We need fewer, clearer and more rigorous standards!
Texas NESS Study Subgroup Rankings ELA Skill: Write clear and concise directions or procedures. GroupRank Overall Texas9 Business/Industry2 Other Non-educators10 English Language Arts Teachers Other Educators8
Texas NESS Study Subgroup Rankings ELA Skill: Write clear and concise directions or procedures. GroupRank Overall Texas9 Business/Industry2 Other Non-educators10 English Language Arts Teachers25 Other Educators8
Texas NESS Study Subgroup Rankings Math Skill: Apply the Pythagorean Theorem to right triangles. GroupRank Overall Texas20 Business/Industry29 Other Non-educators31 Mathematics Teachers Other Educators24
Texas NESS Study Subgroup Rankings Math Skill: Apply the Pythagorean Theorem to right triangles. GroupRank Overall Texas20 Business/Industry29 Other Non-educators31 Mathematics Teachers4 Other Educators24
Texas NESS Study Subgroup Rankings Social Studies Skill (Economics): Investigate how a cost/benefit analysis can influence decisions based on profits and losses. GroupRank Overall Texas22 Business/Industry3 Other Non-educators15 Social Studies Teachers57 Other Educators18
We need fewer, clearer and more rigorous standards! OUR PROBLEM IS NOT SIMPLY STANDARDS, BUTDESIGN AS WELL!!!!
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.
Weve 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
Basic Knowledge/Skills English Language (spoken) Reading Comprehension (in English) Writing in English (grammar, spelling, etc.) Mathematics Science Government/Economics Humanities/Arts Foreign Languages History/Geography Are They Really Ready To Work? Applied Skills Critical Thinking/Problem Solving Oral Communication Written Communication Teamwork/Collaboration Diversity Information Technology Application Leadership Creativity/Innovation Lifelong Learning/Self Direction Professionalism/Work Ethic Ethics/Social Responsibility
Participation Gap Self-Worth: Self-Worth occurs when students know they are valued members of the community; have a person they can trust; believe they can achieve. Active Engagement: Active Engagement happens when students are deeply involved in the learning process. Purpose: Purpose exists when students take responsibility for who and what they want to become.
STUDENT ASPIRATIONS / PARTICIPATION GAP SELF WORTH ACTIVE ENGAGEMENT PURPOSE Belonging Heroes Sense of Accomplishment Fun & Excitement Curiosity & Creativity Spirit of Adventure Leadership & Responsibility Confidence to Take Action Relationships Relevance Rigor
SELF WORTH Belonging Heroes Sense of Accomplishment 6-89-12STATEMENT 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. NATIONAL DATA Copyright 2008 Quaglia Institute
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 NATIONAL DATA Delusional Discrepancies Copyright 2008 Quaglia Institute
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%
Standardized Assessment Necessary but NOT SUFFICIENT
STANDARDIZED TEST SCORES ARE AN ACCURATE MEASURE OF STUDENT LEARNING AND SCHOOL SUCCESS. We behave like………..
OUR WORK IS COMPLEX A test score is not a synonym for what a student has learned or a school has accomplished.
TO DO THE JOB WELL QUANTITATIVE DATA QUALITATIVE DATA GREAT QUESTIONS…
So hold on to that motivation and relationship piece for a few moments, and let me build a case for RIGOR and RELEVANCE.
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
Acquisition of knowledge Application of knowledge Action Continuum Relevance of learning to life and work
RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low
RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Describe function of gas spectrophotometer Difficult Solve quadratic equations Determine cost efficent heating for new home design Troubleshoot lawnmower that doesnt start High Low
RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Count by 5s to 100 Easy Compare captialism and socialism Write a letter to the editor Make change as cashier without working register High Low
Where do we go from here? Four stages that build a great significant system. Good to Great and the Social Sectors Monograph by Jim Collins
Where do you go from here? Stage 1 Disciplined People: Attract the best and the most committed Commit to engagement and hard work
Where do you go from here? Stage 2 Disciplined Thought: Raise difficult but important questions Make thought leadership a strategic imperative Create and support an internal environment for critical conversations
Where do you go from here? Stage 3 Disciplined Action: Transform strategic planning into strategic thinking and action Ratchet up efforts to go beyond your comfort zone.
Where do you go from here? Stage 4 Building Greatness that Lasts: Find the courage to critically evaluate your work and change
There can be no keener revelation of a societys soul than the way in which it treats its children. Nelson Mandela
We can rationalize the failures of the past -----