Southwest Horizon S.D.

1. Southwest Horizon S.D. What works in School Improvement?

2. Ask yourself How many chances will I have for someone to wade through the research and present ideas and actions which seem promising? • Without any expectation or pressure to replicate • With and invitation and the time to consider the worthiness , adaptations or applicability • With the thinking and creativity of an amazing group of educators

3. Requirements3 Year Cycle • Oct 30 Division to electronically submit school plans to MECY • Internal Deadline • Approval by Board • Division Plan, Student Services Plan, Categorical Grant Plans • ELI, ENI, AAA, ECDI, SSG, EAL,ESD,BF • Division Visits - MECT Team Feb- Mar 2010 • Day meeting, Report and Feedback,

4. In two Parts • Form • Outcomes – What will we improve? • Data- How will we know we are improving? • Involvement- Process- Who decides? • Content • Strategies- How will we improve? • Best Ideas- Will it work?

5. What will we improve? IKEA’s new Car

6. From Activity ---> Outcomes In Manitoba we have had a long history of identifying the strategies and activities that are implemented in schools: eg • Implement the new Science Curriculum • Run a TAG group • Inservice staff on Differentiated Instruction or Authentic Assessment • Establish the Lion’s Quest Program • We are newer at identifying the Outcome or targeted result

7. Ask “Why are we doing this?” …the because is the out come Try to keep it focused upon Student Learning Don’t get to hung up on the Numbers. How will we know…observable , concretely, etc. Stated clearly in a way that is observable so everyone knows what we are trying to accomplish Process Outcome is often an Activity - not result outcome ie We will implement an Anti Bully Policy The purpose of a SMART outcome is to clearly state what we all are trying to do in a manner which allows us to objectively assess whether we have progressed towards achieving it. Perfection is not the aim..improvement is Get A Resource Teacher on board to review What is the benefit to the students, staff, school ? Outcome Tips

8. SMART Outcomes pecific easurable chievable elevant ime related SMART

9. We will integrate a math/science curriculum We will budget additional time for collaborative planning We will develop a divisional writing rubric We will implement a conflict mediators program We will implement a TAG program Means Inputs Activities Function Senior 1 Failure rate is reduced Student Achievement will improve Student Writing Improves Playground conflict incidents are reduced Student attendance is improved Ends Outcomes Purpose Targets Process Goals to OutcomesProcess Why do we want to ? .so…. Describes the ends

10. Indicators • What would let us know that we are making progress toward the outcome? • Specify one or more indicators for each outcome • Decide which factors could influence participant/program outcomes • Indicators will decide what data to collect

11. Not So Smart OutcomesThe Blue Bombers will improve next year.The 2005 Mission Hill Shiraz will be better.Greg Thompson will become a good golfer …( I know this is hard to believe but humour us)Alice Munro’s next novel will be an improvement.Students will have more success next year.

12. Smarten Up • At your table take one of the not so smart outcomes and try to make it SMART • Select 3 indicators to go with the outcome • 3-5 Minutes • Report back

13. Critical Friend Activity With your friend once again review your school plans: • Explore your planning report for Outcomes and Indicators- SMART • Are they Truly Outcomes? Or Strategies? • Do the indicators help clarify the outcomes • Are there other indicators or outcomes that may work better? • Are they focused on Student Learning ?

14. Who decides?

15. PotentialTeam Members • Students • Parents • Teachers • Department heads/ Chairpersons • School administrators • Other school staff • Parent Council representatives • Community members • Requirements :Regulation on Advisory Councils for School Leadership says that the ACSL • may provide advice on school plans. • Education Administration Miscellaneous Provisions Regulation states in Section 31: • "A principal must involve teachers in any planning process that is undertaken for the school."

16. Budzinski’s Continuum of Parent Involvement High Low Keeping Informed Supporting school Newsletters Student Based Helping Child with School Work Attending Events Volunteering ACSLs PTA School Programs Advisory Planning Decision Making Governance Selection of Staff Learning Environment Budget

17. Critique • Activity • Look at your plan again. • Who is actually involved? To what extend? • Are there areas where you wish to extend stakeholder involvement? • How can you strengthen this aspect?

18. How will we know we are improving?

19. Data • Data “information or evidence collected through a systematic method of selection, observation or analysis. Data are symbolic representations of information that can be expressed in numbers or words.” (Earl, 1999) • Identifying data sources that are:- presently available - easily accessed or - electronically generated

20. Information about students Enrollment records (enrollments, transfers & dropouts) Daily attendance records Student records (demographics, extracurricular activities Transcripts (course enrollments and levels, credits earned, grades) Student Portfolios Standards tests results Occupational competency tests Exit exams Counselling reports Employer evaluations(co-op placements) Student survey results Post-secondary enrollment Examples of Commonly Available Data Sources

21. Information about teachers or administrators Personnel files (teacher training and certification, staff development activities, continuing education credits) Attendance records In-service records School-level information Funds/expenditures per pupil Reports prepared for/or by the school Partnerships with post-secondary institutions/businesses/other Dropout & completion rates Student-faculty ratios …More

22. What to do with the Data • Measure Progress • Identify Priority Areas • Clarify Issues • Hold Conversations • Inform Planning

23. Victoria Bernhardt California State U Demographics Enrolment, attendance, Drop out rate, Ethnicity, Gender , Grade level Tells us What processes – programs different groups like best Perceptions Perceptions of Learning environment Values and beliefs, Attitudes, Observations Tells us about environmental improvements Student Learning Standards AssessmentsTeacher Grades, Observations, Stadardized assessments Tells us about student performance on different measures School Processes Descriptions of programs, processes Tells us how classrooms change

24. Data Critique Another Team critique • Do the data tools listed align with the outcomes • Are there a mix of Quantitative- Perceptual Data • Are baselines established? • Does the data collected make sense?

25. Generating Strategies • What do we think will make a difference • What research exists? • What do other schools do? • Do we have enough information? • What have we done in the past? • Can we enlist the help of others? • Is this educationally sound? • Action Research

26. Story of a conductor • He was a mediocre conductor of a mediocre orchestra. He had been having problems with the basses; they were the least professional of his musicians. It was the last performance of the season, Beethoven’s 9th Symphony, which required extra effort from the basses at the end. Earlier that evening, he found the basses celebrating one of their birthdays by passing a bottle around. As he was about to cue the basses, he knocked over his music stand. The sheet music scattered. As he stood in front of his orchestra, his worst fear was realized; • A midget fortune teller • Queen Nyteshade had two claims to fame. She could tell fortunes and she was a midget. The local authorities frowned on her because they thought that fortune telling was fraudulent. They had Queeny arrested. She was placed in a holding cell. Since she was so small she was able to squeeze between the bars of her cell and escape. This to incensed the judge that he ordered the local newspaper to print an article about the culprit. The following was printed in the paper the next day. it was the bottom of the 9th, no score and the basses were loaded. Small medium at large

27. The vultures are flying As migration approached, two elderly vultures doubted they could make the trip south, so they decided to go by airplane. When they checked their baggage, the attendant noticed that they were carrying two dead raccoons. "Do you wish to check the raccoons through as luggage?" she asked. "No, thanks," replied the vultures. "They're carrion."

28. 2) Content • What is in your plan? • What works around us?

29. In other words an hour or so to be curious… Al..one of our cats . Full name Al- Queda …about the ideas silly …you are likely curious enough , at least according to your spouse or relatives.

30. Aims of this section • A chance to get caught up on what is working in school improvement. • A chance to reflect upon or consider any impact the information may hold for your planning team and school. • A chance to dream or scheme. • Intended as a quick hit introduction to ideas. If something resonates for you or your school you can follow that up in detail. • Guarantee that some of you will have heard some of these concepts before and some concepts will be new to you. There is at least one idea here which could help your project. • Join our PIE Wiki to get this PPT and keep abreast. Just pass along an email sheet to me and I’ll invite you

31. The adage about Gum You take a stick of gum… Then you need to Chew it Adults need the same. They don’t learn from experience they learn from reflecting and discussing their experiences So during this session you will have plenty of chew time.

32. In Preparation Reviewed the work of recognized experts • Andy Hargreaves • Michael Fullan • Mike Schmoker • Douglas Reeves • Bob Marzano • Ben Levin • Larry Lezotte • Manitoba Experiences • Others see reference books at front for details

33. Project Planning can be like …

34. School Improvement-A History Lesson “We can, whenever and wherever we choose , successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far” Ron Edmonds Effective School research 1982

35. Yesterday we knew

36. Correlates of Effective SchoolsLezotte.. A rationale for evidence • All children can learn and come to school motivated to do so • Schools control enough of the variables to assure that virtually all students do learn • Schools should be held accountable for measured student achievement • Schools should disaggregate measured student achievement to be certain that students , regardless of gender , race, ethnicity or SES are successfully learning • The internal and external stakeholders of the individual school are the most qualified and capable people to plan and implement the changes necessary to fulfill the learning for all mission: • Instructional Leadership • Clear and Focused Mission • Safe and Orderly Environment • Climate of high expectations • Frequent Monitoring of Student Progress • Opportunity to Learn and Student Time on Task • Positive Home- School Relations

37. Today

38. Educational Leadership Oct 2008 • “Instead, school improvement is the result of school self-evaluation that principals and teachers lead , which takes into account parental feedback and student self- assessment” • Finland • National Board of Education randomly evaluates different subjects in each comprehensive school every 3rd year to determine needs for curricular improvements. Schools use this data in self –evaluations . • Singapore • “Two Roads to High Performance” Susan Sclafani • Two Highest Scoring Countries PISA

39. Some Traits and Tools at play in successful schools…according to

40. But first a test Which of the following have the highest influence upon Teaching Practices?

41. 1= Not influential 4= Very Influential • What Influences Teacher Practice? • Undergrad Courses • Professional Reading • Graduate Courses • Motivational Speaker • Bonus Pay • Advice from Colleagues • Action Research 1.8 2.3 2.6 ? ? 3.6 4.0

42. 1- Action Research • Compelling Questions • Sense or urgency • Personal Relevance • Answers “What’s in it for me ?” • How can we reduce failure within a year? • How can we improve engagement ? • Action Research • Public Exposure

43. Action Research • Start with a guiding hypothesis • “If we increase narrative writing teaching in our school we will get better academic results across the board.” • What is the research question or outcome we want ? • Writing skills will improve by 2 levels on our writing continuum by May 2010 • In what other subject areas will achievement increase?

44. Benefits Action Research • Greatest Single impact on Teacher Practices • Redefines PD • 7: 1 Rule 7 hrs implementation for every 1 hour • Research Question • Method- Plan- Strategies- • Analysis

45. #2Professional Learning Communities

46. PLC’s “ we have relied too much, with miserable results, on a failed model for improving instructional practice: Training in the form of workshops” -Schmoker • Bad PD • No arrangement for teachers to translate learning to actual lessons • Mental Dependency… external guidance needed

47. Possible PLC Foci • Provincial Standards Results • Common Assessment Results • Planning Teams- Develop Written School Continua • Collaborative Lesson Time Planning • Common Assessments- Group Analysis • Common Lesson Planning • Specialist Support to planning teams • Co Teaching Planning

48. Study teams – Japan Germany Lesson study • Team meetings – build lessons • Standard based lessons • Modeling lessons – Co-teaching • Leadership Focus on Learning not teaching • Urgency • Essential standards • Formative assessment • Teacher meetings 2-3 monthly (lessons based on results of common assessment) • Admin “to what extent are students learning intended outcomes • “What steps can I take to give students and teachers support to improve learning?” • Monitor effective instruction • Quarterly reviews • Student work • Team logs • Classroom tours

49. Chew Time • With your team take a few minutes to consider the previous information. • Are there lessons for our school? What can we use, adapt or avoid?

50. 3 –Educational Leadership ..”is mainly just talk. In Fact few administrators of any kind or at any level are directly involved in instruction. “ -Glickman -Wow !