HOW CAN WE CHANGE

•The classroom• Grade level• Department• Professional learning community•Entire school

TO IMPROVE STUDENT ACHIEVEMENT

AND CREATE A COMMITMENT TO ONGOING IMPROVEMENT?

The ESSENTIAL QUESITON

Only ONE Successful Curricular Change in US. C I AI(S)

CI

A

is

Continuous improvement model

Curriculum Best Practice

Documents: Standards Based

Alignment (not Standards-Referenced)Assessed (Formative, Interim, Summative)Assessments are all used

In Action: Clear Performance Standards Frequently Assessed and Used Regular required school based Data Meetings

Data analysis: Qualitative and QuantitativeProtocols for LASW

Protocols for Lesson Study (UbD)

C

I Instruction Best Practice

Standards based unit/lesson design (UbD)Posted measurable lesson objective

Posted Agenda leading to homeworkStudent-student communication (Social Construction of

Knowledge) Ongoing Assessment: Dip-sticking, questioning, benchmarking, etc. Feedback loop: clear, focused on goal, one or two suggestions Rubrics/Exemplars HOTS (Bloom’s taxonomy) 3-part lesson: Brain-based teaching: Time to process

AData analysis

Qualitative DataTeacher EvaluationsLearning Walks, “Rounds,” WalkthroughsTeacher AssignmentsTeacher SyllabiProtocols: LASW, LATW, Tuning, etc.

Are courses challenging?Is the work challenging?

Attitude SurveysParent feedback

Quantitative DataMCASLocal Assessments

Do they predict MCAS results?Local Interim Exams—quick feedback for teachersLocal Benchmark Tests—quick turnaround? Good

feedback? Teacher tests—Are they challenging?

(Rigormeter?)

CI

A

IS

What is the IMPACT on STUDENTS?

It’s all about the classroom

When children, beginning in third grade were placed with

three high performing teachers in a rowthey scored, on average at the

96th percentile

in Tennessee’s statewide mathematics

assessment at the end of fifth grade.

When children with comparable achievement histories starting in third grade were placed with

three low performing teachers in a rowtheir average score on the same mathematics assessment was at the

44th percentile.

BUT

Teachers working alone,

with little or no feedback on their instruction,

will not be able to improve significantly – no matter how much

professional development they receive.

A “guaranteed and viable” Curriculum makes all the difference.

Meta analysis Bob Marzano (2003), an educational researcher and popular presenter, focuses on this concept as one of five school-level factors (the one with the greatest impact), in his book on What Works in Schools: Translating Research into Action

1. Written Curriculu

m 2. Taught Curriculu

m3.

Assessed Curriculu

m4. Learned

Curriculum

ToolsCurriculum Analysis of Documents•C—Is it really Standards Based?• I—Best Practice?• A—Ongoing, aligned to MCAS, HOTS?

Enacted CurriculumTeacher Evaluation, Walkthroughs, “Rounds”• Best practice?• Assessment driving teaching? Goal clear every day, every

unit, at year end?

Designing or Revising Curriculum• Backwards design• Lesson study

Leading Change: Curriculum Initiatives• Protocols• SWOT analysis, Action Plan,

c

I

C, I

CIA-IS

What Works at the SCHOOL level?•O

pportunity to learn

•Time

•Guaranteed

•Viable—rigorous, essential learning

Guaranteed and viable

curriculum•M

onitoring

•Pressure to achieve

Challenging Goals and Effective Feedback

•Productive climate and culture conducive to learning

Safe and Orderly

Environment

•Authentic professional interactions, not friendship and Professionalism

•Learning organization

Collegiality

What Works for Instruction(The TEACHER)?

•identifying similarities and differences

•summarizing and note taking

•reinforcing effort and providing recognition

• homework and practice,

•graphic organizers• cooperative

learning•setting objectives

and providing feedback

• generating and testing hypotheses

• questions, cues, and advance organizers

Effective Instructional

Strategies(Marzano)

Classroom management:

Classroom curriculum

design

DisciplineRoutinesClassroom climate

UbDGoal settingMeasuring progress

Why is change so difficult in Education?• 4 Frames of Organizations

• Political• Human Resources• Structural• Symbolic

 Stage of Concern  Expression of Concern

 6. Refocusing  I have some ideas about something that would work even better.

 5. Collaboration  How can I relate what I am doing to what others are doing?

 4. Consequence  How is my use affecting learners? How can I refine it to have more impact?

 3. Management  I seem to be spending all my time getting materials ready.

 2. Personal  How will using it affect me?

 1. Informational  I would like to know more about it.

 0. Awareness  I am not concerned about it.

 Levels of Use  Behavioral Indicators of Level

 VI. Renewal The user is seeking more effective alternatives to the established use of the innovation.

 V. Integration The user is making deliberate efforts to coordinate with others in using the innovation.

 IVB. Refinement The user is making changes to increase outcomes.

 IVA. Routine The user is making few or no changes and has an established pattern of use.

 III. Mechanical The user is making changes to better organize use of the innovation.

 II. Preparation The user has definite plans to begin using the innovation.

 0I. Orientation The user is taking the initiative to learn more about the innovation.

 0 . Non-Use The user has no interest, is taking no action.  

From Taking Charge of Change by Shirley M. Hord, William L. Rutherford, Leslie Huling-Austin, and Gene E. Hall, 1987. Published by the Association for Supervision and Curriculum Development (703) 549-9110

1. An urgency and understanding of the problem presented through data

2. A shared vision of good teaching which includes rigor, relevance, and respect

3. Adult meetings that focus on instruction and model good teaching

4. Clear standards, assessments, and consistent understanding of quality student work

5. Supervision that is frequent, rigorous, and focused on instruction

6. PD that is primarily on-site, intensive, collaborative, and job-embedded

7. Diagnostic data that is used frequently by teams to assess learning and teaching

7 ESSENTIAL ELEMENTS FOR IMPROVING CURRICULUM, INSTRUCTION, and ASSESSMENT

PROTOCOLSHelp to Break Down Barriers

Qualitative and Quantitative Analysis of Everyday practice

Student work (LASW) Calibration of expectations (LASW using rubrics)

Professional Practice Teacher work Syllabi Assignments, Projects Departmental impact

School Practices 4 frames: Politics/Symbols/Management/HR “doing school” values

Difficult Conversations versus

The Culture of Nice

Protocols from Essential Schools (Overview of ES Protocols)

Instructional Rounds (Harvard Research Article)

Looking at Teacher Work ( HS Syllabus Quality)

Calibrating Assessment (MCAS rubrics)

Looking at Teacher Work (Feedback to Students)

Looking at Student Work (6-TraitRubrics)

Looking at Student Work (Math ORQ)

Looking at Student Work (ELA ORQ)

Looking at College Expectations (Writing)