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Prepared For CLMS CONFERENCE February 24, 2012 Olive Peirce Middle School

MAKING A DIFFERENCE IN THE MIDDLE PURPOSEFULLY DESIGNING A COLLABORATIVE CULTURE OBSESSED WITH LEARNING FOR STUDENTS AND ADULTS Based on the research of : Rick DuFour , Anthony Muhammad, Kent Peterson and Terrance Deal AND The 15 Years of Work Together By The OPMS Team.

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Prepared For CLMS CONFERENCE February 24, 2012 Olive Peirce Middle School

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  1. MAKING A DIFFERENCE IN THE MIDDLE PURPOSEFULLY DESIGNING A COLLABORATIVE CULTURE OBSESSED WITH LEARNING FOR STUDENTS AND ADULTS Based on the research of : Rick DuFour, Anthony Muhammad, Kent Peterson and Terrance Deal AND The 15 Years of Work Together By The OPMS Team Prepared For CLMS CONFERENCE February 24, 2012 Olive Peirce Middle School A Professional Learning Community and A School To Watch Linda Solis Principal Missy Cobian Library/Tech/Media Specialist

  2. If the fish in your aquarium are not as healthy as they should be . . . Don’t blame the fish! Instead, consider changing the water. ---Kent Peterson CULTURE!

  3. CULTURE… IT IS A POWERFUL FORCE! School culture influences how people think, feel, and act. Culture is a key determinant of staff focus, commitment, motivation, and productivity. If we’re serious about school reform and improvement, we have to start with the culture…NO WHERE ELSE will impact significant change! ---Peterson, Deal, DuFour, Muhammad ( Slight adaptation by Linda Solis)

  4. EVERY SCHOOL HAS A CULTURE… EVERY SCHOOL CAN IMPROVE ITS CULTURE! ---Kent Peterson

  5. How Healthy Is Your Culture?

  6. SHAPING POSITIVE AND TRANSFORMING TOXIC SCHOOL CULTURES ---Deal and Peterson, Shaping School Culture • STAIRWAY TO HEAVEN • CELEBRATE • WE ARE THE CHAMPIONS • WIND BENEATH MY WINGS • WE ARE FAMILY • THE HERO IS IN YOU • LEAN ON ME • AIN’T NO MOUNTAIN HIGH ENOUGH • ANTICIPATION • YESTERDAY • TEQUILA SUNRISE • I DID IT MY WAY • LET’S GET READY TO RUMBLE • I CAN’T GET NO SATISFACTION • WHO LET THE DOGS OUT? • BAD TO THE BONE • THE LONG AND WINDING ROAD • I WILL SURVIVE • SHE WORKS HARD FOR THE MONEY • YOU CAN’T ALWAYS GET WHAT YOU WANT • 16 TONS • TAKE THIS JOB AND SHOVE IT • HELP! • 8 DAYS A WEEK • HARD DAY’S NIGHT • RESPECT

  7. HALLMARKS OF A TOXIC SCHOOL CULTURE • Staff does NOTbelieve in the ability of ALLstudents to learn and succeed. • They articulate the belief in overt ways that student success is based on the students’ level of concern, attentiveness, prior knowledge, and willingness to COMPLY! ---Anthony Muhammad, Transforming School Culture

  8. HALLMARKS OF A POSITIVE SCHOOL CULTURE • The staff REALLY DOES BELIEVE thatALL children can learn because of what the staff does. • The staff creates policies and procedures and adopt practices that support their belief in the ability of every student. For example: ZAP PYRAMID OF INTERVENTIONS DURING THE SCHOOL DAY RE-TAKES AND RE-DO’S BYOT GRADES THAT REFLECT LEARNING CELEBRATING SUCCESSES • There is a set of values that supports professional development, a sense of responsibility for student learning, and a positive, caring atmosphere. ---Peterson, Is Your School Culture Toxic or Positive? 2002 ---Anthony Muhammad, Transforming School Culture, 2009

  9. IN THE BEGINNING…THE ONLY THING WE HAD IN COMMON WAS OUR STAFF PARKING LOT AND THE TEXTBOOKS WE USED.

  10. OUR CULTURE WAS BASED ON THE BELIEF THAT THESE ARE MY KIDS, THIS IS MY CLASSROOM, AND I AM THE RULER OF MY KINGDOM!

  11. Just leave me alone and let me teach! SO, WE ASKED OURSELVES THIS QUESTION: WHAT ARE THE CONSEQUENCES OF TEACHER ISOLATION IN OUR SCHOOL?

  12. THE BEGINNING OF CHANGE FOR OPMS…WE STARTED READING…TOGETHER!

  13. We made a commitment to reading professional literature every SUMMER… and Teams led discussions and professional learning activities throughout the next year.

  14. AND WHAT WE LEARNED WAS…THERE WAS A CLEAR AND COMPELLING PURPOSE FOR CHANGE IN OUR CULTURE • The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as a Professional Learning Community. • It requires the entire school staff to focus on learning rather than teaching,work collaboratively on matters related to learning, and hold itself accountable for the kind of results that fuel improvement. ---Rick DuFour

  15. THE OPMS TURNING POINT…WE NEEDED TO CHANGE OUR MENTAL MODEL OF THE PURPOSE OF “SCHOOL” WE PURPOSEFULLY TRANSFORMED AND RE-BOOTED OUR CULTURE AROUND THE PLC SCHOOL MODEL! It took TIME…15 Years to be EXACT!

  16. WE EXAMINED THE DIFFERNCE BETWEEN…Collaboration and Coblaboration • COBLABORATION: We LOVE each other, we have do-nuts in the Lounge on Fridays, we celebrate Staff Birthdays, we have Happy Hours together…but when the BELL rings, we go to our classrooms, shut the door and become the CEO’s of our own Company…my rules, my grading policies, my expectations… • COLLABORATIVE TEAM: A group of people working interdependently to achieve a common goal for which members are mutually accountable. ---Rick DuFour, Learning By Doing

  17. OUR NEW MENTAL MODEL:TEACHING MATTERS:ADULT LEARNING IS AN IMPERATIVE FOR OUR STUDENTS’ LEARNING SUCCESS! • Teaching has 6 to 10 times as much impact on student achievement as all other factors combined (Mortimore & Sammons). • If we want to make our schools centers for high levels of learning, we must address the skill of our teachers---with vigor!

  18. SCHOOLS ARE NOT TEACHING INSTITUTIONS…THEY ARE LEARNING INSTITUTIONS! Do you want your children…your Grandchildren…to be taught by someone whose last Educational Course was 1979/89/99 at________?

  19. In a PLC adult learning…team learning… is just as important as student learning.

  20. Welcome To Our PLC!

  21. STRUCTURE! wins every time…. … ALWAYS! When you change the “water” (environment) AND the structure, you change the people. ---B. Fuller (with slight adaptation by Linda Solis)

  22. Our Middle School Students Are Counting On Everyone Pulling On The Rope At The Same Time! | Great schools row as one; they are quite clearly in the same boat, pulling in the same direction… in unison. ---Lickona and Davidson, 2005,pg. 65 25

  23. Teamwork is the ultimate competitive advantage and it is powerful but rare. If you could get all the people in an organization rowing in the same direction, you could dominate any industry, in any market, against any competitor, at any time.---Patrick Lencioni http://youtu.be/mR0_SK1K8xY

  24. THIS IS HOW WE “ROW” TOGETHER!VERTICAL TEAMS:Grade Level Academic Core Content, P.E. and Elective Teachers SEA STARS TIDES WAVES Dolphins Swells Orcas

  25. HORIZONTAL TEAMS • ACADEMIC CORE CONTENT TEAMS • WITH A COMMON PREP • COMMON LESSONS • COMMONS ASSESSMENTS • COMMON INSTRUCTION • COMMON GRADING PRACTICES • COMMON RESULTS

  26. MONTHLY S.T.A.R.S. COLLABORATIONSSchool Teams Achieving Results for Students FOCUS ON OUR CONTINUOUS PROFESSIONAL LEARNING: The premise of PLCs is that “adult learning precedes student learning.”Teachers and other staff members learn together so that we can assist students in their learning. Teaching quality is increased by continuous professional learning---the heart, soul, and rationale for the creation and maintenance of the PLC.---R. DuFour MONTHLY VERTICAL TEAM COLLABORATIONS FOCUS ON OUR STUDENTS CONTINUED GROWTH AND LEARNING • THE HOPE FOR THE FUTURE: THE INCREDIBLE POWER OF A WONDERFUL TEACHER • If students are under-resourced, does that doom them for life? Not if they’re lucky to have a couple of good teachers. CLMS SUMMER INSTITUTE, JULY 22-24. 2012 Rancho Mirage Kate Kinsella, Ruby Payne, Rita Pierson

  27. TEAM SMART GOAL2011-2012Team_______________________________ QuarterPercentage of students scoring AT proficiency or higher in____________________ _______________________will INCREASE from ______% to _____% by the endof_________________________________ as measured by______________________administered on______________________.REDUCE the percentage of students scoring B/BB/FBB by_______% on the _________________________________________________Common Assessment administered on___________.Committed To By:______________________________________________________ Teammates’ Signatures

  28. QUARTERLY TEAM SMART GOAL PRESENTATIONS

  29. EXPECTATIONS AT THE GREATEST MIDDLE SCHOOL IN THE INNER PLANETARY GALACTIC SOLAR SYSTEM

  30. TEACHER RESPONSIBILITY Focus Lesson I do it Guided Instruction We do it You do it together Collaborative You do it alone Independent STUDENT RESPONSIBILITY Gradual Release of Responsibility A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  31. WHAT WE LEARNED ABOUT:Two Forms of Change • Technical- Rearranging the deck chairs on the Titanic Learning Tools/Packaged Programs Static Collaborative time Common assessments but no sharing of results Educational technology Support classes/More of the same 2. Cultural- Changing the water in your aquarium Structural change that is NOT supported by cultural change will eventually be overwhelmed by the culture, for it is in the culture that any organization finds meaning and stability. ---Schlechty, Shaking Up the Schoolhouse: How to Support and Sustain Educational Innovation (2001), p. 52 “CULTURE” WILL EAT “STRUCTURE” FOR BREAKFAST ANY DAY OF THE WEEK! –Kent Peterson

  32. STRUCTURAL AND CULTURAL CHANGES…SUPPORTED BY COLLECTIVE COMMITMENTS • A COLLECTIVE BELIEF: ALL STUDENTS CAN AND WILL LEARN AT HIGH LEVELS WITH OUR SUPPORT AND HELP. WE WILL DO WHATEVER IT TAKES! • Vertical and Horizontal Teams: Interdisciplinary and Academic Content Cohorts • Academic Core Data Teams: Directly focused on student achievement Meet Monthly with Principal and Assistant Principal Use of student DATA is constant Examining student work is a common practice Focus on improving pedagogy /instructional strategies/common assessments—both FORMATIVE and SUMMATIVE Develops the “teaching capacity” of the entire school by sharing the strengths and mitigating the weaknesses of each teacher • Common Preps: Academic Core Teams

  33. Classroom Proximity: By Teams • Rotating Block Schedule: Extends Learning and Collaboration Time Monday: 1-7, Tuesday: 2-4-6, Wednesday: 3-5-7, Thursday: 2-6-4, Friday: 3-7-5 • ACE-ACademicEnhancement: Focus on Building Relationships, Developing SMART Goals, Analyzing Learning Growth • SSR: School-wide Literacy Block after OPT • Student Game Plans: Developed as a Team and emailed to all teammates by 3:30 Friday afternoon • Commitment To: GRR Instructional Model Continuous Professional Learning Daily Broadcast, OPT!

  34. The Purpose Today Is… The purpose Today is… The PURPOSE Today Is….

  35. Strategies to Create Time for Collaboration SCHEDULE COMMON PREP TIME-Casino Style • Identify Essential Learning Targets, Design Instructional Plans, email to ALL Teammates, Common Assessments, Analysis, RTi2. NO SUPERVISION DUTIES • Keep the “runway” free of obstacles…clear learning path to success…IF LEARNING IS THE TARGET! • Assemblies-Teachers escort students to PAC and then return to collaborate. Life Guard Team supervises all assemblies BLOCK SCHEDULE • Time should serve students’ learning---NOT a long-standing Master Schedule Tradition!

  36. Classroom Proximity-By TeamsRotating Block Schedule-Extends Learning and Collaboration TimeNo Supervision Duties for Teachers!Assemblies- Teachers escort students to PAC and then return to collaborate. Life Guard Team supervises all assembliesAll Student Game Plans developed as a Team an emailed to all teammates by 3:30 Friday afternoonCommitment To The GRR Instructional ModelCommitment To Continuous Professional LearningCommitment To Daily Broadcast, OPT!A PLC IS NOT A “TEAM”...A “PLC TEAM,” OR A “TIME OF DAY!” IT IS A COMPLETE RECULTURING OF EVERYTHING THAT GOES ON IN AND AROUND A SCHOOL… • WHAT PEOPLE THINK • HOW THEY BEHAVE • HOW THEY INTERACT • HOW THEY GRADE • HOW THEY COLLABORATE • HOW THEY DEVELOP LESSON DESIGNS, • COMMON ASSESSMENTS, ANALYZE RESULTS, SHARE RESULTS • MAKE CONTINUOUS IMPROVEMENT AND ADJUSTMENTS… • AND THEIR FIDELITY TO ONE PURPOSE…LEARNING! • WHY THEY COME TO SCHOOL EVERY DAY…TO ENSURE ALL STUDENTS LEARN AT HIGH LEVELS…NOTHING ELSE MATTERS…NOTHING! ---Linda Solis

  37. GOOD SEEDS GROW IN STRONG CULTURES http://youtu.be/tzY7qQFij_M

  38. The Hero’s JourneyBy Brown and Moffett As the old story goes, a discouraged and despondent educator went to see a “medium” to contact the ghost of John Dewey. When the ghost appeared, the educator said, “Professor Dewey, help me. My colleagues and I want to transform all of our schools into shining examples of learning. Is there anything you can do to assist us?” Dewey's ghost responded, “Well, I could do it the ordinary way, or I could do it the miraculous way. Which do you prefer?” The educator said, “Let's try the ordinary way.” At that, Dewey instantly dispatched a legion of 10,000 angels, who descended from the heavens and alighted on every school in the land, transforming them into shining temples of learning. “Amazing!” said the educator. “That was truly amazing. But could you tell me, Professor, what is the miraculous way?” Dewey's ghost responded, “If you would do it yourselves.”

  39. GENERATION NEXT Julia and Andrew Jaime Jesus Solis

  40. OPMS WOULD NOT HAVE BEEN RECOGNIZED AS A SCHOOL TO WATCH THIS YEAR, IF WE HAD NOT… If We Don’t Build The Schools With The Cultures We Dream Of… They Won’t Be There For Them… ALL Of Them!

  41. GO FORTH AND BUILD!!!KIDS ARE COUNTING ON US!

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