mi-life school improvement conference preso
DESCRIPTION
This presentation will be delivered at the MDE Advanc-Ed School Improvement Conference in Lansing, MI, on April 14, 2011.TRANSCRIPT
How and Why MI-LIFE
is Making a Difference in
Michigan
MDE/AdvancED Michigan NCA Spring School Improvement ConferenceApril 14, 2011
Steve HeckerJane Perzyk
MI-LIFEwww.mi-life.org
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What is MI-LIFE?
The Michigan Leadership Improvement Framework
Enhancement is a professional learning program for school
administrators developed through a grant from the Microsoft
Partners in Learning Program to the Michigan Department of
Education.
Funded by a grant from…
$
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Program Partners
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MI-LIFE Mission
All participants will acquire the knowledge, skills and attitudes to
become 21st Century Leaders who have an ultimate impact on improving student achievement.
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Preparing 21st century students for success in high school, post-secondary education, and multiple careers during
their lifetime requires more of educators than ever before.
It requires 21st century
1. How can we prepare school leaders to become 21st Century Leaders who have an ultimate impact on improving student achievement for all students?
2. How can we support school leaders to become models of 21st century learning for their staff and for their students?
3. How can we engage school leaders to develop common understandings and build consensus around 21st century learning and leadership?
4. How can we provide a technology-rich professional learning program that has practical application to the everyday work of school leaders?
Four big questions…
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Strand II - Leadership
INSTRUCTIONAL LEADERSHIP
OPERATIONAL RESOURCE MNGT.
SHARED LEADERSHIP
CURRICULUM
INSTRUCTION
ASSESSMENT
Strand I – Teaching & Learning
Strand III - Personnel & Prof. Learning
PERSONNEL QUALIFICATIONS
PROFESSIONAL LEARNING
Strand IV - School/ Community Relations
PARENT/FAMILY INVOLVEMENT
COMMUNITY INVOLVEMENT
Strand V - Data & Information
Management
DATA MANAGEMENT
INFORMATION MANAGEMENT
Curriculum focuses on the Michigan School
ImprovementFramework
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Comprehensive Needs Assessment
Accountability Requirements
Our world has changed
digital virtual
global
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Our educational community has
changed
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Our teachers have changed
Our students have changed
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Their future has changed
“We need to prepare students for their future, not our past.”
--Ian Jukes, educator and futurist
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North Central Regional Educational Laboratory NCREL http://www.ncrel.org/engauge/skills/agelearn.htm
21st century skills
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Unit 1
Building 21st Century Leadership
Intersecting Data
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Supervising the Instructional Process
Creating a Culture of Shared Leadership and Capacity for Continuous Improvement
Unit 2
Aligning Systems - online
How does it work?Face-to-Face Session 1 Intersession Work
Face-to-Face Session 2
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Levels of PerformancePerformance Assessment
Overall performance is assessed based on ……….
Fail Accomplished Developing Beginning
Does not complete
Contains all elements..
Missing some elements..
Missing many elements…
Returned with instructor comments for revision
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SBCEUsSessio
nCourse In-class
hoursPerformanc
e Assessment
Total hours
SBCEUs
1 Overview/ Leadership
8 14.5 22.5
2 Leadership 8 14.5 22.5
3 Data 8 14.5 22.5
4 Data 8 14.5 22.5 9.0
Unit 1
5 Systems ONLINE 16 29.0 45.0
6 Culture/Capacity 8 14.5 22.5
7 Instructional Supervision
8 14.5 22.5 9.0
Unit 2
TOTAL 64 93.5 180 18.0 SBCEUs
Course/Program Evaluation
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• Conducted at the conclusion of each course
• Online
• Anonymous
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University Credits
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Michigan Department of
Education Endorsement Must have an
administrator
certificate to
receive an
Endorsement
MI-LIFE Delivery Sites 2008-2011
COHORT 1January 08-February 09 11 Locations, 12 Groups
COHORT 2September 08-June 098 Locations, 11 Groups
COHORT 3October 09-May 10
4 Locations
Cohort 4August 10-April 11
6 Locations 24
MI-LIFE Proposed Delivery Sites 2011-12
25Wayne Macomb Oakland
Cass
Jackson
Monroe
Wex-Miss
AMA ESD
Genesee
Cohort 5
Alpena-Montmorency-Alcona ESD
Genesee ISD
Jackson ISD
Lewis Cass ISD
Macomb ISD
Monroe ISD
Oakland Schools
Wayne RESA
Wexford-Missaukee ISD
Let’s sit in on a session or two
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Unit 1
Building 21st Century Leadership
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Stimulate, inspire and challenge educational leaders to confront and cultivate their personal and professional leadership capacity
Course Goal
http://www.education.vic.gov.au/about/directions/blueprint1/fs3.htm
Leadership Session 1
Review selected leadership resources
Conduct a Web search
Identify leadership behaviors
Develop an online leadership survey
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Survey Question Types
Choice
Date and Time
Heading
Name and Address
Open Ended
Rating Scale
Ranking
Yes or No
Leadership Session 1 Handout #4 – Question Types
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Examples1. I engage staff in collaborative decision making.
Yes No
2. Indicate the extent to which I engage staff in collaborative decision making.
Frequently Sometimes Rarely Never
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Examples
1. How long have you been in your current position?
2. How long have you been in your current position?
Less than 5 years 6-10 years 11-15 years 16-20 years 21 years or more
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Examples
4. Rate your perception of my communication skills.
2. Describe my communication skills.
Create and Administer Survey
Leadership Session 2
Create a Gap Analysis visual representation of leadership skills
Conduct a Force Field Analysis of leadership skills
Develop a Leadership Improvement Plan
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Deepen Your Understanding
Overall TaskFrom the Leadership Strand of the MI School Improvement Framework, select one Standard and prepare a presentation that demonstrates a deep understanding of the benchmarks/key characteristics of that Standard.
Recorder will capture the presentation in one of the following applications: Word document, PPT slide, Excel spreadsheet, recording or other creative method!
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Strand II - Leadership
INSTRUCTIONAL LEADERSHIP
OPERATIONAL RESOURCE MNGT.
SHARED LEADERSHIP
INTERPERSONAL RELATIONSHIPS
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Presentations
Design a billboardCreate a jingleWrite a poemRecord a skit
Design a graphicWrite or record a two-minute speech
Sample Project
Sample Project
Sample Project
Sample Project
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Leadership Plan Preparation
Leadership Survey
Gap Analysis
Force Field Analysis
Leadership Improvement Plan
Participant Reflections
• The leadership survey and analysis was … personally humbling as I "saw" myself through the eyes of others…
• …Apparently, I had not been communicating my methods, motives and actions as well as I thought…
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Unit 1
Intersecting Data
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“Commit to data analysis as a continuous process, not an event.”
Douglas Reeves
Douglas Reeves, The Learning Leader/Looking Deeper Into the Data, Ed Leadership, December 2008/January 2009. The Intersection of Instruction and Assessment: The Classroom. Princeton, NJ: Educational Testing Service
Understand various types of dataIdentify multiple sources of data for each type of data
Examine data intersection processesEngage in conversations about the implication of data intersection results on student achievement
Write Data Narrative Statements
Understand various data systems
Data Session 1
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Student Learning
(Achievement)
Types of Data
Adapted from the work of Victoria L. Bernhardt
School Processes(Context)
Demographics
Perceptions
Sources of Data
The basis, root or origin of the data, i.e. where/how did we get the data?
The classification or category of the data
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Demographics
Student Learning
School Processes
Perceptions
Intersecting Four Types of Data
“It is not until we intersect all four measures, at the school level and over time, that we are able to answer questions that will predict if the actions, processes, and programs that we are establishing will meet the needs of all students.”
Victoria L. Bernhardt, Multiple Measures, ASCD, March 1998
Adapted from the work of Victoria L. Bernhardt49
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Investigation Preparation
Multiple Types and Sources of Data
Intersecting Data
Data 4 SS
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Data InvestigationScoring Guide
Data Session 2
Present data investigations
Listen to and discuss Doug Reeves’ interview
Analyze data investigations for root causes
Explore Web based data sources
Conduct a data driven culture gap analysis
Prepare for Aligning Systems Online Course52
Insert an example?
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Log in
Select
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Post your reaction to the Doug Reeves’ interview statement:
“Results are not sufficient.”
Then reply to someone else's
posting.
Discussion Board Practice
Participant Reflections
• The data investigation allowed me to continue to look at our subgroups, and by using PowerPoint the impact was intensified…
• As a result of the activities and intersession assignment I found new and better ways to work with data...
• …I feel very confident coaching staff through the process of being effective data consumers now.
Aligning SystemsOnline Course in
Blackboard“Systems thinking is a discipline for seeing
wholes. It is a framework for seeing interrelationships rather than things, for seeing
patterns of change rather than static ‘snapshots.’"
--Peter Senge
1-Group Discussion onRed Bead* Lessons
• Lesson 1: It's the system, not the workers
• Lesson 2: Quality is made at the top
• Lesson 3: Rewarding or punishing the Willing Workers had no effect on the outcome
• Lesson 4: Rigid and precise procedures are not sufficient to produce the desired quality
*Dr. W. Edward Deming
Blackboard Group Discussion
Identify an initiative you are undertaking and analyze its systemic implications
2-Impacting SystemsReflective Inquiry
Assignment
Reflective Inquiry TopicsResponse to Intervention
New reading program
Positive Behavior support
Online grading system
Common assessments
Year-long writing plan
Failure is not an option
Activity period modification
MIBLSi Initiative
New reading assessment program
Alt ed and MEAP/MME analysis
Marzano strategies
3-Steady State of Systems Discussion
BoardThe first law of systems is that even if you understand the problem, the system will fight like mad to hold itself where it is.
---W. Patrick Dolan
Describe an example from your own experience
Blackboard Group Discussion
4-Aligning Systems Gap Analysis
Participant Remarks
• The most significant learning point for me in this module was to view my work from multiple perspectives, including the balcony view...
• …I would not hesitate to take another course on-line sometime in the future.
AbstractCulture explores the health or toxicity of the
environment in a district/school. Learners develop powerful strategies to create the right
culture for a purposeful and robust professional learning community that ultimately impacts student learning.
GoalPrompt educational leaders to develop healthy cultures and promote shared leadership.
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Culture/Capacity
Climate and CultureSchool climate and school culture are two distinct
but highly interrelated and interactive dimensions of school life.
School climate is driven by the school
culture..
..a school can have a healthy culture or a
toxic culture68
It is the historically transmitted pattern of meaning that wields astonishing power in shaping what people
think and how they act.
Educational Leadership, Volume 59 Number 8, May 2002, Pages 6-11 -The Culture Builder - Roland S. Barth
“How the culture is developed”
69http://www.cartoonstock.com/newscartoons/cartoonists/sde/lowres/sden26l.jpg
Professional Collaboration
Affiliative Collegiality
Self Determination/Efficacy
3 Major Indicators of a Healthy School Culture
From: School Culture Assessment Manual, Gary Phillips & Christopher Wagner70
Intersession Overall
AssignmentExamine the health/toxicity of your school.
Create a “photo-story” and prepare a presentation that represents the culture of your school.
Save to your flash drive and bring to next session.
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Culture Projects
Leadership Capacity
LINDA LAMBERT is professor emeritus and director of the Center for Educational Leadership at California State University
Hayward
Handout #6 – Leadership Quadrants
" Leadership is about learningtogether toward a shared
purpose, rather than a specific role, position, or individual with
formal authority.“Linda Lambert
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HighLeadership
Capacity
MediumLeadership
CapacityLow
Leadership Capacity
Leadership for allLearning for allSuccess for all
No compelling purposeIndividualistic
Few community conversationsFragmented
Polarized Principal-dependentNo professional
cultureUnsuccessful with
children
“What Does Leadership Capacity Really Mean? Linda Lambert – NSDC Journal“ http://www.nsdc.org/members/jsd/lambert262.pdf
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Six critical factors for building leadership
capacity1. The school community’s core values must focus its priorities.
2. As teacher leadership grows, principals must let go of some authority and responsibility.
3. Educators must define themselves as learners, teachers, and leaders.
4. We must invest in each other’s learning to create reciprocity.
5. The first tenet of leadership capacity is “broad-based participation.”
6. Districts must negotiate the political landscape to provide professional time and development, a conceptual framework for improvement, and tailored succession practices (fitting the principal to the school).
“What Does Leadership Capacity Really Mean? Linda Lambert – NSDC Journal“ http://www.nsdc.org/members/jsd/lambert262.pdf
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Mistakes we tend to make when dealing
with the resisters and saboteurs
• we pay way too much attention to them• we vilify them• we focus on their attitudes
Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement, Rick DuFour & Robert Eaker
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Participant Reflections
• I took candid shots in every setting I could think of that would reflect my school's culture...
• Looking at our school through the lens of someone else is powerful! ... This assignment enabled me to celebrate those things in our school that work well, and that I am proud of…
Instructional Supervision
“Schools need leadership from principals who focus on advancing student and staff
learning.”
Rick DuFour, The Learning-Centered Principal
Instructional Leadership
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Our professional vocabulary has embraced terms such as…
“constructivist learning”“discovery learning” “cooperative learning” “differentiated instruction” “multiple intelligences”
From: Supervision for Learning by James M. Aseltine, Judith O. Faryniarz and Anthony J. Rigazio-DiGilio - Chapter 1. Reconceptualizing Supervision and Evaluationhttp://www.ascd.org/publications/books/106001/chapters/Reconceptualizing_Supervision_and_Evaluation.aspx 83
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Paradigm shift
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“By concentrating on teaching, the instructional leader of the past emphasized the inputs of the learning process.
Richard DuFour, The Learning-Centered Principal, Educational Leadership Volume 59 Number 8 May 2002
By concentrating on learning, today's school leaders shift both their own focus and that of the school community from inputs to outcomes and from intentions to results.”
Essential questions
What is it we want our students to learn?
How will we know when they have learned it?
What are we going to do if they have not learned it? (How do we deliver instruction to ensure they learn it?)
– Rick DuFour86Richard DuFour, The Learning-Centered Principal, Educational Leadership Volume 59 Number 8 May 2002
Participant Reflections• …I have found myself thinking about a
'learner centered' approach to observations in place of my traditional 'teacher centered' approach…
• I love the notion of focusing on student achievement and not teacher instruction. Such a simple concept and yet such a mind shift for so many of us…
MI-LIFE Cohort 4Evaluation
comments/results
“It is my sincere belief that every person wanting to become a school administrator should have to complete this course. I found it very helpful even though I have been an administrator since 1996.” “As a young administrator, this program has given me a terrific opportunity to more closely examine what I have been doing, and how I would like to approach things in the future. Overall, an excellent opportunity and a very valuable program.”
Evaluation Comments
1. The goals of the MI-LIFE program were made clear (by the instructors, during orientation, by course materials).
2. As a result of my participation in MI-LIFE I know more about school leadership than I did before taking the MI-LIFE courses.
3. Participating in the MI-LIFE program has helped me to become more skilled using technology. 4. There was a good balance between technology tools and leadership covered in the course
content. I5. will continue to use the technology tools and applications that I learned in MI-LIFE in my work
as an administrator. 6. Much of what I have learned can be applied to challenges I've faced in my current position. I7. will apply the leadership skills that I've learned in MI-LIFE to my work as an administrator. 8. On average, I was an active participant in the MI-LIFE courses. 9. I felt comfortable asking instructors for help when I needed it. 10. The instructors were able to engage participants in critical discussions of the topics covered. 11. The instructors were prepared and knowledgeable. 12. I would recommend MI-LIFE to other educational administrators. 13. My time was well spent in the MI-LIFE training program. 14. I have used strategies learned in MI-LIFE to improve my school improvement planning. 15. I have used MI-LIFE activities and tools at my workplace. 16. My training through MI-LIFE has had a positive impact on student achievement. 17. My training as a MI-LIFE participant has improved my relationships with teachers and staff. 18. My training as a MI-LIFE participant has improved my relationships with parents. 19. My training as a MI-LIFE participant has improved my relationships with students. 20. My training as a MI-LIFE participant has improved my relationships with other administrators. 21. How do you describe your satisfaction with the overall implementation of the MI-LIFE program.
Final Evaluation Questions
I have used strategies learned in MI-LIFE to
improve my school improvement planning.
Much of what I have learned can be applied to
challenges I've faced in my current position.
This course was excellent! Thanks for all you
have done to improve me as an effective
administrator.
Find us!www.mi-life.org
Register for Cohort 5www.mi-life.org
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Michigan Leadership Improvement Framework Enhancement
MILIFE