improve your aim on school improvement
Post on 22-Jan-2017
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School Improvement:
Different Thinking for Different Results.
Who’s In the Room?
• School Level
• District Level
• State Level
• Teachers
• If you are looking for something positive, you will find it.
• If you are looking for something negative, you will find it.
• So, the question is….
What are you looking for?
100% Guarantee
1. Create a sense of educational awareness
and urgency.
2. Inspire educators to seek their next
step(s) towards improvement.
3. Promote Different Thinking for Different
Results.
CHANGED People, Change People!
Intentional IMPACT
Improve Your AIM on School Improvement
Culture
Leadership
Rigor
Community
Culture
Culture for Learning Safe and Supportive Environment
Culture for Professional Learning Team Development Individual Awareness and Urgency
Culture of Reflection Self-Assessment
• How do we ensure a Culture of growth and effectiveness within our district and school staff?
Intentional Question for Deeper Dialogue
• Why do we need to ensure a Culture of growth and effectiveness within our district and school staff?
• Why do we need to
Leadership Instructional Leadership Campaign the Vision Focus on the Focus Team Building
Organizational Leadership Distributive Leadership Communication Systems Allocation of Resources
Intentional Questions for Deeper Dialogue
• How do we ensure that all stakeholders understand their role in our school’s vision? No Sabotage Agreement.
• Why do we need to ensure that all stakeholders understand their role in our school’s vision? No Sabotage Agreement.
• Why do we need to
Rigor Curriculum Power Standards Goal Summaries
Instruction District and School Management Administrative Support Equality vs. Equity High Yield Instructional Learning Strategies
Intentional Question for Deeper Dialogue
• How do we define, ensure, and monitor high quality instruction in all classrooms?
Assessment Assessment System Shared Understanding Data Analysis to Influence Decisions Student Involved in Assessment Process
• Why do we need to define, ensure, and monitor high quality instruction in all classrooms?
• Why do we need to
Community
Intentional Question for Deeper Dialogue
• How do we ensure that families and community partners are invited and
involved in our learning and improvement process?
Communication Community Engagement Connection Avenues and Tools
• Why do we need to ensure that families and community partners are invited and
involved in our learning and improvement process?
• Why do we need to
WHY?
Culture
Leadership
Rigor
Community
“The whole school needs to
understand what culture is and why
it matters. You need to become
aware that it is guiding your actions.
This will help you use your culture
versus being used by it.”
Hay Group Education, 2004
CULTURE
Every Student Can Grow
* SAS
Every Class, Every Teacher,
Every Student COUNTS!
Exceeds Expected Growth 83 2.17 180.11
Meets Expected Growth 101 1.93 194.93
Exceeds Expected Growth 87 2.46 214.02
Exceeds Expected Growth 107 2.46 263.22
Exceeds Expected Growth 83 4.81 399.23
Exceeds Expected Growth 83 5.09 422.47
Meets Expected Growth 108 -1.74 -187.92
Meets Expected Growth 83 -1.94 -161.02
Meets Expected Growth 101 -1.55 -156.55
Meets Expected Growth 83 -1.87 -155.21
Meets Expected Growth 101 -0.5 -50.5
Meets Expected Growth 25 -1.96 -49
Meets Expected Growth 81 -0.18 -14.58
Meets Expected Growth 27 -0.1 -2.7
Meets Expected Growth 29 0.07 2.03
Meets Expected Growth 90 0.09 8.1
Meets Expected Growth 85 0.21 17.85
Meets Expected Growth 61 0.77 46.97
Meets Expected Growth 82 0.79 64.78
Meets Expected Growth 107 0.71 75.97
Meets Expected Growth 108 0.91 98.28
Meets Expected Growth 82 1.24 101.68
Every Class, Every Teacher,
Every Student COUNTS!
Does Not Meet Expected Growth 108 -7.85 -847.8
Does Not Meet Expected Growth 85 -8.11 -689.35
Does Not Meet Expected Growth 116 -5.59 -648.44
Does Not Meet Expected Growth 108 -5.02 -542.16
Does Not Meet Expected Growth 92 -5.22 -480.24
Does Not Meet Expected Growth 99 -4.85 -480.15
Does Not Meet Expected Growth 112 -4.15 -464.8
Does Not Meet Expected Growth 78 -4.5 -351
Does Not Meet Expected Growth 81 -3.94 -319.14
Does Not Meet Expected Growth 82 -3.83 -314.06
Does Not Meet Expected Growth 47 -4.7 -220.9
Does Not Meet Expected Growth 83 -2.27 -188.41
17
Every Class, Every Teacher,
Every Student COUNTS!
Three teachers with the most negative student growth almost eliminated the positive growth of 14 teachers.
School Enrollment %
AG
%
ED
Growth
2013
Growth
2014
Growth
2015
Independence 1485 21 30 -2.03 19.67 22.08
Jack Britt 1808 20 29 15.4 19.8 21.2
Don’t Settle
There is Always Room for Improvement
“A great
leader takes
people where
they don’t necessarily
want to go, but ought to
be.” Rosalynn Carter
LEADERSHIP
21
“The single most influential component of an effective school are the individual teachers within the school.” Robert Marzano
“…the single greatest determinant of learning is not socioeconomic factors or funding levels. It is instruction.” Mike Schmoker
Effective Instruction Matters
Every Student Can Grow
* SAS
Percentile Entering Percentile Leaving
Average School
Average Teacher 50th 50th
Highly Ineffective School
Highly Ineffective Teacher 50th 3rd
Highly Effective School
Highly Ineffective Teacher 50th 37th
Highly Ineffective School
Highly Effective Teacher 50th 63rd
Highly Effective School
Highly Effective Teacher 50th 96th
Highly Effective School
Average Teacher 50th 78th
Effective Instruction Matters
Isolated Efforts
The most valuable resource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives. Robert John Meehan
“All Educators are
charged with the
mission of creating a learning
environment where every child can
thrive. Given the right supports and
strategies, every child can learn high
standards.”
Priority Schools: Reaching for Excellence 2013
RIGOR
600
800
1000
1400
1600
1200
Te
xt
Le
xile
Me
as
ure
(L
)
High School
Literature College
Literature
High
School
Textbooks
College
Textbooks
Military Personal
Use
Entry-Level
Occupations
SAT 1,
ACT,
AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Most rigorous reading 12 years ago and remains at the
same level.
Why Raise the Bar?
• 1 3 s t a t e s t e s t 1 0 0 % o f t h e i r j u n i o r c l a s s .
• N C h a s t h e l o w e s t A C T a v e r a g e o f t h e 1 3 s t a t e s .
ACT State Averages
ACT - Intervention Treadmill
• Define College and Career Ready
• Forgotten Middle, ACT 2008
• 3% math, 8th to 12th
• 9% & 10% 4th to 8th
• Curricular
• Instructional
• Individual
North Carolina
University System
School # Graduates % Applied % Accepted
Panther Creek 563 95.9% 75.8
Wakefield 677 77.1% 56.4
Middle Creek 411 70.6% 52.3
Jack Britt 396 63.9% 49.1
Cary 522 62.1% 47.1
NC Public HS Average 91686 54.8% 36.9%
Pitt County Average 1539 46.6% 31.4%
NC 2012 Graduating Class
UNC-University Applications
http://old.northcarolina.edu/ira/ir/analytics/fresh.htm
NAEP Testing
NAEP Testing
NAEP Testing
NAEP Testing
Tennessee NAEP Results
Tennessee NAEP Results
Tennessee NAEP Results
Grades in your class
EOC Score
“Schools have a responsibility to take the lead and help stakeholders feel invited and understand their roles in improving student learning.” 9 Characteristics of High Performing Schools, 2006
COMMUNITY
71%
Skills Gap
• Globally Competitive? • Retirement? • Crime? • Government assistance? • Unemployment?
Can We Afford Your School’s
Improvement Pace?
Effective Districts
Effective Schools
E f f e c t i v e C l a s s r o o m s
District
Schools
Classrooms
Bottom Up Success needs Top Down Support
You Get the Results you are Designed to Get.
Flavor of the Month
Unpredicted Improvement
if Any
The Why is Understood and Communicated
Continuous Process for
Improvement
Culture Leadership
Rigor Community
How How
How How
Consistent Focus Area
Little Improvement In Focus Area
WHY?
Culture
Leadership
Rigor
Community
IMPACT Factors
Different Thinking for Different Results
Everyone Needs a Coach
Improve Your Aim, Identify the Why
The Shark in the Building
Keep the Door Open
Building the Building’s Capacity
Needs Assessment
Elephant Training
IMPACT Factors
Data Influenced Decisions
Rigor vs. Compliance
Circle of Influence
Talking Walls
Managers vs. Leaders
Focus on Your Focus
Campaign the Vision
Gut-Check Reflection
You
Listener
Devil’s Advocate
Honest Answers
Ideas
Agrees
Devil
Circle of Influence
IMPACT Factors
Who’s Failing Who?
Grade Your Grades
Not Easy, But Necessary
Theory into Action Plan
Study School Success
Sift the Junk and Multiply the Great
Excuses or Results
Educator’s Toolkit
IMPACT Factors
School wide vs. 100% Buy In
Underfunding, Overexpecting
Challenge “Pretty Good”
CHANGED People, Change People
Data Transparency
Word of Mouth
Hitting the Wall
Proactive Environment
IMPACT Factors
Identify Fools Gold
Microteaching
Common Language
Sell the Vision, Not the Resources
Do I Belong?
Identify Your Chicken
Greatest Investment
Difficult to Doable
IMPACT Factors
Data Diving, Go Deeper
Community Collaboration
Law and Order in Gotham City
Follow the Leader
Develop the Bench
All In or Don’t Sabotage
Cake Walk Goals
Know Thy IMPACT
IMPACT Factors
Everyone is Important, but….
Research the Research
District / School Identity
Comfortable with Being Uncomfortable
Equality vs. Equity
Culturally Competency
Real Child Behind the Bubble
Hire the Best
IMPACT Factors
Who’s Teaching the Neediest Students
Band-Aid Treatment
Visionary Leadership
Handling What’s Not Working
Goals vs. Priorities
Teachers are First Responders
Bottom Up Success, Top Down Support
Action Plan Adaptation
IMPACT Factors
Know Your Vital Signs
Daily 10%
Walkthroughs with I.M.P.A.C.T.
Everyone is Important, but…
Irreplaceables
Fidelity or Lip Service
Best Practices to Chance
• Curriculum
• Instruction
• Assessment
• Partnerships
• Engagement
• Connections
• Instructional
• Organizational
• Learning
• Professional Development
• Reflection
Culture Leadership
Rigor Community
Common Sense
Uncommonly Practiced
Share one with
partner 1.
Reflections
2.
question
3.
concern comment
Reference
Reference
Characteristics of Rapidly Improving Schools
Reference
References
Reference
1. Create a sense of educational awareness
and urgency.
2. Inspire educators to seek their next
step(s) towards improvement.
3. Promote Different Thinking for Different
Results.
CHANGED People, Change People!
Intentional IMPACT
True or Fales? Why?
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