Transcript Framework for School Improvement

Framework for School
Improvement: Turning Around
Schools
Jay Doolan Ed.D., Director of Professional Services, FEA
Beth Carr, Director of District Partnerships,
Learning Sciences International
October 20, 2010
© 2010 Learning Sciences International
877.411.7114
www.iObservation.com
Why Improve Schools?
• The world we know is changing
• New technologies
• Our students need to be better
prepared
© 2010 Learning Sciences International
877.411.7114
www.iObservation.com
Grade Eight: Math Percent
Proficient by Ethnicity
100
Percent Proficient and Above
90
80
70
60
50
40
30
20
10
0
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
White
Black
Asian
Hispanic
HSPA: Math Percent
Proficient by Ethnicity
100
Percent Proficient and Above
90
80
70
60
50
40
30
20
10
0
2002
2003
2004
White
2005
Black
2006
Asian
2007
2008
Hispanic
2009
2009 Algebra II RESULTS
Consortium: 102,936 Tested
3.49% Well Prepared
11.13% Prepared
85.38% Not Prepared
NJ:
© 2010 Learning Sciences International
8,063 Participants
4.02% Well Prepared
9.9% Prepared
86.08% Not Prepared
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2009 Algebra I RESULTS
Consortium:
33,446 Participants
1.62% Advanced
16.41% Proficient
26.21% Basic
55.76% Below Basic
NJ
28,470 Participants
1.79% Advanced
17.25% Proficient
26.21% Basic
54.74% Below Basic
Of 29 OECD Countries,
U.S.A. Ranked 24th
OECD Countries in Overall
Postsecondary Attainment
Source: 2007 OECD Education at a Glance,
www.oecd.org/edu/eag2007. Note: data is for 2005.
OECD Nations in the
Percentage of Young Workers
with an Associates Degree
Source: 2007 OECD Education at a Glance,
www.oecd.org/edu/eag2007. Note: data is for 2005.
U.S. is one of only two nations
where today’s young people
are not better educated than
their parents
Source: 2007 OECD Education at a Glance,
www.oecd.org/edu/eag2007. Note: data is for 2005.
For Every Child
“I want all our children to go to schools
worthy of their potential—schools that
challenge them, inspire them, and
instill in them a sense of wonder about
the world around them. I want them to
have the chance to go to college. . .I
want them to get good jobs. . .”
President Barack Obama, 2009
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Federal Agenda
• Articulates a reform agenda and states’
participation in it
• Advances 21st century standards and
assessments
• Fully implements a statewide longitudinal data
system to improve instruction
• Improves teacher and principal effectiveness
based on performance (student growth and
evaluation systems)
• Intervenes and turns around lowest achieving
schools
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State Assurances
Standards
Proficiency
Effective Teaching
Learning
Data Systems
Use of Data for
Instructional Decisions
Turnaround Schools Implementing Successful
Practices
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New Jersey’s Vision
• Every student must graduate from
high school ready for college and a
career
• Going to college will be a choice
every student can make
• Districts align to standards,
assessments, and graduation
requirements
Governor’s Reform Plan
• Provides alternatives to failing schools
(charters, choice, and Opportunity Scholarship
Act)
• Rewards innovative, effective, and high quality
teachers (based on competency not seniority)
• Reforms teacher and school leaders evaluation
systems (student achievement and merit pay)
• Enhances NJSMART to measure learning in
classroooms and schools
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Common Core Standards
• Higher, clearer, and fewer
• Align with knowledge and skills needed in
the digital age
• Prepare students for college and career
• Integrate 21st century content, technology,
global perspectives, and other content
areas
• Focus on synthesis, application of
knowledge, and creativity
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New Assessments (2014-15)
• Measure depth and breadth of the Common
Core Standards (Grades 3-12)
• Provide end of year assessments and
formative tests
• Anchor system to college and career tests in
high school
• Move testing to computer-based system
• Hold educators accountable for student
performance that is college and career ready
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Framework for School
Improvement Model
• Research-based (Payne, Marzano, Reeves)
• Comprehensive program that assists
schools improve student achievement
• Based on a model that dramatically
improved student achievement in
Washington County schools, Maryland
• Collaboration with NJPSA/FEA and
Learning Sciences International
(iObservation)
© 2010 Learning Sciences International
877.411.7114
www.iObservation.com
© 2010 Learning Sciences International
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www.iObservation.com
Vision and Mission
• Discuss current educational issues
• Review individual and shared values
• Discuss how students should be
prepared
• Focus on high expectations for all
students
• Create strategies to implement
changes and live the vision
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Data Analysis
• Analyze multiple assessment data to determine
how students are meeting high standards
• Review critical student data: course enrollment,
suspensions, AP classes, graduation rate
• Determine how teachers discuss and analyze
data and how instruction is influenced based on
analysis
• Determine how district makes data available to
schools and how district works with school staff
© 2010 Learning Sciences International
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Research-Based Instructional
Practices
• Curriculum is aligned to new standards and
Common Core
• Teachers use the curriculum and exemplars
• Teachers work together in professional learning
communities
• District and classroom assessments are aligned
to the new standards
• Professional development includes Blueprints
for Student Success and SMARTmove
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Teacher and
Leadership Performance
Learning Sciences International
iObservation
Resources : White Paper
Creating an Aligned System to Develop Great Teachers
within the Federal Race to the Top Initiative
www.iObservation.com/whitepapers
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Partnerships for Research:
Dr. Robert Marzano (exclusive)
• 41 key research-based strategies for student
achievement
• How and when to use the strategies within instruction
to maximize student learning
Charlotte Danielson and ASCD (exclusive)
• Teacher Effectiveness Suite
Dr. Douglas Reeves (exclusive)
• Leadership practices conducive to effective teaching
© 2010 Learning Sciences International
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www.iObservation.com
A System to facilitate a cycle of
continuous instructional improvement
and professional learning
iObservation is a comprehensive webhosted professional learning system to
collect, manage, analyze, and act on data
gathered through, classroom observations,
teacher feedback, peer feedback, student
feedback, student achievement data as well
as a collaborative, professional learning
resource center.
© 2010 Learning Sciences International
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School
Leadership
• Leaders of Learning Program
Teachers
Technology
• Teacher Workshops
• Collaboration around a
research based
Comprehensive Model of
Instruction
• Online Courses
• Deliberate Observation &
Feedback Practice
• Library of Online Resources
(On demand professional
learning)
• Data Driven Decisions
• Deliberate Practice of
Research-based strategies
• Leadership Support and
Technical Assistance
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• Instructional data collection
and reporting system
empowering all
• Data Driven Decisions
• Professional Learning
Resource Center
• Self Assessment and
Reflection
• Online Conferencing and
Discussion Boards
www.iObservation.com
Current Environment
• Race to the Top
• School Improvement
• Reauthorization
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www.iObservation.com
Great Teachers and Leaders:
Multiple measures making growth
and evaluation
Intertwined
Codependent
Reciprocal
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Multiple Measures:
Teacher
Leader
• Supervisor Observation Data:
• Supervisor Observation Data:
– Classroom Observations
– Building & Leadership Observations
– Walkthroughs
– Building Walks
• Peer Observation Data
• Teacher Self Assessment Data
– Self Assessment
– Self Observation (video)
• Student Survey Data
• Student Achievement Data
– Teacher Generated
– Standardized
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• Peer Observation Data
• Leader Self Assessment Data
– Self Assessment/Reflection
– Self Observation
• Survey Data
• Student Achievement Data
– Teacher Generated
– Standardized
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How Do We Get There?
© 2010 Learning Sciences International
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The Importance of Effective Teaching
Research tells us that the role of the teacher is the single
greatest factor on student learning. (Sanders, et al)
Research also tells that one of the greatest factors central
office can contribute is to maintain a singular focus on
improving instruction. (Marzano and Waters, 2009)
© 2010 Learning Sciences International
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www.iObservation.com
Leadership Goal for Teacher
Effectiveness
Goal is for every teacher to measurably improve
his or her instructional practice every year.
Improving a teacher’s strategies and behaviors in
the classroom should be the primary goal of
supervision and evaluation.
© 2010 Learning Sciences International
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www.iObservation.com
Key Points:
Effective teacher = student achievement
(use of research-based strategies to achieve student learning
results)
Effective Principal = Effective Teachers
Student achievement scores are lagging indicators.
Teacher behavior is a leading indicator
(effective use of research-based instructional strategies)
© 2010 Learning Sciences International
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4 Keys to Teacher Growth
Goal is for every teacher to increase his/her effectiveness every year:
• Assessed growth in use of research-based strategies
(multiple measures against a common language/framework of
instruction)
• Rigorously aligned professional development
• Deliberate practice
• Connections to student achievement
Principals must put the conditions in place for teachers to
realistically increase their effectiveness every year.
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Common Language/Framework Based Upon
Decades of Research
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Why is a Common Language/Model of
Instruction Critical for Developing
Effective Teachers?
• Definition of Effective Teaching so every leader and every teacher
knows what effective teaching looks and sounds like
• Inter-rater reliability for supervisors, teacher leaders,
coaches, and teachers
• Ability to provide professional development rigorously aligned to the
Model of Instruction and measure progress in improving teacher
practice
• Consistency for data collection to measure progress across
classrooms, schools and districts
Common Language/Model of Instruction
must:
• Accurately reflect the complexity and sophistication of the
teaching/learning process
• Indentify the key strategies revealed by research for effective teaching
within a framework of instruction
• Must go beyond “high-yield” strategies
• Articulate the relationship between teacher and student evidence
• Identify which research-based strategies are appropriate for different types
of lessons or lesson segments
• Include rubrics with a clearly defined continuums of implementation and
evidences sufficient to impact student learning
• Be flexible to allow districts to adapt and adopt the model to reflect local
needs and priorities yet retain the Common Language
Typical bell curve of student results from
teachers using a research-based strategy
Decreased
Student
Achievement
ES=0
Increased Student
Achievement
Research-based
strategies have a high
probability of raising
student achievement if
they are used:
• In the part (segment) or
type of lesson that is
appropriate for the
strategy
• At the appropriate level
of implementation
MISALIGNED SYSTEM
ALIGNED SYSTEM
No Common Language or Model of Instruction
Common Language or Model of Instruction
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An Aligned System of Feedback
Self
Observation
• Teachers analyze their own teaching through videotapes
Self Reflection
• Teachers reflect upon their practice
Instructional Rounds
Observations
Walkthroughs
Common and Comprehensive Model of
Instruction
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• Teacher and administrator teams engage
collectively in examining a model or
language of instruction
• Observation of an entire lesson
• Identify trends and patterns
across classrooms, grade levels,
schools and district
Art and Science of Teaching Observation and
Feedback Protocol
ROUTINE SEGMENTS
CONTENT-SPECIFIC
SEGMENTS
SEGMENTS ENACTED ON
THE SPOT
Learning Goals and
Feedback
Interacting with New
Knowledge
Student Engagement
Rules and Procedures
Practicing and Deepening
Knowledge
Adherence to Rules and
Procedures
Generating and Testing
Hypotheses
Teacher/Student
Relationships
High Expectations
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iObservation Demonstration to
Generate Multiple Measures using
Dr. Marzano’s Art and Science of
Teaching Protocol
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