Presentation on theme: "School Improvement Processes: Using the Tools"— Presentation transcript:
1School Improvement Processes: Using the Tools Professional Leadership Learning Network (PLN)November 13, 2014Dr. Ann Mausbach
2Behavior Before Beliefs FullanResearch on attitudinal change has long found that most of us change ourbehaviours somewhat before we get insights into new beliefs. The implication forapproaching new change is clear. Do not load up on vision, evidence, and sense ofurgency. Rather, give people new experiences in relatively non-threateningcircumstances, and build on it, especially through interaction with trusted peers.
3Post- Observation Conference Blueprint Processes for School ImprovementMonitoringSupervisionwalkthroughsPLC’sPost- Observation Conference
4School Improvement Plan Professional Development PlanWalkthroughs & Look Fors
5Adults do not learn from experience, they learn from processing experience. - Judith Arin-Krupp
6Which tool have you tinkered with the most? What have you done (actions) that has been most successful when using this tool?10minutesSplit groups-- watch sizeNo more than 2 people per district in a group
8Outcomes for Today: • Reflect on and refine use of “power tools” • Deepen understanding of intense focus• Collaborate in order to ensure focused plan
9What implications does this passage have regarding our work?
10Discussion: Text Rendering Protocol Round 1 (5 minutes)One person in the group (3 minutes):shares passage selectedshares thoughts on the passageincludes implications for our workGroup responds (2 minutes)Repeat for 3 more rounds with a different person sharing each roundForm groups of 4Identifytime keeper
11Creating an Intense Focus on Teaching and Learning Be clear about your mission, vision, and values and live by it
12Creating an Intense Focus on Teaching and Learning Collaboratively develop SIP plan that answers this question:“What strategy or process if implemented consistently, will make the strongest impact on student learning and achievement?”
14Be like a postage stamp. Stick to one thing until you get there.
15The One Pager What does the data tell you? “Any intelligent fool can make things bigger, more complex, and more violent. It takes a touch of genius — and a lot of courage to move in the opposite direction.”― E.F. SchumacherThe One PagerWhat does the data tell you?What are you going to do about it?How will you know if it has made a difference?What is your next steps and/or goal?
16and the impact on student learning. ExamplesThe size and the prettiness of the plan is inversely related to the quality of actionand the impact on student learning.—Reeves, 2009
17The Challenge Develop your own one pager. Must answer the following questionsWhat does the data tell you?What are you going to do about it?How will you know if it has made a difference?What is your next steps and/or goal?
18The ResearchSchools with plans that included monitoring, evaluation and inquiry experienced two to five times the gains as schools that had similar plans but did not include this information .Coherent and consistent planning and monitoring systems is strongly associated with improvement in student achievement.Reeves, D. B. (2006). The learning leader:how to focus school improvement for better results. Alexandria, VA: Association for Supervision and Curriculum Development
19Walkthrough Fundamentals FOCUSDevelop “Look Fors”Communicate “Look Fors”WALKTalk to students3-5 minutes in each learning environment, focus on look forsReview samples of student work posted in hallways, in work foldersREFLECTWhat did you see?What does it mean?GIVE FEEDBACKValidate, Validate, Validate
20Step One: Develop “Look Fors” Goal is to define what we want to see in a way that doesn’t leave a lot of unanswered questionsUse of student assessmentsDaily formative measures are used to determine re-teaching
21TRIAD PROTOCOL Purpose: Give and Receive Feedback Develop learning networkA = Share look fors and process (5 minutes uninterrupted)B= Responds to A (5 minutes)C= Listens/ observes, summarizes, draws conclusions (5 minutes)
22Examine Student Work and Work Folders Step Two: Walk3 to 5 Minutes Per ClassExamine Student Work and Work FoldersTalk to StudentsWhat are you learning?Why are you learning this?How do you know when you have done quality work?What did you learn by doing this activity that you didn’t know before?What has your teacher taught you that is helping you be a better (reader/ writer) this year?
23How is teaching and learning influenced by room arrangement?
39Step Four: Feedback validate, validate, validate reinforce/ clarify look forteachable momentrequired every timeformal or informal
40Oral Feedback: Provide verbal feedback to teachers about something observed during the Walkthrough. Be specific and connect the feedback to ‘look-fors’ or elements of effective instruction.Written Feedback to Staff: Write a general narrative about what was observed during the Walkthrough and distribute the information to the entire staff. The narrative includes specific examples (without identifying the specific teacher or classroom) and evidence of how ‘Lookfors’ are present in the school.Written Feedback to Teachers: Short notes or to individual teachers can be very effective also. The notes should include specific examples or descriptions that provide evidence of how ‘Lookfors’ are present in the classroom.Debriefing the Faculty: Conduct a short meeting to debrief the faculty immediately after completing the Walkthrough. The meeting is generally held after school and attendance is most often voluntary. This meeting begins with a general overview of effective practices observed during the Walkthrough and specific evidence of ‘look-fors’ employed in classrooms. Feedback is focused on what is present in the school and not on individual teachers.Group Conference: Conduct a group conference with teachers to highlight and validate the teacher’s use of effective practices and/or implementation of ‘Lookfors’. The conference begins with a general overview about what was observed during the Walkthrough. This is followed by giving each teacher one or two specific positive examples of effective teaching strategies or ‘Lookfors’ he/she demonstrated during the Walkthrough.Debriefing Tools
41E very time, provide feedback I ndividual specific examplesMeaning (Why were the examples cited good examples?)Purpose (What were you looking for?)R eflect (What are your next steps?)O rganize so focus is evidentV alidate, validate, validateE very time, provide feedback
42Post- Observation Conference Blueprint Processes for School ImprovementMonitoringSupervisionwalkthroughsPLC’sPost- Observation Conference
43Why is it important to live by the schools mission, vision and values? Motivation Continuum