Title: I can tell you this about data and teachers''' if you are on a treasure hunt and not a witch hunt, y
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2I can tell you this about data and teachers ...
if you are on a treasure hunt and not a witch
hunt, you will be out among your teachers finding
great practice. Your mission as a leader is to
catch teachers doing something right -- then
replicate that best practice. -- Doug Reeves,
Center for Performance Assessment
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4The pathology of American schools is that they
know how to change. They know how to change
promiscuously and at the drop of a hat. What
schools do not know how to do is to improve, to
engage in sustained and continuous progress toward
a performance goal.
5We only think when we are confronted with
problems. John Dewey
6The definition of AVERAGE
- The top of the bottom
- and
- The bottom of the top.
7You have to start with acknowledging that data
doesn't have an emotional valiance. It is not
positive or negative. It is simply data. It's
kind of like gravity. It's just out there. The
way you take the emotion out of it is to be
utterly objective. -- Doug Reeves, Center for
Performance Assessment
8Average leaders practice the skills they
already know. Great leaders practice the skills
they do not know. Gary Player
9One does not discover new lands without
consenting to lose sight of the shore for a very
long time. Andre Gide (1869-1951)
10Every tomorrow has two handles. We can take
hold of it with the handle of anxiety or the
handle of faith. Henry Ward Beecher
11"To improve is to change to be perfect is to
change often. Sir Winston Churchill
12It is our choice. We have the tools, skills,
and knowledge to do what we need to do to ensure
learning. It is our choice.
13Deep change requires deep learning. Leaders
must build teacher learning into the everyday
fabric of school life. L. Lashway
14The very greatest things great thoughts,
discoveries, inventions -- have usually been
nurtured in hardship, often pondered over in
sorrow, and at length established with
difficulty. Samuel Smiles (1812-1904)
15You don't just stumble into the future. You
create your own future.Roger Smith
16"Treat people as if they were what they ought to
be and you help them to become what they are
capable of being. Johann Wolfgang Von
Goethe
17If we are to achieve results never before
accomplished, we must expect to employ methods
never before attempted. Francis Bacon
18"Whenever an individual or a business decides
that success has been attained, progress
stops."Thomas J. Watson
19"Courage is doing what you're afraid to do. There
can be no courage unless you're scared."- Eddie
Rickenbacker
20"But the only way of discovering the limits of
the possible is to venture a little way past them
into the impossible." Arthur C. Clarke
21Learning is finding out what you already know.
Doing is demonstrating that you know it. Teaching
is reminding others that they know it just as
well as you. You are all learners, doers,
teachers. Richard Bach
22Teaching all students requires a common skill
set. Teaching students who struggle requires us
to teach and think differently.
23Person County Schools
4Q3T
24Are we teaching the right things? Are we teaching
them the right way? How do you know your students
are learning? What are you doing for those who
are not learning? Children, Leadership, Results
25Deep change requires deep learning. Leaders
must build teacher learning into the everyday
fabric of school life. L. Lashway
26Move the dialogue in your building from
teaching(an adult-centered activity) to
- Learning . A student centered process.
27Focus on learning rather than teaching
- Follow SCOS pacing guides, assess frequently,
re-teach - Teach critical thinking, writing strategies and
reading strategies in all classes - Use varied teaching strategies differentiate
instruction - Learning must take priority over coverage
- Will not happen without monitoring (walkthroughs,
proficiency meetings, review gradebooks)
28How do you know what you know?
- Data
- Monitoring
- Change
- Repeat
- Two places remain on this earth where there are
very few people one is the extra mile and the
other is at the top.
29Teaching all students requires a common skill
set. Teaching students who struggle requires us
to teach and think differently.
30How are personnel standards established in your
building?
- Think of your lowest performing employee.
- That is the standard for acceptable performance
in your building. - You have just made the statement to your entire
staff - This is what is acceptable at _____ School.
31Professional Learning Communities
- Not just in name, but in daily practice.
32Non-negotiables
- Analyze student achievement data.
- Identify the lowest scoring areas within their
subject area and make plans to address them - Use SCOS, Pacing Guides, and Data to drive
instruction.
Person County Schools
33Focus on results rather than activities
- We have created a system in which generations of
talented, hard-working teachers have engaged in
inferior practices without receiving any feedback
that would alert them to this fact. (Schmoker
2006) - Best practices can be fun and creative and still
focus on results by being aligned with the SCOS.
34Shift from fixed time to flexible time
- Use your school schedule as a resource not a
restriction. There are many things that
educators are unable to change in their schools,
but the schedule is not one of them.
(Dufour,2004) - What priority does your current schedule reflect?
Is it more important than providing time for
extra support for struggling students?
35Shift from punitive to positive Create incentives
and privileges for students who focus on learning
and follow school rules.
36- Move from students watching teachers work to
teachers coaching students while they work
(Engage students) - Shift from limiting recognition of success to an
elite few. Create a place where all students have
the chance to be recognized and celebrated.
37In most cases, neither teachers nor students can
articulate what they are supposed to be learning
that day. They can describe only the activity or
assignment. Irrelevant worksheets and activities
often predominate. (Schmoker, 2006) Years of
isolation from colleagues and from constructive
supervision has created a gap between what we
know and do. (Schmoker, 2006)
38Relationship Between Student Assessment Scores
and Teaching
- Below 35 The curriculum has not been
taught. - 35-49 Coordinate curriculum
objectives. across grade levels making sure
all objectives are taught. - 50-69 Analyze instructional
strategies to determine most effective
teaching methods. - 70-84 Spend more quality time on
instructional strategies to yield greater
results. - 85 Provide aligned enrichment,
extend learning. - From 24/7, Phoenix, AZ. Received in Classroom
Walkthrough Training.
39 Schools that succeedespecially with poor and
minority students--focus on what they can do,
rather than what they cant.
40The leaders in high-performing high poverty
schools and districts dont get caught up in
excuses.
- They focus on what they can do,
- not on what they cant.
41They dont leave anything about teaching and
learning to chance.
42High Performing Schools and Districts
- Have clear and specific goals for what students
should learn in every grade, including the order
in which they should learn it - Provide teachers with common curriculum,
assignments - Have regular vehicle to assure common marking
standards - Assess students every 4-8 weeks to measure
progress - ACT immediately on the results of those
assessments.
43Person County Schools
Higher performing secondary schools put all
kidsnot just somein a demanding high school
core curriculum.
44Person County Schools
Principals are hugely important, ever present,
but NOT the only leaders in the school!
45Person County Schools
They set HIGH goals.
46High performing schools
- Teachers regularly observe other teachers
- Teachers have time to plan and work
collaboratively - New teachers get generous and careful support and
acculturation - Teachers take on many other leadership tasks at
the school.
47Person County Schools
Good schools know how much teachers matter, and
they act on that knowledge.
48Person County Schools
They are nice places for both teachers and
students .
49Not EASY places. And folks work really hard.
- But there is lots of camaraderie, lots of
stability, and lots of support.
50They never back down.
51It is our choice. We have the tools, skills,
and knowledge to do what we need to do to ensure
learning. It is our choice.
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53Nobody believes the official spokesman ... but
everybody trusts an unidentified source.
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55"To improve is to change to be perfect is to
change often."Sir Winston Churchill
56"Whenever an individual or a business decides
that success has been attained, progress
stops."Thomas J. Watson
57212 Degrees?????
- What happens at 211 degrees?
- What happens at 212 degrees?
- What is produced at 212 degrees?
- What can steam be used for?
- One extra degree makes all the difference.
58You can do what you have to do, and sometimes you
can do it even better than you think you
can.Jimmy Carter
59Increasing Pace of Change
- It took
- 35 years for telephones to be used in 25 of
American homes, - 26 years for personal computers,
- 7 years for the Internet and
- 3 years for personal digital assistants
60Questions
- What do you personally believe about change?
Your beliefs shape your school. - What needs to be changed at your school?
- What is the balance between celebration,
imagination and stagnation at your school? - Where can you develop one extra degree and gain
the most improvement?
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62You have to start with acknowledging that data
doesn't have an emotional valiance. It is not
positive or negative. It is simply data. It's
kind of like gravity. It's just out there. The
way you take the emotion out of it is to be
utterly objective. -- Doug Reeves, Center for
Performance Assessment
63Thus, the task is not so much to see What no one
yet has seen,But to think what nobody yet has
thought About that which everybody
sees. Schopenhaurer
64"Courage is doing what you're afraid to do. There
can be no courage unless you're scared."- Eddie
Rickenbacker
65Core Beliefs
- Can you articulate your core beliefs in a concise
manner? - Can you articulate the core beliefs of your
school? - What are the vital signs of your school?
66Learning is finding out what you already know.
Doing is demonstrating that you know it. Teaching
is reminding others that they know it just as
well as you. You are all learners, doers,
teachers. Richard Bach
67Our mission is to teach the right things in the
right way to ensure all students learn.
68Single biggest predictor post-high school
success is QUALITY AND INTENSITY OF HIGH SCHOOL
CURRICULUM
- Cliff Adelman, Answers in the Tool Box, U.S.
Department of Education.
69By our estimates from Texas schools, having an
above average teacher for five years running can
completely close the average gap between
low-income students and others. John Kain and
Eric Hanushek
70At my old school, it was functional to act
stupid. At this school, nobody lets me get away
with that. Not my teachers. Not the students.
71Selected Items from TWC Survey
72Teachers Have Reasonable Class Sizes
73Teachers Are Protected from Duties that Interfere
with Teaching
74School leadership minimizes administrative
paperwork.
75Sufficient non-instructional time is provided at
my school.
76Teachers have sufficient access to appropriate
materials and resources.
77Teachers have sufficient access to instructional
technology.
78Teachers have sufficient access to communication
technology.
79Teachers work in an environment that is clean and
well-maintained.
80Teachers are centrally involved in decision
making about educational issues.
81Teachers are trusted to make sound decisions
about instruction.
82Teacher role in determining content of
professional development.
83Teacher role in school improvement planning.
84There is an atmosphere of trust and mutual
respect in my school.
85The school leadership communicates clear
expectations to students parents.
86The SIT provides effective leadership at my
school.
87School leadership makes a sustained effort to
address teacher concerns about use of time.
88School leadership makes a sustained effort to
address teacher concerns about professional
development.
89School leadership makes a sustained effort to
address teacher concerns about leadership issues.
90Overall, the school leadership at my school is
effective.
91Overall, my school is a good place to teach and
learn.
92At this school, we utilize the TWC for school
improvement.