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Using the Correlates of Effective Schools to Improve Student Learning Presented by Lawrence W. Lezotte, Ph.D. National

EFFECTIVE. SCHOOLS. Using the Correlates of Effective Schools to Improve Student Learning Presented by Lawrence W. Lezotte, Ph.D. National Education Consultant. EFFECTIVE. SCHOOLS. Using the Correlates of Effective Schools to Improve Student Learning Presented by

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Using the Correlates of Effective Schools to Improve Student Learning Presented by Lawrence W. Lezotte, Ph.D. National

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  1. EFFECTIVE SCHOOLS Using the Correlates of Effective Schools to Improve Student Learning Presented by Lawrence W. Lezotte, Ph.D. National Education Consultant

  2. EFFECTIVE SCHOOLS Using the Correlates of Effective Schools to Improve Student Learning Presented by Lawrence W. Lezotte, Ph.D. National Education Consultant

  3. Your school is perfectly aligned to get the results you are currently getting.

  4. Schools were never designed, or even intended, to successfully teach all students a high standards curriculum.

  5. Navigating the Perfect Storm 1. Higher Standards 2. Higher Percentage of Challenging Students 3. Fewer Resources

  6. AssumptionYou and your colleagues are already doing the best they know to do given the context in which they find themselves.

  7. The Leadership (Change) ChallengeTake a “followership” to a place they have never been and are not sure they want to go.

  8. Different Perspectives on School Improvement 1. People Change 2. Systems Change 3. Planned Change

  9. Wanted:A Proven System for ActionEFFECTIVE SCHOOLS RESEARCH AND PRACTICES

  10. Senge’s Double-Loop Learning Model Mission, Core Beliefs, & Core Values Higher Loop Tactics, Strategies, & Behaviors Lower Loop 10

  11. Levels of Culture Organizational Culture and Leadership by Edgar H. Schein Jossey-Bass (2004) Artifacts: Visible organizational structures and processes (hard to decipher) Espoused Values: Strategies, goals, philosophies (espoused justifications) Basic Underlying Assumptions: Unconscious, taken-for-granted beliefs, perceptions, thoughts, and feelings (ultimate source of values and action)

  12. A System:A network of interdependent components that work together to accomplish the aim of the system.

  13. A System Must 1. Have a clear aim. 2. Be managed. 3. Have a pervasive sense of mission.

  14. Getting Ready for Continuous Improvement Creating a Common Language: EFFECTIVE SCHOOLS 14

  15. Definition of an EFFECTIVE School:A school that can, in outcome terms, reflective of its “learning for all” mission, demonstrate the presence of equity in quality.

  16. Definition of an IMPROVING School:A school that can, in outcome terms, reflective of its “learning for all” mission, demonstrate the increasing presence of equity in quality.

  17. Correlates ofEffective Schools 17

  18. Safe & Orderly Environment In the effective school, there is an orderly, purposeful, business-like atmosphere that is free from the threat of physical harm. The school climate is not oppressive and is conducive to teaching and learning.

  19. Clear and Focused Mission In the effective school, there is a clearly articulated mission through which the staff share an under-standing of and a commitment to the instructional goals, priorities, assessment procedures, and accountability. Staff accept responsi-bility for students’ learnings of the school’s essential curricular goals.

  20. Climate of High Expectations for Success In the effective school, staff believes and demonstrates that all students can master the essential school skills and that they have the ability to help all students attain that mastery.

  21. Opportunity to Learn &Student Time on Task In the effective school, a significant amount of classroom time is dedicated to instruction in essential skills. For a high percentage of this time, students are engaged in whole-class or large-group, planned, teacher-directed learning activities.

  22. Frequent Monitoring of Student Progress In the effective school, student academic progress is measured frequently using a variety of assessment procedures. Results are used to improve both individual student performance and instruction.

  23. Positive Home-School Relations In the effective school, parents understand and support the school’s basic mission and are given the opportunity to play an important role in helping the school to achieve this mission.

  24. Strong Instructional Leadership In the effective school, the principal acts as an instructional leader and effectively and persistently communicates the mission to the staff, parents, and students. The principal understands and applies the characteristics of instructional effectiveness in management of the instructional program.

  25. Research LiNK The Research LiNK is an online searchable database of more than 1,600 research abstracts on topics ranging from strategies that work in the classroom to what works at the district level, and everything in between—all organized around the Correlates of Effective Schools. Each abstract summarizes the key findings and their implications for school improvement. It’s quick - it’s easy - just search and print! FREE 10-DAY TRIAL:Go to www.esleague.com/trial and enter the code word: tour

  26. Reality Check Survey Tool Gotta do a needs assessment? With Reality Check you can easily develop and administer a survey online or on paper, in English or in Spanish, or both. Create your own questions, draw from a bank of over 2,000 carefully crafted questions, pick from one of three template surveys already designed for you by Larry Lezotte — all organized around the Correlates of Effective Schools. FREE 10-DAY TRIAL:Go to www.esleague.com/trial and enter the code word: data

  27. Teacher Best Practices Written for practitioners and decision-makers, Teacher Best Practices is an online searchable database of strategies that focus on the effectiveness of instruction in generating desired learning. TBP puts proven practices at your fingertips by translating research into plain English. The summaries offer an overview of each strategy, plus detailed descriptions of the tactics teachers use to successfully implement the strategy. FREE 10-DAY TRIAL: Go to www.teacherbp.com and enter the word teach in the Enter Trial key box.

  28. The following screen is adapted from: What Works in Schools: Translating Research into Action by Robert J. Marzano (ASCD, 2003) 28

  29. School-level Factors (ranked) 1. Opportunity to Learn 2. Time 3. Monitoring 4. Pressure to Achieve 5. Parental Involvement 6. School Climate 7. Leadership 8. Cooperation

  30. NEW MISSION Learning for AllWhatever It Takes! 30

  31. Getting Ready for Continuous Improvement Creating a Common Language: EMPOWERED LEADERSHIP 31

  32. The 5 T’s of School Improvement Theories • Effective Schools • Systems Thinking • Continuous Improvement Teams • Empowerment • Consensus Building • Problem Solving Constantly Improving Student Achievement Time • Team Time • Staff Development • Study Groups Technology • Real Time Data • Just-In-Time Information • Research/Proven Practices Tools • Data Gathering • Data Analysis • Data Display 32

  33. Getting Ready for Continuous Improvement Establish the Process: Reflect inclusive & collaborative Clarify Mission, Study Plan Core Values, Core Beliefs Do Identify Essential Student Learnings 33

  34. Root Cause AnalysisThe 5 “WHY’s”

  35. 80/20 Rule

  36. LinkingChange Strategies to Student Achievement

  37. Change Structure Change Time Change Talent Change Materials Change Culture Suppose someone gave you an increase in funds. What would you buy to increase student achievement? 37

  38. Change Structure Change Time Change Talent Change Materials Change Culture How will that translate to: Placing Students at Appropriate Level of Difficulty Increasing Instructional Time for Learning Increasing Student Engagement Assuring Instructional Alignment Adding Guided Practice with Immediate Feedback 38

  39. Change Structure Placing Students at Appropriate Level of Difficulty Change Time Increasing Instructional Time for Learning Change Talent Increasing Student Engagement Assuring Instructional Alignment Change Materials Adding Guided Practice With Immediate Feedback Change Culture How will that then translate to: Increased Motivation + Increased Learning to equal Increased Student Performance 39

  40. Literacy Coach Teacher Student Increased Motivation + Increased Learning = Increased Student Performance 40

  41. Gantt Chart WHO’S RESPONSIBLE SEP OCT NOV DEC JAN FEB MAR APR MAY ACTIVITY Research dropout criteria for at-risk students. Review data on previous dropouts. Get principal approval for criteria. Identify at-risk students. Recruit staff to conduct home visits. Interview interested staff. Train staff for home visits. Conduct home visits. Evaluate home visit program. 41

  42. Use the PlanShare the StoryPrepare to Adjust CELEBRATE

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