1 / 64

Five keys to success Janet Ives Angelis Kristen Campbell Wilcox University at Albany

Five keys to success Janet Ives Angelis Kristen Campbell Wilcox University at Albany. Background Results of a study conducted 2006-7 Part of the Just for the Kids project Relies on achievement data (NY state assessments) over time (2003-5) 2 nd in a series of four studies in NYS

chas
Download Presentation

Five keys to success Janet Ives Angelis Kristen Campbell Wilcox University at Albany

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Five keys to success Janet Ives Angelis Kristen Campbell Wilcox University at Albany

  2. Background Results of a study conducted 2006-7 Part of the Just for the Kids project Relies on achievement data (NY state assessments) over time (2003-5) 2nd in a series of four studies in NYS • Elementary schools (2005) • Middle schools (2007) • High schools (2008) • Middle school science (2009)

  3. Study Sample • 10 consistently HP schools with 6 similar but consistently APs, based on 3 years of NYS assessment data (Grade 8 Math & ELA) • Favor poverty (F/RL) • Urban, rural, suburban • Open admissions • State average per pupil expenditures

  4. The data Methodology • 2-day site visits • Semi-structured interview protocols with teachers and administrators • Documentary evidence collection • Analyzed and wrote case studies for each site • Cross-case analysis to develop best practice framework and reports

  5. 10 Higher Performers

  6. The Schools Urban “High” Needs Schools, Limited Resources • Westbury - Westbury UFSD • Port Chester - Port Chester-Rye UFSD • John F Kennedy -Utica CSD • West - Binghamton CSD • Niagara - Niagara Falls CSD Urban “Average” Needs Schools • J.T. Finley -Huntington UFSD • A. Leonard - CSD of New Rochelle Rural “Average” Needs Schools • Holland - Holland CSD • Vernon-Verona-Sherrill - Sherrill CSD Suburban • Queensbury - Queensbury UFSD For a case study of each school: www.albany.edu/aire/kids

  7. 5 Key Elements

  8. 1. Trusting and respectful relationships • Emotional/Social well-being • Collaboration • Evidence-based decision making • Shared vision of mission and goals Higher-Performing Middle Schools

  9. JFTK-NY cf. NMSA This We Believe JFTK-NY Relationships Emotional Well-Being Collaboration Evidence-Based Decision Making Shared Vision NMSA This We Believe Culture Matters: Collaboration Shared vision Safe environment High expectations for all Adult advocate for every student

  10. JFTK-NY cf. Breaking Ranks JFTK-NY Relationships Emotional Well-Being Collaboration Evidence-Based Decision Making Shared Vision Breaking Ranks in the Middle Relationships & Connections Collaborative leadership, professional learning communities Personalized environment Making learning personal

  11. 1. Trusting and respectful relationships • Emotional/Social well-being • Collaboration • Evidence-based decision making • Shared vision of mission and goals Higher-Performing Middle Schools

  12. Findings Relationships Lay the Foundation Trust and respect make possible… security and well-being for students and faculty; constant collaboration; honest evaluation of results and willingness to make adjustments; development and enactment of a shared vision

  13. Respect • Respect for and from all • Clear expectations of students • Shared responsibility I feel totally comfortable to talk about concerns with the principal. When the principal comes into my classroom – we have strong support and trust. We can’t do it alone. . . . Parents are involved here.

  14. Trust The single most important thing . . . is to build trust with your faculty. • Deliberate • “Family” • Provides safety to disagree, to share challenges, even failures

  15. Working on safety and security Less sense of shared ownership for performance “I” > “we” Able to focus on instruction, not discipline Clear sense of shared responsibility for performance “We” > “I” Community building deliberate Free from fear of blame; can openly admit failures or weaknesses AP HP Trust

  16. Relationships: A Case in Point 2006 Grade 8 ELA K. Nickson, 2007, Queensbury MS: Best Practices Case Study

  17. Case in Point: Queensbury MS Relationships Total Enrollment: 945, gr. 6-8 2005-6 QMS statewide

  18. Relationships Not playing politics as usual I’m not a politician. Queensbury Superintendent

  19. Relationships Focus on student learning and performance We’re never done; we have to go up the next step of the ladder. Queensbury Superintendent

  20. Relationships Enact a culture of self-improvement We can say, ‘What’s a better way to do this?’ and not be penalized. Taking risks is okay. It is okay to talk about weaknesses, to put them out there, to make self-improvements. Queensbury Teacher

  21. Relationships Be approachable and trustworthy I believe that the principal’s leadership has been a driving force in why that school is doing so well. Queensbury Assistant Superintendent

  22. Relationships: What does your school look like?

  23. 1. Trusting and respectful relationships • Emotional/Social well-being • Collaboration • Evidence-based decision making • Shared vision of mission and goals Higher-Performing Middle Schools

  24. Emotional & Social Well-Being • Its lack interferes with learning • Connect with every student: teaming, looping, “guide rooms,” activities, social services; special attention for those at risk • Transitions: ES – MS; MS – HS • Safety, security, diversity We use social emotional learning to focus on what’s common among us and not on what is different.

  25. Less consistent communication and “enforcement” of expectations Less consistently part of shared vision Respond to problems Fewer ways to draw students into community Clear expectations – for respect, responsibility, how to work -- consistently articulated and upheld Part of shared vision Prevent problems Ensure a connection for every student and provide multiple ways to draw students into community AP HP Emotional/Social

  26. Emotional/Social Case in Point: Vernon-Verona-Sherrill MS Total Enrollment: 387, gr. 7-8 2005-6 V-V-S statewide

  27. Emotional/Social Well-Being: A Case in Point Vernon-Verona-Sherrill (V-V-S) Middle School Staff Learning is social before it’s cognitive. V-V-S Superintendent, Principal, Teachers

  28. One of the nice things about this place is that it focuses strongly on the fact that kids have an outside life, which they cannot leave behind when they come to school. V-V-S social worker J. Marino, 2007, Vernon-Verona-Sherrill MS: Best Practices Case Study From www.vvscentralschools.org

  29. “Family” Develop a culture, because learning is social before it’s cognitive. Develop that culture within your staff; develop a family atmosphere. Families fight, argue, battle, but they take care of family business inside – support each other. Make sure you hire people that fit your culture. It’s imperative. V-V-S MS Principal Be a person first, principal second. Sign on the Principal’s bulletin board

  30. Emotional/Social: What does your school look like?

  31. 1. Trusting and respectful relationships • Emotional/Social well-being • Collaboration • Evidence-based decision making • Shared vision of mission and goals Higher-Performing Middle Schools

  32. Collaborative Conversations • Purpose: student learning & achievement - collectively, individually • Consistent, expected, frequent • Scheduled and unscheduled • Teams, committees - within and across grades and subjects - within, across, outside of school We communicate from one grade to the next. We respect teachers in the grades below. V-V-S Teacher

  33. Catch as catch can Expectation not articulated or clear Intermittent discussions Less decision making Each teacher responsible for own subject area Teachers left to own devices Teachers handed a curriculum New teachers “wait their turn” Scheduled time Expected Ongoing discussion of C,I, A, and student performance Decision-making ability Teachers reinforce skills across subjects Coaching, PD, support provided Teachers build living curriculum New teachers expected to play active role AP HP Collaboration

  34. Collaboration Case in Point: Port Chester Middle School Total Enrollment: 790, gr. 6-8 2005-6PC MS state) 2007 cf. ‘06

  35. Collaboration: A Case in Point Port Chester Middle School Classroom Every teacher is a teacher of literacy. Port Chester Principal

  36. You need to work as a team; there’s nothing a teacher can accomplish alone. Teacher We are all ELA teachers. Teachers Grade 8 ELA results, 2006 J. Marino, 2007, Port Chester MS: Best Practices Case Study

  37. Sample Team Schedule, Port Chester MS

  38. Rebuilding the Wheel You have to have staff involved in decision making. We have 8 or 9 new teachers coming in next year. We need to go back and rebuild the wheel to keep the wave going. . . . We need to constantly overhaul and do tune-ups. Port Chester MS Assistant Principal

  39. Collaboration: What does your school look like?

  40. 1. Trusting and respectful relationships • Emotional/Social well-being • Collaboration • Evidence-based decision making • Shared vision of mission and goals Higher-Performing Middle Schools

  41. Evidence-Based Decision Making • Multiple sources - student performance data - teachers’, administrators’ anecdotal accounts - students, parents, and community input We invite students back after a semester or two at college and ask what was most helpful . . . [and not] so helpful. V-V-S Superintendent

  42. Evidence-Based Decision Making • Focus beyond the state assessments: standards and success in high school • Data collected, analyzed, and acted upon consistently

  43. Intermittent use Focus on state assessment data Benchmarks, if used, only 1ce or 2ce/year, only in ELA Diagnostic tests given only to students in need of services Less frequent sharing of data and less nuanced analysis of data Central to day-to-day activity State assessment data part of a larger data portfolio Frequent use of benchmarks in all core subjects Diagnostic tests in ELA and math for all to target resources where needed Use expertise and technology to identify patterns of performance AP HP Evidence

  44. Evidence-Based Decision Making:A Case in Point West Middle School

  45. Case in Point:West Middle School Evidence-Based Total Enrollment: 790, gr. 6-8 2005-6 West statewide

  46. Supporting high expectations Evidence-Based I talked with key movers and shakers in the building. I asked what we should do, and from there we put it to a vote. Of the 80 or so people who voted on [the middle years and IB initiative], about 70 wanted it. - West Principal

  47. Identifying the gaps… Evidence-Based The priority is to increase the performance of every student and subgroup. … It’s not about the standard. It’s about higher expectations for all. ” - West Assistant Superintendent

  48. Frequent use of a variety of assessments Evidence-Based 2006 Grade 8 ELA We have frequent data huddles. West Principal L. Baker, 2007. Best Practices Case Study: West Middle School

  49. Evidence: What does your school look like?

More Related