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G2g Good to Great Leading the Good to Great Movement in Your Sch Leading the Good to Great Movement in Your Schools.

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Presentation on theme: "G2g Good to Great Leading the Good to Great Movement in Your Sch Leading the Good to Great Movement in Your Schools."— Presentation transcript:

1 g2g Good to Great Leading the Good to Great Movement in Your Sch Leading the Good to Great Movement in Your Schools

2 g2g Good to Great Leading the Good to Great Movement in Your Sch Leading the Good to Great Movement in Your Schools

3 How good do you want to be? Good is the enemy of great. And that is one of the key reasons why we have so little that becomes great. We don’t have great schools, principally because we have good schools. “Are you satisfied with being good?” “Do you even want to be great?” “How committed are you?” Good is the enemy of great. And that is one of the key reasons why we have so little that becomes great. We don’t have great schools, principally because we have good schools. What thoughts does the opening sentences from the book “Good to Great” generate in your mind? Do you think that we all have a desire to be extraordinary ? If so, what keeps people from being extraordinary or great?

4 How good do you want to be? Good is the enemy of great. And that is one of the key reasons why we have so little that becomes great. We don’t have great schools, principally because we have good schools. What do you think about the opening sentences of the book “Good to Great”? Do you think that we all have a desire to be extraordinary ? If so, what keeps people from being extraordinary or great?

5 It’s not the will to win, but the will to prepare to win that makes the difference Planning…not just doing Inspiration…not just action Clarity…not just activity

6 The Road Map Who are you? Where are you now? Where are you going? How do you plan to get there?

7 Who are You?

8 Starbucks Coffee Provide a great work environment and treat each other with respect and dignity Embrace diversity as an essential component in the way we do business Apply the highest standards of excellence to the purchasing, roasting and fresh delivery of our coffee Develop enthusiastically satisfied customers all of the time Contribute positively to our communities and our environment Recognize that profitability is essential to our future success

9 Starbucks Coffee “ The only number that matters is ‘one.’ One cup. One customer. One partner. One experience at a time. We have to get back to what matters most.”

10 Coca Cola Mission: We want to have a coke within arms reach of every person.

11 Alabama Dept of Education To provide the standards, resources, and support LEAs need to ensure that ALL students graduate college and/or career ready

12 Our Vision & Mission Building Environments Where Students Feel Connected, Supported, and Challenged

13 Challenging Times Leaders that implement a well thought out and clearly articulated vision create a sense of stability and a bond of trust amongst the ranks Mike Myatt CEO Coach

14 Laying Brick Collecting a pay check, Waiting for retirement, Maintaining Building a Wall Making AYP Keeping students busy Teaching content Building a Magnificent Cathedral Every student is Successful, is Supported, and feels Challenged

15 Escambia Video – Mission and Vision Laying Brick Collecting a pay check, Waiting for retirement, Maintaining Building a Wall Making AYP Keeping students busy Teaching content Building a Magnificent Cathedral Every student feels Successful and supported

16 Jigsaw Activity Laying Brick Collecting a pay check, Waiting for retirement, Maintaining Building a Wall Making AYP Keeping students busy Teaching content Building a Magnificent Cathedral Every student feels Successful and supported Get in groups of 4. Get in groups of 4. Number off 1 – 4. Number off 1 – 4. Everybody reads first section Everybody reads first section 1. Mission is a Reference Point 2.Mission Statement in Practice 3.Putting Vision into the Mission 4.Make the Most of Your Mission Statement

17 Alabama Standards for Instructional Leaders Laying Brick Collecting a pay check, Waiting for retirement, Maintaining Building a Wall Making AYP Keeping students busy Teaching content Building a Magnificent Cathedral Every student feels Successful and supported rd Rationale This standard addresses the need to prepare instructional leaders who value and are committed to educating all students to become successful adults. Each instructional leader is responsible for creating and articulating a vision of high expectations for learning within the school or district that can be shared by all employees and is supported by the broader school-community of parents and citizens.

18 Where Are You NOW?

19

20 Three Components Proficiency: (Partial Credit) 40 to make Sub Group but still count at school and district AYP Report includes HELP! Visit our website for a complete tutorial on how to read the AYP report See your Interpretive Guide to completely understand HELPS!

21 Reading – AYP Status Report (08-09 & 09-10) Sub Group08-09Status09-10Status All-5.51 SH-9.08 Special Ed-54.18NA-48.09NA Black-8.99 SH White5.38NA2.67NA F &R-9.23 SH Concerns: In 08 – 09, the 3 subgroups that had 40 showed up green on the AYP report – this could give a false sense of security. I colored it yellow because all the proficiencies were negative. Even though we are looking at a different set of kids, this should spark a closer look because we are progressing in the wrong direction (all subgroups who were green progressed to red. Even though they did not have enough students to make a subgroup in Sp Ed and White, this greatly hurt them at a minimum in the all student category.

22 Math – AYP Status Report (08-09 & 09-10) Sub Group08-09Status09-10Status All CI Special Ed-42.00NA-50.18NA Black UA White17.83NA3.42NA F &R UA Concerns:

23 Reading – AHSGE Disaggregated Report Sub GroupLevel I & IILevel 3Level All Black White Free Red Celebrations/Concerns Celebrations/ Concerns: Number of students scoring Level 4 increased greatly from to Decreases in non proficient students in all subgroups except White. Looking at the AMO in 2011, all students were actually 23% below the goal of 92%. The only group that came close to the AMO was Reduced.

24 Math – AHSGE Disaggregated Report Sub GroupLevel I & IILevel 3Level All Black White Free Red Additional Concerns:

25 Effective data use consists of two key elements: “asking the right questions and acting on the answers.” (Protheroe, 2001)

26 1.What kind of effect is the Sp Ed subgroup having on AYP report? Effect on the district? How are we helping this subgroup? 2.Math scores seem to be better than reading when you look at the AYP report – but we are seeing a big drop in Math scores even though the AMO is much lower for Math. Did the red on the AYP report cause us to focus so much in reading to the exclusion of math? 3.Could the drop in math be attributed to “a group of students,” or curriculum issues, or effectiveness of instruction? What do we need to do to look at these areas? 4.Has something changed in the way math instruction was delivered? 5.In reading and math, who are the reduced lunch students and why are they having so much success? 6.Did we use this data last year to make instructional decisions? 7.How do students course grades compare with the results of standardized test? 8.Do teachers know the names of students scoring Level I and II? What is the plan to help make them successful?

27 AAI: Grad Rate (Last 3 Years) % IM % IM % UAIM Every year they needed an additional help…still way below 90 % even though it is appearing green on the AYP report.

28 School Improvement Website

29 Beware of “the More the Merrier” Be selective about the data you choose…It is important to provide enough data so that participants can have a good degree of confidence that their observations are accurate. But too much information at one data delve can overwhelm, confuse, and exhaust people. (Depka, 2006)

30 “A Waste of Time” Unless the team emerges from the data analysis process with a clear plan of action for identified students and for classroom instruction, it has wasted its time. (Thomas, 2006)

31 Video Segment 2

32 Summarizing… Who are you? Have your faculty revisit your mission statement. Make sure it conveys a clear, concise message that all stakeholders can understand Where are you now? Begin with data- not tons of it, but selected pieces that can generate a general list of questions that your faculty can explore further and come up with solutions.

33 Where are You Going? How do you plan to get there?

34 34 Counselor, Sp Ed, EL Core Content Teachers Parents, Students, Community Planners, Motivators Principal, Asst Principal If we get the right people on the bus, the right people in the right seats, and the wrong people off the bus, then we’ll figure out how to take it someplace great.

35 “A group of committed collaborators trumps a single genius for finding amazing solutions Patti Blaclstaffe President of Strategic Sense

36 “I am not the smartest person In my organization.. I am just the leader!……

37 “”The main ingredient of stardom is the rest of the team.……

38 Video Segments 3 & 4

39 Summarizing… Where are you going? Get a solid team, representative of your faculty that can make sure communication flows two ways – into the team and out from the team. You,as the leader, need to create an atmosphere of cohesiveness. How Do You Plan to Get There? Get input from the team and all members of your faculty. Remember the CIP is fluid and should be in a constant state of evaluation and amendment.

40 Level 3 & 4 Added Together AllSp EdBlackWhiteFreeReduced AMO * Level 3 & 4 Added Together AllSp EdBlackWhiteFreeReduced AMO * Reading

41 Level 3 & 4 Added Together AllSp EdBlackWhiteFreeReduced AMO Level 3 & 4 Added Together AllSp EdBlackWhiteFreeReduced AMO * Math

42 Break Time

43 A Simple, Usable Resource Used to Build team cohesiveness Build team cohesiveness Build team cohesiveness and faculty cohesiveness around an issue – teacher effectiveness Build team cohesiveness and faculty cohesiveness around an issue – teacher effectiveness Build team cohesiveness, faculty cohesiveness, and used to get a baseline of where you are in regards to teacher effectiveness Build team cohesiveness, faculty cohesiveness, and used to get a baseline of where you are in regards to teacher effectiveness Create strategies, action steps, benchmarks for your CIP Create strategies, action steps, benchmarks for your CIP Determine areas in need of professional development Determine areas in need of professional development

44 School Improvement and Baseball: Both Take a Strong Team Ed Week Vol 30, February 2011 Students do best in schools where their teachers: Convince them that they know them and care about them Carve out a curriculum that is sufficiently meaty and well-organized Plan and deliver instruction that sparks their interest and coherently conveys new information

45 School Improvement and Baseball: Both Take a Strong Team Show them a pathway to mastery Allot adequate time for mastery Provide judicious feedback Achieve a solidarity of purpose with the student and student’s parents

46 School Improvement and Baseball: Both Take a Strong Team Form table groups/determine a reporter Make assignments for statements 1 – 3 Read the discussion generator Give each group 10 minutes to discuss their statement and determine what it would look like 1 Minute Round Robin Report out

47 In closing…

48 Of all the teachers who remain, How many quit before they actually leave the profession?

49 Top Five Reasons… Burnout – teachers wear many hats and have many duties Cuts to Education Low Wages Testing Pressures Poor Working Conditions

50 Suggestion…

51 Before you even start: Research the idea..ask WHY ? Begin asking the question: What do we want to get out of this? Sell the idea to the whole faculty – 75% Determine the benchmarks that will be used to measure effectiveness of implementation Determine the benchmarks that will be used to measure the effectiveness of the idea At the end of the year, look at the data to determine how the idea needs to be tweake At the end of the year, look at the data to determine how the idea needs to be tweaked Don’t give up and immediately pick up on something else Keep the faculty focused


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