1. From Ordinary to Extraordinary: The Role Each of Us Must Play
Raymond McNulty, Senior Fellow ICLE,
Chief Learning Officer Penn Foster

2. "You don't have to change the student population to get results; you simply have to change the conditions under which they learn."   - Pedro Noguera  

3. How do you get good at what you do?
The great seem to have the ability to work through their weaknesses.
Being just a slight bit better makes all the difference in the world.
Diligence
Doing it right
Ingenuity

6. Why do humans fail? Ignorance, we do not have all the knowledge.
The knowledge exists but we do not use it correctly.

7. The best become the best because they never stop learning.

8. Carrot and stick vs. Coaching
You can’t be successful today by being alone, autonomy does not get you to be great!
Its about discipline
Its about collaboration
Cowboys to Pit Crews

9. Independent
Interdependent
Collaboration
Turf Protector
Active w/ focus
Little Buy In
Extraordinary
Ordinary

10. SUCCESS BY DESIGN NOT BY CHANCE

11. Simply said, we get what we design for!

12. BIG QUESTION
If you could get each of the professionals in your school to do two or three things:
very well
consistently
that would impact learning positively
What would those two or three things be?

13. Theme
Third Key Trend
It’s All About a System!

14. Aligned for Success
Educators in a School System

15. Instructional Leadership Organizational Leadership
Teaching
Student Achievement
Instructional Leadership
Organizational Leadership

16. Teaching How students learn Instructional strategies Content
Relationships
Assessment to guide instruction
Rigor and relevance

17. Effective and Efficient Practices John Hattie…
Effective and Efficient Practices John Hattie…. Visible Learning Synthesis of over 800 meta-analyses relating to achievement.

18. Effect Size
1.0 indicates one standard deviation typically associated with advancing children’s achievement by two or more years (improving the rate of learning by 50%)
Hattie set a bench mark of .40 as the minimal desired effect

19. Some data Student expectations of self 1.44
Providing formative evaluation .90
Teacher Clarity .75

20. Teaching
Embrace rigorous and relevant expectations for all students (+.75)
Build strong relationship with students (+.72)
Possess depth of content knowledge and make it relevant to students (+.69)
Facilitate rigorous and relevant instruction based on how students learn (+1.28)
Use assessments to guide and differentiate instruction (+.90)
Demonstrate expertise in use of instructional strategies, technology, and best practices (+.60)
Use Varied, ongoing Assessments to Inform and differentiate Instruction (+.90)
Make content meaningful to l
learners (+.69)
Cultivate
Caring
relationship with students (+.72)
Engage in Targeted and Sustained Professional Growth (+.62)
Embrace rigorous and relevant expectations for all students (+.75)

21. Organizational Leadership
Structure and systems
Build leadership
Selection, support, evaluation
Vision
Data systems
Culture

22. Organizational Leadership
Create a culture
Establish a shared vision
Align organizational structures and systems to vision
Build leadership capacity
Align teacher / administrator selection, support, and evaluation
Support decision making with data systems
Adjust the Organizational Structure
Leverage Data Systems

23. Instructional Leadership
Literacy and math
Data-driven
Curriculum
Provide professional growth
High expectations

24. Instructional Leadership
Use research to establish urgency for higher expectations
Align curriculum to standards
Integrate literacy and math across all content areas
Facilitate data-driven decision making to inform instruction
Provide opportunities for focused professional collaboration and growth
Use Data to Guide Instruction
Create Teacher Selection, Support and Evaluation System
Integrate Literacy and Math across Curriculum
Align Curriculum to Standards
Use Data to set High Expectations

25. Instructional Leadership Organizational Leadership
Teaching
Student Achievement
Instructional Leadership
Organizational Leadership

26. If we want to be serious about students’ learning, we need to be serious about our own learning. We need to continually seek and accept ideas, help, and criticism.

27. COMMON MISTAKES
Misdiagnosing problems… are they technical which require a skill… or culture which require people to clarify priorities and learn new ways of thinking and behaving. (change hearts and minds)
Not teaching collaboration… but fostering it.
Getting defensive

28. COMMON MISTAKES
Avoiding conflict…. Leadership requires, heart, stomach and skill.
Thinking you need to have all the answers.
Trying to go it alone.

29. Looking Forward Focused and coherent adult learning
Allowing people to be all that they can be, thru collaborative focused efforts
Build in-house capacity

30. A Common Mistake
Mount Rainier

31. Solid Implementation Focus Fidelity of Implementation
Leading and Lagging Indicators

32. Proportions of students scoring in each decile
of the MCAS 8th grade ELA distribution

33. Proportions of students scoring in each decile
of the MCAS 8th grade Math distribution

34. MCAS math gains 8th to 10th grade,
compared to others from the same 8th grade decile
(School Rank Percentile)

35. MCAS ELA gains 8th to 10th grade,
compared to others from the same 8th grade decile
(School rank percentile/100)

36. The Leadership It Takes
Leadership that Combines Passion with Competence:
All educators effectively cultivate not only a sense of urgency but also a sense of possibility, built on demonstrated expertise among people in key positions and their commitment to continuous improvement.
Ron Ferguson, “Closing the Achievement Gap”

37. Leadership that Combines Passion with Competence
Sense of possibility
The Power of the Teacher
We CAN make a difference

38. Jon Saphier, Research for Better Teaching
“Nothing is as important as a teacher and what goes on between the teacher and the children, minute to minute, lesson to lesson, day to day.”

39. It’s All About Instruction
“…the single greatest determinant of learning is not socioeconomic factors or funding levels. It is instruction.”
Results Now by Mike Schmoker
“The single most influential component of an effective school is the individual teachers within the school.” Robert Marzano
Always hear expression “Instructional Leader” – It is THE most important part of the job. To see real improvement in student achievement, as Schmoker says so bluntly – “It’s About Teaching, Stupid.” On some educational issues, research is divided. On the impact of instruction, the evidence is indisputable.

40. The Leadership It Takes
Streamlined and Coherent Curriculum:
The district purposefully selects curriculum materials and places some restrictions on school and teacher autonomy in curriculum decisions. The district also provides tools (including technology) and professional development to support classroom-level delivery of specific curricula and high yield strategies.
Ron Ferguson, “Closing the Achievement Gap”

41. We had to look in the mirror and ask ourselves…
WHAT are we teaching?
HOW are we teaching it?
HOW do we know our students are learning it?

42. Leadership That Provides a Streamlined and Coherent Curriculum
purposefully selects curriculum
places some restrictions on teacher autonomy…
provides professional development to support classroom-level delivery of specific curricula and high yield strategies.
We ALL do it THIS way!!!

44. Leadership That Provides a Streamlined and Coherent Curriculum
Restructuring Committee targets the Literacy Skill
Smaller subgroup drafts training script, brings draft to the full committee, revisions made
We roll out to faculty – step one: Interdisciplinary group training
Follow up in depts – how to implement in content area

45. OPEN RESPONSE STEPS TO FOLLOW
1. READ QUESTION CAREFULLY.
2. CIRCLE OR UNDERLINE KEY WORDS.
3. RESTATE QUESTION AS THESIS (LEAVING BLANKS).
4. READ PASSAGE CAREFULLY.
5. TAKE NOTES THAT RESPOND TO THE QUESTION.
BRAINSTORM & MAP OUT YOUR ANSWER.
6. COMPLETE YOUR THESIS.
7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR MAP AS A GUIDE.
8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE.
9. PARAGRAPH YOUR RESPONSE.
10. REREAD AND EDIT YOUR RESPONSE.

46. Nothing was left to chance!
So then what…
Follow up the Interdisciplinary Training.
Next step – HOW to bring this into the classroom
Lessons developed
Implemented according to a calendar
Nothing was left to chance!

47. The Open Response calendar of implementation is as follows:
As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:
Student Name
Teacher Name
Date
Course Name and Level
Period
A copy of the reading selection and question
Evidence of the student’s active reading
All pre-writing work that the student has done, e.g. webs
A copy of the written open response
The new scoring rubric and completed assessment
After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.
The Open Response calendar of implementation is as follows:
Nov 2-6: Social Science, Social Sci Biling.
Nov 30-Dec 4: Wellness, JROTC
Dec 14-18: Science, Science Bilingual
Jan 11-15: Business, Tech, & Career Ed.
Jan 25-29: Math, Math Bilingual
Feb 22-26: Foreign Lang, Special Ed
Mar. 7-11: English, ESL
Mar Family &Cons. Sci, ProjGrads
Apr 5-9: Music, Art

48. The Leadership It Takes
Clear, Shared Conceptions of Effective Instruction:
The district identifies key ideas concerning effective instructional and supervisory practice and works to establish them as a “common language” for approaching instructional improvement.
Ron Ferguson, “Closing the Achievement Gap”

49. Rigor/Relevance Framework®
Bloom’s
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
(NOUNS)
Revised Bloom’s
Applying
Creating
Evaluating
Analyzing
Understanding
Remembering
(VERBS)

50. For us this means: We ALL do it THIS way!
Leadership That Provides a Clear, Shared Conception of Effective Instruction
…identifies key ideas concerning effective instruction and supervisory practice and works to establish them as a “common language”
For us this means: We ALL do it THIS way!

51. The Leadership It Takes
Organizational Structures and Personnel that Embody Capacity to Teach and Motivate Adults:
The district maintains routines and structures within which adult educators engage teachers and administrators in continuous improvement of instructional and supervisory practices. Coaching, observing, and sharing make it difficult for individuals to avoid the change process, and the push for adaptive change spurs resisters to leave their comfort zones or eventually depart from the district.
Ron Ferguson, “Closing the Achievement Gap”

52. Leadership That…Embodies the Capacity to Teach and Motivate Adults
One of the BEST workshops ever (or as we say in Brockton, it was WICKED AWESOME): Faculty Expo

53. Leadership That…Embodies the Capacity to Teach and Motivate Adults

54. Leadership That…Embodies the Capacity to Teach and Motivate Adults

55. Leadership That…Embodies the Capacity to Teach and Motivate Adults

56. Leadership That…Embodies the Capacity to Teach and Motivate Adults
“Awesome workshop, I can use the activities tomorrow in my class!”
“Colleague to colleague…I felt valued.”
“Teachers as experts…loved it!”
“Hands on – practical, useful, THANKS!”
“Informative, in fact, this is the first time I’ve understood special ed in 33 years!”
“This helped me understand my students.”

57. Brockton High’s turnaround FOUR STEPS:
Empowered a team
Focused on Literacy – Literacy for ALL, NO exceptions
Implemented with fidelity and according to a plan
Monitored like crazy!

58. From Ordinary to Extraordinary: The Role Each of Us Must Play
Raymond McNulty, Senior Fellow ICLE,
Chief Learning Officer Penn Foster

59. BHS Literacy Workshop April 28th 2011
Reading Visuals

60. Reading Visuals Workshop Literacy Objectives
We will READ to gather information and to understand a concept and construct meaning from a visual. We will REASON to interpret and explain tables, charts or graphs and to identify and explain patterns and to make predictions.

61. Agenda Opener – Think and Pair. Reading Visuals presentation
Practice using Reading Visuals 5 step process
Discussion and feedback
Closer – Think, Plan, Share
Ask opening question (relevant)

62. What We Know
There are several types of visuals used in all classes and on both the science and math MCAS exams. Students often attempt to answer the questions without fully understanding the content of the visual.

63. Reading Visuals
The process of reading a visual begins with understanding and analyzing the given information BEFORE attempting to answer the questions or solve a problem.

64. Reading Visuals Introductory Information Title Key or Legend
Labels and parenthetical information
Correlations
Teachers practice the skill
Wait time 3 min

65. 5 Steps for Reading Visuals
Identify the type of visual
Determine the topic of the visual
Examine the given information from the visual (including all introductory text)
Develop predictions, deductions, inferences or conclusions about the visual
Analyze the questions and determine the information needed from the visual

66. Your Turn 5 Steps for Reading Visuals
Create groups of 4-5 people
Use the 5 steps to analyze the visual provided
Record your group’s responses to all 5 steps on the large sheet of paper at your table
Share your responses with another group using the same visual
Select a speaker to report out to the whole group
Report findings

67. Cut the questions and have them appear separately

68. Closer Think – Plan – Share
Identify a visual or type of visual you will use to teach students the Reading Visuals Steps.
Describe how the steps for reading visuals will help your students improve their reading and reasoning skills.

69. We have the power to improve student achievement!
Thank you

70. Leadership That Insists on Data Driven Decision Making and Transparency
Teachers and administrators analyze student performance… …summarize data by (subgroup)… reducing gaps and tracks progress …emulate practices from successful schools

71. What gets monitored is what gets done!
Leadership That Insists on Data Driven Decision Making and Transparency
What gets monitored is what gets done!
Admin Team observed the implementation (remember the calendar)
Faculty used school wide rubric to assess the students
Student work was collected and reviewed by admin and by faculty according to a question protocol

72. CONTENT
FORM 8
Response contains a clear thesis and insightfully answers all parts of the question.
Response provides relevant and specific textual evidence.
Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material. 4
Response contains sophisticated and effective use of transitions and strategic repetition indicating complete control of the material.
Response is logically and effectively organized in its thesis, paragraphing, and sequencing of examples.
Response contains clear sentence structure with few or no errors. 6
Response contains a clear thesis and adequately answers all parts of the question.
Response provides relevant but general textual evidence.
Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material. 3
Response contains adequate but simplistic use of transitions and strategic repetition.
Response is organized in its thesis, paragraphing, and sequencing of examples.
Response contains clear sentence structure with no distracting errors.
LEGIBILITY 1
Easy to read
Difficult to read
Response contains a thesis but only partially answers the question.
Response provides a mix of accurate and inaccurate textual evidence.
Explanations of evidence are vague and/or demonstrate limited understanding of the material. 2
Response contains some inappropriate use of transitions and strategic repetition.
Response demonstrates lapses in the organization of its thesis, paragraphing, and/or sequencing of examples.
Response contains lapses in sentence structure that interfere with the clarity of thought.
Response contains a thesis but only minimally answers the question.
Response provides insufficient and/or largely inaccurate textual evidence.
Explanations of evidence are unclear and/or demonstrate minimal understanding of the material.
Response contains incorrect or inadequate use of transitions and strategic repetition.
Response reflects minimal organization of its thesis, paragraphing, and/or sequencing of examples.
Response contains major errors in sentence structure.
LENGTH
Sufficient
Insufficient
Response is incorrect.
Response contains insufficient evidence to show understanding of the material.
Response is off-topic and/or contains irrelevant content.
Response contains no evidence of transitions and strategic repetition.
Response reflects no organization.
Response contains little to no evidence of sentence structure.
Evaluated by: Self Peer Teacher (Circle One) SCORING = Advanced
11-12 = Proficient
8-10 = Needs Improvement
0-7 = Failing

73. Response provides relevant and specific textual evidence.
CONTENT
FORM 8
Response contains a clear thesis and insightfully answers all parts of the question.
Response provides relevant and specific textual evidence.
Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material. 4
Response contains sophisticated and effective use of transitions and strategic repetition indicating complete control of the material.
Response is logically and effectively organized in its thesis, paragraphing, and sequencing of examples.
Response contains clear sentence structure with few or no errors. 6
Response contains a clear thesis and adequately answers all parts of the question.
Response provides relevant but general textual evidence.
Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material. 3
Response contains adequate but simplistic use of transitions and strategic repetition.
Response is organized in its thesis, paragraphing, and sequencing of examples.
Response contains clear sentence structure with no distracting errors.
LEGIBILITY 1
Easy to read
Difficult to read
Response contains a thesis but only partially answers the question.
Response provides a mix of accurate and inaccurate textual evidence.
Explanations of evidence are vague and/or demonstrate limited understanding of the material. 2
Response contains some inappropriate use of transitions and strategic repetition.
Response demonstrates lapses in the organization of its thesis, paragraphing, and/or sequencing of examples.
Response contains lapses in sentence structure that interfere with the clarity of thought.
Response contains a thesis but only minimally answers the question.
Response provides insufficient and/or largely inaccurate textual evidence.
Explanations of evidence are unclear and/or demonstrate minimal understanding of the material.
Response contains incorrect or inadequate use of transitions and strategic repetition.
Response reflects minimal organization of its thesis, paragraphing, and/or sequencing of examples.
Response contains major errors in sentence structure.
LENGTH
Sufficient
Insufficient
Response is incorrect.
Response contains insufficient evidence to show understanding of the material.
Response is off-topic and/or contains irrelevant content.
Response contains no evidence of transitions and strategic repetition.
Response reflects no organization.
Response contains little to no evidence of sentence structure.
CONTENT: 8
Response contains a clear thesis and insightfully answers all parts of the question.
Response provides relevant and specific textual evidence.
Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material. 6
Response contains a clear thesis and adequately answers all parts of the question.
Response provides relevant but general textual evidence.
Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material.
Evaluated by: Self Peer Teacher (Circle One) SCORING = Advanced
11-12 = Proficient
8-10 = Needs Improvement
0-7 = Failing

74. As a follow up to this activity, I am requiring Dept
As a follow up to this activity, I am requiring Dept. Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:
Student Name
Teacher Name
Date
Course Name and Level
Period
A copy of the reading selection and question
Evidence of the student’s active reading
All pre-writing work that the student has done
A copy of the written open response
The scoring rubric and completed assessment
After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.

75. As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:
Student Name
Teacher Name
Date
Course Name and Level
Period
A copy of the reading selection and question
Evidence of the student’s active reading
All pre-writing work that the student has done, e.g. webs
A copy of the written open response
The new scoring rubric and completed assessment
After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.
After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.

76. Protocol for comparing student work
Review the student work samples using these questions:
What did you notice about how the rubric was applied?
What did you notice about grading consistency within these samples?
Compare these samples against the anchor paper. In what ways do these samples meet or fail to meet the standard established in the anchor paper?
What do the student responses indicate about the effectiveness of the assignment? How could it be improved?
What feedback would you provide to the teacher?
……………………………………………………………..
OVER TIME WE ADD:
Did you find evidence of growth over time?
What did you notice about consistency across classes, departments, from teacher to teacher?
Evaluation is not just about the teachers – it’s also about the students. Examining student work will provide information on the consistency of standards across the school. Here are some questions to consider when reviewing student work.
Tell story about Mr. Romero “declaring competency”

77. Instructional Leadership
Use research to establish urgency for higher expectations
Align curriculum to standards
Integrate literacy and math across all content areas
Facilitate data-driven decision making to inform instruction
Provide opportunities for focused professional collaboration and growth
Use Data to Guide Instruction
Create Teacher Selection, Support and Evaluation System
Integrate Literacy and Math across Curriculum
Align Curriculum to Standards
Use Data to set High Expectations

78. Leadership That Provides a Streamlined and Coherent Curriculum
For us, instruction focused on literacy across ALL content areas… NO EXCEPTIONS!!!

79. Leadership That Provides a Streamlined and Coherent Curriculum
Restructuring Committee targets the Literacy Skill
Smaller subgroup drafts training script, brings draft to the full committee, revisions made
We roll out to faculty – step one: Interdisciplinary group training
Follow up in depts – how to implement in content area

80. OPEN RESPONSE STEPS TO FOLLOW
1. READ QUESTION CAREFULLY.
2. CIRCLE OR UNDERLINE KEY WORDS.
3. RESTATE QUESTION AS THESIS (LEAVING BLANKS).
4. READ PASSAGE CAREFULLY.
5. TAKE NOTES THAT RESPOND TO THE QUESTION.
BRAINSTORM & MAP OUT YOUR ANSWER.
6. COMPLETE YOUR THESIS.
7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR MAP AS A GUIDE.
8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE.
9. PARAGRAPH YOUR RESPONSE.
10. REREAD AND EDIT YOUR RESPONSE.

81. Nothing was left to chance!
So then what…
Follow up the Interdisciplinary Training.
Next step – HOW to bring this into the classroom
Lessons developed
Implemented according to a calendar
Nothing was left to chance!

82. The Open Response calendar of implementation is as follows:
As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:
Student Name
Teacher Name
Date
Course Name and Level
Period
A copy of the reading selection and question
Evidence of the student’s active reading
All pre-writing work that the student has done, e.g. webs
A copy of the written open response
The new scoring rubric and completed assessment
After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.
The Open Response calendar of implementation is as follows:
Nov 2-6: Social Science, Social Sci Biling.
Nov 30-Dec 4: Wellness, JROTC
Dec 14-18: Science, Science Bilingual
Jan 11-15: Business, Tech, & Career Ed.
Jan 25-29: Math, Math Bilingual
Feb 22-26: Foreign Lang, Special Ed
Mar. 7-11: English, ESL
Mar Family &Cons. Sci, ProjGrads
Apr 5-9: Music, Art