Student EngagementStudent EngagementBuilding Relationships to Building Relationships to Support Student LearningSupport Student Learning

Personalizing Rigorous and

Relevant Learning

For Each Learner

You can’t teach kids you don’t know….

Survey

My Voice

Quaglia Institute for Student Aspirations

www.qisa.org

Relationships

The Gap Problems

Achievement Gap

Participation Gap

Participation Gap

Personal Worth – belonging, heroes, sense of accomplishment

Active Engagement – being involved, fun and exciting, curious, creative and adventurous

Purpose – taking responsibility, confidence to take action, believing in self

8 Conditions that make a difference

• Belonging

• Heroes

• Sense of Accomplishment

• Fun and Excitement

• Curiosity and Creativity

• Spirit of Adventure

• Leadership and Responsibility

• Confidence to take Action

HEROES:

Heroes are the everyday people—teachers, friends, family—in a student’s life who inspire them to excel and to make positive changes in attitudes and lifestyles.

SENSE OF ACCOMPLISHEMENT:

The condition of Sense of Accomplishment recognizes effort, perseverance, and citizenship as signs of a student’s success.

FUN & EXCITEMENT:

The condition of Fun & Excitement is characterized by students being actively engaged and emotionally involved in their school work.

SPIRIT OF ADVENTURE:

The Spirit of Adventure is characterized by a student’s ability to take on positive, healthy challenges at school and home, with family and friends.

CURIOSITY & CREATIVITY:

The condition of Curiosity & Creativity is characterized by inquisitiveness, eagerness, and a strong desire to learn new or interesting things.

LEADERSHIP & RESPONSIBILITY:

The condition of Leadership & Responsibility means students are able to express their ideas and are willing to accept consequences for their actions.

CONFIDENCE TO TAKE ACTION:

Confidence to Take Action is the extent to which students believe in themselves.

8 Conditions That Make A Difference

BELONGING:

Belonging means that a student is a valued member of a community, while still maintaining his or her uniqueness.

• Higher Academic Achievement

• Less Discipline Problems

• Fewer Absences and Tardies

• Lower Drop-out Rates

• Improved School Climate

• More Parental Involvement

• Increased Rates of Students Attending Postsecondary Institutions

Nurturing the Conditions that enable students to dream about their future and to be motivated to set goals in the present to achieve those goals, results in:

PerceptionsMa and Pa Kettle

Math Exercise

SELF-WORTH

BelongingHeroes

Sense of Accomplishment

51% I am proud of my school.49% I enjoy being at school.

46% Teachers care about my problems and feelings.50% Teachers care about me as an individual.49% Teachers care if I am absent from school.

21% I have never been recognized for something positive at school.

50% If I have a problem, I have a teacher with whom I can talk.55% Teachers respect students. 41% Students respect teachers.

31% Students respect each other

NATIONAL DATA

46% School is boring.58% At school I am encouraged to be creative.

40% My classes help me understand what is happening in my everyday life.

58% Teachers enjoy working with students 39% Teachers have fun at school.

32% Teachers make school an exciting place to learn.73% My teachers present lessons in different ways

ACTIVE ENGAGEMENT

Fun & Excitement

Curiosity & Creativity

Spirit of Adventure

NATIONAL DATA

63% I am a good decision maker.59% I see myself as a leader.

35% Other students see me as a leader.91% I believe I can be successful.

77% Teachers expect me to be successful.63% I believe I can make a difference in this world.

67% I put forth my best effort at school.37% I know the goals my school is working on.

34% Students council represents all students at school.

PURPOSE Leadership & Responsibility

Confidence to Take Action

NATIONAL DATA

The Aspirations Profile:The Aspirations Profile:Understanding our students betterUnderstanding our students better

www.successfulprwww. www.successfulpractices

.orgsuccessfulpractices.org

actices.org

It’s Time to LeadUpdated March 20, 2009

We Learn Student Survey – 70,358

We Teach Instructional Staff Survey – 6,554

We Lead Whole Staff Survey – 12,430

We Lead: 12,430 faculty voices

Coherent VisionTotal In

Agreement

Full-Time Dept.

Chairs

Classroom Teachers

Support Staff

My day-to-day actions are aligned with the mission and vision of this school

88% 89% 89% 82%

Coherent VisionTotal In

Agreement

Full-Time Dept.

Chairs

Classroom Teachers

Support Staff

My day-to-day actions are aligned with the mission and vision of this school.

88% 89% 89% 82%

The school’s mission and vision are reviewed on a regular basis with the staff.

59% 61% 60% 51%

Coherent VisionTotal In

Agreement

Full-Time Dept.

Chairs

Classroom Teachers

Support Staff

Decisions at this school are based on the needs of students.

68% 75% 68% 69%

Coherent VisionTotal In

Agreement

Full-Time Dept.

Chairs

Classroom Teachers

Support Staff

Staff morale at this school is high.

50% 53% 50% 52%

Years working in schoolsCoherent Vision 1st year

2-5 years

6-10 years

11-20 years

Over 20

Staff morale is high at this school.

69% 57% 52% 48% 49%

Instructional Leadership

Total In Agreement

Full-Time Dept.

Chairs

Classroom Teachers

Support Staff

Changes in curriculum and instructional practices are coordinated district wide.

58% 61% 58% 51%

Instructional Leadership

Total In Agreement

Full-Time Dept.

Chairs

Classroom Teachers

Support Staff

I take an active role in curriculum planning at this school.

58% 78% 63% 18%

Instructional Leadership

Total In Agreement

Full-Time Dept.

Chairs

Classroom Teachers

Support Staff

I am supported when I recommend changes to my curriculum and instruction.

59% 72% 61% 34%

Instructional Leadership Total In Agreement

I solve problems effectively. 95%

School administrators solve problems effectively.

61%

EmpowermentTotal In Agreem

ent

Full-Time Dept.

Chairs

Classroom Teachers

Support Staff

I trust that school administrators will act in my best interest.

63% 69% 63% 64%

I trust my colleagues will act in my best interest.

69% 74% 69% 65%

Empowerment Total In Agreement

School administrators see me as a leader.

55%

I see myself as a leader. 84%

We Learn Student Survey (Grades 6-12)

70,358 student voices

We Teach Instructional Staff Survey 6,554 voices

Teacher – Student Comparisons

T – Students can apply what I am teaching to their everyday lives.

92%

S – I can apply what I learn to my everyday life.

59%

I can apply what I learn to my everyday life.

Total In Agreement

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

59% 75% 72% 64% 60% 54% 54% 58%

Teacher – Student Comparisons

T – I make learning exciting for my students.

86%

S – My teachers make learning fun.

41%

Teacher – Student Comparisons

T – I encourage students to explore career pathways.

77%

S – My teachers encourage me to explore different careers.

49%

Teacher – Student Comparisons

T – I encourage students to use multiple resources when solving problems.

93%

S – My teachers encourage me to use many resources to solve problems.

63%

Teacher – Student Comparisons

T – I am aware of my students’ interests outside of school.

84%

S – My teachers know my interests outside of school.

28%

Teacher – Student Comparisons

T – I know my students’ academic interests and goals.

82%

S – My teachers know my academic interests and goals.

36%

Teacher – Student Comparisons

T – I know what my students are passionate about.

76%

S – My teachers know what I love to do outside of school.

27%

RelationshipsRelationshipsClearly Important ?Clearly Important ?

How to Quantify?How to Quantify?

How to Develop?How to Develop?

Essential RelationshipsEssential RelationshipsIn SchoolsIn Schools

Learning

Staff

Professional

Community

Relationship Relationship FrameworkFramework

International Center for International Center for

Leadership in EducationLeadership in Education

Relationship ModelRelationship Model0. Isolated

1. Known

2. Receptive

3. Reactive

4. Proactive

5. Sustained

6. Mutually Beneficial

Relationship Model - Student Relationship Model - Student SupportSupport

1. Known1. Known Teachers get to know students and Teachers get to know students and their familiestheir families

2. Receptive2. Receptive Have frequent contact with students Have frequent contact with students and show interestand show interest

3. Reactive3. Reactive Some positive support when Some positive support when requested, but sporadicrequested, but sporadic

4. Proactive4. Proactive Support from individuals that take the Support from individuals that take the initiative.initiative.

5. Sustained5. Sustained Fully supported from all individuals Fully supported from all individuals over timeover time

6. Mutually 6. Mutually BeneficialBeneficial

Mutually supportive learning Mutually supportive learning communitycommunity

In The Classroom

Classroom Mgt. Relationship Building

Rules

Power

Effectiveness

Risk Taking

Control

Teacher Role

Voice

Mandated

Without Question

Passive and Quiet

Discouraged

Negative Punishment

Absolute Attention

Public Pronouncements

Negotiated

With Respect

Engaged

Encouraged

Positive Reinforcement

Source of Encouragement

Private Conversations

Activity

Teacher Behaviors

Supportive RelationshipsSupportive RelationshipsSuccessful PracticesSuccessful Practices

Behaviors

Initiatives

Structures

Supportive BehaviorsSupportive BehaviorsShowing RespectShowing Respect

Taking InterestTaking Interest

Active ListeningActive Listening

Frequent ContactFrequent Contact

EncouragementEncouragement

Avoiding “Put Downs”Avoiding “Put Downs”

Displaying Student WorkDisplaying Student Work

Writing Encouraging NotesWriting Encouraging Notes

Identifying Unique TalentsIdentifying Unique Talents

Supportive Behaviors Supportive Behaviors cont’d.cont’d.

Celebrating AccomplishmentsCelebrating Accomplishments

Serving As Role ModelServing As Role Model

Using One-to-One CommunicationUsing One-to-One Communication

Encouraging Students to Express Encouraging Students to Express Opinions/IdeasOpinions/Ideas

Creating Inviting Classroom ClimateCreating Inviting Classroom Climate

Exhibiting EnthusiasmExhibiting Enthusiasm

Using Positive HumorUsing Positive Humor

Students Praising PeersStudents Praising Peers

Supportive InitiativesSupportive InitiativesCharacter EducationCharacter EducationBeginning of the Year Student Social Beginning of the Year Student Social ActivitiesActivitiesTeam BuildingTeam BuildingMentoringMentoringRewards, Recognition, IncentivesRewards, Recognition, IncentivesStudent AdvocacyStudent AdvocacyAdvisement ProgramAdvisement Program

Supportive Initiatives, cont’d.Supportive Initiatives, cont’d.

Peer MediationPeer MediationStudents as TeachersStudents as TeachersFamily, Community, Business Family, Community, Business PartnershipsPartnershipsService LearningService LearningExtra and Co-curricular ActivitiesExtra and Co-curricular ActivitiesSports ProgramsSports Programs

Supportive StructuresSupportive Structures

Small Learning CommunitySmall Learning CommunityAlternative SchedulingAlternative SchedulingTeam TeachingTeam TeachingTeacher ContinuityTeacher ContinuitySchool-based EnterpriseSchool-based EnterpriseProfessional Learning Professional Learning CommunityCommunity

““In the years to come, In the years to come, your students may your students may forget what you taught forget what you taught them. But they will them. But they will always remember how always remember how you made them feel.”you made them feel.”

You can’t teach kids you don’t know….

Further InformationFurther Information

ICLEICLE

atat

www.LeaderEd.comwww.LeaderEd.com