Prepared For Prepared For Schools To WatchSchools To Watch CONFERENCE CONFERENCEJune 20-23, 2012

Olive Peirce Middle SchoolOlive Peirce Middle SchoolA Professional Learning Community and A School To A Professional Learning Community and A School To

WatchWatch

Linda SolisLinda SolisPrincipalPrincipal

Missy CobianMissy CobianLibrary/Tech/Media SpecialistLibrary/Tech/Media Specialist 1

MAKING A DIFFERENCE IN THE MIDDLEMAKING A DIFFERENCE IN THE MIDDLETRANSFORMING AND REBOOTING CULTURE!TRANSFORMING AND REBOOTING CULTURE!

PURPOSEFULLY DESIGNING A COLLABORATIVE CULTURE PURPOSEFULLY DESIGNING A COLLABORATIVE CULTURE OBSESSED WITH LEARNING FOR STUDENTS AND ADULTSOBSESSED WITH LEARNING FOR STUDENTS AND ADULTS

Based on the research of :Based on the research of :Rick DuFour, Anthony Muhammad, and Kent Peterson and Rick DuFour, Anthony Muhammad, and Kent Peterson and

Terrance DealTerrance DealAND THE AMAZING EDUCATION PROFESSIONALS AT OLIVE AND THE AMAZING EDUCATION PROFESSIONALS AT OLIVE

PEIRCE MIDDLE SCHOOL!!PEIRCE MIDDLE SCHOOL!!

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SHAPING POSITIVE AND TRANSFORMING SHAPING POSITIVE AND TRANSFORMING TOXIC SCHOOL CULTURESTOXIC SCHOOL CULTURES

---Deal and Peterson, ---Deal and Peterson, Shaping School CultureShaping School Culture

• STAIRWAY TO HEAVEN• CELEBRATE• WE ARE THE CHAMPIONS• WIND BENEATH MY WINGS• WE ARE FAMILY• THE HERO IS IN YOU• LEAN ON ME• AIN’T NO MOUNTAIN HIGH ENOUGH• ANTICIPATION• YESTERDAY• TEQUILA SUNRISE• I DID IT MY WAY

•LET’S GET READY TO RUMBLE•I CAN’T GET NO SATISFACTION•WHO LET THE DOGS OUT?• BAD TO THE BONE• THE LONG AND WINDING Road • I WILL SURVIVE• SHE WORKS HARD FOR THE MONEY• YOU CAN’T ALWAYS GET WHAT YOU WANT• 16 TONS• TAKE THIS JOB AND SHOVE IT• HELP!• 8 DAYS A WEEK• HARD DAY’S NIGHT• RESPECT

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IT’S ALL ABOUT THE IT’S ALL ABOUT THE CULTURE!CULTURE!

Culture is defined as our beliefs, practices, behaviors, and norms of our organization.

This is where many school leaders and reformers fear to tread…BUT…it IS the place that holds the biggest keys to unlocking the potential of all our schools.

Building, nurturing, and sustaining a positive, collaborative culture…focused on LEARNING for ALL members of the school community…is THE most important job for LEADERS in any school.

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CULTURE…CULTURE…

IT IS A POWERFUL FORCE!IT IS A POWERFUL FORCE!

Culture…NO WHERE ELSE Culture…NO WHERE ELSE will impact significant will impact significant

change!change!

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If the fish in your aquarium are not as If the fish in your aquarium are not as healthy as they should be . . .healthy as they should be . . .

Don’t blame the fish! Don’t blame the fish! Instead, consider changing the water.Instead, consider changing the water.

------Kent PetersonKent Peterson

CULTURE!CULTURE!

HALLMARKS OF A HALLMARKS OF A TOXICTOXIC SCHOOL CULTURE SCHOOL CULTURE

Staff does NOT believe in the ability of ALL students to learn and succeed.They articulate the belief in overt ways that student success is based on the students’ level of concern, attentiveness, prior knowledge, and willingness to COMPLY!

HALLMARKS OF A HALLMARKS OF A POSITIVEPOSITIVE SCHOOL CULTURE SCHOOL CULTUREThe staff REALLY DOES BELIEVE REALLY DOES BELIEVE that ALL children can learn because of what the staff does.

The staff creates policies and procedures and adopt practices that support their belief in the support their belief in the ability of ability of every student. every student. For example: For example:

ZAP ZAP PYRAMID OF INTERVENTIONS DURING THE SCHOOL DAYPYRAMID OF INTERVENTIONS DURING THE SCHOOL DAY

RE-TAKES AND RE-DO’SRE-TAKES AND RE-DO’SBYOTBYOT

GRADES THAT REFLECT LEARNINGGRADES THAT REFLECT LEARNINGACE REWARDS CARDS/4.0ACE REWARDS CARDS/4.0CELEBRATING SUCCESSESCELEBRATING SUCCESSES

There is a set of values that supports professional developmentsupports professional development, a sense of responsibility for student responsibility for student learninglearning, and a positive, caring atmosphere.

---Peterson, Is Your School Culture Toxic or Positive? 2002

GUIDING THE CULTURE OF THE GUIDING THE CULTURE OF THE SCHOOL….SCHOOL….

•….is one of the most important things that a principal has to do.

•Unfortunately, it's also the most difficult. Many principals are stuck by the question, 'How do I get from where I am to where I want the school to be?'

IN THE BEGINNING…IN THE BEGINNING…THE ONLY THING WE HAD IN COMMON WAS OUR THE ONLY THING WE HAD IN COMMON WAS OUR

STAFF PARKING LOT AND THE TEXTBOOKS WE USED.STAFF PARKING LOT AND THE TEXTBOOKS WE USED.

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OUR CULTURE WAS BASED ON THE OUR CULTURE WAS BASED ON THE BELIEF THAT THESE ARE BELIEF THAT THESE ARE MYMY KIDS, THIS KIDS, THIS

IS IS MYMY CLASSROOM, AND CLASSROOM, AND I AM I AM THE THE RULER OF RULER OF MYMY KINGDOM! KINGDOM!

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Just leave me alone and let me teach!

SO, WE ASKED OURSELVES THIS QUESTION:SO, WE ASKED OURSELVES THIS QUESTION:

WHAT WHAT ARE ARE THE CONSEQUENCES OF THE CONSEQUENCES OF TEACHER ISOLATION IN OUR SCHOOL?TEACHER ISOLATION IN OUR SCHOOL?

THE BEGINNING OF CHANGE FOR OPMSTHE BEGINNING OF CHANGE FOR OPMS…WE STARTED READING…TOGETHER…WE STARTED READING…TOGETHER!!

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We made acommitment to reading professional literature every SUMMERSUMMER… and Teams led discussions and professional learning activities throughout the next year.

SUMMER PROFESSIONAL READING FOR SUMMER PROFESSIONAL READING FOR

2012-20132012-2013

THE OPMS TURNING POINT…THE OPMS TURNING POINT…WE NEEDED TO CHANGE OUR MENTAL MODEL OF WE NEEDED TO CHANGE OUR MENTAL MODEL OF

THE PURPOSE OF “SCHOOL”THE PURPOSE OF “SCHOOL”

WE PURPOSEFULLY TRANSFORMED AND

RE-BOOTED

OUR CULTURE AROUND THE PLC SCHOOL MODEL!

It took TIME…15 Years to be EXACT!It took TIME…15 Years to be EXACT!15

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In a PLC adult learning…In a PLC adult learning…team learning… is just as team learning… is just as

important as student important as student learning.learning.

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Welcome To Our Welcome To Our PLC!PLC!

•OPT is live 180 days•Grant-Funded Television Studio•Teachers are Guest Anchors•We retain only 10% of what we hear

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STRUCTURE!STRUCTURE!wins every time….wins every time….

… … ALWAYS!ALWAYS!

When you change the “water” (environment) AND the

structure, you change the people.

---B. Fuller (with slight adaptation by Linda

Solis)

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STRUCTURAL AND CULTURAL CHANGES WE’VE MADE…STRUCTURAL AND CULTURAL CHANGES WE’VE MADE…SUPPORTED BY COLLECTIVE COMMITMENTSSUPPORTED BY COLLECTIVE COMMITMENTS

A COLLECTIVE BELIEF: ALL STUDENTS CAN AND WILL LEARN AT HIGH LEVELS WITH OUR SUPPORT AND HELP. WE WILL DO WHATEVER IT TAKES!

A CULTURE OF RELATIONAL LEARNING

A CULTURE OF COLLEGE AND CAREER READINESS

VERTICAL AND HORIZONTAL TEAMS: Interdisciplinary and Academic Content Cohorts

ACADEMIC CORE DATA TEAMS: Directly focused on student achievement

Meet Monthly with Principal and Assistant PrincipalUse of student DATA is constant

Examining student work is a common practiceFocus on improving pedagogy /instructional strategies/common assessments—both FORMATIVE and SUMMATIVE

Develops the “teaching capacity” of the entire school by sharing the strengths and mitigating the weaknesses of each teacher

COMMON PREPS: Academic Core Teams

•4.0 Nation!4.0 Nation!

•Heterogeneous ClassesHeterogeneous Classes

•Adolescent Brain ResearchAdolescent Brain Research

•2121stst Century Learning Environment Century Learning Environment

•Technology used to engage and support learningTechnology used to engage and support learning

•RTIRTI2 2 / Pyramid of Interventions DURING THE / Pyramid of Interventions DURING THE SCHOOL DAY!SCHOOL DAY!

•Tables, not desks!Tables, not desks!

•Teacher modeling and Brain CampTeacher modeling and Brain Camp

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TeamworkTeamwork is the ultimate competitive advantage and it is powerful but rare. If you could get all the people in an organization rowing in the same directionrowing in the same direction, you could dominate any industry, in any market, against any competitor, at any time. ---Patrick Lencioni

http://youtu.be/mR0_SK1K8xY

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OUR COLLABORATION STRUCTURE:OUR COLLABORATION STRUCTURE:

VERTICAL TEAMS:VERTICAL TEAMS:Grade Level Academic Core ContentGrade Level Academic Core Content P.E. and Elective TeachersP.E. and Elective Teachers

HORIZONTAL TEAMS:HORIZONTAL TEAMS:•ACADEMIC CORE CONTENT TEAMSACADEMIC CORE CONTENT TEAMS•COMMON PREPCOMMON PREP• COMMON LESSONSCOMMON LESSONS• COMMON ASSESSMENTSCOMMON ASSESSMENTS•COMMON INSTRUCTIONCOMMON INSTRUCTION• COMMON GRADING PRACTICESCOMMON GRADING PRACTICES•COMMON RESULTSCOMMON RESULTS•Collaborative Data AnalysisCollaborative Data Analysis

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Strategies to Create Time for Strategies to Create Time for CollaborationCollaboration

SCHEDULE COMMON PREP TIME-Casino StyleSCHEDULE COMMON PREP TIME-Casino Style Identify Essential Learning Targets, Design

Instructional Plans, email to ALL Teammates, Common Assessments, Analysis, RTi2.

NO SUPERVISION DUTIESNO SUPERVISION DUTIES Keep the “runway” free of obstacles…clear learning

path to success…IF LEARNING IS THE TARGET!IF LEARNING IS THE TARGET!Assemblies- Teachers escort students to PAC and

then return to collaborate. Life Guard Team supervises all assemblies

BLOCK SCHEDULEBLOCK SCHEDULETime should serve students’ learning---NOT a long-

standing Master Schedule Tradition!

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MONTHLY S.T.A.R.S. COLLABORATIONSMONTHLY S.T.A.R.S. COLLABORATIONS

School Teams Achieving Results for StudentsFOCUS ON OUR CONTINUOUS PROFESSIONAL LEARNING:

The premise of PLCs is that “adult learning precedes student learning.” Teachers and other staff members learn together so that we can assist students in their learning. Teaching quality is increased by continuous professional learning---the heart, soul, and rationale for the creation and maintenance of the PLC.

---R. DuFour

(Table toppers and norms!)(Table toppers and norms!)

MONTHLY VERTICAL TEAM COLLABORATIONSMONTHLY VERTICAL TEAM COLLABORATIONSFOCUS ON OUR STUDENTS CONTINUED GROWTH AND LEARNING

THE HOPE FOR THE FUTURE: THE INCREDIBLE POWER OF A WONDERFUL TEACHER If students are under-resourced, does that doom them for life? Not if they’re lucky to have a couple

of good teachers.

 

CLMS SUMMER INSTITUTE, JULY 22-24. 2012Rancho Mirage

Kate Kinsella, Ruby Payne, Rita Pierson

TEAM SMART GOAL2011-2012

Team_______________________________ Quarter

  

Percentage of students scoring AT proficiency or higher in____________________ _______________________will INCREASE from ______% to _____% by the end

of_________________________________ as measured by______________________administered on______________________.

REDUCE the percentage of students scoring B/BB/FBB by_______% on the _________________________________________________Common Assessment

administered on___________.    

Committed To By:______________________________________________________ Teammates’ Signatures

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QUARTERLY TEAM SMART QUARTERLY TEAM SMART GOAL PRESENTATIONSGOAL PRESENTATIONS

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EXPECTATIONS AT THE GREATEST MIDDLE SCHOOL IN EXPECTATIONS AT THE GREATEST MIDDLE SCHOOL IN THE INNER PLANETARY GALACTIC SOLAR SYSTEMTHE INNER PLANETARY GALACTIC SOLAR SYSTEM

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

I do it

We do it

You do it togetherCollaborative

Independent You do it alone

Gradual Release of ResponsibilityGradual Release of ResponsibilityA Model for Success for All Students A Model for Success for All Students

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

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The Purpose Today Is…The The PURPOSE PURPOSE Today Is….Today Is….

GOOD SEEDS GROW IN STRONG CULTURES

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http://youtu.be/tzY7qQFij_M

OPMS WOULD NOTNOT HAVE BEEN RECOGNIZED AS A SCHOOL TO SCHOOL TO WATCHWATCH THIS YEAR, IF WE HAD

NOT…

If We Don’t Build The Schools With The Cultures We Dream Of…

They Won’t Be There For Them…ALLALL Of Them!Them!

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GO FORTH AND BUILD!!!GO FORTH AND BUILD!!!KIDS ARE COUNTING ON US!KIDS ARE COUNTING ON US!

Thank You!

Linda Solis lsolis@ramonausd.netMissy Cobian mcobian@ramonausd.net

OPMS Schools to Watch Prezi:http://prezi.com/q9h1fj54uatb/opms-our-house/