Changing Teacher Behavior The Ripple Effect: Administrative Behavior

1. Changing Teacher BehaviorThe Ripple Effect:Administrative Behavior Kim Banta Brennon Sapp The Kenton County School District University of Louisville ASCD

2. The purpose of this project is to develop, implement, and evaluate a school-wide process that will help teachers understand and embrace a higher degree of accountability of their practice focused on the success of their students as well as align . . . within the school.

3. The Ripple Effect An overview�Video (DVD) Why did we do this? What were we like? Where did this approach come from? Details of Treatments/Behaviors: Summer meetings Snapshots Data Reviews QIR Document Outcomes Unintentional Outcomes �Finally � Kim describes what it is like working with an obsessive compulsive technology workaholic.

4. Why did we do this?  What were we like? Pretty Good School Scores are Flat-Lining Student Demographics Changing Schools of Study/Small Learning Communities LEHHS (Law Education Health Human Services) STEM (Science Technology Engineering & Math) VPAM (Visual Performing Arts & Media)

11. Where did this approach come from? A review of hundreds of interventions/ strategies Walkthroughs? e-walks Observations (predictable in their uselessness) Why not use a more �student-centered� model?

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13. Where did this approach come from? A review of hundreds of interventions/ strategies Walkthroughs? e-walks Formal Observations (predictable in their uselessness) Why not use a more �student-centered� model?

14. Treatments/Behaviors(see handout) Summer meetings One hour (yes a full hour each) One on one . . . Or. . . Four on one Deliberate, honest, straight forward Snapshots (the backbone) Become a part of the classroom 5 to 10 minutes Often - Tracking Document Calibration Meetings/Expert Review � Calibration Document Student Interviews Data Reviews � Samples Periodically, (at least three times a year) Grades, discipline, state scores. . . Get to see everyone's data QIR Document (see handout)

15. Current Data on Snap Shots

16. Treatments/Behaviors(see handout) Summer meetings One hour (yes a full hour each) One on one . . . Or. . . Four on one Deliberate, honest, straight forward Snapshots (the backbone) Become a part of the classroom 5 to 10 minutes Often - Tracking Document Calibration Meetings/Expert Review � Calibration Document Student Interviews Data Reviews � Samples Periodically, (at least three times a year) Grades, discipline, state scores. . . Get to see everyone's data QIR Document (see handout)

19. Treatments/Behaviors(see handout) Summer meetings One hour (yes a full hour each) One on one . . . Or. . . Four on one Deliberate, honest, straight forward Snapshots (the backbone) Become a part of the classroom 5 to 10 minutes Often - Tracking Document Calibration Meetings/Expert Review � Calibration Document Student Interviews Data Reviews - Samples Periodically, (at least three times a year) Grades, discipline, state scores. . . Get to see everyone's data QIR Document (see handout)

22. Discipline Infractions � Most to Least

23. Failures-Most to Least

24. Treatments/Behaviors(see handout) Summer meetings One hour (yes a full hour each) One on one . . . Or. . . Four on one Deliberate, honest, straight forward Snapshots (the backbone) Become a part of the classroom 5 to 10 minutes Often - Tracking Document Calibration Meetings/Expert Review � Calibration Document Student Interviews Data Reviews - Samples Periodically, (at least three times a year) Grades, discipline, state scores. . . Get to see everyone's data QIR Documents (see handout)

26. Outcomes Improve teacher awareness Improved teacher performance Improved student performance Improve school culture

40. Outcomes Improve teacher awareness Improved teacher performance Improved student performance Improve school culture

42. Unintentional Outcomes Drop in discipline Much more enjoyment in job You learn things are not as you thought they were (good and bad) Culture Teachers ask for you to come in Students expect you to interact Parent discussions are much different The observation process becomes more real Professional development becomes pass� The �unmentionables�

45. Unintentional Outcomes Drop in discipline Much more enjoyment in job You learn things are not as you thought they were (good and bad) Culture Teachers ask for you to come in Students expect you to interact Parent discussions are much different The observation process becomes more real Professional development becomes pass� The �unmentionables�

46. Kim describes what it is like working with an obsessive compulsive technology workaholic Wonderful Great Fun Love Harmony �I see skies . . Of blue. . . �

47. Contact Info Dixie Heights High School 3o10 Dixie Highway Crestview Hills, KY 41017 Kim.banta@kenton.kyschools.us Brennon.sapp@gmail.com www.bsapp.com