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Shaw Leaders
- 1. Leading Tomorrow's Schools,Today June 2010
- 2. Stephen G BarkleyExecutive Vice President Performance Learning Systems 6227 Lower Mountain Road New Hope, PA 18938 888.424.9700 [email_address] www.plsweb.com
- 3. Collective Capacity –Fullan(2010)The power of collective capacity is that it enables ordinary people to accomplish extraordinary things—for two reasons: ..knowledge about effective practice becomes more widely available and accessible on a daily basis ...working together generates commitment
- 4. Collective Capacity –Fullan(2010)Moral purpose, when it stares you in the face through students and your peers working together to make lives and society better, is palpable, indeed virtually irresistible. The collective motivational well seems bottomless. The speed of effective change increases exponentially. Collective capacity, quite simply, gets more and deeper things done in shorter periods of time.
- 5. CREATIVE IDEAS RISKCELEBRATIONS MEASUREMENT AND MODIFICATION VISION AND BELIEFS
- 6. Together Toward TomorrowVision/Mission/Beliefs Creative Planning Risk-taking Implementation Measurement and Modification Celebration Steve Barkley
- 7. Ready-Fire -Aim Relationshipsfirst (too fast/too slow) Honor the implementation dip Beware of fat plans Communication during implementation is paramount Learn about implementation during implementation Excitement prior to implementation is fragile Take risks and learn It is okay to be assertive Michael Fullan- Motion Leadership: The Skinny on Becoming Change Savvy (2010)
- 8. What do youbelieve is the vision that should drive our work are some of the greatest signs of student achievement in our school? signs for improvement? are the areas of change and improvement your leadership team needs to explore
- 9. These gaps beginbefore children arrive at the schoolhouse door. But, rather than organizing our educational system to ameliorate this problem, we organize it to exacerbate the problem.
- 10. Results are devastating.Kids who come in a little behind, leave a lot behind.
- 11. What We HearMany Educators Say: They’re poor Their parents don’t care They come to schools without breakfast Not enough books Not enough parents N/A
- 12. But if theyare right, why are low-income students and students of color performing so much higher in some schools…
- 13. On Our WebsiteVISION Shaw Elementary School of Hillsborough County will be in the top 1% of schools in the nation. MISSION We will provide all students with the opportunity to acquire the knowledge and skills necessary to realize the potential.
- 14. Personalizing the PictureAs a teacher/educator what are some of the beliefs that drive the work you do each day?
- 15. Personalizing the PictureAs a teacher/educator what are some of the beliefs that drive the work you do each day? How does being on the staff at Shaw, knowing your students needs, impact your vision/mission/beliefs?
- 16. Personalizing the PictureAs a teacher/educator what are some of the beliefs that drive the work you do each day? How does being on the staff at Shaw, knowing your students needs, impact your vision/mission/beliefs? What skills and knowledge do you have to use to achieve your picture? What do you think you may need to learn?
- 17.
- 18. Focus: Change orImprove Ken Robinson… The Element: How Finding Your Passion Change Everything … .education doesn’t need to be reformed—it needs to be transformed My School focus…. Improve…………………. Change………………….
- 19. Changes What shouldstudents do/experience at school in order to learn the critical skills?
- 20. Changes What shouldstudents do/experience at school in order to learn the critical skills? How do schools/teaching need to change to accommodate the needed student experiences?
- 21. INSTRUCTIONAL CHANGESWhat changes can we make to get the changes we seek in students? Describe the teaching/learning process you wish to have happening.
- 22. CREATIVITY Collection IncubationIllumination Verification
- 23. 4 Shifts Wholevs. Parts Process vs. Structure It’s all relationships Goals vs. Targets
- 24. Creativity Information VisionRelationships New CREATIVITY EXPERIMENTS Wheatly, M.J. and M. Kellner-Rogers, A Simpler Way .
- 25.
- 26. Relationships Diverse andrich relationships
- 27. Teacher Relationships ParallelPlay Adversarial Relationships Congenial Relationships Collegial Relationships Roland S. Barth Relationships Within the Schoolhouse ASCD 2006
- 28.
- 29. My Work MyTime Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior, Consensus on implementation Individual Franchise Team
- 30.
- 31. My Work MyTime Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior, Consensus on implementation ACTION Individual Franchise Team Vulnerability Trust
- 32. National Staff DevelopmentCouncil Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving. These teams, often called learning communities or communities of practice, operate with a commitment to the norms of continuous improvement and experimentation and engage their members in improving their daily work to advance the achievement of school district and school goals for student learning. www.nsdc.org
- 33. Analysis Identify classroomsin your school that are closest to full implementation of your vision for learning. Describe in detail the observable students behaviors. Describe in detail the observable teacher behaviors.
- 34. Analysis Identify classroomsin your school that must change the most to reach full implementation of your vision for learning. Describe in detail the observable students behaviors. Describe in detail the observable teacher behaviors.
- 35. Appraise Consider onearea of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum. 1 2 3 4 5 6 7 8 9 10 11 12 Most Full Change Implementation Needed
- 36. Rank teachers accordingto this system: Unwilling Unaware Getting Ready Started Developing
- 37. Unconsciously Talented UnconsciouslyUnskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s Skill Development Ladder
- 38. What leadership isneeded to bring about the desired teacher performance ? EVALUATION Outside Criteria SUPERVISION MENTORING PEER COACHING Teacher’s Choice
- 39. Joyce/Showers Research Figure5.2 Training Components and Attainment of Outcomes in Terms of Percent of Participants Components Study of Theory Demonstrations Practice Peer Coaching Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3 rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development Knowledge (thorough) 10 30 60 95 Skill (strong) 5 20 60 95 Transfer (executive implementation) 0 0 5 95 — OUTCOMES —
- 40.
- 41. Principal as LearnerFullan …Motion Leadership (pg36) … the link between principal action and student achievement, one finding is most powerful: the degree to which the principal participates as a learner in helping teachers figure out how to get classroom and schoolwide improvement (Robinson,Loyd,and Rowe 2008)
- 42.
- 43. CONFIRMATORY PARAPHRASE FACTSATTITUDES/ FEELINGS INTENTIONS
- 44. PRACTICE TEACHER: MYSTUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT.
- 45. TEACHER: MY STUDENTSWON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT. Fact You have not been able to get many of the students to work outside of class.
- 46. TEACHER: MY STUDENTSWON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT. Feeling You are worried that presenting information in class won’t get the student achievement that you want.
- 47. TEACHER: MY STUDENTSWON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT. Attitude If students read outside of class you would teach very differently. You want to find a way to get them to read outside of class.
- 48.
- 49. Gripes to GoalsToo many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat.
- 50. Gripes to GoalsToo many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat. You have a strong desire for your students to do well. Grades just don’t seem to be it. You see a need to find a different way to motivate your students.
- 51. POSITIVE FEEDBACK COMPLIMENTPRAISE APPROVAL
- 52. APPROVAL INDICATE APPROVALPERSONALIZE CITE THE SPECIFICS
- 53. EMPATHY ACCEPT FEELINGAND EMOTION REFOCUS….PAST OR FUTURE SUCCESS … .ALTERNATIVE DIRECTION
- 54. MY STUDENTS WON’ T READ AN ASSIGNMENT SO I DON ’ T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT. Feeling You are worried that presenting information in class won ’ t get the student achievement that you want. Teaching students with a history of low performance is worrisome. Their success can be extremely uplifting and fulfilling.
- 55. Practice Empathy Teacher-Looks like PLC’s will be decreasing my personal planning time. Teacher-This student has nor responded to a single intervention that the team has suggested and I am going to be held accountable.
- 56. SUPPORTING STATEMENT UNQUALIFIEDTOTALLY AGREE QUALIFIED AGREE WITH LIMITS SUPPORT FOR SOMETHINGELSE DISAGREE/PRIVATE ACCEPT REINFORCE ACCEPT PART GIVE LIMITS ACCEPT RIGHT TO OPINION SUPPORT SOMETHINGELSE
- 57. Our principal expectstoo much.. UNQUALIFIED TOTALLY AGREE QUALIFIED AGREE WITH LIMITS SUPPORT FOR SOMETHING ELSE DISAGREE/PRIVATE You are right. We won’t ever met that standard. The principal’s expectations are very high. I believe we can improve. The principal is a dreamer. I believe the dream of our students being successful is very important.
- 58. Supporting Statement Toomany students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat. Many student are not motivated by grades. Have you ever had a student who worked hard and did well and wasn’t interested in the grade?
- 59. Collective Capacity –Fullan(2010)The power of collective capacity is that it enables ordinary people to accomplish extraordinary things—for two reasons: ..knowledge about effective practice becomes more widely available and accessible on a daily basis ...working together generates commitment
- 60. Collective Capacity –Fullan(2010)Moral purpose, when it stares you in the face through students and your peers working together to make lives and society better, is palpable, indeed virtually irresistible. The collective motivational well seems bottomless. The speed of effective change increases exponentially. Collective capacity, quite simply, gets more and deeper things done in shorter periods of time.