international center for leadership in education dr. willard r. daggett preparing for the challenges...
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International Center for Leadership in Education
Dr. Willard R. Daggett
Preparing for the Challenges and Opportunities of the Next Three Years
June 16, 2011
The ChallengesThe Challenges
• Common Core State Standards (CCSS)Common Core State Standards (CCSS)
The ChallengesThe Challenges
• Common Core State Standards (CCSS)Common Core State Standards (CCSS)
• Next Generation Assessments (NGA)Next Generation Assessments (NGA)
The ChallengesThe Challenges
• -Common Core State Standards (CCSS)-Common Core State Standards (CCSS)
• -Next Generation Assessments (NGA)-Next Generation Assessments (NGA)
• -Teacher Effectiveness based on Student -Teacher Effectiveness based on Student Performance Performance
The ChallengesThe Challenges
• -Common Core State Standards (CCSS)-Common Core State Standards (CCSS)
• -Next Generation Assessments (NGA)-Next Generation Assessments (NGA)
• -Teacher Effectiveness based on Student -Teacher Effectiveness based on Student Performance Performance
• -Prepare Students for the world beyond School-Prepare Students for the world beyond School
FOCUS
• What is Effective
Researched Based
• Data Rich – Analysis Poor
Researched Based
• Data Rich – Analysis Poor
• Meta Analysis
Researched Based
• Data Rich – Analysis Poor• Meta Analysis• Visible Learning –John Hattie -800 Meta Analysis -52,637
Five Categories
• Students
• Teachers
• Schools/Districts
• Curricula
• Home
SCALE
• -138 Factors
SCALE
• -138 Factors
• -Effect
SCALE
• -138 Factors
• -Effect
• -Standard Deviations
•
SCALE
• -138 Factors
• -Effect
• -Standard Deviations
• -1 SD = 2 years growth
•
0
10
20
30
40
50
60
70-0
.69
to 0
.61
-0.5
5 to
0.5
1
-0.4
5 to
0.4
1
-0.3
5 to
0.3
1
-0.2
5 to
0.2
1
-0.1
5 to
0.1
1
-0.0
5 to
0.0
1
0.05
to 0
.09
0.15
to 0
.19
0.25
to 0
.29
0.35
to 0
.39
0.45
to 0
.49
0.55
to 0
.59
0.65
to 0
.69
0.75
to 0
.79
0.85
to 0
.89
0.95
to 0
.99
1.05
to 1
.09
1.15
to 1
.19
1.25
to 1
.29
1.35
to 1
.39
1.45
to 1
.49
1.55
to 1
.59
1.65
to 1
.69
1.80
to 1
.89
2.00
+
Num
ber
of
Eff
ects
Acr
oss
800+
Met
a-an
aly
ses
Effect Size
Source: Visible Learning
FOCUS
• What is Effective• What you can Impact
FOCUS
• What is Effective• What you can Impact -Nation’s Most Successful Practices
FOCUS
• What is Effective• What you can Impact -Nation’s Most Successful Practices -International Best Practices
Student Teacher Relationships
0 2years
1.44years
.72
Application of Knowledge
0 2years
1.30years
.65
Professional Development
0 2years
1.24years
.62
FOCUS
• What is Effective• What you can NOT Impact
Socioeconomic Status
0 2years
1.14years
.57
You Can Not Change Where YOUR STUDENTS CAME FROM
but
You Can Change Where YOUR STUDENTS ARE GOING
FOCUS
• What is Effective• What you can Impact• What is most Efficient
Effective and Efficient Framework
High High CostCost
Low Low CostCost
Effective and Efficient Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
EEffffeeccttiivveenneessss
Effective and Efficient Framework
High High CostCost
Low Low CostCost
High Student PerformanceHigh Student Performance
Low Student PerformanceLow Student Performance
CC DD
AA BB
EEffffeeccttiivveenneessss
COST EFFECTIVENESS SCALE
Efficient
.
GREATEST IMPACT
• What is Effective• What you can Impact• What is most Efficient
Student’s own Expectations
00ver 2 years
+1.44
FINDINGS
TEACHERS are our greatest HOPE
Application of Knowledge
0 2years
1.30years
.65
Application of Knowledge
.80
Application of Knowledge
0.650.80
-0.1
0.1
0.3
0.5
0.7
0.9
1.1
1.3
1.5
EffectiveEfficient
Student Teacher Relationship
0.720.90
-0.1
0.1
0.3
0.5
0.7
0.9
1.1
1.3
1.5
EffectiveEfficient
Professional Development
0.620.75
-0.1
0.1
0.3
0.5
0.7
0.9
1.1
1.3
1.5
EffectiveEfficient
Plan Instruction based on how Students Learn
1.28
0.70
-0.10
0.10
0.30
0.50
0.70
0.90
1.10
1.30
1.50
EffectiveEfficient
Teacher Expectations and Clarity
0.750.90
-0.1
0.1
0.3
0.5
0.7
0.9
1.1
1.3
1.5
EffectiveEfficient
Assessment to inform and differentiate instruction
0.90
0.60
-0.1
0.1
0.3
0.5
0.7
0.9
1.1
1.3
1.5
EffectiveEfficient
Meta-Cognitive Strategies
0.690.80
00.10.20.30.40.50.60.70.80.9
1
EffectiveEfficient
Literacy Strategies
0.60 0.65
-0.1
0.1
0.3
0.5
0.7
0.9
1.1
1.3
1.5
EffectiveEfficient
Peer Tutoring
0.550.75
-0.1
0.1
0.3
0.5
0.7
0.9
1.1
1.3
1.5
EffectiveEfficient
What is less Effective and Efficient
Class Size
0.21 0.20-0.1
0.1
0.3
0.5
0.7
0.9
1.1
1.3
1.5
EffectiveEfficient
Summer School
0.23 0.20-0.1
0.1
0.3
0.5
0.7
0.9
1.1
1.3
1.5
EffectiveEfficient
0.7
2
0.9
0
0.6
2
0.7
5
0.4
0
0.6
7
0.9
0
0.6
0
0.7
5
0.9
0
0.6
9
0.8
0
0.6
0 0.6
5
0.5
5
0.7
5
0.2
1
0.2
0
0.3
00
.55
0.2
2
0.9
0
0.2
3
0.2
0
Studen t
Teach
e r
PD
Prior
Ach
iev e
Form
.
Eval.
Teach
e r
Clarity
Meta
Strats.
Literac y
Strats.
Peer
Tutor
Class
Size
Ability
Group
Teach
Test
Summe r
Sch
ool
1919thth Annual Annual
Model Schools ConferenceModel Schools Conference
June 26 – 29, 2011
www.ModelSchoolsConference.com
GREATEST IMPACT
• Culture of High Expectations• Relevance of Instruction• Strong Relationships
FINDINGS
TEACHERS are our greatest HOPE
Key to Effective Instruction is Alignment
• Organizational Leadership• Instructional Leadership• Teacher
Aligned to make Teacher Successful
• Doctors/Nurses in Hospitals
Aligned to make Teacher Successful
• Doctors/Nurses in Hospitals• Lawyers in a Law Firm
Aligned for Success
• Doctors/Nurses in Hospitals• Lawyers in a Law Firm• Troops in Battle
Aligned for Success
• Doctors/Nurses in Hospitals• Lawyers in a Law Firm• Troops in Battle• Teachers in a School System
Top Down Support for Top Down Support for Bottom Up SuccessBottom Up Success
THE KEYTHE KEY
Effective InstructionEffective Instruction
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Learner Achievement
Embrace rigorous and
relevant expectations
for all students (+.75)
Build strong relationship w
ith
students (+.72)
Possess depth of content
knowledge and m
ake it relevant to students (+
.80)
Teaching
Use as
sess
ments
to gu
ide an
d
differ
entia
te ins
tructi
on (+
.90)
Fac
ilita
te r
igor
ous
and
rele
vant
inst
ruct
ion
base
d on
ho
w s
tude
nts
lear
n (+
.1.2
8)U
Use
of T
echn
olog
y an
d be
st
pra
ctic
es (+
.80)
Organizational Leadership
Create a Culture of high
Expectations
Schools are Improving
School Improvement
Schools are Improving
School Improvement
Changing World
Skills GapSkills Gap
Schools are Improving
School Improvement
Changing World
School Improvement
Changing World
Schools are Improving
School
Impro
vement
Changing World
Schools are Improving
Culture Drives Strategy
Technology
Image source: http://robota.dem.uc.pt/pda_control/pda2.JPG
1991
2011
Computing
Capacity
Moore’s Law – Doubles Every 2 Years
1991
2011
Computing
Capacity
Moore’s Law – Doubles Every 2 Years
Semantic WebSemantic Web
Analyze DocumentsAnalyze Documents Key words and headers (Google)Key words and headers (Google)
Meaning / ConceptsMeaning / Concepts Wolfram AlphaWolfram Alpha
Complete TaskComplete Task
Implications
Home WorkHome Work Term PaperTerm Paper
-Wolfram Alpha--Wolfram Alpha-
-will search all language and give you -will search all language and give you response in your languageresponse in your language
-will respond in writing or verbally (in your -will respond in writing or verbally (in your language)language)
Cloud ComputingCloud Computing
Open SourceOpen Source
Skills GapSkills Gap
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Setting the Bar• Reading = 1,300 for Graduation• Need to Straighten the Bar K-1 N/A 2-3 450-790L 4-5 770-980L 6-8 955-1155L 9-10 1080-1305L 11-12 1215-1355L
Reading RequirementsReading RequirementsFindingsFindings
Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16
Consistent Across CountryConsistent Across Country
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Tennessee 88 %
North Carolina 82 %
Texas 81 %
Iowa 77 %
Florida 71 %
Massachusetts 48 %
California 48 %
ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading
ProficientRequired
NAEP Score
Tennessee 88 % 170
North Carolina 82 % 183
Texas 81 % 190
Iowa 77 % 197
Florida 71 % 202
Massachusetts 48 % 234
California 48 % 210
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 %
Tennessee 87 %
Iowa 72 %
Florida 44 %
California 39 %
South Carolina 30 %
ProficiencyProficiencyGrade 8 ReadingGrade 8 Reading
ProficientRequired
NAEP Score
North Carolina 88 % 217
Tennessee 87 % 222
Iowa 72 % 250
Florida 44 % 265
California 39 % 262
South Carolina 30 % 276
Global Competition
Equity
Excellence
Financial
Demographics
Population
FemaleMale
1950
2010
2050
Create a Culture
What is the message What is the message Who it to deliver to and in what order Who it to deliver to and in what order How to deliverHow to deliver
THE KEYTHE KEY
Effective InstructionEffective Instruction
1919thth Annual Annual
Model Schools ConferenceModel Schools Conference
June 26 – 29, 2011
www.ModelSchoolsConference.com
Successful Practices Network
www.successfulpractices.org
Provide Focused / Sustained Professional Development System
• Robust Online Teacher Support Resources
• Support Transition to CCSS
• Improving Instruction / Student Engagement
• Low Cost - Highly Effective Resources
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com
International Center for Leadership in Education, Inc.