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1. 1 Effective Implementation,
Strong Leadership,
Successful Schools
Sue Szachowicz
Principal, Brockton High School
Senior Advisor, International Center for
Leadership in Education
2. 2 INTRO: Who am I and why am I here?
WHO: Empowering a team
WHAT: Our mission – LITERACY for ALL
HOW: Instructional Leadership
Implementation
Monitoring
AND SO: Results
3. 3 SO,
Who is this woman, and why is she here?????
4. 4 Brockton High SchoolBrockton, Massachusetts
“School of Champions”
5. 5 BROCKTON HIGH SCHOOL
Comprehensive 9 – 12
Enrollment: over 4,300
Poverty Level: 72%
Minority population: 71%
30 different languages represented
38% do not speak English as their primary language
Approximately 12% in Transitional Bilingual Ed.
Approximately 11% receive Special Education Services
6. 6 Student Population
54.5% Black - includes African-American, Cape Verdean, Haitian, Jamaican, and others
29.3% White
13% Hispanic
2.7% Asian
.5% American Indian
7. 7 SO,
That’s who she is, but why is she here?????
8. 8 MCAS 1998
Failure
ELA – 44%
MATH – 75%
MCAS 2008
Failure
ELA – 5%
MATH – 16%
As bad as these were – it was even worse to look at our subgroups – in Special Education our ELA failure rate was 78%, in math it was 98%!As bad as these were – it was even worse to look at our subgroups – in Special Education our ELA failure rate was 78%, in math it was 98%!
9. 9 MCAS 1998
Advanced+Proficient
ELA – 22 %
MATH – 7 %
MCAS 2008
Advanced+Proficient
ELA – 74 %
(matches the state)
MATH – 54 %
10. MCAS??? So you think it’s easy??? 10
11. 11 SAMPLE MCAS QUESTION:
Life of Henry V: Act IV, Scene III (ll. 1-80)
Open Response question
Explain how the excerpt shows that the king is an effective leader. Use relevant and specific information from the excerpt to support your answer.
(Question is looking for language and style analysis, not simply content).
12. 12 SAMPLE MCAS QUESTION:
Excerpt from Don Quixote (pp 58-60)
Open Response Question
Explain how the author creates a humorous tone in the excerpt. Use relevant and specific information from the excerpt to support your answer.
(Question is looking for language analysis, not simply content).
13. 13 SAMPLE MCAS MATH QUESTION: Jason launched a model rocket from the ground. The formula below can be used to determine the height of the rocket above the ground at any time during the rocket’s flight.
h = 16t(7 – t)
In the formula, h and t are defined as follows:
• t = the time, in seconds, that has elapsed since the rocket was launched
• h = the height, in feet, of the rocket above the ground at time t
Use the formula to answer the following questions.
a. What was the height, in feet, of the rocket 1 second after it was launched? Show your work.
b. What was the height, in feet, of the rocket 6 seconds after it was launched? Show your work.
c. The value of h was 0 when the rocket hit the ground. How many seconds after the rocket was launched did it hit the ground? Show your work.
d. How many seconds after the rocket was launched was the height of the rocket 160 feet? Show your work.
This is an example of a math question on the 10th grade test. You don’t have to answer it but notice that students are required to use the information provided to answer 4 questions and must show the steps to solve each equation to get credit for their answers.This is an example of a math question on the 10th grade test. You don’t have to answer it but notice that students are required to use the information provided to answer 4 questions and must show the steps to solve each equation to get credit for their answers.
14. 14 SAMPLE MCAS BIOLOGY QUESTION:
Corn snakes show variety in their skin color pattern. While the complete genetics of corn snake color are complex, the most common colors on normal corn snakes—red and black—are each coded by one gene.
For the red gene, the allele for the presence of red pigment (R) is dominant and the allele for the absence of red pigment (r) is recessive. Likewise, for the black gene, the allele for the presence of black pigment (B) is dominant and the allele for the absence of black pigment (b) is recessive.
Draw the Punnett square for the cross of a snake that is homozygous dominant for the red color with a snake that is heterozygous for the red color. What percentage of the offspring is expected to have red pigment in their skin?
b. Draw the Punnett square for the cross of two snakes that are heterozygous for the black color. What percentage of the offspring are expected to have black pigment in their skin?
c. The parent snakes in part (b) that are heterozygous for black color are both homozygous recessive for the red gene. Each parent has genotype rr for the red gene. Based on this information, what percentage of their offspring are expected to lack both the red and black pigments in their skin? Explain your reasoning. Students now take the science test as well. This is an example of a multistep equation type question students were asked on the 2008 biology mcas exam. Students now take the science test as well. This is an example of a multistep equation type question students were asked on the 2008 biology mcas exam.
15. 15 SAMPLE MCAS BIOLOGY QUESTION:
Corn snakes show variety in their skin color pattern. While the complete genetics of corn snake color are complex, the most common colors on normal corn snakes—red and black—are each coded by one gene.
For the red gene, the allele for the presence of red pigment (R) is dominant and the allele for the absence of red pigment (r) is recessive. Likewise, for the black gene, the allele for the presence of black pigment (B) is dominant and the allele for the absence of black pigment (b) is recessive.
Draw the Punnett square for the cross of a snake that is homozygous dominant for the red color with a snake that is heterozygous for the red color. What percentage of the offspring is expected to have red pigment in their skin?
b. Draw the Punnett square for the cross of two snakes that are heterozygous for the black color. What percentage of the offspring are expected to have black pigment in their skin?
c. The parent snakes in part (b) that are heterozygous for black color are both homozygous recessive for the red gene. Each parent has genotype rr for the red gene. Based on this information, what percentage of their offspring are expected to lack both the red and black pigments in their skin? Explain your reasoning. Students now take the science test as well. This is an example of a multistep equation type question students were asked on the 2008 biology mcas exam. Students now take the science test as well. This is an example of a multistep equation type question students were asked on the 2008 biology mcas exam.
16. 16 1998
TERM 1
859 STUDENTS
(4400 students)
2008
TERM 1
1299 STUDENTS
(4300 students)
17. 17 THEN
“Students have a right to fail.”
BHS Principal
NOW
“There is no such right!
High Standards,
High expectations,
No excuses!”
BHS Principal
18. 18 OK, so some good things happened at Brockton High, BUT…
WHAT did you do,
and HOW did you
do it???
19. 19 Leadership Leverage Points
Coherent Vision
Empowerment
Instructional Leadership
20. 20 Eight Components of School Reform
Embrace a Common Vision and Goals
Inform Decisions Through Data Systems
Empower Leadership Teams to Take Action and Innovate
Clarify Student Learning Expectations
Adopt Effective Instructional Practices
Address Organizational Structures
Monitor Progress/Improve Support Systems
Refine Process on an Ongoing Basis
21. 21 EMPOWERING A TEAM
WHY start
with that???
22. 22 Can you guess now?Can you guess now?
23. 23 This is the famouse whack-a-mole game at carnivals.This is the famouse whack-a-mole game at carnivals.
24. 24 Empowering a Team
How do I
“…get the right people on the bus, the wrong people off the bus, and the right people into the right seats?” Jim Collins, Good to Great Who’s on the team is central to the change process. ALL constituencies need to be represented, balance of voices. The leadership teams are really the “right seats.” Who’s on the team is central to the change process. ALL constituencies need to be represented, balance of voices. The leadership teams are really the “right seats.”
25. 25 Empower Leadership Teams to Take Action and Innovate
Essential Groups
Restructuring Committee, our “think tank”
Administrative Leadership Team
Data Analysis Team
Steering Committees in every Department
26. 26 How do I select the team?
How do I help them become a “think tank”?
How do I get to true distributed leadership? I couldn’t work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier! I couldn’t work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier!
27. 27 How do I select the team?
“Getting the right people on the bus”
Restructuring Committee – our “think tank”
Every department represented with a mix of teachers and administrators
Balance of new teachers and veterans, new voices and voices of experience
I couldn’t work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier! I couldn’t work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier!
28. 28 Ex. – Alisa – the hell year!
Mention David Wheeler’s comment about putting your nasty people together.Ex. – Alisa – the hell year!
Mention David Wheeler’s comment about putting your nasty people together.
29. 29 Chairing the Restructuring Subcommittees (Boxer-2-Boxer, Redesigning the Senior Year, Credit Recovery) Seen as teacher/leaders
Facilitating faculty discussion groups
Conducting the professional development
Presenting to the faculty
Maintaining discussion ground rules:
Everything is on the table
Criticism only with suggestions
I couldn’t work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier! I couldn’t work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier!
30. 30
I couldn’t work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier! I couldn’t work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier!
31. 31 “Getting the right people on the bus”
Data Analysis Team
Led by Associate Principal for C&I
Eight-ten members – teachers & admin.
Target area depts. represented (Testing areas, Sped, Bilingual)
I couldn’t work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier! I couldn’t work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier!
32. 32 “Getting the right people on the bus” and “Getting the right people in the right seats”
Restructuring Committee Mission:
FOCUS, FOCUS, FOCUS!!!! I couldn’t work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier! I couldn’t work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier!
33. 33 YOUR TURN: EMPOWERMENT
Think about someone on your staff who you think has the disposition to lead but has not been involved. How can you bring that person in?
34. 34 RIGOR, RELEVANCE, RELATIONSHIPS
For us, two goals:
Increase student academic achievement
Personalize the educational experience for every student
35. 35 We had to look in the mirror: We HAD to think differently and ask ourselves a new set of questions…
36. 36 WHAT are we teaching?
HOW are we teaching it?
HOW do we know our students are learning it?
37. 37 What can we control, what can’t we control?
What do we have now that we can use differently?
38. 38 What will my BEST teachers think?
What’s best
for our kids?
39. 39 And, our favorite…
QUESTION:
WHY do we do it this way???
ANSWER:
Because we’ve ALWAYS done it this way!!!
40. 40 Leadership Leverage Points
Coherent Vision
Empowerment
Instructional Leadership
41. 41 Eight Components of School Reform
Embrace a Common Vision and Goals
Inform Decisions Through Data Systems
Empower Leadership Teams to Take Action and Innovate
Clarify Student Learning Expectations
Adopt Effective Instructional Practices
Address Organizational Structures
Monitor Progress/Improve Support Systems
Refine Process on an Ongoing Basis
42. 42 Inform Decisions Through Data Systems
“Confront the brutal facts.”
Jim Collins in Good to Great
For us – 76% Failure!!! Below the state average on EVERY open response (writing) question
PICK ONE THING!!! (We started with literacy/writing!)
43. 43
Embrace a Common Vision and Goals
Clarify Student Learning Expectations
FOUNDATION LEARNING:
What are the NON-negotiable
skills and knowledge that ALL
students must master?
Our school wide Literacy Initiative
44. 44 Two pronged approach:
1. Literacy skills for ALL –
NO EXCEPTIONS!!!
2. Safety nets and interventions for stuggling learners
45. 45
46. 46 Our Mission: LITERACY This was the result!This was the result!
47. 47 Then we had to figure out how to do this, how to get the faculty engaged in the same conversation we had been having at Restructuring. We drafted a list of skills in reading, writing, speaking, and reasoning to get the input of the faculty – but it was more than to get input. It was to get everyone engaged in the mission – to get them thinking about literacy and connecting the literacy skills to their lessons.
The skills on those initial drafts came from the state standards, a review of the MCAS data, and our own beliefs as educators about what kids should know and be able to do!Then we had to figure out how to do this, how to get the faculty engaged in the same conversation we had been having at Restructuring. We drafted a list of skills in reading, writing, speaking, and reasoning to get the input of the faculty – but it was more than to get input. It was to get everyone engaged in the mission – to get them thinking about literacy and connecting the literacy skills to their lessons.
The skills on those initial drafts came from the state standards, a review of the MCAS data, and our own beliefs as educators about what kids should know and be able to do!
48. 48 For the ‘”toxic fumes” group – Make sure the facilitator knows going into it!
Mention David Wheeler’s comment about putting your nasty people together.For the ‘”toxic fumes” group – Make sure the facilitator knows going into it!
Mention David Wheeler’s comment about putting your nasty people together.
49. 49 - So which of these kids is
not going to graduate??? How we communicated our focus:- MCAS scores listed on the top of all materials- Newsletter reporting discussion results
50. 50 Clarify Student Learning Expectations
For us: Our Literacy Initiative –
Clearly defined objectives for ALL students in Reading, Writing, Speaking, Reasoning
Rubrics for those Literacy Objectives More on the rubrics in the afternoon sessionMore on the rubrics in the afternoon session
51. 51 Our Mission: LITERACY This was the result!This was the result!
52. 52 Leadership Leverage Points
Coherent Vision
Empowerment
Instructional Leadership
53. 53 Eight Components of School Reform
Embrace a Common Vision and Goals
Inform Decisions Through Data Systems
Empower Leadership Teams to Take Action and Innovate
Clarify Student Learning Expectations
Adopt Effective Instructional Practices
Address Organizational Structures
Monitor Progress/Improve Support Systems
Refine Process on an Ongoing Basis
54. 54 How did we implement our focus?
Using data to guide the process
Help the faculty understand the assessment
At BHS all teachers examined the MCAS test
Key question: “What did you notice?”
55. 55 FOCUS, FOCUS,
FOCUS!!!
We started with writing!
56. 56 Why writing???
We examined the test. Asked
What did you notice?
AND… We needed a WIN!!! Pick something measurable.
57. 57
58. 58 Our Professional Development Model:
Development of Scripts
Train the Trainer
Interdisciplinary and Dept.
workshops
Implementation calendar
Assessing with rubric
Monitoring/collecting
student work
59. 59
60. 60 Our Professional Development Model:
Development of Scripts
Train the Trainer
Interdisciplinary and Dept.
workshops
Implementation calendar
Assessing with rubric
Monitoring/collecting
student work
61. 61
62. 62
63. 63
64. 64
65. 65 What gets monitored is what gets done!!!
For the students AND the teachers…
66. 66 So, HOW do we know our students are learning it?
One method:
School wide rubrics
67. 67
68. 68 Oral
Presentation
Rubric
69. 69
70. 70
71. 71 Line Graphs
Line graphs compare two variables. Each variable is plotted along an axis. A line graph has a vertical axis and a horizontal axis. So, for example, if you wanted to graph the height of a ball after you have thrown it, you could put time along the horizontal, or x-axis, and height along the vertical, or y-axis.
72. 72 Line Graphs
Line graphs compare two variables. Each variable is plotted along an axis. A line graph has a vertical axis and a horizontal axis. So, for example, if you wanted to graph the height of a ball after you have thrown it, you could put time along the horizontal, or x-axis, and height along the vertical, or y-axis.
73. 73
74. 74
75. 75
76. 76
77. 77
78. 78 Reading Workshop on TOVANI’S
I Read It But I Don’t Get It
and
Do I Really Have to Teach Reading?
79. 79
80. 80 FOUNDATION LEARNING: Training ALL students
STUDY SKILLS LESSONS through the LITERACY OBJECTIVES
Reading: Active Reading Strategies- Previewing a text – Using visuals to preview a chapter
Writing: Note-taking – Summarizing
Speaking: Street talk vs. school talk – speaking in complete sentences - Listening
Reasoning – Time management, Organizational strategies, Study strategies
81. 81 What gets monitored is what gets done!!!
For the students AND the teachers…
82. 82 So, HOW do we know our teachers are implementing this?
Formal and informal evaluation, and collection of student work
83. 83 It’s about teaching, stupid…
Mike Schmoker,
Results Now
84. 84 Always hear expression “Instructional Leader” – It is THE most important part of the job. To see real improvement in student achievement, as Schmoker says so bluntly – “It’s About Teaching, Stupid.” On some educational issues, research is divided. On the impact of instruction, the evidence is indisputable.Always hear expression “Instructional Leader” – It is THE most important part of the job. To see real improvement in student achievement, as Schmoker says so bluntly – “It’s About Teaching, Stupid.” On some educational issues, research is divided. On the impact of instruction, the evidence is indisputable.
85. 85 The power of the teacher – this will be the most important component of improving student achievement!The power of the teacher – this will be the most important component of improving student achievement!
86. 86 Two ways to improve a school:
1. Get better teachers
2. Improve the ones you have
What Great Principals Do Differently by Todd Whitaker
87. 87 GET BETTER TEACHERS…
Are you always able to hire the BEST possible candidate in every area???
Any ODGs???
88. 88 The
Skillful
Teacher
Research for Better Teaching
Jon Saphier Robert Gower
89. 89 Keeping the Student at the Center of Evaluation
…is the courage to take an unpopular action when it’s the right thing to do.
If these were my own kids, what would I do?
90. 90 Attacking mediocre teaching
The leader always needs to ask him/her self two questions:
1. If I saw my child’s name on this teacher’s class list, would I change my kid’s schedule???
2. How can we help this teacher improve instruction so his/her students improve their achievement?
It is often our own eval. Systems, or own appraisals, positive performance appraisals year after year, and our own discomfort with confronting these situations that are as much a cause of the problem as the teacher him/herself.
It’s NOT about firing – it’s about “What are the different ways we can make it clear that every child deserves and WILL HAVE expert instruction. It is often our own eval. Systems, or own appraisals, positive performance appraisals year after year, and our own discomfort with confronting these situations that are as much a cause of the problem as the teacher him/herself.
It’s NOT about firing – it’s about “What are the different ways we can make it clear that every child deserves and WILL HAVE expert instruction.
91. 91 This is what we were dealing with – a horrible form, very specific contractual language about formal evaluations, and over thirty years of THIS approach to evaluations.This is what we were dealing with – a horrible form, very specific contractual language about formal evaluations, and over thirty years of THIS approach to evaluations.
92. 92 This was done by my department head – I think he was in the room all of ten minutes.This was done by my department head – I think he was in the room all of ten minutes.
93. 93 Attacking Mediocre Teaching We had to do something!!!
We needed:
Common vocabulary
Common process
Common evaluation standards As Associate Principal, I collected all the evaluations done by the entire Admin. Team, and even though I had lived through an entire career of horrible evaluations, I was surprised at how widespread the problem was. It was clear that we had to do something fast if we were going to improve instruction. As Associate Principal, I collected all the evaluations done by the entire Admin. Team, and even though I had lived through an entire career of horrible evaluations, I was surprised at how widespread the problem was. It was clear that we had to do something fast if we were going to improve instruction.
94. 94 Brought in Research for Better Teaching, trained everyone connected with evaluation, and anyone who worked as a coach in CEIJ. Another major part of the training was in conferencing. This was a major shift in our work.
We can’t change our eval form, but we can sure change how we use it!Brought in Research for Better Teaching, trained everyone connected with evaluation, and anyone who worked as a coach in CEIJ. Another major part of the training was in conferencing. This was a major shift in our work.
We can’t change our eval form, but we can sure change how we use it!
95. 95 CEIJ applies here – and makes the evaluations specific and aimed at improving instruction.CEIJ applies here – and makes the evaluations specific and aimed at improving instruction.
96. 96 CEIJ applies here – and makes the evaluations specific and aimed at improving instruction.CEIJ applies here – and makes the evaluations specific and aimed at improving instruction.
97. 97
98. 98
99. 99 Then, the conference…
“Fierce conversations are about moral courage, clear requests, and taking action.”
Fierce Conversations by Susan Scott
100. 100 Empowering a team
Literacy for ALL – NO exceptions
Classroom instructional strategies – for all students and targeting struggling learners
How to monitor in classrooms and school wide for students and teachers
RECAP:
101. 101 For tomorrow’s Breakout Session:
More on the Implementation of the Literacy Initiative: Engaging the faculty, World Café, Discussion groups
Targeting struggling learners: Special Ed, ELL, and 9th grade
102. 102 RESULTS:
What can the results be for the students when the school takes action?
(HINT, HINT… GOOD THINGS!!!)
103. 103
104. 104
106. 106 But it’s not just about the numbers!!!
107. I am proud of this school:
Total in Agreement Disagree
97% 0%
108. 108 Changing Attitudes:
Everyone is responsible
for every student
Believing that every
student CAN and MUST
Our responsibility:
to figure out how to help
109. 109 JOHN& ABIGAIL ADAMS SCHOLARSHIP – 2009
246 Recipients – 25%
African American – 32%
Asian – 7%
Hispanic – 6%
MultiRace/NonHispanic-2%
Native American – <1%
White – 53 %
Low Income – 34%
W/ Disability – 3%
110. 110 Massachusetts Compass School
Northwest Regional Educational Laboratory – Schools Making Progress
International Center for Leadership in Education – Model School
2004, 2005, 2006, 2007, 2008, 2009
U.S. Department of Education National High School Summit
National School Change Award – 2006
Harvard Achievement Gap Initiative 2009
NASSP/CSSR Secondary School
Showcase 2010
111. 111
112. 112
113. 113 Dr. Susan E. Szachowicz, Principal
Brockton High School
470 Forest Avenue
Brockton, MA 02301
508-580-7633
susanszachowicz@bpsma.org
Senior Advisor International Center for
Leadership in Education
www.leadered.com
114. K-12 Fall SymposiumOctober 23-25, 2009San Diego
115. Leadership AcademyJanuary 29-31, 2010New Orleans