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Building Effective Schools: A Journey for Quality Outcomes

Explore the journey towards effective schools focusing on quality outcomes, equity, and school effectiveness for student success and a better future. Address unintended consequences of past policies and redefine educational standards.

georgehouston
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Building Effective Schools: A Journey for Quality Outcomes

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  1. Today’s presentation has 3 parts:1. Formal presentation on effective schools correlates2. PLC activity to look at how the correlates manifest themselves in schools3. Debriefing of the activity to determine how a principal may lead more effectively to put these in place

  2. Our Common Wish…

  3. To make sure that all kids have the foundation for the good life!

  4. Your learning journey this year is about gaining the knowledge and skills to create schools that will do this forall your kids.

  5. How is our journey different from the one that we’ve been on over the past 5 years?

  6. Address the unintended consequences of NCLB by redefining Quality Outcomes

  7. “They [USDE] got the mission right but the metrics wrong”Ken Kay, Partnership for 21st Century Skills

  8. Quality andEquity

  9. QUALITY:Judged on a broader array of outcomes that lead to the “good life” and focus on more than minimal mastery EQUITY: High levels of achievement among all student subgroups

  10. To assure that all kids have the good life we must…

  11. Have a schooling experience that includes: • Critical thinking /problem solving • Innovation and creativity • Teaming and collaboration skills • Communication / information • processing • Leadership, responsibility, self • direction • Global, fiscal, civic literacy, etc. • Embedded technology

  12. Pillar 3: SCHOOL EFFECTIVENESS: “Building the Foundation for 21st Century Schools”

  13. THE PLACE Graduates Prepared for the 21st Century What needs to be in place to assure the “21st Century Learning for All?”

  14. The power of the PLACE… George McKenna

  15. The quality of curriculum, instruction and student support are profoundly impacted by the overall effectiveness of the school.

  16. Effective Schools Research:The History

  17. The Coleman Report: During the 60’s emphasis on civil rights and concern for equal opportunity… U.S. Department of Education commissioned study in response to Section 402 of the Civil Rights Act… Involved – 160,000 students in 4,000 schools… Had a powerful effect on school improvement

  18. Findings Inferred: Family circumstance determines student achievement…schools make little difference!

  19. Researchers set out to document schools that DID make a difference and document their COMMON practice. So...

  20. Findings from Edmond’s work and numerous studies since concluded that schools with certain pervasive characteristics can “teach ALL children” regardless of family circumstance. Leading Students into the 21st Century

  21. What they found!

  22. The School Effect:

  23. The School Effect: The impact of the overall operation of the school; its patterns of behavior that manifest themselves in the school-wide priorities, practices, procedures and programs.

  24. All schools have principals, and teachers, and kids divided into classrooms with similar materials and textbooks and extracurricular activities…BUT

  25. When schools exhibit certain characteristics…in a consistent and pervasive way…that have a powerful effect on student learning despite the background circumstance of the kids!

  26. This made profound sense!

  27. A student is shaped by ALL their experiences in school: Hallways Teachers Counselors Grounds The Bus Coaches Principals Hallways Cafeteria School Secretary Other kids Extra-Curricular Activities

  28. RON EDMONDS A remembrance of his experience… “islands of excellence.”

  29. Children who come from homes with little value for education, where responsibility is not taught, low expectations and sometime little support or love…

  30. These students can be profoundly influenced by the combined effort of the staff when certain values, beliefs and practices are pervasive in the school.

  31. To achieveQuality andEquity…

  32. There are seven (7) areas that you must attend to SCHOOL-WIDE

  33. 7 CORRELATES OF EFFECTIVE SCHOOLS Climate of High Expectations Safe and Orderly Environment Instructional Leadership Clear and Focused Mission Home/School Relations Frequent Monitoring Opportunity to Learn Time on Task

  34. There are “Blooms” levels of the seven (7) areas from basic functioning to high levels of application.

  35. 1. Safe, Orderly, Inviting Environment Basic Level: “Safe, orderly, purposeful, physically inviting and conducive to learning” Advanced Level: “High levels of collaboration and cooperation among students and staff/ sense of affiliation.

  36. “Safe, Orderly & Inviting” environment • Clean and bright • Sense of belonging by ALL • Pride and school spirit • Standards of good behavior that focus on developing good character • Well run and orderly with Effective processes • Two-way communication • Dirty/Uninviting • Factions and cliques • “Have to be here” attitude by many • Inconsistent standards/focus on consequences • Disorganized/little long-term planning • Hit or miss one-way communication Teachers Counselors Coaches Principals School Secretary Other kids

  37. What would the kids say?

  38. This place cares about me, I’m safe, I fit in, I’m proud to be a Winfield General, we work together, they make us “tow the line but they care.”

  39. 2. Clear and Focused Mission Basic Level: “Staff has an articulated common mission that includes a focus on ALL students learning.” Advanced Level: “The school’s mission is expanded to include higher level skills; there is dedication to staff as well as student learning; a school-wide focus on agreed upon instructional strategies to achieve the mission at the classroom level.

  40. “Clear and focused Mission” • United sense of what we want to do for our kids • Teachers understand their role in achieving the mission with specifics • Dedication to “learning for all” • School adopted roadmap for achieving the mission • Organized abandonment to keep the focus • Excitement about adult learning/school embedded PD • Words on paper with no motivating spirit • No clarity on how the mission should be accomplished by the staff • Acceptance of “Learning for some students • No articulated pathway to achieve the mission • Paralysis of initiatives • Minimal professional development/non-focused Teachers Counselors Coaches Principals School Secretary Other kids

  41. What would the teachers say?

  42. “I know what we’re trying to accomplish for these kids and I know my part in the process. We’ve spent a lot of time talking about where we’re headed. I’m excited about the things we have planned to make this a better school!”

  43. 3. Climate of High Expectations Basic Level: “Individual commitment to mastery by ALL students/High sense of efficacy “can do” attitude by adults.” Advanced Level: “Implementation of school wide practices that assure high levels of learning for all. Commitment to achievement beyond minimums.

  44. “Climate of High Expectations” environment • Belief that all kids can learn given time and conditions • Commitment to creating school conditions that over-come background limitations • Make it happen attitude with the dedication to rigor and quality pervasive • Expectations clearly written, defined and monitored for all • Absolute dedication to creating ways to support students in reaching high expectation. • Some kids are destined to failure/Bell curve is O.K. • It’s not the schools responsibility to do the parent’s work • Let it happen attitude; quality not highly valued • Unclear or inconsistent expectations • If kids want to fail, that’s their right. We’re not here to baby them. Teachers Counselors Coaches Principals School Secretary Other kids

  45. What would the teachers say?

  46. “The people in our school live and breath doing their best;’ we are continually finding ways to support, encourage & coach our kids. We know that together we can guarantee a great education for all” Teachers Counselors Coaches Principals School Secretary Other kids

  47. 3. Instructional Leadership Basic Level: “Principal’s priority is student achievement; keeps the school focused on the mission; is knowledgeable of good instructional practice” Advanced Level: “Principal uses disbursed leadership/creates processes for collaboration, group learningand planning.”

  48. ““Instructional Leadership” ” environment • Puts the needs of kids first • Absolute commitment to improved student learning and a vision for achieving it • Able to nurture and inspire the need for improvement • Knowledge of good curriculum and instruction • Builds a team with many leaders focused on creating consistent and pervasive practice • Able to create an adult learning environment and sees people development as key • Makes decisions that benefit adults not kids • Satisfied with things as they are/Not interested in making waves • Does a poor job creating the urgency for change • Sees C & I as a teacher issue • Little skill in facilitating change and developing teams/Not concerned about staff “I’ll do my own thing” attitude • Sees professional development as some one else’s job Teachers Counselors Coaches Principals School Secretary Other kids

  49. What would the teachers say?

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