Transcript Document
Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 Instructional Leadership: The Challenges in High Schools and Pathways Daphannie Stephens Center for Urban School Leadership U.C. Berkeley Pathways Connections Drawn from W. Norton Grubb, “Sunup to Sundown and Beyond: Leadership Challenges in High Schools and in Multiple Pathways”. Quality criteria 2.3, Instruction; 3.4, Professional Development; and 3.5, Qualified Staff. Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 Restructuring high schools is not enough: “It’s about the teaching, in order to improve the learning. We can restructure our high schools as much as we like, but unless we improve the quality of teaching, we will not see achievement improve.” Bersin Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 Conceptions of Education Chart from Multiple Pathways & the Future of Democracy by Rogers, Kahn, Middaugh 2008 Traditional Approach to Vocational Ed Dual Curriculum: Vocational Education & •College Academic •Work Curriculum Multiple Pathways Approach Deweyan Approach Integrated Curriculum: College Prep & Internships Unitary Curriculum: Political Economy School Based Activities •Vocational skills •Academic studies Academic lessons applied in career, worksite, internship context Project based learning that promotes inquiry about workplace Purpose of Education Prepare some for: •Manual work •Decision Making Prepare all for: College & Careers Prepare all to be: Active citizens & change agents in workplace & society Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 Features of “Instruction Focused” Schools • Classroom observation in many formats • Equity centered evidenced based practice • Individual feedback, guidance, coaching • Professional learning communities & differentiated PD • Problem-based collaboration among teachers • Focus on instruction in hiring, evaluation, meetings • Creatively intertwine district/state initiatives with site focus • Integrated standards based curriculum maps Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 Pair Share What are the successes and challenges around instruction at your site? Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 “Go Slow to Go Fast” • • • • • • • Situational analysis & micro-politics Utilize adult learning theory Share the challenge data Find the appropriate entry point & leaders Create structured time & agendas Support the ongoing work Agree upon: goals, expectations, language, behaviors, indicators of progress… • Use data to track implementation & impact Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 Distributive Leadership & Collective Participation “Consistency of pedagogical approaches, which is highly desirable if students are taking classes linked to one another, is impossible without collective decisions…One challenge in implementing Multiple Pathways, then, is shifting from a conventional topdown organization to one that is more “organic” and participatory.” Challenging the Deep Structure of High School: Weak and Strong Versions of Multiple Pathways -W. Norton Grubb Beyond Tracking, 2008 Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 Use of Meeting Time Connect Coordinate Collaborate Closure Collective Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 The Boyle Framework Capacity for regeneration Turning Failing Schools Around: Intervention in Inverse Proportion to Success by Alan Boyle Challenge Stimulate Take Over Coach (Develop) Willingness to change Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 Taking It Back Consider the following questions: 1. How can you start to build a collaborative school culture? 2. How can you achieve a shared understanding of “evidence of rigor” in project based classrooms that you can see when doing walkthroughs & observations? Which question seems highest leverage for you & your school? Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 Taking It Back Journal: Complete side one of the worksheet The “Criteria” can be one of the previous questions, discussion points or anything from related elements on the criteria tool Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 Consultancy Grouping 1. Wall-to-wall pathways, academies, slc 2. Non wall-to-wall pathways in a comprehensive school 3. Small stand alone high school 4. Other And then • Principals • Assistant Principals Center for Urban School Leadership University of California, Berkeley Graduate School of Education © 2009 Consultancy 1. Form cross district trios 2. Protocol Steps: • 4 minutes - Present your situation & question • 8 minutes - Discuss the presenters concern sharing ideas, questions, possible next steps • 3 minutes - Presenter shares new thinking 3. Select next presenter & start again!