21st century will require teamwork and group problem-solving. Thus, you will need to organize yourself as a functioning team. Attachment C has identified some key roles that may be necessary to complete your work. These roles need to be assigned and the responsibilities reviewed so that each member is clear about what is expected. In order to set the stage for group productivity, group members should review the Group Process Rubric in Attachment D. This Rubric outlines specific behaviors that will contribute to team effectiveness. As a team, your goal is to be “High Performing.” Please note that this rubric will be used in Step 8 of the PBL as the group reflects on its ability to complete the various PBL tasks.

1:10 p.m. – Step 2: Clarify the Problem and the ProcessA Problem-Based Learning experience is designed to solve a specific problem using a sequential process. Thus, the Facilitator should read the problem statement described in Attachment D and assure that all members of the team understand the problem to be solved. Next, members should review the sequence of activities that will be used to reach consensus on how to address the problem (See Attachment F). 1:20 p.m. – Step 3: Brainstorm School Assets and ChallengesEvery school has characteristics that can enhance or impede 21st century learning. The team must be knowledgeable of these before school improvement efforts are identified. Thus, the Facilitator will

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lead the group in a brainstorming session on the assets and challenges (See Attachment G) in the school. Using a data projector and laptop, the Recorder will list group comments on the form provided. Group members should specifically focus on those things that may positively or negatively affect the principal’s ability to create and sustain a 21st century school.

1:35 p.m. – Step 4: Determine Root CausesOnce the brainstorming is complete and the group has exhausted its ideas about school assets and challenges, the group will begin the process of determining the “Root Causes” of why the school is not adequately preparing students for the 21st century. This is an important step for the team to complete. In school improvement, leaders sometimes make the mistake of working on symptoms (e.g., superficial or minor challenges) instead of “getting at the root of the problem.” If the team is unclear about the characteristics of “root cause,” members should examine the following websites:http://enwikipedia.org/wiki/Root_cause_analysishttp://www.isixsigma.com/library/context/c020610a.asphttp://www.systems-thinking.org/rea/rootca.htmhttp://www.12manage.com/methods_root_cause_analysis.htmlAfter the team fully understands “root cause,” members should examine the challenges list from Attachment G and reach consensus on the root causes affecting the school’s ability to prepare students for the 21st century. The Recorder should list these for the team to view using the form provided or electronically.

2:00 p.m. – Step 5: Determine Key Findings from Research on Distributive Leadership, Transformational Leadership and/or Change That Can Be Generally Applied to the Challenges/Root Causes in the SchoolAn important part of the learning process in a PBL is acquiring and applying new information. In this PBL, the team will use the new information gained from the General Session on Change and the Break-Out Sessions on Transformational and Distributive Leadership. To review this information, the team members will complete a two-step process. First, using the notes and/or graphic organizers from the previous sessions as a resource, each member will complete Attachment H. In this attachment, you will record key understandings or concepts that you think can be generally applied to the challenges/root causes preventing the school from adequately preparing students for the 21st century (10-15 minutes). Once the individual reflection is complete, the Facilitator will lead the entire group in discussion reaching consensus on how the new understanding of change, distributive and transformation leadership can be generally applied to the school. The Recorder will document group comments using the form provided or electronically.

3:00 p.m. – Step 6: Determine Specific Leadership Actions and Processes for Creating a 21st Century School (Based on Key Findings from Step 5)Step 6 is the most important and most difficult step of the PBL process. In this step, team members must pull together what they know about (1) the specific issues in the school (assets, challenges and root causes), (2) their knowledge about the change process, (3) understanding of distributive and transformational leadership and (4) understanding of the elements of a 21st century school. Just like the “real world” of a principal, you must turn knowledge into practice in a demanding and complex environment. Using Attachment I, the Facilitator/Leader will conduct a group discussion on the

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specific leadership actions/processes necessary to address each 21st century component. The secret to success in this step is thinking through the particular compelling needs of this school and being able to defend the suggested practice/process using the research on effective leadership/change. If time permits, the Facilitator may want to allow each team member some quiet time to reflect on Attachment H before the group begins its brainstorming. The Recorder should assist by documenting group conclusions on the form provided or electronically.3:45p.m. – Step 7: Prepare your Recommendations into a Presentation to the Superintendent and Board of Education of Big River CountyAn effective PBL experience should be evaluated through some form of 21st century authentic assessment. In this PBL, the culminating project/authentic assessment will be a mock presentation to the Superintendent and the Board of Education of _____ County. A rubric for the presentation is included in Attachment J. Before the group adjourns for the day, it must determine which of the group members will be the “principal” for the presentation and how the presentation can be made most effective. The presenter “principal” will be excused from tech time and may use the advice and/or support of the critical friends and programmatic leaders to prepare the presentation. In a real PBL activity there would probably be both an individual and a group grade given to the team members.

Sunday – General Session8:30 a.m. – Hear a Brief Presentation on Authentic Assessments to set the Stage for Step 8In general session, you will hear an overview of the day’s activities and be provided with some classroom examples of authentic assessments that align with the state’s vision of 21st century learning.

Sunday – Programmatic Session

9:00 a.m. – Step 8: Reflect on Ability to Function as a Team to Solve a Problem Since PBL’s are designed to develop proficiency in 21st century skills as well as deepen understanding of knowledge, an important aspect of the PBL work is evaluating member’s ability to function as a team. Using the Group Process Rubric (Attachment D reviewed in Step 1), the facilitator will lead a discussion on the team’s performance and reach consensus on a rating for each category of Broad Skills addressed in the rubric. Once the rating is complete, the Facilitator should average the Broad Skill Category ratings to derive an overall team score. The discussion of the rubric should culminate in a discussion of how to improve team performance in the future.

9:15 a.m. Step 9: Principal Presents to the Superintendent/Board of EducationWithin programmatic groups, each principal will present their “vision for leadership” to a “mock” Board of Education and the Superintendent of ______ County Schools. These individuals may ask questions to clarify their understanding of the principal’s proposal. Others “in the audience” will use the rubric provided in Attachment J to provide feedback to the team members.

Attachment C

TEAM ROLES AND RESPONSIBILITIES

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PROBLEM-BASED LEARNING ACTIVITYWV Institute for 21st Century Leadership

Directions: Please assign each of the following roles to someone in the group. If you have more than four people, assign two people the role of Resource/Information Liaison.

1. Facilitator/Leader: The role of the facilitator/presenter is to: lead group discussions assuring there is participation by all members, facilitate roles/assignments among group members, help the group reach consensus on assigned tasks, participate in the work of the group.

2. Recorder: The role of the recorder is to: verbally summarize the group conclusions/opinions and ask for clarification from members

as to accuracy, record conclusions/opinions electronically, electronically share written conclusions/opinions with other programmatic team members, organize group work into formats appropriate for the final presentation as guided by the

Facilitator, and participate in the work of the group.

3. Resource/Information Liaison: The role of the resource/information liaison is to: acquire information from on-site experts as needed by the group, find tools or other resources that the group may need to complete its work, and participate in the work of the group.

4. Manager/Time Keeper: The role of the manager is to: act as a task manager – keeping the group members on an appropriate time schedule, alert the team when conversations get off task, and participate in the work of the group.

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Attachment D Professional Learning Communities

Group ProcessSkills Common to Problem-Solving

Groups High Functioning Group Skills

(3)Average Functioning Group

Skills (2)Low Functioning Group Skills (1)

Managing the

Work

Rating:

3 2 1

          Tasks/roles assigned according to member strengths

          Establishes a clear plan and timeline for work completion

          Works with clarity and understanding of the tasks

          All members contribute fully to quality work

          All members work effectively and productively with others

          Tasks/roles are assigned with some consideration of members’ strengths

          Develops a sketchy plan for work completion without a timeline

          Works with some understanding of the tasks

          Some members contribute to group work

          Some members work cooperatively with others

          Tasks/roles are assigned haphazardly

          Lacks a work plan or timeline          Works with little understanding

of the tasks          One or two members

contribute to group work          Members work independently

and with little collaboration

Identifying the Problem(s)

Rating:

3 2 1

          Discusses/analyzes information thoroughly

          Develops deep understanding of situation

          Distinguishes between symptoms and underlying issues

          Articulates clear, complete and accurate description of the problem(s)

          Discusses information but fails to analyze situation

          Lacks deep understanding of situation

          Identifies symptoms and underlying issues in isolation (fails to see connections)

          Defines and articulates possible problem(s) but lacks clarity and acuity

          Shares factual information about situation but develops little understanding

          Confuses issues and symptoms

          Cannot articulate underlying problems

Seeking and Organizing Information

Rating:

3 2 1

          Determines key sources from a variety of options

          Locates relevant information within key sources

          Interacts effectively with others to deepen understanding

          Summarizes and organizes relevant information using graphic organizers

          Struggles to identify key sources among options

          Locates information within sources, some of which is irrelevant

          Interacts with others to expand knowledge but does not deepen understanding

          Organizes information without eliminating irrelevant material

          Cannot determine credible and relevant sources

          Cannot distinguish between relevant and irrelevant information within sources

          Interaction with others enhances neither knowledge nor understanding

          Information is disorganized with little attempt to summarize

Synthesizing Information to Address the

Problem

Rating:

3 2 1

          Applies clear logic to solving problem(s)

          Uses varied facts from leadership frames/theories to form concepts & patterns and to reach conclusions

          Analyzes and applies information from multiple sources to effectively solve the school problem(s)

          Applies some clear and some faulty logic to solving problem(s)

          Engages in a fragmented process for reaching conclusions with limited regard for facts and concepts to the leadership frames/theories

          Struggles with analyzing and applying information but solves some aspects of the school problem(s)

          Applies no apparent logic to solving problems

          Reaches conclusions disregarding facts and concepts

          Demonstrates little or no ability to integrate information to solve school problem(s)

ForAttachment E

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Problem Statement and Goals

Problem: Mountaineer Elementary School (MES) is not adequately preparing students for success in the 21st Century.

You are the principal of Mountaineer Elementary School (MES) and over the next 3-5 years, you want to:

1. Strengthen the School Culture to be conducive of “21st Century Learning for ALL” by fostering a shared system of norms, folkways, values and traditions.

2. Implement a 21st Century Curriculum by (a) supporting the use of the new WVDE 21st

Century Content Standards and Objectives for content and 21st century skills and by (b) strengthening the specific curriculum components of global awareness, civic literacy, fiscal and economic literacy and personal wellness.

3. Implement 21st Century Instruction by (a) using lesson planning processes designed to develop learner’s deep understanding, (b) integrating 21st century instructional strategies and tools and (c) by emphasizing 21st century assessments for learning.

4. Improve the Overall Effectiveness of the School by using the school effectiveness research to develop school-wide consistent and pervasive practices that support “21 st Century learning for all.”

5. Improve Student Support by implementing processes that assure all students are valued and respected despite background characteristics or previous achievement and that student’s physical, social and emotional needs are met.

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Attachment E

Problem Statement and Goals

Problem: Thundering Herd Middle School (THMS) is not adequately preparing students for success in the 21st Century.

You are the principal of Mountaineer Elementary School (THMS) and over the next 3-5 years, you want to:

1. Strengthen the School Culture to be conducive of “21st Century Learning for ALL” by fostering a shared system of norms, folkways, values and traditions.

2. Implement a 21st Century Curriculum by (a) supporting the use of the new WVDE 21st

Century Content Standards and Objectives for content and 21st century skills and by (b) strengthening the specific curriculum components of global awareness, civic literacy, fiscal and economic literacy and personal wellness.

3. Implement 21st Century Instruction by (a) using lesson planning processes designed to develop learner’s deep understanding, (b) integrating 21st century instructional strategies and tools and (c) by emphasizing 21st century assessments for learning.

4. Improve the Overall Effectiveness of the School by using the school effectiveness research to develop school-wide consistent and pervasive practices that support “21 st Century learning for all.”

5. Improve Student Support by implementing processes that assure all students are valued and respected despite background characteristics or previous achievement and that student’s physical, social and emotional needs are met.

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Attachment E

Problem Statement and Focus

Problem: Highland County High School (HCHS) is not adequately preparing students for success in the 21st Century.

You are the principal of Highland County High School (HCHS) and over the next 3-5 years, you want to:

1. Strengthen the School Culture to be conducive of “21st Century Learning for ALL” by fostering a shared system of norms, folkways, values and traditions.

2. Implement a 21st Century Curriculum by (a) supporting the use of the new WVDE 21st

Century Content Standards and Objectives for content and 21st century skills and by (b) strengthening the specific curriculum components of global awareness, civic literacy, fiscal and economic literacy and personal wellness.

3. Implement 21st Century Instruction by (a) using lesson planning processes designed to develop learner’s deep understanding, (b) integrating 21st century instructional strategies and tools and (c) by emphasizing 21st century assessments for learning.

4. Improve the Overall Effectiveness of the School by using the school effectiveness research to develop school-wide consistent and pervasive practices that support “21 st Century learning for all.”

5. Improve Student Support by implementing processes that assure all students are valued and respected despite background characteristics or previous achievement and that student’s physical, social and emotional needs are met.

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Attachment F PROBLEM-BASED LEARNING (PBL) PROCESS

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Pre-Institute Preparation for the PBL Process Prior to arrival, each participant will read an overview of research on transformational and distributive

Step 1: Organize into a Work Team to Complete the PBL Experience (Saturday, 1:15 p.m. - Work by Table Groups)

Step 2: Clarify the Problem and the PBL Process to Address the Problem (Saturday, 1:10 p.m. – Work by Table Group)

Step 3: Brainstorm School Assets and Challenges (Saturday 1:20 p.m. – Work by Table Groups)

Step 4: Determine Root Causes(Saturday 1:35 p.m. – Work by Table Groups)

Step 5: Determine Key Principles from Distributive Leadership, Transformational Leadership and/or Change Research that Apply to the Problem/Root Causes

(Saturday 2:00 p.m. – Work by Table Groups)

Step 6: Determine Specific Leadership Actions and Processes for Creating a 21st Century School Based on Key Findings from Step 5(Saturday 3:00 PM – Work by Table Groups)

Step 7: Prepare Presentation to Superintendent/ Board of Education of Big River County(Saturday 3:45 PM – Work by Table Groups)

Hear a Brief Presentation on Authentic Assessments to set the Stage for Step 9(Sunday 8:30 a.m. – General Session)

Step 8: Reflect on Ability to Function as a Team During the PBL(Sunday 9:00 a.m. – Programmatic Session)

Attain Prior Knowledge about Change, Transformational and Distributive Leadership(Friday Afternoon and Saturday Morning General Sessions)

Understanding the Value of PBLs and Read about the School You Are Assigned to Improve(Friday Evening and Saturday Morning)

Step 9: Make Presentation to Superintendent/ Board of Education of Big River County(Sunday 9:15 a.m. – Programmatic Session)

Attachment G School Assets and Challenges

Directions: Using a data projector and laptop to record group comments, the facilitator will lead the group in a brainstorming session on the assets and challenges in the school that will affect the principal’s ability to create a 21st century school. Once these have been determined, the group will discuss “root causes” related to the challenges.

ASSETS: CHALLENGES:

ROOT CAUSES:

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Attachment H

Key Findings from Research on Effective Change, Distributive and Transformational Leadership

Directions: Using notes from the previous sessions on the above topics, identify general concepts or understandings that you think are applicable to the situations, challenges and root causes in your school.

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Issues, Challenges andRoot Causes Preventing Mountain Elementary from Being a 21st

Century School

Principles of Distributive Leadership

Principles of Transformational

Leadership

Principles of Effective Change

Attachment I Determining Specific Leadership Actions and Processes

As the principal, you understand the assets, challenges and underlying root causes as to why your school is not adequately preparing students for the 21st century. You also understand the research on second order change, distributive and transformational leadership. Taking this all in to account, what specific leadership actions or processes will you initiate over the next 3-5 years to become a 21 st

century school. Please note, if you feel that the area listed below needs “no leadership,” then leave the box blank.

1. Strengthen the School Culture to be conducive of “21st Century Learning for ALL” by fostering a shared system of norms, folkways, values and traditions.

2. Implement a 21st Century Curriculum by (a) supporting the use of the new WVDE 21st

Century Content Standards and Objectives for content and 21 st century skills/tools and by (b) strengthening the specific curriculum components of global awareness, civic literacy, fiscal and economic literacy and personal wellness.

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Describe Specific Leadership Actions/Processes:

Describe Specific Leadership Actions/Processes:

Attachment I - Page 2 Determining Specific Leadership Actions and Processes

3. Implement 21st Century Instruction by (a) using planning processes designed to develop learner’s deep understanding, (b) integrating research-based 21st century instructional strategies and tools and (c) by emphasizing 21st century assessments for learning.

4. Improve the Overall Effectiveness of the School by using the school effectiveness research to develop school-wide consistent and pervasive practices that support “21 st Century learning for all.”

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Describe Specific Leadership Actions/Processes:

Describe Specific Leadership Actions/Processes:

Attachment I - Page 3 Determining Specific Leadership Actions and Processes

5. Improve Student Support by implementing processes that assure all students are valued and respected despite background characteristics or previous achievement and that student’s physical, social and emotional needs are met.

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Describe Specific Leadership Actions/Processes:

Attachment J

Presentation RubricFor

Professional Learning Communities

Communicating the Problem

and Solution to Others

Rating:

3 2 1

          Uses presentation techniques appropriate to audience

          Uses high quality 21st century oral, written and multimedia communication methods to enhance the message

          Delivery is smooth, clear and compelling

          Information is intellectually rigorous and conceptually sound

          There is clear evidence of fresh, original and inventive ideas.

          Uses presentation techniques that are acceptable, but not tailored to the audience

          Multimedia elements accompany the content but do not enhance the message

          Delivery is acceptable but not compelling

          There is little evidence of new thought or inventiveness

          Uses presentation techniques with no regard for target audience

          Uses traditional communication methods

          Delivery is fragmented and confusing

          Information is a rehash of other people’s ideas

          There is no evidence of new thought or inventiveness

PresentationCriteria

High Functioning Groups (3)

Average Functioning Groups (2)

Low Functioning Groups ( 1)

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