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Preliminary Report A Study of More Efficient Maine Schools:

Preliminary Report A Study of More Efficient Maine Schools:. An examination of Strategies and Practices in Selected Maine Scho ols David L. Silvernail Erika Stump Maine Education Policy Research Institute University of Southern Maine October 2011.

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Preliminary Report A Study of More Efficient Maine Schools:

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  1. Preliminary Report A Study of More Efficient Maine Schools: An examination of Strategies and Practices in Selected Maine Schools David L. Silvernail Erika Stump Maine Education Policy Research Institute University of Southern Maine October 2011

  2. Study Overview: • In 2010-11 the Maine Legislature requested that the Maine Education Policy Research Institute (MEPRI) at the University of Southern Maine conduct a study of higher performing, more efficient Maine public schools. Study Goals: • To identify strategies and practices schools are using effectively to support all learners. • To disseminate this information to all Maine schools and communities statewide. DRAFT

  3. The study is being conducted in four phases: DRAFT

  4. DRAFT To qualify as a Higher Performing school, a school must: • perform better than the statewide average and better than predicted, • be helping all students perform better, • and, in the case of high schools, have a graduation rate above the state average. To qualify as a More Efficient school, a school must: • meet the performance criteria, • have a return on spending better than the statewide average and better than predicted.

  5. SAMPLEAnytown Elementary School Efficiency Profile DRAFT

  6. Link to School Efficiency Profiles http://www.usm.maine.edu/cepare/ maine-public-school-efficiency-profiles DRAFT

  7. DRAFT

  8. DRAFT

  9. Distinctive Culture in More Efficient Maine Schools A culture of a learning community systematically: • engaged in focused intellectual work; • implementing rigorous curriculum and intellectually engaging instruction driven by assessment; • holding pervasive high expectations and high standards focused around intellectual work in the culture and community of the school; • led by teachers and administrators who are intellectual agents and believe they have the moral responsibility to help children become intellectual thinkers who can contribute to the greater good of society. • efficiently using available resources to maximize learning opportunities for students and staff. DRAFT

  10. Preliminary Findings:Distinguishing Characteristics of More Efficient Maine Public Schools DRAFT

  11. Preliminary Findings:Defining Intellectual Work Transform: Constant inquiry using various reasoning processes and all levels of higher order thinking to work with information and concepts. Share: Clear communication of invigorating conclusions that enhance existing ideas. Understand: Focused, sustained and thorough academic and social/behavioral learning. DRAFT

  12. Preliminary Findings:Distinguishing Characteristics of More Efficient Maine Public Schools DRAFT

  13. Preliminary Findings:Guiding Practices of More Efficient Maine Public Schools There is rigorous curriculum and intellectually engaging instruction informed by assessment. DRAFT

  14. Preliminary Findings:Guiding Practices of More Efficient Maine Public Schools Rigorous Curriculum & Intellectually Engaging Instruction Common, concise focus in curriculum development and professional learning, often surrounding literacy (reading, writing and numeracy). Collective expertise surrounding data: collection > knowledge > action. Data-informed actions focus on improving instruction and providing sustained, early and focused interventions for promoting intellectual work. DRAFT

  15. Preliminary Findings:Distinguishing Characteristics of More Efficient Maine Public Schools DRAFT

  16. Preliminary Findings:Guiding Practicesof More Efficient Maine Public Schools There are pervasive high expectations and high standards focused around intellectual work in the culture and community of the school. DRAFT

  17. Preliminary Findings:Guiding Practicesof More Efficient Maine Public Schools Pervasive academic focus evident in various facets of the school. High Standards and High Expectations Collective responsibility and accountability among all members of school community to stay focused on intellectual work and continued learning. Structured communication and support systems used with the community at large to maintain focus on student learning. DRAFT

  18. Preliminary Findings:Distinguishing Characteristics of More Efficient Maine Public Schools DRAFT

  19. Preliminary Findings:Guiding Practicesof More Efficient Maine Public Schools Teachers and administrators are intellectual agents who believe they have the moral responsibility to help children become intellectual thinkers who can contribute to the greater good of society. DRAFT

  20. Preliminary Findings:Guiding Practicesof More Efficient Maine Public Schools Teachers and Leaders as Intellectual Agents Collective professional expectations and accountability for continued learning. Focused, collaborative and guiding leadership. DRAFT

  21. Preliminary Findings:Distinguishing Characteristics of More Efficient Maine Public Schools DRAFT

  22. Preliminary Findings:Guiding Practices of More Efficient Maine Public Schools There is an efficient use of available resources to maximize learning opportunities for students and staff. DRAFT

  23. Preliminary Findings:Guiding Practices of More Efficient Maine Public Schools Efficient Use of Resources All staff is trained and held accountable for implementing strategies that result in efficient and effective practices. Learning time (school day, class time, professional meetings, independent study time, etc.) is resourcefully organized and orchestrated to provide sufficient opportunities for focused intellectual work. External resources (volunteers, grant funding, community collaborations, etc.) are purposefully selected and integrated to clearly support the school’s academic focus and directly enhance student learning. DRAFT

  24. Preliminary Findings:Distinguishing Characteristics of More Efficient Maine Public Schools DRAFT

  25. Preliminary Findings:Literature References • Compton, Robert. The Finland Phenomenon: Inside the World's Most Surprising School System. (2011) Memphis: True South Studios. • New South Wales Department of Education and Training. (2003) Quality Teaching in NSW public schools (Discussion Paper). Sydney:Department of Education and Training. • Newmann, F. M. & Associates. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass. • Papert, Seymour, Ph.D. (2002) Hard Fun. Bangor Daily News. DRAFT

  26. Next Steps • Complete case study analyses and prepare reports. • Disseminate findings for Stage I of the study. • Conduct Stage II of study: Focus on Improving Schools, particularly high schools (contingent upon funding). DRAFT

  27. Questions? • Erika (Kika) Stump at: estump@usm.maine.edu (207) 228.8117 • David L. Silvernail at: davids@usm.maine.edu (207) 780.5297 DRAFT

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