Transcript The Critical Components to Lead an Urban Culturally and

THE CRITICAL COMPONENTS TO LEAD
AN URBAN CULTURALLY AND
LINGUISTICALLY DIVERSE SCHOOL
DURING HIGH LEVELS OF
ACCOUNTABILITY FOR TEACHER AND
STUDENTS
MARIA URIBE & SALLY NATHENSON-MEJIA
CABE 2014
THE FRAMEWORK FOR SCHOOL
LEADERSHIP ACCOMPLISHMENTS
For principals to create and sustain a set of important
school accomplishments, we suggest that they operate
in four leadership domains:
(1) as active participants in developing in the goals
towards which school conditions are directed,
(2) as responsible agents in determining which
school conditions are important and which
should receive emphasis at any given time,
(3) in day-to-day actions to establish and maintain
important school conditions, and
(4) as stewards for the many social connections
and networks
Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007).
Principal Accomplishments: How school leaders succeed.
New York: Teachers College Press.
GOLDRICK’S FRAMEWORK
STUDENT EFFORT AND LEARNING
TO INFLUENCE STUDENT LEARNING, SCHOOLS CREATE CONDITIONS THAT
SUSTAIN AND FOCUS AND EFFORT ON ACADEMIC TASKS.
Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R.,
(2007). Principal Accomplishments: How school
leaders succeed. New York: Teachers College Press.
LEDE PART 1
4
Time in L1
Homogeneous Groups
Literacy in Native language (L1)
Interaction with L1
Build Content in L1
Literacy in English (L2)
Time in
L2
Homogeneous Groups
Oral Communication L2
Interaction with Text
Vocabulary Development
for Content
Time
to Explore
Bilingualis
m
Heterogeneous Groups
 Academic Language
Time with
integrated
groups
 Content Subjects
Adapted from Latimer,
Shannon, Commins 2004
LITERACY GROUPS
1ST
2ND
ELA S/E
ELA E
ELA S/E
ELA E
ELA S/E
ELA E/S
ELA E
ELA E
ELA S/E
ELA E/S
ELA E
ELA E
ELA S/E
ELA E/S
ELA E/S
ELA E
ELA E
ELA E
ELA E
3RD
4TH
&
5TH
CRITERIA FOR INTEGRATED GROUPS
FIRST GRADE
SECOND GRADE
ELA S
LAS 1
ELA S
LAS1
ELA S
LAS1
ELA S
LAS 1
ELA S
LAS 1/2
ELA S
LAS 2/3
ELA S
LAS 1/2
ELA S
LAS 2/3
THIRD GRADE
FOURTH GRADE
ELA E (B)
LAS 2
ELA E
LAS 3
PPF & Other
languages
PPF & Other
languages
ELA S
LAS 2
Spanish & Other
languages
ELA S
LAS 1/2
PPF& Other
languages
PPF & Other
Languages
ELA E
LAS 1/2/3/4
ELA E
LAS 1/2/3/4
PPF & Other
languages
PPF & Other
languages
ELA E
LAS 1/2/3/4
ELA E
LAS 1/2/3/4
PPF & Other
languages
PPF & Other
languages
FIFTH GRADE
ELA E
LAS 3
ELA E
LAS 1/2/3
ELA E
LAS 1/2/3/4
PPF & Other
languages
CREATING THE ENVIRONMENT FOR LEARNING
ACCOMPLISHMENTS: WHAT GETS DONE BY
THE ENTIRE SCHOOL

LEARNING GOALS (DEFINED)

INSTRUCTION (PROVIDED)

STUDENT CLIMATE (SUSTAINED)

RELATED SERVICES (PROVIDED)
Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007).
Principal Accomplishments: How school leaders succeed. New
York: Teachers College Press.
LEDE PART 1
8
EVERY ADULT IS INVOLVED IN THE LIVES
OF OUR STUDENTS
.
Examine Student Data
Leadership Team
Principal/AP
Math/Science
Literacy
Vertical Teams
Science
LEAP
Literacy
Data
TL Teachers
Grade Level Teams
Math
PD
ECE – 5
Support Staff
Data/Grade Level Teams
ECE - 2
3-5
STRATEGY ONE: CREATE CONDITIONS TO ENSURE TEACHER EFFECTIVENESS.
THIS WILL REQUIRE US TO DEVELOP A SHARED DEFINITION OF EFFECTIVE
TEACHING; DO MORE TO SUPPORT TEACHERS IN BECOMING EFFECTIVE
TEACHERS; AND DEVELOP PRINCIPALS TO BE EFFECTIVE LEADERS
Book Studies
Fidelity, Consistency
and Vertical/Horizontal
Implementation
of the Curriculum
Staff
Development
Decisions
Coaching
Co-teaching
Student
Data
Learning Labs
Observations
Peer Observations
Instructional Rounds
STATE DATA
Elem
TCAP/CSAP, CoAlt/CSAPA,
Lectura, Escritura
Academic Achievement (Status)
Description: % P+A in reading,
writing, math and science
Expectation: %P+A is at or above the
50th percentile by using 1-year or 3years of data
MS
HS
71.65%
-
-
Elem
42.86%
R
M
70.89%
-
-
49.2%
-
-
W
53.52%
-
-
29.76%
-
-
Approaching
S
47.53%
-
-
28.4%
-
-
* Consult your School Performance Framework for
the ratings for each content area at each level.
Academic
Growth
Description: Growth in TCAP/CSAP for
reading, writing and math and growth in
CELApro for English language
proficiency
Expectation: If district met adequate
growth: then median SGP is at or above
45.
If district did not meet adequate growth:
then median SGP is at or above 55.
Overall Rating for Academic Growth:
Elem
MS
HS
Elem
MS
HS
47
-
-
48
-
-
M
63
-
-
59
-
-
W
61
-
-
48
-
-
ELP
45
-
-
55
-
-
R
Median Student Growth Percentile
Academic Growth
Gaps
HS
-
Description: Growth for reading, writing and math by
disaggregated groups.
Expectation: If disaggregated groups met adequate growth,
median SGP is at or above 45.
If disaggregated groups did not meet adequate growth,
median SGP is at or above 55.
Overall Rating for Academic
Achievement:
Median SGP
Median Adequate SGP
Median Student Growth Percentile
MS
-
Meets
* Consult your School Performance Framework for the
ratings for each content area at each level.
Overall Rating for Growth Gaps:
See your school’s performance frameworks for
listing of median adequate growth expectations
for your district’s disaggregated groups,
including free/reduced lunch eligible, minority
students, students with disabilities, English
Language Learners and students below
proficient.
See your school’s performance frameworks for
listing of median growth by each disaggregated
group.
Meets
* Consult your School Performance Framework for
the ratings for each student disaggregated group
at each content area at each level.
TEACHER AND TEACHER CANDIDATES VOICES
• MANY OF THE TEACHERS AT GOLDRICK WENT THROUGH THE UCD PROGRAM AND CONTINUE TO FURTHER
THEIR EDUCATION THROUGH UCD, OR PROFESSIONAL DEVELOPMENTS. TEACHERS ARE CONSTANTLY
SHARING IDEAS, REFLECTING ON LESSONS, AND OPENING THEIR CLASSROOMS TO STUDENT TEACHERS
AND THE DISTRICT IN ORDER TO BETTER THEIR PRACTICE.
• I AM OPEN TO HELP ANY TEACHER CANDIDATE WHEN NEEDED SUCH AS THEM OBSERVING A LESSON,
OBSERVING MY CLASSROOM, OR SIMPLY SHARING IDEAS OR TIPS. MANY TEACHERS AT GOLDRICK ARE
VERY HELPFUL AND WILL GIVE THEIR TIME TO HELP OUT THE TEACHER CANDIDATES.
FSLA ELABORATION—LEARNING ENVIRONMENT
Learning Goals
Environment for
Learning
Instruction
Student Climate
Related Services
LEDE
PART
1
Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007).
Principal Accomplishments: How school leaders succeed. New
Ambitious, comprehensive goals
Alignment across levels and subjects
Curriculum-linked resources
Purposeful teaching
Student engagement
Curriculum and pedagogy
Assessment for student learning
Classroom environment and culture
Climate for student learning
Student relationships
Behavior support system
Special student needs identified
Special
18 student services delivered
PROFESSIONAL EFFORT
• PROFESSIONAL EFFORT IS
ESSENTIAL TO CREATING AN
ENVIRONMENT FOR LEARNING
• SCHOOL LEADERS CAN CREATE
CONDITIONS THAT MAXIMIZE
PROFESSIONAL EFFORT AND
POSITIVELY IMPACT TEACHING
Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007). Principal
Accomplishments: How school leaders succeed. New York: Teachers College
Press.
LEDE PART 1
19
TEACHER AND TEACHER CANDIDATES’ VOICES
“WE WORK AS A TEAM AND ARE CONSTANTLY SHARING NEW IDEAS, OFFERING SUGGESTIONS,
SUPPORT AND NEW WAYS OF INCORPORATING WHAT WE ARE LEARNING INTO OUR TEACHING
PRACTICE. WE AS A STAFF ARE ALWAYS LOOKING FOR NEW IDEAS, THE LATEST RESEARCH ABOUT
HOW KIDS LEARN, EFFECTIVE PRACTICES FOR ELLS, ETC. TO ENSURE WE ARE UP TO DATE IN OUR
PRACTICES.”
“GOLDRICK IS A GREAT PLACE TO TEACH AND LEARN TO TEACH. THERE IS A CERTAIN UNDERSTANDING
BETWEEN ALL TEACHERS BOTH NOVICE AND EXPERT THAT WE ARE ALL LEARNERS. THEREFORE WE CAN
ALL LEARN AND GROW TOGETHER AND FROM EACH OTHER. WE DISCUSS STORIES ABOUT OUR
SUCCESSES AND FAILURES AND WE ASK QUESTIONS WHEN WE DON’T KNOW ANSWERS OR ARE
CONFUSED.”
TEACHER ACCOUNTABILITY
“EVALUATION WAS A CONSTANT AND ALSO CONSISTENT FOR ALL TEACHERS.
EVALUATIONS WERE ONGOING AND DONE BOTH FORMALLY AND INFORMALLY. AS PART
OF THE INFORMAL EVALUATIONS, THE PRINCIPAL MADE IT PART OF HER EVERYDAY
ROUTINE TO BE IN CLASSROOMS ON A REGULAR BASIS. THIS CLASSROOM PRESENCE
ALLOWED HER TO INTERACT WITH THE INSTRUCTION AND STUDENT LEARNING THAT
WAS TAKING PLACE IN ALL CLASSROOMS. IT PROVIDED A SENSE OF REAL
CLASSROOM CULTURE AND LIFE THAT EACH TEACHER WORKED TO CREATE.
TEACHER ACCOUNTABILITY
FORMAL EVALUATIONS GROUNDED EVERYTHING IN OBSERVATIONAL DATA GUIDING THE
AUTHENTICITIES OF CLASSROOM LIFE THAT TEACHERS MAY NOT HAVE BEEN ABLE TO
RECOGNIZE WITHOUT THE DATA. ADDITIONALLY, WITH THE KNOWLEDGE OF BOTH
INFORMAL AND FORMAL OBSERVATIONS, PART OF THE PRINCIPAL’S PRACTICE WAS TO
BUILD ON AND MAKE ALL INSTRUCTIONAL EFFECTIVE PRACTICE OBSERVATIONS PUBLIC
TO THE STAFF.
THESE WERE ANNOUNCED AND PRESENTED AS KUDOS DURING STAFF MEETINGS, GRADE
LEVEL MEETINGS WHEN QUESTIONS CAME UP, AND THROUGH ONGOING LEARNING LABS
FOR TEACHERS TO OBSERVE. THIS CREATED AN ENVIRONMENT OF COLLABORATION
BETWEEN THE TEACHERS, A SHARED COMMUNITY AND A HIGH LEVEL OF MOTIVATION FOR
ALL TEACHERS TO CONTINUALLY CRAFT AND EVOLVE THEIR PEDAGOGICAL PRACTICES.”
• WHEN THE LEAP EVALUATION PROCESS AND INDICATORS WERE FIRST INTRODUCED WE WERE OVERWHELMED TO SAY
THE LEAST. THE PROCESS WAS NOT ONLY NEW BUT ALSO A GIGANTIC CHANGE FROM THE WAY WE WERE EVALUATED
IN THE PAST. THE MAIN COMPONENTS WE HAD TO OVERCOME WERE TO UNDERSTAND EACH OF THE INDICATORS ON A
DEEP LEVEL AND SOMEHOW, SEAMLESSLY INCORPORATE A VAST AMOUNT OF INDICATORS INTO OUR LESSONS. AS
PART OF THE LEARNING PROCESS OUR LEADER, DR. MARIA URIBE INITIATED AND LED EACH GRADE LEVEL AN
OPPORTUNITY TO OBSERVE HER TEACHING WITH OUR STUDENTS WHILE WE (THE TEACHERS) WATCHED AND
EVALUATED HER ON THE NEW EVALUATION SYSTEM. SHE TOOK THE RISK FIRST AND ALLOWED US TO EVALUATE HER AS
SHE WAS GOING TO DO WITH EACH OF US. THIS SERVED AS A TRI-PART LEARNING OPPORTUNITY. FIRST, WE WERE
ABLE TO LEARN THE INDICATORS BY EVALUATING OUR LEADER IN HER LESSON. SECOND, WE WERE ALSO ABLE TO SEE
EXAMPLES OF HOW CERTAIN INDICATORS WERE DELIVERED WITHIN INSTRUCTION PROVIDING US WITH A BASE TO
WHICH WE COULD SPRINGBOARD INTO OTHER INSTRUCTIONAL IDEAS. THIRD, AND FINALLY, ONCE WE HAD SEEN OUR
PRINCIPAL GO OUT ON A LIMB AND TAKE THE RISK OF TEACHING WHILE WE EVALUATED HER, IT WAS NOT AS
OVERWHELMING AND ANXIETY DRIVEN AS IT WAS BEFORE. WE ALL BECAME AT EASE AND WERE ABLE TO IMPLEMENT
AND GROW FROM THE OPPORTUNITY WE WERE PROVIDED AND EVENTUALLY BEGAN TO WELCOME THE EVALUATION
PROCESS.
TEACHER EVALUATION
• AS A TEACHER AT GOLDRICK, THERE WERE MANY STRUCTURES AND ROUTINES THAT HELPED ME GROW
AS A TEACHER. FIRST OF ALL, THE SCHEDULE IS VERY CLEAR. EVERYTHING IN THE BEGINNING OF THE
YEAR IS EXPLAINED WHICH WAS EXTREMELY HELPFUL AS A NEW TEACHER. AS THE YEARS HAVE GONE BY,
THE ROUTINES SUCH AS FACULTY MEETINGS, SPECIALS, LUNCH, EVERYDAY THINGS ARE CLEAR AND THEY
WORK.
• “I HAD AN IDEAL SITUATION IN THAT I ENDED UP GETTING HIRED AS A TEACHER IN THE GRADE LEVEL THAT
I HAD DONE MY STUDENT TEACHING IN. MY FIRST YEARS OF TEACHING BECAME AN EXTENSION OF MY
INTERNSHIP AS I WORKED ALONG SIDE MY CLINICAL TEACHER. SHE AND THE OTHER TEACHERS IN THAT
GRADE LEVEL WERE AND AMAZING SUPPORT TO ME AS I PLOWED MY THROUGH PLANNING,
INSTRUCTION, CLASSROOM MANAGEMENT AND OVERALL ORGANIZATION. I CAN’T IMAGINE GETTING
THROUGH THOSE FIRST YEARS WITHOUT THEM.”
TEACHER EVALUATION
• “MY CLINICAL TEACHERS WERE ALSO A GREAT SUPPORT AND ALLOWED ME TO REALLY
“DIVE IN” FROM THE START.”
• “GOLDRICK ELEMENTARY IS A VERY SPECIAL PLACE IN THAT THE TEAM ATMOSPHERE
PROVIDES OPPORTUNITY FOR ALL TEACHERS TO GROW AND DEVELOP TOGETHER NO
MATTER WHAT THEIR STARTING LEVEL IS. THE PRINCIPAL IS AN EXPERT IN ACADEMIA
AND BEST PRACTICES AND THROUGH PROFESSIONAL DEVELOPMENTS AND LEARNING
LABS IS REGULARLY CHALLENGING AND HONORING THE EXISTING INSTRUCTIONAL
PRACTICES TO ADVANCE AND IMPROVE. (ALL WHILE CONGRATULATING US ON THE
ACCOMPLISHMENTS WE HAVE MADE.)”
SUMMARY
• INFORMATION CONSTANTLY EMERGING TO • REALITIES ON A DAILY BASIS IN THE SCHOOL SETTING
THE SCHOOL TO IMPLEMENT THE GOALS
• HIGH EXPECTATIONS AND DIFFICULT
CONDITIONS
FROM FAMILIES, STUDENTS TEACHERS AND
COMMUNITY.
• CREATING MECHANISMS THAT BALANCE COMPETING
GOALS.
• STUDENTS MEETING STANDARDS AND
• REDUCE AMBIGUITY, EVALUATE WHETHER STUDENTS ARE
• BALANCING STUDENTS GOALS
• COLLECTIVE DECISION ABOUT GOALS AND ITS PRACTICE
SCHOOL MAKING THE GROWTH
LEARNING WHAT IS EXPECTED, HOLD ACCOUNTABILITY AS A
TEAM, MAKE LEARNING MORE EFFECTIVE FOR THE LEANERS.
•ACCOUNTABILITY ? YES!
WITH RESPECT!
•HIGH EXPECTATIONS? YES!
WITH RESPECT!
• PERFORMANCE? YES!
WITH RESPECT!
FOR TEACHERS, STUDENTS AND
FAMILIES!!!!!