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Using the Nine Characteristics to Test Assumptions in School Improvement

Identifying Assumptions. What are some common assumptions in education and school improvement?Priming the pump -- samplesStudent achievement is determined by a student's background. Alignment is matching learning standards with the textbook and WASL.Student achievement follows the normal bell-cu

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Using the Nine Characteristics to Test Assumptions in School Improvement

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    1. Using the Nine Characteristics to Test Assumptions in School Improvement G. Sue Shannon OSPI Senior Researcher WERA/OSPI Assessment Conference December 2007 Introduction – Sue Shannon, senior researcher; veteran educator Who is in the room? Names, roles, districts How many of you are familiar with the 2003 Nine characteristics resource? How have you used it? Today I will introduce you to the second edition.Introduction – Sue Shannon, senior researcher; veteran educator Who is in the room? Names, roles, districts How many of you are familiar with the 2003 Nine characteristics resource? How have you used it? Today I will introduce you to the second edition.

    2. 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.

    3. Testing Assumptions Brainstorming What are other prevalent or common assumptions? ??? Confirming or refuting assumptions with research

    4. 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

    5. Nine Characteristics Resource Review 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. A year ago I requested about 20 educators, both in OSPI, ESDS, Districts etc. to provide feedback on the first edition of the Nine characteristics resource, and how useful it was – if there were gaps, etc. I also asked for suggestions of “latest and greatest” resources that should be considered in updating the document. Folks graciously provided their thoughtful ideas about the work. Needless to say, the response was almost overwhelming. Thus as I read and read, the resource became longer and longer. The result is a more comprehensive review of the literature related to the implementation of the nine characteristics. We have traded a succinct treatment of the nine, limited to about 2-3 pages each – which was perhaps sufficient as a “starter” resource, for a expanded and deeper treatment of the concepts. However, as folks have been engaged in the work of school improvement, they are generally ready to go deeper. Hence, the document you have. The introductory chapter highlights the expanded concepts that are treated in other chapters regarding the specific characteristics.A year ago I requested about 20 educators, both in OSPI, ESDS, Districts etc. to provide feedback on the first edition of the Nine characteristics resource, and how useful it was – if there were gaps, etc. I also asked for suggestions of “latest and greatest” resources that should be considered in updating the document. Folks graciously provided their thoughtful ideas about the work. Needless to say, the response was almost overwhelming. Thus as I read and read, the resource became longer and longer. The result is a more comprehensive review of the literature related to the implementation of the nine characteristics. We have traded a succinct treatment of the nine, limited to about 2-3 pages each – which was perhaps sufficient as a “starter” resource, for a expanded and deeper treatment of the concepts. However, as folks have been engaged in the work of school improvement, they are generally ready to go deeper. Hence, the document you have. The introductory chapter highlights the expanded concepts that are treated in other chapters regarding the specific characteristics.

    6. Nine Characteristics of High-Performing Schools A clear & shared focus High standards & expectations for all students Effective school leadership High levels of collaboration & communication Curriculum, instruction & assessments aligned with state standards There was consensus that the nine characteristics work – at least well enough. They have become somewhat institutionalized. They are supported by the most current research literature – words and phrases may differ but concepts are quite consistent. So, although definitions could be “wordsmithed,” it was felt it would be counterproductive.There was consensus that the nine characteristics work – at least well enough. They have become somewhat institutionalized. They are supported by the most current research literature – words and phrases may differ but concepts are quite consistent. So, although definitions could be “wordsmithed,” it was felt it would be counterproductive.

    7. Nine Characteristics (continued) Frequent monitoring of learning & teaching Focused professional development A supportive learning environment High levels of family & community involvement

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