Final copy equity audit
100
Timothy J. Dadich Mercer Area Middle School Mercer Area School District Grades K-12
description
huh
Transcript of Final copy equity audit
Timothy J. DadichMercer Area Middle SchoolMercer Area School DistrictGrades K-12
Education Equity The educational policies, practices and programs necessary to (a) eliminate
educational barriers based on gender, race/ethnicity, national origin, color, disability, age, or other protected group status; and (b) provide equal educational opportunities and ensure that historically underserved or underrepresented populations meet the same rigorous standard for academic performance expected of all children and youth. (Skrla, Mckenzie, & Scheurich, 2009. p. 3-4).
Definition adapted from Wisconsin Department of Instruction
Systemic Equity The transformed ways in which systems and individuals habitually operate to
ensure that every learner – in whatever learning environment that learner is found –has the greatest opportunity to learn enhanced by the resources and supports necessary to achieve competence, excellence, independence, responsibility, and self sufficiency for school and life ((Skrla, Mckenzie, & Scheurich, 2009. p. 6)
Why is Equity Important?
The world we live in tomorrow belongs to the students in our classrooms today – our classrooms are diverse with students who are too often defined by the color of their skin, gender, or a label provided to them by an adult.
Would any of us sit quietly if our child was one of a number of students who:
1. Do not graduate2. Are not prepared to go to
college3. Are underrepresented in
advanced classes4. Are placed in lower level
classes5. Received less than the best
teacher a school has to offer based on past practices.
If it is not good enough for our child then why is it good enough for the child of a family we serve?
We must work toward not limiting students based on the way they look, how much money they make, who they are related to ,or their placement in a program: these factors DO NOT determine ability to learn. Schools need to act as freeways for success – not roadblocks!
THE EQUITY AUDIT TEAM
Equity Audit Team Members•Dr. Gathers
•Superintendent
•Dr. Hendley Hoge
•HS Principal
•Tim Dadich
•MS Principal
•Michelle Dietrich
•Special Ed. Director and Elementary Assistant Principal
•Tina Greig
•School Counselor and Leadership Team Member
•Michael Piddington
•Teacher and Leadership Team Member
•Tina Wagner
•Teacher and Leadership Team Member
Dr. William Gathers, Superintendent of Schools, recommended people who have the ability to enact change within the district using the information/data retrieved from the equity audit.
The team includes several key administrators, a school counselor, and two teacher leadership team members.
Conversations
Initial discussion were held with the following members of the Mercer Area School District:
1. The Superintendent2. Several Members of
the Audit Team: Administration and Teachers
3. Group of Teacher on the School Leadership Team
The conversations that took place helped to guide the direction of research and suggestions for solution
Conversation with the Superintendent, Dr. William Gathers, focused on his genuine concern for the discrepancy that exists between the academic achievement of our general population and those students who have been identified as economically disadvantaged or in need of special education services. Dr. Gathers is genuinely aware of the situation, ready to take action to improve the situation, and is not afraid to have those conversations that could present other leaders and teachers with uncomfortable truths about their actions.
One of the most critical pieces of advice that Dr. Gathers has given to me is to improve my patience – he believes I will be more successful if I become more deliberate and patient in my actions.
We have also discussed the importance of “keeping the main thing the main thing” by maintaining focus – keep the Eye on the Goal!
Conversations
Initial discussion were held with the following members of the Mercer Area School District:
1. The Superintendent2. Several Members of
the Audit Team: Administration and Teachers
3. Group of Teachers on the School Leadership Team
The conversations that took place helped to guide the direction of research and suggestions for resolutions
Conversations with other audit members and the teachers on the leadership team demonstrated a slight awareness of the problem at hand; however, there seems to be a predominate belief among some members of both groups that all the roadblocks we face with our students are completely out of our control – it is the “fault” of the home, the parents, or the choices of the students. Some are intent on maintaining the low level classes while others recognize the need to increase academic rigor for all students.
Regardless, one very promising element that has surfaced throughout conversations is the desire of the teachers and administrators to work together in addressing the disparities in the achievement of our students – the staff is excited to begin engaging in embedded professional development focused on collaboration and improving instruction for all students.
Teacher Quality
Education
Experience (Years)
Experience (Position)
Certification
TEACHER QUALITY – PROGRAM EQUITY - ACHIEVEMENT
Programming Demographic
Data
Gifted & AP/Adv Course Enrollment
Special Education
Discipline
Achievement
PSSA Results
Graduation Rates
Students Continuing on to Higher Education
“Teacher Qualifications, teachers’ knowledge and skills, make more difference for student learning than any other single factor.” – Linda Darling Hammond
Are we making available, to EVERY student, a teacher with well-developed skill and knowledge? Do we invest enough of our resources on improving the primary factor for student success – access to high quality instruction?
The indicators identified in this section – education, certification, years experience, and experience at the current position can provide a better understanding of how teachers are being utilized within a district and upon further investigation, can provide a pattern of how the best teachers are made accessible to the most needy students
53
35
84
100
0
10
20
30
40
50
60
70
80
90
100
Bachelor Masters Masters +15 Masters +30 Certified for Position
Pe
rce
nta
ge
of
Te
ach
ers
13 1314
10
20
8
6
10
8
18
9 9
17
9
0
10
20
30
Ave
rag
e N
um
be
r o
f Y
ea
r T
ea
chin
g
Building/Grade Level/Subject Area
2
18
8
6
10
8
18
8
9
13
9
0
5
10
15
20
K 1 2 3 4 5 6 Lang. Arts Math Science History
Ye
ars
at
Po
siti
on
Grade Level or Subject Area
13 year – Dist. Avg.
5
1211
15
0
5
10
15
20
25
30
Elem. Sped Secondary Sped Gifted ADV - AP
Avg
. Ex
pe
rie
nce
in Y
ea
rs
Courses
Special Education, Gifted, Adv. & AP Classes
13 year – Dist. Avg.
Elementary – Many teacher placements are based on need (retirement, move). Teachers have been reassigned based on necessity (more qualified teacher placed in specific grade levels).
Secondary –Teachers typically receive the same schedule from year to year because they have always taught that course. Many of our most experienced and rigorous teachers are working with our top students.
The elementary building places students into classrooms based on teacher recommendation. Every effort is made to provide a heterogeneous classroom for each instructor. Some consideration is given to match student and teacher personalities, particularly in special ed. programs.
The secondary has two basic tracks for students: general and college prep. Inclusion classes are generally scheduled to provide a setting that has the majority of special education students within one or two classes with the special education teacher or aide in to assist the students. The intention is to provide students with an IEP the same instruction of their peers, but with the high concentration of students with an IEP seems to result in a larger special education room that typically moves slower than other sections of the same course.
When we say high expectations for all do we really mean it?
It is one thing to take as a given that approximately 50% of an entering group of students in kindergarten may not attend college, but to assign a particular child to a curriculum designed for that 50 % closes that door altogether.
Are we comfortable providing only half of our students the best we have to offer?
The indicators used identified in this section – Student Demographics, Gifted Education, Advanced Course Placement, Special Education Placement, and Discipline.
5.2
18.2
41
50.4 49.6
0.1 1.4 1.7 0.7
95.6
0.70
10
20
30
40
50
60
70
80
90
100
Student Body Demographics: 1326 Students
Grade Total Students
Male Female Native Amer.
Asian Black Hispanic White Multi-Racial Econ Dis.
SPED Gifted
K 99 51 48 0 1 0 0 96 2 55.6% 17% 0%
1 79 43 36 0 0 0 2 76 1 49.4% 24% 0%
2 84 44 40 0 1 3 1 78 1 46.4% 20% 0%
3 87 43 44 0 1 0 1 83 2 58.6% 32% 5%
4 111 57 54 0 1 1 0 108 1 42.3% 22% 5%
5 92 35 57 1 0 2 0 89 0 39.1% 24% 4%
6 88 47 41 0 1 0 0 86 1 46.6% 16% 5%
7 114 54 60 0 1 0 0 113 0 36.0% 18% 8%
8 120 58 62 0 5 6 0 109 0 31.7% 15% 8%
9 124 62 62 0 0 3 2 118 1 41.1% 14% 9%
10 122 71 51 0 3 3 3 113 0 34.4% 10% 7%
11 104 50 54 0 2 2 0 100 0 33.7% 18% 6%
12 102 53 49 0 2 2 0 98 0 29.4% 14% 7%
69
40
29
6
04
0 0
65
0 0
100
57.97
42.03
8.7
0
5.8
0 0
94.2
0 00
10
20
30
40
50
60
70
80
90
100
Nu
mb
er
or
Pe
rce
nta
ge
Category
Number
Percentage
36
21
15
6
0 1 0 0
35
0 0
100
58.3
41.7
16.7
02.8
0 0
97.2
0 00
10
20
30
40
50
60
70
80
90
100
Nu
mb
er
or
Pe
rce
nta
ge
Category
Number
Percentage
9
4 5
0 0 0 0 0
9
0 0
100
44.4
55.6
0 0 0 0 0
100
0 00
10
20
30
40
50
60
70
80
90
100
Number
Percentage
40
17
23
30 2 0 0
38
0
100
42.5
57.5
7.5
05
0 0
95
0 00
10
20
30
40
50
60
70
80
90
100
Nu
mb
er
or
Pe
rce
nta
ge
Category
Number
Percentage
30
19
11
30 1 0 0
29
0 0
100
63.3
36.7
10
03.3
0 0
96.7
0 00
10
20
30
40
50
60
70
80
90
100
Nu
mb
er
or
Pe
rce
nta
ge
Category
Number
Percentage
141
100
124
0 4 5 3
226
3
100
58.51
41.4951.45
0 1.66 2.07 1.24
93.78
1.240
20
40
60
80
100
120
140
160
180
200
220
240
Nu
mb
er
or
Pe
rce
nta
ge
Category
Number
Percentage
71.79
28.21
50.06
27.65
0.68 0 0.34 2.62
34
96.25
0.460
20
40
60
80
100
120
Male Female ED SPED Gifted Nat. Am. Asian Black Hispanic White Multi-Racial
Pe
rce
nta
ge
Category
Detentions (879)
70.19
29.81
61.54
26.92
0 0 04.81 2.88
89.42
2.88
0
10
20
30
40
50
60
70
80
90
100
Male Female ED SPED Gifted Nat. Am. Asian Black Hispanic White Multi-Racial
Pe
rce
nta
ge
Category
Saturday Det. (125)
73.21
26.79
62.5
39.29
0 0 05.36
0
89.29
5.36
0
10
20
30
40
50
60
70
80
90
100
Male Female ED SPED Gifted Nat. Am. Asian Black Hispanic White Multi-Racial
Pe
rce
nta
ge
Category
In-School Suspension (63)
73.68
26.32
57.89
36.84
0 0 0 0 0
84.47
10.53
0
10
20
30
40
50
60
70
80
90
Male Female ED SPED Gifted Nat. Am. Asian Black Hispanic White Multi-Racial
Pe
rce
nta
ge
Category
Out-of-School Suspension (26)
“The strength of our nation depends on the strength of our schools.” – Eli BroadAre we comfortable graduating classes where only 60-70% of students are proficient or 50-60% go on to higher education? Would you see a doctor who only maintained a high quality of life for 60-70% of his/her patients? Is this the type of strength we want to provide for our nation and the world?
The indicators used identified in this section – 2010 PSSA scores for grades 3-8, 11 in the area of math and reading. Also included is a breakdown of the Class of 2010 in regard to graduation rate and percentage of students heading on to higher education.
81.57
51.57
73.14
82.43 80.57
100
79.17
66.75
100
82.43
77.2
0
10
20
30
40
50
60
70
80
90
100
Overall SPED EC. Dis Male Female Native American
Asian Black Hispanic White Mixed Race
Pe
rce
nta
ge
Pro
fici
en
t
Category
2010 Cut-Score
2011 Cut-Score
2012 Cut-Score
2014 Cut-Score
2013 Cut-Score
77.14
38.43
64
76.14 78.29
100
51.67
100 100
77 75
0
10
20
30
40
50
60
70
80
90
100
Overall SPED EC. Dis Male Female Native American
Asian Black Hispanic White Mixed Race
Pe
rce
nta
ge
Pro
fici
en
t
Category
2010 Cut-Score
2013 Cut-Score
2011 Cut-Score
2012 Cut-Score
2014 Cut-Score
86
69
83 8388
NA
100
NA
100
86
100
75
50
63
69
81
0
76
0
10
20
30
40
50
60
70
80
90
100
Overall SPED SES Male Female Native American
Asian Black Hispanic White Mixed Race
Pe
rce
nta
ge
Pro
fici
en
t
Category
Math
Reading
98
90
97100
96
NA
100 100
NA
98 100
80
46
60
7881 79
0
10
20
30
40
50
60
70
80
90
100
Overall SPED SES Male Female Native American
Asian Black Hispanic White Mixed Race
Pe
rce
nta
ge
Pro
fici
en
t
Category
Math
Reading
88
62
77
9186
100
NA
100
NA
87
NA
71
35
53
71 72 71
0
10
20
30
40
50
60
70
80
90
100
Overall SPED SES Male Female Native American
Asian Black Hispanic White Mixed Race
Pe
rce
nta
ge
Pro
fici
en
t
Category
Math
Reading
85
47
81
8782
0 NA NA
86
0
83
53
74
83
NA 0
83
00
10
20
30
40
50
60
70
80
90
100
Overall SPED SES Male Female Native American
Asian Black Hispanic White Mixed Race
Pe
rce
nta
ge
Pro
fici
en
t
Category
Math
Reading
71
29
56
7470
NA
100
NA NA
72
NA
16
49
71 73 71
0
10
20
30
40
50
60
70
80
90
100
Overall SPED SES Male Female Native American
Asian Black Hispanic White Mixed Race
Pe
rce
nta
ge
Pro
fici
en
t
Category
Math
Reading
81
40
66
81 79
NA
7580
NA
83
100
89
33
84
9287
60
100
91
0
10
20
30
40
50
60
70
80
90
100
Overall SPED SES Male Female Native American
Asian Black Hispanic White Mixed Race
Pe
rce
nta
ge
Pro
fici
en
t
Category
Math
Reading
62
24
52
61 63
NA
100
0 NA
61
NA
71
36
6569
72
50
100
71
0
10
20
30
40
50
60
70
80
90
100
Overall SPED SES Male Female Native American
Asian Black Hispanic White Mixed Race
Pe
rce
nta
ge
Pro
fici
en
t
Category
Math
Reading
94
82
75
88
98
0
100 100
0
93
00
10
20
30
40
50
60
70
80
90
100
Overall SPED SES Male Female Native American
Asian Black Hispanic White Mixed Race
Pe
rce
nt
Gra
du
ate
d
Category
52
29
11
42
61
0
50 50
0
53
00
10
20
30
40
50
60
70
80
90
100
Overall SPED SES Male Female Native American
Asian Black Hispanic White Mixed Race
Pe
rce
nta
ge
of
Stu
de
nts
Category
What do our students have to say?
Student Opinion Poll Conducted During the Last Few Weeks of the 2009-2010 School Year.
293 Secondary Students in Grades 7-12 Participated in the Poll.
Students Surveyed Include a Representative Sample of the Overall Demographics of the Entire School District.
Students Were Asked Questions Regarding Climate, Rigor, Relevance, and Attitude Toward School
78% of respondents are well aware of the school’s expectations for behavior and work
50% of respondents are satisfied with program choice and rigor
58% of respondents are aware of school goals for improving learning
54% of respondents feel they are being adequately prepared for the future
70% of respondents feel they are being prepared for college
71% of respondents feel their teachers are knowledgeable and prepared to teach for the 21st
century
54% of respondents feel they are engaged in meaningful conversations about content
40% of respondents feel that content is related to everyday life
52% of respondents feel they engage in challenging and thought provoking class projects
55% of respondents feel teachers utilize a variety of strategies to instruct and assess student learning
59% of respondents feel teachers help students achieve high learning expectations
42% of respondents feel that homework assigned is relevant and helpful
Plans for After Graduation 83% plan to attend college
9% plan to pursue a career in the trades (trade school)
8% plan to join the work for immediately
This year – only 52% of graduating students have currently enrolled in a college or trade school
38% of respondents feel all students are treated fairly
72% of respondents are satisfied with the help they receive from teachers
90% of respondents feel safe at school
16% of respondents have been bullied
38% of respondents feel that teachers care about their lives
49% of respondents feel their teachers care about them
61% of respondents feel comfortable speaking with their teachers
46% of respondents feel that teachers listen to their needs
47% of respondents feel there is a mutual respect between teachers and students
45% of respondents are satisfied with what they are learning
62% of respondents feel they put forth their very best effort
62% of respondents feel they are developing into better readers
57% of respondents feel they are developing better skills in math
37% of respondents “like” coming to school every day
26% of respondents think school is interesting
46% of respondents are proud of their schooling
62% of respondents feel they are able to learn about technology and/or utilize their technology skills in the classroom
What does the data indicate? What can we take from what we know?
TEACHING and COMMUNITY All teachers are certified in their current
placement
No group of teachers (in regard to average experience) is within a range of 10% of the district average for experience; a good indication of equal distribution (Marshall, Olivia 2010)
Almost 50% of the instructional staff holds a master’s degree
Strong community involvement within the school
PROGRAMMING and ACHIEVEMENT The curriculum is currently being revised in K-12
through an effort of the assistant superintendent to achieve rigor and relevance in addition to alignment
The district has completely upgraded its technology capabilities within the past four years
The Mercer Area School District is currently ranked in the top 20% of all districts within the Commonwealth of Pennsylvania in regard to student achievement
Scores across grade levels and subject areas have remained above required state levels for several years
Teacher Education : increase the number of teachers with masters degree or
advanced preparation Teacher Professional Development: improve professional development to align more with our
expectations for student learning (rigor, college readiness, inclusion and access for all)
Evaluation Procedures: align procedures to focus on effective teaching FOR student
learning Teacher Efficacy and Leadership: building level leadership needs to include teacher leaders and
the development of self-efficacy for improving learning for all students
High Level Coursework: Low representation of students identified as economically disadvantaged in advanced courses and gifted program.
More male representation in higher level math and science courses and more female representation exists in English and history.
Over Identification: According to the National Dept. of Education, 10-13% of students in the US are identified as needing special education programming. Mercer is at 18.2%.
Economically disadvantaged students make up 41% of our student population, but make up over 50% of students identified as in need of special education services and only 8% of the gifted program. Are we identifying students for remediation based on lack of resources at home?
Higher numbers of discipline referrals for: males and students identified as economically disadvantaged or in need of special education services.
Reading scores are not commensurate with math scores in the elementary school
Trend reverses itself beginning in the 7th grade. Math scores decline steadily from 6th grade through 11th grade
Proficiency steadily declines as students progress through elementary into the secondary building: This is true for all students and for subgroups (special education and economically disadvantaged)
An the secondary level, students identified as economically disadvantaged or in need of special education services consistently underperform on state assessments in math and reading in comparison with their peers.
This year, only 82% of the seniors who have been receiving special education services since the beginning of the school year graduated in 2010.
Only 75% of students identified as economically disadvantaged since the beginning of the school year graduated in 2010
Less than 60% of Mercer students attend higher education opportunities after graduation. That percentage is significantly less for students classified in one of the two major subgroups
What can we do?
Utilize the district mission to establish a vision of teaching and
learning based on relationships, resiliency, reflectio
n, relevance, and rigor.
1A - Develop Administrative and Teacher Efficacy Recent research points to teacher expectations, teacher
quality, and teacher belief in having the ability to impact students. Research has continuously documented the higher achievement levels for students with highly efficacious teachers. This is particularly true for students of low economic status (Hines, Kritsonis 2010)
Establish building leadership teams to systematically review student achievement data and teaching practices in order to make recommendation for professional development (Milstein, Henry 2008)
1A- Develop Administrative and Teacher Efficacy Establish individual SMART Goal setting to focus on specific
achievement targets – teachers who take responsibility for student learning can improve student achievement. Control over targets and strategies to reach desired outcomes help develop the belief that teachers can make a difference. (Logerfo, 2006)
Administration needs to provide time for teachers to collaborate on instructional teams or departments. This shared responsibility provides a support system for the teachers and administration (Dweck, 2010; Anfara, 2010).
1B- Develop Teacher Leadership and Experience
One of the most consistent findings in all research regarding the closing of the achievement gap points to one major element – experienced, knowledgeable, and qualified teachers (Tajalli, Opheim 2004)
Improve incentives for teachers to earn a Master’s degree, especially in areas of high need (reading, math, science, and special education)
1B- Develop Teacher Leadership and Experience Develop incentives to encourage National Board
Certification for teachers and administration
National Board Certification Process is one of the most rigorous certification processes in existence for teachers. Teachers seeking national board certification must pass a content area test and portfolio assessment requiring them to diagnose and develop remedies for student learning difficulties. This is job embedded professional development at its best.
1B- Develop Teacher Leadership and Experience National Board Certification (Harris, Sass, 2009)
▪ Recent studies in Florida and North Carolina point to National Board Certification and the development of learning communities with board certified teachers as teacher leaders for the 4-5% increases in student achievement on standardized assessments
National Board Certification (Berry, Johnson, Montgomery 2005)
▪ North Carolina is currently the leader in board certified teachers with over 10% of its’ teachers achieving certification.
▪ The majority of schools in North Carolina have gone from emergency to School’s of Distinction within two years of establishing certification requirements.
▪ Adams Elementary went from 20-40% proficiency to 80% of students meeting grade level standards within four years of having 13 teachers receiving National Board Certification.
Increase access to higher level programming and revitalize
strategies used in special programming.
2A – Close the Achievement Gap Utilizing Coursework and Principles from Gifted Education and Advanced/College Prep Programming The underrepresentation of minority students and students of low
economic status in gifted programs and advanced/college prep courses is a major contributor to the achievement gap (Ford, 2006; Jones, Zirkel, Barrack)
The rigor in the programs is a major concern in education programming. The tracking of students into college prep or general courses sends a strong message of “We do not believe in you.” The field of gifted education and the culture of advanced coursework prides itself on excellence and rigor; often having the most talented teachers. (Ford, 2006)
The secondary building has recently begun the process of removing barriers to higher level math – the same should be done for English and science.
The potential also exists to eliminate special education programming altogether in the elementary students, utilizing special education teachers as co-teachers in the general classroom in primary grades. (Jones, Zirkel, Barrack…
2B – Develop Co-Teaching Methods to Replace Traditional Pull Out Programs High stakes testing has increased the pressure on students to achieve
grade level expectations – special education students do not thrive in this situation. Furthermore, maintaining low level courses and filling them with students who have learning disabilities will seldom lead to higher levels of achievement (Fontana, 2005).
Time spent in on collaboration between teachers of general education and special education has proven to contribute to student achievement for both ‘regular’ education students and students receiving special education services (Fontana, 2005; Patterson, Connolly, Ritter 2010) .
Recent studies in middle schools implementing co-teaching methods show significant improvement in student achievement on state assessments in both math and reading (Fontana, 2005).
Co-Teaching permits a partnership in where all students are served by two teachers working together to promote the success of all students with learning goals (Patterson, Connolly, Ritter 2010).
2C – Change the Way Mercer Utilizes Time
There is wide belief that many students lose up to a month or more of knowledge over long summer breaks. This is particularly true for students of low economic status – where they are typically not able to afford summer programs or attend enrichment activities (Cooper, Valentine, Charlton, Melson 2003; Stewart 2010)
2C – Change the Way Mercer Utilizes Time New Albany High School in New Albany, Ohio underwent a
dramatic change in their schedule several years ago. In 1999 the principal of the school and his leadership team identified three key factors needed to improve student learning: (a) change the structure of the day for more professional collaboration, (b) create more time for student intervention, and (c) strengthen relationships between teachers and students.
The schedule that was created was remarkably different and is still in operation today. The hybrid schedule increases time sent in a period from 42 to 50 minutes by cutting out one period in the day. This schedule has helped New Albany High School become a model high achievement district in the state of Ohio.
2C – Change the Way Mercer Utilizes Time Develop a hybrid schedule to allow for more teacher
collaboration and contact time with students. Under the hybrid schedule at the secondary
building, three sessions of a course per week increases from 43/45 minutes to no less than 50 minutes. The course will meet an additional day for an extended period of time lasting 90 minutes. This increase the amount of time spent in a course (per week) from 215/225 minutes to 240 minutes - this equates to an increase of approximately 500 – 1000 minutes per year from the current amount of time our students spend in classes.
2C – Change the Way Mercer Utilizes Time
Reading levels in the elementary are lower than math scores. This is particularly true again for students of low economic status and students in identified for special education services
Traditional summer school programs focus on remediation. The district could develop a summer reading camp for students in the primary grades
2C – Change the Way Mercer Utilizes Time Summer reading camps for economically disadvantaged
and special education students that focus on higher level comprehension, writing, and application to content areas have proven to increase and maintain reading comprehension ability through the next grade level (Borman, Goetz, Dowling 2009; Schacter, Jo 2005).
Mercer could save on cost for the program by partnering with several local colleges and their primary education/master’s level reading certification programs.
The program, if successful, could develop to include summer math or science camps.
Utilize current summer camps at Thiel College
Create an Aligned System of High Expectations for
Leadership, Teaching, and Learning
3A – Instruction and Supervision Robert Marzano (2010) recently produced his much
anticipated White Paper: Creating an Aligned System To Develop Great Teachers Within the Federal Race To The Top Initiative. ▪ According to Marzano, schools should adopt a
comprehensive professional learning system that: ▪ (a) reflects the complexity of the teaching and learning process
▪ (b) uses real-time data to fairly provide feedback to teachers regarding their effectiveness at promoting student learning
▪ (c) provides targeted, aligned, and differentiated professional development to help teachers collaborate and reflect on way to improve student learning.
3A – Instruction and Supervision A philosophical and theoretical view of knowledge and learning
centered on constructivism offers hope that educational processes that enable students to acquire deep understanding rather than superficial skills will eventually take hold in public education. The hope is that students will experience and understand the power of their own mind (Blais, 1988, p. 2-7)
Robert Marzano and Jane Pollock developed a list of 9 instructional strategies for differentiation in the classroom centered on the idea of students constructing knowledge through engagement and higher level thought process in their book Classroom Instruction That Works (2001)
Principals evaluate only a tiny amount of teaching – if a teacher has 5 classes per day for 180 days that equates to 900 periods of teaching. With this in mind, observing only one period is equal to only .1% of the instruction taking place in the classroom. This is hardly adequate time to monitor the quality of instruction taking place (Marshall 2005).
3A – Instruction and Supervision
There are several key components common through highly effective school programs (Wei, Andree, Darling-Hammond, 2009):
▪ (a) time built into the day for professional development
▪ (b) embedded activities and accountability
▪ (c) a variety of options including online-learning
▪ (d) supportive induction programs for new staff
▪ (e) school governance procedures that sustain accountability for curriculum, instruction, and assessment
3A – Instruction and Supervision A critical component to accomplish the goal of improving instruction in the
classroom is the establishment of a common vision, rigorous curriculum, and common model of instruction (Marzano, 2010; Blackburn & Williamson 2010; Riddile, 2010).▪ Each building should develop a common framework for instruction that should
(Marzano, 2010 and Pollock 2009)▪ Require more student participation in goal setting and generalization of lesson
objectives▪ Relate directly to prior knowledge or the lives of students▪ Distinguish between declarative and procedural learning and align assessments to the
specific learning type▪ Provide students an opportunity to transfer knowledge to new learning situations ▪ Reside in and not just visit the upper levels of Bloom’s Taxonomy of Learning.
▪ Each grade level and department should meet at the beginning of the year to▪ Analyze the district mission to define what it means for their grade or subject area▪ Establish a set of common standards for instruction that emulates the district vision for
a rigorous and relevant curriculum▪ Meet regularly to align and evaluate practices to ensure the needs of all students are
being met
3A – Instruction and Supervision The elimination of general classes would require significant training of
Mercer Area School District staff in the practice of Differentiated Instruction and Instructional Strategies that work – this would require a partnership between trained professionals, building principals, and teacher leaders.
Positive school gains over four years in schools that actively utilize differentiated instruction methods to challenge all learners with a highly relevant and rigorous curriculum have regularly been recorded in school research (Stanford, Reeves, 2009).
Administrators and teachers must learn to plan for student success rather than respond to instructional needs – differentiated instruction provides a framework for teachers to plan multiple strategies and assessments to meet the needs of students.
Building Principals should work with teacher leader teams and central office to improve the quality of professional development to promote rigorous and relevant instruction that meets the needs of all students.
3A – Instruction and Supervision Marshall (2005) makes several recommendations for Supervision and
Evaluation – All of these could be implemented in the current revision of the secondary buildings evaluation procedures.▪ Make sure the basics are in place: time for teams to engage in common planning
and establish crystal clear expectations for teaching and learning▪ Principals should systematically visit classrooms: fifteen 10-15 minute
observations should be made throughout the year focusing on the expectations established in partnership between teacher teams and administration
▪ Prompt face-to-face feedback should be provided▪ Consider encouraging teacher teams to develop common unit plans and
evaluate the entire unit plan through lesson investigations and visits – better to observe an entire unit of teachers working together than each teacher once in isolation
▪ Require teams of teachers to give interim assessments focusing on standards covered and include in evaluations
▪ Create a professional learning culture in the school – establish small cohorts of teachers to be trained through an embedded professional development program
3B– From Hope to Belief Effective leaders work with staff and students to accomplish
several beliefs/practices:
▪ To ensure every student is known, cared about, and pushed to his or her full potential
▪ To create a culture where everyone feels connected and valued
▪ To establish an environment that encourages students to pursue and attain their dreams and aspirations
▪ To work with staff to create a culture where issues such as low parent involvement, low income, contracts, and learning concerns do not impede academic success
▪ To reach beyond ‘what is’ to attain ‘what could be’
3B– From Hope to Belief Make higher education an option for all students
▪ Provide better access (earlier and more frequently) to information regarding student loans and financial aid opportunities
▪ Develop a scholarship program focused specifically on providing resources to low-income and special education students
▪ Increase Opportunities for Early College Enrollment for All Students
▪ Expose students as early as middle school to college programs through visitations and college fairs▪ J.B Thomas Middle School currently operates a college visitation program with local
universities specifically for low-income and special education students – it has been an absolute success. One low-income student recently stated, “I always thought about going to college. Now I really want to go.”
▪ As a result of this program, there has since been an increase in the number of students taking college prep courses and students pursuing higher education after graduation. (Burgess , 2009).
I asked my secretary to join the audit meeting to record comments from the audit members – most of these are summarized. The Superintendent’s
comments have been organized separate of other members of the audit team – I wanted to highlight the thoughts of the leader of the district.
Response from Audit Team Members – It is important that the more experienced teachers share their
knowledge and expertise with the newer teachers who in turn need to share new methodologies and advancements.
Why are there so many less students in advanced English? It is vital for students to be aware of the variety of writing genres, to develop better writing skills, and to gain experience in public speaking whether or not they choose to join forensics.
Is there really that much of a difference between their behaviors, or are our expectations and tolerances for/between the genders justified?
I think we should put more emphasis in increasing our efforts to encourage more girls to participate in these courses, which have historically been dominated by the male gender.
Response from Audit Team Members – The results of the student opinion poll interesting, and
somewhat disconcerting. Only 38% feel that their teachers care about their lives, and 49% believe we care about them? Either they are skeptics, or we're not doing our jobs.
I absolutely believe that it would benefit the students if there were more incentives for teachers to pursue their master's degree and even National Board Certification.
I would be very interested in hearing more about the implementation of a hybrid schedule
We must work together at least in departments (sr high especially) so that we are aligning our goals and instruction to support and compliment each other's classes.
Response from Audit Team Members – You noted Marzano & Pollock's list of 9 instructional strategies for
differentiated instruction from their book Classroom Instruction that Works. I would like to see a significant amount of professional development time allotted for actually teaching and modeling these strategies to all staff members. I also think we should allow time for discussing SPECIFIC methods for dealing with behavior issues.
Marzano's suggestion to use real-time data to provide feedback to teachers regarding their effectiveness is excellent. From my personal evaluation in which you monitored my interaction with students, I was able to witness my own strengths but also identify my weaknesses. I think this would be of particular interest for all teachers to monitor their interactions (both positive and negative) with male and female students, and also for them to identify student behavior issues that are often difficult to assess when trying to provide instruction to the entire class
Response from Audit Team Members – I love the idea of developing teacher cohorts to specialize
in certain areas or on certain tasks. My concern is that some teachers are very resistant to learning from their peers. I have seen this on past occasions when material for CFF was presented to the staff as a whole
With such a low number of students continuing on to higher education after graduation, I feel it is imperative that we increase the amount of exposure that students receive to opportunities that are available now, through high school, and beyond. I am not sure of what job fairs are offered to our juniors and seniors, but I would like to see one held right here in Mercer, with all of the students in Mercer County schools invited to attend.
Concerns Raised by Audit We are obviously missing the boat in several areas
▪ Elementary Reading▪ Math and Reading in secondary (11th grade particularly)▪ Inequities between achievement, graduation, higher education of our
students in special education and identified as economically disadvantaged
▪ Higher level programming needs to be opened to more students▪ It is time to do away with tracking at the high school
The program equity statement said it all – slide 15▪ When we say high expectations for all do we really mean it?▪ It is one thing to take as a given that approximately 50% of an entering group of
students in kindergarten may not attend college, but to assign a particular child to a curriculum designed for that 50 % closes that door altogether.
▪ Are we comfortable providing only half of our students the best we have to offer?
Concerns Raised by Audit We have a system, it seems, that is failing half of
our students – this is a concern we need to address immediately.
There is a definite lack of teacher leadership
Our first step needs to be changing teacher attitude and practice through professional development – I fear our old practices will not stop unless we provide learning opportunities for our staff.
Additional Concerns From His Perspective
There is a lack of communication and focused collaboration among the districts administration to enact long term systematic change with respect to equity for all students
Lack of total support and agreement from all leadership levels as to how best to implement change
Thoughts on Solutions
Just adopted new reading program in elementary
▪ Decided to hold off on summer camp idea
▪ Asked that I begin making contacts to measure interest from local universities
Change in how we use time
▪ The board is rather conservative and unlikely to give the approval for drastic changes in the school schedule
▪ The majority of our families still operate farms and need students home during the summer to assist operations
Thoughts on Solutions Developing Teacher Leadership – WINNER!!!
▪ “By developing and sustaining true leadership you will change the culture and character of the buildings – but this must be coupled with a clearly articulated vision from the building leaders. This should also be done slowly, methodically, and diligently – DO NOT LET UP. Do not let go once you have created it – THIS WILL BE OUR TRUE IMPETUS TO CHANGE.”
▪ Build and create opportunities to collaborate on embedded professional development focused on research based strategies
Thoughts on Solutions
Developing Teacher Leadership – WINNER!!!
▪ Pursue the co-teaching method with the Director of Special Education
▪ Align all facets of what we do to promote student learning: Instruction, Assessment, Professional Development, Evaluation & Feedback
▪ Work toward eliminating general courses gradually over the next several years.
SIGNATURE PAGE
Where do we go from here?
I am pleased at the response from the audit team and delighted by the response from my Superintendent. I feel this process has cleansed me in some way. I feel prepared to systematically collect information (quantitative and qualitative) on a district level to diagnose areas of concern and work with a team to develop action plans to work toward correcting those issues. The right people now are acutely aware of the issues our students face, many of which have been created by the very same people who are supposed to support them.
The hard work is ahead of me – I have been rejuvenated by this project and humbled by the confidence that has been placed in me to assume the lead the way in our efforts to reform our practices. This is what I have always dreamed about as a school leader – the opportunity to do something that matters on a scale large enough to benefit all of the students. I must not let this newly lit fire inside of me die with complacency.
I am excited to begin working with my peers in education, community members, students, and families – to pursue a vision of excellence for all students in the Mercer Area School District regardless of their ethnicity, ability, or financial status.
Marzano Research. (2010). Creating an aligned system to develop great teachers within the federal race to the top initiative (1st ed.). Marzano Research. Marzano, R., Schooling, P., & Toth, M.
Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. Pollock, and Pickering, D. 2001. Classroom Instruction That Works: Research-Based Strategies For Increasing Student Achievement. Association for Supervision and Curriculum Development, Alexandria, Virgina, USA
Wei, R.C., Andree, A., & Darling-Hammond, L. (2009). How nations invest in teachers: High-achieving nations treat their teachers as professionals. Educational Leadership, 66 (5), 28-33.
Riddile, M. (2010). The best things may be free: Principal Leadership, January 2010. 64 –66
Blackburn, B.R., Williamson, R. (2010). Pressing forward with professional development. Principal Leadership. January 2010. 68-70
Blais, D. (1988). Constructivism: a theoretical revolution in teaching. Journal of Educational Development 11(3),2-7.
Stanford, B., Reeves, S. (2009). Making it happen: using differentiated instruction, retrofit framework, and universal design for learning. Teaching Exceptional Children Plus 5(6), 2-9.
Marshall, K. (2005). It’s time to rethink teacher supervision and evaluation. Phi Delta Kappan 86(10), 727 – 735.
Borman, G., Goetz, M., & Dowling, M. (2009). Halting the summer achievement slide: a randomized field trail of the kindergarten summer camp. Journal for Education for Students Placed at Rish, 14, 133-147.
Schacter, J., Jo, J. (2005). Learning when school is not in session: a reading summer day-camp intervention to improve the achievement of exiting first-grade students who are economically disadvantaged. Journal of Research in Reading 28(2), 158-169.
Stewart, S.L. (2010). Making time for what really matters. Principal Leadership, March 2010. 48 - 53.
Cooper, H., Valentine, J., Charlton, K., & Melson, A. (2003). The effects of modified school calendars on student achievement and on school community and attitudes. Review of Educational Research 73(1), 1-52.
Jones, R., Zirkel, P., & Barrack, R. (2008). Special education and regular education: achieving high school success with the NCLB and the IDEA. Catalyst for Change 35(2), 19-24.
Patterson, J., Connolly, M., & Ritter, S. (2009). Restructuring the inclusion classroom to facilitate differentiated instruction. Middle School Journal 41(1) 46-51.
Ford, D. (2006). Closing the achievement gap: how gifted education can help. Gifted Child Today 29(4), 14-18.
Bullets, S. (2005). Recruiting and retaining national board certified teachers for hard-to-staff, low-performing schools. Solutions, 2005, 1-11.
Harris, D., & Sass, T. (2009). The effects of NBPTS-certified teachers on student achievement. Journal of Policy Analysis and Management 28(1), 55-80.
Berry, B., Johnson, D., & Montgomery, D. (2005). The power of teacher leadership. Educational Leadership, 2005, 56-60.
Tajalli, H., & Opheim, C. (2004). Strategies for closing the gap: Predicting student performance in economically disadvantaged schools.) Educational Research Quarterly 28(4), 44-54.
Mertens, S., Flowers, N., Anfara, V., & Caskey, M. (2010). Common Planning Time. Middle School Journal, May, 50-57.
Logerfo, L. (2006). Climb every mountain. Education Next, 6(3), 68-75.Milstein, M. & Henry, D. (2008). Leadership strategies that promote student resiliency.
Leadership for Resilient School and Communities, 2, 1-7.Hines, M. & Kritsonis, W. (2010). The interactive effects of race and teacher self efficacy
on the achievement gap in school. National Forum of Multicultural Issues Journal. 7 (1), 2-14.
Dweck, C. (2010). Mind-sets and equitable education: students and teachers are affected by their beliefs about whether intelligence can be developed. Principal Leadership, 10 (5), 26-29.
Burgess, J. (2009). Cooperation, cash, & college. Middle Ground. (13) 1, 14-15.Fontana, K. (2005). The effects of co-teaching on the achievement of eight grade
students with learning disabilities. The Journal of At-Risk Issues 11(2), 17-23.Skrla, L., McKenzie, L. & Scheurich, J. (2009). Using equity audits to create equitable and
excellent schools. Thousand Oaks, CA: Corwin Press.
