Transcript Document

EFFECTIVE
SCHOOLS
Using the Correlates of
Effective Schools to
Improve Student Learning
Presented by
Lawrence W. Lezotte, Ph.D.
National Education Consultant
Your school is
perfectly aligned to
get the results
you are currently getting.
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Schools were never
designed, or even
intended, to successfully
teach all students a high
standards curriculum.
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Navigating the
Perfect Storm
1. Higher Standards
2. Higher Percentage of
Challenging Students
3. Fewer Resources
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Assumption
You and your colleagues are
already doing the best they
know to do given the
context in which they find
themselves.
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The Leadership (Change)
Challenge
Take a “followership” to a place
they have never been and are not
sure they want to go.
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Different Perspectives on
School Improvement
1. People Change
2. Systems Change
3. Planned Change
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Wanted:
A Proven System for Action
EFFECTIVE SCHOOLS
RESEARCH AND PRACTICES
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Senge’s Double-Loop
Learning Model
Higher
Loop
Mission,
Core Beliefs,
& Core Values
Lower
Loop
Tactics,
Strategies,
& Behaviors
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Levels of Culture
Organizational
Culture and
Leadership
Artifacts:
Visible organizational
structures and processes
(hard to decipher)
by
Edgar H. Schein
Jossey-Bass
(2004)
Espoused Values:
Strategies, goals,
philosophies (espoused
justifications)
Basic Underlying Assumptions:
Unconscious, taken-for-granted beliefs,
perceptions, thoughts, and feelings
(ultimate source of values and action)
A System:
A network of interdependent
components that work
together to accomplish the
aim of the system.
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A System Must
1. Have a clear aim.
2. Be managed.
3. Have a pervasive
sense of mission.
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Getting Ready for
Continuous Improvement
Creating a Common
Language:
EFFECTIVE SCHOOLS
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Definition of an
EFFECTIVE School:
A school that can, in outcome
terms, reflective of its
“learning for all” mission,
demonstrate the presence of
equity in quality.
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Definition of an
IMPROVING School:
A school that can, in outcome
terms, reflective of its
“learning for all” mission,
demonstrate the increasing
presence of equity in quality.
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Correlates of
Effective Schools
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Safe & Orderly Environment
In the effective school, there is
an orderly, purposeful, businesslike atmosphere that is free from
the threat of physical harm. The
school climate is not oppressive
and is conducive to teaching and
learning.
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Clear and Focused Mission
In the effective school, there is a clearly
articulated mission through which the
staff share an under-standing of and a
commitment to the instructional goals,
priorities, assessment procedures, and
accountability. Staff accept responsibility for students’ learnings of the
school’s essential curricular goals.
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Climate of High
Expectations for Success
In the effective school, staff
believes and demonstrates that
all students can master the
essential school skills and that
they have the ability to help all
students attain that mastery.
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Opportunity to Learn &
Student Time on Task
In the effective school, a significant
amount of classroom time is dedicated
to instruction in essential skills. For a
high percentage of this time, students
are engaged in whole-class or largegroup, planned,
teacher-directed
learning activities.
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Frequent Monitoring of Student
Progress
In the effective school, student
academic progress is measured
frequently using a variety of
assessment procedures. Results
are used to improve both individual
student performance and
instruction.
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Positive Home-School Relations
In the effective school, parents
understand and support the
school’s basic mission and are
given the opportunity to play an
important role in helping the
school to achieve this mission.
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Strong Instructional Leadership
In the effective school, the principal acts
as an instructional leader and effectively
and persistently communicates the
mission to the staff, parents, and
students. The principal understands and
applies the characteristics of instructional
effectiveness in management of the
instructional program.
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Research LiNK
The Research LiNK is an online searchable database
of more than 1,600 research abstracts on topics
ranging from strategies that work in the classroom to
what works at the district level, and everything in
between—all organized around the Correlates of
Effective Schools. Each abstract summarizes the key
findings and their implications for school
improvement.
It’s quick - it’s easy - just
search and print!
FREE 10-DAY TRIAL:
Go to www.esleague.com/trial and enter the code word: tour
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Reality Check Survey Tool
Gotta do a needs assessment? With Reality Check
you can easily develop and administer a survey
online or on paper, in English or in Spanish, or both.
Create your own questions, draw from a bank of over
2,000 carefully crafted questions, pick from one of
three template surveys already designed for you by
Larry Lezotte — all organized around the Correlates
of Effective Schools.
FREE 10-DAY TRIAL:
Go to www.esleague.com/trial and enter the code word: data
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Teacher Best Practices
Written for practitioners and decision-makers, Teacher
Best Practices is an online searchable database of
strategies that focus on the effectiveness of instruction
in generating desired learning. TBP puts proven
practices at your fingertips by translating research into
plain English. The summaries offer an overview of each
strategy, plus detailed descriptions of the tactics
teachers use to successfully implement the strategy.
FREE 10-DAY TRIAL:
Go to www.teacherbp.com and enter the word teach in the
Enter Trial key box.
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The following screen is adapted from:
What Works in Schools:
Translating Research
into Action
by Robert J. Marzano
(ASCD, 2003)
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School-level Factors (ranked)
1.
2.
3.
4.
5.
6.
7.
8.
Opportunity to Learn
Time
Monitoring
Pressure to Achieve
Parental Involvement
School Climate
Leadership
Cooperation
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NEW MISSION
Learning for All
Whatever It Takes!
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Getting Ready for
Continuous Improvement
Creating a Common
Language:
EMPOWERED LEADERSHIP
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The 5 T’s of School Improvement
Theories
• Effective Schools
• Systems Thinking
• Continuous Improvement
Teams
• Empowerment
• Consensus Building
• Problem Solving
Time
• Team Time
• Staff Development
• Study Groups
Constantly
Improving
Student
Achievement
Technology
• Real Time Data
• Just-In-Time Information
• Research/Proven Practices
Tools
• Data Gathering
• Data Analysis
• Data Display
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Getting Ready for
Continuous Improvement
Establish the
Process:
Reflect
inclusive & collaborative
Clarify Mission,
Core Values,
Core Beliefs
Identify Essential
StudentLearnings
Study
Plan
Do
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Root Cause Analysis
The 5 “WHY’s”
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80/20 Rule
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Linking
Change Strategies
to
Student Achievement
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Change Structure
Suppose someone gave
you an increase in funds.
Change Time
Change Talent
Change Materials
Change Culture
What would
you buy
to increase
student
achievement?
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Change Structure
How will that
translate to:
Placing Students at
Appropriate Level of Difficulty
Change Time
Increasing Instructional
Time for Learning
Change Talent
Change Materials
Change Culture
Increasing
Student Engagement
Assuring
Instructional Alignment
Adding Guided Practice with
Immediate Feedback
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How will
that then
translate to:
Change Structure
Placing Students at
Appropriate Level
of Difficulty
Change Time
Increasing Instructional
Time for Learning
Change Talent
Increasing
Student Engagement
Increased
Motivation
+
Increased
Learning
to equal
Change Materials
Change Culture
Assuring
Instructional Alignment
Adding Guided Practice
With Immediate
Feedback
Increased Student
Performance
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Literacy
Coach
Teacher
Student
Increased Motivation + Increased Learning =
Increased Student Performance
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Gantt Chart
ACTIVITY
WHO’S
RESPONSIBLE
SEP
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
Research dropout
criteria for at-risk
students.
Review data on
previous dropouts.
Get principal approval
for criteria.
Identify at-risk
students.
Recruit staff to
conduct home visits.
Interview interested
staff.
Train staff for home
visits.
Conduct home visits.
Evaluate home visit
program.
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Use the Plan
Share the Story
Prepare to Adjust
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