410 likes | 769 Views
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.. The Ripple Effect. An overview
E N D
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?
12. Alig-Meilcarek, J. (2003). A model of school success: Instructional leadership, academic press, and student achievement. Ohio State University.
Ainsworth, L., Almeida, L., Davies. A., Dufour, R., Greeg, L., Guskey, T., Marzano, R., O’Connor, K., Stiggins, R., White, S., Wiliam, D., & Reeves, D. (2007). Ahead of the curve: The power of assessment to transform teaching and learning. Bloomington, IN: Solution Tree.
Bennis, W & Biederman, P. W. (1998). Organizing Genius. Berkeley, CA:Perseus Books.
Berry, J., Beach, R. (2007). K-12 leadership and the educational administration curriculum: A theory of preparation. Education Leadership: National Council of Professionals of Education Administration.
Black, S. (2007). Making the rounds. American School Board Journal, 194 (12), 40-45.
Blanchard, K.& Miller, M. (2004). The secret: What great leaders know and do. New York: Berrett-Koehler.
Brand, S., Felner, R., Shim, M., Seitsinger, A. & Dumas, T. (2003). Middle school improvement and reform: development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95 (3), 570-588.
Connors, N., Streams. J. (2000). If you don’t feed the teacher they eat the students. Nashville, TN: Incentive Publications.
Cushman, K, & Delpit, L (2005). Fires in the bathroom: advice for teachers from high school students. New York: new press.
Danielson, C., (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA:Association for Supervision & Curriculum Development.
Downey, C., Steffy, B., English, F., Frase, L., Poston, W. (2004). The three-minute classroom walk-through: Changing school supervisory practice one teacher at a time. California:Corwin Press.
Faber, A. & Mazlish, E. (2005). How to talk so teens will listen and listen so teens will talk. New York, NY: HarperCollins.
Felner, R., Favazza, A., Shim, M., Brand, S., Gu, K., & Noonan, N. (2001) Whole school improvement and restructuring as prevention and promotion: lessons from STEP and the project on high performance learning communities. Journal of School Psychology, 39 (2), 177-202.
Felner, R. & Angela A. (1988). The school transitional environment project: An ecological intervention and evaluation. Richard H. Price and Raymond P. Lorion (eds.). 14 Ounces of Prevention: A Casebook for Practitioners. Washington, DC: American Psychology Association.
Felner, R., Ginter, M., & Primavera, J. (1987). Primary prevention during school transitions: Social support and environmental structure. American Journal of Community Psychology, 10 (3), 277-290.
Felner, R., Kasak, D., Mulhall, P., & Flowers, N. (1997) The project on high performance learning communities: Applying the land-grant model to school reform. Phi Delta Kappa, 78 (7), 520-528.
Felner, R., Jackson, A., Kasak, D., Mulhall, P., Brand, S., & Flowers, N. (1997). The impact of the school reform for the middle years. Phi Delta Kappan, 78 (7), 528-532, 541-550.
Felner, R., Seitsinger, A., Brand, S., Burns A. & Bolton, N. (2007). Creating small learning communities: lessons from the project on high-performing learning communities about “what works” in creating productive, developmentally enhancing, learning contexts. Educational Psychologist, 42(4), 209 – 221.
Felner, R., Seitsinger, A., Brand, S., Burns, A., & Bolton, N. (2008). Creating a statewide educational data system for accountability and improvement: a comprehensive information and assessment system for making evidence-based change at school, district, and policy levels: increasing psychology’s contribution to education. Psychology in the Schools, 45 (3), 235-256.
Fullan, M. (2005). Turnaround leadership. The Educational Forum, 69 (2), 174-181.
Ginsberg, M.B. (2001).By the numbers. Journal of Staff Development. 22, 44-47.
Glanz, J., Shulman, V., & Sullivan, S. (2007). Proceedings from AERA ‘07. Paper presented at the Annual Meeting of the American Educational Research Association. Chicago, IL.
Hallinger, P., & Murphy, J. (1985). Assessign the instructional management behavior of principals. Elementary School Journal, 86, 217-247.
Halverson, R., Kelley, C., Kimball, S. (2004). Implementing Teacher Evaluation Systems: How Principals Make Sense of complex Artifacts to Shape Local Instructional Practice. Educational Administration, Policy and Reform: Research and Measurement Research and Theory in Educational Administration, (3).
Haycock, K. (1998). Good teaching matters: How well-qualified teachers can close the gap. Thinking K-16, 3 (2).
Hirsch, E.D. (1999). The schools we need and why we don't have them. New York: Bantum.
Hoff, D. (2008). Study of small high schools yields little on achievement. Education Week, 27 (38), 10.
Kerr, N., Messe', L., Park, E. & Sambolec, E. (2008). Psychological Mechanisms Underlying the Köhler Motivation Gain. Personality and Social Psychology Bulletin, 33 (6), 828-841.
Lee, V., Dedrick, R., & Smith, J. (1991). The effect of the social organization of schools on teachers' efficacy and satisfaction. Sociology of Education, 64, 190-208.
Lezotte, L. (2001). Revolutionary and evolutionary: the effective schools movement. Effective Schools Products, LTD.
Leithwood, K., (1992). A move toward transformational leadership. Educational Leadership, 49 (5), 8-12.
Marks, H., Printy, S. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39;370.
Marshall Memo 231 (n.d.). Retrieved April 21, 2008 from Marshall Memo Web site: http://www.marshallmemo.com/headlines.php
Marshall, K. (2008). Is supervising the heck out of teachers the answer? Education Week, 27(36), 23-25.
Marshall, K. (2006). What’s a principal to do?: When you can’t do it all, what are the highest-leverage activities? Education Week, 26 (4), 36-37.
Marshall, K. (2003). Recovering from HSPS (hyperactive superficial principal syndrome): A progress report. Phi Delta Kappan, 84 (9), 701-709.
O'Hanlon, J. & Mortensen, L. (1980). Making teacher evaluation work. The Journal of Higher Education, 51, 664-672.
Patterson, J. & Patterson J. (2004). Sharing the lead: Teacher leaders can play a vital role in creating a resilient school culture. Educational Leadership, 61 (7), 74-87.
Price, R. H., Cowen, E. L., Lorion, R. P. & Ramos-McKay, J. (1988). Fourteen ounces of prevention: a casebook for practitioners. Washington, DC: American Psychological Association.
Protheroe, N. (2008).Teacher efficacy: what is it and does it matter? Principal, 87, 42-45.
Raudenbush, S., Rowan, V. & Cheong., Y (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150-167.
Rowan, B., Chiang, F. & Miller, R. (1997). Using research on employees' performance to study the effects of teachers on students' achievement. Sociology of Education, 70, 256-284.
Sarason, (1990). School context: Bridge or barrier to change. Southwest Educational Developmental Laboratory.
Sindelar, P., Shearer, D., Yendol-Hoppey, D., Leibert, T. (2006). The sustainability of inclusive school reform. Exceptional Children, 72 (3), 317-331.
Sutton, R. (2007). The no asshole rule: Building a civilized workplace and surviving one that isn't. New York: Warner Books.
Toch, T. & Rothman, R. (2008). Rush to judgment: teacher evaluation in public education. Education Sector Reports, January, 2008.
Wagner, C. (2006). The school leader’s tool for assessing and improving school culture. Principal Leadership, 7 (4), 41-44.
Wagner, T., Kegan, R., (2006). Change leadership: practical guide to transforming our schools. San Francisco:Jossey-Bass.
Whitaker, T. (2003). What great principals do differently: Fifteen things that matter most. New York: Eye on Education.
Wilson, R. (1986). Improving faculty teaching: effective use of student evaluations and consultants. The Journal of Higher Education, 57, 196-211.
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 passé
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 passé
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