21 st Century Process for Teaching for Learning: A Performance-Based, Results-Driven Whole School Model for Schools Rossi Ray-Taylor And Sharon Claytor Peters 2008 MDE/NCA Spring School Improvement Conference

Introductions Overview for the session

What does it take to make a positive and measurable difference in schools?

Schools are designed for a 19 th and 20 th century vision of schooling screen, sort and select

Expectations of schools are changing

The 5 conditions necessary for school success School principal leadership Classroom teacher effectiveness Parent involvement Student readiness Community support

Meeting the challenge of Michigan’s high school graduation requirements

90% -- 80% -- 70% 90% of the parents need to be invested in quality education 80% of the students (at every grade level) need to meet standards set by teacher assessments, classroom by classroom. 70% of the students should perform satisfactorily on an external assessment (such as the Michigan Educational Assessment Program)

Critical junctures Passage from pre-K to formal K-12 schools Movement from 3 rd to 4 th grade learning concepts and methods Movement into middle school 6 th or 7 th grade High school entry

Transition Points for Students Preparatory Transition Schools Teaching methodology Teacher certification & credentialing School structure Grading and advancement policies PreK to formal K-12 XXXX 3 rd - 4 th grade transition (lower elementary to upper elementary) XX May be reflected in changes in report cards 5 th – 6 th grade elementary to middle or junior high school XXXX 8 th – 9 th grade to high school XXXX

Research driven school design

3 Key Features Establish the conditions and standards for success Implement the strategies Monitor for results

Teacher selection Demonstrated skill in design and diversity of teaching skills and concepts Management of various student skill levels and learning styles Deep level subject matter knowledge Strong knowledge of pedagogy Demonstrated skill and training in building relationships and academic relevance

Ongoing professional learning communities Professional development Mentors and coaching Peer-to-peer classroom observations Critical friends network Sharing of best practice lesson plans, materials and formative classroom assessments

Shorter marking periods Frequent feedback to students More frequent opportunities to “start over”

Formative assessment Lesson embedded entrance skill assessment Feedback to students at least weekly Teacher teams review student, classroom, grade level and school data weekly

“People without information cannot act. People with information cannot help but act.” Ken Blanchard

Arts & creative expression for students Visual art Music Creative writing and poetry Drama and performing arts

In-school support services Counseling Scheduling Extended day Online course options Technology infused curriculum Homework completion support Credit recovery options AVID / Mac Scholars or similar strategies Attendance & tardiness strategies Theories of agency and resilience English language learner and bilingual support

Total system alignment for teaching for learning success Central office systems ensure resources and conditions for teaching for learning Rewards and sanctions support teaching for learning Policies and practices are reviewed for consequences and effectiveness for full system mission success Barriers and roadblocks are eliminated The system is transparent Access is universal

One of the great things an organization can do is to help people give voice to their dreams, and provide the means by which people come together to create something greater than themselves. It is the gift of leaders to release the aspirations of others. -James Champy

Resources Educational Leadership for the 21 st Century: A Performance-Based, Results-Driven Whole-School Reform by John W. Porter The Silent Epidemic: Perspectives of High School Dropouts by John M. Bridgeland, et al All Students Reaching the Top: Strategies for Closing Academic Achievement Gaps– A Report of the National Study Group for the Affirmative Development of Academic Ability; Edmund Gordon, chair

More Resources Voices in Urban Education, Using Data for Decisions; VUE Number 18, Winter 2008, Annenberg Institute for School Reform Voices in Urban Education, High School Redesign; VUE Number 8, Summer 2005, Annenberg Institute for School Reform

More Resources What Works in Schools: Translating Research into Action by Robert J. Marzano Reaching the Reluctant Learner; Educational Leadership, March 2008, vol 65 no. 6 Fires in the Bathroom: Advice for Teachers From High School Students by Kathleen Cushman and the students of What Kids Can Do, Inc

Rossi Ray-Taylor, PhD Ray.Taylor and Associates 2160 S. Huron Parkway, Suite 3 Ann Arbor, Michigan Sharon Claytor Peters Claytor Peters Consulting Christina Lane Belleville, Michigan 48111