There is No Magic Dust Sharing of Information Presented at the PLC Conference by Anthony Muhammad Jan Bennett, presenter

Magic Dust? You want instant results with… No personal commitment to change? No threat to tradition? No inconvenience? No accountability?

PLCs are not established and sustained without… Commitment Organization Effort Vision Dedication Accountability Teamwork

“Success does not permit shortcuts “Success does not permit shortcuts. It makes you pay all that is due, and it only rears its head after all fees are paid.” - Napolean Hill, Think and Grow Rich

Levey Middle School 97% African-American student population 800+ students School-wide Title One Over 80% of students from homes headed by single female 30% of students proficient in reading 31% of students proficient in math 25-40% mobility rate 3,000 disciplinary suspensions 150 students failed two or more classes 65% of staff in first, second, or third year of teaching Anthony Muhammad was the third principal in three years.

Levey Results Reading Math 2000 – 30% Proficient (State Avg. 68%) 2005 – 76% Proficient (State average 62%)

Levey moved from a Low Performing School to a Blue Ribbon School. Other Levey Victories 2004-2005 Six students failed one or more classes (down from 150 in 2002) 2004-2005 148 suspensions (down from over 3,000 in 2001-2002) 52% of Levey students on the honor roll Levey moved from a Low Performing School to a Blue Ribbon School.

So, how did he do it? Did he use magic dust or dedication, commitment, and hard work?

Nine Core Beliefs Schools are places built for the education of children, not for adult employment. Schools play a major role in the future life success of students and their community. Education is a profession, and educators should conduct themselves as professionals. Education is a mission, and educators should conduct themselves as missionaries. Schools are a community’s most precious institution, and they have the power to transform a community.

continued Children are at the center of everything that we do, and our practice should reflect their best interest. We believe that schools must partner with other members of the community in order for the educational experience to be optimal. We believe that character is important and that schools can help shape a child’s character. We believe that service to the community is important and that it is essential in a democratic society.

What do you think? Do you agree with these? Does your staff agree with these? How would our schools be different if we “lived” and “worked” according to these beliefs? Is it even possible to do so? Are there any you would eliminate? Are there any that you think are missing?

Political vs. Principled Concerned with self-interest Lobbying Alliances with special interest groups Principled Dedication to the mission of the school Service orientation Holds self and others accountable for contribution toward organizational goals

Part 1 Establishing Professionalism Collective Inquiry Establishing Shared Mission and Vision Organizing Collaboration

Specific Steps Form Leadership Team Review All Critical Data (Comprehensive Needs Assessment) Choose Goals (No more than four/five) Identify best literature/research that helps increase staff ability to meet goals Develop study questions that apply the research to school’s current reality Prepare study guide for teachers and pace their curriculum for the entire school year Binder questions were given to faculty to read. They had to answer the questions at home and come prepared to discuss their answers. He used the book Expectations by Dr. Robert Green for some of the questions.

Each team was required to write a mission statement – and to list their commitments to the mission.

Team Goals Were Set

Learning Centers Use staff meetings as “learning centers,” not for announcements and trivia Sessions are used to find solutions for your problems, not for complaints Prepare to answer the naysayers Tie the information learned in your book studies to the vision for the school Suggested Readings 65% of the teachers were new, so they would keep quiet and lay low. Naysayers have trusted, then been burned, trusted, then been burned until they find a relatively cool spot in Hell. They stayed there to avoid frustration. Find your adversaries. Allow them to speak and be heard. Then convince them.

Shared Mission “We will work collaboratively to ensure that each student will be prepared for post-secondary education.” He told his staff… You are going to work hard anyway, so you might as well be great!

“Why do we need to learn this?” If you can’t answer that question, you shouldn’t be teaching.

Team Planning Schedule Monday: Academic Planning Tuesday: Nuts and Bolts Wednesday: Counselor Meeting Thursday: Grade Level Dept. Meeting Friday: Grade Level Dept. Meeting Each person was part of three teams: interdisciplinary, grade level, and department Principal met 25 minutes every day with some team Meetings were 25 minutes each day

Intervention Handout The system was developed by the group, and no one had the right to trump it, just because they didn’t like it.

Creative Strategies Homework Lunch Character Education and Community Service Connection to Public and Private Sectors Parental Partnerships University Partnerships Discipline System Discipline problems were divided into Class 1 (Misbehaviors – with systematic results and Class 2 (Severe) - a short list of nonnegotiables

Creative Strategies Continued Tutors met with principal monthly to share results Students scoring less than 80% on common assessments were assigned to a tutor (counselors scheduled all of this). Students were pulled only from P. E. Title One Student Support Specialist Student Success Plan Writing Month Levy Leaders Title One Support Specialist: monitored, mentored, planned, and assisted Title One students Taught no more than 3 reading support classes and assisted with reports and paper work associated with Title 1 funds * Student Success Plan: 80% of students who had a success plan made the honor roll the next year. His last year, no student had an F anywhere on their report card.

Ask the Students… Were the lessons interesting? What could I change to make it better? How can you use this lesson in real life? Why aren’t some students learning?

There is no magic dust. Where do you go from here There is no magic dust. Where do you go from here? Will you sit on your hands and wait for change? Or Will you go to work and make a difference in the lives of your children and community? In groups of ___ process and discuss this

What do I do with this information? Process/discuss this information in your group. What possible application does this have for your students? Brainstorm implementation ideas. Have you generated any new/creative ideas as a result of this information or discussion? Other comments? Select a spokesperson and be prepared to share.