Leadership Summit 2012
Collaboration-Lite vs.
True Collaboration
•.
Summit 2012
This Summit should be
all about recognizing
how hard the work is
(and getting harder) and
how important
collaboration and a plan
are to doing it
well………
and the boat ride
.
Not-So-Good Schools don’t
get this…
they leave teachers and
administrators
entirely on their own to
figure out :
What to teach,
What order to teach it in,
HOW to teach it…
and
to What level.
They’ll Say
•You’ve got a degree, the
reports and you’ve got the
standards so go teach!
Have These People Seen The New Standards?
• “The student will develop and apply expansive
knowledge of words and word meanings to
communicate.” (LA Grade 9)
Standards
• Students will estimate the sociological
problems which might be associated with the
end of the world, and construct an experiment
to test their theory.
Back mapping
• Traditional standards started with kindergarten and
then added years of work on top of those (and have
focused heavily on existing curricula and notions of
development)
• The common standards began with college and career
readiness standards and then back mapped from there
• This means that the standards demand growth aimed
at ensuring students reach graduation targets (rather
than depending so heavily on what we have done in
the past)
• This makes these standards more challenging than
past standards
Common Core Standards architect David Coleman ……
• “Teachers must train students to be workers in the
Global Economy. It is rare in a working environment
that someone says, “Johnson, I need a market analysis
by Friday but before that I need a compelling account
of your childhood.”
• Translation to the classroom: No more primary grade
essays about lost teeth or middle school essays about
prepubescent angst. Instead, students must provide
critical analysis of the “Allegory of the Cave” from
Plato’s Republic, listed as an “exemplary informational
text” in the Common Core State Standards
“Goodnight”- Goodnight Moon
How Tough?
• From 5th grade on…75%
reading/writing
• And not biographies
Non Fiction
“Unwrap” the Common Core Standards
Old Standard…..RECOGNIZE main ideas
presented in texts
Explain how a series of chapters, scenes, or
stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a text
12
13
14
The Typical Classroom for 2012-2013
• 11 of the 30 students will live in poverty
• 10 of the students will be non-White
• 12 of the student’s primary language will not be English
(one of 150 languages spoken in the US)
• 6 will not be reared by their biological parents
• 1 will be homeless
• 6 will move at least 4 times before grade 7
U.S. Department of Education Census Bureau
And let’s not
forget the
Economic
Tsunami many of
our families are
still trying to
recover from.
Source:
Value Added
This student’s 2004 score
was higher than predicted
This student’s 2004 score
was lower than predicted
Good schools get all this. The
grown ups who work in these
schools are not asked to be
independent contractors-martyrs or
geniuses
But We All Collaborate……Professional Learning
Communities, Child Study Groups, Data Teams,
Classroom Planning Time, Bob
Source:
Lost in Translation……………..
• “Collaborate”
• “Watch the Kids”
• “Clean your room”
21
Agree/Strongly Agree
Agree/Strongly Agree
Agree/Strongly Agree
Agree/Strongly Agree
Agree/Strongly Agree
Data Teams Implementation Survey Results Table
Step
PLAN
Form Data Teams and schedule
meetings
Assign Data Team Roles:
Leaders, Recorder…
Schedule Data Team leader and
administrator meetings
We analyze our data to uncover
our Success Stories and Honest
Bad News.
DO
We develop monthly Curriculum
Calendars and make the
commitment to teach some
indicators at the same time - the
bad news indicators and the long
and lingering indicators
We develop and administer
Common Pre-Assessments
We analyze Pre-Assessment data,
develop a common lesson and
set our teaching goal
We develop and administer
Common Post-Assessments
We meet to determine if our goal
was met; provide intervention(s)
for students who did not master
at proficient level and discuss
how we will adjust this lesson for
the next year.
CHECK
Create formalized system for
posting Data Team charts and
graphs
Create internal evaluation and
communication system
Create external evaluation and
communication system
We Haven’t
Done This Yet
We Are Working
on This Step
We are Really
Doing This
35%
25%
40%
80%
15%
5%
60%
30%
10%
35%
45%
20%
45%
30%
25%
50%
30%
20%
45%
50%
5%
15%
20%
65%
30%
60%
10%
70%
25%
5%
70%
25%
5%
85%
10%
5%
Collective Intelligence
(men—put your cell phones down)
• How big is the moon?
The moon is about _______miles across.
• How far is it from Earth to the moon?
It is about _________ miles from Earth to the
moon.
• How old is the moon?
The moon is the same age as the Earth and
the rest of the solar system — about ____billion
years. Our solar system was all formed at that
time.
Collective Intelligence
• How big is the moon?
The moon is about 2,000 miles across.
• How far is it from Earth to the moon?
It is about 250,000 miles from Earth to the moon.
• How old is the moon?
The moon is the same age as the Earth and the rest of
the solar system — about 4.5 billion years. Our solar
system was all formed at that time.
•
Source:
A System
• The first key term in this definition is SYSTEM. Teachers are
not invited or encouraged to collaborate. Collaboration is
embedded in the routine practices of the school.
• Teachers are organized into teams and provided time to meet
during the school day. They are provided specific guidelines and
required to engage in specific activities that help them focus on
student achievement.
• The team agenda is all about two questions:
What are the priority skills for this quarter?
How can we be more effective teaching these priorities?
Source:
31
• The SYSTEM ensures the entire staff works
together to focus constantly on those priority
skills.
• Not Book Clubs
• Not Prom Rules
• Not Prezi
• Diet Cards
• 3 legged dogs
• Walk Throughs
Source:
Matter over Chatter
• Second, the SYSTEM is designed to impact
professional practice. Teachers do more than
analyze, reflect, discuss, or debate. They use
collaboration as a catalyst to change their practices.
• How they teach the lesson on weather or fractions Changes
(for the better)!
Source:
Keep Score—Politicians and Parents
are!
• Third, the effectiveness of the SYSTEM is assessed
on results rather than perceptions, projects, or
positive intentions.
• Teams identify and pursue specific, measurable,
student outcomes. Student performance is the
barometer of success.
• “85% of my class will reach the proficient level on our
Observation vs. Inference lesson”.
Source:
A Good System
ensures that, “teachers
are nosy, noisy and
travel in packs”
My Grandma, 1997
Horizontal Design/Data Team
Elementary
Grade 3 Teacher
Grade 3 Teacher
Grade 3 Teacher
See page 63
Vertical Design/Data Team
Middle School Department Team/Small School Team
Grade 6(K) Math Teachers
Grade 7(1) Math Teachers
Grade 8 (2)Math Teachers
See page 63
Balanced Assessment Model
1. Develop or Revise Monthly
6. Analyze Post-Assessment
data.
Plan interventions for
students who did not master
the standard.
• Plan how you will tweak your
lesson for next year.
•
5. Develop and Administer
Common Post-Assessment
• Feedback for administrators,
teachers and students
• Prove Learning
Curriculum Calendars
• Commit to teach the bad news
standards and the long and
lingering standards at the
same time
• Develop a timeline
When your summative
data comes back, uncover
your success stories
and honest bad news.
2. Develop and Administer
Common Pre-Assessments
• Find out what your students
know, don’t know and want to
know
3. Analyze Pre-Assessment data
• Identify student barriers
strengths and interests
• Develop Instructional
Strategies and Lesson
• Use data to improve
instruction
4. Teach Teach Teach Teach
38
Balanced Assessment Model
1. Develop or Revise Monthly
6. Analyze Post-Assessment
data.
Plan interventions for
students who did not master
the standard.
• Plan how you will tweak your
lesson for next year.
•
5. Develop and Administer
Common Post-Assessment
• Feedback for administrators,
teachers and students
• Prove Learning
Curriculum Calendars
• Commit to teach the bad news
standards and the long and
lingering standards at the
same time
• Develop a timeline
When your summative
data comes back, uncover
your success stories
and honest bad news.
2. Develop and Administer
Common Pre-Assessments
• Find out what your students
know, don’t know and want to
know
3. Analyze Pre-Assessment data
• Identify student barriers
strengths and interests
• Develop Instructional
Strategies and Lesson
• Use data to improve
instruction
4. Teach Teach Teach Teach
39
Balanced Assessment Model
1. Develop or Revise Monthly
6. Analyze Post-Assessment
data.
Plan interventions for
students who did not master
the standard.
• Plan how you will tweak your
lesson for next year.
•
5. Develop and Administer
Common Post-Assessment
• Feedback for administrators,
teachers and students
• Prove Learning
Curriculum Calendars
• Commit to teach the bad news
standards and the long and
lingering standards at the
same time
• Develop a timeline
When your summative
data comes back, uncover
your success stories
and honest bad news.
2. Develop and Administer
Common Pre-Assessments
• Find out what your students
know, don’t know and want to
know
3. Analyze Pre-Assessment data
• Identify student barriers
strengths and interests
• Develop Instructional
Strategies and Lesson
• Use data to improve
instruction
4. Teach Teach Teach Teach
40
Balanced Assessment Model
1. Develop or Revise Monthly
6. Analyze Post-Assessment
data.
Plan interventions for
students who did not master
the standard.
• Plan how you will tweak your
lesson for next year.
•
5. Develop and Administer
Common Post-Assessment
• Feedback for administrators,
teachers and students
• Prove Learning
Curriculum Calendars
• Commit to teach the bad news
standards and the long and
lingering standards at the
same time
• Develop a timeline
When your summative
data comes back, uncover
your success stories
and honest bad news.
2. Develop and Administer
Common Pre-Assessments
• Find out what your students
know, don’t know and want to
know
3. Analyze Pre-Assessment data
• Identify student barriers
strengths and interests
• Develop Instructional
Strategies and Lesson
• Use data to improve
instruction
4. Teach Teach Teach Teach
41
Balanced Assessment Model
1. Develop or Revise Monthly
6. Analyze Post-Assessment
data.
Plan interventions for
students who did not master
the standard.
• Plan how you will tweak your
lesson for next year.
•
5. Develop and Administer
Common Post-Assessment
• Feedback for administrators,
teachers and students
• Prove Learning
Curriculum Calendars
• Commit to teach the bad news
standards and the long and
lingering standards at the
same time
• Develop a timeline
When your summative
data comes back, uncover
your success stories
and honest bad news.
2. Develop and Administer
Common Pre-Assessments
• Find out what your students
know, don’t know and want to
know
3. Analyze Pre-Assessment data
• Identify student barriers
strengths and interests
• Develop Instructional
Strategies and Lesson
• Use data to improve
instruction
4. Teach Teach Teach Teach
42
Balanced Assessment Model
1. Develop or Revise Monthly
6. Analyze Post-Assessment
data.
Plan interventions for
students who did not master
the standard.
• Plan how you will tweak your
lesson for next year.
•
5. Develop and Administer
Common Post-Assessment
• Feedback for administrators,
teachers and students
• Prove Learning
Curriculum Calendars
• Commit to teach the bad news
standards and the long and
lingering standards at the
same time
• Develop a timeline
When your summative
data comes back, uncover
your success stories
and honest bad news.
2. Develop and Administer
Common Pre-Assessments
• Find out what your students
know, don’t know and want to
know
3. Analyze Pre-Assessment data
• Identify student barriers
strengths and interests
• Develop Instructional
Strategies and Lesson
• Use data to improve
instruction
4. Teach Teach Teach Teach
43
Balanced Assessment Model
1. Develop or Revise Monthly
6. Analyze Post-Assessment
data.
Plan interventions for
students who did not master
the standard.
• Plan how you will tweak your
lesson for next year.
•
5. Develop and Administer
Common Post-Assessment
• Feedback for administrators,
teachers and students
• Prove Learning
Curriculum Calendars
• Commit to teach the bad news
standards and the long and
lingering standards at the
same time
• Develop a timeline
When your summative
data comes back, uncover
your success stories
and honest bad news.
2. Develop and Administer
Common Pre-Assessments
• Find out what your students
know, don’t know and want to
know
3. Analyze Pre-Assessment data
• Identify student barriers
strengths and interests
• Develop Instructional
Strategies and Lesson
• Use data to improve
instruction
4. Teach Teach Teach Teach
44
Indicators of
“Academic Emergency”
• District Philosophy – Students come to school
to watch teachers work
Center for
Performance
Assessment
45
Indicators of
“Academic Emergency”
• Science Coordinator’s plan for better science
scores: “Build more Volcanoes”
Center for
Performance
Assessment
46
Indicators of
“Academic Emergency”
• On reading practice test students spell: “Plato”
Play Dough
Center for
Performance
Assessment
47
Indicators of
“Academic Emergency”
• All social studies teachers have same first
name: “Coach”
Center for
Performance
Assessment
48
Indicators of
“Academic Emergency”
• District prepares for
the test the same
way it prepares for
the Christmas play
Center for Performance Assessment
49
Time to Break Up
Mike White
ECS
[email protected]
Thanks!