Transcript Do to Classroom to Do with Classroom

Student Engagement
Building Relationships to
Support Student Learning
Personalizing
Rigorous and
Relevant Learning
For Each Learner
You can’t teach kids you don’t
know….
Survey
My Voice
Quaglia Institute for Student
Aspirations
www.qisa.org
Relationships
The Gap Problems
Achievement Gap
Participation Gap
Participation Gap
Personal Worth – belonging, heroes, sense of
accomplishment
Active Engagement – being involved, fun and
exciting, curious, creative and adventurous
Purpose – taking responsibility, confidence to
take action, believing in self
8 Conditions that make a difference
•
•
•
•
•
•
•
•
Belonging
Heroes
Sense of Accomplishment
Fun and Excitement
Curiosity and Creativity
Spirit of Adventure
Leadership and Responsibility
Confidence to take Action
8 Conditions That Make A Difference
CURIOSITY
&&TO
LEADERSHIP
HEROES:
BELONGING:
SENSE
OF ADVENTURE:
FUN
& EXCITEMENT:
SPIRIT
CONFIDENCE
CREATIVITY:
RESPONSIBILITY:
ACCOMPLISHEMENT:
TAKE ACTION:
Heroes
areof
theAdventure
everyday
Belonging
means
that&
a is
The condition
of
Fun
Spirit
Curiosity
The
people—teachers,
condition
of
Leadership
friends,
student
is a valued
of
Excitement
is
characterized
aSense
student’s
Confidence
toby
Take
Creativity
&
family—in
Responsibility
student’s
means
member
aa is
community,
Accomplishment
characterized
by
ability
to
on students
positive,
Action
isoftake
the
extent
to life
characterized
by
students
who
inspire
aremaintaining
them
able
totoat
express
excel
while
still
his
recognizes
effort,
being
actively
engaged
healthy
challenges
school
which
students
believe
in
inquisitiveness,
eagerness,
their
and
to
ideas
make
and
positive
are
willing
or
her
uniqueness.
perseverance,
and
emotionally
involved
home,
with
family
andto
themselves.
and
a strong
accept
changes
consequences
in attitudes
and
for
citizenship
asdesire
signs
of
a
in
their
school
work.to
friends.
learnactions.
newsuccess.
or interesting
their
lifestyles.
student’s
things.
Nurturing the Conditions that enable students to
dream about their future and to be motivated to set
goals in the present to achieve those goals, results
in:
• Higher Academic Achievement
• Less Discipline Problems
• Fewer Absences and Tardies
• Lower Drop-out Rates
• Improved School Climate
• More Parental Involvement
• Increased Rates of Students Attending
Postsecondary Institutions
Perceptions
Ma and Pa Kettle
Math Exercise
NATIONAL DATA
SELF-WORTH
Belonging
Heroes
Sense of Accomplishment
51% I am proud of my school.
49% I enjoy being at school.
46% Teachers care about my problems and feelings.
50% Teachers care about me as an individual.
49% Teachers care if I am absent from school.
21% I have never been recognized for something positive at
school.
50% If I have a problem, I have a teacher with whom I can talk.
55% Teachers respect students.
41% Students respect teachers.
31% Students respect each other
NATIONAL DATA
ACTIVE
ENGAGEMENT
Fun & Excitement
Curiosity & Creativity
Spirit of Adventure
46% School is boring.
58% At school I am encouraged to be creative.
40% My classes help me understand what is happening in my
everyday life.
58% Teachers enjoy working with students
39% Teachers have fun at school.
32% Teachers make school an exciting place to learn.
73% My teachers present lessons in different ways
NATIONAL DATA
PURPOSE
Leadership & Responsibility
Confidence to Take Action
63% I am a good decision maker.
59% I see myself as a leader.
35% Other students see me as a leader.
91% I believe I can be successful.
77% Teachers expect me to be successful.
63% I believe I can make a difference in this world.
67% I put forth my best effort at school.
37% I know the goals my school is working on.
34% Students council represents all students at school.
The Aspirations Profile:
Understanding our students better
It’s Time to Lead
Updated March 20, 2009
We Learn Student Survey – 70,358
We Teach Instructional Staff
Survey – 6,554
www.successfulprwww.
www.successfulpractices.org
We Lead: 12,430 faculty voices
Coherent Vision
My day-to-day
actions are
aligned with the
mission and
vision of this
school
Total In
Agreement
Full-Time
Dept.
Chairs
88%
89%
Classroom Support
Teachers
Staff
89%
82%
Total In
Agreement
Full-Time
Dept.
Chairs
My day-to-day
actions are aligned
with the mission
and vision of this
school.
88%
89%
89%
82%
The school’s
mission and vision
are reviewed on a
regular basis with
the staff.
59%
61%
60%
51%
Coherent Vision
Classroom Support
Teachers
Staff
Coherent Vision
Decisions at this
school are
based on the
needs of
students.
Total In
Agreement
Full-Time
Dept.
Chairs
68%
75%
Classroom Support
Teachers
Staff
68%
69%
Coherent Vision
Staff morale at
this school is
high.
Total In
Agreement
Full-Time
Dept.
Chairs
50%
53%
Classroom Support
Teachers
Staff
50%
52%
Years working in schools
1st year
2-5
years
6-10
years
11-20
years
Over 20
Staff morale
is high at this 69%
school.
57%
52%
48%
49%
Coherent Vision
Instructional
Leadership
Changes in
curriculum and
instructional
practices are
coordinated
district wide.
Total In
Agreement
Full-Time
Dept.
Chairs
58%
61%
Classroom Support
Teachers
Staff
58%
51%
Instructional
Leadership
I take an active
role in
curriculum
planning at this
school.
Total In
Agreement
Full-Time
Dept.
Chairs
58%
78%
Classroom Support
Teachers
Staff
63%
18%
Instructional
Leadership
I am supported
when I
recommend
changes to my
curriculum and
instruction.
Total In
Agreement
Full-Time
Dept.
Chairs
59%
72%
Classroom Support
Teachers
Staff
61%
34%
Instructional Leadership
Total In
Agreement
I solve problems effectively.
95%
School administrators solve
problems effectively.
61%
Empowerment
Total In
Agreem
ent
Full-Time
Dept.
Chairs
I trust that school
administrators will
act in my best
interest.
63%
69%
63%
64%
I trust my
colleagues will act 69%
in my best interest.
74%
69%
65%
Classroom Support
Teachers
Staff
Empowerment
Total In
Agreement
School administrators see me as a
leader.
55%
I see myself as a leader.
84%
We Learn Student Survey
(Grades 6-12)
70,358 student voices
We Teach Instructional Staff
Survey
6,554 voices
Teacher – Student Comparisons
T – Students can apply what I
am teaching to their everyday
lives.
92%
S – I can apply what I learn to
my everyday life.
59%
I can apply what I learn to my
everyday life.
Total In
Agreement
59%
Grade Grade Grade Grade Grade Grade Grade
6
7
8
9
10
11
12
75%
72% 64% 60% 54% 54%
58%
Teacher – Student Comparisons
T – I make learning exciting for
my students.
86%
S – My teachers make learning
fun.
41%
Teacher – Student Comparisons
T – I encourage students to
explore career pathways.
77%
S – My teachers encourage me
to explore different careers.
49%
Teacher – Student Comparisons
T – I encourage students to use
multiple resources when solving
problems.
93%
S – My teachers encourage me to
use many resources to solve
problems.
63%
Teacher – Student Comparisons
T – I am aware of my students’
interests outside of school.
84%
S – My teachers know my
interests outside of school.
28%
Teacher – Student Comparisons
T – I know my students’
academic interests and goals.
82%
S – My teachers know my
academic interests and goals.
36%
Teacher – Student Comparisons
T – I know what my students
are passionate about.
76%
S – My teachers know what I
love to do outside of school.
27%
Relationships
Clearly Important ?
How to Quantify?
How to Develop?
Essential Relationships
In Schools
Learning
Staff
Professional
Community
International Center for
Leadership in Education
Relationship
Framework
Relationship Model
0.
1.
2.
3.
4.
5.
6.
Isolated
Known
Receptive
Reactive
Proactive
Sustained
Mutually Beneficial
Relationship Model - Student
Support
1. Known
2. Receptive
Teachers get to know students and
their families
Have frequent contact with students
and show interest
3. Reactive
Some positive support when
requested, but sporadic
4. Proactive
Support from individuals that take the
initiative.
5. Sustained
Fully supported from all individuals
over time
6. Mutually
Mutually supportive learning
Beneficial community
In The Classroom
Classroom Mgt.
Relationship Building
Rules
Mandated
Negotiated
Power
Without Question
With Respect
Effectiveness
Passive and Quiet
Engaged
Discouraged
Encouraged
Negative Punishment
Positive
Reinforcement
Absolute Attention
Source of
Encouragement
Public
Pronouncements
Private
Conversations
Risk Taking
Control
Teacher Role
Voice
Activity
Teacher Behaviors
Supportive Relationships
Successful Practices
Behaviors
Initiatives
Structures
Supportive Behaviors
Showing Respect
Taking Interest
Active Listening
Frequent Contact
Encouragement
Avoiding “Put Downs”
Displaying Student Work
Writing Encouraging Notes
Identifying Unique Talents
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
Supportive Initiatives
Character Education
Beginning of the Year Student Social
Activities
Team Building
Mentoring
Rewards, Recognition, Incentives
Student Advocacy
Advisement Program
Supportive Initiatives, cont’d.
Peer Mediation
Students as Teachers
Family, Community, Business
Partnerships
Service Learning
Extra and Co-curricular Activities
Sports Programs
Supportive Structures
Small Learning Community
Alternative Scheduling
Team Teaching
Teacher Continuity
School-based Enterprise
Professional Learning
Community
“In the years to come,
your students may
forget what you taught
them. But they will
always remember how
you made them feel.”
You can’t teach kids you don’t
know….
Further Information
ICLE
at
www.LeaderEd.com