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From Ordinary to Extraordinary: The Role Each of Us Must Play Raymond McNulty, Senior Fellow ICLE, Chief Learning Officer Penn Foster.

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Presentation on theme: "From Ordinary to Extraordinary: The Role Each of Us Must Play Raymond McNulty, Senior Fellow ICLE, Chief Learning Officer Penn Foster."— Presentation transcript:

1 From Ordinary to Extraordinary: The Role Each of Us Must Play Raymond McNulty, Senior Fellow ICLE, Chief Learning Officer Penn Foster

2 "You don't have to change the student population to get results; you simply have to change the conditions under which they learn." - Pedro Noguera

3 How do you get good at what you do? The great seem to have the ability to work through their weaknesses. Being just a slight bit better makes all the difference in the world. –Diligence –Doing it right –Ingenuity

4

5 Why do humans fail? Ignorance, we do not have all the knowledge. The knowledge exists but we do not use it correctly.

6 The best become the best because they never stop learning.

7 Carrot and stick vs. Coaching You cant be successful today by being alone, autonomy does not get you to be great! Its about discipline Its about collaboration Cowboys to Pit Crews

8 Independent Interdependent Collaboration Turf Protector Active w/ focus Little Buy In ExtraordinaryOrdinary

9 SUCCESS BY DESIGN NOT BY CHANCE

10 10

11 Simply said, we get what we design for!

12 BIG QUESTION If you could get each of the professionals in your school to do two or three things: very well consistently that would impact learning positively What would those two or three things be? 12

13 Its All About a System! Third Key Trend Theme

14 Aligned for Success Educators in a School System

15 Teaching Organizational Leadership Instructional Leadership Student Achievement

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

17 Effective and Efficient Practices John Hattie…. Visible Learning Synthesis of over 800 meta-analyses relating to achievement.

18 Effect Size 1.0 indicates one standard deviation typically associated with advancing childrens 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

19 Some data Student expectations of self 1.44 Providing formative evaluation.90 Teacher Clarity.75

20 Embrace rigorous and relevant expectations for all students (+.75) Cultivate Caring relationship with students (+.72) Make content meaningful to l learners (+.69) Teaching Use Varied, ongoing Assessments to Inform and differentiate Instruction (+.90) Engage in Targeted and Sustained Professional Growth (+.62) 1.Embrace rigorous and relevant expectations for all students (+.75) 2.Build strong relationship with students (+.72) 3.Possess depth of content knowledge and make it relevant to students (+.69) 4.Facilitate rigorous and relevant instruction based on how students learn (+1.28) 5.Use assessments to guide and differentiate instruction (+.90) 6.Demonstrate expertise in use of instructional strategies, technology, and best practices (+.60)

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

22 Adjust the Organizational Structure Leverage Data Systems Organizational Leadership 1.Create a culture 2.Establish a shared vision 3.Align organizational structures and systems to vision 4.Build leadership capacity 5.Align teacher / administrator selection, support, and evaluation 6.Support decision making with data systems

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

24 Use Data to set High Expectations Align Curriculum to Standards Integrate Literacy and Math across Curriculum Use Data to Guide Instruction Create Teacher Selection, Support and Evaluation System Instructional Leadership 1.Use research to establish urgency for higher expectations 2.Align curriculum to standards 3.Integrate literacy and math across all content areas 4.Facilitate data-driven decision making to inform instruction 5.Provide opportunities for focused professional collaboration and growth

25 Teaching Organizational Leadership Instructional Leadership Student Achievement

26 If we want to be serious about students learning, we need to be serious about our own learning. We need to continually seek and accept ideas, help, and criticism.

27 DO ACT PLAN CHECK DO ACT PLAN CHECK SSP SOP/CAP Ac/Fin Chaos The Root Cause Random Acts of Improvement Achieving Our Strategic Goals

28 Tri-Level PDCA DO ACT PLAN CHECK SSP SOP/CAP Ac/Fin Plan P Do D Check C Act A Tri-Level Leadership State Leadership Team Complex Area/Complex Leadership Teams School Leadership Teams

29 Formative Instruction and Data Teams An example of PDCA in the classroom Plan Do Check Act P D C A

30 The Tri-Level Check Process Loop Board of Education State Leadership Team Complex Areas Leadership Team Schools Leadership Team Close monitoring, feedback, and maximizing our efforts will help us to meet our goals. DoCheckAct Q1 October Q2 January Q3 April Q4 July

31 Tri-Level PDCA Our Internal Capacity Building Engine Learn from both outside and in our classrooms to build our capacity. Make the most of our most important asset – our people. Build a system that fits our unique needs in Hawaii. Create a sustainable DOE.

32 The Way To Coherence Teams State Leadership Team Strategic Plan Multi-year Statewide Plan Quarterly Check Points and Adjustments Complex Area Leadership Team Complex Area Multi-Year K-12 Plan (CAP) Frequent and Regular Check Points and Adjustments School Leadership Team Academic Financial Plan One-Year moving to Multi- Year Daily Classroom Formative Instruction. Frequent and Regular Data Teams Develop Tri-Level PDCA Continuous Improvement Leadership Plan DoCheckAct

33 JANFEBMARAPRMAYJUNEJULYAUGSEPTOCTNOVDEC Continuous PDCA Calendar Execute and Optimize Plan Based On Check > Act Begin Planning Dialog For Next Year Plan DoCheckAct C A CC A CCC A C A

34 Looking Forward Focused and coherent adult learning Allowing people to be all that they can be, thru collaborative focused efforts Build in-house capacity

35 A Common Mistake Mount Rainier

36 Solid Implementation Focus Fidelity of Implementation Leading and Lagging Indicators

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

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

39 MCAS math gains 8 th to 10 th grade, compared to others from the same 8 th grade decile (School Rank Percentile)

40 MCAS ELA gains 8 th to 10 th grade, compared to others from the same 8 th grade decile (School rank percentile/100)

41 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

42 Leadership that Combines Passion with Competence Sense of possibility The Power of the Teacher We CAN make a difference

43 Nothing is as important as a teacher and what goes on between the teacher and the children, minute to minute, lesson to lesson, day to day. Jon Saphier, Research for Better Teaching

44 44 The single most influential component of an effective school is the individual teachers within the school. Robert Marzano …the single greatest determinant of learning is not socioeconomic factors or funding levels. It is instruction. Results Now by Mike Schmoker Its All About Instruction

45 The Leadership It Takes Streamlined and Coherent Curriculum: The district purposefully selects curriculum materials and places some restrictions on school and teacher autonomy in curriculum decisions. The district also provides tools (including technology) and professional development to support classroom-level delivery of specific curricula and high yield strategies. Ron Ferguson, Closing the Achievement Gap

46 We had to look in the mirror and ask ourselves… WHAT are we teaching? HOW are we teaching it? HOW do we know our students are learning it?

47 purposefully selects curriculum places some restrictions on teacher autonomy… provides professional development to support classroom-level delivery of specific curricula and high yield strategies. We ALL do it THIS way!!! Leadership That Provides a Streamlined and Coherent Curriculum

48 1. Restructuring Committee targets the Literacy Skill 2. Smaller subgroup drafts training script, brings draft to the full committee, revisions made 3. We roll out to faculty – step one: Interdisciplinary group training 4. Follow up in depts – how to implement in content area Leadership That Provides a Streamlined and Coherent Curriculum

49 OPEN RESPONSE STEPS TO FOLLOW 1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS (LEAVING BLANKS). 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR MAP AS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE.

50 Follow up the Interdisciplinary Training. Next step – HOW to bring this into the classroom Lessons developed Implemented according to a calendar Nothing was left to chance! So then what…

51 51 As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers classes. The student samples should include: Student Name Teacher Name Date Course Name and Level Period A copy of the reading selection and question Evidence of the students active reading All pre-writing work that the student has done, e.g. webs A copy of the written open response The new scoring rubric and completed assessment After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples. The Open Response calendar of implementation is as follows: Nov 2-6: Social Science, Social Sci Biling. Nov 30-Dec 4: Wellness, JROTC Dec 14-18: Science, Science Bilingual Jan 11-15: Business, Tech, & Career Ed. Jan 25-29: Math, Math Bilingual Feb 22-26: Foreign Lang, Special Ed Mar. 7-11: English, ESL Mar Family &Cons. Sci, ProjGrads Apr 5-9: Music, Art

52 The Leadership It Takes Clear, Shared Conceptions of Effective Instruction: The district identifies key ideas concerning effective instructional and supervisory practice and works to establish them as a common language for approaching instructional improvement. Ron Ferguson, Closing the Achievement Gap

53 Blooms Evaluation Synthesis Analysis Application Comprehension Knowledge (NOUNS) Revised Blooms Applying Creating Evaluating Analyzing Understanding Remembering (VERBS) Rigor/Relevance Framework ®

54 …identifies key ideas concerning effective instruction and supervisory practice and works to establish them as a common language For us this means: We ALL do it THIS way! Leadership That Provides a Clear, Shared Conception of Effective Instruction

55 The Leadership It Takes Organizational Structures and Personnel that Embody Capacity to Teach and Motivate Adults: The system maintains routines and structures within which adult educators engage teachers and administrators in continuous improvement of instructional and supervisory practices. Coaching, observing, and sharing make it difficult for individuals to avoid the change process, and the push for adaptive change spurs resisters to leave their comfort zones or eventually depart from the district. Ron Ferguson, Closing the Achievement Gap

56 Leadership That…Embodies the Capacity to Teach and Motivate Adults

57

58

59 1. Empowered a team 2. Focused on Literacy – Literacy for ALL, NO exceptions 3. Implemented with fidelity and according to a plan 4. Monitored like crazy! Brockton Highs turnaround FOUR STEPS:

60 From Ordinary to Extraordinary: The Role Each of Us Must Play Raymond McNulty, Senior Fellow ICLE, Chief Learning Officer Penn Foster

61 COMMON MISTAKES Misdiagnosing problems… are they technical which require a skill… or culture which require people to clarify priorities and learn new ways of thinking and behaving. (change hearts and minds) Not teaching collaboration… but fostering it. Getting defensive

62 COMMON MISTAKES Avoiding conflict…. Leadership requires, heart, stomach and skill. Thinking you need to have all the answers. Trying to go it alone.

63

64 BHS Literacy Workshop April 28 th 2011 Reading Visuals 64

65 We will READ to gather information and to understand a concept and construct meaning from a visual. We will REASON to interpret and explain tables, charts or graphs and to identify and explain patterns and to make predictions. Reading Visuals Workshop Literacy Objectives 65

66 Agenda Opener – Think and Pair. Reading Visuals presentation Practice using Reading Visuals 5 step process Discussion and feedback Closer – Think, Plan, Share 66

67 What We Know There are several types of visuals used in all classes and on both the science and math MCAS exams. Students often attempt to answer the questions without fully understanding the content of the visual. 67

68 Reading Visuals The process of reading a visual begins with understanding and analyzing the given information BEFORE attempting to answer the questions or solve a problem. 68

69 Reading Visuals Introductory Information Title Key or Legend Labels and parenthetical information Correlations 69

70 5 Steps for Reading Visuals 1.Identify the type of visual 2.Determine the topic of the visual 3.Examine the given information from the visual (including all introductory text) 4.Develop predictions, deductions, inferences or conclusions about the visual 5.Analyze the questions and determine the information needed from the visual 70

71 Create groups of 4-5 people Use the 5 steps to analyze the visual provided Record your groups responses to all 5 steps on the large sheet of paper at your table Share your responses with another group using the same visual Select a speaker to report out to the whole group Report findings 71 Your Turn 5 Steps for Reading Visuals

72 72

73 Closer Think – Plan – Share Identify a visual or type of visual you will use to teach students the Reading Visuals Steps. Describe how the steps for reading visuals will help your students improve their reading and reasoning skills. Think – Plan – Share Identify a visual or type of visual you will use to teach students the Reading Visuals Steps. Describe how the steps for reading visuals will help your students improve their reading and reasoning skills. 73

74 We have the power to improve student achievement! Thank you 74

75 Teachers and administrators analyze student performance… …summarize data by (subgroup)… reducing gaps and tracks progress …emulate practices from successful schools Leadership That Insists on Data Driven Decision Making and Transparency

76 What gets monitored is what gets done! Admin Team observed the implementation (remember the calendar) Faculty used school wide rubric to assess the students Student work was collected and reviewed by admin and by faculty according to a question protocol Leadership That Insists on Data Driven Decision Making and Transparency

77 CONTENTFORM 8 Response contains a clear thesis and insightfully answers all parts of the question. Response provides relevant and specific textual evidence. Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material. 4 Response contains sophisticated and effective use of transitions and strategic repetition indicating complete control of the material. Response is logically and effectively organized in its thesis, paragraphing, and sequencing of examples. Response contains clear sentence structure with few or no errors. 6 Response contains a clear thesis and adequately answers all parts of the question. Response provides relevant but general textual evidence. Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material. 3 Response contains adequate but simplistic use of transitions and strategic repetition. Response is organized in its thesis, paragraphing, and sequencing of examples. Response contains clear sentence structure with no distracting errors. LEGIBILITY 1 Easy to read 0 Difficult to read 4 Response contains a thesis but only partially answers the question. Response provides a mix of accurate and inaccurate textual evidence. Explanations of evidence are vague and/or demonstrate limited understanding of the material. 2 Response contains some inappropriate use of transitions and strategic repetition. Response demonstrates lapses in the organization of its thesis, paragraphing, and/or sequencing of examples. Response contains lapses in sentence structure that interfere with the clarity of thought. 2 Response contains a thesis but only minimally answers the question. Response provides insufficient and/or largely inaccurate textual evidence. Explanations of evidence are unclear and/or demonstrate minimal understanding of the material. 1 Response contains incorrect or inadequate use of transitions and strategic repetition. Response reflects minimal organization of its thesis, paragraphing, and/or sequencing of examples. Response contains major errors in sentence structure. LENGTH 1 Sufficient 0 Insufficient 0 Response is incorrect. Response contains insufficient evidence to show understanding of the material. Response is off-topic and/or contains irrelevant content. 0 Response contains no evidence of transitions and strategic repetition. Response reflects no organization. Response contains little to no evidence of sentence structure. Evaluated by: Self Peer Teacher (Circle One) SCORING13-14 = Advanced = Proficient 8-10 = Needs Improvement 0-7 = Failing

78 78 CONTENTFORM 8 Response contains a clear thesis and insightfully answers all parts of the question. Response provides relevant and specific textual evidence. Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material. 4 Response contains sophisticated and effective use of transitions and strategic repetition indicating complete control of the material. Response is logically and effectively organized in its thesis, paragraphing, and sequencing of examples. Response contains clear sentence structure with few or no errors. 6 Response contains a clear thesis and adequately answers all parts of the question. Response provides relevant but general textual evidence. Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material. 3 Response contains adequate but simplistic use of transitions and strategic repetition. Response is organized in its thesis, paragraphing, and sequencing of examples. Response contains clear sentence structure with no distracting errors. LEGIBILITY 1 Easy to read 0 Difficult to read 4 Response contains a thesis but only partially answers the question. Response provides a mix of accurate and inaccurate textual evidence. Explanations of evidence are vague and/or demonstrate limited understanding of the material. 2 Response contains some inappropriate use of transitions and strategic repetition. Response demonstrates lapses in the organization of its thesis, paragraphing, and/or sequencing of examples. Response contains lapses in sentence structure that interfere with the clarity of thought. 2 Response contains a thesis but only minimally answers the question. Response provides insufficient and/or largely inaccurate textual evidence. Explanations of evidence are unclear and/or demonstrate minimal understanding of the material. 1 Response contains incorrect or inadequate use of transitions and strategic repetition. Response reflects minimal organization of its thesis, paragraphing, and/or sequencing of examples. Response contains major errors in sentence structure. LENGTH 1 Sufficient 0 Insufficient 0 Response is incorrect. Response contains insufficient evidence to show understanding of the material. Response is off-topic and/or contains irrelevant content. 0 Response contains no evidence of transitions and strategic repetition. Response reflects no organization. Response contains little to no evidence of sentence structure. Evaluated by: Self Peer Teacher (Circle One) SCORING13-14 = Advanced = Proficient 8-10 = Needs Improvement 0-7 = Failing CONTENT: 8 Response contains a clear thesis and insightfully answers all parts of the question. Response provides relevant and specific textual evidence. Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material. 6 Response contains a clear thesis and adequately answers all parts of the question. Response provides relevant but general textual evidence. Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material.

79 79 As a follow up to this activity, I am requiring Dept. Heads to collect from each teacher at least one student sample from each of the teachers classes. The student samples should include: Student Name Teacher Name Date Course Name and Level Period A copy of the reading selection and question Evidence of the students active reading All pre-writing work that the student has done A copy of the written open response The scoring rubric and completed assessment After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.

80 80 As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers classes. The student samples should include: Student Name Teacher Name Date Course Name and Level Period A copy of the reading selection and question Evidence of the students active reading All pre-writing work that the student has done, e.g. webs A copy of the written open response The new scoring rubric and completed assessment After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.

81 81 Protocol for comparing student work Review the student work samples using these questions: What did you notice about how the rubric was applied? What did you notice about grading consistency within these samples? Compare these samples against the anchor paper. In what ways do these samples meet or fail to meet the standard established in the anchor paper? What do the student responses indicate about the effectiveness of the assignment? How could it be improved? What feedback would you provide to the teacher? …………………………………………………………….. OVER TIME WE ADD: Did you find evidence of growth over time? What did you notice about consistency across classes, departments, from teacher to teacher?

82 Use Data to set High Expectations Align Curriculum to Standards Integrate Literacy and Math across Curriculum Use Data to Guide Instruction Create Teacher Selection, Support and Evaluation System Instructional Leadership 1.Use research to establish urgency for higher expectations 2.Align curriculum to standards 3.Integrate literacy and math across all content areas 4.Facilitate data-driven decision making to inform instruction 5.Provide opportunities for focused professional collaboration and growth

83 For us, instruction focused on literacy across ALL content areas… NO EXCEPTIONS!!! Leadership That Provides a Streamlined and Coherent Curriculum

84 1. Restructuring Committee targets the Literacy Skill 2. Smaller subgroup drafts training script, brings draft to the full committee, revisions made 3. We roll out to faculty – step one: Interdisciplinary group training 4. Follow up in depts – how to implement in content area Leadership That Provides a Streamlined and Coherent Curriculum

85 OPEN RESPONSE STEPS TO FOLLOW 1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS (LEAVING BLANKS). 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR MAP AS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE.

86 Follow up the Interdisciplinary Training. Next step – HOW to bring this into the classroom Lessons developed Implemented according to a calendar Nothing was left to chance! So then what…

87 87 As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers classes. The student samples should include: Student Name Teacher Name Date Course Name and Level Period A copy of the reading selection and question Evidence of the students active reading All pre-writing work that the student has done, e.g. webs A copy of the written open response The new scoring rubric and completed assessment After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples. The Open Response calendar of implementation is as follows: Nov 2-6: Social Science, Social Sci Biling. Nov 30-Dec 4: Wellness, JROTC Dec 14-18: Science, Science Bilingual Jan 11-15: Business, Tech, & Career Ed. Jan 25-29: Math, Math Bilingual Feb 22-26: Foreign Lang, Special Ed Mar. 7-11: English, ESL Mar Family &Cons. Sci, ProjGrads Apr 5-9: Music, Art


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