breaking ranks in the middle™ leadership module. breaking ranks in the middle: strategies for...

Breaking Ranks in the Middle™

Leadership Module

Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

M1:2

Goal

To help ensure your success as a leader as you engage in systemic reform to improve student performance through the recommendations in Breaking Ranks in the Middle: Strategies for Leading Reform.


M1:3

Refer to Participant Material Module 1 #1


M1:4

ObjectivesDeepen your knowledge of the Breaking Ranks in the Middle core areas, the recommendations within them, and the cornerstone strategies.Increase your leadership capacity to collaborate and support the implementation of Breaking Ranks in the Middle.Explore Breaking Ranks in the Middle tools and methods for collecting data to promote conversation and inform decision-making.

Increase your knowledge of professional development resources and technical support services for implementing Breaking Ranks in the Middle initiatives.Build relationships for networking and support.


M1:5

Please refer to Participant Materials Module 1 #2 – the Training Agenda


M1:6

What is Breaking Ranks II?

It is a theory about what high schools should be.It is a compilation of reform ideas from

practitioners.It is a statement of principles and a

template for action.It is a complex set of recommendations

for changing American high schools.


M1:7

Breaking Ranks in the Middle (BRIM) follows the BRII approach


M1:8

BRIM is not just another report about how to improve schools. It is a working document and a guidebook …one that is designed by practitioners for practitioners. It is a collection of strategies that have worked in various locations.


M1:9

3 Step Progression of BRIM

Realize the need (your own awareness)Help others see the need to change (use

values and data to make the case)Promote improved student performance

by providing opportunities for students to build relationships within the school and between themselves and what they learn (implement the strategies)


M1:10

Breaking Ranks Structure and Organization

3 Core Areas Collaborative Leadership (page 55) Personalization (page 127) Curriculum, Instruction and Assessment (page 175)30 recommendations based on proven practices (pages 23-24)9 Cornerstone Strategies

(pages 8-21)


M1:11

Cornerstone Strategies

Key concepts:1. essential learnings, rigor, real world

relevance, mastery, aligned curriculum, effective teaching

2. dynamic teacher teams, common planning time, frequent high quality interactions between teachers and students.


M1:12

Cornerstone StrategiesKey concepts:3. structured planning time, curriculum

aligned across grades/schools, students’ academic, developmental, social, and personal needs, focus on transition

4. advisory in which students plan and assess academic, personal & social development with an adult


M1:13

Cornerstone StrategiesKey concepts:5. teachers assess individual learning

needs of students, teachers tailor instructional strategies and multiple assessments accordingly

6. teachers implement schedules to teach in the ways students learn best facilitate teaming facilitate planning


M1:14


Key concepts:7. leadership systems for involvement in

decision-making by students, teachers, family members, and the community, effective communication among these groups.

8. all social, economic, and racial/ethnic groups have open and equal access to challenging activities and learning.


M1:15

Cornerstone StrategiesKey concepts:9. professional development program that:

is school-wide is comprehensive Is ongoing aligns staff personal learning plans

with the requisite capacity in content, instructional strategies, and student developmental factors.


M1:16

Why Break Ranks – Module 2

Refer to p. XVII – XVIII in the BRIM book (last paragraph on page XVII)


M1:17

Why Break Ranks?

Think – Pair – ShareDiscuss this question for 5

minutes in the context of your own schoolWrite 2 or 3 reasonsVolunteers share


M1:18

NCLBNew era of accountability:

Schools held to new standardsPrincipals expected to be instructional leadersTeachers required to reach all studentsProgress evaluated by individual subgroup scores


M1:19

Why Break Ranks?

70

52 51

72

0

20

40

60

80

100

All Latino African American White

Per

cen

tag

e

Source: Jay Greene and Greg Forster. Public Middle Level Graduation and College Readiness Rates in the United States.The Manhattan Institute for Policy Research, September 2003.

Who Makes it Through Middle Level Ready for High School?


M1:20

Virginia Accreditation Data

92% of all schools are fully accredited

96% of elementary schools

97% of high schools

71% of middle schools


M1:21

Why Break Ranks?Students who do not attend regularly, receive poor behavior marks, and/or fail Math or English have no more than:

10% chance of graduating on time20% chance of graduating one year late

Half of all African-American and Hispanic students will drop out.

Johns Hopkins University Philadelphia Study


M1:22

Why Break Ranks?

U.S. RANK READING 15th

MATH 19th

SCIENCE 14th

U.S. 15 Year-Olds Rank Among 32 Participating Countries


M1:23

American students from high-income families enter college at rates 25 percentage points higher than those from low-income families.

The Challenge We Face


M1:24

The Challenge We Face

About 50% of Native American, African-American, and Latino ninth graders complete Middle Level within three years, compared to 79% of Asian Americans and 72% of white students


M1:25

Quick Discussion

What does equity of participation mean in your school?


M1:26

School Myths Derived from Data?

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

“That could never happen at our school.”

“We have some of the best test scores around.”

“Our promotion rate is 95%”...“Our drop out rate is acceptable.”

“Our school is above average in every standardized measure.”


M1:27

Debrief

Share some examples that might not be indicators of increased student achievementThe data you collect in your

school must be a true measure of student success and not a myth


M1:28

Pretty Good

Participant Material Module 2 #2


M1:29

Reflection – 5 minutes

See Participant Material Module 2 #3 – Reflect on these statements


M1:30

Module 3: Nature of Adolescent Learners

Discuss and demonstrate an understanding of the characteristics of an effective school for adolescent learners.


M1:31

Four Generations in the Workplace

TRADITIONALS

BOOMERS

XERS

MILLENNIALS

Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved


M1:32

WHO ARE THEY?

TRADITIONALS

BOOMERS

XERS

MILLENNIALS

77M 1900-45

78M 1946-64

46M 1965-81

80M 1982-02



M1:33

WHAT DO THEY VALUE?

TRADITIONALS

BOOMERS

XERS

MILLENNIALS

satisfaction

recognition

freedom

meaning



M1:34

Did you Include?

Curious, motivated when challengedNeed to be accepted by peersChanging physicallyVulnerable and self-consciousMoral – Idealistic

From: At the Turning Point: The Young Adolescent Learner. The Turning Points Transforming Middle Schools


M1:35

WHO ARE THE MILLENNIALS AND…

What are they like?Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved


M1:36

WHAT ARE THEY LIKE?

Realistic

Optimistic

Progressive

Loyal

Inclusive

Collaborative

ScheduledBruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved


M1:37

MILLENNIALS HAVE ALWAYS BEEN CONSULTED



M1:38

MILLENNIALS HAVE ALWAYS KNOWN DIVERSITY



M1:39

MILLENNIALS (AND XERS) WANT CONSTANT FEEDBACK

They want it to be timely and two way



M1:40

MILLENNIALS ARE GREATCOLLABORATORS



M1:41

MILLENNIALS SEE LEADERSHIP…

…as participative



M1:42

MILLENNIALS WERE BORN WITH TECHNOLOGY

www.millennial.com



M1:43

Think - Share

Given what you know about the development of adolescents and the traits of millennials outlined, what inferences can you draw that will help shape our schools?


M1:44

Module 4: Building Leadership Capacity Through Professional Growth

Leadership and the ability to distribute leadership are critical to school improvement


M1:45

Building Capacity

What are the traits and behaviors of an effective leader?List at least 3.Compare your traits with others

from your team.Agree on 5.Share


M1:46

To change an organization, the people within the organization must change and must increase their capacity to lead.


M1:47

Knowledge of teaching and learningSkills necessary to effectively

lead a schoolAttitudes that you display and

what messages do you send


M1:48

SKILLS

KNOWLEDGE

ATTITUDES

What Does it Take?


M1:49

Review Our List

Knowledge, Skills, or Attitudes?


M1:50

What does leadership look like in practice?

Balanced combination of knowledge, skills, and attitudes

Focus on skills and their relationship to knowledge and attitudes


M1:51

School Leadership Study

“What a school principal does is second only to teaching in raising student achievement, especially in our nation’s lowest performing schools.”

NASSP Newsleader, October 2005


M1:52

Leadership

Leadership is not something you do to people, but something you do with people.

K. Blanchard, Leading at a Higher Level


M1:53

360 Feedback Instrument


M1:54

Leadership Perspectives

“Metropolitan Life Survey of the Teacher 2003: An Examination of School Leadership.”

Providing opportunities for teachers’ professional development


M1:55

Demonstrated Weakest Skills

Setting Instructional DirectionTeamworkSensitivity

JudgmentResults Orientation

Organizational Ability

Development of Others Understanding Own Strengths and Weaknesses

EDUCATIONAL LEADERSHIP

RESOLVING COMPLEX PROBLEMS

DEVELOPING SELF AND OTHERS

COMMUNICATION SKILLS

Oral CommunicationWritten Communication


M1:56

Balanced Leadership Framework

“The data from our meta-analysis demonstrates that there is, in fact, a substantial relationship between leadership and student achievement.”

Balanced Leadership. McREL, 2003.


M1:57

Balanced Leadership Framework (McREL 2004) Part 1

Culture…

Curriculum, instruction, assessment…

Discipline…

Affirmation…

Change Agent…

Communication…

Contingent rewards…


M1:58


Flexibility…

Focus…

Ideals/beliefs…

Input…

Intellectual stimulation…

Knowledge of curriculum, instruction, assessment…

Monitors and evaluates…


M1:59


Optimizer…

Order…

Outreach…

Relationships…

Resources…

Situational awareness…

Visibility…


M1:60

Balanced Leadership Framework:

“Effective Leadership means more than simply knowing what to do – it’s knowing when, how and why to do it. Effective leaders know how to balance pushing for change while at the same time, protecting aspects of culture, values, and norms worth preserving...They know how to gauge the magnitude of change they are calling for and how to tailor their leadership strategies accordingly.”

McREL Meta-Analysis on Leadership (2004)


M1:61

Collaborative Leadership

Collaborative cultures, which by definition have close relationships, are indeed powerful but unless focused on the right things may end up being powerfully wrong.

Michael Fullan


M1:62

Cornerstone Strategy 9

Align schoolwide professional development and Personal Learning Plans of staff with knowledge and skills in

contentinstructional strategiesstudent development factors


M1:63

“Significant changes in schools begin, I believe, with significant changes in what leaders think, say, and do.”

~ Dennis Sparks


M1:64

The Bottom Line

What we do MATTERS!


M1:65

Module 5: Collaborative Leadership and Professional Learning Communities


M1:66

What are some of the lessons this exercise teaches about vision?

What are some of the lessons about collaborative leadership?


M1:67

Just because we are all heading in the same direction does not mean that we all see the vision in the same way. We may have different thoughts, feelings, and beliefs about the direction and the vision.


M1:68

Sowing the Seeds of Change

“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


M1:69

Activity

Explore Collaborative Leadership and Professional Learning Communities using an exploration toolSource of the tool is BRIM, pages 87-106See PM Module 5 #1Work independently to complete Part 1 of

the Survey (do not use parts 2 and 3)Instructions


M1:70

Teaming

“Coming together is a beginning, staying together is progress and working together is success.”

Henry Ford


M1:71

School Leadership Team Building Questionnaire

PM, Module 5 #3

Review the survey

How can the survey be used when you return to your school?


M1:72

Module 6: Managing Complex Change

Review and discuss a variety of factors that contribute to effective change and develop greater understanding of how these factors contribute to the success or failure of an initiative for change.


M1:73

Sowing the Seeds of Change

“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


M1:74

Examine a Simple Change

Pick up a pen or pencil with your non-preferred hand

Follow my directions


M1:75

SolutionDraw Nine Dots as Shown

Below.

Connect the dots with 4 straight lines without raising your pen.


M1:76

Debrief

What was your comfort level?

What was the response time?


M1:77

Debrief

Comfort is important to all of us. Habits arise from the comfort that comes from knowing what to expect when we do the familiar. We don’t like surprises. The unexpected, the unfamiliar, the uncomfortable makes us resist change. So, if we are uncomfortable with a small personal change –like writing with the other hand, folding our arms differently, or thinking in an unusual way– how much more uncomfortable will we be with major change that impacts the lives of teachers, students, parents, and the school community? For such change to have a chance of succeeding, we must plan carefully and consider a variety of factors. Think for a moment about a change initiative that failed in your school. Why did it fail?


M1:78

Managing Complex Change

Vision

Skills+

Incentive+

Resources

+

Action Plan+

Change


M1:79

These elements of complex change only insure that change may occur successfully

They do not insure that change will be sustained


M1:80

Assessing Change Factors in Your School

See PM Module 6 #1Work with the form and discuss

how the tool might be used to guide change planning in your schoolIdentify an initiative that you could

launch in your school to improve student achievement and use the tool


M1:81

Planning Pyramid

Locate PM, Module 6 #2Major Tasks

Moderately Difficult Undertakings

Quick Wins


M1:82

Activity

Using the Change initiative you identified using PM 6#1,complete the chart on PM 6 #2


M1:83

Data-Informed Change Activity

Turn to BRIM, p. 58 (10 Assumptions About Change)

Compare what Michael Fullan says with what you have said


M1:84

Change is difficult

Must figure out your faculty’s readiness to change

BRIM has a tool to assist


M1:85

Locate PM, 6 #3As a team, use the completed survey to:

Identify areas where the difference between importance and practice are greatestHow could you use this data to begin

reform effortsHow can this instrument be used in your

school?


M1:86

For Incremental Change (McREL’s First Order 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

MCREL Meta-Analysis on Leadership (2004)MCREL Meta-Analysis on Leadership (2004)


M1:87

For Substantial Change(McREL’s Second Order 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 goalsMCREL Meta-Analysis on Leadership (2004)MCREL Meta-Analysis on Leadership (2004)


M1:88

Responsibilities Negatively Affected by Second Order Change (the following may deteriorate)

Culture: fosters shared beliefs and a sense of community and cooperation

Communication: establishes strong lines of communication with teachers and among stakeholders

Order: establishes a set of standard operating principles and procedures

Input: involves teachers in the design and implementation of important decisions and policies


M1:89

Technical problems are ones for which our current know-how is sufficient.Adaptive challenges are more complex and go beyond what we know

Technical vs. Adaptive Changes


M1:90

Drivers of Adaptive Change

Engaging people’s moral purposeUnderstanding the change processBuilding capacityDeveloping cultures for learningDeveloping cultures for evaluationFocusing on leadership for changeFostering coherence-makingCultivating tri-level development

Michael Fullan, 2005Fullan, 2005


M1:91

Making Adaptive ChangesAdaptive challenges demand a response beyond

our current repertoire;

Adaptive work that narrows the gap between our aspirations and current reality requires difficult learning;

The people with the problem are the problem and the solution;

Adaptive work generates disequilibrium and avoidance;

Adaptive work takes time. Heifetz & Linsky, 2004


M1:92

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

~ Theodore Sizer


M1:93

Module 7: Personalization

Examine the definition of personalization as it relates to middle level school practice

Make the connection between personalization and academic rigor

Increase understanding of the importance of personalizing the middle school student experience

Focus on the personalization practices and recommendations related to effective advisory and transition programs


M1:94

When you were 12 ….

See PM, Module 7 #1When I was 10 ….

How would your students today respond to these questions?


M1:95

See PM, Module 7 #2

Do you have any students who would relate to this poem?


M1:96

How common is bullying?

Nansel et al. (2001): national sample of 15,600 students in grades 6-10

19% bullied others ”sometimes” or more often

9% bullied others weekly

17% were bullied “sometimes” or more often

8% were bullied weekly

6% reported bullying and being bullied “sometimes” or more often


M1:97

Personalization Explores the Following:

The experiences, relationships, support systems, and opportunities that today’s students need to find in their school and community.The policies and practices that

schools can employ to satisfy the developmental and academic needs of young adolescents?


M1:98

Major Criticism of Schools

They focus on student social development and personal adjustment, while neglecting academic rigor and high expectations for student behavior


M1:99

FEATURE FILMS ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH YEARS OF EXPERIENCE.


M1:100

Ladder of InferenceHow We Make Assumptions

Take Actions, based on beliefs

Adopt Beliefs about the work

Draw ConclusionsMake Assumptions based

on the meanings we addAdd MeaningsSelect Data from what we

observeObservable “data”


M1:101

The process of moving up the ladder happens so quickly that we automatically or reflexively think – reflexive thinking

What I believe is true!

The truth is obvious.

My beliefs are based on real data.

The data I selected are the real data.


M1:102

We don’t see things the same way.

We see things through our own lenses.

Our perceptions become our truths.

ME YOU


M1:103

No problem until my reality and my truth doesn’t match your reality and your truth

Creates “cognitive dissonance”

We don’t like cognitive dissonance so when this happens, we reinterpret the other person’s reality!

“You’re dead wrong!” or “You’re an idiot.”

“Either/Or thinking”

Breaking Ranks II: Strategies for Leading High School Reform

M1:104

RECOGNITION

ACCEPTANCE

TRUST

RESPECT

PURPOSE

CONFIRMATION

RELATIONSHIPS

Breaking Ranks II: Strategies for Leading High School Reform

M1:105

VOICE

BELONGING

CHOICE

FREEDOM

IMAGINATION

SUCCESS

PERSONAL NEEDS

RECOGNITION

ACCEPTANCE

TRUST

RESPECT

PURPOSE

CONFIRMATION

RELATIONSHIPSD

evel

op

men

tal N

eed

s, T

alen

ts a

nd

Asp

irat

ion

s


M1:106

SCHOOL PRACTICES

EQUITY

COMMUNITY

OPPORTUNITY

RESPONSIBILITY

CHALLENGE

Fle xib

le Op

ti on

s for E

ng

a ged

Learn

ing

VOICE

BELONGING

CHOICE

FREEDOM

IMAGINATION

SUCCESS

PERSONAL NEEDS

RECOGNITION

ACCEPTANCE

TRUST

RESPECT

PURPOSE

CONFIRMATION

RELATIONSHIPSD

evel

op

men

tal N

eed

s, T

alen

ts a

nd

Asp

irat

ion

s

EXPECTATIONS


M1:107

Personalization A Learning Process in Which Schools Help Students:

Assess their own talents and aspirations, Plan a pathway toward their own

purposesWork cooperatively with others on

challenging tasksMaintain a record of their explorations &Demonstrate their learning against clear

standards in a variety of media,All with the close support of

adult mentors and guides.


M1:108

Personalization and Rigor

Both should be evident in an effective middle school

See PM, Module 7 #3


M1:109

See PM, Module 7 #4

Review

Discuss how this could be used in your school


M1:110

If rigor and personalization are both to be a part of the culture of the school, school leaders will have to be very intentional about identifying and implementing the practices, policies, and procedures that are likely to assure that result.


M1:111

What Went Wrong?Yes No ??

My teachers are happy. 16% 12% 72%My teachers like to spend time with me.

17% 17% 66%

Most teachers like kids. 20% 15% 65%My teachers like to talk with kids informally.

11% 25% 64%

My teachers like to play and have fun.

8% 11% 81%

There is an adult in my school I could talk to if I had a problem.

43% 12% 45%

H. Johnston, middleweb.com


M1:112

Advisory

Every student should be well known by at least one adult. Students should be able to rely on that adult to help learn from their experiences, comprehend physical changes and changing relations with family and peers, act on their behalf to marshal every school and community resource needed for the student to succeed, and help to fashion a promising vision of the future.

Turning Points 2000


M1:113

Recent Survey in the Northeast and Midwest

75% of teachers and 68% of parents thought that advisory programs were promising ways of helping students develop strong self-concepts, to plan, and improve decision-making skills BUT only 32% of teachers and 40% of parents thought the programs in their schools were meeting the goals

90% of parents and teachers agreed that the concept of a personal adult advocate was important, only about 50% believed that existed in their school


M1:114

Satisfying Advisories

There are common aims, obvious and memorable, that guide all advisory tasks, such as:

Support and caring from adults

A constructive group of friends

Relationships with the community through service projects


M1:115


Leaders champion the program by:Promoting advisory in the community

Providing ample professional development/resources

Being actively engaged in the program


M1:116


Tangible ResultsFrequent celebrations of

accomplishments

Publicizing data on improved grades, attendance, achievement

J. Burns, 1996


M1:117

Transition Programs

Moving from elementary to middle or transferring between elementary schools is a major stepping stone on the road to becoming an adultTransition is complicated and is often

associated with a decline in academic achievement, motivation, and self-perceptionWhen young adolescents are most likely to

experiment with at-risk behavior


M1:118

Helping Students Make the Transition

Connect us up regularly with other students.Support us in developing skills &

strategies for high school success.Help us make strong and

mutually respectful connections with adults.Provide bridge experiences in the

summer after 5th grade.K. Cushman, Educational Leadership, April 2006


M1:119

Four Basic Elements of Invitational Education

Respect: Human beings are able, valuable, responsible and should be treated accordingly

Trust: Living a fully functioning life is a cooperative, collaborative activity where process is an important as product (how you do something is just as important as the results)

Optimism: People possess relatively untapped potential in all areas of human endeavor

Intentionality: Human potential is best realized by creating and maintaining welcoming places, policies, programs, and processes and by people who are intentionally inviting with themselves and others, personally and professionally


M1:120

Respect Trust

Optimism

Intentionality


M1:121

Lou Holtz’s Three Questions

Can I trust you?

Do you care about me as a person?

Are you committed to excellence?


M1:122

Personalization

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

Theodore Sizer


M1:123

Module 8: Curriculum, Instruction, and Assessment

Explore Curriculum, Instruction, and Assessment through an examination academic rigor and its relationship to each part of this core areaExplore the connection between

CIA and Personalization


M1:124

Turn to BRIM, p. 175

Note the title of the Chapter

How do Personalization and Making Learning Personal differ?

Read p. 175


M1:125

Making Learning Personal

Designing lessons for understanding begins with what we want students to be able to do and proceeds to the evidence we will accept that they have learned it. Only then does it turn to how they will learn it. Along the way, we must be clear about what we want the students to understand and what we mean by understanding. —Ron Brandt, Intro to UBD





= Curriculum

= Instruction= Assessment= ????



M1:126

Processing the CIA Recommendations

Read the bulleted list of recommendations on p. 176As you read each of the

recommendations, give each a priority rating of 1, 2, or 3 for your school (1 is highest)Compare your ratings with other

members of your school team


M1:127

Academic Rigor Activity

We are going to use a 1-2-4-8-group activity to define a term that should have a common and agreed up definition.WHAT IS ACADEMIC RIGOR?Activity can be used with faculty,

parents, community to illustrate the need for conversation and agreement.


M1:128

In two minutes, write your personal definition of “academic rigor.”

Pair – combine your definitions so you have one definition both of you can live with

Pair with another pair (4’s) – combine the two definitions into one you can live with

Pair with another foursome (8’s) – combine the two definitions into one you can live with – write your definition on chart paper and post

Each team presents its definition


M1:129

What does YOUR definition include?

What we teach (C)?

How we teach (I)?

How we measure learning (A)?

A combination?


M1:130

What does Academic Rigor Look Like?

Several good definitions but what would it look like in practice?What does CIA look like in practice?On the CIA sheet, take 10 minutes to

brainstorm ideas on what C, I, and A would look like if it was academically rigorousThen we do another gallery walk


M1:131

Discussion

1.What teacher behaviors would indicate that rigor is present in elementary classrooms?

2. What student behaviors would indicate that rigor is present in elementary classrooms?

3. What student and teacher behaviors demonstrate that skillful teaching is occurring in elementary classrooms?

4. Finally, how can we measure academic rigor by questioning students? What questions do we need to ask?


M1:132

“… Academic press and social support predict student achievement, regardless of students’ backgrounds and their schools’ demographics. … in order to succeed in schools that demand

academic rigor, students need strong personal support as well. … no matter how strongly a school caters to

students’ affective and social needs, achievement depends on academic expectations and demands.”

—Academic Achievement in the Middle Grades: What Does the Research Tell Us? SREB, 2000

Making Learning Personal


M1:133

The Power of I


M1:134

Rigor At All Levels

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

Dr. Katie Haycock, Education Trust


M1:135

Must have rigor and personal supportLocate PM, Module 8 #2Scan the tool and discuss with

your team how the tool could be used in your school


M1:136

Student Responsibility for Learning

Go to BRIM, p. 177

Read the indicators of Personalized Learning at the bottom


M1:137

Helping Students Take Responsibility for Learning

Personalized schools promote the achievement of standards for all students.

Personalized learning begins with individual interests so that each student becomes engaged in learning.

Teachers get to know each student’s strengths, weakness, and interests.

With the school’s support, students become self-directed learners who can use learning to manage their lives.

As students pursue an increasingly independent pathway, parents can assume new roles as guides and mentors in the learning experience.


M1:138

As students explore real options for their futures in the community, community members become involved in the schools in a meaningful way.

Adults in the school model and benefit from stronger professional and student relationships.

Students learn to set goals and measure success for themselves against common standards.

Students advance to the next grade level upon demonstrating high performance in a variety of ways, not simply through norm-based tests.

Reaching all students depends on reaching each one.


M1:139

Module 9: Cornerstone Strategies –Tying It All Together In Your School


M1:140

Alice in Wonderland

“One day Alice came to a fork in the road and saw a Cheshire cat in a tree. “Which road do I take?’ she asked. ‘Where do you want to go?’ was his response. ‘I don’t know,’ Alice answered. “Then,” said the cat, ‘it doesn’t matter.’”


M1:141

If you don’t now where you’re going you might end up someplace else.

Yogi Berra


M1:142

Each school approaches change from a different perspectiveRegardless of approach, research

indicates some common strategies that have proven successful in implementing some or all of the 30 recommendations


M1:143

Cornerstone Strategies (p. 8)

Key concepts:1. essential learnings, rigor, real world

relevance, mastery, aligned curriculum, effective teaching

2. dynamic teacher teams, common planning time, frequent high quality interactions between teachers and students.


M1:144

Cornerstone StrategiesKey concepts:3. structured planning time, curriculum

aligned across grades/schools, students’ academic, developmental, social, and personal needs, focus on transition

4. advisory in which students plan and assess academic, personal & social development with an adult


M1:145

Cornerstone StrategiesKey concepts:5. teachers assess individual learning needs

of students, teachers tailor instructional strategies and multiple assessments accordingly

6. teachers implement schedules to teach in the ways students learn best facilitate teaming facilitate planning


M1:146


Key concepts:7. leadership systems for involvement in

decision-making by students, teachers, family members, and the community, effective communication among these groups.

8. all social, economic, and racial/ethnic groups have open and equal access to challenging activities and learning.


M1:147

Cornerstone StrategiesKey concepts:9. professional development program that:

is school-wide is comprehensive Is ongoing aligns staff personal learning plans

with the requisite capacity in content, instructional strategies, and student developmental factors.


M1:148

Nine Cornerstone Strategies

Reading Activity Group # Strategy/Supporting Actions Read Pages

1 Cornerstone 1 9 – 10









M1:149

There is no definitive answer for school reform that fits all schools as to where to startStructure, culture, and instruction are often

starting points for systemic changeThe three are highly connectedHowever, before change can be

institutionalized, the culture must change


M1:150

Culture and Professional Learning Communities¹

Mission

Why do we exist?

What are we here to do together?

Is the mission embedded?

Can the faculty, staff, community articulate the vision?

¹Richard DuFour and Robert Eaker, Professional Learning Communities at Work, Solution Tree: Bloomington, Indiana, 1998.


M1:151

Vision

What is our direction?

If we are true to our mission, what will we become?

The lack of a compelling vision is a major obstacle to school reform.

Vision has little impact unless shared, accepted, and connected to the personal vision of teachers.


M1:152

Values or Guiding Principles

How the faculty and staff intend to make sure the vision is implemented.

Identify the attitudes, behaviors, and commitments necessary to implement the vision.

No more than 10 statements.

All students will learn.

All students will be connected to an adult they can see themselves becoming.

All students will participate in extracurricular activities.


M1:153

Stories

Culture is partly determined by the stories you, your faculty, your students, your parents, and your community tellWhat stories do you tell?Change your stories to change your

culture


M1:154

Entry Points

Using one or more of the Cornerstone Strategies as an entry point will enable you to focus on change in more than one of the core areas and to implement several BRIM recommendations


M1:155

Return to your original group

Each group will now participate in a simulated activity

See PM, Module 9 #1


M1:156

Priority Initiative

drop-out

Decrease

rates


M1:157

Module 10: Next Steps Planning Guide – Determining Possible Entry Points

See PM, Module 10 #1 Next Steps Planning Guide – Determining Possible Entry Points

Refer back to PM Module 9 #1 Tying It All Together


M1:158

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

~ Theodore Sizer


M1:159

Success breeds success!

To generate and sustain change, there must be some early successes

Look at PM, Module 9 #1 Tying It All Together – evaluate the strategies and specifics you wrote and classify them as Quick Wins, Moderately Difficult, or Major Tasks

List your strategies on PM, Module 10 #1 Follow Directions (10 minutes)Remember to consider complex change factors

discussed earlier


M1:160

Managing Complex Change

VisionSkills

IncentiveResources

Action Plan

Moral purpose Big picture influence

Get basics rightBuild Capacity

Collaboration Capacity building Moral Purpose

Accountability – Capacity building

Fiscal and Human

Change


M1:161

Debrief in teams of four. For the next 25 minutes, each of you will share your

priority with your group using a feedback loop. You will present your priority data point and the strategies for addressing it to your group. Explain what would work in your school and why each is listed as a quick win, moderate, or difficult task. Each person will have three minutes for the description. In the next minute, each of your colleagues will provide feedback on your work and offer additional strategies


M1:162

Group Debrief

How did talking about your ideas with a colleague and getting feedback strengthen or alter your plans?

What are your next steps?


M1:163

Cornerstone Strategy 9: Staff Development

Go to PM, Module 10 #1, page 2Staff Development underpins all

other strategiesStaff Development must focus on

the knowledge, skills, and attitudes needed for successRead directions for activity


M1:164

NASSP Contact

Dick FlanaryDirector, Professional Development Services

1-800-253-7746, ext. [email protected]


M1:165

VASSP Contact

Roger JonesDirector, VASSP Center for Educational Leadership at Lynchburg College

[email protected]

Janice Koslowski, Principal571 252 2150

[email protected]


M1:166

Goal

To help ensure your success as a middle level leader as you engage in systemic reform to improve student performance through the recommendations in Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform.


M1:167

Accessing web resources

Go to ftp://ftp.principals.org/User name: brimPassword: !!brim5% (the password is case sensitive – and – the two

exclamation marks are part of the password!)After typing name and password, click the Log On button, you will see

folders.Open the folder from which you need materials to find documents you

may download. To download a file, copy the file to your desktop or another location you designate on your computer.

When NASSP modifies or updates material, it will be added to the ftp site.

Please do not share the user name and/or password.


M1:168

Module Reflection

1.What insights have I gained from these modules? (content, feelings, connections, recollections, etc.)

2.How might I use this information with the Leadership team or the faculty?

Consider the modules just completed. Reflect on the uses of the content, the resources and people needed. Write your thoughts that best capture these ideas and processes on the Reflection Form in the Participant Materials.


M1:169

Final Activity

Complete the Evaluation and Feedback Document located at the end of your participation materials.

breaking ranks in the middle™ leadership module. breaking ranks in the middle: strategies for...

Documents

middle brim

leading middle level

middle tools

middle initiatives

strategies slide

breaking ranks structure

leading reform

middle leadership module