21 st Century Process for Teaching for Learning: A Performance-Based, Results-Driven Whole School Model for Schools

1. 21st Century Process for Teaching for Learning: A Performance-Based, Results-Driven Whole School Model for Schools Rossi Ray-Taylor And Sharon Claytor Peters 2008 MDE/NCA Spring School Improvement Conference

2. IntroductionsOverview for the session

3. What does it take to make a positive and measurable difference in schools?

4. Schools are designed for a 19th and 20th century vision of schoolingscreen, sort and select

5. Expectations of schools are changing

6. Competition 0% drop outs Michigan High School Graduation Requirements NCLB Accountability All Kids College Ready

7. The 5 conditions necessary for school success • School principal leadership • Classroom teacher effectiveness • Parent involvement • Student readiness • Community support

8. Meeting the challenge of Michigan’s high school graduation requirements

9. 90% -- 80% -- 70% • 90% of the parents need to be invested in quality education • 80% of the students (at every grade level) need to meet standards set by teacher assessments, classroom by classroom. • 70% of the students should perform satisfactorily on an external assessment (such as the Michigan Educational Assessment Program)

10. Critical junctures • Passage from pre-K to formal K-12 schools • Movement from 3rd to 4th grade learning concepts and methods • Movement into middle school 6th or 7th grade • High school entry

11. Preparatory Transition Schools Transition Points for Students

12. Research driven school design Rigor, relevance and relationships

13. 3 Key Features • Establish the conditions and standards for success • Implement the strategies • Monitor for results

14. Teacher selection • Demonstrated skill in design and diversity of teaching skills and concepts • Management of various student skill levels and learning styles • Deep level subject matter knowledge • Strong knowledge of pedagogy • Demonstrated skill and training in building relationships and academic relevance

15. Ongoing professional learning communities • Professional development • Mentors and coaching • Peer-to-peer classroom observations • Critical friends network • Sharing of best practice lesson plans, materials and formative classroom assessments

16. Shorter marking periods • Frequent feedback to students • More frequent opportunities to “start over”

17. Formative assessment • Lesson embedded entrance skill assessment • Feedback to students at least weekly • Teacher teams review student, classroom, grade level and school data weekly

18. “People without information cannot act. People with information cannot help but act.” Ken Blanchard

19. Arts & creative expression for students • Visual art • Music • Creative writing and poetry • Drama and performing arts

20. In-school support services • Counseling • Scheduling • Extended day • Online course options • Technology infused curriculum • Homework completion support • Credit recovery options • AVID / Mac Scholars or similar strategies • Attendance & tardiness strategies • Theories of agency and resilience • English language learner and bilingual support

21. Total system alignment for teaching for learning success • Central office systems ensure resources and conditions for teaching for learning • Rewards and sanctions support teaching for learning • Policies and practices are reviewed for consequences and effectiveness for full system mission success • Barriers and roadblocks are eliminated • The system is transparent • Access is universal

22. One of the great things an organization can do is to help people give voice to their dreams, and provide the means by which people come together to create something greater than themselves. It is the gift of leaders to release the aspirations of others. -James Champy

23. Resources • Educational Leadership for the 21st Century: A Performance-Based, Results-Driven Whole-School Reform by John W. Porter • The Silent Epidemic: Perspectives of High School Dropouts by John M. Bridgeland, et al • All Students Reaching the Top: Strategies for Closing Academic Achievement Gaps– A Report of the National Study Group for the Affirmative Development of Academic Ability; Edmund Gordon, chair

24. More Resources • Voices in Urban Education, Using Data for Decisions; VUE Number 18, Winter 2008, Annenberg Institute for School Reform • Voices in Urban Education, High School Redesign; VUE Number 8, Summer 2005, Annenberg Institute for School Reform

25. More Resources • What Works in Schools: Translating Research into Action by Robert J. Marzano • Reaching the Reluctant Learner; Educational Leadership, March 2008, vol 65 no. 6 • Fires in the Bathroom: Advice for Teachers From High School Students by Kathleen Cushman and the students of What Kids Can Do, Inc

26. Rossi Ray-Taylor, PhDrossi@raytaylorandassoc.orgRay.Taylor and Associates2160 S. Huron Parkway, Suite 3 Ann Arbor, Michigan 48104www.raytaylorandassoc.orgSharon Claytor Petersclaytorpeters@comcast.net Claytor Peters Consulting 13795 Christina Lane Belleville, Michigan 48111