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Framework for School Improvement: Turning Around Schools Jay Doolan Ed.D., Director of Professional Services, FEA Beth Carr, Director of District Partnerships, Learning Sciences International October 20, 2010
Why Improve Schools? • The world we know is changing • New technologies • Our students need to be better prepared
2009 Algebra II RESULTS Consortium: 102,936 Tested 3.49% Well Prepared 11.13% Prepared 85.38% Not Prepared NJ: 8,063 Participants 4.02% Well Prepared 9.9% Prepared 86.08% Not Prepared
2009 Algebra I RESULTS Consortium: 33,446 Participants 1.62% Advanced 16.41% Proficient 26.21% Basic 55.76% Below Basic NJ 28,470 Participants 1.79% Advanced 17.25% Proficient 26.21% Basic 54.74% Below Basic
OECD Countries in Overall Postsecondary Attainment Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
OECD Nations in the Percentage of Young Workers with an Associates Degree Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
U.S. is one of only two nations where today’s young people are not better educated than their parents Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
For Every Child “I want all our children to go to schools worthy of their potential—schools that challenge them, inspire them, and instill in them a sense of wonder about the world around them. I want them to have the chance to go to college. . .I want them to get good jobs. . .” President Barack Obama, 2009
Federal Agenda • Articulates a reform agenda and states’ participation in it • Advances 21st century standards and assessments • Fully implements a statewide longitudinal data system to improve instruction • Improves teacher and principal effectiveness based on performance (student growth and evaluation systems) • Intervenes and turns around lowest achieving schools
State Assurances Standards Proficiency Effective Teaching Learning Data Systems Use of Data for Instructional Decisions Turnaround Schools Implementing Successful Practices
New Jersey’s Vision • Every student must graduate from high school ready for college and a career • Going to college will be a choice every student can make • Districts align to standards, assessments, and graduation requirements
Governor’s Reform Plan • Provides alternatives to failing schools (charters, choice, and Opportunity Scholarship Act) • Rewards innovative, effective, and high quality teachers (based on competency not seniority) • Reforms teacher and school leaders evaluation systems (student achievement and merit pay) • Enhances NJSMART to measure learning in classroooms and schools
Common Core Standards • Higher, clearer, and fewer • Align with knowledge and skills needed in the digital age • Prepare students for college and career • Integrate 21st century content, technology, global perspectives, and other content areas • Focus on synthesis, application of knowledge, and creativity
New Assessments (2014-15) • Measure depth and breadth of the Common Core Standards (Grades 3-12) • Provide end of year assessments and formative tests • Anchor system to college and career tests in high school • Move testing to computer-based system • Hold educators accountable for student performance that is college and career ready
Framework for School Improvement Model • Research-based (Payne, Marzano, Reeves) • Comprehensive program that assists schools improve student achievement • Based on a model that dramatically improved student achievement in Washington County schools, Maryland • Collaboration with NJPSA/FEA and Learning Sciences International (iObservation)
Vision and Mission • Discuss current educational issues • Review individual and shared values • Discuss how students should be prepared • Focus on high expectations for all students • Create strategies to implement changes and live the vision
Data Analysis • Analyze multiple assessment data to determine how students are meeting high standards • Review critical student data: course enrollment, suspensions, AP classes, graduation rate • Determine how teachers discuss and analyze data and how instruction is influenced based on analysis • Determine how district makes data available to schools and how district works with school staff
Research-Based Instructional Practices • Curriculum is aligned to new standards and Common Core • Teachers use the curriculum and exemplars • Teachers work together in professional learning communities • District and classroom assessments are aligned to the new standards • Professional development includes Blueprints for Student Success and SMARTmove
Teacher and Leadership Performance Learning Sciences International iObservation
Resources : White Paper Creating an Aligned System to Develop Great Teachers within the Federal Race to the Top Initiative www.iObservation.com/whitepapers
Partnerships for Research: • Dr. Robert Marzano (exclusive) • 41 key research-based strategies for student achievement • How and when to use the strategies within instruction to maximize student learning • Charlotte Danielson and ASCD (exclusive) • Teacher Effectiveness Suite • Dr. Douglas Reeves (exclusive) • Leadership practices conducive to effective teaching
A System to facilitate a cycle of continuous instructional improvement and professional learning iObservation is a comprehensive web-hosted professional learning system to collect, manage, analyze, and act on data gathered through, classroom observations, teacher feedback, peer feedback, student feedback, student achievement data as well as a collaborative, professional learning resource center.
Current Environment • Race to the Top • School Improvement • Reauthorization
Great Teachers and Leaders: Multiple measures making growth and evaluation Intertwined Codependent Reciprocal
Multiple Measures: • Leader • Supervisor Observation Data: • Building & Leadership Observations • Building Walks • Peer Observation Data • Leader Self Assessment Data • Self Assessment/Reflection • Self Observation • Survey Data • Student Achievement Data • Teacher Generated • Standardized Teacher • Supervisor Observation Data: • Classroom Observations • Walkthroughs • Peer Observation Data • Teacher Self Assessment Data • Self Assessment • Self Observation (video) • Student Survey Data • Student Achievement Data • Teacher Generated • Standardized
The Importance of Effective Teaching Research tells us that the role of the teacher is the single greatest factor on student learning. (Sanders, et al) Research also tells that one of the greatest factors central office can contribute is to maintain a singular focus on improving instruction. (Marzano and Waters, 2009)
Leadership Goal for Teacher Effectiveness Goal is for every teacher to measurably improve his or her instructional practice every year. Improving a teacher’s strategies and behaviors in the classroom should be the primary goal of supervision and evaluation.
Key Points: Effective teacher = student achievement (use of research-based strategies to achieve student learning results) Effective Principal = Effective Teachers Student achievement scores are lagging indicators. Teacher behavior is a leading indicator (effective use of research-based instructional strategies)
4 Keys to Teacher Growth • Goal is for every teacher to increase his/her effectiveness every year: • Assessed growth in use of research-based strategies (multiple measures against a common language/framework of instruction) • Rigorously aligned professional development • Deliberate practice • Connections to student achievement • Principals must put the conditions in place for teachers to realistically increase their effectiveness every year.
Common Language/Framework Based Upon Decades of Research
Why is a Common Language/Model of Instruction Critical for Developing Effective Teachers? • Definition of Effective Teaching so every leader and every teacher knows what effective teaching looks and sounds like • Inter-rater reliability for supervisors, teacher leaders, coaches, and teachers • Ability to provide professional development rigorously aligned to the Model of Instruction and measure progress in improving teacher practice • Consistency for data collection to measure progress across classrooms, schools and districts
Common Language/Model of Instruction must: • Accurately reflect the complexity and sophistication of the teaching/learning process • Indentify the key strategies revealed by research for effective teaching within a framework of instruction • Must go beyond “high-yield” strategies • Articulate the relationship between teacher and student evidence • Identify which research-based strategies are appropriate for different types of lessons or lesson segments • Include rubrics with a clearly defined continuums of implementation and evidences sufficient to impact student learning • Be flexible to allow districts to adapt and adopt the model to reflect local needs and priorities yet retain the Common Language
Typical bell curve of student results from teachers using a research-based strategy Decreased Student Achievement Increased Student Achievement ES=0
Research-based strategies have a high probability of raising student achievement if they are used: • In the part (segment) or type of lesson that is appropriate for the strategy • At the appropriate level of implementation
MISALIGNED SYSTEM ALIGNED SYSTEM No Common Language or Model of Instruction Common Language or Model of Instruction
iObservation Demonstration to Generate Multiple Measures using Dr. Marzano’s Art and Science of Teaching Protocol www.iObservation.com