high schools that work it’s about implementation, not attendance! how can leaders support teachers...
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High Schools That Work
It’s About Implementation, Not Attendance!
How can leaders support teachers to implement authentic project-based
learning?
Scott WarrenSREB
1
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What I Believe:
It’s not college or careers, it’s both! Rigor is a term thrown about with little
agreement on what it truly looks like. Professional development may be the
greatest waste of money in education today. Give a man a fish and he eats today, teach a
man to fish and …
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He will sit in a boat and drink beer all day!
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Today
Why we need Authentic Project Based Learning
The role of the leader in implementation
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Rising Workplace Requirements and Opportunities
“The new economy requires not just white-collar workers but also workers with outstanding technical skills and highly developed problem-solving abilities. These workers will be the backbone of tomorrow’s prosperity.”
Source: A Sharper Focus on Technical Workers How to Educate and Train for the Global Economy. NGA Center for Best Practices, 2010
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Middle Skill Jobs in Virginia
49% of the jobs in VA in 2012 were considered middle skill jobs
It is estimated that 46% of the job openings through 2020 will be middle school jobs
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Business Today Requires Knowledge Workers
Who: Use their brains every minute to get the job
done; Understand complicated processes and
systems; and Anticipate, predict, prevent, troubleshoot and
solve problems in a high-pressure environment.
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Business Today Requires Strong Technical and 21st-Century Skills
From hospitals to factories — fast-paced environments in which employees must know:how to function as individuals and as a team amid
rapid technological changes; how to assess information; andhow to diagnose problems quickly using problem-
solving and critical-thinking skills to make split-second judgments.
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AndWe have to many GADLIMBs!We have too many graduates who
look like this!
https://www.youtube.com/watch?v=dY2mRM4i6tY
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Implications forCareer-Technical Education
Reflect the requirements of the knowledge economy — e.g., critical thinking and problem solving — that are important in today’s manufacturing and other work settings.
Collaborate with industry leaders to create authentic, intellectually demanding assignments, and align career programs with workforce need.
Source: A Sharper Focus on Technical Workers How to Educate and Train for the Global Economy. NGA Center for Best Practices, 2010.
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What do New CTE Assignments Need to Look Like?
Students:1. Develop a logical argument for your solution
to a problem or project2. Make inferences from information provided
to develop a solution for a problem or project
3. Use math to solve complex problems related to my CT area
4. Apply academic knowledge and skills
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5. Apply technical knowledge and skills to new situations
6. Develop and test hypotheses7. Complete extended projects that require
planning, developing a solution or product and presenting the results orally or in writing
8. Use appropriate technology to complete assignments or projects
What do New CTE Assignments Need to Look Like?
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Rigorous CTE
Students experienced more than 4 of the 8 indicators
Demographics
CT StudentsHad Rigorous
CTENo Rigorous
CTEn = 7989 n = 14590
% %
Male 49% 52%Female 51 48White 73 61Minority 27 39Education after High School (high)1 65 56
No Education after High School (low)1 35 44
1Education after high school is used as a proxy for socio-economic status.Source: 2012 HSTW Assessment
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Percentage of Students Meeting College- and Career-Readiness Goals
CT Students Meeting College and Career Readiness Goals
Percent Meeting HSTW Readiness Goals
Student Experiences
Had Rigorous CTE No Rigorous CTE
n = 7989 n = 14590
Reading 69% 46%
Mathematics 66 48
Science 67 45
Source: 2012 HSTW Assessment Note: CTE Students only
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Meet 2012 HSTW College-Readiness Goals: Academic Core and Rigorous CT
Rigorous CT Impacts Achievement
CT Students
HSTW Curriculum
HSTW Curriculum +Rigorous CT
Courses
Difference Rigorous CT
Courses Make
n = 3438 n = 2760
Meet Reading Goal 63% 80% 17%
Meet Mathematics Goal 65 78 13%
Meet Science Goal 61 78 17%
Source: 2012 HSTW Assessment Note: CTE Students only
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Authentic PBL: How Do We Get There?
Shift the thinking that PBL is the dessert! Engage business and industry in a new way! Eliminate Spray and Pray! Create purpose driven students!
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More than dessert!The Old Model: Teach them and then give the project.
Project Title: Soldering connects your world
Essential Question: How do you choose the correct soldering alloy?
Project Description: Take 6 different base materials and solder alloys; join materials using the soldering process. Evaluate the process for strength and connectivity as well as electrical conductivity.
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Making it the whole meal!
Authentic Projects with authentic rolesUse the appropriate problem-solving
processUse the project-development process.
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SREB DesignProcess
EngineeringDesign Process
TroubleshootingProcess
Life Cycle Design
Business Scientific Method
Ask/Inquire
Identifying the problem
Diagnose the Problem
Define Requirements
Define Question
Imagine
Measure Research
PlanRelevant
InformationFind Possible
SolutionsDesign Analyze Hypothesis
Create
Conceptualization Take Action Build Develop
Test
Experiment/Evaluate Evaluation and
AnalysisEvaluate and
Analyze
Test Evaluate
Improve Implementation Revise Analyze
Communicate ImplementationDeliver Final
ProductEvolution Deliver Communicate
Problem-Solving Design Processes
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Identify what students must know and be able to do to obtain and keep a job in the business that
will support a family of four.
Step One – A new way to engage Business
Assess Business and Industry Needs
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Step Two Brainstorm Ideas
What authentic project will require students to master appropriate technical, academic and
21st-century skills to complete successfully?
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Choose one project idea from your list and develop a draft project description:• Project Title• Brief description of what students will
perform or produce
Step ThreeDevelop a Project
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Project Template
You are a (insert a real-workplace role). You are faced with (insert a problem). You must (insert what must be done to solve
the problem). Once you have decided on a course of
action, you will (insert an opportunity for presentation to an authentic audience).
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Project Description: Workplace role or job title Authentic problem to be solved Identify what students will doTell students how to document solutions
(e.g., presentations, reports, etc.) Authenticity:
Authentic to the field?Prepare students for the future? Doable in high school?
Academics: Does the project require practice of science, mathematics, and language arts skills?
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Authentic Projects Include: Technical Prompt: Design, build and test OR
investigate, conduct, analyze
Writing Prompt: Research/Report; history; theory; contemporary use; design and how to construct electrical motors
Science Prompt: Design and conduct inquiry of a testable hypothesis on motor performance under a variety of conditions
Math Prompt: Test motor under various conditions; collect, analyze and chart on performance and conditions
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Make it the meal!
Project Title: Soldering connects your world
Essential Question: How do you choose the correct soldering alloy?
Project Description: Take 6 different base materials and solder alloys; join materials using the soldering process. Evaluate the process for strength and connectivity as well as electrical conductivity.
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Key Phrase: Design, Build, Evaluate
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PFT Phase One
Science Prompt
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Math Prompt
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PFT Phase One
Literacy Prompt
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PA Example: Blowing in the Wind
Essential Question: Is the answer really blowing in the wind?You are a wind turbine technician and you are faced with working with a design team of wind turbine technicians to research, design, build and test a working wind turbine from a ceiling fan rotor (CWFT: ceiling fan wind turbine) that will charge a battery array and help to reduce the operating cost of a greenhouse. Your team will need to research the various designs for wind turbines and build the most effective, as well as, least expensive wind turbine possible from a ceiling fan.
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Each member of the team must maintain a professional log of daily activity and each team will be responsible for a presentation of the procedures they followed in designing and building and subsequently testing their wind turbine. The team must describe the algebraic formulas and show calculations used to measure the success of their wind turbine in power production during testing. An inventory of parts used and accurate costs must be submitted in the form of a bid proposal that serves as a final analysis cost estimate of production for their wind turbine.
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Results
Before we did Authentic Projects, we had “Math Monday” and “Literacy Wednesday,” most of my students would be absent.
Now they are in class everyday and not realizing they are doing math and literacy in the project.
NOCTI pretest – 5% at proficiencyAfter Project Unit NOCTI Assessment – 100% proficient
Dan Shorthouse, Electrical Instructor, Forbes Road Career and Technology Center, Monroe, PA
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Three Graphic Arts Teachers
Three School in Three Counties
One Project Plan
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You are a graphic designer working for an advertising agency. You are faced with the complete branding of a cereal company. You have been asked to create images for the corporate logo, the name and logo of the kid’s cereal itself, a mascot/character to promote the cereal, the box/container the cereal will be sold in, and the product magazine advertisement. You must research existing past and present kid’s cereals and develop a corporate logo, product logo, mascot/character figure design, product box/container for the cereal, and the product magazine advertisement to publicize the product. West Virginia Graphic Arts Teachers - Rick Bay, Doug Martin, and Jeff
Wamsley
Cereal Box Product Branding
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With Teachers ….
Have them get in groups by like content, look at additional examples and begin to generate potential authentic projects using the Project Design Template
Turn to a neighbor and see if you can come up with a project idea? Remember, an authentic role and problem.
For a group of leaders, we are going in a different direction.
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Why Focus on The Leaders SREB has provided Literacy (LDC), Math
(MDC) and/or Enhanced CT Training at over 400 sites in the past three years
The process and the PD are the most standardized we have ever usedAll workshops the sameJob-embedded follow-up
Yet, this support is changing the way teachers teach at some places and floundering at others?
Why? Turn to a neighbor, introduce yourself and discuss
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The Big Surprise #1!
We observed almost no instances where, in the same school, the LDC/MDC or Enhanced CT (Project-based Learning) was working well for one teacher but not for others. The trend was that the training was impacting all or none in any single school!
Why? Turn to a neighbor!
HSTWMMGW/TCTW
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Big Surprise #2
Although the quality of the teacher is key for our design of developing teacher leaders, the actions that leaders took (big and small) had a bigger impact on implementation than the quality of the teachers who participated.
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Practices of Leaders in SchoolsWhere it is Working
Professional Development truly is a process, not an event (THINK BDA)Before the PD DuringAfter the PD
• Planned follow-up• Collaboration• Peer observations• Focused Walkthrough Observations• Effective Feedback
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Before the PD
Answer the question whyLink to teacher observationsPeople pay attention when something is
said that connects with something they desire.
Provide CLEAR expectations (vision)Keep the main thing the main thing –
Avoid the new toy approachCommunicate it is not spray and pray
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Before PD: Remember the Change Process
Move teachers from victims to owners of change!Establish a need for change among those who
must change. Give them a vision for the changeInvolve them in building the planStart small to ensure successCelebrate successes and provide feedbackContinue the change process with data
collection/adaptations
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Establishing Why - College and Career Readiness Reviews
Multiple partsDesktop review of business/industry regional
outlookStudent/faculty surveysFacilitated self-study around Signature Features
(see next slide)External Team ReviewFormal report to school/board/community
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Signature Features1. Students are able to access high-quality career
pathway programs of study that offer technical courses aligned with a college- ready academic core.
2. Career technical and high school leaders work to create an organization and scheduling structure that enable CT teachers to work frequently with other CT teachers, academic teachers and counselors to plan integrated technical assignments.
3. CT course sequences are derived from industry, reflect future employment needs
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Signature Features4. Students are given authentic project-based assignments
that require them to (1) apply their understanding of high school-level math, literacy and science; (2) demonstrate good habits of mind and behavior; and (3) exhibit problem-solving skills to complete.
5. Students are assessed using several strategies — rubrics, exams, written deliverables, teacher observations and external assessments. Students receive feedback and opportunities to relearn and master concepts and skills through authentic assignments.
6. Career pathway programs of study are supported with a counseling for careers approach to educational and career exploration that begins no later than the middle grades and continues through high school.
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Signature Features7. CT courses are taught by highly qualified teachers
who have demonstrated their mastery of the academic, technical and 21st-century standards and skills and teaching methods .
8. CT teachers work with both industry and postsecondary partners to create authentic projects and problems, assess the quality of student work against workplace and postsecondary requirements, offer students work-based learning experiences and provide students with information and advising that eases their transition from high school to further education, training and employment.
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During PD
Participate – Participate – Participate Remember the old saying, “you learned more
about ____ the first year you taught it than all the years of college?” You learn it by doing it.
Be a mentor at a table (requires pre-work)
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A New Idea
1. Leaders come to PD session with their teacher eval/classroom obs tools.
2. Leaders create observation tools/walkthroughs that align with the PD
3. The PD session ends with the leader presenting the tool to the faculty.
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After PD What gets monitored, gets done – look for the
new practicesWalkthrough FormsLesson PlansOther methods of monitoring
Establish Demonstration Classrooms – the surgery model
Recognize what you want to see more of in classrooms
Invite business/industry in to observe/judge/ evaluate
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Ongoing Support is Essential: B – D - A
Why Do Americans Stink at Math?In 1970’s Japan taught math like in the USNCTM recommended changesJapan implemented with ongoing support –
Lesson Study formatIn US, teachers get one –four days of PD and it
may be on multiple topics
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Organize and Expect Teacher Collaboration
PLCs, Cross-disciplinary, Departments, other Finding time – the first leader challenge Setting expectations – the second leader
challenge – collaboration by invitation does not work
Providing support – the third leader challenge Common planning needs to become part of
your professional development plan.
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Professional Dialogue: Using Protocols
Common ProtocolsTuning ProtocolFive WhyPraise – Question – PolishConsultancyFinal Word Standards in Practice
The Power of Protocols: An Educator’s Guide to Better Practice - By Joseph McDonald, Nancy Mohr, Alan Dichter, Elizabeth C. McDonald
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Multiple SREB Supports College and Career Readiness Reviews – Do
your programs align with needs? Are programs rigorous?
New Advanced Career Programs of Study Teach to Lead (T2L) NRCCTE Tools
Math in CTScience in CTLiteracy in CT
Enhanced CT through Authentic Project-based Learning
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Final Thoughts
Stealing from another WarrenWe need Purpose Driven StudentsConnect them to:
• A career goal• A plan to achieve the goal• An adult to help them achieve the goal• Authentic instruction that reflects the
career goal
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Thank you
Remember, all schools and all teachers want to improve. However,
few want to change. The fact remains that to improve, one MUST
change.
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