using the nine characteristics to test assumptions in school improvement g. sue shannon ospi senior...
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Using the Nine Characteristics to Test Assumptions
in School Improvement
G. Sue ShannonOSPI Senior Researcher
WERA/OSPI Assessment ConferenceDecember 2007
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Identifying Assumptions
What are some common assumptions in education and school improvement? Priming the pump -- samples
Student achievement is determined by a student’s background.
Alignment is matching learning standards with the textbook and WASL.
Student achievement follows the normal bell-curve.
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Testing Assumptions
Brainstorming What are other prevalent or common
assumptions? ???
Confirming or refuting assumptions with research
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Overview of the Session
Review the revision process of the Nine Characteristics of High- Performing Schools Resource
Highlight areas of new discussion Examine characteristics related to
teaching & learning Share compelling ideas and use
sections to confirm or refute
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Nine Characteristics ResourceReview Process
Reviewers examined original document & suggested revisions & new resources.
Author reviewed recent research studies & professional literature.
Author revised document to expand & deepen the discussion of the characteristics.
Reviewers read & commented on second edition.
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Nine Characteristics of High-Performing Schools
1. A clear & shared focus2. High standards & expectations for
all students3. Effective school leadership4. High levels of collaboration &
communication5. Curriculum, instruction &
assessments aligned with state standards
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Nine Characteristics (continued)
6. Frequent monitoring of learning & teaching
7. Focused professional development8. A supportive learning environment9. High levels of family & community
involvement
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Second Edition: Expanded Areas
1. Effective processes for improving schools
2. Expanded perspectives on effective leadership
3. Relational trust4. Quality instruction, grading
practices, monitoring5. Professional learning communities
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Expanded Areas (continued)
6. Cultural competence & culturally responsive teaching
7. Family & community engagement in schools
8. High school improvement9. District improvement10. Need-based allocation of resources
(funding, staffing, & support)
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Curriculum, Instruction & Assessments Aligned with State Standards
Curriculum development Deep alignment Curriculum mapping, planning
Effective instruction Frameworks to guide teaching Standards & effective teaching
practices Assessment
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Frequent Monitoring of Learning & Teaching
Monitoring student learning Communicating student learning Monitoring teaching & school
process
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Group Participation
Organize in small groups of 2 or 3 Read assigned sections on teaching
& learning (five & six) Jigsaw discussion Share compelling ideas. What
assumptions were confirmed or refuted?
Follow-up Reflection
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Jigsaw Activity
What are one or two compelling ideas in the section?
What are the implications of these ideas in your classroom or school?
What potential obstacles are there to implement the ideas? What will it take to overcome the obstacles?
What idea needs more investigation? What is an unanswered question?
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Acting on What We Know
To succeed, schools need to “gear up to achieve fast, tangible results”
(Schmoker, 2005) Educators work collaboratively to • ensure a common curriculum• seek out & refine practices
that have the most positive impact on student achievement
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Acting on What We Know
Judge student work by same essential criteria across a department or team
Provide examples of quality work to help students learn & self-evaluate.
(DuFour 2005) Conduct results oriented meetings
focused on learning & teaching(Schmoker, 1996)
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Follow up Reflection & Discussion
To follow up at home, take stock of local practices in view of nine characteristics, particularly sections 5 & 6:
How did we deeply align curriculum, instruction, & assessment?
How does alignment in our school/district reflect cognitive demand in the standards?
How do our instructional practices & assessments reflect principles of learning?
How do we know our practices are research-based? How is our teaching culturally responsive? How do we monitor learning and teaching? How have we aligned our grading practices with a
standards-based system?
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Effective Meetings for Results
Before the meeting – Develop agenda, name facilitator, timekeeper, & recorder
During the meeting – Desired outcomes for meeting (1 minute) Strategies that worked (5 minutes) Chief challenges (3-5 minutes) Proposed solutions (8-10 minutes) Action plan (10 minutes)
Specific solutions to focus on between now & next meeting.
Determine who is responsible for specific tasks After the meeting – document team’s focus
(Schmoker, 1996)
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What “It’s Being Done” Schools Do that is Different
They teach their students. They don’t teach to the state tests. They have high expectations for their
students. They know what the stakes are. They embrace and use all the data
they can get their hands on.
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“It’s Being done” continued
They use data to focus on individual students, not just groups of students.
They constantly reexamine what they do.
They embrace accountability. They make decisions on what is
good for kids, not what is good for adults.
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“It’s Being Done” continued
They use school time wisely. They leverage as many resources
from the community as possible. They expand the time students—
particularly struggling students—have in school.
They do not spend a lot of time disciplining students, in the sense of punishing them.
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“It’s Being Done” continued
They establish an atmosphere of respect.
They like kids. They make sure that the kids who
struggle the most have the best instruction.
Principals are a constant presence. Although the principals are important
leaders, they are not the only leaders.
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“It’s Being Done” continued
They pay careful attention to the quality of the teaching staff.
They provide teachers with the time to meet to plan and work collaboratively.
They provide teachers time to observe each other.
They think seriously about professional development.
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“It’s Being Done” continued
They think seriously about professional development.
They assume that they will have to train new teachers more or less from scratch and carefully acculturate all newly hired teachers.
They have high-quality, dedicated, and competent office and building staff who feel themselves part of the educational mission of the school.
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It’s Being Done continued
They are nice places to work. The adults expect their students to
learn, and they work hard to master the skills and knowledge necessary to teach those students.
Chenowith, K. (2007). “It’s Being Done”: Academic Success in Unexpected Schools. Cambridge, MA: Harvard Education Press.