Presentation on theme: "Richardson ISD, Richardson Texas"— Presentation transcript:
1Richardson ISD, Richardson Texas Darwin Prater SpillerExecutive Director ofInstruction and OperationsRichardson ISD, Richardson Texas
2Growing Into Equity Professional Learning and Personalization in High-Achieving Schools Authors:Sonia Caus Gleason and Nancy GerzonForeword byStephanie Hirsh and Joellen Killion
3Stults Road Connecting Resources to Foster Meaningful Relationships Standards for Professional LearningTeacher LeaderLearningDesignsDomain IIIProfessional Learning for Continuous ImprovementOutcomesDomain IIAccessing & Using ResearchModel StandardsReflectionModel StandardsDomain IVImprovements in Instruction and Student LearningStudentLeadershipImplementationLearningCommunitiesPDAS/Co-CoPDAS/Co-CoInclusionA Sense of BelongingInfluenceValuing DifferencesDomain ICollaborative CultureDataStudentCommunityWorking Together CreativelyStudentDomain VAssessment and DataResourcesTeacher LeaderPDAS/Co-CoDomain VIIAdvocating for Student Learning & the ProfessionDomain VICollaboration with Families & CommunitiesTeacher LeaderModel StandardsProfessional Learning CommunitiesMotto: We know them by name; We know them by need; SO, bring it!
48 Teaching Practices Focus on Mastery Introducing Content Logically, Clearly, and ConciselyAcquiring and Responding to Evidence of UnderstandingConnecting with Student Interest, Backgrounds, Cultures, and Prior KnowledgeBuilding Student VocabularyPromoting Successful PracticeMaking Students Feel Valued and CapableLeading Students to Love LearningAbstract: One of the main reasons for the success of many high-performing urban school is the nature of teaching in those schools. NCUST leaders found eight teaching practices in abundance throughout former National Excellence in Urban Education Award winners. In this session, participants learn about those eight teaching practices as they have been described in the new publication, Teaching Practices from America’s Best Urban Schools: A Guide for School and Classroom Leaders.
5S.W.O.T TemplateStrengths – Factors that are likely to have a positive effect on (or be an enabler to) achieving the school’s objectives.Weaknesses – Factors that are likely to have a negative effect on (or be a barrier to) achieving the school’s objectives.Opportunities – External Factors that are likely to have a positive effect on achieving or exceeding the school’s objectives, or goals not previously considered.Threats – External Factors and conditions that are likely to have a negative effect on achieving the school’s objectives, or making the objective redundant or un-achievable.Look at this template with the four major areas of the SWOT template. Each of the four have been defined in educational terms. Review the definitions for each of the four categories.
6S.W.O.T AnalysisA SWAT analysis can help guide you to the root causes of your data outcomes.As we begin our work today with some of your own school data, lets take a moment to reflect. As you reflect, begin to think about this in terms of four areas. (Move to next slide that will define the four major areas: strengths, weaknesses, opportunity and threats.)
7S.W.O.T Analysis______________ Strengths:Opportunity:Weakness:Threats:Lets take a moment as a group to think about reading at your campus.What would be a strength? (professional development opportunities; support personnel etc…) Have groups brainstorm other strengths they may consider.Now lets talk about possible weaknesses with reading at your campus. (Extreme reading levels within some classrooms, lack of a common understanding of rigorous reading instruction, availability of resources at the appropriate reading level.) Continue brainstorming in groups to consider several factors.What are some opportunities you have with reading at your campus? (Involvement in reading programs, “Real Men Read”, Name that Book Contest, utilization of the librarian or library as a resource for the literacy plan.)What are some threats to reading at your campus? (student mobility, changing student expectations, home language) Ask the group to brainstorm other strengths they may consider.Have the schools look at their own data and go through this process with their team. Walk around and monitor while this activity takes place and check for understanding by asking questions.
9What is Root Cause?Root Cause is the fundamental breakdown or failure of a process which, when resolved, prevents a recurrence of the problem. Or, in other words… For a particular problem, Root Cause is the factor that, when you fix it, the problem goes away and doesn’t come back. Root Cause Analysis is a systematic approach to get to the true root causes of our process problems.
105 Why’s: Underlying Processes Difficult to teachWhy? 2Difficult to isolate the teaching strategy for each underlying processWhy? 3Limited understanding from a professional development prospectiveWhy? 4How to incorporate knowledge in plans and delivery?Why? 5 (Root CAUSE)Monitor and Follow-up
11Math/Science/Technology Magnet Identified Need #5:STAAR Writing data indicate a need to increase average passing performance for all students.Identified Need #13:STAAR Writing data indicate a need to increase achievement at Level II Final Standard for all students.Identified Need #15:STAAR data indicate a need to increase overall Level III student performance for African American, Hispanic and Economically Disadvantaged students.Brenda & Angela
12Math/Science/Technology Magnet Expected Change#5:The average passing performance will increase from 81% to 91% on all state Writing assessments.Expected Change #13:The Level II Final standard performance for all students will increase from 61% to 71% on all state Writing assessments.Expected Change #15:Level III Student performance will increase for African American (39%), Hispanic (19%), and Economically Disadvantaged (25%) to 45%.Brenda & Angela
15Guided Planning: Activity 1 Identify Leadership Behaviors that the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level.____________________________SchoolLevelMONITOR AND EVALUATE________________________________________
16Guided Planning: Activity 2 Identify Leadership Behaviorsthat the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level.___________________________________________________Grade/DepartmentLevelMONITOR AND EVALUATE_____________________________
17Guided Planning: Activity 3 Identify Leadership Behaviorsthat the leadership team will demonstrate in order to show evidence of the leadership responsibility (Monitor and Evaluate) at the school level.________________________________________________Classroom/Student LevelMONITOR AND EVALUATE_______________
205 ways to keep Irreplaceable staff members Start the year with great ExpectationsRecognize excellence publicly and frequentlyTreat your irreplaceables like they are irreplaceable.Start having “Stay Conversations” by thanksgiving.Hold the line on good teaching.Top teachers who experience multiple high impact retention strategies plan to remain teaching at their schools for nearly twice as long (2 to 6 more years).
21Technology Integration Positive Behavior Support Bus schedules Staff developmentTechnology IntegrationPositive Behavior SupportBus schedulesGifted & TalentedAbility groupingInductionPerformance reviewsDual ImmersionLiteracy blocksMentoringLyme disease preventionBilingual EdState testsSpecial educationDifferentiated instructionSuccess for AllCoachingDistrict testsCurriculum mappingDe-trackingOpen CourtSchool Improvement PlansSaxon MathLunch programsEveryday MathIEPsValue addedP.T.A. meetingsGrowth modelsRtIReading FirstParent involvementCulturally responsive teachingMulticultural educationCharacter educationNCLBPhonicsHealth educationStudent learningAPAfterschoolWhole LanguageDDDMInteractive whiteboardsCourageous conversationsFTEsData committeesMorning announcementsFormative assessmentThe point here is that the main focus of your work, student achievement, can be obscured by the multitude of duties and expectations your campus community and central office have of you.PLCsESLBlock schedulingPhonicsBalanced LiteracyAbstinence onlyWalkthroughsDirect InstructionTGIF!Portfolio AssessmentFallFestivalHalloween PartyHalloween PartySafe & drug-free schoolsPep assemblyAccountability committeeCareer prepConstructivist TeachingMathMulti-age classroomsSpelling BeeNew, New MathNew MathCollege for all
22Recently featured on the front cover of the Texas School Business magazine Darwin Prater Spiller is now known as the “Power Principal.” Darwin was recently named a finalist by the Texas Elementary Principals & Supervisors Association (TEPSA) along with 12 other principals in Texas as the “Best of the Best” of Teas principals.In addition, he serves as a standing committee member with the Marketing and Research Division of TEPSA and National Association of Elementary School Principals (NAESP) among numerous others.As a result of Stults Road Elementary being recently named the 2010 National Title I Distinguished School while he was principal; Darwin has been selected as a Texas state representative for a new statewide parental involvement initiative in conjunction with the Texas Education Agency. Spiller recently authored an article titled “Stults Road Elementary PLC’s Journey: An Overview,” which was posted and published by Solution Tree.His latest acknowledgement is that his school was featured in a book titled: Growing into Equity: Professional Learning and Personalization in High-Achieving Schools.Darwin earned his master’s degree in educational leadership and policy studies from the University of Texas at Arlington and undergrad at Langston University. Currently, Mr. Spiller serves as Executive Director of Elementary Instruction and Operations where he supervises 13 Richardson ISD elementary schools.