2015 Carnegie Grant Action Teams

1. 2015 Carnegie Grant Action Teams Session I Pitt

2. Understanding our context Connector

3. Connector: What are Working Conditions? • Based on your own personal experience and perceptions, individually rank the pictures in the order of your perception of the working conditions represented from most favorable to least favorable. • Use a one through six scale • One is the picture with the MOST positive conditions • Six is the picture with the LEAST positive conditions

4. A B C E F D

5. What are Working Conditions? • Collaborate in groups and collectively organize the pictures of workers from most to least favorable working conditions • Come to consensus on the order

6. Processing • In what ways was your criteria similar or different to your elbow partners’? • Discuss the process you used for getting agreement in the picture order. • In what ways might these working conditions play a part in determining the quality of your work or desire to remain working in that particular role?

7. Conditions for Successful Teaching and Learning “High-functioning systems can amplify the accomplishments of their educators, but a dysfunctional school or district can undermine the impact of even the best teachers. We need schools and districts whose climates and cultures, use of time, approaches to staffing, use of technology, deployment of services, and engagement of families and communities are optimized to continuously improve outcomes for the students they serve.” One of seven elements identified as necessary to transform the teaching profession signed by US DOE, NEA, AFT, CCSSO, NSBA, AASA, CGCS, FMCS on May 23, 2012

8. How NTC Defines Teaching and Learning Conditions Time—Available time to plan, collaborate, provide instruction, and eliminate barriers in order to maximize instructional time during the school day Facilities and Resources—Availability of instructional, technology, office, communication, and school resources to teachers Community Support and Involvement—Community and parent/guardian communication and influence in the school

9. How NTC Defines Teaching and Learning Conditions Managing Student Conduct—Policies and practices to address student conduct issues and ensure a safe school environment Teacher Leadership—Teacher involvement in decisions that impact classroom and school practices School Leadership—The ability of school leadership to create trusting, supportive environments and address teacher concerns

10. How NTC Defines Teaching and Learning Conditions Professional Development—Availability and quality of learning opportunities for educators to enhance their teaching Instructional Practices and Support—Data and support available to teachers to improve instruction and student learning

11. NTC: Nearly 1.5 Million Responses Since 2008

12. Making a Case for Why Conditions Matter • Teaching conditions matter for teaching children

13. It’s About Children New research demonstrates that several aspects of the teaching environment—in particular, school level student conduct management, manageable demands on time, ample professional autonomy and effective professional development—are significant predictors of student perception of support and rigor and ultimately value added student learning gains (Ferguson and Hirsch, 2014).

14. It’s About Children Researchers from Harvard and Duke have each found that schools with positive work environments have greater student academic growth and overall achievement (Johnson, Kraft and Papay, 2011; Ladd, 2009).

15. Making a Case for Why Conditions Matter • Teaching conditions matter for teaching children • Teaching conditions matter for retaining teachers

16. It’s About Keeping Effective Teachers

17. Making a Case for Why Conditions Matter • Teaching conditions matter for teaching children • Teaching conditions matter for retaining teachers • Where you sit has a lot to do with how you see the world

18. Where You Sit Shapes How You See Things

19. A Moment of Reflection

20. About the Carnegie Grant

21. Highlights Of The Carnegie Grant To NTC “Building a Scalable, Sustainable, and Aligned School Leadership Development Model” Carnegie Corporation of New York Part 1.Enhancing and Expanding a Comprehensive Model of School Leadership Development NTC will take our most promising School Leadership Development offerings, Principal Induction and review and revise them to align with CCSS; prepare them for greater scale by utilizing different delivery mechanisms; and, elevate their impact by increasing instructional effectiveness, improving working conditions, and supporting CCSS implementation in schools nationwide.

22. Highlights Of The Carnegie Grant To NTC • Part 2.Study of the Importance of School Leadership for School Improvement • Partnering with Dr. Richard Ingersoll, Professor of Education and Sociology at the University of Pennsylvania, to conduct in-depth statistical analyses of TELL survey data to examine the impact of school leadership and teaching conditions on two school performance outcomes – student achievement and teacher retention. • TELL School Leadership Teams work will expand beyond its pilot stage (in HCPS) to four districts, where in-depth analyses and work to improve school conditions will be undertaken. NTC will partner with four districts, each within states where the TELL Survey has already been administered, and: • Administer the TELL Survey across each district so that there will be spring surveys in 2016 and 2017; • Partner with each district to focus assistance efforts with 5 selected schools in each district using NTC’s Change Management approach with the TELL data as an indicator tool.

23. What That Means for Us • Training Opportunity on Effective Change Management • Can be applied to anything • Collaborative Opportunity to Share Leadership on School Improvement Planning • Learn from other schools within your district • Individualized coaching to support your specific school needs throughout the year. • Extra data point of TELL data in between state surveys

24. Overview of the Session

25. Outcomes for the Year • Develop and implement an action plan for improving teaching and learning conditions at a particular school sitebased on recent TELL Survey data • Distribute the ownership for the improvement of teaching and learning conditions among teachers, administrators and the principal • Strengthen participants’ understanding and application of change theory

26. Activities for 2015

27. Today’s Agenda Introductions NTC/the work/the grant Review Your School TELL Data and Consider Specific Conditions of Focus Consider How to Replicate Back at Your School Reflections & Next Steps

28. Norms • Stay Engaged • Speak our Truth • Experience Discomfort • Expect and Accept Non-Closure • Listen for Understanding • Self-monitor Electronics

29. Conduct a Survey Results Analysis

30. Summary Report Directions (half the team) • Examine questions related to the construct of Time first • Compare your school’s agreement on each question with that of the state average • Circle in one color the items where your school is above the state average by more than 3% Circle in a different color the items where your school is below the state average by more than 3% Your Your Grade Your State District Level School 60.2%

31. Directions • If you don’t have different colored pens, consider using shapes Your Your Grade Your State District Level School 60.2%

32. Directions • Review the highlighted questions and make an additional mark next to the one or two questions with the greatest positive and negative differences between your school and the state Grade Your Level School 60.2%

33. Comparison Report Directions (half the team) • Examine questions related to the construct of Time first • Compare your school’s agreement on each question with its results from an earlier survey • Circle in one color the items where your school grew by more than 3% Circle in a different color the items where your school declined by more than 3% Fall NC 2015 2014

34. Directions • If you don’t have different colored pens, consider using shapes Fall NC 2015 2014

35. Directions • Review the highlighted questions and make an additional mark next to the one or two questions with the greatest growth and decline at your school Fall NC 2015 2014

36. Directions • Repeat this analysis for each of the construct areas

37. Compare Results • On what questions do the two analyses cross paths? • Where are there questions below average and in decline? • Where are there questions above average and in growth? • Where are there questions above average and in decline? • Where are there questions below average an in growth?

38. From this Analysis • Reflect on specific policies/activities/decisions you and your colleagues made that might have enabled these particular conditions to thrive • Consider different ways you might celebrate some or all of these findings with your staff, parents, and/or the community • Explore how the enabling characteristics of your policies/activities/decisions in these areas may be expanded to support school improvement planning for other aspects of your teaching conditions

39. Discuss and Determine • What are some conditions that stand out as points of celebration based on your collective reflection and discussion? • What are some conditions that are challenges? • This is what you will be taking back to your school to share and work with your colleagues • Record your celebrations and challenges on the sheet provided

40. Narrowing to One Positive • Work from the one or two highlighted conditions in each construct. What is the one area you and your colleagues feel should really be celebrated at your school and why? • Consider: • Other data points • Difficulty • Connections to other things happening in the school/district/state • Importance as a driver to other things you want to accomplish

41. Narrowing to One Challenge • Work from the one or two highlighted conditions (questions) in each construct. What is the one condition you and your colleagues feel should be the focus of this year’s change management work? • Consider: • Other data points • Difficulty • Connections to other things happening in the school/district/state • Importance as a driver to other things you want to accomplish

42. Share Out • Find someone not from your school in the room • Introduce yourselves • Share with your partner one celebration and one growth area from your examination of TELL results at your school • Return to your school group and process and share your experience with your school team

43. On the Way to Break: Construct a Consenso-gram • On the way to a quick break, each person bring one stickie to the consenso-gram in the room • Cast Your Vote: • Place your stickie above the Survey area you feel is the most important area your school needs to address. • Does not have to be what your team decided to focus on • If there are other stickiespresent, place your stickie above the previous one to begin to form a row of stickies

44. Consenso-gram 2.1A 2.1B 2.1C 2.1D 2.1E

45. Exploring Your Identified Challenge

46. Discussion: Unpacking the Condition • What about this condition is working? • What about this condition is not working? • What would be ideal? • What is getting in the way of ideal? • Assign someone within your group to take notes of the discussion. • Use the handout provided

47. Share out • Find a new partner in the room, not from your school. • Share some of the highlights of your discussion

48. Returning to Your Schools

49. Why Inclusion is Critical • A key to successful change is alignment with your colleagues • Your entire school’s inclusion in the process is important • Power of multiple minds in decision making • Accountability / Shared Responsibility • Reduces resistance • Builds trust

50. Engaging Your Colleagues Back at Your Schools • Convene a faculty meeting • Share information about this work (Faculty Meeting on TELL handout) and how you narrowed to a few questions • Make survey results accessible • Celebrate successes • Share identified challenges