Principal’s InstituteMay 27, 2010

John Vail

1. Instructional Leadership2. Clear and Focused Mission3. Safe and Orderly Environment4. Climate of High Expectations for Success5. Frequent Monitoring of Student Progress6. Positive Home-School Relations7. Opportunities to Learn and Student Time

on Task

Identification Phase (1960s – mid-1970s)◦ Prompted by the Coleman report

Descriptive Phase (1970 – 1980)◦ Study effective schools in depth

Prescriptive Phase (1985 – 1995)◦ A demand was created

The School District (1985 – present)◦ The importance of working at the district level

Total System Alignment (1995 – present)◦ The fit with a “results-oriented accountability

system”

Individually read pages 6-10What affirmed you?

What surprised you?What challenged you?

Imbalanced Leadership: Using the 21 Responsibilities to Remake the Principalship -4McREAL???

What Works in (Other) Schools – Robert M. Warzono◦ Translating Research into a new book every

month Accountability Inaction – Douglas P. (a.k.a.

Pet) Peeves◦ Evidence from the 30/30/30 School whose motto

is “Hey at least we add up to 90.”

What Works ….(Marzano)◦ Guaranteed and Viable

Curriculum◦ Challenging Goals and

Effective Feedback◦ Parent and Community

Involvement◦ Safe and Orderly Environment◦ Collegiality and

Professionalism◦ Instructional Strategies◦ Classroom Management◦ Curriculum Design

Accountability in Action (Reeves)

◦ Focus on Academic Achievement

◦ Clear Curriculum Choices◦ Frequent Assessment of

Student Progress◦ Emphasis on Nonfiction

Writing◦ Collaborative Scoring of

Student Work

Outreach Ideals/Beliefs Communication Situational Awareness Flexibility Monitor/Evaluate Change Agent Intellectual Stimulation Relationships Affirmation Order

Input Discipline Resources Involvement in

Curriculum, Instruction, & Assessment (CIA)

Focus Knowledge of CIA Optimize Culture Contingent Rewards Visibility

Using the Seven Correlates of Effective Schools as the Main Categories, place each of the other

research items under one of the correlates or under “other”

All children can learn and come to school motivated to do so.

Schools control enough of the variables to assure that virtually all students do learn.

Schools should be held accountable for measured student achievement.

Schools should disaggregate measured student achievement in order to be certain that students, regardless of gender, race, ethnicity, or socioeconomic status, are successfully learning the intended school curriculum.

The internal and external stakeholders of the individual school are the most qualified and capable people to plan and implement the changes necessary to fulfill the learning-for-all mission.

Lezotte

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.”

The effective school is a school that can, in outcome (performance or results) terms, reflective of its learning for all mission, demonstrate the presence of equity in quality.

Edmonds

Scrunch and SlingThe Human Graph

“The impact of decisions made by individual teachers is far greater than the impact of decisions made at the school level.”

“More can be done to improve education by improving the effectiveness of teachers than by any other single factor.”

Robert Marzano

Average School

Average Teacher50th 50th

Highly Ineffective School

Highly Ineffective Teacher50th 3rd

Highly Effective School

Highly Ineffective Teacher50th 37th

Highly Ineffective School

Highly Effective Teacher50th 63rd

Highly Effective School

Highly Effective Teacher50th 96th

Highly Effective School Average Teacher 50th 78th

Percentile Ranking Percentile Rankingafter two years of instruction

Marzano, 2003

Please pull out your handout entitled, “Factors that Impact…”

OpportunitiesTo RespondAnd Receive Feedback

Engaged Time

Actual Time

Allocated Time

Time as a factor on student learning

“In every school, from poor to affluent, we seldom caught kids reading or writing. … What we did see was staggering amounts of coloring.”◦ (Mike Schmoker – 100’s of classroom observations)

“…that coloring was the single most predominant activity in the schools they had observed – right up through middle school.”◦ Learning 24/7 Classroom Observation Study

“Doug Reeves was similarly dismayed by the amount of time students spent “coloring, cutting, and pasting.” ◦ Making Standards Work

As cited in “Results Now”, (2006), Mike Schmoker

Most teachers I have observed and with whom I have conversed work very hard, care very much, and want to do an excellent job…but◦ Coloring and craft projects are alive, well, and very

time-consuming in some places where there are students who can’t read, write, or do math.

◦ Clear, common, and critical learning objectives are rarely known by the teacher. Even less frequently is a learning objective articulated to the students in the classroom.

◦ Teachers speak often of being overwhelmed and the lack of time to do things well. They believe they have too much material to cover.

1. Clear Learning Goals2. High Rates of Positive/Descriptive Feedback3. Reconceptualization of Information

Innovations, changes, initiatives, etc. merely alter the probability of the three factors occurring.

It is the individual teacher that determines whether innovations actually impact teaching.

Teachers who impact student learning the most constantly innovate and seek better ways.

I believe that it means that you should invest your time, treasure, and talent on improving instruction in the classroomIn other words, be an instructional leader!

It’s about hiring, cultivating, empowering, providing resources for, developing, educating, motivating, acknowledging,… teachers who◦ Focus their teaching on very clear learning

objectives and make those objectives crystal clear to their students.

◦ Provide high rates of positive feedback relative to the learning objectives that describes where the child is in their learning and what it takes to get better.

◦ Helps students make connections in their learning between past learning and new situations.

If students need the following to become proficient and successful: ◦ clear objectives◦ high rates of positive, descriptive feedback◦ connections between what they do and know to

new situations why would the needs be any different for

your teachers to become proficient and successful?

Teachers need …◦ Clear, common, and consistent learning targets

for their students◦ Clear, common, and effective strategies that are

expected to be used with fidelity

Teachers need …◦ Timely and relevant student data regarding

progress toward learning objectives◦ Descriptive feedback regarding strategy and time

usage◦ Supportive and descriptive feedback regarding

classroom management

Teachers need …◦ Repeated telling, showing, and acknowledging

how their efforts tie to the bigger mission of the school

◦ Encouragement and support to transfer skills and strategies across subjects and groups of students

A 1995 analysis found that PD costs ranged between $1800 to $3500 per year per teacher (Miller, Lord, & Domey, 1994).

Effectiveness of traditional PD in terms of changing teacher skill and behavior is estimated to be between 0 and 20% (Joyce & Showers, 2002; Bush, 1984).

There is a growing consensus … teachers need pd that is interactive with their teaching practices, allowing for multiple cycles of presentation and assimilation of, and reflection on, knowledge (Penuel, Fishman, Yamaguchi, & Gallagher, 2007).

Identifying RoadblocksFinding Solutions