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21 st Century Process for Teaching for Learning: A Performance-Based, Results-Driven Whole School Model for Schools . Rossi Ray-Taylor And Sharon Claytor Peters 2008 MDE/NCA Spring School Improvement Conference. Introductions Overview for the session. What does it take to

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slide1

21st Century Process for Teaching for Learning: A Performance-Based, Results-Driven Whole School Model for Schools

Rossi Ray-Taylor

And

Sharon Claytor Peters

2008 MDE/NCA Spring School Improvement Conference

slide3
What does it take to

make a positive and measurable difference in schools?

slide6

Competition

0% drop outs

Michigan High School Graduation Requirements

NCLB

Accountability

All Kids College Ready

the 5 conditions necessary for school success
The 5 conditions necessary for school success
  • School principal leadership
  • Classroom teacher effectiveness
  • Parent involvement
  • Student readiness
  • Community support
90 80 70
90% -- 80% -- 70%
  • 90% of the parents need to be invested in quality education
  • 80% of the students (at every grade level) need to meet standards set by teacher assessments, classroom by classroom.
  • 70% of the students should perform satisfactorily on an external assessment (such as the Michigan Educational Assessment Program)
critical junctures
Critical junctures
  • Passage from pre-K to formal K-12 schools
  • Movement from 3rd to 4th grade learning concepts and methods
  • Movement into middle school 6th or 7th grade
  • High school entry
slide12
Research driven school design

Rigor, relevance and relationships

3 key features
3 Key Features
  • Establish the conditions and standards for success
  • Implement the strategies
  • Monitor for results
teacher selection
Teacher selection
  • Demonstrated skill in design and diversity of teaching skills and concepts
  • Management of various student skill levels and learning styles
  • Deep level subject matter knowledge
  • Strong knowledge of pedagogy
  • Demonstrated skill and training in building relationships and academic relevance
ongoing professional learning communities
Ongoing professional learning communities
  • Professional development
  • Mentors and coaching
  • Peer-to-peer classroom observations
  • Critical friends network
  • Sharing of best practice lesson plans, materials and formative classroom assessments
shorter marking periods
Shorter marking periods
  • Frequent feedback to students
  • More frequent opportunities to “start over”
formative assessment
Formative assessment
  • Lesson embedded entrance skill assessment
  • Feedback to students at least weekly
  • Teacher teams review student, classroom, grade level and school data weekly
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“People without information cannot act.

People with information cannot help

but act.” Ken Blanchard

arts creative expression for students
Arts & creative expression for students
  • Visual art
  • Music
  • Creative writing and poetry
  • Drama and performing arts
in school support services
In-school support services
  • Counseling
  • Scheduling
  • Extended day
  • Online course options
  • Technology infused curriculum
  • Homework completion support
  • Credit recovery options
  • AVID / Mac Scholars or similar strategies
  • Attendance & tardiness strategies
  • Theories of agency and resilience
  • English language learner and bilingual support
total system alignment for teaching for learning success
Total system alignment for teaching for learning success
  • Central office systems ensure resources and conditions for teaching for learning
  • Rewards and sanctions support teaching for learning
  • Policies and practices are reviewed for consequences and effectiveness for full system mission success
  • Barriers and roadblocks are eliminated
  • The system is transparent
  • Access is universal
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One of the great things an organization can do is to help people give voice to their dreams, and provide the means by which people come together to create something greater than themselves. It is the gift of leaders to release the aspirations of others.

-James Champy

resources
Resources
  • Educational Leadership for the 21st Century: A Performance-Based, Results-Driven Whole-School Reform by John W. Porter
  • The Silent Epidemic: Perspectives of High School Dropouts by John M. Bridgeland, et al
  • All Students Reaching the Top: Strategies for Closing Academic Achievement Gaps– A Report of the National Study Group for the Affirmative Development of Academic Ability; Edmund Gordon, chair
more resources
More Resources
  • Voices in Urban Education, Using Data for Decisions; VUE Number 18, Winter 2008, Annenberg Institute for School Reform
  • Voices in Urban Education, High School Redesign; VUE Number 8, Summer 2005, Annenberg Institute for School Reform
more resources25
More Resources
  • What Works in Schools: Translating Research into Action by Robert J. Marzano
  • Reaching the Reluctant Learner; Educational Leadership, March 2008, vol 65 no. 6
  • Fires in the Bathroom: Advice for Teachers From High School Students by Kathleen Cushman and the students of What Kids Can Do, Inc
claytor peters consulting 13795 christina lane belleville michigan 48111

Rossi Ray-Taylor, PhDrossi@raytaylorandassoc.orgRay.Taylor and Associates2160 S. Huron Parkway, Suite 3 Ann Arbor, Michigan 48104www.raytaylorandassoc.orgSharon Claytor Petersclaytorpeters@comcast.net

Claytor Peters Consulting

13795 Christina Lane

Belleville, Michigan 48111