improving teaching and learning: one district’s journey curriculum and instruction leadership...
TRANSCRIPT
Improving Teaching and Learning:
One District’s Journey
Curriculum and Instruction Leadership Symposium
February 18-20, 2009 Pacific Grove, CA
Chula Vista Elementary School District
Today’s Objective/Norms
ObjectiveLearn how one district is improving
achievement by improving the qualityof instruction
Chula Vista District Characteristics
44 K-6 Schools
27,370 Students
9,938 English Learners
6 Charter Schools
18 Title I Schools
3.84% Administrative Cost
Demographics
Hispanic or Latino66%
Asian2%
Black or African-
American4%
Other5%
Filipino10%
Pacific Islander
1%White12%
37
29
40
69
5147
7471
5154
0
10
20
30
40
50
60
70
80
90
100
District Black orAfr-Am
Asian Filipino Hispanicor Lat
PacificIslander
White SED EL Studentsw/Dis
Adequate Yearly ProgressPercent Proficient ~ ELA
35.2
48
34
50
73
6555
8185
5762
0
10
20
30
40
50
60
70
80
90
100
District Black orAfr-Am
Asian Filipino Hispanicor Lat
PacificIslander
White SED EL Studentsw/Dis
Adequate Yearly ProgressPercent Proficient ~ Math
37.0
Achievement Data (AYP-Filtered)ELA, 2002-2008
Target PopulationPercent of Students at Proficient or Advanced
2002 2003 2004 2005 2006 2007 2008
LEA-wide 29.6 36.6 36.5 42.3 47.4 49.3 53.9
African-American/Black 27.8 35.8 32.7 37.6 44.1 46.5 51.4
Asian 53.0 57.2 60.9 68.8 70.0 70.0 71.4
Filipino 52.9 61.0 59.3 64.0 70.0 71.3 74.1
Hispanic/Latino 20.6 27.0 27.3 33.4 38.8 40.9 46.6
Pacific Islander 36.2 43.9 45.4 45.6 45.8 52.7 51.2
White 47.1 53.8 54.6 59.5 63.6 65.3 68.6
SED 15.8 22.0 22.1 27.2 31.7 33.1 39.7
English Learner 14.9 19.8 19.7 25.0 28.5 29.6 36.8
Students w/Disabilities 13.5 19.8 12.6 14.9 17.1 17.4 28.6
Achievement Data (AYP-Filtered)Mathematics, 2002-2008
Target PopulationPercent of Students at Proficient or Advanced
2002 2003 2004 2005 2006 2007 2008
LEA-wide 37.4 42.8 44.3 52.6 56.8 57.8 61.7
African-American/Black 30.2 35.7 36.6 45.4 51.0 48.5 56.5
Asian 70.7 73.7 78.9 80.6 82.6 85.0 84.9
Filipino 60.2 63.5 67.5 74.6 76.3 78.4 81.0
Hispanic/Latino 28.9 34.8 35.6 44.7 49.7 50.8 55.1
Pacific Islander 43.6 46.2 51.7 56.3 52.7 64.9 65.1
White 53.1 56.8 60.1 66.4 69.2 70.3 73.2
SED 24.4 30.0 30.2 38.8 42.7 43.9 49.5
English Learner 25.9 30.5 30.9 40.2 42.4 42.4 48.4
Students w/Disabilities 19.4 22.0 17.1 19.7 23.5 23.2 34.3
Academic Performance Index2002-2008
Target Population 2002 2003 2004 2005 2006 2007 2008
LEA-wide 689 722 722 745 769 791 811
African-American/Black 681 719 702 729 749 778 799
Asian 823 833 857 877 866 892 899
Filipino 816 845 836 857 873 883 897
Hispanic/Latino 639 676 677 702 730 755 779
Pacific Islander 743 763 774 774 785 815 821
White 783 803 806 824 835 855 870
SED 612 648 649 668 694 723 749
English Learner NA NA NA 672 686 716 742
Students w/Disabilities NA NA NA 527 529 590 639
District-Level Efforts
Principal as CEO
Financial Resources at the Site
Principal Standards related to 6 focus areas – Data Dashboard
Availability of Data
Instructional Services and Support Reorganization
After-School Interventions (i.e., educational software)
District-wide Efforts
Required Focus on 6 Areas:
Develop Shared Leadership to Build A Culture of Collaboration to Sustain Instructional Improvement Availability of Data
Target Area of Instructional Program to Improve Learning for All Students
Examine Student Evidence and Data to Guide Instructional Practice and PD
District-wide Efforts
Build Instructional Expertise Through Targeted PD in the Use of a Few Powerful Research Based Practices; Hold Staff Accountable
Align Resources to Support Instructional Practices and Improve Student Learning for All Students
Partner with Families and Community to Sustain Learning for All Students
Site-Level Efforts
Ongoing Professional Development (PD)
Teachers held accountable for implementation
Horizontal/Vertical Collaboration
Benchmark/Formative Assessments
After-School Intervention Support
Teachers Held Accountable for Student Achievement
One Common Factor
Participation in Systemic School Improvement Training
Finding Results-Oriented Solutions to the Challenges of Educating All Students at High Levels
Develop Site-Based Leadership and Focus on Teaching and Learning
Context for PowerfulProfessional Learning
Align Resources to Support PL Plan Examine Data
Plan, Provide, Monitor Cycles of PL
Select Instructional Target
Review, Select Powerful Practices
Build Collaboration
1. Develop Shared Leadership to Build a Culture of Collaboration to Sustain
Instructional Improvement
Provide opportunities for all staff to assume leadership roles – Instructional Leadership Team (ILT)
Form teacher collaboration teams for all staff that focus on instruction and learning
Engage all staff in taking responsibility for the school’s instructional decisions
School leaders use concrete strategies to share leadership with other staff and make it “safe” for everyone to discuss their practice
Evidence: What you Should See and Hear…
In ClassroomsSchool administrators are in classrooms
every day, talking with students about what they are learning and conferring with teachers about their informal observations and decisions on next steps
Teachers teach each other, and some teach courses for colleagues
Evidence: What you Should See and Hear…
In Classrooms (Continued)Teachers describe their colleagues and
school leaders as resources for helping them improve instruction and meet their goals
Teachers demonstrate lessons for colleagues
Evidence: What you Should See and Hear…
Around the SchoolTeachers lead looking at student work
sessions, data team meetings, inquiry groups, ILT meetings, and ad hoc committees
Agenda for ILT meetings is set by the principal and ILT members
Teachers and other members of the ILT take part in walkthroughs in their own and other schools
Expectations for Central Administrators
CabinetAligns evaluation tools with expectations for
instructional improvement and the goals of proficiency for all students
Executive DirectorsAre peer coaches for principals, modeling
best leadership practices in instruction
2. Target an Area of the Instructional Program to Improve Learning for All Students
Analyze data, including student work, to identify a high-impact area of academic need
Ensure the targeted area engages the whole school: all classrooms, all students, all staff
Be vigilant about keeping the targeted area at the forefront of the school’s work
Evidence: What you Should See and Hear…
In ClassroomsStudents can explain what they are learning
and why and how it connects to what they have already learned; they are able to talk about the quality of their own work and what they must do to improve it
Teacher and students engage in a high level of discourse that goes beyond right/wrong and yes/no answers to an emphasis on evidence
Evidence: What you Should See and Hear…
In Classrooms (Continued)
Teachers give prompt and specific feedback to students on their work, based on standards; in conferences, both the teacher and students talk about the work
Teachers use the Gradual Release of Responsibility instructional model in reading, writing, math, science, social studies, and other subjects
3. Examine Student Work and Data to Guide Instructional Practices and PD
Implement structured protocols to review student work and data to:Plan instruction on each student’s progressEnsure student work reflects standards and
assessments Identify needed PDHold each other accountable for each
student’s achievement Use student work and data to develop plans to
meet challenging goals
Evidence: What you Should See and Hear…
Around the SchoolPrincipal and other administrators participate
in site-level professional learning
Principal develops a schedule that allows all teachers to participate in professional learning over time
PD plan and schedule are posted and shared with staff, families, school partners, and visitors
Evidence: What you Should See and Hear…
Around the School ILT uses data to identify school-wide PD
needs in content or pedagogy
Data is posted publicly and in a timely manner
Expectations for Central Administrators
SuperintendentUses expectations for schools when
observing classrooms and evaluating principals
Expectations for Central Administrators
CabinetUses data to examine the effectiveness of
major initiatives and to make decisions
Contact Information
John M. Nelson, Ed.D.Executive Director, Instruction and Assessment(619) 425-9600, [email protected]
Amalia Cudeiro, Ed.D.Senior Partner, Targeted Leadership [email protected]
Bonnie McGrath, Ed.D.Senior Executive, Targeted Leadership [email protected]
Group Discussion: Reflections on your own district
How does the Chula Vista Story prompt you to reflect on your own district’s deep implementation and consistency of practice?
Personal Reflection
What would you share about the Chula Vista story with your Cabinet Members or Superintendent?