Transcript Reflective to Resilient to Remarkable Teaching PAGE Presented by Mike White

Reflective to Resilient to Remarkable Teaching
PAGE
Presented by
Mike White
The Leadership & Learning Center
[email protected]
Administrative Notes
Handouts
 Schedule
 Share your questions, road blocks
and success stories with the group
 Continuing dialog

First Some Good News

After more than a decade of fairly flat
achievement and stagnant or
growing gaps, we appear to be
turning the corner.
NAEP Reading, 9 Year-Olds:
Record Performance for All Groups
Average Scale Score
250
230
210
190
170
150
1975 1980 1984 1988 1990 1992 1994 1996 1999 2004 2007
African American
Latino
White
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2007 Trends in Academic Progress
African American-White Gap
Narrows to Smallest Size in History
NAEP Reading, 9 Year-Olds
Average Scale Score
250
230
210
35
29
26
190
170
150
1975 1980 1984 1988 1990 1992 1994 1996 1999 2004 2007
African American
White
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2007 Trends in Academic Progress
Latino-White Gap
Narrows to Smallest Size in History
NAEP Reading, 9 Year-Olds
Average Scale Score
250
230
21
210
28
24
190
170
150
1975 1980 1984 1988 1990 1992 1994 1996 1999 2004 2007
Latino
White
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2007 Trends in Academic Progress
Bad News
At end of Middle School, gaps
between groups are the same today
as they were in 1990
 At the end of High School, gaps are
larger today than they have ever
been

African American and Latino
17 Year-Olds Read at Same Levels As White 13
Year-Olds
Percent of Students
100%
0%
150
200
250
300
350
Average Scale Score
White 13 Year-Olds
African American 17 Year-Olds
Latino 17 Year-Olds
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
African American and Latino
17 Year-Olds Do Math at Same Levels As
White 13 Year-Olds
Percent of Students
100%
0%
200
250
300
350
Average Scale Score
White 13 Year-Olds
African American 17 Year-Olds
Latino 17-Year Olds
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
And these are the African
American & Latino students
who remain in high school.

What do the Dropout numbers look
like?
Best available estimates of national
four-year graduation rates
Class of 2006
Source: Ed Trust analysis of enrollment data from the National Center for Education Statistics, Common Core of Data using the Averaged
Freshman Graduation Rate (AFGR) methodology. For more information on the AFGR methodology, see National Center for
Education Statistics, Users Guide to Computing High School Graduation Rates, Volume 2, August 2006.
Of Every 100 Students in 9th Grade…
 90
will make it to 10th grade
 81
will make it to 11th grade
 76
will make it to 12th grade
 70
will graduate on-time
 33 will graduate from college
Source: Ed Week, EPE Research Center, Diploma Counts 2007, uses the Cumulative Promotion Index (CPI).
This means that of the
approximately 4 million
students who entered 9th
grade this year,
1.2 million will not graduate
by 2011-12
Source: Ed Trust analysis of enrollment data from the National Center for Education Statistics, Common Core of Data
using the Averaged Freshman Graduation Rate (AFGR) methodology. For more information on the AFGR methodology,
see National Center for Education Statistics, Users Guide to Computing High School Graduation Rates, Volume 2, August
2006.
The Government’s Response to
Achievement Gaps: NCLB
“There must be a moment when a
parent can say, I have had enough of
this school. If a school can not perform
or catch up, parents should have
options.”
 A Better Public School
 A Tutor
 A Charter School

The Public Response to
Achievement Gaps: Leave
Charter Schools (Ohio, Arizona,
Washington DC & Kansas City)
 Home Schools
 Not Passing Levies

Our Responses to Achievement
Gaps
We Often Spend Less
Gap
High Poverty vs. Low
Poverty Districts
-$907 per
student
Georgia
+$331 per
student
Source: The Education Trust, The Funding Gap 2005. Data are for 2003
We Often Spend Less
Adjusted 40%
High Poverty vs. Low
Poverty Districts
Georgia
Source: The Education Trust, The Funding Gap 2005. Data are for 2003
Adjusted
Gap
-$1532 per
student
-$436 per
student
We Often Spend Less

In eight states – Illinois, Kansas,
Montana, Nebraska, New Hampshire,
New York and Wyoming – high-minority
districts received at least $1,000 less
(unadjusted) per student than districts
with lower percentages of minority
students.
Percent of Teachers Who Are Inexperienced
Poor and Minority Students Get More
Inexperienced* Teachers
25%
21%
20%
11%
10%
0%
High poverty Low poverty
High minority Low minority
*Teachers with 3 or fewer years of experience.
Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.
Students Who Start 2nd Grade at About
the Same Level of Math Achievement…
Average Percentile Rank
100
80
60
55
57
Group 1
Group 2
40
20
0
Beginning of 3rd Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student
Achievement, 1997.
Average Percentile Rank
…Finish 5th Grade Math at Dramatically
Different Levels Depending on the Quality of
Their Teachers
100
77
80
60
57
55
40
27
20
0
Group 1 Assigned to Three
EFFECTIVE Teachers
Group 2 Assigned to Three
INEFFECTIVE Teachers
Beginning of 2nd Grade
End of 5th Grade
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student
Achievement, 1997.
Teacher Quality

Teachers sometimes feel that they
deserve a certain schedule and to teach
certain groups of kids. The research
leads us to something very contrary to
that – that the most skillful teachers
need to be with the most reluctant
learners. And we need to begin to do
this. And this is not for the faint of
heart!
Results are devastating.

Kids who come in a little behind,
leave a lot behind.
Identify Specific Strategies to Meet
Goals ---- What Can We Do?
Sure Bets

You already Know what to do. Close
your “Knowing-Doing” Gap
The biggest difference between
the most and least effective
classroom, school or district is
what they do rather than what
they know
Wiliam, D., (2007) Ahead of the Curve, Solution Tree
Getting To Know The Players
Your Colleagues
 Your Parents
 Your Students

Who’s Who in Your Building?

Steph Uneedtono is the person who
loves the students, the school and
helping everyone in it. Her
compassion, civility and genuineness
can make her the hub of the building.
She may not have an advanced degree
or be at the top of the pay scale. She
probably is not an administrator and
may not even be a teacher.
Ken Tankerous

Ken can be toxic. Although he may have some solid teaching
and classroom management skills, he likes to speak first,
speak loudly and speak long. He is often disrespectful and
behaves as though everyone’s primary concern should be to
make his life easier.

He usually starts sentences with the phrase, “kids now-adays,” or “if we’re going to prepare them for the real world.”
Ken will sacrifice relationships for rigor. He will set the bar
high, but will fail to support students in reaching that bar. He
believes in the normal curve and designs his instruction to
achieve that curve. Ken expects all students to know how to
behave in his class because they “should know that by now.”
Kay Serra

Kay is child-centered and caring. Her room smells like cookies
and some days you’ll swear you see a rainbow in it. There is
laughter and smiling faces and hugs for everyone.

Kay’s philosophy is about building relationships with students
and families. She is often requested by parents and has a
reputation of loving the hardest to love students. Admirable
qualities to be sure!

The problem with Kay Serra is that she doesn’t have a sense of
urgency for teaching the standards. Kay will not complete her
morning meeting time until every student has had the
opportunity to share their weekend success on the
soccer/baseball/football field. She will personally mediate
every playground scuffle through to the sincere apology
Be on the Lookout for Iras



Ira Flect is a remarkable teacher who humbly approaches each
day with urgency and passion. He divides material into small
chunks, divides the students into small groups, checks for
learning, and makes adjustments. Ira doesn’t always have all
students at the proficient level, but Ira has a nose for finding
those who aren’t and making mid-unit corrections.
He celebrates his successes, big and small, analyzes his
failures and reflects on the lessons he learned. His lesson
plans aren’t laminated because he’s always refining them.
Ira comes in early and works in the classroom rather than
gossiping in the copy room. Ira is the one who will discuss
student achievement at the grade level meeting instead of the
Christmas party. Ira is the one from whom you learn something
every time you meet. He might be a 30-year veteran or a 3rd
year rookie. Here
Parents

At times teachers, administrators, board members
and support staff lose sight of who really owns the
schools. First, and always, we must acknowledge
that parents are our customers, our stockholders.
They pay our salaries, are our ultimate evaluators,
and can be our greatest partners or roadblocks in
the day-to-day business of teaching their children.

Over the last few years, too many educators, have
hung a “Testing - do not disturb” sign on the
school’s front door and chased parents from their
buildings.
This is ironic since parents and educators want the
same thing –maximum student achievement.

Your Students


What’s your first order of business? Put aside
teaching standard 4.01 for a moment. Instead,
concentrate on getting to know your students,
students getting to know each other and students
getting to know themselves. The time spent
collecting this data will pay big dividends throughout
the year.
The more you know about your students’
background knowledge, interests, culture and
learning styles the better your relationship,
classroom management and instruction will be.
Robert Marzano in The Art and Science
of Teaching says…..

“the quality of relationships teachers
have with students is the keystone of
effective management and perhaps
even the entirety of teaching”
Shift to Activities That Engage
Students

“the most immediate and pressing
issue for students and teachers is not
low achievement but student
disengagement” Alfie Kohn in The Schools Our Children
Deserve
Emotional Engagement
“The reason I work hard is because my
teacher demands it”
30
25
BLACK
WHITE
LATINO
ASIAN
MIXED RACE
20
15
10
5
0
% RESPONDING "YES"
Ferguson, R., (2001) Harvard University & Minority
Student Achievement Network
“Reason I work hard is because
my teacher encourages me”
50
45
40
35
30
25
20
15
10
5
0
BLACK
WHITE
LATINO
ASIAN
MIXED RACE
% REPONDING "YES"
Ferguson, R., (2001) Harvard University & Minority
Student Achievement Network
The Culture of Achievement
The popularity of white students increases as their grades increase. For
black and Hispanic students, there is a drop off in popularity for those with
higher GPAs.
Popularity and Grades
Black/Hispanic
Popularity
White Popularity
Note: A grade of
1.0=D; 4.0=A
Popularity Index
0.4
0.3
0.2
0.1
0.0
-0.1
0.0
1.0
2.0
3.0
Grade-Point Average
Source: Fryer, R. G. (Winter 2006). Education Next.
Calculations from National Longitudinal Study of Adolescent Health data
4.0
1. Shift Expectations
The Powerful 23/49 Statistic
 Principal Effectiveness — 23%
 Teaching Qualification and Practice
— 49%
 Economics, Ethnicity, Language —
24%
 People are The Critical Variables
 Truth in Bumper Stickers!

What HS Dropouts Can Teach Us
90
recognized that a
HS diploma was
vital to their
success
would have worked
harder if someone
cared
80
70
60
50
40
30
20
would have stayed
in school if classes
were interesting
10
0
%
Civic Enterprises-Gates Foundation 2006
Equitable Design in
Instruction and Assessment
Tic-Tac-Toe
as a design tool
Design a game
that…
Write a report
that…
Develop a movie
script that…
Make a
timeline that…
Draw a
picture that…
Write a different
ending to…
Develop a
song lyric
that…
Design a poster
that…
Develop a
concept
map that…
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