Transcript Transforming and Teaching Leadership
Supporting World Class Leadership for Learning in North Carolina
Changes in Societies are Creating Pressures for School Change
1 0 0 % 8 0 % 6 0 % 4 0 % 2 0 % 0 % 1 9 0 0 Low skill jobs 1 9 5 0 2 0 0 0 Knowledge work jobs
How the demand for skills has changed
Economy-wide measures of routine and non-routine task input (U.S.) Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interactive 65 60 55 50 45 40 1960 Non-routine interactive Non-routine analytic 1970 (Levy and Murnane) 1980 Routine manual 2002 Routine cognitive Non-routine manual 1990 The dilemma of schools: The skills that are easiest to teach and test are also the ones that are easiest to digitize, automate, and outsource
20
th
Century Teaching Cannot Meet 21
st
Century Demands
PISA 2009 Results
Reading Korea Finland Singapore Canada New Zealand Japan Australia US is #14 Mathematics Singapore Korea Finland Lichtenstein Switzerland Japan Canada US is #25 Science Finland Singapore Japan Korea New Zealand Canada Estonia US is #17
U.S. Reading Results by School Poverty
600 0-10% 1 0-25% 500 400 300 200 100 0 2 5-50% A verage 5 0-75% 7 5%+
Poverty Rates of PISA Participants
25,00% 20,00% 15,00% 10,00% 5,00% 0,00%
What are the Highest-Achieving Nations Doing?
Societal supports for children’s welfare Equitable resources with greater investments in high-need schools and students Equitable access to a rich, thinking curriculum Substantial investments in teacher and leader education and ongoing support Schools designed to support teacher and student learning Systems designed to cultivate collective improvement and leadership
Nations / States Achieving Gains by Focusing on Educator Effectiveness
Finland (about the size of Wisconsin) --Top Scoring Country on PISA Singapore (about the size of Kentucky) -- Top Scoring Country on TIMSS & PISA Ontario, Canada (about the size of New York) -- Top Scoring Jurisdiction in PISA & TIMSS
Teaching and Leadership in Finland
Top choice profession 2 year master’s degree Free to candidates Research-oriented Teacher Training Schools -- Specially staffed -- Clinical curriculum Collaborative practice Hybrid roles, including “Principal teacher”
Teaching and Leadership in Singapore
“Just as a country is as good as its people, so its citizens are only as good as their teachers.” Prime Minister Lee Hsien Loong, Teachers Day Rally, 2006 Fully funded MA degree plus stipend High salaries Intensive mentoring Collaboration time 20 hours / week PD -100 hours/year Action research and lesson study Career ladders
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Evaluation and Career Development
Focus on whole child development Observation and feedback on practice by expert teachers and principals Examination of curriculum and student work Emphasis on collaboration and contributions to whole-school improvement Development of talent Support for sharing of expertise
A Framework for Teacher Development
Teaching and Leadership in Ontario
“Achieving results without ranking or rancor” • A coherent framework of teacher development programs and resources funded by the province • All programs respect principles of self-directed learning and are modeled on best instructional practices.
• Programs also reflect various stages, roles, profiles that teachers move through during their professional career.
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Capacity Building With A Focus on Results: Leading Learning – Supporting the Instructional Core
BIP: Board Improvement Plan SIP: School Improvement Plan SEF: School Effectiveness Framework
A Framework for Leadership Development
In 2005, Ontario changed its expectations for the role of the principal from administrator to instructional leader.
Ontario developed a Principals’ Qualification Program of training, plus 2 years of mentoring for every principal and VP Each school board develops a succession and talent development plan to: Identify and recruit the most talented teachers Train and develop aspiring leaders Select and match new leaders to posts Support professional learning & evaluation 80 70
P er ce n t at L
30
ev el s
40
3& 4
50 20 60 10 0 2002 /03 All 2003 /04 Girls 2004 /05 Boy 2005 s
r
/06 2006 /07 Spe cEd 2007 /08 200 8/09 ESL /ELL 17 17
Building Collective Capacity
Literacy and Numeracy Strategy:
Shift from large-scale provincial training to job-embedded professional learning for teams Focus on building professional capacity through teacher collaboration focused on student work to inform instructional change
Student Success/Learning:
Appointment of 800 Student Success Teachers at school level and Student Success Leaders at school board level Student Success Teams work collaboratively to support curriculum, instruction, and student engagement 18
During the 1980s-’90s, NC built many elements of such a system
Raised & equalized teacher salaries Raised standards for teaching and teacher education to respond to student standards Funded professional development schools Offered service scholarships to attract and prepare high-need teachers (later, leaders, too) Required mentoring for beginners Invested in high-quality professional development including Teaching Academies and National Board Certification
State Trends in Student Math Achievement, 1990s
233 231 Maine 229 North Dakota 228 MN, WI 227 Connecticut 228
North Carolina
223 218 National Average 215 KY GA WV 213 North Carolina 212 South Carolina 1988 210 Arkansas 218 213 208 1992 1996 2000
State Trends in Student Reading Achievement, 1990s
235 230 225 220 215 210 205 200 195 222 215 232 CT North Carolina US 215 Average
Connecticut’s Reforms Added Leadership
The Recent “Discovery” of School Leadership
• School leadership matters because the quality of teaching depends on it • Most teacher learning takes place after initial certification • Schools that succeed are sites of successful adult learning: schoolwide
How Principals Matter
• Hiring and retention of high quality teachers • Strategic curriculum design • Instructional improvement in each classroom AND across classrooms • Schoolwide systems and routines for assessing and supporting student learning • Teacher ownership of professional learning communities and school improvement
Different Theories of Change
Theory X: The key problem is motivation. People respond only to rewards and sanctions (“carrots and sticks”). Incentives are the major element of reform.
Theory Y: The key problem is learning. People want to be competent. They respond to information about how to succeed in doing their work. Investments in knowledge and capacity are the major elements of reform.
Incentives Alone Do Not Improve Outcomes
Studies have found that annual bonus pay for individual teachers allocated competitively based on student test scores has not improved student achievement. -- Nashville experiment (Springer, 2010) -- New York City experiment (Fryer, 2011) -- Portugal experiment (Martins, 2009)
What Does Work: Investments in Teacher Knowledge and Skill
Research in NC and NY found that student learning gains are related to: Strong academic background Quality preparation prior to entry Certification in the field taught Experience (> 3 years) The skills measured by National Board Certification In combination, these skills predicted more of the difference in student learning gains than race & parent education combined (Clotfelter, Ladd, & Vigdor, 2008).
Policies should strengthen & equalize these features.
What Does Work: The Effects of Well Designed Professional Development
A review of experimental studies found that high-quality professional development programs of about 50 hours on average over 6 to 12 months increased student achievement by 21 percentile points.
(Yoon et al., 2007)
PD of <14 hours had no effect on student learning.
Professional Learning Opportunities that Impact Practice are:
Focused on learning specific curriculum content Organized around real problems of practice Connected to teachers’ work with children Linked to analysis of teaching and student learning Intensive, sustained and continuous over time Supported by coaching, modeling, observation, and feedback Connected to teachers’ collaborative work in professional learning communities Integrated into school and classroom planning around curriculum, instruction, and assessment
But few US Teachers Get these Opportunities
Teacher preparation is highly variable Effective professional development is still rare Most US teachers (>90%) participate in 1 to 2 day workshops and conferences.
Well under half get sustained PD, get mentoring or coaching, or observe other classrooms. Only 15% of U.S. teachers reported a great deal of cooperative effort among staff members in 2008. © Linda Darling-Hammond 2010
Instructional Leadership is Key
Great principals, teacher leaders, and superintendents focus on: building professional learning communities fostering educator professional development providing instructional feedback working with educators to improve teaching practices using data to monitor school progress, identify problems and propose solutions redesigning school organizations facilitating student learning beyond the test
Ensuring High Quality Instruction at Scale
•Strong preparation programs •Accelerated early career performance •Each school as a high-quality adult learning environment •Privatized practice replaced by quality teaching as a shared property of organizations Implications for school leadership? Unit of work is the school, as well as the individual teacher
A working hypothesis
Improving school leadership is the single most cost effective way to improve student learning at scale (2615 principals in North Carolina)
• Leadership • School Capacity • Effective Instruction • Student Learning
The Results of Investing in Principal Knowledge and Skill
*>80% Black, >95% Black/Latino and >90% low-income enrollments • • • In 2010 ISAT scores for
UIC-led elementary schools
were: 3.5 x more likely than CPS to score in the
top 5%
in value-added At mostly Black/mostly low-income schools, 1st-year UIC principals are 4 times more likely make gains in the top 10% of 184 4 x more likely to score in
top 10%
in gain scores for high poverty African American schools 4x more likely to score in
top 20%
in gain scores, all184 schools comparable schools (9 of 10)
UIC Ed.D. in Urban Education Leadership Model: Highly selective, practice-based, focused on information cycles in schools * Full-year, paid, supervised residency * Ongoing coaching for all candidates * Capstone thesis on leadership theory and practice
Common Features of Effective Programs
Purposeful recruitment and selection Focus on instructional leadership, organizational development, and change management Robust year-long residencies Collaborative partnerships between programs and schools Cohorts as a long-term support
The Power of the Internship / Residency
“There is nothing, no class, no lecture, no other experience than being in the driver seat with the steering wheel in your hands, with the controls right there… I was an intern and I said, ‘I love this. It’s stressful.’ I would say that everything I experienced in ELDA [the Educational Leadership Development Academy] was relevant to what I am doing today.”
Helpfulness of Professional Development
3.75
3.5
3.25
4.5
4.25
4.17
4
Figure 2 - Principals' Views of the Helpfulness of Professional Development (1= Not at all Helpful; 5= Very Helpful)
4.06
4.04
4.01
3.93
3.91
3.91
3 Mentoring or coaching by an experienced principal Participating in a principal network Peer observation / coaching to share practice Reading professional books or articles Individual or collaborative research on a topic of interest Workshops, conferences in which you were a presenter Workshops or conferences in which you were not a presenter
Principals’ Access to Professional Development
Figure 1 - Principals' Access to Professional Development in Last 12 Months (% of Principals Participating )
100 90 80 70 20 10 0 60 50 40 30 21.6
Mentoring or coaching by experienced principal 34.4
University courses 45.8
Workshops, as a presenter 49.9
Peer observation/ coaching 67.7
Visits to other schools 71.7
Individual or collaborative research 81.7
95.2
Participating in a principal network Workshops, as a participant
In-Service Learning Opportunities for Principals (San Diego)
Walk Throughs Peer Coach/ Staff Developermer Professional Development Institutes Mentor Principal Instructional Leader Principal Formal Principal Conferences Learning Communities Formal Networking.
Informal Networking Informal Conferences
Massachusetts New Jersey Vermont Connecticut USA Louisiana California Mississippi Washington DC 220
What Policies Drive Achievement Differences?
8th grade reading scores, NAEP
242 262 230 240 250 253 251 253 260 270 274 273 272 272 280
One Important Strategy: North Carolina Teaching Fellows
Are academically able candidates who receive service scholarships to prepare to teach Teach high-need students upon graduation Raise elementary and secondary math scores more than teachers from other programs do Stay in public school classrooms for 5 years or more at much higher rates than other NC teachers from traditional or alternative routes.
(Henry, Bastian, & Smith, 2012)
Build on, Refine, Reclaim, and Scale up North Carolina’s Proven Successes Make strong preparation affordable to attract a talented, diverse teaching & leadership force -- North Carolina Teaching Fellowships -- North Carolina Principal Fellowships Make all preparation programs excellent -- Stronger expectations for program quality -- Residencies in high-need communities -- Teacher and Administrator Performance Assessments
Build on, Refine, Reclaim, and Scale up California’s Proven Successes Maintain a strong infrastructure for learning -- Expert mentoring for novices -- Teaching and Leadership Academies Create strong, useful teacher evaluation linked to administrator preparation & evaluation -- Standards-based examination of practice -- Multiple sources of student learning evidence -- Regular feedback & links to PD -- Peer assistance and review -- Timely, accurate decisions
Key Policy Levers
1.
State priority: improving leadership prep
• • • • • •
through provider regulation Learning-focused programs High selectivity School district/provider partnerships Extended residencies Public accountability for impact measures Performance-based licensing and accreditation
Key Policy Levers
• • • •
State funding of high-quality innovative programs for high-need schools Investment in residencies and mentoring Regional infrastructure for principal learning communities (e.g.Teaching and Leadership Academies) Technical assistance for districts and programs to “get it right” via convenings and sharing of models