1. Teaching and Learning Strategies for Success
Richard D. Jones
Senior Consultant
International Center for Leadership in Education

2. Personality

3. Teaching and Learning Strategies for Success
Richard D. Jones
Senior Consultant
International Center for Leadership in Education

4. Education Is Important

5. Small Learning Communities Do Make a Difference
Increased Attendance
Increased Student Achievement
Increased Student Participation
Increased Student and Parent Satisfaction
Increased Positive Student Behavior
Greater Focus on Students’ Interests and Aptitudes
Relevancy Leads to High Achievement

6. Pitfalls? Lack of Specific Goals Unchanged Curriculum
Failure to Address Literacy
Too Much Emphasis on Belonging
Ignoring Staff Concerns
Uninformed Student Assignment
Bad Timing
Focusing only on Teachers

7. The Status Quo

8. In schools the status quo persists!

9. Protect the Status Quo

10. What are the reasons WHY?
Improving
Student Achievement
What are the
reasons WHY?

11. Why?

12. Why ?
Changing Nature of
Work

13. Accelerating Technology
                                                                      

14. Employment 1970’s
High Skill
Low Skill

15. Employment 1990’s
High Skill
Semi Skill
Low Skill

16. Employment 2010
High Skill
Semi Skill
Low Skill

17. 1970’s ’s

20. Why?
Teaching To
Standards

21. Standards are NOT Curriculum

22. Standards are a common destination

23. Standards
VS.
Expectations

24. An Overcrowded Curriculum
Why?
An Overcrowded Curriculum

25. McREL
Needed Time
15,465
Hours
Available Time
9,042
Hours

26. Teachers struggling to teach an overloaded curriculum!

27. Much Teaching Little Learning
Why?
Much Teaching
Little Learning

28. Teaching
VS.
Learning

29. Why ?
Inconsistent
Student
Achievement

30. Source: NCES 1999-081R, Highlights From TIMSS

31. NAEP Reading17 Year-Olds21 31
Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107) Washington, DC: US Department of Education, August 2000

32. African American and Latino 17 Year Olds Read at Same Levels as White 13 Year Olds
Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)

33. Different Schools – Different Expectations
National Reading Test A B C D
<D A B C D
<D
SOURCE: US Department of Education

34. Why ?
Islands of
Excellence

35. 1998 by The Education Trust, Inc.

36. Professional Learning
Community
Shared Values
Collaboration
Reflective Dialogue
Focus on Student Learning

37. Why ?
Prepare for THE test?

38. NYS Math A Question June 2003

39. NYS Math A Question June 2002

40. New SAT - 2005 More Application New Writing Section
Expand Critical Reading for Information
More Achievement
Base on three years of Math
Higher Level Math Skills
Less Aptitude
Eliminate analogies
Eliminate simple math reasoning

41. Why ?
Increase
Student Motivation

43. Why Change? Changing Nature of Work Teaching to Standards
Overcrowded Curriculum
Much Teaching - Little Learning
Inconsistent Student Achievement
Islands of Excellence
Prepare for THE test
Increase Student Motivation

44. Rigorous and Relevant Learning

45. Rigor

46. Relevance
My only
skill is
taking
tests.

47. All Students

48. Best Practices

49. Bringing Best Practices to Scale
Small Learning Communities
2. High Expectations
3. 9th Grade
th Grade
5. Data
6. Curriculum
7. Relationships / Reflective Thought
8. Professional Development
9. Leadership

50. Everyone needs support
when they take new risks

51. Relationship Model Key to Student Learning 1. Knowing
Teachers get to know students and their families
2. Assisting
Some positive support, but sporadic
3. Mentoring
Moderate support from some individuals
4. Enduring
Fully supported from all individuals
5. Mutually Beneficial
Mutually supportive learning community

52. Support Behaviors Respect Being There Active Listening
Frequent Contact
Encouragement
Avoiding “Put Downs”
??????

53. Bringing Best Practices to Scale
Small Learning Communities
2. High Expectations
3. 9th Grade
th Grade
5. Data
6. Curriculum
7. Relationships / Reflective Thought
8. Professional Development
9. Leadership

54. “Don’t follow others blindly”

55. Lovers never send form letters.

56. Further Information Or

57. Use of Data

58. Data Rich but Analysis Poor

59. Types of Data
Curriculum
Demographics
Student Learning
School Processes
Perceptions of Quality

60. Types of Data Example Type of Data Literacy Curriculum Demographics
Student Learning
Performance on
State Test
Processes
Perceptions of Quality

61. Types of Data Example Type of Data Literacy Curriculum
Level of Reading Comprehension on
State Test
Real World
Postsecondary Learning
Demographics
Incoming Student Reading Levels
Student Learning
Performance on
Local Assessment
Processes
Reading Levels of
Textbooks
Teaching Materials
Success of Reading Practices
Perceptions of Quality
Student Surveys

62. Clearly Important ? How to Quantify? How to Develop?
Relationships
Clearly Important ?
How to Quantify?
How to Develop?

63. Relationships are Essential to Student Learning
Result of combination of support from:
Family
Peers
Teachers
Community

64. Relationship Model 0. Isolated Knowing Assisting Mentoring Enduring
Mutually Beneficial

65. Beginning to Use Data Ask Questions and Analyze Avoid Snap Judgments
Collect Data to Answer Questions
Set Goals Using Data

66. Staying on the Cutting Edge

67. Smaller Strategies Elementary
Reduced Class Size
Looping
Multi-age Groupings
Expanded Use of Adults
Learning Centers
Differentiated Instruction

68. Smaller Strategies Secondary
Schools-within-Schools
House Plans
Freshman Academy
Magnet Schools
Career Academies