SYSTEM CHANGE: MIRACLES IN PROGRESS

1. SYSTEM CHANGE: MIRACLES IN PROGRESS TEACHER INDUCTION, MENTORING AND RENEWAL November 4, 2006 Dr. Carol Rolheiser Ontario Institute for Studies in Education of the University of Toronto crolheiser@oise.utoronto.ca

2. SYSTEM CHANGE: MIRACLES IN PROGRESS • To provide an interactive exploration of a District case study - features include: • Defining, implementing and evaluating system change focused on literacy achievement • Shared leadership and comprehensive professional development for teachers and administrators • Lessons learned to support professional renewal and literacy capacity-building across Ontario • Carol Rolheiser • OISE/UT, 2006

3. Quote Walk-About - Carol Rolheiser, OISE/UT, 2006

4. Quote Walk-About Meet one other person and share a personal connection to your quote… what does it mean to you? Repeat with 2 partners. - Carol Rolheiser, OISE/UT, 2006

5. “Improving the quality of instruction is the only way to improve overall student achievement. Teacher quality is the single most accurate indicator of a student’s performance in school.” Carter, S. C. 2000. No excuses: Lessons from 21 High Performing High Poverty Schools. Washington, DC

6. Beliefs & Understandings Dialogue Teacher Quality mentoring Some Themes Passion Empowerment Learning Communities Job-embedded learning Depth of Understanding Instructional Quality System Thinkers Carol Rolheiser, OISE/UT, 2006

7. What is a learning community? …a learning community consists of a group of people who take an active, reflective, collaborative, learning-oriented,and growth-promoting approach toward the mysteries, the problems and perplexities of teaching and learning. - Mitchell & Sackney, 2001

8. Professional Learning Communities Five Core Characteristics “5” “5” • sharing basic norms and values about students, learning and teaching • reflective dialogue about teaching practice and student learning • deprivatization of practice through open discussion and problem solving • collective focus on student learning drives decisions • collaboration exists across levels and department groups.

9. System thinkers in action…are conscious of the fact that they are changing contexts as they help solve problems within them. - Michael Fullan, Beyond Turnaround Leadership, 2006

10. what is one system change/ challenge you are grappling with? - Partner Share - - Carol Rolheiser, OISE/UT, 2006

11. Four Critical Dimensions • District Vision • Strategic Leadership Lyn Sharratt & Carol Rolheiser, 2006

12. Four Critical Dimensions • Data Drives Instruction • Parental and Community Involvement - Lyn Sharratt & Carol Rolheiser, 2006

13. How did we get there? • Phase 1: Keep the focus on quality instruction and assessment • Phase 2: Going deeper demands will and perseverance • Phase 3: Putting it all together is everyone’s responsibility - Lyn Sharratt & Carol Rolheiser, 2006

14. Jigsaw Activity At your table group number off 1, 2, & 3 • “1” read “Phase 1” • “2” read “Phase 2” • “3” read “Phase 3” and record some jot notes of key points (Retell) and key personal connections (Relate). - Carol Rolheiser & Lyn Sharratt, 2006

15. Miracles in Progress eflect etell elate - C. Rolheiser, OISE/UT, 2006

16. Jigsaw Activity 2) As a team of 3 report back on your sections using “Retell” and “Relate”. 3) Consider the final questions as a team and record under “Reflect”. - Carol Rolheiser & Lyn Sharratt, 2006

17. Miracles in Progress eflect etell elate - C. Rolheiser, OISE/UT, 2006

18. Literacy Collaborative Goals Increase student literacy achievement by: • using assessment data for instruction and selection of resources; • building teacher and administrator capacity in literacy instruction; and • building sustainable, collaborative professional learning communities within schools and among schools across the district. - Carol Rolheiser & Lyn Sharratt, 2006

21. A system and school leadership commitment to 13 parameters that make a difference in increasing student achievement. Refer to self-evaluation guide used by school teams…. - Carol Rolheiser & Lyn Sharratt, 2006

22. 13 Literacy Parameters 1 – Shared beliefs and understandings 2 – Embedded literacy teachers 3 – Timetabled literacy block 4 – Principal leadership 5 – Full implementation of Reading Recovery™ 6 – Case management approach 7 – Literacy professional development at school staff meetings 8 – In-school grade meetings 9 – Book rooms of leveled books 10 – Allocation of school budget for literacy resources 11 – Action Research focused on literacy 12 – Parental involvement 13 – Cross-curricular literacy connections - Sharratt, L. & Fullan, M. (2006). Accomplishing districtwide reform. Journal of School Leadership, 16, 583-595.

23. Continuum Handout See Handout - Lyn Sharratt, March 2006, YRDSB

24. In Your School Team • Place your school on the continuum from awareness to full implementation for this parameter: 1. Shared Beliefs and Understandings all students can achieve high standards given the right time and support all teachers can teach to high standards given the right assistance high expectations and early intervention are essential teachers need to be able to articulate what they do and why they teach the way they do 1 5 Awareness Full Implementation - Lyn Sharratt, March 2006, YRDSB

25. Shared Beliefs and Understandings • What do you observe that indicates this parameter is being implemented? • What role do mentors/coaches/leaders play in the development of shared beliefs and understandings? FOCUS FOR VIEWING: - Carol Rolheiser & Lyn Sharratt, 2006

26. In Your School Team • Place your school on the continuum from awareness to full implementation for this parameter: 2. Designated Staff Member for Literacy --- See handout for specific criteria --- 1 5 Awareness Full Implementation - Lyn Sharratt, March 2006, YRDSB

27. Designated Staff Member for Literacy • What do you notice about these mentors/coaches…what is the nature of their support? FOCUS FOR VIEWING: - Carol Rolheiser & Lyn Sharratt, 2006

28. Lessons Learned Literacy is everyone’s business. Principals commitment to participate as lead learners is critical. Embedded staffing and sustained PD for all teachers is critical. Both need to be funded appropriately. Specific parameters critical to success need to be identified and utilized to guide precision in teaching and implementation. Identify distractors that are roadblocks. - Lyn Sharratt & Carol Rolheiser, 2006

29. Leaders who are focused On Enhancing Quality Teaching... Identify examples of good practice. Get the conversation going. Generate opportunities for faculty to individually and collectively try out new ideas, share the outcomes, and plan for ongoing growth. - E. Adam & J. Quinn, 2003

30. Additional Questions to Guide Us • Does the intensive support model of going deeper in assessment and instruction make a difference in sustaining student achievement? • Where are the large-scale reform models of Literacy improvement at the secondary level from which we can learn? • How do principals sustain Literacy improvement while sustaining the well-being of their staffs and themselves? - Lyn Sharratt & Carol Rolheiser, 2006

31. Think-Pair-Share What are the implications of these ideas for your own work? - Carol Rolheiser, OISE/UT, 2006

32. There are no miracles that happened, Only hard work. -Helen Keller