Using the Nine Characteristics to Test Assumptions

in School Improvement

G. Sue ShannonOSPI Senior Researcher

WERA/OSPI Assessment ConferenceDecember 2007

Identifying Assumptions

What are some common assumptions in education and school improvement? Priming the pump -- samples

Student achievement is determined by a student’s background.

Alignment is matching learning standards with the textbook and WASL.

Student achievement follows the normal bell-curve.

Testing Assumptions

Brainstorming What are other prevalent or common

assumptions? ???

Confirming or refuting assumptions with research

Overview of the Session

Review the revision process of the Nine Characteristics of High- Performing Schools Resource

Highlight areas of new discussion Examine characteristics related to

teaching & learning Share compelling ideas and use

sections to confirm or refute

Nine Characteristics ResourceReview Process

Reviewers examined original document & suggested revisions & new resources.

Author reviewed recent research studies & professional literature.

Author revised document to expand & deepen the discussion of the characteristics.

Reviewers read & commented on second edition.

Nine Characteristics of High-Performing Schools

1. A clear & shared focus2. High standards & expectations for

all students3. Effective school leadership4. High levels of collaboration &

communication5. Curriculum, instruction &

assessments aligned with state standards

Nine Characteristics (continued)

6. Frequent monitoring of learning & teaching

7. Focused professional development8. A supportive learning environment9. High levels of family & community

involvement

Second Edition: Expanded Areas

1. Effective processes for improving schools

2. Expanded perspectives on effective leadership

3. Relational trust4. Quality instruction, grading

practices, monitoring5. Professional learning communities

Expanded Areas (continued)

6. Cultural competence & culturally responsive teaching

7. Family & community engagement in schools

8. High school improvement9. District improvement10. Need-based allocation of resources

(funding, staffing, & support)

Curriculum, Instruction & Assessments Aligned with State Standards

Curriculum development Deep alignment Curriculum mapping, planning

Effective instruction Frameworks to guide teaching Standards & effective teaching

practices Assessment

Frequent Monitoring of Learning & Teaching

Monitoring student learning Communicating student learning Monitoring teaching & school

process

Group Participation

Organize in small groups of 2 or 3 Read assigned sections on teaching

& learning (five & six) Jigsaw discussion Share compelling ideas. What

assumptions were confirmed or refuted?

Follow-up Reflection

Jigsaw Activity

What are one or two compelling ideas in the section?

What are the implications of these ideas in your classroom or school?

What potential obstacles are there to implement the ideas? What will it take to overcome the obstacles?

What idea needs more investigation? What is an unanswered question?

Acting on What We Know

To succeed, schools need to “gear up to achieve fast, tangible results”

(Schmoker, 2005) Educators work collaboratively to • ensure a common curriculum• seek out & refine practices

that have the most positive impact on student achievement

Acting on What We Know

Judge student work by same essential criteria across a department or team

Provide examples of quality work to help students learn & self-evaluate.

(DuFour 2005) Conduct results oriented meetings

focused on learning & teaching(Schmoker, 1996)

Follow up Reflection & Discussion

To follow up at home, take stock of local practices in view of nine characteristics, particularly sections 5 & 6:

How did we deeply align curriculum, instruction, & assessment?

How does alignment in our school/district reflect cognitive demand in the standards?

How do our instructional practices & assessments reflect principles of learning?

How do we know our practices are research-based? How is our teaching culturally responsive? How do we monitor learning and teaching? How have we aligned our grading practices with a

standards-based system?

Effective Meetings for Results

Before the meeting – Develop agenda, name facilitator, timekeeper, & recorder

During the meeting – Desired outcomes for meeting (1 minute) Strategies that worked (5 minutes) Chief challenges (3-5 minutes) Proposed solutions (8-10 minutes) Action plan (10 minutes)

Specific solutions to focus on between now & next meeting.

Determine who is responsible for specific tasks After the meeting – document team’s focus

(Schmoker, 1996)

What “It’s Being Done” Schools Do that is Different

They teach their students. They don’t teach to the state tests. They have high expectations for their

students. They know what the stakes are. They embrace and use all the data

they can get their hands on.

“It’s Being done” continued

They use data to focus on individual students, not just groups of students.

They constantly reexamine what they do.

They embrace accountability. They make decisions on what is

good for kids, not what is good for adults.

“It’s Being Done” continued

They use school time wisely. They leverage as many resources

from the community as possible. They expand the time students—

particularly struggling students—have in school.

They do not spend a lot of time disciplining students, in the sense of punishing them.

“It’s Being Done” continued

They establish an atmosphere of respect.

They like kids. They make sure that the kids who

struggle the most have the best instruction.

Principals are a constant presence. Although the principals are important

leaders, they are not the only leaders.

“It’s Being Done” continued

They pay careful attention to the quality of the teaching staff.

They provide teachers with the time to meet to plan and work collaboratively.

They provide teachers time to observe each other.

They think seriously about professional development.

“It’s Being Done” continued

They think seriously about professional development.

They assume that they will have to train new teachers more or less from scratch and carefully acculturate all newly hired teachers.

They have high-quality, dedicated, and competent office and building staff who feel themselves part of the educational mission of the school.

It’s Being Done continued

They are nice places to work. The adults expect their students to

learn, and they work hard to master the skills and knowledge necessary to teach those students.

Chenowith, K. (2007). “It’s Being Done”: Academic Success in Unexpected Schools. Cambridge, MA: Harvard Education Press.