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© 2009 THE EDUCATION TRUST
Getting It Done:LEADING
ACADEMIC SUCCESS IN
UNEXPECTED SCHOOLS
Karin ChenowethSchool Administrators of IowaDes Moines, August 7, 2013
© 2009 THE EDUCATION TRUST
The Education Trust
One of our working theories is that educators out there know how to do what
our nation needs done in schools. It is up to us to find them
and learn from them.
© 2009 THE EDUCATION TRUST
This scatterplot shows the elementary schools in a state arrayed by percentage of students who receive free and reduced-price lunch on the x-axis and achievement on the y-axis. It’s a pretty typical pattern.
© 2009 THE EDUCATION TRUST
But look again—and notice something different—it has a few schools
clearly performing above their peers.
© 2009 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
Is there something we can learn from those schools?
© 2009 THE EDUCATION TRUST
Source:
George Hall Elementary SchoolMobile, Alabama
444 students in grades preK-5
- 99 % African American
- 99% Low-Income
Source: Alabama Department of Education
© 2009 THE EDUCATION TRUST
Source:
Grade 5 Reading—SAT 10 results
24%
71%
53% 59%
35%44%
0%
20%
40%
60%
80%
100%
2003 2004 2005 2006 2007 2008 2009 2010
Nati
onal
ly n
orm
-ref
eren
ced
perc
entil
e ra
nk
George Hall All Students in Alabama Black Students in Alabama
Alabama Department of Education
© 2009 THE EDUCATION TRUST
Grade 5 Math—SAT 10 results
29%
94%
46%
60%
32%
46%
0%
20%
40%
60%
80%
100%
2003 2004 2005 2006 2007 2008 2009 2010
Nati
onal
ly n
orm
-ref
eren
ced
perc
entil
e ra
nk
George Hall All Students in Alabama Black Students in Alabama
Alabama Department of Education
© 2009 THE EDUCATION TRUST
“It’s Being Done” schools have done the educational equivalent of “inventing the wheel.”
They have figured out what to do to help all children learn.
© 2009 THE EDUCATION TRUST
That doesn’t mean they all do exactly the same thing or look exactly the same.
© 2009 THE EDUCATION TRUST
How It’s Being Done schools:(as articulated by Molly Bensinger-Lacy, former principal, Graham Road Elementary School)
• Keep a “laser-like” focus on what students need to learn;
• Collaborate on how to teach it;• Assess frequently to see whether students
have learned it;• Use data to inform instruction;• Build personal relationships.
© 2009 THE EDUCATION TRUST
Let’s get a quick sense of what each of those mean.
© 2009 THE EDUCATION TRUST
#1 Focus on what students need to learn
© 2009 THE EDUCATION TRUST
That may be obvious, but American classrooms have been plagued in the past by a lack of clarity of goals and a tradition
of autonomy which has led to teacher isolation and “hobby teaching.”
© 2009 THE EDUCATION TRUST
#2 Teacher collaboration
© 2009 THE EDUCATION TRUST© 2009 THE EDUCATION TRUST
The education paradox:
Teachers are the most important in-school factor for student achievement.
BUTNo one teacher can be sufficiently expert in the content,
the curriculum, pedagogy, and the students to teach all things to all children.
© 2009 THE EDUCATION TRUST© 2009 THE EDUCATION TRUST
Only by working together to pool their knowledge and expertise
can teachers be successful with all the students
all the time.
© 2009 THE EDUCATION TRUST
#3 Assess frequently to see if students are learning
Frequent assessment is nothing new in classrooms, but these schools use
frequent formative assessments—not to give a grade but to see if students are
learning what they need to know.
© 2009 THE EDUCATION TRUST
Here’s how Graham Road Elementary thinks about formative assessment:
• A team-constructed COMMON ASSESMENT:
– Requires everyone to analyze & arrive at a common understanding of the objective.
– Strengthens teacher expertise and eliminates the educational lottery.
– Establishes ownership for student performance. There are no surprises on the common assessment.
Slide used by Graham Road Elementary School team at Education Trust national conference, 2009
© 2009 THE EDUCATION TRUST
Source: Norfork Elementary School
© 2009 THE EDUCATION TRUST
Source: P.S./M.S. 124 Queens
© 2009 THE EDUCATION TRUST
#4 Use data to inform instruction
© 2009 THE EDUCATION TRUST
Source: Graham Road Elementary
© 2009 THE EDUCATION TRUST
Source:
#5 Build personal relationships
Granger High School
© 2009 THE EDUCATION TRUST
This can take the form of daily advisory periods…
© 2009 THE EDUCATION TRUST
…“morning meetings”…
© 2009 THE EDUCATION TRUST
…hugging…
© 2009 THE EDUCATION TRUST
…teachers working individually with students…
© 2009 THE EDUCATION TRUST
…groups of students…
© 2009 THE EDUCATION TRUST
…and each other.
© 2009 THE EDUCATION TRUST
But how do teachers in It’s Being Done schools learn to work in these ways?
© 2009 THE EDUCATION TRUST
-
“To date, we have not found a single case of a school improving its student achievement record in the absence of
talented leadership.”
• Source: Louis, Leithwood, Wahlstrom & Anderson (2010). Learning from leadership: Investigating the links to improved student learning.
© 2009 THE EDUCATION TRUST
So what does “talented leadership”
mean?
© 2009 THE EDUCATION TRUST
© 2009 THE EDUCATION TRUST
It’s not about Superman, but leading schools is a big job.
© 2009 THE EDUCATION TRUST
© 2009 THE EDUCATION TRUST
I won’t take the time to describe our methodology—it’s in the book.But we studied 33 principals in 24 “It’s Being Done” schools around
the country.
Today I want to just give you five big takeaways.
© 2009 THE EDUCATION TRUST© 2009 THE EDUCATION TRUST
#1
These are typical school leaders with varied educational backgrounds and experiences.
BUT—they share
a common belief and vision that lead to common strategies.
© 2009 THE EDUCATION TRUST© 2012 THE EDUCATION TRUST
They believe that all students can learn to high levels…
“Through my teaching experiences, I learned that my students were
capable of learning just about anything I was capable of teaching.”
-Molly Bensinger-Lacy, principal Graham Road Elementary School
What is their common belief?
© 2009 THE EDUCATION TRUST
“It is so important to dispel the myth that these children can’t learn to high standards. There’s a belief system out there that they’re not as smart as white kids. We’re on a mission to conquer every myth and every test.”--Von Sheppard, principal, Dayton’s Bluff Achievement Plus Elementary School
What is their common vision?
…and that it is up to schools to figure out how to teach all kids.
© 2009 THE EDUCATION TRUST© 2012 THE EDUCATION TRUST
More than anything:
These leaders have honed their skills through practice, failure, and success. And they
are willing to honestly discriminate between excellence and mediocrity.
© 2009 THE EDUCATION TRUST
ELMONT MEMORIAL HIGH SCHOOL
Case Example: Distinguishing BetweenExcellence and Mediocrity
© 2009 THE EDUCATION TRUST
Source:
Elmont Memorial High SchoolElmont, New York
• 1,928 students in grades 7-12– 78% African American– 13% Latino
• 27% Low-Income
New York Department of Education
© 2009 THE EDUCATION TRUST
Source:
High Graduation Rates at Elmont Memorial High School
Overal
l
Africa
n American
Latino
Economica
lly Disa
dvantag
ed
Not Eco
nomically
Disadva
ntaged
0%10%20%30%40%50%60%70%80%90%
100% 94% 95%89%
97% 93%
74%
58% 58%64%
81%
Class of 2011
ElmontNew York
Perc
enta
ge o
f 200
7 Fr
eshm
en G
radu
ating
in
Four
Yea
rs
New York State Department of EducationNote: Includes students graduating by June 2011.
© 2009 THE EDUCATION TRUST
“…at one point in the lesson you took a sub-standard response that was not elaborated on….You admitted that, in the interest of time, you took the response and moved forward with the lesson.
As we discussed, setting standards and having students meet those standards includes the proper responses..”
© 2009 THE EDUCATION TRUST© 2009 THE EDUCATION TRUST
#2
Successful school leadership is focused on improving classroom instruction while
managing other aspects of the job.
© 2009 THE EDUCATION TRUST
Strategies
• School leaders establish a school-wide urgency around the use of time.
• School leaders share decision making.
Actions• Set school and classroom routines
to ensure time is spent on learning not “getting ready” to learn or discipline.
• Create master schedule to maximize both instructional time and time for teachers to collaborate
• Empower individuals to make decisions relevant to their role
• Create teams to pool expertise and get the work done.
Belief: Time is the most precious resource schools have
© 2009 THE EDUCATION TRUST
© 2009 THE EDUCATION TRUST
GRAHAM ROAD ELEMENTARY SCHOOL
Case Example: Time Use
© 2009 THE EDUCATION TRUST
Source:
Graham Road Elementary SchoolFalls Church, Virginia
• 356 students in grades K-6– 13% Black– 16% Asian– 64% Latino
• 81% Low-Income• 51% ELL
Fairfax County School Profiles
© 2009 THE EDUCATION TRUST
Source:
Graham Road Elementary SchoolMeeting or Exceeding Standards
97% 95% 96% 96%
73%65% 61% 65%
0%
20%
40%
60%
80%
100%
Overall Latino Low-Income ELLPerc
enta
ge P
rofic
ient
and
Abo
ve
Grade 6 Math (2009)
Graham Road Virginia
Virginia Department of Education
© 2009 THE EDUCATION TRUST
Once a week, teachers from each grade level met at the beginning of the
contractual day (15 minutes before school started) and continued for the first 45
minutes of the school day. Back in their classrooms, teacher aides began the day—
supervising breakfast, collecting homework, and starting the students on
their day’s work.
© 2009 THE EDUCATION TRUST
At the meeting, often one teacher presented findings from significant research that illuminated a problem of practice they had identified and, sometimes,
teachers would immediately be able to put that research into action.
© 2009 THE EDUCATION TRUST© 2009 THE EDUCATION TRUST
#3
Successful school leadership is NOT a matter of giving the right orders but rather about
building the capacity of all the adults in the building.
© 2009 THE EDUCATION TRUST
Strategies
• Hire carefully to shape the instructional culture of the school.
• Assign carefully.
• They encourage practices that yield the best results.
Actions
• Their hiring protocols often test candidate’s willingness to commit to the school and continue improving.
• Strong teachers are assigned to students furthest behind or are pulled into teacher leadership positions where they help teachers.
• Weak teachers are supported by coaches, mentors, etc.
• They provide individualized feedback and guidance.
Belief: Teachers have great power to change children’s lives.
© 2009 THE EDUCATION TRUST
M. HALL STANTON ELEMENTARY SCHOOL
Case Example: Building Teacher Efficacy and Capacity
© 2009 THE EDUCATION TRUST
M. Hall Stanton ElementaryPhiladelphia, Pennsylvania
• 487 students, K-6
– African American: 99%
– Low Income: 99%
Source: https://sdp-webprod.phila.k12.pa.us/school_profiles/servlet/
© 2009 THE EDUCATION TRUST
Source:
M. Hall Stanton Grade 5 Reading Pennsylvania System of School Assessment (PSSA),
Pennsylvania Department of Education, 2002-2009
2002 2003 2004 2005 20060%
20%
40%
60%
80%
100%
57%
21%
12%
Pennsylvania Overall Philadelphia Overall Stanton Overall
Perc
ent P
rofic
ient
or A
dvan
ced
© 2009 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST
Initially Barbara Adderley made decisions about professional development needs of the staff based on data. Most professional development was whole-school, taught by Adderley (e.g., how to implement guided reading, how to use math games as part of the math curriculum, etc.)
Fairly quickly, the two instructional coaches became part of a team that helped Adderley determine professional development needs and they often taught specifics of math and reading instruction as well as bringing back district-level training that they received.
As they became more proficient, teacher leaders joined in making professional development decisions and in providing the professional development. Professional development was less often school-wide and more often tailored to the needs, as determined by the data, of individual teachers or grade-levels.
Data used to determine PD:Walk-through observations of classrooms
Reading dataMath data
State assessment dataAttendance and discipline data
Student work
Professional development at Stanton• Each grade level met 1x per week with principal and coaches
during planning period.• Each academy met 7:30 -9:30 a.m. every two months in a
different teacher’s room for breakfast, book study, and sharing of best practices (coverage of classes and stipends were provided).
• Whole school met 1x a week for professional development (early dismissal of students).
• New teachers met every Tuesday 7:30-9 a.m. with principal and coaches to discuss pedagogy and math and literacy content (stipends provided).
• Additional staff development provided Saturday morning (stipends provided).
© 2009 THE EDUCATION TRUST
“We can’t hire and fire our way out of this.”--Barbara Adderley, former principal, M. Hall Stanton Elementary
© 2009 THE EDUCATION TRUST© 2012THE EDUCATION TRUST
#4
They deliberately create a collaborative culture.
© 2009 THE EDUCATION TRUST
Strategies
• “High support, high demand” approach.
Actions
• They create norms and expectations for professional conversations.
• They establish norms for how adults interact with students.
• Teachers adapt methods and interventions until students meet high performance standards.
Belief: Respect is essential for both teachers and students to thrive.
© 2009 THE EDUCATION TRUST
WARE ELEMENTARY SCHOOLCase Example: Deliberately Building a Respectful Culture
© 2009 THE EDUCATION TRUST
Source:
Ware Elementary SchoolFort Riley, Kansas
• 693 students in grades K-5– 17% African American– 21% Latino– 55% White
• 76% Low-Income
Kansas Department of Education
© 2009 THE EDUCATION TRUST
Source: Kansas State Department of Education
Ware Kansas0%
10%20%30%40%50%60%70%80%90%
100%
6%
12%23%
34%
51%
29%
19% 16%
8%
Low-Income Students – Grade 4 (2010)
ExemplaryExceeds StandardMeets StandardApproaches StandardAcademic Warning
Perc
ent o
f Stu
dent
sWare Elementary
Math
© 2009 THE EDUCATION TRUST
Source:
High Achievement Over Time at Ware Elementary
45%
100%
62%85%
0%
20%
40%
60%
80%
100%
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010Perc
ent
Mee
ting
Stan
dard
s or A
bove
Students Overall – Grade 5 Reading
Ware Elementary Kansas
Kansas State Department of Education
© 2009 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST
“How kids function is an
absolute consequence of how adults
function.”--Deb Gustafson, principal
Ware Elementary
© 2009 THE EDUCATION TRUST© 2009 THE EDUCATION TRUST
#5
They monitor and evaluate what factors lead to success and what can be learned from failure.
© 2009 THE EDUCATION TRUST
Strategies
• Without losing sight of big goals, they build efficacy through interim goals
• They make data public and help teachers understand how to use it.
• They are “relentlessly respectful and respectfully relentless”
Actions
• They set concrete, measurable goals based on data and examine outcomes.
• They examine work products to assess the rigor of instruction.
• They have data meetings, create data walls, do data walks, conduct student academic reviews
• They follow up.• They ask questions.
Belief: Evidence should trump opinions.
© 2009 THE EDUCATION TRUST© 2009 THE EDUCATION TRUST
“Goals constantly change as you look at data. Once
you’ve met a goal, you have to institutionalize it and then set new goals. That’s when you know
you’re actually growing.”-Natalie Elder,
Hardy Elementary School
© 2009 THE EDUCATION TRUST© 2012THE EDUCATION TRUST
So…
© 2009 THE EDUCATION TRUST© 2012 THE EDUCATION TRUST
It’s Being Done principalsare not superheroes but experts
The expertise they have developed can be learned by other administrators who are:
• willing to honestly discriminate between excellence and mediocrity,
• have the courage to do things differently to improve, and
• the discipline to reflect on what factors lead to success and what can be learned from failure.
© 2009 THE EDUCATION TRUST
What does this look like from the standpoint of students?
© 2009 THE EDUCATION TRUST
“At other schools, it’s, ‘Those are the smart kids.’ Here, we’re all the smart kids.”
© 2009 THE EDUCATION TRUST
Shameless plug
© 2009 THE EDUCATION TRUST© 2012 THE EDUCATION TRUST
But you don’t have to take my word for it.
© 2009 THE EDUCATION TRUST© 2012 THE EDUCATION TRUST
Webinar/Conference Slide