breaking ranks ii : strategies for leading high school reform tm welcome to breaking ranks ii...

Breaking Ranks II Breaking Ranks II : Strategies for Leading : Strategies for Leading High School ReformHigh School Reform

TMTM

Welcome toWelcome toBreaking Ranks IIBreaking Ranks II

Beginning the ConversationBeginning the Conversation

IntroductionsIntroductions

Your name and position.

A positive about Hanson Schools.

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GoalGoal

To help ensure your continued success in serving each student well.

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SystemsSystems

“All organizations are perfectly designed to produce the results they get.”

- Peter Senge, The Fifth Discipline

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Breaking Ranks IIBreaking Ranks II

19961996

20042004

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School Culture

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7 Cornerstone Strategies help schools strategize about entry points for implementing recommendations.

31 Recommendations indicate specific goals for improving student outcomes.

3 Core Areas Themes that cluster recommendations keep the big picture in focus.

Breaking Ranks II OrganizationBreaking Ranks II Organization

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Seven Cornerstone StrategiesSeven Cornerstone Strategies

1. Establish the essential learnings1. Establish the essential learnings a student is required to master in order to graduate, and adjust the

curriculum and teaching strategies to realize that goal.


2. Increase2. Increase the quantityquantity and improve the quality of interactionsquality of interactions

between students, teachers, and other school personnel by reducing

the number of students for which any adult or group of adults is

responsible.

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3. Implement a comprehensive comprehensive advisory programadvisory program that ensures that

each student has frequent and meaningful opportunities to plan and

assess his or her academic and social progress with a faculty member.

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4. Ensure that teachers use a variety of instructional strategiesvariety of instructional strategies and assessments to accommodate

individual learning styles.

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5. Implement schedules flexibleschedules flexible enough to accommodate teaching strategies consistent with the ways

students learn most effectivelystudents learn most effectively and that allow for effective teacher teacher teaming and lesson planningteaming and lesson planning.


6. Institute structural leadership changes that allow for meaningful meaningful

involvement in decision makinginvolvement in decision making by students, teachers, family members, and the community and that support effective communication with these

groups.

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7. Align the schoolwide schoolwide comprehensive, ongoing professional comprehensive, ongoing professional

development programdevelopment program and the individual Personal Learning Plans of Personal Learning Plans of

staffstaff members with the content knowledge and instructional strategies

required to prepare students for graduation.

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Collaborative LeadershipCollaborative LeadershipCore Area 1Core Area 1

Involve others in the change process through collaboration, review of data, and professional development.

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Personalization Personalization Core Area 2Core Area 2

♥ Provide opportunities for students to build relationships with adults and peers, and between themselves and what they learn.

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Curriculum, Instruction, & AssessmentCurriculum, Instruction, & Assessment Core Area 3Core Area 3

►Build relationships between students and ideas► Rigorous & Essential Learnings

► Student-centered

► Applied to real world

► Engaging

Why Break Ranks?Why Break Ranks?

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How well does your school How well does your school serve serve eacheach student? student?

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The Moral ImperativeThe Moral Imperative

“We’ll compare our performance to any of the surrounding high schools.”

“That could never happen at our school.” “We have some of the best test scores

around.” “Our school is above average in every

standardized measure.” “Our drop out rate is acceptable.”

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Young People From High Income Families

60%

Young People From Low Income Families

7%

Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.

College Graduates by Age 26

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What Happens to Entering 9What Happens to Entering 9thth Graders Four Graders Four Years LaterYears Later……

Greene & Winters 2005

29 % Drop out

of high

school

34 % Graduate from high school college-ready

37 % Graduate from

high school NOT college-

ready

2007 SD Graduation Rates2007 SD Graduation Rates

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All Students 88%

Female 89%

Male 88%

White 92%

Black 78%

Asian 92%

Native American 61%

Hispanic 70%

Economically Disadvantaged

80%

Hanson High School Hanson High School 2007 Graduation Rates2007 Graduation Rates

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All Students 92%

Female 92%

Male 92%

White 92%

Black NA

Asian NA

Native American NA

Hispanic NA

Economically Disadvantaged

90%

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Even as some students are achieving less, the economy is demanding more from them.

Jobs requiring a college degree are the fastest-growing sector of the economy

Over a lifetime, a college graduate will earn nearly $1 million more than a high school dropout

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The Job Market 50 Years Ago:20% Professional20% Skilled Labor60% Unskilled Labor

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Today’s Job Market:20% Professional65% Skilled15% Unskilled

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Emerging CareersEmerging Careers

Artificial Intelligence TechnicianAutomobile Fuel Cell Battery TechnicianCyrbarianImage ConsultantInformation BrokerMedical Diagnostic Imaging TechnicianNeuromarketing

Gary Marx. Ten Trends: Educating Children for Tomorrow’s World. 2003

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ChangingChanging Literacy DemandsLiteracy Demands

Between 1996 and 2006, the average literacy required for all American occupations is projected to rise by 14%.

The 25 fastest growing professions have far greater than average literacy demands.

The 25 fastest declining professions have lower than average literacy demands.

Barton, P.E. (2000).

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Rate of ChangeRate of Change

Willard Daggett: International Center for Leadership in Education, 2006

To achieve 25% penetration rate in U.S. homes …

• Telephone – 35 years

• Television – 26 years

• Personal Computer – 16 years

• Internet – 7 years

• Personal Digital Assistants (PDA) – 3 years

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NCLBNCLB

New era of accountabilityNew era of accountability Schools held to new

standards Required to reach all

students

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“The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.”

Michelangelo

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Collaborative LeadershipCollaborative LeadershipCore Area 1Core Area 1

Involve others in the change process through collaboration, review of data, and professional development.

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What Does it Take?What Does it Take?

How did you get to be as good as you are?

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“A leader is someone you willingly choose to follow to a place you would not go by yourself.”

- Joel Barker

LeadershipLeadership

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“Leadership is a reciprocal relationship between those who choose to lead and those who decide to follow.”

- Kouzes & Posner


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“Leadership focuses on the future, management focuses on the present.”

- Joel Barker

Leadership and TeamworkLeadership and Teamwork

“The fact that the captain of the ship can clearly see the port is of no use if the crew continues to paddle in a different direction.”

~ Author Unknown

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The Five Dysfunctions of a TeamThe Five Dysfunctions of a Team

Absence of Trust

Fear of Conflict

Lack of Commitment

Avoidance of Accountability

Inattention to Results

Mastering ConflictMastering Conflict

Artificial Harmony Mean-Spirited

Personal Attacks

Constructive Destructive

Ideal Conflict Point

The Abilene ParadoxThe Abilene Paradox

When groups take action that contradicts what the members

of the group silently agree they want or need to do.

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Vision

Skills+

Incentive+

Resources

+

Action Plan+

CHANGE

Managing Complex ChangeManaging Complex Change

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Vision

Skills+

Incentive+

Resources

+

Action Plan+

Confusion


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Vision

Skills+

Incentive+

Resources

+

Action Plan+

Anxiety


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Vision

Skills+

Incentive+

Resources

+

Action Plan+

RESISTANCE


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IF YOU DON’T KNOW WHAT’S IMPORTANT

THEN EVERYTHING IS IMPORTANT

IF EVERYTHING IS IMPORTANT

THEN YOU TRY TO DO

EVERYTHING

IF YOU TRY TO DO EVERYTHING

THEN PEOPLE EXPECT YOU TO DO

EVERYTHING

AND IN TRYING TO PLEASE

EVERYBODY

THEN YOU DON’T HAVE TIME TO

DETERMINE

WHAT’S IMPORTANT

WHAT’S WHAT’S IMPORTANT?IMPORTANT?

Arthur Combs Teacher College Record

1978

WHAT’S IMPORTANTWHAT’S IMPORTANT

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Vision

Skills+

Incentive+

Resources

+

Action Plan+

FRUSTRATION


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Vision

Skills+

Incentive+

Resources

+

Action Plan+

TREADMILL


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Vision

Skills+

Incentive+

Resources

+

Action Plan+

CHANGE


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Task 1: Needs of adolescents

Task 2: Reasons kids join gangs or “gang- like” groups

Task 3: Reasons kids come to school

Brainstorm as many ideas as you can …Brainstorm as many ideas as you can …

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Personalization Personalization Core Area 2Core Area 2

♥ Provide opportunities for students to build relationships with adults and peers, and between themselves and what they learn.

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“To teach each student well requires that we know each student well.”

~ Theodore Sizer

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“Students need to make a strong connection to an adult they can see themselves becoming.”

~ Author Unknown

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Personalizing the School EnvironmentPersonalizing the School Environment

“On any given day, I think every adolescent is at-risk in some way. How many schools approach such concerns with purposeful, planned and progressive awareness-building, educational, and intervention strategies in place as opposed to trying to deny these realities or being caught in a reactive, crisis-oriented position?”

~ Marnik (1997)

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PersonalizationPersonalization

A learning process in which schools help students:

• Assess their own talents and aspirations,

• Plan a pathway toward their own purposes

• Work cooperatively with others on challenging tasks

• Maintain a record of their explorations, and

• Demonstrate their learning against clear standards in a variety of media,

All with the close support of adult mentors and guides.

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Core Area ClustersCore Area Clusters

CollaborativeLeadership

CurriculumInstruction

Assessment

Personalization

StudentPerformance

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Rigor At All LevelsRigor At All Levels

Students can do no better than the assignments they are given.

Dr. Katie Haycock, Education Trust

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How rigorous is the course?How rigorous is the course?

How deeply are students required to delve into the subject matter?

How independently are they required to think and work?

Are they required to integrate new knowledge w/prior knowledge & apply this sum in new settings?

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Are students required to be evaluative of their own learning and performance?

Are they required to weigh and judge the credibility of what they are told/taught?

Are they required to examine knowledge and issues from a variety of points of view?

Teacher Leaders Network

How rigorous is the course?How rigorous is the course?

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Guidelines for a Guidelines for a Rigorous CurriculumRigorous Curriculum

It is authentic?It is authentic? Product-oriented Quality standards set in advance Requires application of skills Open-ended and problem-based

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It is thoughtful and reflective? Requires analysis, synthesis,

evaluation Has multiple outcomes Requires new ways of thinking Judged on quality criteria and

evidence

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It is uncomfortable? Creates dissonance in learner Uses real-world problems No clear answer; only high quality

ones Requires new behavior, skills and

learning Entertains the possibility of failure

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It is individualized? Permits student to pursue interests Is differentiated Provides support Requires self-evaluation

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1010thth Grade Writing Assignment Grade Writing Assignment

Many novels center on the struggle between man and himself. Write an essay in which you discuss this struggle as it relates to a character from one of this semester’s readings. Which aspect of the character wins the struggle? Support your point of view with evidence from the novel.

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1010thth Grade Writing Assignment Grade Writing Assignment (same school, different section)(same school, different section)

Write a three paragraph essay describing the major accomplishments of Dr. Martin Luther King, Jr. Be sure to proofread your work. Neatness counts.

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Four Conditions for Student Success Four Conditions for Student Success With The “Hard” StuffWith The “Hard” Stuff

1. Success seems feasible. “I’m smart enough.” “The teacher has understandable

explanations for the ‘hard’ stuff.” “Extra help is available if I need it.”

2. Lessons seem relevant.3. Adults are supportive and resolute.4. Peers are supportive.

RigorousRigorous

the quality of being unyielding or inflexible

Myths and Reality We Myths and Reality We Create From DataCreate From Data

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DATADATA

The membership of sports teams, leadership groups, honors classes and clubs draws from the same 45% of the student body.

What conclusions might be drawn from this?

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DATADATA

Less than 20% of parents respond to communication from the school.

What conclusions might be drawn from this?

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Data, Needs, CausesData, Needs, Causes

What data do we have? What additional data do we need

and how do we get it? Do the data point to cause?

What do the data tell us? What are the root causes?

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Important and Useful DataImportant and Useful DataAA1. Won 41; lost 392. Second place in the Division3. Record away from home was 18 wins

and 22 losses (league avg. was 13-27)4. Team beaten in the second round of

the playoffs

BB1. Team averaged 102 points per game2. Team gave up 99 points per game (league

avg. = 94)3. Team percentage shooting = 48.2 (league

avg. = 46.1)4. Team 3 point percentage shooting = 39.2

(league avg. = 34.5)

CC1. Team averaged 12.6 turnovers (league

avg. = 14.2)2. Team free throw percentage = 67.3

(league avg. = 75.2)3. Team averaged 39 rebounds per

game, 16 offensive, 23 defensive (league avg. 13.4; 26.6)

4. Team committed 47% of its fouls in the 4th quarter.

DD1. Team practices 3 hours per day, 75% of

which is on offense.2. Each team member shoots approximately

50 free throws per day.3. In a 48 minute game, the five starters

averaged 37, 42, 38, 35, and 35 minutes of play.

4. Pre season two a day practices last a shorter time than for most teams

5. There is unrest among the reserves.

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Important and Useful DataImportant and Useful Data

Which data do you think are the most important to the team’s stakeholders?

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the playoffs
















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Which data would be the most useful to help the team improve?

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the playoffs
















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AA data

• “Big Picture” data• Usually determined by policy

or legislation• Usually ranked data• Important to stakeholders• Not very useful to educators

SummarySummary

B & CB & C data

• “Targeted” data• Usually determined by District• Usually not important to

stakeholders• Important and useful to educators

to target NEEDS

DD data

• “Causal” data• Usually determined by principal & teachers• Usually not important to stakeholders• Extremely important and useful to educators to

explain A, B, & C data and focus school improvement

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Assessment LiteracyAssessment Literacy

The ability to gather dependable student data.

Capacity to examine student data & make sense of it.

Ability to make changes in teaching & in schools derived from those data.

Commitment to communicate effectively & engage in external assessment discussions.

- Michael Fullan

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“You don’t fatten your cattle by weighing them.”

- Jonathan Kozol

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For Incremental ChangeFor Incremental Change

• Emphasize relationships• Establish strong lines of communication• Be an advocate for the school• Provide resources• Maintain visibility• Protect teachers from distractions• Create a culture of collaboration• Look for and celebrate success

From: From: MCREL Meta-Analysis on LeadershipMCREL Meta-Analysis on Leadership

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For Substantial ChangeFor Substantial Change

• Shake up the status-quo• Hold everyone’s feet to the fire• Propose new ideas• Operate from strong beliefs• Tolerate ambiguity and dissent• Talk research and theory• Create explicit goals for change• Define success in terms of goals

From: From: MCREL Meta-Analysis on LeadershipMCREL Meta-Analysis on Leadership

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“You have to change enough quickly enough so that gravity can not drag you back.”

~ Theodore Sizer

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Change is good! You go first. - Michael Fullen

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Climate for Climate for ChangeChange “This is the current

program.”

“This is what we’re going to do instead.”

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The new thing

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program.”

“And this is what we’re going to do instead.”

22The new thing

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program.”

“And this is what we’re going to do instead.”

33The new thing

Breaking Ranks II: Strategies for Leading High School Reform88

TYING IT ALL TOGETHERTYING IT ALL TOGETHER

Challenge

or Goal Collaborative

LeadershipPersonalization

Curriculum, Instruction, Assessment

High Schools That Work

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IF YOU DON’T KNOW WHAT’S IMPORTANT

THEN EVERYTHING IS IMPORTANT

IF EVERYTHING IS IMPORTANT

THEN YOU TRY TO DO

EVERYTHING

IF YOU TRY TO DO EVERYTHING

THEN PEOPLE EXPECT YOU TO DO

EVERYTHING

AND IN TRYING TO PLEASE

EVERYBODY

THEN YOU DON’T HAVE TIME TO

DETERMINE

WHAT’S IMPORTANT

WHAT’S WHAT’S IMPORTANT?IMPORTANT?

Arthur Combs Teacher College Record

1978

WHAT’S IMPORTANTWHAT’S IMPORTANT

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PrioritiesPriorities

What are our highest priorities for improving student performance?

What are our highest priorities for serving each student well?

ReflectionReflection

When you tell others about these three days… what will you say?

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breaking ranks ii : strategies for leading high school reform tm welcome to breaking ranks ii...

Documents

cornerstone strategies4

cornerstone strategies6

cornerstone strategies1

cornerstone strategies7

cornerstone strategies2

cornerstone strategies3

cornerstone strategies5

number of students