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Best Practices for Successful High Schools. J. “Moms” Mabley. If you always do what you always did, you will always get what you always got. Current Characteristics . Traditions that have Become Ruts Attendance Required Learning Optional Isolated Teacher Centered Instruction

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J moms mabley
J. “Moms” Mabley

If you always do what you always did, you will always get what you always got.


Current characteristics
Current Characteristics

  • Traditions that have Become Ruts

  • Attendance Required Learning Optional

  • Isolated Teacher Centered Instruction

  • Shining Successes but Some Students “Falling through the Cracks”

  • Some students overwhelmed while some are bored


Discussion

Reflect on high school?


Exemplary characteristics
Exemplary Characteristics

  • Personalized Learning

  • High Expectations

  • Data - Driven Decisions

  • 9th Grade Transition

  • Challenging 12th Grade

  • Rigorous and Relevant Curriculum

  • Effective Leadership

  • Relationships Driven by Guiding Principles

  • Sustained Professional Development


Personalized learning
Personalized Learning

  • Multiple Pathways

  • Early Intervention

  • Disaggregation of Data

  • Leveling w/ Respect

  • Small Learning Communities


Changes that are easier in slc
Changes That Are Easier in SLC

  • Building Relationships

  • Identifying Student Needs

  • Articulation of Curriculum

  • Staff Collaboration

  • Creating Positive School Culture

  • Contextual Learning


Pitfalls
Pitfalls

Lack of Specific Goals

Failure to Address Literacy

Unchanged Curriculum

Too Much Emphasis on Belonging

Ignoring Staff Concerns

Uninformed Student Assignment

Bad Timing

Focusing only on Teachers



Expectations
Expectations

  • Expectations are Behaviors

  • Collaborative

  • High Levels of Support


Data is powerful
Data is Powerful

  • Assess the current and future needs of students

  • Decide what to change

  • Determine if goals are being met

  • Engage in continuous school improvement

  • Identify root causes of problems

  • Promote accountability


Types of data

Core Learning

Stretch Learning

Student Engagement

Personal Skill Development

Types of Data

  • Student Learning

    • School

      • Class

  • Demographics

  • School Processes

  • Curriculum and Instruction


9th grade practices
9th Grade Practices

  • Transition Procedures

  • Social Activities

  • Early Interventions

  • Avoiding Front Loading

  • Differentiation

  • Parent Relationships

  • Adult Advisory

  • Peer Relationships


12th grade practices
12th Grade Practices

  • Early College

  • Full Scheduling

  • Advanced Placement

  • Dual Enrollment

  • College Application Support

  • Senior Projects

  • Community Service

  • Internships


Curriculum
Curriculum

  • Focused



Curriculum1
Curriculum

  • Focused

  • Standards vs. Curriculum vs. Instruction


Curriculum2
Curriculum

  • Focused

  • Standards vs. Curriculum vs. Instruction

  • Constantly raising Rigor and Relevance


Ask Me.....

“How will I ever use what I’m learning today?”


Leadership
Leadership

  • Problem is more people than Technical

  • Not Charismatic

  • Entrepreneurial vs. Bureaucratic

  • Performance vs. Compliance

  • Department Chairs

  • Focus on Instruction


Guiding Principles

• Responsibility

• Contemplation

• Initiative

• Perseverance

• Optimism

• Courage

• Respect

• Compassion

• Adaptability

• Honesty

• Trustworthiness

• Loyalty


Professional development
Professional Development

  • Directly related to school goals

  • Ongoing

  • Personalized

  • Culture of Collaboration


Exemplary characteristics1
Exemplary Characteristics

  • Personalized Learning

  • High Expectations

  • Data - Driven Decisions

  • 9th Grade Transition

  • Challenging 12th Grade

  • Rigorous and Relevant Curriculum

  • Effective Leadership

  • Relationships Driven by Guiding Principles

  • Sustained Professional Development


Action items where to begin
Action Items - Where to Begin

  • Instruction vs. Structure (Rigor/Relevance)

  • Relationships

  • Start with Special Education

  • Data-based decision Making

  • Transition Years

  • Systems


International Center for

Leadership in Education

Build Relationships


“In the years to come, your students may forget what you taught them. But they will always remember how you made them feel.”


Increasing Rigor/Relevance taught them. But they will always remember how you made them feel.”

D

C

RIGOR

High

B

A

Low

Low

High

RELEVANCE


Everyone needs support taught them. But they will always remember how you made them feel.”

when they take new risks


Essential relationships in schools
Essential Relationships taught them. But they will always remember how you made them feel.”In Schools

  • Learning

  • Staff

  • Professional

  • Community


Relationships are essential to student learning
Relationships are Essential to Student Learning taught them. But they will always remember how you made them feel.”

Result of combination of support from:

  • Family

  • Teachers

  • Peers

  • Community


Relationships
Relationships taught them. But they will always remember how you made them feel.”

Clearly Important ?

How to Quantify?

How to Develop?


Relationship model
Relationship Model taught them. But they will always remember how you made them feel.”

0. Isolation

1. Known

2. Receptive

3. Reactive

4. Proactive

5. Sustained

6. Ubiquitous


Research on Relationships taught them. But they will always remember how you made them feel.”


Metlife survey of the american teacher
Metlife Survey of the American Teacher taught them. But they will always remember how you made them feel.”

New students are bullied or teased?

very often/often 18%

sometimes 33%

New students are helped by other students ?

very often/often 52%

sometimes 37%


Survey of 10 12th grade students on relationships
Survey of 10-12th Grade Students on Relationships taught them. But they will always remember how you made them feel.”

Metlife Survey of the American Teacher 2005


Quality of school s role encouraging parental involvement
Quality of School’s Role Encouraging Parental Involvement taught them. But they will always remember how you made them feel.”

My school does a good job of encouraging parental involvment.

Metlife Survey of the American Teacher 2005


Hesse survey 2005
HESSE - Survey 2005 taught them. But they will always remember how you made them feel.”

  • More that half (52%) had not discussed ideas with a teacher outside of class during the year.

  • Three fifths (60%) had not communicated with a teacher by email.

  • However, 70% agreed they had many opportunities to ask questions about their work.

  • Less than half (48%) had frequently discussed grades or assignments with a teacher.

  • Half never or only sometimes received feedback from teachers on assignments.



The special importance of encouragement highlights the likely importance of strong teacher-student relationships in affecting achievement, especially for African American and Hispanic students.

Ronald Ferguson


Supportive relationships successful practices
Supportive Relationships likely importance of strong teacher-student relationships in affecting achievement, especially for African American and Hispanic students. Successful Practices

  • Behaviors

  • Activities

  • Structures


What most people need to learn in life is how to love people and use things instead of using people and loving things.


Supportive behaviors
Supportive Behaviors and use things instead of using people and loving things.

  • Showing Respect

  • Taking Interest

  • Active Listening

  • Frequent Contact

  • Encouragement

  • Avoiding “Put Downs

  • Displaying Student Work

  • Writing Encouraging Notes

  • Identifying Unique Talents


Supportive behaviors cont d
Supportive Behaviors and use things instead of using people and loving things.cont’d.

  • Celebrating Accomplishments

  • Serving As Role Model

  • Using One-to-One Communication

  • Encouraging Students to Express Opinions/Ideas

  • Creating Inviting Classroom Climate

  • Exhibiting Enthusiasm

  • Using Positive Humor

  • Students Praising Peers


Supportive activities
Supportive Activities and use things instead of using people and loving things.

  • Character Education

  • Beginning of the Year Student Social Activities

  • Team Building

  • Mentoring

  • Rewards, Recognition, Incentives

  • Student Advocacy

  • Advisement Program


Supportive initiatives cont d
Supportive Initiatives, cont’d. and use things instead of using people and loving things.

  • Peer Mediation

  • Students as Teachers

  • Family, Community, Business Partnerships

  • Service Learning

  • Extra and Co-curricular Activities

  • Sports Programs


Supportive structures
Supportive Structures and use things instead of using people and loving things.

  • Small Learning Community

  • Alternative Scheduling

  • Team Teaching

  • Teacher Continuity

  • School-based Enterprise

  • Professional Learning Community


REFLECTION and use things instead of using people and loving things.

What will you do in your classroom/school as a result of today’s session?


Activity
Activity and use things instead of using people and loving things.

ACTIONPLAN


Http dickjones us

Dick Jones Web Site and use things instead of using people and loving things.

http://dickjones.us

Center Web Site

http://www.LeaderEd.com

SPN

http://www.successfulpractices.org


Love your children and use things instead of using people and loving things.

more than your programs and practices.


10 key components
10 Key Components and use things instead of using people and loving things.

  • Culture of High Expectations and Support

  • Articulated Curriculum

  • Personalized Learning

  • Rigorous and Relevant Instruction

  • Positive School Climate

  • Leadership

  • Data-driven Decisions

  • Accountability

  • Partnerships

  • Professional Learning Communities


International center for leadership in education inc
International Center for Leadership in Education, Inc and use things instead of using people and loving things..

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - [email protected]

www.LeaderEd.com


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