Planning for the Future

1

• Planning for the Future

2
A Thousand Years From Now

• Have we helped
• --every 5th child who is poor?
• --every 6th child who is black?
• --every 7th child who is Hispanic?
• --every 8th child who is mentally or physically
  challenged?

3
What is the Vision?

• New and/or inexperienced teachers need to be
  encouraged and supported
• Teachers need to be provided the professional
  development they need
• Teachers need to use diagnostic tools to guide
  and facilitate their instruction
• Teachers need to become leaders in instructional
  practice
• Teachers need to advocate for their own
  profession

4
What is the Vision?

• New and/or inexperienced teachers need to be
  encouraged and supported

5
(No Transcript)
6
Try to turn every situation, positive or
negative, into a learning experience.
7
Leaky Buckets Cant Hold Water

• Schools do not generally lack newly credentialed
  candidates to choose from instead they are
  rapidly losing the NEWLY HIRED teachers they
  already have
• Leaky buckets lose existing teachers faster than
  they can take in new ones

8
Leaky Buckets Cant Hold Water

• Ingersoll found
• 14 of first-time teachers quit in the first year
• 33 leave within three years
• 50 leave within the first five years
• Five years is the average time it takes for
  teachers to maximize their students learning

9
Leaky Buckets Cant Hold Water

• High attrition rates like these mean that for
  every two new teachers a school district hires,
  one of them will completely dropout of the
  profession in five yearsjust at the time they
  are able to consistently improve student
  achievement.

10

• 42 of our teachers
  leave the field after
  seven years
• 51 of reported licensed personnel are over 45
  36 are over 50
• Waivers comprise 0.6 of all licensed personnel
  in Kansas 91 of all waivers are issued for
  special education

11

• Teachers teach because teaching is work they
  love to do, and many report that if they could
  choose their lifes work all over again, they
  would choose teaching.

12
Why Do Teachers Leave?

• Class size
• Not enough support from administration
• Undisciplined, poorly motivated students
• Uninvolved parents
• Unreasonable expectations
• Lack of resources

13
Why Do Teachers Leave?

• Isolation from colleagues
• Assignments outside their area of training
• Lack of appreciation or respect
• Feeling discouraged
• Feeling frustrated

14
Why Do Teachers Leave?

• Feeling left out of the decision-making
• Poor school management
• Lack of classroom resources specifically
• Too many regulations
• Lack of mentoring or induction programs

15
If youre a seasoned teacher, take steps to make
new teachers feel welcome.
16
Whats Needed?

• Support
• Personal and emotional support
• Task or problem-focused support
• Critical reflection on teaching practice

17
What is the Vision?

• Teachers need to be provided the professional
  development they need

18
Show your students that they matter to you.Come
to class prepared.
19
Supporting Quality Teaching

• 70 percent of teachers and 75 of principals
  believe that providing more time for ongoing
  professional development related to daily
  classroom activities would help to retain quality
  teachers
• Less than half of principals (45 percent) believe
  that allocating time and resources for
  professional development is an extremely
  important part of their job

20
What Does Research Say?

• Teachers Who Learn, Kids Who Achieve, identified
  characteristics from schools honored by the US
  Department of Education
• Had clear achievement goals
• Provided an array of professional development
  opportunities
• Embedded ongoing learning in the school culture
• Built a highly collaborative school environment
• Found and used time for teaching learning
• Used a broad range of student performance data

21
What Does Research Say?

• The most powerful forms of professional
  development match adult learning processes with
  intended learning outcomes and the desired
  instructional practices for teachers
• Address student learning needs
• Align with school improvement goals
• Address students and teachers improvement areas
• Deepen content knowledge
• Expand the repertoire of teaching strategies
• Driven by data
• Frequent monitoring of student progress
• In-school instructional coaches

22
What Does Research Say?

• U.S. teachers have about an hour each week for
  collaboration while other countries provide 10-20
  hours per week
• Less than 1 or less of school budgets are spent
  on professional learning
• Release time
• Outsiders to assist
• In-school instructional coaches

23
What Does KS Research Say?

• The following were found as a result of a study
  regarding the professional development practices
  used in the Kansas Challenge Award schools
• Challenge School teachers participated in
  significantly more professional development
  overall
• Challenge School teachers rated the benefit of
  professional development more positively
• 44 as compared to 31 of the comparison school
  teachers said that professional development had a
  direct positive impact on their teaching

24
What Does KS Research Say?

• In both groups, teachers did not feel that
  professional development activities included
  enough time to think about, try out and evaluate
  new ideas
• Both groups gave their highest rating to the
  support for professional development that came
  from building and district administrators

25
What Does KS Research Say?

• Both gave their lowest ratings to items related
  to having enough time to work and plan together
• Challenge school teachers said that learning
  teams met at least weekly the district office
  was committed to professional development
  decisions were based on data, follow-up was
  essential everyone worked together

26
What Does KS Research Say?

• Both groups reported needing more on-the-job
  practice of new skills
• Comparison school teachers said that less time
  was spent in learning about content and in
  observing each others instruction
• Teachers responses about professional
  development became less positive with teaching
  level
• Elementary teachers were much more positive about
  quality and relevance than secondary

27
What Does Research Say?

• A longitudinal study of the Eisenhower program
  found that when professional development was
  focused on reform teachers increased their use of
  desired strategies in their classes
• Teacher study groups
• Teacher collaboratives
• Networks
• Mentoring
• Internships
• Resource centers

28
Self-refection clarifies better than any mirror.
29
Whats Needed?

• Rigorous, ongoing, school-based, job-embedded
  professional development
• A focus on improving student learning
• Deepening teachers content knowledge,
  research-based instructional strategies, and
  formative assessment techniques
• Support by school administrators
• Time to practice what they are learning
• Mentoring and induction programs to support new
  staff

30
What is the Vision?

• Teachers need to use diagnostic tools to guide
  and facilitate their instruction

31
(No Transcript)
32

• You seldom get what you go after unless you know
  in advance what you want.
• Unknown

33
Instructional Decisions

• Decisions made by teachersspecifically
  instructional decisionsare at the heart of the
  teaching-learning process
• These decisions must be based on
• real time classroom assessments
• less-frequent external assessments

34

• Corandic is an emurient grof with many fribs it
  granks from corite, an olg which cargs like
  lange. Corite grinkles several other tarances,
  which garkers excarp by glarcking the corite and
  starping it in tranker-clarped storbs. The
  tarances starp a chark which is exparged with
  worters, branking a slorp. This slorp is garped
  through several other corusces, finally frasting
  a pragety, blickant, crankled coranda. Coranda
  is a cargurt, grinkling corandic and borigen.
  The corandic is nacerated from the borigen by
  means of loracity.

35
A Standardized Test

• 1. What is corandic?
• ___a) a chark which is exparged with worters
• ___b) an olg which cargs like lange
• ___c) an emurient grof with many fribs

36
A Standardized Test

• 1. What is corandic?
• ___a) a chark which is exparged with worters
• ___b) an olg which cargs like lange
• _X_c) an emurient grof with many fribs

37
A Standardized Test

• 2. What does corandic grank from?
• ___a) a garker
• ___b) corite
• ___c) the borigen

38
A Standardized Test

• 2. What does corandic grank from?
• ___a) a garker
• _X_b) corite
• ___c) the borigen

39
A Standardized Test
3. How is the corandic nacerated from the
borigen? ___a) by starping it in storbs ___b) by
means of loracity ___c) by branking a slorp
40
A Standardized Test
3. How is the corandic nacerated from the
borigen? ___a) by starping it in storbs _X_b) by
means of loracity ___c) by branking a slorp
41
A Standardized Test
4. What is coranda? ___a) a cargurt ___b) a
garker ___c) a storb
42
A Standardized Test
4. What is coranda? _X_a) a cargurt ___b) a
garker ___c) a storb
43
A Standardized Test
5. What does the slorp finally frast? ___a) a
blickant ___b) a crankle ___c) a coranda
44
A Standardized Test
5. What does the slorp finally frast? ___a) a
blickant ___b) a crankle _X_c) a coranda
45
What Does the Research Say?

• Black and William found that school improvement
  efforts that included strengthening the practice
  of formative assessment produced significant and
  substantial learning gains
• Rick Stiggins found that using formative
  assessments produced gains equivalent to two to
  three grade levels
• Schmoker provided numerous examples of schools
  that made remarkable improvement in achievement
  by using local assessment data

46
What Does the Research Say?

• Diagnostic teaching is the proactive use of a
  wide repertoire of assessment approaches that
  lead to the wide use of curricular and
  instructional practices which are consistently
  used with students with diverse needs, abilities,
  strengths, experiences, and interests in order to
  best support their learning.

47
Differentiation

• Teachers need to use assessments to shape their
  lessons to fit the needs of individual students
• Teachers do this by differentiating
• Contentwhat
• Processhow
• Products--demonstrate
• Readinessentry point
• Interestcuriosity
• Learning profilehow they learn

48
Whats Needed?

• A comprehensive assessment plan that includes
• High stakes external assessment
• Local summative measures
• Local formative measures
• Sound assessment design that includes
• Clearly defined expectations for student learning
  
• Clearly defined purpose for the assessment
• Different assessment methods
• Sampling of content versus all content
• Elimination of bias
• Professional development in methods of
  assessment, data interpretation, communicating
  data

49
Whats Needed?

• Differentiation is not
• a recipe for assessing or teaching
• an assessment or instructional strategy
• what a teacher does when he or she has time
• Differentiation is
• A way of thinking about teaching and learning
• A philosophy

50
Whats Needed?

• Diagnostic teaching is based on the belief that
• Students differ in their readiness to learn,
  interests, styles and experiences
• These differences define students needs, pace of
  learning and the support needed
• Students learn best when pushed by teachers
• Students learn best when they make a connection
  between the curriculum and life experiences
• Students learn better when schools create a sense
  of communities

51
What is the Vision?

• Teachers need to become leaders in instructional
  practice

52
There will be times when you must stand on
principle, even when it is unpopular.
53
Schools that Broke the Mold

• Focused on early intervention
• Held high expectations for all students
• Aligned curriculum to standards
• Based decisions on data that resulted in changes
  in instruction
• Monitored pupil progress frequently and
  continuously

54
Schools that Broke the Mold

• Used research-based approaches to professional
  development
• Redefined leadership roles
• Engaged parents and community actively as
  partners
• Used a system-wide approach to improving
  instruction

55
Lessons Learned

• While no particular intervention strategy leads
  to a high success rate there is a common thread
  found in successful turnaround efforts good
  school level leadership.
• Ronald Brady, Can Failing Schools Be Fixed?

56
Leaders From Within

• This wont work. Who wants to hear from the
  redhead down the hall?
• Teacher, Julie Breaux-Bliss when asked to become
  involved in more decision-making and being a
  resource for her buildings own professional
  development.

57
Leaders From Within

• Five years later, shes singing a different
  chorus
• We started drawing on the expertise of the
  faculty. We have a bigger turnout when faculty
  presents, and the respect level is much higher.
  When you need to find someone who knows
  something, that person is just down the hall.

58
Leaders From Within

• Julie Breaux-Bliss reported that in her school,
  there are now
• 35 formal leadership roles of the 105 teachers
• There are 6 teacher led action teams that
• Focus on implementing strategies from the school
  improvement plan
• Meet once a month
• Are voluntary

59
Leaders From Within

• The teams include
• School organization team that focuses on large
  structural issues
• Professional development team that oversees all
  aspects of professional learning
• Advocacy team designs curriculum
• Instructional focus team ensures all teachers
  focus on the instructional goals for the year
• Student Voice team replaced the student council
• Community engagement team recruits more
  volunteers, improves relationships, and designs
  activities that build community
• Leadership team consists of the leaders from
  academy teams (content areas) and every action
  team

60
McRELs Research on Distributed Leadership

• 70 studies
• 2,894 schools
• 1.2 million students
• 14,000 teachers
• A correlation exists between leadership behavior
  school achievement
• Instructional leadership is associated with a 10
  percentile point gain in school achievement

61
(No Transcript)
62
What is the Vision?

• Teachers need to advocate for their own
  profession

63
On days when you wonder why you ever became a
teacher, close your eyes and recapture the moment
that inspired you long ago.
64
Advocacy

• What does it mean to advocate?
• To be a vocal supporter of any a cause
• To plead or speak for another
• To recommend
• To maintain by argument

65
Advocacy

• What is the perception of teaching?
• Who is advocating?
• Who needs to be advocating?
• Who can make a difference?
• How can you make a difference?

66
Be an advocate for someone who really needs it.
67
www.nctq.org

• Increasing the Odds How Good Policies Can Yield
  Better Teachers
• National Council on Teacher Quality

68
Do Masters Degrees Make a Difference?

• Evidence is conclusive that masters degrees do
  not make teachers more effective
• Evidence suggests that rewarding teachers for
  these degrees is an inefficient use of limited
  public resources

69
Do Masters Degrees Make a Difference?

• Bottom Line
• Districts interested in exploring smarter
  compensation packages might consider redirecting
  lockstep salary increases connected to earning an
  advanced degree toward a more targeted purpose.

70
Does Experience Make a Difference?

• The preponderance of evidence has found that the
  benefits of experience are realized after only a
  couple of years in the classroom after that
  there isnt evidence that teachers become more
  effective each year they are in the classroom
• The most effective teachers may be the first to
  leave the classroom

71
Does Experience Make a Difference?

• Bottom Line
• Policies based on a simple linear growth over
  time in teacher effectiveness should be
  reexamined.

72
Do Education Courses Make a Difference?

• One study looked at the test performance of
  24,000 8th graders the study found that an
  education degree had no impact on student scores
• Another study found that students actually did
  worse on achievement tests if their teachers had
  a degree in education
• One theory is that the apparent lack of an impact
  from education coursework might be related to the
  low academic caliberon averageof the people who
  take such coursework.

73
Do Education Courses Make a Difference?

• Bottom Line
• Pre-service education courses may help some
  aspiring teachers to become more effective than
  they would have been otherwise, but there is no
  evidence to support policies that bar individuals
  from the profession because they lack such
  coursework.

74
Does Certification Make a Difference?

• One study found that students whose teachers had
  emergency certification performed just as well as
  students whose teachers had standard
  certification
• Another study in CA found that teachers
  certification had very little impact on student
  achievement

75
Does Certification Make a Difference?

• Bottom Line
• States should ensure that their certification
  systems are sufficiently flexible to accommodate
  capable nontraditional candidates.

76
Does Teachers Race Make a Difference?

• One study of a large school district found that
  having a black teacher did not affect the scores
  of black 7th 8th graders
• A longitudinal study found no effect of the
  teachers race on scores for white, blacks, or
  Hispanics

77
Does Teachers Race Make a Difference?

• Bottom Line
• States should ensure that their certification
  systems are sufficiently flexible to accommodate
  capable nontraditional candidates.

78
Does Subject Area Knowledge Make a Difference?

• One study found that the positive impact achieved
  from taking courses did not increase after 4 and
  6 college-level courses.
• No relationship was found in student achievement
  when elementary teachers took recent coursework
  in mathematics

79
Does Subject Area Knowledge Make a Difference?

• Bottom Line
• The growing call for more subject matter training
  for secondary teachers appears justified.

80
Does Level of Literacy Make a Difference?

• Many schools of education have few or no
  admissions criteria
• Nearly 90 of colleges with schools of education
  accept more than 70 of their applicants
• Teacher education programs focus on subject areas
  and education coursework and neglect what is
  directly relevant to what a K-12 teacher needs in
  his/her repertoire

81
Does Teachers Level of Literacy Make a
Difference?

• Bottom Line
• A prospective teachers level of literacy should
  be a primary consideration in the hiring process.

82
Does Selectivity of College Make a Difference?

• A study that looked at hundreds of middle and
  high school students found that students made
  greater gains when assigned to teachers who had
  attended higher rated colleges low-income
  students posted the greatest gains
• A study of 30,000 high school students found a
  strong positive relationship between the
  selectivity of teachers college and student
  academic gains

83
Does Selectivity of College Make a Difference?

• Bottom Line
• Teachers with strong academic credentials are
  more likely to produce greater student learning
  gains but are also more likely to leave teaching.

84

• Love what you are doing and show it.
• Helen Boehm

85
Whats Needed?

• Build relationships
• Stay informed
• Communicate
• Always have 3-5 must-airs
• Practice makes perfect
• Show them that you are a thinking, caring person
• Focus
• Stay on message

86
(No Transcript)
87
Their minds are in our hands.
88
(No Transcript)