SYSTEM CHANGE:MIRACLES IN PROGRESS

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TEACHER INDUCTION, MENTORING AND RENEWAL

November 4, 2006

Dr. Carol RolheiserOntario Institute for Studies in Education of the

University of Torontocrolheiser@oise.utoronto.ca

To provide an interactive exploration of a District case study - features include:

• Defining, implementing and evaluating system change focused on literacy achievement

• Shared leadership and comprehensive professional development for teachers and administrators

• Lessons learned to support professional renewal and literacy capacity-building across Ontario

-Carol Rolheiser OISE/UT, 2006

QuoteWalk-About

- Carol Rolheiser, OISE/UT, 2006

Meet one other person and share a personal connectionto your quote…what does it mean to you?Repeat with 2 partners.

Quote Walk-AboutQuote Walk-About

- Carol Rolheiser, OISE/UT, 2006

“Improving the quality of instruction is the only way to improve overall student achievement. Teacher quality is the single most accurate indicator of a student’s performance in school.”

Carter, S. C. 2000. No excuses: Lessons from 21 High Performing High Poverty Schools. Washington, DC

Some

ThemesEmpowerment

Carol Rolheiser, OISE/UT, 2006

…a learning community consists of a group of people who take an active, reflective, collaborative, learning-oriented,and growth-promoting approach toward the mysteries, the problems and perplexities of teaching and learning.

What is a learning community?

- Mitchell & Sackney, 2001

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sharing basic norms and values about students, learning and teaching

reflective dialogue about teaching practice and student learning

deprivatization of practice through open discussion and problem solving

collective focus on student learning drives decisions

collaboration exists across levels and department groups.

Professional Learning Communities

Five Core Characteristics “5”“5”

System thinkers in actionSystem thinkers in action…are conscious of the fact that they are changing contexts as they help solve problems within them.

- Michael Fullan, Beyond Turnaround Leadership, 2006

what is one system change/ challenge you are grappling with?

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- Carol Rolheiser, OISE/UT, 2006

- Partner Share -

Four Critical Dimensions

District Vision

Strategic Leadership

Lyn Sharratt & Carol Rolheiser, 2006

Four Critical Dimensions

Data Drives Instruction

Parental and Community Involvement

- Lyn Sharratt & Carol Rolheiser, 2006

Phase 1: Keep the focus on quality instruction and assessment

Phase 2: Going deeper demands will and perseverance

Phase 3: Putting it all together is everyone’s responsibility

How did we get there?

- Lyn Sharratt & Carol Rolheiser, 2006

1) At your table group number off 1, 2, & 3

• “1” read “Phase 1” • “2” read “Phase 2”• “3” read “Phase 3” and record some jot notes of

key points (Retell) and key personal connections (Relate).

- Carol Rolheiser & Lyn Sharratt, 2006

Phase 1

Phase 2

Phase 3

elateetell

eflect

- C. Rolheiser, OISE/UT, 2006

2) As a team of 3 report back on your sections using “Retell” and “Relate”.

- Carol Rolheiser & Lyn Sharratt, 2006

3) Consider the final questions as a teamand record under “Reflect”.

Phase 1

Phase 2

Phase 3

What resonated for you?What questions were raised?

What are the implications of these ideas to your

own context(s)?

elateetell

eflect

- C. Rolheiser, OISE/UT, 2006

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Increase student literacy achievement by:

• using assessment data for instruction and selection of resources;

• building teacher and administrator capacity in literacy instruction; and

• building sustainable, collaborative professional learning communities within schools and among schools across the district.

- Carol Rolheiser & Lyn Sharratt, 2006

Figure 2. Grade 3 EQAO Reading: % of All Students at Levels 3 & 4

40%

45%

50%

55%

60%

65%

70%

75%

80%

1998-99 1999-00 2000-01 2001-02 2002-03 2003-04

School Year

LC High Focus SchoolsLC Low Focus SchoolsYork Region DSBOntario

Figure 3. Grade 3 EQAO Writing: % of All Students at Levels 3 & 4

40%

45%

50%

55%

60%

65%

70%

75%

80%

1998-99 1999-00 2000-01 2001-02 2002-03 2003-04

School Year

LC High Focus SchoolsLC Low Focus SchoolsYork Region DSBOntario

A system and school leadership commitment to 13 parameters that make a difference in increasing student achievement.

Refer to self-evaluation guide used by school teams….

- Carol Rolheiser & Lyn Sharratt, 2006

13 Literacy Parameters

1 – Shared beliefs and understandings

2 – Embedded literacy teachers

3 – Timetabled literacy block

4 – Principal leadership

5 – Full implementation of Reading Recovery™

6 – Case management approach

7 – Literacy professional development at school staff meetings

8 – In-school grade meetings

9 – Book rooms of leveled books

10 – Allocation of school budget for literacy resources

11 – Action Research focused on literacy

12 – Parental involvement

13 – Cross-curricular literacy connections

- Sharratt, L. & Fullan, M. (2006). Accomplishing districtwide reform. Journal of School Leadership, 16, 583-595.

Continuum Handout

- Lyn Sharratt, March 2006, YRDSB

See Handout

• Place your school on the continuum from awareness to full implementation for this parameter:

1. Shared Beliefs and Understandingsa) all students can achieve high standards given the right time and supportb) all teachers can teach to high standards given the right assistancec) high expectations and early intervention are essentiald) teachers need to be able to articulate what they do and why they teach the way they do

In Your School Team

1 5

Awareness Full Implementation

- Lyn Sharratt, March 2006, YRDSB

Shared Beliefs and Understandings

• What do you observe that

indicates this parameter is being implemented?

• What role do mentors/coaches/leaders play in the development of shared beliefs and understandings?

FOCUS FOR VIEWING:

- Carol Rolheiser & Lyn Sharratt, 2006

• Place your school on the continuum from awareness to full implementation for this parameter:

2. Designated Staff Member for Literacy --- See handout for specific criteria ---

In Your School Team

1 5

Awareness Full Implementation

- Lyn Sharratt, March 2006, YRDSB

Designated Staff Member for Literacy

• What do you notice about these mentors/coaches…what is the nature of their support?

FOCUS FOR VIEWING:

- Carol Rolheiser & Lyn Sharratt, 2006

1. Literacy is everyone’s business.

2. Principals commitment to participate as lead learners is critical.

3. Embedded staffing and sustained PD for all teachers is critical. Both need to be funded appropriately.

4. Specific parameters critical to success need to be identified and utilized to guide precision in teaching and implementation.

5. Identify distractors that are roadblocks.

- Lyn Sharratt & Carol Rolheiser, 2006

1. Identify examples of good practice.

2. Get the conversation going.

3. Generate opportunities for faculty to individually and collectively

try out new ideas, share the outcomes, and plan for ongoing growth.

Leaders who are focused On Enhancing Quality Teaching...

- E. Adam & J. Quinn, 2003

• Does the intensive support model of going deeper in assessment and instruction make a difference in sustaining student achievement?

• Where are the large-scale reform models of Literacy improvement at the secondary level from which we can learn?

• How do principals sustain Literacy improvement whilesustaining the well-being of their staffs and themselves?

- Lyn Sharratt & Carol Rolheiser, 2006

What are the implications of these ideas for your own work?

- Carol Rolheiser, OISE/UT, 2006

There are no miracles that happened,Only hard work.

-Helen Keller