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Transcript of Creating a School Culture that Enables Personalized Learning Alan Blankstein 2015 K12 Personalized...
Creating a School Culture that Enables Personalized Learning
Alan Blankstein
2015 K12 Personalized Learning Symposium
1.Congratulations!
2.Framing the Challenge Ahead
3. Building Culture4. Scaling Capacity
to Meet the Challenges
Agenda
2. The Challenge ofRising Job Frustrations
A new national survey finds that three out of four K-12 public school principals, regardless of the
types of schools they work in, believe the job has become
“too complex,”
1/3 say they are likely to go into a different occupation within next five years.
83% percent of school leaders rate “addressing individual student needs” as
“challenging” or “very challenging.”
78%rate managing the budget and resources as challenging or very
challenging
53% Evaluating Teacher Effectiveness
Rising Job Frustrations
1. Do what is urgent v. what is meaningful2. “Chronic inconsistent search for great
programs” v. developing people’s capacity to continually solve problems
--Jim Collins, AASA, 20133. One size fits all approach
Common Response
What is Creating These Challenges?
1. Expanding Underclass 2. Disparity of Wealth 3.Growing Student
Diversity 4. Increasing Disorder
1995 2014 Projected 2023
2 or More Races American Indian Asian/Pacific Islander HispanciBlack White
45.149.864.8
16.8
15.415.1
25.829.9
5.23.72.8
13.5
1.1
5.53.5
The Majority of Students in U.S. Public Schools are Now “Minority”
Could We Educate all These Children?
Places with bigger elderly populations now spend less on
public education, especially when youth are of different
races. --James Poterba, MIT
Building Sustainable
Relationships
Assuring Constancy and
Consistency of Purpose
Facing the Facts and Your Fears
Making Organizational Meaning
Getting to Your Core
5 Principles of Courageous Leadership
Adapted from Reclaiming Youth at Risk: Our Hope for the Future
(Bloomington, IN: National Educational Service, 1990)
Perspective Problem Label Typical Responses
Primitive Deviant blame, attack, ostracize
Folk Religion Demonic chastise, exorcise, banish
Biophysical Diseased diagnose, drug, hospitalize
Psychoanalytic Disturbed analyze, treat, seclude
Behavioral Disordered assess, condition, time out
Correctional Delinquent adjudicate, punish, incarcerate
Sociological Deprived study, re-socialize, assimilate
Social Work Dysfunctional intake, case manager, discharge
Educational Disobedient reprimand, correct, expel
Special Education Disabled label, remediate, segregate
The 10 D’s of Deviance in Approaches to Difficult Youth
3. Build Culture: Six Principles of Failure is Not An Option ® Cogs
21
Common Mission, Vision, Values, and Goals
Ensuring Achievement for ALL Students:
Systems for Prevention and Intervention
Collaborative Teaming Focused on Teaching and Learning
Using Data to Guide Decision Making and
Continuous Improvement
Gaining Active Engagement from Family to Community
Building Sustainable Leadership Capacity
1
3
5
6Sustaining
ProfessionalLearning
Communities
PLC
4
2
The staff of Jackson Middle School has worked for several months to develop a new mission statement for their school. Ultimately
they voted to endorse the following:
It is the mission of our school to help each and every child realize his or her full potential and become a
responsible and productive citizen and life-long learner who uses technology effectively and appreciates the
multi-cultural society in which we live as they prepare for the global challenges of the 21st century.
Classic Mission Statement
1. If all students can learn, what should they be learning?
a. Is equity at the core?b. Is there a school wide agreement about the answer to
this question? How about district wide?c. Is there alignment between what is taught and what is
tested?d. Are the scope and sequence of lessons consistent
across subjects or grade levels?
Four Questions of a Mission Statementto Shift School Cultures
2. How will we ensure engaging and relevant pedagogy?
a. Is professional development for the adults in the school engaging and relevant?
b. Is the instruction relevant to student needs?c. Is the pedagogy state-of-the-art and continually
improving?
Four Questions of a Mission Statementto Shift School Cultures
3. How will you know if they are learning it?a. How often are assessments given?
b. Do the formative assessments align with the summative ones?
c. Are assessments consistent across grade/subject areas?
d. Are tests a “surprise”?e. Do you use multi-source data?
Four Questions of a Mission Statementto Shift School Cultures
4. What will you do if they don’t learn?a. Do all teachers and staff agree?
b. Are supports working? How do you know?c. Are supports comprehensive, or are
there holes?d. Are all staff aware of all supports?
Four Questions of a Mission Statementto Shift School Cultures
Five Practices of Effective Leaders
4. Theory of Adoption –CREATE
Commit to “it”Resource allocationExcellence definedAction plans determinedTransference occursEmbed the process
De-brief:
1. Which of these teaching approaches is
underway in schools you serve?2. Which is most prevalent in these schools?
Random Acts of Excellence?
Case study of Worley Middle School, Mansfield, Texas
• In 2008 – 2009, in- and out-of-school suspensions and detentions were approximately 2,000 per year.
• By 2010 this number was reduced by half to 1,000• At present the number for 2010 – 2011 is 100
Case Study of Building CTE Mansfield, Texas
Steps of Instructional Learning Walks
Step 1: Brainstorm a list of observable Indicators of Quality Instruction.
1. Think of a lesson you have taught or observed that was highly successful in terms of student participation and outcomes.
2. How did you know it was successful?
3. What actions were the students engaging in that contributed to their successful outcomes?
4. What actions or role did the teacher take to garner the success?
5. What were some of the key attributes of the lesson that contributed to its success in each category?
6. Think of these categories: teacher behaviors and student behaviors.
7. Individually, list teacher behaviors and actions and student behaviors and actions that you expect to see when Quality Instruction is present.
Steps of Instructional Learning Walks
Step 2: Norm the Indicators of Quality Instruction as a group
1. In teams or small groups, share your individual lists.
2. Combine and refine the lists to form one comprehensive list.
3. Continue combining and refining until you have a list of three to five indicators in each category (teacher behaviors, student behaviors).
Steps of Instructional Learning Walks
Step 3: Check Indicators of Quality Instruction
Be sure you have distinguished between Indicators of Quality
Instruction and Lesson Design/Instructional Strategies. For example,
an indicator might be “focused student discussion” while one
strategy the teacher is using to incorporate focused student
discussion might be cooperative learning. We are looking to identify
the “indicator of quality” such as “focused discussions” not the
specific instructional strategy or program.
Conversation shifts To Support and Scale Excellence
Changing the conversations…
From To
What’s wrong What’s right
WHO did it WHAT was done?
We already do this! What is new to learn here? (treasure hunt)
FOR MORE INFORMATION:
To Host an Excellence Through Equity Summit: [email protected]
Attend an Excellence Through Equity Summit:ETESummit.org
Obtain ETE Book:www.Corwin.Com
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