Instructional Conditions that Move the Achievement Needle

1. Instructional Conditions that Move the Achievement Needle Don Deshler University of Kansas

3. Leading to Improve Teacher Effectiveness: Implications for Practice, Reform, Research, and Policy Donald D. Deshler & Jake Cornett >> Instructional effectiveness >> Instructional coaching >> Integrated considerations

4. KU-CRL mission is to markedly improve . . . • The performance of struggling adolescent learners • Howteachersinstruct academically diverse classes • How secondary schoolscan be structured to improve outcomes • How our validated practices reachtens of thousands of practitioners in the field

5. The Performance Gap Skills / Demands Years in School

6. 2013-2014 The Performance Gap 2 1/2Yrs Skills and Demands 9 th 5 th Years in School 9 th

8. Vital Behaviors • Exponentially improve your results. • Tell you exactly what to do and how to do it. • Tend to stop self-defeating behaviors. • Often start a reaction that leads to good results.

9. The Keys • Behaviors are actions • Behaviors are not results or qualities • Not all behaviors are equal • Only a few are genuinely vital

10. Why Vital Behaviors are SO important….. • There is lots to do……on the surface, most of the things are “good” things. • The issue isn’t whether it’s “good” or not……the issue is whether it’s vital!!

11. So.... in your world, what are the vital behaviors for moving the needle in a significant way?

12. What are your 3 golden nuggets for moving the needle on literacy performance???

16. What’s written on our “Belief Window” about….. • Self • Students • Others • Craft

17. What’s written on our “Belief Window” about….. Self

22. “Better ispossible. It does not take genius. It takes diligence. It takes moral clarity. It takes ingenuity. And above all, it takes a willingness to try."

23. "Don’t let yourself be!Find something new to try, something to change. Count how often it succeeds and how often it doesn’t. Write about it. Ask a patient or a colleague what they think about it. See if you can keep the conversation going."

24. " Betterment is perpetual labor. The world of medicine is chaotic, disorganized, and vexing. To complicate matters, we in medicine are also only human ourselves. We are distractible, weak, and given to our own concerns. In spite of all of these things, having accepted the responsibility, how one does such work well is what professionalism is all about."

25. Thinking of students with high-incidence disabilities……. What should be the primary role of special education teachers? (ideal) What is the primary role of special education teachers? (real)

27. What’s written on our “Belief Window” about….. Students

28. 0 How many words a year do 5th graders read who read at the 50th percentile? (A) 250,000 (B) 400,000 (C) 600,000 (D) 900,000

29. 0 How many words a year do 5th graders read who read at the 10thpercentile? (A) 60,000 (B) 100,000 (C) 180,000 (D) 250,000

30. 0 How many words a year do 5th graders read who read at the 90th percentile? (A) 1,800,000 (B) 2,500,000 (C) 3,000,000 (D) 4,000,000

32. 9th Grade “I have so many feelings of being different from every one else because it is hard for me to learn. It takes a while for me to figure out what's going on around me -- I get so confused with all of the different things people expect me to learn and remember…. I always feel stupid about not knowing more than my younger sister. Please write and tell me what I should do.”

33. 10th Grade "I think having a learning disability has taught me how much a person like myself needs to fight what is hurting them physically and mentally. Things are just terrible in school. When my teachers treat me like I can't learn I feel like a baby, it just convinces me that I really am stupid........there are times when I feel so different, so left out, so lonely, and so sad. I have a very dead heart about life.”

34. Young Adult “Most mornings now, I wake up thinking about how unsuccessful I have been and how stupid I will always be. I look at my little daughter when she is asleep and hope that she doesn't turn out like me.”

35. Teachers’ Explanations • Biggest barrier to struggling learner success • Student attitudes • Students neglect of work • Low ability • Poor attendance • Unsupportive parents

36. Given high quality instruction, how confident are you that struggling adolescent readers can read close to grade level?

39. 1939

40. Thinking of students with disabilities……. What should our expectations be? (ideal) In general, what are our expectations? (real)

41. What’s written on our “Belief Window” about….. Others

42. School culture can stopchange dead in its tracks!

43. Organizations can engage in self-destructive behavior

44. Academic Optimism A new way to explain student achievement Hoy, Hoy, & Tarter

45. Components • Academic emphasis (extent school is driven by a quest for academic excellence – a press for academic achievement) • Collective efficacy (belief that the faculty as a whole can organize and execute actions required to have a positive effect on students) • Trust(in colleagues, parents, students)

46. Synergy • Work together to create a positive academic climate • Administrators and teachers have reason to be optimistic and empowered • Neither they nor their students are irretrievably trapped by socioeconomic factors

47. Moving Schools(Rosenholtz, 1991)

48. Indicators of school culture… • Do we have a culture of encouragement? • Is there a shared sense of purpose? • Is there a deep commitment to each of usimproving our craft? • How transparent is our instruction? • Is there a culture of individual and group accountability? • What characterizes our interactions with each other?

49. Thinking of your school/district ……. What are the defining attributes of the exisiting culture? (Real) If you could change one thing, what would make the biggest positive change? (ideal)