Transcript Document

QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
SYSTEM CHANGE:
MIRACLES IN PROGRESS
TEACHER INDUCTION,
MENTORING AND RENEWAL
November 4, 2006
Dr. Carol Rolheiser
Ontario Institute for Studies in Education of the
University of Toronto
[email protected]
To provide an interactive exploration
of a District case study - features
include:
•
•
•
-Carol Rolheiser
OISE/UT, 2006
Defining, implementing and evaluating
system change focused on literacy
achievement
Shared leadership and comprehensive
professional development for teachers
and administrators
Lessons learned to support professional
renewal and literacy capacity-building
across Ontario
Quote
Walk-About
- Carol Rolheiser, OISE/UT, 2006
Quote Walk-About
Meet one other person
and share a personal
connection
to your quote…
what does it mean to you?
Repeat with 2 partners.
- Carol Rolheiser, OISE/UT, 2006
“Improving the quality of instruction is the
only way to improve overall student
achievement. Teacher quality is the single
most accurate indicator of a student’s
performance in school.”
Carter, S. C. 2000. No excuses: Lessons from 21
High Performing High Poverty Schools. Washington, DC
Some
Themes
Empowerment
Carol Rolheiser, OISE/UT, 2006
What is a
learning
community?
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
…a learning community consists of a
group of people who take an active,
reflective, collaborative, learningoriented,and growth-promoting approach
toward the mysteries, the problems and
perplexities of teaching and learning.
- Mitchell & Sackney, 2001
Professional Learning Communities
Five Core Characteristics
 sharing basic norms and values about students,
learning and teaching
 reflective dialogue about teaching practice and
student learning
 deprivatization of practice through open
discussion and problem solving
 collective focus on student learning drives
decisions
 collaboration exists across levels and department
groups.
System thinkers in action…are conscious of
the fact that they are changing contexts as they
help solve problems within them.
- Michael Fullan, Beyond Turnaround Leadership, 2006
what is one
system
change/
challenge
you are
grappling
with?
- Partner Share -
Quic kT ime™ and a
T IFF (Uncompress ed) decompress or
are needed to s ee this pi cture.
- Carol Rolheiser, OISE/UT, 2006
Four Critical
Dimensions
 District Vision
 Strategic Leadership
Lyn Sharratt & Carol Rolheiser, 2006
Four Critical
Dimensions
 Data Drives Instruction
 Parental and Community Involvement
- Lyn Sharratt & Carol Rolheiser, 2006
How did we get there?
Phase 1: Keep the focus on quality
instruction and assessment
Phase 2: Going deeper demands will and
perseverance
Phase 3: Putting it all together is everyone’s
responsibility
- Lyn Sharratt & Carol Rolheiser, 2006
1) At your table group number off
1, 2, & 3
• “1” read “Phase 1”
• “2” read “Phase 2”
• “3” read “Phase 3”
and record some jot notes of
key points (Retell) and key
personal connections (Relate).
- Carol Rolheiser & Lyn Sharratt, 2006
etell
elate
Phase 1
Phase 2
Phase 3
eflect
- C. Rolheiser, OISE/UT, 2006
2) As a team of 3 report back on
your sections using “Retell” and
“Relate”.
3) Consider the final questions as a team
and record under “Reflect”.
- Carol Rolheiser & Lyn Sharratt, 2006
etell
elate
Phase 1
Phase 2
Phase 3
eflect
What resonated for you?
What questions were raised?
What are the implications of these ideas to your
own context(s)?
- C. Rolheiser, OISE/UT, 2006
QuickTime™ and a
TIF F (U ncom pressed) decom pres
are nee ded to see t his picture.
Increase student literacy achievement by:
• using assessment data for instruction and selection
of resources;
• building teacher and administrator capacity in
literacy instruction; and
• building sustainable, collaborative professional
learning communities within schools and among
schools across the district.
- Carol Rolheiser & Lyn Sharratt, 2006
Figure 2. Grade 3 EQAO Reading: % of All Students at Levels 3 & 4
80%
LC High Focus Schools
LC Low Focus Schools
York Region DSB
Ontario
75%
70%
65%
60%
55%
50%
45%
40%
1998-99
1999-00
2000-01
2001-02
School Year
2002-03
2003-04
Figure 3. Grade 3 EQAO Writing: % of All Students at Levels 3 & 4
80%
LC High Focus Schools
LC Low Focus Schools
York Region DSB
Ontario
75%
70%
65%
60%
55%
50%
45%
40%
1998-99
1999-00
2000-01
2001-02
School Year
2002-03
2003-04
A system and school leadership
commitment to 13 parameters that
make a difference in increasing
student achievement.
Refer to self-evaluation guide
used by school teams….
- Carol Rolheiser & Lyn Sharratt, 2006
13 Literacy
Parameters
1 – Shared beliefs and understandings
2 – Embedded literacy teachers
3 – Timetabled literacy block
4 – Principal leadership
5 – Full implementation of Reading Recovery™
6 – Case management approach
7 – Literacy professional development at school staff meetings
8 – In-school grade meetings
9 – Book rooms of leveled books
10 – Allocation of school budget for literacy resources
11 – Action Research focused on literacy
12 – Parental involvement
13 – Cross-curricular literacy connections
- Sharratt, L. & Fullan, M. (2006). Accomplishing districtwide
reform. Journal of School Leadership, 16, 583-595.
Continuum Handout
- Lyn Sharratt, March 2006, YRDSB
In Your School Team
• Place your school on the continuum from awareness
to full implementation for this parameter:
1. Shared Beliefs and Understandings
a)
b)
c)
d)
all students can achieve high standards given the right time and support
all teachers can teach to high standards given the right assistance
high expectations and early intervention are essential
teachers need to be able to articulate what they do and why they teach the way they do
1
Awareness
5
Full
Implementation
- Lyn Sharratt, March 2006, YRDSB
Shared Beliefs and Understandings
FOCUS FOR VIEWING:
• What do you observe that
indicates this parameter is being
implemented?
• What role do mentors/coaches/leaders
play in the development of shared
beliefs and understandings?
- Carol Rolheiser & Lyn Sharratt, 2006
In Your School Team
• Place your school on the continuum from awareness
to full implementation for this parameter:
2. Designated Staff Member for Literacy
--- See handout for specific criteria ---
1
Awareness
5
Full
Implementation
- Lyn Sharratt, March 2006, YRDSB
Designated Staff Member for Literacy
FOCUS FOR VIEWING:
• What do you notice about these
mentors/coaches…what is the nature of
their support?
- Carol Rolheiser & Lyn Sharratt, 2006
1. Literacy is everyone’s business.
2. Principals commitment to participate
as lead learners is critical.
3. Embedded staffing and sustained PD
for all teachers is critical. Both need to
be funded appropriately.
4. Specific parameters critical to success
need to be identified and utilized to
guide precision in teaching and
implementation.
5. Identify distractors that are
roadblocks.
- Lyn Sharratt & Carol Rolheiser, 2006
Leaders who are focused
On Enhancing
Quality Teaching...
1. Identify examples of good practice.
2. Get the conversation going.
3. Generate opportunities for
faculty to individually and collectively
try out new ideas, share the
outcomes, and plan for ongoing growth.
- E. Adam & J. Quinn, 2003
• Does the intensive support model of going deeper in
assessment and instruction make a difference in sustaining
student achievement?
• Where are the large-scale reform models of Literacy
improvement at the secondary level from which we can learn?
• How do principals sustain Literacy improvement while
sustaining the well-being of their staffs and themselves?
- Lyn Sharratt & Carol Rolheiser, 2006
What are the
implications of these
ideas for your own
work?
- Carol Rolheiser, OISE/UT, 2006
There are no miracles
that happened,
Only hard work.
-Helen Keller