© 2010 Learning Sciences International 877.411.7114 Framework for School Improvement: Turning...

© 2010 Learning Sciences International 877.411.7114 www.iObservation.com

Framework for School Improvement: Turning Around

Schools

Jay Doolan Ed.D., Director of Professional Services, FEA

Beth Carr, Director of District Partnerships,

Learning Sciences International

October 20, 2010


Why Improve Schools?

• The world we know is changing

• New technologies

• Our students need to be better prepared

Grade Eight: Math Percent Proficient by Ethnicity

0

10

20

30

40

50

60

70

80

90

100

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Pe

rce

nt P

rofi

cie

nt

an

d A

bo

ve

White Black Asian Hispanic

HSPA: Math Percent Proficient by Ethnicity

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009

Pe

rce

nt

Pro

fic

ien

t a

nd

Ab

ove

White Black Asian Hispanic


2009 Algebra II RESULTS

Consortium:102,936 Tested

3.49% Well Prepared

11.13% Prepared

85.38% Not Prepared

NJ: 8,063 Participants

4.02% Well Prepared

9.9% Prepared

86.08% Not Prepared

2009 Algebra I RESULTSConsortium: 33,446 Participants

1.62% Advanced

16.41% Proficient

26.21% Basic

55.76% Below Basic

NJ 28,470 Participants

1.79% Advanced

17.25% Proficient

26.21% Basic

54.74% Below Basic

Of 29 OECD Countries, U.S.A. Ranked 24th

OECD Countries in Overall Postsecondary Attainment

Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.

OECD Nations in the Percentage of Young Workers with an Associates Degree


U.S. is one of only two nations where today’s young people are not better educated than their parents



For Every Child “I want all our children to go to schools

worthy of their potential—schools that challenge them, inspire them, and instill in them a sense of wonder about the world around them. I want them to have the chance to go to college. . .I want them to get good jobs. . .”

President Barack Obama, 2009


Federal Agenda• Articulates a reform agenda and states’

participation in it

• Advances 21st century standards and assessments

• Fully implements a statewide longitudinal data system to improve instruction

• Improves teacher and principal effectiveness based on performance (student growth and evaluation systems)

• Intervenes and turns around lowest achieving schools


State AssurancesStandards Proficiency

Effective Teaching Learning

Data Systems Use of Data for Instructional Decisions

Turnaround Schools Implementing Successful Practices

New Jersey’s Vision• Every student must graduate from

high school ready for college and a career

• Going to college will be a choice every student can make

• Districts align to standards, assessments, and graduation requirements


Governor’s Reform Plan• Provides alternatives to failing schools

(charters, choice, and Opportunity Scholarship Act)

• Rewards innovative, effective, and high quality teachers (based on competency not seniority)

• Reforms teacher and school leaders evaluation systems (student achievement and merit pay)

• Enhances NJSMART to measure learning in classroooms and schools


Common Core Standards• Higher, clearer, and fewer

• Align with knowledge and skills needed in the digital age

• Prepare students for college and career

• Integrate 21st century content, technology, global perspectives, and other content areas

• Focus on synthesis, application of knowledge, and creativity


New Assessments (2014-15)

• Measure depth and breadth of the Common Core Standards (Grades 3-12)

• Provide end of year assessments and formative tests

• Anchor system to college and career tests in high school

• Move testing to computer-based system• Hold educators accountable for student

performance that is college and career ready


Framework for School Improvement Model

• Research-based (Payne, Marzano, Reeves)

• Comprehensive program that assists schools improve student achievement

• Based on a model that dramatically improved student achievement in Washington County schools, Maryland

• Collaboration with NJPSA/FEA and Learning Sciences International (iObservation)



Vision and Mission

• Discuss current educational issues• Review individual and shared values• Discuss how students should be

prepared• Focus on high expectations for all

students• Create strategies to implement

changes and live the vision


Data Analysis• Analyze multiple assessment data to determine

how students are meeting high standards

• Review critical student data: course enrollment, suspensions, AP classes, graduation rate

• Determine how teachers discuss and analyze data and how instruction is influenced based on analysis

• Determine how district makes data available to schools and how district works with school staff


Research-Based Instructional Practices

• Curriculum is aligned to new standards and Common Core

• Teachers use the curriculum and exemplars

• Teachers work together in professional learning communities

• District and classroom assessments are aligned to the new standards

• Professional development includes Blueprints for Student Success and SMARTmove

Teacher and Leadership Performance

Learning Sciences International

iObservation


Resources : White Paper

Creating an Aligned System to Develop Great Teachers within the Federal Race to the Top Initiative

www.iObservation.com/whitepapers

http://www.iobservation.com/whitepapers


Partnerships for Research:

Dr. Robert Marzano (exclusive)• 41 key research-based strategies for student

achievement• How and when to use the strategies within

instruction to maximize student learning

Charlotte Danielson and ASCD (exclusive)• Teacher Effectiveness Suite

Dr. Douglas Reeves (exclusive)• Leadership practices conducive to effective

teaching


iObservation is a comprehensive web-hosted professional learning

system to collect, manage, analyze, and act on data gathered through, classroom observations, teacher feedback, peer feedback, student

feedback, student achievement data as well as a collaborative, professional

learning resource center.

A System to facilitate a cycle of continuous instructional improvement

and professional learning



Current Environment

• Race to the Top • School Improvement• Reauthorization


Great Teachers and Leaders:

Multiple measures making growth

and evaluation

Intertwined

Codependent

Reciprocal


Multiple Measures:Teacher

• Supervisor Observation Data:

– Classroom Observations

– Walkthroughs

• Peer Observation Data• Teacher Self Assessment Data

– Self Assessment – Self Observation (video)

• Student Survey Data• Student Achievement Data

– Teacher Generated– Standardized

Leader

• Supervisor Observation Data:

– Building & Leadership Observations

– Building Walks

• Peer Observation Data• Leader Self Assessment Data

– Self Assessment/Reflection – Self Observation

• Survey Data• Student Achievement Data

– Teacher Generated– Standardized


How Do We Get There?


The Importance of Effective Teaching

Research tells us that the role of the teacher is the single greatest factor on student learning. (Sanders, et al)

Research also tells that one of the greatest factors central office can contribute is to maintain a singular focus on improving instruction. (Marzano and Waters, 2009)


Leadership Goal for Teacher Effectiveness

Goal is for every teacher to measurably improve his or her instructional practice every year.

Improving a teacher’s strategies and behaviors in the classroom should be the primary goal of supervision and evaluation.


Key Points:

Effective teacher = student achievement (use of research-based strategies to achieve student learning results)

Effective Principal = Effective Teachers

Student achievement scores are lagging indicators.

Teacher behavior is a leading indicator (effective use of research-based instructional strategies)


Goal is for every teacher to increase his/her effectiveness every year:

• Assessed growth in use of research-based strategies (multiple measures against a common language/framework of instruction)

• Rigorously aligned professional development• Deliberate practice• Connections to student achievement

Principals must put the conditions in place for teachers to realistically increase their effectiveness every year.

4 Keys to Teacher Growth


Common Language/Framework Based Upon Decades of Research

• Definition of Effective Teaching so every leader and every teacher knows what effective teaching looks and sounds like

• Inter-rater reliability for supervisors, teacher leaders, coaches, and teachers

• Ability to provide professional development rigorously aligned to the Model of Instruction and measure progress in improving teacher practice

• Consistency for data collection to measure progress across classrooms, schools and districts

Why is a Common Language/Model of Instruction Critical for Developing Effective Teachers?

•Accurately reflect the complexity and sophistication of the teaching/learning process

•Indentify the key strategies revealed by research for effective teaching within a framework of instruction

• Must go beyond “high-yield” strategies

• Articulate the relationship between teacher and student evidence

•Identify which research-based strategies are appropriate for different types of lessons or lesson segments

•Include rubrics with a clearly defined continuums of implementation and evidences sufficient to impact student learning

•Be flexible to allow districts to adapt and adopt the model to reflect local needs and priorities yet retain the Common Language

Common Language/Model of Instruction must:

ES=0ES=0

Typical bell curve of student results from teachers using a research-based strategy

Decreased Decreased Student Student

AchievementAchievementIncreased Student Increased Student

AchievementAchievement

Increased Student Increased Student AchievementAchievement

Research-based strategies have a high probability of raising student achievement if they are used:

• In the part (segment) or type of lesson that is appropriate for the strategy

• At the appropriate level of implementation


MISALIGNED SYSTEMNo Common Language or Model of Instruction

ALIGNED SYSTEMCommon Language or Model of Instruction


An Aligned System of Feedback


Art and Science of Teaching Observation and Feedback Protocol


iObservation Demonstration to Generate Multiple Measures using Dr. Marzano’s Art and Science of Teaching Protocol

www.iObservation.com

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