Becoming “Distinguished” with High Expectations

2. Becoming “Distinguished” with High Expectations Joyce B. Gardner, M.Ed., MSA. Professional Development Consultant Western Region (8) joyce.gardner@dpi.nc.gov

3. Becoming “Distinguished”with High Expectations Presentation and resources for this session are posted here: http://region8wnc.ncdpi.wikispaces.net/ Joyce Gardner Professional Development Consultant Western Region(8) joyce.gardner@dpi.nc.gov

4. Norms for Participation • Silence mobile devices. • Agree to consider and explore the perspectives of others. • Participate and engage with others in the session to maximize learning. • Share your ideas.

5. Perspective Whether you think you can or whether you think you can't, you're right."  -Henry Ford

6. Business, Norms, Evaluations • Please complete evaluations at the end of each session using the QR code in the conference booklet or go to http://bit.ly/VC1TTu • We do have a few paper evaluation forms that must be collected at the end of the session.

7. Outcomes • Identify the impact of the beliefs about who can learn. • Describe the impact of high expectations for student learning. • Explore 21st century strategies to create a culture of high expectations. • Identify expectations for teachers meeting students’ needs in the NC Professional Educator Standards. 7

8. Affinity Diagram Individually • Consider the challenges/issues with teaching the Common Core and Essential Standards to all students. • Write one thought that comes to mind per sticky note.

9. Affinity Diagram • Combine all sticky notes on the table • Organize similar ideas. • Label the categories. • Identify two/three major ideas that emerged.

10. The Power of What We Think Running alongside our visible and expressed values is a competing set of values we’re unaware of. Robert Kegan I can only change how I act if I stay aware of my beliefs and assumptions. - Margaret Wheatley

11. How do we arrive at our expectations for students or colleagues, teachers, administrators?

12. What are your beliefs? • All students can learn. • All students can learn if…?

13. The Power of What We Think Running alongside our visible and expressed values is a competing set of values we’re unaware of. Robert Kegan I can only change how I act if I stay aware of my beliefs and assumptions. - Margaret Wheatley

14. The Five Whys: The Root Cause Ross, 2001

15. The Five Whys: The Root Cause

16. Five Whys: Try it.

17. What do you see?

18. If someone meets or exceeds our expectations… How do we feel? How do we react? If someone does not meet our expectations… How do we feel? How do we react?

19. Rick Wormeli on Differentiation “Differentiated instruction does not mean we make learning easier for students. Instead it provides appropriate challenge that enables students to thrive. Because we know our students so well, we know what buttons to push”. .

20. Rick Wormeli on Differentiation “We teach in a responsive manner. When we teach in a way a student’s mind best processes information and skills, he or she finds the lessons compelling”. Rick Wormeli, Fair Isn’t Always Equal .

21. Effects of Feedback “Success-oriented students tend to be encouraged by challenges because they anticipate the positive feelings that accompany success. Failure-avoidant students tend to be discouraged by challenges because they anticipate the negative feelings that accompany failure”. Robert Marzano, Classroom Assessment and Grading that Work, p.7, 2006

22. Self-fulfilling Prophecy • Robert Rosenthal • 18 classrooms • 20% of students were labeled “intellectual bloomers” after an “IQ” test. • Expectations were set that these students would main significant gains in this one year.

23. Pygmalion Effect • Irish author George Bernard Shaw, wrote the play in 1913. • "My Fair Lady“, the musical (1956) and film (1964) made share a basic storyline, in which poor flower girl Eliza Doolittle is transformed into a lady at the hands of phonetics professor Henry Higgins.

24. Pygmalion Effect applied to Teaching and Learning Low and high expectations are communicated through: • Teacher-student interaction • Levels of and frequency of questioning • Quality of verbal and written feedback • Cues and sustained support to guide students to develop their thinking and responses to questions

25. Perceptions and Assumptions make an impact Teachers who were confident that their students could grow, improve, and learn and were confident that they had the skills to teach them with success saw their students respond accordingly.

26. Perceptions On the hand, teachers who were not confident in their students’ potential to thrive and learn or in their abilities to teach them well had negative results.

27. Updated and Confirmed • Wood, Kaplan and McLloyd confirmed this deferential treatment can result in an increase in IQ (2007) • The expectations teachers reflected on their students resulted in matching early expectations to a growing reality.

28. ALL students achieving at high levels How We Can Why We Can’t X

29. Goals Setting If students are involved in setting goals and short- or medium-term targets for success criteria that they believe will help them reach their goals, then their predictions and achievement is very likely to be higher. John Hattie, Visible Learning,

30. Carol Dweck’s work on Fostering aGrowth Mindset Self-Theories: “...many students see their intelligence – and consequently their future achievement – as a fixed entity (Fixed Mindset), rather than something that can grow and develop (Growth Mindset). John Hattie, Visible Learning,

31. Growth Mindset If teachers and students work together to adopt a Growth Mindset, then the self-fulfilling low expectations of students (and teachers) can be raised, sometimes dramatically. John Hattie, Visible Learning,

33. Understanding by Design

34. How do teachers communicate expectations? • Seating, grouping • Attention, feedback • Questioning, fewer cues, sustained feedback • Criticism, lack of positive reinforcement • Quality & Rigor of tasks assigned

35. Importance of Relationships • A relationship that conveys high expectations to students can internalize these beliefs in students and by doing so, develop the self-esteem and self-efficacy that Rutter found in the successful schools in his study.

36. MetLife Survey of the American Teacher Interviews conducted October 4 –November 11, 2010 • 1000 public school teachers, grades 6‐12 (Telephone interviews) • 2002 public school students, grades 6‐12 (Online interviews) • 580 parents of public school students in grades 6‐12 (Online interviews) • 21 public school teacher leaders and public education thought leaders • 301 business executives from Fortune 1000 companies in online interviews

37. MetLife Survey of the American Teacher: Results

38. Common Core? • Comparatively fewer educators, however, are confident that the Common Core will improve student achievement and better prepare students for college and the workforce.

40. Knowledge = Confidence • Among educators overall who are more knowledgeable of the Common Core, and in schools where teachers are reporting using the standards a great deal in their teaching, there is a greater level of confidence that the standards will improve student achievement.

41. MetLife Survey of the American Teacher – from Learning Forward • Core skills and high expectations are seen as critical to improving student achievement. (2009) However, • Gaps exist between the beliefs of teachers in the important role of high expectations in academic achievement and the extent to which they are communicated and demonstrated in practice for all students. (2009) Learning Forward

42. Answers the question of how effective a schooling experience is for learners • Produces reports that • Predict student success • Show the effects of schooling at particular schools • Reveal patterns in subgroup performance

43. What is EVAAS?

44. Benefits and Considerations for Teachers • Understand academic preparedness of students before they enter the classroom. • Monitor student progress, ensuring growth opportunities for all students. • Modify curriculum, student support, and instructional strategies to address the needs of all students. Professional Development is the Key • Data Conversations / True PLCs • Culture of School • Sensitivity of Data • Finger Pointing and Blame Game • Window vs. Mirror

45. How do you explain the concept of Achievement vs. Growth?

46. Student Achievement Proficient End of School Year

47. Student Growth Proficient Change over time Not Proficient Start of School Year End of School Year

48. Achievement vs. Growth Student Achievement: Where are we? • Highly correlated with demographic factors Student Growth: How far have we come? • Highly dependent on what happens as a result of schooling rather than on demographic factors

49. The EVAAS Philosophy • All students deserve opportunities to make appropriate academic progress every year. • There is no “one size fits all” way of educating students who enter a class at different levels of academic achievement.

50. The EVAAS Philosophy • Adjustments to instruction should be based on the students’ academic needs, not on socio-economic factors. • "What teachers know and can do is the most important influence on what students learn." (National Commission on Teaching and America's Future, 1996)