Creating a Cultural Shift: Professional Learning Community implementation at Salina Intermediate

1. 0 Creating a Cultural Shift: Professional Learning Community implementation at Salina Intermediate Presented by Glenn Maleyko, Principal Salina Intermediate, Ph.D Candidate WSU and Bob Attee, Science teacher and Administrative Intern January 20, 2009 MACOMB ISD Administrators

2. All of us can consciously decide to leave behind a life of mediocrity and to live a life of greatness---at home, at work and in the community. No matter what our circumstances may be, such a decision can be made by everyone of us. Stephen Covey 0 Pg. 29

3. Whether that greatness is manifest by choosing to have a magnificent spirit in facing an incurable disease, by simply making a difference in the life of a child, given that child a sense of worth and potential, by becoming a change-catalyst inside an organization, or by becoming an initiator of a great cause in society. 0

4. We all have the power to decide to live a great life, or even simpler, to have not only a good day but a great day. No matter how long we’ve walked life’s pathway to mediocrity, we can always choose to switch paths. Always. It’s never too late. We can find our voice. 0 Pg. 29.

5. Leadership and Choice One Person Can Make a Difference!People like this just don’t get sucked into or pulled down for long by all the negative, demoralizing, insulting forces in the organization. And interestingly, their organizations are no better than most organizations. To some degree, they’re all a mess. 0 Stephen Covey

6. These People just realize that they can’t wait for their boss or the organization to change. They become an island of excellence in a sea of mediocrity. And it’s contagious. 0

7. 0 The history of a free man is never written by chance but by choice– their choice. Dwight D. Eisenhower

8. What is our frame of mind? Is the Glass half full or half empty? www.Walkthetalk.com

9. Visionary Leaders • Leaders can use vision to build trust rather than break it if they are willing to let their rhetoric give way to reality and allow their vision to become a blueprint rather than public relations baloney. • Reeves, Douglas (2006). The learning Leader.

10. Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization. • Reeves, Douglas (2006). The learning Leader.

11. “People want to be part of something larger than themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice for , trust.”— Howard Schultz

12. VisionWe envision an innovative, successful school where diversity is respected and celebrated, where all students use higher order thinking skills to meet high standards developed collaboratively by a motivated, compassionate, and highly skilled staff, working in partnership with parents and the community.

13. Salina Intermediate Mission • The mission of Salina Intermediate School is to increase academic achievement by implementing and evaluating a technology integrated comprehensive curriculum which enables students to become literate problem-solving critical thinkers. We have high expectations for all students, and provide a safe and nurturing environment collaboratively with parents and community to ensure that all students become responsible, productive citizens.

14. Salina Immigration Status 2007-08 School Year

15. Salina Intermediate Limited English Proficient Population

16. Economically Disadvantaged Studentsat Salina Intermediate 2008-09

17. Schools Do Make a Difference • Effective School Research of Ron Edmunds, Larry Lezotte, Wilbur Bookover, Michael Rutter, and other concluded: • All children can learn; and the school controls the factors to assure student mastery of the core curriculum

18. Schools Do Make a Difference • An analysis of research conducted over a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds. • Robert Marzano, What works in schools, 2003.

19. We face many barriers, but … • We have been effective at improving student achievement levels through the use of technology, literacy, and differentiated instruction under Professional Learning Communities model!

20. Salina Intermediate ELA AYP Proficiency Growth

21. Salina Intermediate ELA AYP Proficiency Growth

22. Salina AYP proficiency Growth

23. Salina AYP proficiency Growth

24. There must Be a Cultural Shift in how we do business on a day to day basis.

25. Cultural Shifts Becoming a Professional Learning Community 0 • “To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well-intentioned efforts will be defeated” Seymour Sarason: Taken From Robert Eaker PLC presentation.

26. Fullan (2008) The Six Secrets of Change • Secret One Love your employees • Secret Two Connect peers with purpose • Secret Three Capacity Building Prevails • Secret Four Learning is the work • Secret Five Transparency • Secret Six Systems Learn

27. The Standards Based Assessment System at Salina Intermediate • Based on research by Bob Marzano (2006). Classroom Assessment and Grading that Work. • He found that when you increase teacher effectiveness with assessment there are statistically significant gains with student achievement as it is measured by high stakes assessments. • The Salina Intermediate report card

28. Affirmation .19 Change Agent .25 Contingent Rewards .24 Communication .23 Culture .27 Discipline .28 Flexibility .24 Focus .22 Ideals/Beliefs .25 Input .24 Intellectual Stimulation .24 Involvement in Curriculum, Instruction, and Assessment .20 Knowledge of Curriculum, Inst. & Assessment .25 Monitoring/Evaluating .27 Optimizer .20 Order .25 Outreach .27 Relationships .18 Resources .25 Situational Awareness .33 Visibility .21 Marzano, Waters & McNulty (2005)21 Responsibilities of the School Leader (correlation coefficient)

29. Marzano, Waters and McNulty (2005) 1st order change vs. 2nd order change • 1st order change all of the 21 responsibilities apply • 1st order change is incremental. It can be thought of as the next most obvious step to take.

30. 2nd order change • 2nd order change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution.

31. Leadership for second order change includes the following: Knowledge of Curriculum, Instr. & Assessment. Optimizer Intellectual Stimulation Change Agent Monitoring/Evaluating Flexibility Ideals/Beliefs Negatively impacted responsibilities: Culture Communication Order Input 2nd order change

32. Monitoring and Evaluating • Classroom Walkthroughs are a critical component within the School Improvement Process at Salina Intermediate. • I looked at articles published by ASCD. • The Three Minute Classroom Walk-Through by Carolyn Downey.

33. Downey Walk through • The most important thing is conversations and building relationships with faculty. • 5 Step Downy Approach • 1. Student Orientation to the work • 2. Curricular Decision Points • 3. Instructional Decision Points • 4. Walk the Walls---Curricular and Instructional Decision Points • 5. Safety and Health Issues

34. The Power of Professional Learning Communities • The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities. Dufour & Eaker

35. Professional Learning Community (PLC) Defined • Educators committed to working collaboratively in ongoing processes or collective inquiry and action research in order to achieve better results for the students they serve. PLC’s operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators. • Dufour, Dufour, Eaker, Many, 2006.

36. Learning Community is Characterized by • 1. Shared Mission, Vision, and Values • 2. Collaborative Teams • 3. Collective Inquiry • 4. Action Orientation/experimentation • 5. Commitment to Continuous school improvement • 6. Results Oriented • 7. SMART goals Based on research by Dufour, Dufour and Eaker.

37. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning.

38. It is critical to develop a PLC calendar for the building

39. Team Collaboration We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate this collaborative culture through the development of high performing teams. Dufour & Eaker

40. Advantages of collaborative teams • provide support for new teachers • promote confidence among staff members • allow teachers to work together to find quality solutions • provide opportunities for sharing ideas, materials, and methods for better teaching • enhance student achievement

41. Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement.

42. The most effective collaborative teams focus on learning rather than teaching. If teams do not focus on issues and questions that most impact student achievement, they become “coblaboration” teams.

43. Team Meetings components • Three important components keep the team focus and help to subdue the resistors • 1. The development of Team Norms • 2. The development of Team Goals • 3. Sustaining Good team leadership (This could be one or two individuals.

45. Team Collaboration and the 3 Essential Questions • Question One • 1. What is it that we want children to Learn? • At Salina we are implementing a writing across the curriculum program that promotes higher level thinking skills on Bloom’s taxonomy.

46. The most effective collaborative teams • focus on learning rather than teaching. • If teams do not focus on issues and questions that most impact student achievement, they become “coblaboration” teams.

47. In order to focus on school improvement, we must use SMART GOALS: • Strategic and Specific • Measurable • Attainable • Results oriented • Time-bound.

48. Team Collaboration and the 3 Essential Questions • Question Two • 2. How will we know when they have learned it?

49. The Triple P Core Components • Personalization • Precision • Professional Learning

50. Personalization • Is education that puts the learner at the center(leadbeater, 2002), or more accurately puts each and every child at the center and provides an education that is tailored to the students’ learning motivational needs at any given time • -Fullan, Hill, & Crevola, 2006