Schools are Improving School Improvement.

Schools are Improving School Improvement

Schools are Improving Changing World School Improvement

The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.

We’ve created false proxies for learning…
Finishing a course or textbook has come to mean achievement Listening to lecture has come to mean understanding Getting a high score on a standardized test has come to mean proficiency

Learning should have its roots in..
Meaning, not just memory Engagement, not simply transmission Inquiry, not only compliance Exploration, not just acquisition Personalization, not simply uniformity Collaboration, not only competition Trust, not fear

Schools are Improving Changing World School Improvement

Making a better “20th Century School” is not the answer.

“The future is not some place we are going to, but one we are creating
“The future is not some place we are going to, but one we are creating. The paths are not found, but made, and the activity of making them changes both the maker and the destination.” John Schaar

Unless we unlearn some of our traditional practices, we will never get beyond an improvement mindset.

We are getting better at things that do not matter as much anymore.

I believe the future is not about the latest gadgets, it is about something more than gadgets, it’s about … LEARNING

Broaden the definition of learning in your system to include adults.
In an environment driven by results, the best strategy is to “DEVELOP YOUR PEOPLE.” Broaden the definition of learning in your system to include adults.

The Adult Learning Year!
2011 The Adult Learning Year!

The focus must be on the way we work.
Cooperation is what was valued in the past. It is about efficiency: “You do this and I will do that.” Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.

WE need to become the AGENTS of change.

First practice must change, then results, then policy.

Why I Do This Work

Themes Best and Next Practices Three key trends impacting us
Technologies to watch Non-techie stuff / Relationships Daggett System for Effective Instruction The Adaptive Leader “QUAD D” Closing remarks

Theme Best and Next Practices

Best practices allow you to do what you are currently doing a little better.

Best practices allow you to do what you are currently doing a little better.
Next practices increase your organization’s capability to do things it has never done before.

System Innovation

Sustaining Innovation
Next Practice Sustaining Innovation

Disruptive Innovation

Expertise (“the way we do things around here”) can be a road block to problem solving and to the development of Next Practices.

We have a flawed perspective of always listening to our best customers… They tell us how good the system is working for them!

Sears IBM Xerox BANKING

A Story…. Not a bad idea, but to earn a grade more than a C+, the idea has to be viable! (Yale Professor) Fredrick Smith The idea FedEx 28

“In the beginner’s mind there are many possibilities; in the expert’s mind there are few.”
-Shurnyu Suzuki 29

Established organizations often embrace “sustaining innovations” but struggle with “disruptive innovations.”

Example Research in an established organization is aligned to someone studying aircraft built in the 1940’s…. All statistics and engineering data are based on what has been accomplished in the past, not what the organization might deliver in the future. “Travel faster than the speed of sound!”

Theme Three key trends impacting us

First Key Trend Our roles as educators is challenged by easy access to an abundance of resources Sense Making Coaching Credentialing

Second Key Trend People expect to be able to learn, study and work whenever and wherever they want.

Third Key Trend Third Key Trend
The world outside of school is increasingly collaborative. We must reflect upon the way student projects are structured and graded and how teachers work.

Theme Technologies to Watch The Horizon Report 2011

Near Term: 1-2 Years Electronic Books and Mobile Devices Amazon: For every traditional 100 books sold, 105 electronic books were sold. - May 19, 2011

Mid Term: 2-3 years Augmented Reality and Game Based Learning

Far Term: 3-5 Years Gesture-based computing Pattie Maes, MIT Media Lab
Pranav Mistry, inventor of “Sixth Sense”

Current System Something Different

The Horse The Automobile

“If I had asked the public what they wanted,
Henry Ford quote… “If I had asked the public what they wanted, they would have said a faster horse.”

Some suggesting bold moves….
Conrad Wolfram… Start teaching math and stop teaching calculating.

Theme Non-techie stuff / Relationships

Intentionally Non-Compliant Child

The Fundamental Attribution Error
When looking at our own behavior, we tend to view the situation in the environment that surrounds our action. When looking at the behavior of others, we make assumptions about their personal qualities.

The Effects of Praise Fixed or Growth
Can’t hand confidence to learners on a silver platter.

We live in a world obsessed with predictability and control, some people believe that if we can’t truly measure something it must not matter. We must consider the possibility that if we can’t truly measure something, it may be the most important thing.

It’s not us against them!
Talking with kids… It’s not us against them!

CULTURE DRIVES STRATEGY

Participation Gap Self-Worth: Self-Worth occurs when children know they are valued members of the community; have a person they can trust; believe they can achieve. Active Engagement: Active Engagement happens when children are deeply involved in the learning process. Purpose: Purpose exists when children take responsibility for who and what they want to become.

STUDENT ASPIRATIONS / PARTICIPATION GAP
Belonging SELF WORTH Heroes Relationships Sense of Accomplishment ACTIVE ENGAGEMENT Fun & Excitement Curiosity & Creativity Relevance Spirit of Adventure PURPOSE Leadership & Responsibility Rigor Confidence to Take Action

NATIONAL DATA SELF WORTH Belonging Heroes Sense of Accomplishment
STATEMENT 54% 49% I am proud of my school. 49% 49% I enjoy being at school. 58% 41% Teachers care about my problems and feelings. 54% 46% Teachers care about me as an individual. 50% 45% Teachers care if I am absent from school. 19% 21% I have never been recognized for something positive at school. 52% 48% If I have a problem, I have a teacher with whom I can talk. 68% 51% Teachers respect students. 49% 37% Students respect teachers. 36% 29% Students respect each other . Same kids say I am proud and I enjoy… high correlation… Teachers care is the one.. .3 is statistically significant Everyone wants to compare themselves.. It is meaningless…. The national data is not a comparison group because the numbers are so high… In the respect area every school in the nation has the same trends… teacher, student , student Copyright 2008 Quaglia Institute 56 56

NATIONAL DATA ACTIVE ENGAGEMENT Fun & Excitement
Curiosity & Creativity Spirit of Adventure STATEMENT 42% 48% School is boring. 68% 55% At school I am encouraged to be creative. 47% 37% My classes help me understand what is happening in my everyday life. 67% 54% Teachers enjoy working with students 47% 37% Teachers have fun at school. 41% 28% Teachers make school an exciting place to learn. 79% 71% My teachers present lessons in different ways . Again the same kids are happy and correlate … High stakes testing drives down the encourage to be creative. Kids see school as something you do rather than …. Teaching is not a job.. It is a profession….. You are trying to get kids to aspire to be!!!! Copyright 2008 Quaglia Institute 57

NATIONAL DATA PURPOSE Leadership & Responsibility
Confidence to Take Action STATEMENT 62% 64% I am a good decision maker. 54% 59% I see myself as a leader. 30% 35% Other students see me as a leader. 91% 91% I believe I can be successful. 80% 77% Teachers expect me to be successful. 58% 64% I believe I can make a difference in this world. 79% 66% I put forth my best effort at school. 44% 36% I know the goals my school is working on. 41% 30% Students council represents all students at school. African Americans score high in “confidence to take action” .. We need to take care of ourselves…. They have been taught to survive…. Copyright 2008 Quaglia Institute 58

NATIONAL DATA Delusional Discrepancies
Copyright 2008 Quaglia Institute NATIONAL DATA Delusional Discrepancies I am proud of my school. T = 85 S = 50 I am excited to be working with students. T = 96 Teachers enjoy working with students. S = 56 Students have fun at school. T = 78 School is boring. S = 47 Students make school an exciting place to work. T = 87 Teachers make school an exciting place to learn. S = 31 I have fun at school. T = 85 Teachers have fun at school. S = 39 This is why school change doesn’t work. Middle and High data Teachers must be having fun somewhere as the kids say only 39% have fun in school and teachers say they have fun 85% of time…. Teachers enjoy being there…. 88%.. Only 50% of kids like being there. 59 59

NATIONAL DATA I am excited to tell my colleagues
Sad Similarities I am excited to tell my colleagues when I do something well. T = 59 I am excited to tell my friends when I get good grades. S = 57 I feel comfortable asking questions in staff meetings. T = 66 I feel comfortable asking questions in class. S = 66 Colleagues see me as a leader is less than I see myself .. As well with student. Copyright 2008 Quaglia Institute 60 60

David Brooks, “Social Animal”

Theme Daggett System for Effective Instruction

Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight
Teachers in a School System

System

Instructional Leadership Organizational Leadership
Teaching Student Achievement Instructional Leadership Organizational Leadership

Rigor and Relevance What is it? And what does it mean?
67

Rigor and relevance is NOT a new add-on !!
Rigor and relevance is a philosophy of teaching!!

3 Mis-Conceptions on Rigor
That rigor means ‘ more’ Raising a grade is not ‘rigor’ Being stricter and enforcing tighter policies 69

Rigor! Rigor means increasing the level of thinking in a more sophisticated and complex manner. 70

Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis
3. Application 2. Comprehension 1. Recall Knowledge 71

Assimilation of knowledge
Thinking Continuum Acquisition of knowledge

Relevance 73

Relevance To determine a lessons level of Relevance you must ask the following questions… Is it application? Is it real world? Is it unpredictable? 74

Application Model 1 Knowledge of one discipline
2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations 75

Relevance of learning to life and work
Action Continuum Acquisition of knowledge Application of knowledge Relevance of learning to life and work

Knowledge in one discipline Apply knowledge in one discipline
Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Application A Acquisition Comprehension 2 Awareness Low-level Knowledge 1 Knowledge in one discipline 2 Apply knowledge in one discipline

A Quadrant Verbs Products definition worksheet list quiz test workbook
name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation

Quadrant A Ask questions to recall facts, make observations or demonstrate understanding. What is/are__? How many__? How do/does__? What did you observe__ ? What else can you tell me__? What does it mean__? What can you recall__? Where did you find that__? Who is/was__? In what ways_? How would you define that in your own terms? What did/do you notice about this __? What did/do you feel/see/hear/smell __? What do you remember about _? What did you find out about __?

Students use acquired knowledge to solve problems, design solutions, and complete work.
Application B Application Comprehension 2 Awareness Low-level Application 3 Apply knowledge across disciplines 5 Apply to real-world unpredictable situation 4 Apply to real-world predictable situation

B Quadrant Verbs Products scrapbook summary interpretation collection
apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline

Quadrant B Ask questions to apply or relate. How would you do that?
Where will you use that knowledge? How does that relate to your experience? How can you demonstrate that? What observations relate__? Where would you locate that information? Calculate that for __? How would you illustrate that? How would you interpret? Who could you interview? How would you collect that data? How do you know it works? Can you show me? Can you apply what you know to this real world problem? How do you make sure it is done correctly?

Knowledge in one discipline Apply knowledge in one discipline
Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. Evaluation C Assimilation Synthesis Analysis High-level Knowledge Application 1 Knowledge in one discipline 2 Apply knowledge in one discipline

C Quadrant Products Verbs essay abstract blueprint inventory report
plan chart questionnaire classification diagram discussion collection annotation sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram

Quadrant C Ask questions to summarize, analyze, organize, or evaluate.
How are these similar/different? How is this like___? What's another way we could say/explain/express that? What do you think are some reasons/causes that _____ ? Why did __ changes occur? How can you distinguish between__? What is a better solution to__? How would you defend your position about__? What changes to __ would you recommend? What evidence can you offer? How do you know? Which ones do you think belong together? What things/events lead up to __ ? What is the author’s purpose?

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. Evaluation D Adaptation Synthesis Analysis High-level Application Application 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation

D Quadrant Verbs Products evaluation evaluate newspaper validate
estimation trial editorial radio program play collage machine adaptation poem debate new game invention evaluate validate justify rate referee infer rank dramatize argue conclude

Quadrant D Ask questions to predict, design, or create.
How would you design a __ to __? How would you compose a song about__? How would you rewrite the ending of the story? What would be different today, if that event occurred differently? Can you see a possible solution to__? How could you teach that to others? If you had access to all resources how would you deal with__? How would you devise your own way to deal with__? What new and unusual uses would you create for__? Can you develop a proposal which would_? How would you have handled__? How would you do it differently?

System

Teaching How students learn Instructional strategies Content
Relationships Assessment to guide instruction Rigor and relevance

Effective and Efficient Practices John Hattie…
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 Class size .21 Retention .16

Greatest Impact Culture of High Expectations
Strong Instructional Model Relevance of Instruction Strong Relationships

Teaching Embrace rigorous and relevant expectations for all students (+.75) Build strong relationship with students (+.72) Possess depth of content knowledge and make it relevant to students (+.69) Facilitate rigorous and relevant instruction based on how students learn (+1.28) Use assessments to guide and differentiate instruction (+.90) Demonstrate expertise in use of instructional strategies, technology, and best practices (+.60) Use Varied, ongoing Assessments to Inform and differentiate Instruction (+.90) Make content meaningful to l learners (+.69) Cultivate Caring relationship with students (+.72) Engage in Targeted and Sustained Professional Growth (+.62) Embrace rigorous and relevant expectations for all students (+.75)

Organizational Leadership
Structure and systems Build leadership Selection, support, evaluation Vision Data systems Culture

Organizational Leadership
Create a culture Establish a shared vision Align organizational structures and systems to vision Build leadership capacity Align teacher / administrator selection, support, and evaluation Support decision making with data systems Adjust the Organizational Structure Leverage Data Systems

Instructional Leadership
Literacy and math Data-driven Curriculum Provide professional growth High expectations

Instructional Leadership
Use research to establish urgency for higher expectations Align curriculum to standards Integrate literacy and math across all content areas Facilitate data-driven decision making to inform instruction Provide opportunities for focused professional collaboration and growth Use Data to Guide Instruction Create Teacher Selection, Support and Evaluation System Integrate Literacy and Math across Curriculum Align Curriculum to Standards Use Data to set High Expectations

My Themes Qualities of Great Leaders Use of Mental Models
Adaptive Leadership The Leadership It Takes 104

My Themes Qualities of Great Leaders 105

How many of you know someone who
was highly intelligent highly skilled was promoted to a leadership position AND FAILED 106

How many of you know someone who
had solid but not extraordinary intellectual ability reasonable technical skills was promoted to a leadership position AND SOARED!!!! 107

Daniel Goleman Leadership Study
Technical Skills Cognitive Skills Emotional Intelligence 108

What makes a “great” leader?
Intelligence Toughness Determination Vision 109

Required but not sufficient
110

What makes a “great” leader?
Self-awareness Self-regulation Motivation Empathy Social skills 111

Self-Awareness Ability to understand your moods, emotions, drive and how they affect others. Self-confidence Self-assessment Sense of humor 112

Self-Regulation Ability to control impulses To think before you act
Comfort with ambiguity Openness to change 113

Motivation Passion to work for reasons beyond money and status
Strong drive to achieve Optimism, even in the face of failure Organizational commitment 114

Empathy Ability to understand the emotional makeup of other people
Skill in treating people according to their emotional reactions Service to clients and customers 115

Social Skills Proficiency in managing relationships and building networks Ability to find common ground Effectiveness in leading change Expertise in building and leading teams 116

“The fundamental task of a leader is to develop confidence in advance of victory, in order to attract the investments that make victory possible.” - Rosabeth Moss Kanter 117

So how do you make this all work... There’s too many moving parts!
118

My Themes Qualities of Great Leaders The Use of Mental Models 119

Mental Models Mental models are similar in structure to the thing or concept they represent. Mental models allow a person to predict actions and shape approach. Mental models are simpler than the thing or concept they represent. They include only enough information to allow accurate predictions. 120

Adaptive Leadership 122

International Center’s Definition of Leadership
School leadership is a disposition for taking action. Adaptive leadership is the collaborative responsibility for taking action to reach the future oriented goal of the intellectual, emotional and physical needs of each learner. 123

124 124 124

D C A B Adaptive Leadership Assimilation Adaptation Acquisition
6 Assimilation Adaptation D 5 C VISION 4 3 Acquisition Application 2 A B 1 1 2 3 4 5 EMPOWERMENT 125

C D A B Four Quadrants of Leadership Adaptive Visionary Leadership
High A B Low Authoritative Leadership Collaborative Leadership Low High EMPOWERMENT 126

Sports Roles as a Metaphor
Adaptive Leadership Sports Roles as a Metaphor C D Player Coach VISION High A B Low Referee Cheerleader Low High EMPOWERMENT 127

You don't want to work for a manager who is not a leader and you don't want to work for a leader who is not a manager. Adaptive leadership describes a manager and leader in a continuum. 128

Quadrant A – Acquisition (Position)
Traditional leadership School manager Leaders decide, others act Authoritarian 129

Situations Where Quadrant A Is Effective
Quadrant A Leadership Situations Where Quadrant A Is Effective Student safety and security issues Compliance with ethical and legal requirements Dismissal of staff Significant student behavior disruptions Introduction of new state mandates Need for fiscal controls School maintenance issues 130

“Fierce conversations are about moral courage, clear requests, and taking action.”
Susan Scott, Fierce Conversations 131 131

Professional Dialogue
Once a month evaluation discussions at Leadership Team meetings. Difficult cases are discussed by all. This was almost like medical “rounds” – Difficult cases brought forward, like case study analysis. 132

Quadrant B - Application
Application of leadership by administration and staff The staff works in a highly collaborative setting Actions are aligned with school goals 133

Situations Where Quadrant B Is Effective
Quadrant B Leadership Situations Where Quadrant B Is Effective Conditions of low morale, such as layoffs or fiscal cuts Hiring and mentoring new staff Changes in school community, such as demographics Introduction of new programs, such as a reading program Frequent turnover in school leadership 134

The Issue: Quadrant B Is this the best we can be?
Empower Leadership Teams to Take Action and Innovate Restructuring Committee: The “think tank.” Every department represented with a mix of teachers and administrators Balance of new teachers and veterans, new voices and voices of experience 135 135

Quadrant C – Assimilation (Research and Best Practices)
Reflective and innovative Visionary Anticipation of the future Student needs drive action 136

Situations Where Quadrant C Is Effective
Quadrant C Leadership Situations Where Quadrant C Is Effective Gaps in achievement among different groups of learners Staff clinging to status quo and traditional instruction Poor learner achievement Low learner expectations 137

Special ed failure: ELA 78% Math 98% The Issue: Quadrant C
The performance of our students with disabilities. Special ed failure: ELA 78% Math 98% 138 138

So, do you think what we’re doing is working???
Know what you can do, know when you need help! (MSC – Larry Gloeckler, Special Education Institute) Same standards, same curriculum, different approach to instruction 139 139

Quadrant D - Adaptation (Disposition)
Adaptive and collaborative Reflective and innovative Staff and learners are empowered to take a significant leadership role 140

Situations Where Quadrant D Is Effective
Quadrant D Leadership Situations Where Quadrant D Is Effective Need for innovative approach Moving from good to great school Sustaining school improvement efforts Low learner engagement Shortage of prospective leaders New school planning 141

Sustaining the momentum!
The Issue: Quadrant D Sustaining the momentum! 142 142

Faculty Investment Facilitated by Restructuring Committee members
Structured Discussion Groups Facilitated by Restructuring Committee members Guided questions provided 143 143

Structured Discussion Groups
1. What would you cite as the primary reason(s) why students fail? 2. What procedures/ techniques/ strategies have you used that you feel have been most successful for our 9th and 10th graders in terms of academics and behavior? 3. We have been successful at helping students over the MCAS “passing bar;” now we must move our target to proficiency. What do you see as the major obstacle our students face in achieving this goal? What suggestions would you make to help our students overcome those challenges to reach proficiency? 144 144 144

D C B A Four Quadrants of Leadership 6 5 4 3 2 1 1 2 3 4 5
VISION 4 Increasing Learner Leadership 3 Increasing Staff Leadership 2 B A 1 1 2 3 4 5 EMPOWERMENT 145

Four Quadrants of Leadership
6 D C 5 VISION Greater Reflection Best Practices for Future Needs of Learners 4 3 2 B A 1 1 2 3 4 5 EMPOWERMENT 146

Quadrant D Leadership Framework
Creativity 6 5 4 3 2 Collaboration 1 1 2 3 4 5 147

Adaptive leaders function in each quadrant, continually striving to influence school stakeholders to spend most of their time in Quadrant D. 148

Adaptive Leadership The Leadership It Takes 149

Proportions of students scoring in each decile
of the MCAS 8th grade ELA distribution

Proportions of students scoring in each decile
of the MCAS 8th grade Math distribution

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)

Failure ELA – 5% Adv/Prof. (in 98 - 22%) MATH – 61% MCAS 2010
As bad as these were – it was even worse to look at our subgroups – in Special Education our ELA failure rate was 78%, in math it was 98%!

Reading Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

Math Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

The Achievement Gap Initiative At Harvard University
The Achievement Gap Initiative At Harvard University Toward Excellence with Equity Conference Report by Ronald F. Ferguson, Faculty Director “The main lesson was that student achievement rose when leadership teams focused thoughtfully and relentlessly on improving the quality of instruction.” - Prof. Ron Ferguson, AGI Conference Report

The Achievement Gap Initiative At Harvard University
The Achievement Gap Initiative At Harvard University Toward Excellence with Equity Conference Report by Ronald F. Ferguson, Faculty Director “Leadership teams succeeded initially because they used their positional authority to effectively jump-start the change process. Then they built trust... With cultivated competence and earned authority, they were able to help their colleagues overcome the types of fear and resistance that so often prevent effective reforms in American schools.” Prof. Ron Ferguson, AGI Conference Report

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”

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”

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”

Organizational Structures and Personnel that Embody Capacity to Teach and Motivate Adults: The district 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”

Patient but Tough Accountability: The district develops tools and routines for monitoring teaching practices and learning outcomes, targeting assistance where needed, and sometimes replacing teachers or administrators who fail to improve. Ron Ferguson, “Closing the Achievement Gap”

Data-Driven Decision Making and Transparency: Teachers and administrators analyze student performance for individual students and summarize data by grade level, special education status, English as a second language status, race/ethnicity, and gender. The district publicizes strategic goals for raising achievement levels and reducing gaps and tracks progress in visible ways. Educators identify, examine, and often emulate practices from successful schools. Ron Ferguson, “Closing the Achievement Gap”

To Do Leadership Well Quantitative Data Qualitative Data Ask Great Questions

Technical Challenges Culture Challenges Leading and Lagging Indicators

Teacher – Student Comparisons
T – I make learning exciting for my students. 86% S – My teachers make learning fun. 41%

Teacher – Student Comparisons
T – I am aware of my students’ interests outside of school. 84% S – My teachers know my interests outside of school. 28% Share to gauge idea of – is this valuable information for teachers to know? Is it important that students are aware that teachers know? 170

4 WE™ Surveys = 4 Perspectives on Teaching and Learning
WE Lead Coherent Vision, Empowerment, Culture of Learning, School Management, Community Partnerships WE Teach Rigor, Relevance, Relationships WE Learn Rigor, Relevance, Relationships WE Support

STRUCTURE of the SURVEYS
I WE THEY COMPANION INDICATORS 172

We Lead - Whole Staff Survey
Coherent Vision Total In Agreement Full-Time Dept. Chairs Classroom Teachers Support Staff Staff morale at this school is high. 50% 53% 52% 173

Years working in schools
We Lead - Whole Staff Survey Years working in schools Coherent Vision 1st year 2-5 years 6-10 years 11-20 years Over 20 Staff morale is high at this school. 69% 57% 52% 48% 49% What happens over time to our teachers? 174

175 175

Adaptive Leadership Framework
Vision 6 5 4 3 2 Empowerment 1 1 2 3 4 5

Creativity Collaboration Quadrant D Leadership Framework 6 5 4 3 2 1 1

Leadership Leverage Points
Coherent Vision Instructional Leadership Empowerment Goal Focus Decisions Based on Reliable Data Curriculum and Instruction Professional Development Fidelity of Implementation Trust Communication Relationships 178

Quick Review… The idea of the future Best Practices and Next Practices
Key trends shaping (now and in the future) education (hardware section) Relationship / social skills (software section) Daggett System for Effective Instruction The Adaptive Leader (Quad D) Tie it all together (reboot section)

Now “CTRL, ALT, DELETE”

IF WE WANT… Children to be learners who think, read, reason and express themselves effectively in multiple ways… Then we must show them thoughtful people eager to take in and use new information.

IF WE WANT.. Children to be brave and resourceful
when confronted with the unknown… Then they must see us taking risks and finding new ways to move ahead.

IF WE WANT.. Children to be loyal, patriotic and responsible….
Then let us show them that we can be true to our deepest principles.

IF WE WANT.. A new and better educational system that educates all our children for success in the 21st Century…. We will have to be new and better leaders and learners so that we can be “FUTURE READY TODAY”

Establish Reality: Effective Leadership and Learning
Raymond J. McNulty, President @ray_mcnulty

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