Transcript Successful Schools - Natural Professional Development
Best Practices for Successful High Schools
If you always do what you always did, you will always get what you always got.
J. “Moms” Mabley
Current Characteristics Traditions that have Become Ruts Attendance Required Learning Optional Isolated Teacher Centered Instruction Shining Successes but Some Students “Falling through the Cracks” Some students overwhelmed while some are bored
Discussion
Reflect on high school?
Exemplary Characteristics Personalized Learning High Expectations Data - Driven Decisions 9th Grade Transition Challenging 12th Grade Rigorous and Relevant Curriculum Effective Leadership Relationships Driven by Guiding Principles Sustained Professional Development
Personalized Learning
Multiple Pathways Early Intervention Disaggregation of Data Leveling w/ Respect Small Learning Communities
Changes That Are Easier in SLC Building Relationships Identifying Student Needs Articulation of Curriculum Staff Collaboration Creating Positive School Culture Contextual Learning
Pitfalls
Lack of Specific Goals Failure to Address Literacy Unchanged Curriculum Too Much Emphasis on Belonging Ignoring Staff Concerns Uninformed Student Assignment Bad Timing Focusing only on Teachers
High Expectations
Expectations Expectations are Behaviors Collaborative High Levels of Support
Data is Powerful
• • • • • •
Assess the current and future needs of students Decide what to change Determine if goals are being met Engage in continuous school improvement Identify root causes of problems Promote accountability
Types of Data
Student Learning School Class Demographics School Processes Curriculum and Instruction Core Learning Stretch Learning Student Engagement Personal Skill Development
9th Grade Practices
Transition Procedures Social Activities Early Interventions Avoiding Front Loading Differentiation Parent Relationships Adult Advisory Peer Relationships
12th Grade Practices
Early College Full Scheduling Advanced Placement Dual Enrollment College Application Support Senior Projects Community Service Internships
Curriculum Focused
Teachers struggling to teach an overloaded curriculum!
Curriculum Focused Standards vs. Curriculum vs. Instruction
Curriculum Focused Standards vs. Curriculum vs. Instruction Constantly raising Rigor and Relevance
Ask Me.....
“How will I
ever use what I’m learning
today?”
Leadership
• • • • • •
Problem is more people than Technical Not Charismatic Entrepreneurial vs. Bureaucratic Performance vs. Compliance Department Chairs Focus on Instruction
Guiding Principles
• Responsibility • Contemplation • Initiative • Perseverance • Optimism • Courage • Respect • Compassion • Adaptability • Honesty • Trustworthiness • Loyalty
Professional Development
• • • •
Directly related to school goals Ongoing Personalized Culture of Collaboration
Exemplary Characteristics
Personalized Learning High Expectations Data - Driven Decisions 9th Grade Transition Challenging 12th Grade Rigorous and Relevant Curriculum Effective Leadership Relationships Driven by Guiding Principles Sustained Professional Development
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Action Items - Where to Begin
• • • • • •
Instruction vs. Structure (Rigor/Relevance) Relationships Start with Special Education Data-based decision Making Transition Years Systems
International Center for Leadership in Education
Build Relationships
“In the years to come, your students may forget what you taught them. But they will always remember how you made them feel.”
R I G O R
High Low
Increasing Rigor/Relevance
C D A B
Low
RELEVANCE
High
Everyone needs support when they take new risks
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Essential Relationships In Schools Learning Staff Professional Community
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Relationships are Essential to Student Learning Result of combination of support from:
Family Teachers Peers Community
Relationships
Clearly Important ?
How to Quantify?
How to Develop?
Relationship Model
0.
1.
2.
3.
4.
5.
6.
Isolation Known Receptive Reactive Proactive Sustained Ubiquitous
Learning Relationships Support for Students
0 Isolation 1 Known 2 Receptive 3 Reactive 4 Proactive 5 Sustained Students feel significant isolation from teachers, peers, or even parents. Students lack any emotional, social connection to peers and teachers.
Students are known by others; frequently called by name. Teachers know students and their families, their interests, aspirations and challenges. Students are known by peers that they interact with in school. Students have contact with peers, parents, and teachers in multiple settings. Teachers exhibit positive behaviors of “being there” that show genuine interest and concern.
Teachers, parents, and peers provide help to students when requested, but support may be sporadic and inconsistent among support groups.
Others take an active interest in a student’s success. Teachers take initiative to show interest and provide support. Students and others express verbal commitment for ongoing support and validate this commitment with their actions. There is extensive, ongoing, pervasive and balanced support from teachers, parents and peers that is consistent and sustained over time.
Positive relationships are everywhere and common place 6 Ubiquitous support the student as learner.
Research on Relationships
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Metlife Survey of the American Teacher
New students are bullied or teased?
very often/often 18% sometimes 33% New students are helped by other students ?
very often/often 52% sometimes 37%
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Survey of 10-12th Grade Students on Relationships 2005
Quality of School’s Role Encouraging Parental Involvement
My school does a good job of encouraging parental involvment.
45 Metlife Survey of the American Teacher 2005
HESSE - Survey 2005 •
More that half (52%) had not discussed ideas with a teacher outside of class during the year.
•
Three fifths (60%) had not communicated with a teacher by email.
•
However, 70% agreed they had many opportunities to ask questions about their work.
•
Less than half (48%) had frequently discussed grades or assignments with a teacher.
•
Half never or only sometimes received feedback
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from teachers on assignments.
Responses to “I Feel Supported and Respected by Teachers.” 47
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The special importance of encouragement highlights the likely importance of strong teacher-student relationships in affecting achievement, especially for African American and Hispanic students.
Ronald Ferguson 49
Supportive Relationships Successful Practices Behaviors Activities Structures
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What most people need to learn in life is how to love people and use things instead of using people and loving things.
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Supportive Behaviors Showing Respect Taking Interest Active Listening Frequent Contact Encouragement Avoiding “Put Downs Displaying Student Work Writing Encouraging Notes Identifying Unique Talents
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Supportive Behaviors
cont’d.
Celebrating Accomplishments Serving As Role Model Using One-to-One Communication Encouraging Students to Express Opinions/Ideas Creating Inviting Classroom Climate Exhibiting Enthusiasm Using Positive Humor Students Praising Peers
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Supportive Activities Character Education Beginning of the Year Student Social Activities Team Building Mentoring Rewards, Recognition, Incentives Student Advocacy Advisement Program
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Supportive Initiatives, cont’d.
Peer Mediation Students as Teachers Family, Community, Business Partnerships Service Learning Extra and Co-curricular Activities Sports Programs
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Supportive Structures
Small Learning Community Alternative Scheduling Team Teaching Teacher Continuity School-based Enterprise Professional Learning Community
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REFLECTION
What will you do in your classroom/school as a result of today’s session?
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Activity
ACTION PLAN
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Dick Jones Web Site http://dickjones.us
Center Web Site http://www.LeaderEd.com
SPN
http://www.successfulpractices.org
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Love your children more than your programs and practices.
10 Key Components
1.
Culture of High Expectations and Support 2.
Articulated Curriculum 3.
Personalized Learning 4.
Rigorous and Relevant Instruction 5.
Positive School Climate 6.
Leadership 7.
Data-driven Decisions 8.
Accountability 9.
Partnerships 10.
Professional Learning Communities
International Center for Leadership in Education, Inc .
1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail - [email protected]
www.LeaderEd.com