Excellence Through Equity: Creating Conditions for Great …€¦ · - Strong...
Transcript of Excellence Through Equity: Creating Conditions for Great …€¦ · - Strong...
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Excellence Through Equity: Creating Conditions for Great
Teaching and Learning
Pedro A. Noguera, Ph.D. Graduate School of Education and Information
Studies UCLA
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I. Making equity central ■ Equity is:
■ Giving students what they need to be successful ■ Academic as well as social, material and emotional
support ■ Recognizing that they learn in different ways and at
different paces ■ Pervasive inequality makes pursuit of equity
difficult but essential – we must compensate for disadvantages
■ We must stay focused on outcomes – academic and developmental
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Equality vs. Equity
■ EQUALITY – giving
everyone the same,
regardless of whether it is what they
need or not ■ EQUITY –
giving everyone
FREEDOM
The truth is – freedom should be normal for ALL our children
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Family time is equity time
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Equity is not: • Lowering standards or expectations • Making excuses due to poverty or race • An issue only schools serving poor
children of color should be concerned about
• Choosing which students to serve – disadvantaged or affluent
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Discussion
■ What are the primary equity challenges at your school?
■ What obstacles are preventing your school from addressing those challenges?
■ Name some of the measures your school has taken to compensate for disadvantaged among your students?
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Essential Conditions for Teaching and Learning
■ Safety and order – byproduct of relationships
■ Respect, positive relationships – culture ■ Clarity of purpose, shared mission ■ Support for “effective teaching” ■ High morale ■ Knowing our students to obtain buy-in
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Capacity Building
- A process designed to ensure that the skills of your staff match the needs of your students
- Tailored, differentiated professional development
- Strategic partnerships to address social needs of students
- Collaborative problem solving with central office
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Obstacles to Pursuing Equity and excellence
■ Politics – Lack of will to ensure that learning opportunities are available for all students ■ Access to good teachers, zero-sum
perceptions ■ Traditions – Practices that contribute to
race/class disparities – tracking, special ed placements, discipline practices
■ Beliefs – Low expectations, normalization of patterns, lack of internal accountability
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Schools improve when they focus on the five essential ingredients
- A coherent instructional guidance system – teachers plan together - Ongoing development of the professional capacity of staff - Strong parent-community-school ties - A student-centered learning climate/culture - Shared leadership to drive change
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Reflection
■ Rate how well is your school/district doing on each of the five essential ingredients using a 1 – 5 scale (1 being the lowest).
■ What obstacles are preventing you from serving all students?
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1. Coherent instructional guidance
■ Teachers are clear and agree about what is to be taught (essential skills), share ideas on how it should be taught, and how to intervene if students don’t learn
■ Students are empowered as learners ■ Class time is work time ■ Formative assessments/performance used
■ Teachers plan together to reach agreement on what students should learn ■ Analyze student work ■ Discuss challenges without incrimination
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Students in control of learning at Hollenbeck Middle School, LA
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We Must Focus on Engagement
Affective Engagement • Interest • Value
Behavioral Engagement • Preparation • Persistence • Instrumental Help Seeking
Cognitive Engagemen • Deep Processing • Meta-Cognition
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Stay focused on evidence of learning
• Make expectations clear and standards explicit • Model and expose students to high-quality work • Utilize diagnostic tools to check for understanding • Learn about their students’ interests in order to make
lessons culturally relevant • Expect students to revise and resubmit work • Solicit feedback and questions from students • Analyze student work with a focus on evidence of
competence and mastery, and with a willingness to reflect on efficacy of methods
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Reflection:
■ What is your school doing to motivate and engage students? What should it do?
■ What is your school doing to support effective teaching?
■ How do you address teaching across racial, cultural and socio-economic boundaries?
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2. Building professional capacity
■ The skills of the staff and resources
available to schools must match the needs of students
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Brockton scholarship winners 2016
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Key Elements of the Brockton Strategy
■ Shared leadership ■ Concerted effort to obtain buy-in around
the strategy ■ A coherent strategy focused on student
needs ■ Differentiated professional development ■ Follow through, examining the evidence,
sticking with it
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Key Questions in Brockton ■ What are we teaching, how are we teaching it, and how
do we know the students are actually learning it? ■ What do our students need to know and be able to do to
be successful on the MCAS, in their classes, and in their lives beyond school?
■ We are not likely to get any additional staffing or resources, so what resources do we have now that we can use more effectively?
■ What can we control, and what can’t we control?
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Distinguishing between symptoms and causes
It’s… NOT...
uncovering the system causing the outcomes
trying to develop a theoretical framework
understanding users’ felt needs
trying everyone’s favorite solutions
identifying breakdowns in the system
identifying people as good apples or bad apples
Investigating the existing system
starting with a blank slate
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High Leverage Strategies ■ Based on goals that will lead to widespread
improvement ■ Require strong, collective focus on
implementation ■ Examples:
■ 3rd grade reading proficiency ■ 9th grade math improvement ■ Literacy across the curriculum
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24
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Turn Around at Brockton High
■ “Brockton High School has every excuse for failure, serving a city plagued by crime, poverty, housing foreclosures, and homelessness… But Brockton High, by far the state’s largest public high school with 4,200 students, has found a success in recent years that has eluded many of the state’s urban schools: MCAS scores are soaring, earning the school state recognition as a symbol of urban hope.”
■ James Vaznis, Boston Globe Oct 9, 2009.
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Discussion
■ In what areas are the skills of your staff out of alignment with the needs of your students?
■ How predictable are patterns of achievement at your school?
■ Are there high leverage strategies/interventions that should be pursued?
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3. Parent and community ties ■ Schools can’t succeed on their own.
Strong partnerships with parents and community reinforce learning and close the gap between home and school.
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PS 28 obtains highest gains in literacy and math in Brooklyn -2012
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Key Elements of PS 28 Strategy
■ Instructional leadership ■ Parental support ■ Community partnerships ■ Ongoing focus on building the capacity of
teachers ■ Individualized support for students
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■ Recognition of shared interests makes it possible to overcome these differences ■ Parents want the best for their children ■ Schools want to see students succeed ■ Need to clarify roles, rights and responsibilities in the
partnership
■ Social closure - Coleman’s research shows that students benefit most when parents and schools work together ■ Reinforcing the importance of education
Creating Partnerships with Parents
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■ Based on recognition of shared interests ■ Empathy and respect ■ Based on recognition that all parents can help their
children ■ Staff trained to work with parents of all backgrounds
■ language and cultural skills ■ Are We Ready for Parental Involvement?
■ Are educators willing to engage in critical conversations about school quality?
Basic Requirements for Improving Relationships Between Parents and Schools
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Parents empowered to run the school
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Reflection
■ How are parents presently involved at your school?
■ What more should your school do to develop partnerships with parents?
■ Which community agencies should your school partner with?
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4. School culture
■ The more you know about the children you serve the better you will be at creating a school that meets their needs and supports their success.
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What do you know about your students? Beyond stereotypes. Key questions:
■ What are their lives like outside of school? ■ How do they learn outside of school? ■ What motivates and interests them? ■ What challenges do they and their parents
face? ■ What are their unmet needs that may impact
learning? .
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Creating a culture to counter the streets: David Banks – Founder of Eagle Academy
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Extended Learning at Eagle Academy
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Engaged learners at Eagle
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Every boy learns to play violin
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Creating powerful school cultures
■ Defined: Beliefs, attitudes, norms, expectations and assumptions that guide actions ■ Ethos - the character, customs, habits that distinguish a
school/community ■ Sarason’s axiom: If you attempt to implement
reforms but fail to change the culture of a school, nothing will change
■ Highly successful schools are distinguished by a culture that reinforces core values and promotes intellectual development
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Signs of a healthy school culture:
■ Staff takes responsibility for student achievement ■ Does not blame students and parents for low performance ■ See teaching and learning connected ■ School has a coherent strategy for delivering instruction
■ School is not racially stratified or segregated from within ■ Staff is willing to collaborate and open to change ■ Relations with parents are strong, genuine partnership
■ Based on respect and empathy. Educational goals are reinforced at home
■ School rules and procedures are aligned with educational goals ■ Discipline is rooted in values, focus is on changing behavior
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Normative patterns among students reinforce academic achievement
■ Students think it’s cool to be smart ■ Strong relationships between adults and students ■ Deliberate strategies to counter stereotypes related to
race, class, gender and academic achievement- “stereotype threats”addressed
■ Disruption and defiance from students is rare ■ Numerous adults with moral authority
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Safety and order cannot be disconnected from the academic mission
■ Safety is a by-product of social relationships, not advanced security ■ Need to personalize learning environment ■ “At-risk” students must be connected to supportive adults
■ Need to help students set goals for the future early ■ Need to help students see the relevance and applicability of
what they learn to “real life” concerns - career academies ■ Student success more likely when:
■ Students are challenged ■ Receive guidance and have access to support ■ Can explore interests and identity within a supportive structure
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Reactive vs. Preventative Discipline Practices
■ Reactive ■ Rely heavily on isolation and
exclusion ■ Engage parents after behavior
problems are exhibited, not before ■ Focus on behavior infractions
while overlooking underlying causes
■ Fail to respond to early indicators of serious behavior problems
■ Preventative ■ School values and norms are
clearly articulated and actively reinforced
■ Character development viewed as central to school mission
■ Attempt is made to ascertain causes of behavior problems
■ Interventions and punishments are designed to reinforce ethical behavior and reconnect students to learning
■ Parents and community are partners
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Steps to Take to Transform School Culture
■ Shared ownership of challenges - Use achievement data to make it clear why change is necessary ■ Set bench marks ■ Analyze patterns
■ Hold a retreat with staff for team building, to set goals and devise plans on how to achieve them ■ Must find ways to win “buy-in”, consistency
■ Agree upon shared practices, norms, rituals ■ Engage all staff, parents and students in building the culture
■ Town hall meetings
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Agency vs. Grit
Grit ■ Hard work,
persistence ■ Individual attribute ■ Ignores contextual
barriers ■ Hard to measure
except after outcomes are achieved
Agency ■ Based on critical thinking ■ Includes help seeking,
social capital ■ Can be individual or
collective in form ■ Recognizes barriers and
strategizes to confront ■ Measureable through
observation of actions and attitudes
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Discussion
■ Do your students believe its cool to be smart?
■ Does your staff collaborate? ■ How would a visitor characterize the
culture of your school? ■ Relations between teachers and students ■ Relations among staff ■ Relations between staff and administration
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5. Shared leadership
■ Leaders must generate a sense of
urgency about addressing the needs of all students and improving outcomes and create an environment that supports capacity building.
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Closing the Gap in Abington, PA
■ Elements of the strategy ■ Access to and support in advanced courses ■ Data-based decision making – what’s
working, what’s not? ■ Focus on getting interventions right ■ Continuous professional development ■ Engaging students through extra curricular
activities and electives
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District leadership in Abington
■ Collaborative problem solving (not pressure) with principals
■ Leadership development through mentorship
■ Embracing an equity vision with support from school board (moving beyond zero-sum scenarios) ■ De-tracking, expanded access to advanced
courses
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Incremental Progress
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Implementing an equity agenda: Do More of What Works, Less of What Doesn’t ■ Assign students who are behind academically to effective
teachers ■ Provide access to rigorous courses and increase academic
support AVID, MESA, double period classes, reduced emphasis on homework
■ Develop early intervention systems to identify struggling students
■ Provide extended learning time - after school (but not more of the same) and summer school
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More of What Works ■ Use extra curricular activities to build relationships
and engage students in school ■ Create advisories for all students ■ Implement a discipline plan that promotes character,
moral development and clear educational goals ■ Develop a school year plan for parental involvement
■ Provide staff with training on how to work effectively with parents
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Leaders must balance technical and adaptive work
■ Technical work - A focus on managing the operations of the system, insuring that procedures are working and that employees are in compliance with policy.
■ Adaptive work - A focus on the dynamic and complex nature of the work, its substance, meaning and purpose. Work guided by a long term vision, with medium and short term goals. An awareness that we are trying to achieve our goals in a constantly changing environment ■ Ron Hiefitz - Leadership on the Line
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Skills Needed by Principals ■ Instructional leadership - adaptive ■ Knowledge of finance and budget management -
technical ■ Public relations- adaptive ■ Human Resources - both ■ Data management/analysis - technical ■ Strategic planning - both ■ Knowledge of social welfare service delivery -
both
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Five Principles of Courageous Leadership
■ Courage to act ■ Getting to your core values ■ Making organizational meaning ■ Assuring constancy of purpose ■ Building sustainable relationships
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Reflection:
■ Why have you chosen to become an educational leader?
■ Are you making a difference? ■ What is the reputation of your school? What is
it known for? ■ What are your strengths? In what areas do you
need to grow?
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Need for a Paradigm Shift ■ Old Paradigm
■ Intelligence is innate ■ Schools can measure
intelligence and sort accordingly
■ Success is defined by grades and test scores
■ Inequity in resource allocation
■ Discipline used to weed out the “bad” kids
■ New Paradigm ■ Intelligence and ability are
influenced by opportunity ■ Schools cultivate talent and
ability among all students ■ Success defined holistically ■ Resources allocated based
on student need ■ Discipline used to reinforce
school values and norms
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Focus on the Right Questions:
■ Instead of focusing on how to raise achievement we should ask: How can we get our students excited about learning?
■ Instead of focusing on how to prepare our students for state exams we should ask: how do we prepare our students to be independent learners? What will they need to know to be successful in life?
■ Instead of asking how to cover the curriculum we should ask: How will I make what I teach relevant and meaningful to students?
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Embrace a vision for pursuing excellence through equity
Teaching and Learning
Extended Learning
Safety, mentors
Community partners-
Universities
Family engagement
Health and Nutrition
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for More Information:
[email protected] Pedronoguera.com
Excellence Through Equity Obtain ETE Book:
ASCD.com