leadership summit peg portscheller portscheller & associates aurora, co cue - palm springs -...
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LEADERSHIP SUMMITLEADERSHIP SUMMIT
Peg PortschellerPortscheller & Associates
Aurora, CO
CUE - Palm Springs - March, 2008
Learning OutcomesLearning Outcomes
Better understand “what works” in education leadership
Review research on successful school leadership
Provide opportunities for participants to reflect on their own leadership strengths
Invite dialogue on the abovePlan for improved strategies at home
Better understand “what works” in education leadership
Review research on successful school leadership
Provide opportunities for participants to reflect on their own leadership strengths
Invite dialogue on the abovePlan for improved strategies at home
Think of Today as Therapy!
Think of Today as Therapy!
Using Joan Rivers, “Can We Talk?”
And from Dr. Phil: “How’s That Working For Ya?”
Zeroing in on “the right stuff”
Using Joan Rivers, “Can We Talk?”
And from Dr. Phil: “How’s That Working For Ya?”
Zeroing in on “the right stuff”
Who’s In The Room?Who’s In The Room?
1. District Level Administrator2. Building Administrator3. Classroom Teacher4. Other
1. District Level Administrator2. Building Administrator3. Classroom Teacher4. Other
How Veteran Are We?How Veteran Are We?
1. 1-5 years of experience in education
2. 6-10 years3. 11-15 years4. 16-20 years5. 21-25 years6. 25-30 years7. Over 30
1. 1-5 years of experience in education
2. 6-10 years3. 11-15 years4. 16-20 years5. 21-25 years6. 25-30 years7. Over 30
Let’s Go Back In TimeLet’s Go Back In Time
Think back to your first day of your first job in the profession…..
What has changed from then to now?
Think back to your first day of your first job in the profession…..
What has changed from then to now?
Test Time
On a scale of 1-4 (with 1 being low), rate how you would like being a student in your own school/system?
What is the reason for your rating??
Test Time
On a scale of 1-4 (with 1 being low), rate how you would like being a student in your own school/system?
What is the reason for your rating??
Test Time, continued
What is the greatest variable in terms of student learning and student achievement?
A. Level of education of the mother
B. Level of income of the familyC. Quality of the child’s/student’s teacher
D. Quality of the principal
Test Time, continued
What is the greatest variable in terms of student learning and student achievement?
A. Level of education of the mother
B. Level of income of the familyC. Quality of the child’s/student’s teacher
D. Quality of the principal
Test Time, continued
Of the items listed below, which is most important?
A. Design of the lesson/unitB. How the content is taughtC. Design of the assessment to determine what has been learned
D. Student engagement in the lesson/unit
Test Time, continued
Of the items listed below, which is most important?
A. Design of the lesson/unitB. How the content is taughtC. Design of the assessment to determine what has been learned
D. Student engagement in the lesson/unit
Let’s Think…..Let’s Think…..
How do you know if and when your students are successful??
How is “success” for students defined at your place?
How do you know if and when your students are successful??
How is “success” for students defined at your place?
A Leadership Construct(Michael Fullan’s)
A Leadership Construct(Michael Fullan’s)
Five Domains:Five Domains:
A Leadership Construct(Michael Fullan’s)
A Leadership Construct(Michael Fullan’s)
Five Domains:* Moral Imperative
Five Domains:* Moral Imperative
A Leadership Construct(Michael Fullan’s)
A Leadership Construct(Michael Fullan’s)
Five Domains:•Moral Imperative* Managing the Change Process
Five Domains:•Moral Imperative* Managing the Change Process
A Leadership Construct(Michael Fullan’s)
A Leadership Construct(Michael Fullan’s)
Five Domains:•Moral Imperative•Managing the Change Process
•Quality Relationships
Five Domains:•Moral Imperative•Managing the Change Process
•Quality Relationships
A Leadership Construct(Michael Fullan’s)
A Leadership Construct(Michael Fullan’s)
Five Domains:•Moral Imperative•Managing the Change Process
•Quality Relationships•Building Knowledge
Five Domains:•Moral Imperative•Managing the Change Process
•Quality Relationships•Building Knowledge
A Leadership Construct(Michael Fullan’s)
A Leadership Construct(Michael Fullan’s)
Five Domains:•Moral Imperative•Understanding Change•Relationship Building•Knowledge Creation and Sharing
•Coherence Making
Five Domains:•Moral Imperative•Understanding Change•Relationship Building•Knowledge Creation and Sharing
•Coherence Making
Let’s Look At Each Domain
Let’s Look At Each Domain
“How’s it working for ya?”
But first…..answer this question: “What does it take to be a leader”
“How’s it working for ya?”
But first…..answer this question: “What does it take to be a leader”
Moral ImperativeMoral Imperative
What percentage of the teachers at your place really believe that “all means all?”
A Less than 25%B 25-50%C 59-75%D 75-100%
What percentage of the teachers at your place really believe that “all means all?”
A Less than 25%B 25-50%C 59-75%D 75-100%
CHANGE!!CHANGE!!
How hard is it??How hard is it??
Change is HARD!!Change is HARD!!
Anyone here have a morning routine?
Let’s look at Dan Lortie’s research
Let’s talk about Dave Letterman….
Anyone here have a morning routine?
Let’s look at Dan Lortie’s research
Let’s talk about Dave Letterman….
Johns HopkinsJohns Hopkins
What percentage of cardiac care patients could make the necessary life style changes?
A 78%B 55%C 35%D 10%
What percentage of cardiac care patients could make the necessary life style changes?
A 78%B 55%C 35%D 10%
RelationshipsRelationships
Let’s Walk Down Memory Lane…..
Let’s Walk Down Memory Lane…..
Knowledge Creation….Knowledge Creation….
We no longer have to wonder about “what works”…..there is no a confluence of thought among researchers, practitioners and thought leaders…..
We no longer have to wonder about “what works”…..there is no a confluence of thought among researchers, practitioners and thought leaders…..
But First…..But First…..
What is your job??
What is your job??
Here’s What WorksHere’s What Works
Non fiction writingTeacher collaborationHigher level questionsReading at grade levelAligned, viable curriculumPosted learning objectivesQuality instruction and assessments
Non fiction writingTeacher collaborationHigher level questionsReading at grade levelAligned, viable curriculumPosted learning objectivesQuality instruction and assessments
More of What WorksMore of What Works
Students engaged with/in the content
Using data to inform instructionFair grading practicesQuality feedbackMultiple opportunities to learnCulture of high expectationsQuality relationships
Students engaged with/in the content
Using data to inform instructionFair grading practicesQuality feedbackMultiple opportunities to learnCulture of high expectationsQuality relationships
Coherence MakingCoherence Making
The Key Four Guiding Questions1 What do I need to teach and why
do my kids need to learn it?2. What is the best way to teach
this, knowing my students….3. How will I know if they have
learned it?4. What will I do for those
students who didn’t learn it?
The Key Four Guiding Questions1 What do I need to teach and why
do my kids need to learn it?2. What is the best way to teach
this, knowing my students….3. How will I know if they have
learned it?4. What will I do for those
students who didn’t learn it?
List all assessment administered to
students during the year
List all assessment administered to
students during the year
Rate each assessment with a 1, 2 or 3 in terms of having real impact on instruction and student learning (1 = greatest; 3 = least)
Are the results used to diagnose student learning needs and modify instruction?
Rate each assessment with a 1, 2 or 3 in terms of having real impact on instruction and student learning (1 = greatest; 3 = least)
Are the results used to diagnose student learning needs and modify instruction?
What do effective schools do to achieve dramatic, improved results in student learning and student achievement?????
What do effective schools do to achieve dramatic, improved results in student learning and student achievement?????
Common FindingsCommon Findings
Formed professional learning communities
Focused on student work (through classroom and common assessments)
Changed and improved their instructional practice
Michael Fullan
Formed professional learning communities
Focused on student work (through classroom and common assessments)
Changed and improved their instructional practice
Michael Fullan
Know Your PurposeKnow Your Purpose
The purpose of assessment, in general, is to find out what your students know and are able to do with regard to what you are teaching/facilitating…
Once the essential purpose is identified, educators must ask the critical question: “What kind of assessments will provide the best evidence that students have learned (to the application level)?”
The purpose of assessment, in general, is to find out what your students know and are able to do with regard to what you are teaching/facilitating…
Once the essential purpose is identified, educators must ask the critical question: “What kind of assessments will provide the best evidence that students have learned (to the application level)?”
Assessment Types(formal and informal)Assessment Types(formal and informal)
PerformanceProductWritten - Selected ResponseWritten - Constructed Response
ObservationConversation
PerformanceProductWritten - Selected ResponseWritten - Constructed Response
ObservationConversation
ResearchResearch
“There is simply no body of assembled research indicating that one of these types is superior to the other.” The challenge is to match the assessment to the content in order to determine what has been learned at what level.”
James Popham - Test Better/TeachBetter
“There is simply no body of assembled research indicating that one of these types is superior to the other.” The challenge is to match the assessment to the content in order to determine what has been learned at what level.”
James Popham - Test Better/TeachBetter
Assessment LiteracyAssessment Literacy
Assessment FOR Learning
Assessment OF Learning
Assessment FOR Learning
Assessment OF Learning
Student Feedback - Grading
Student Feedback - Grading
We are often guilty of toxic grading policies and practices based upon nothing more than tradition
Let’s conduct our own experiment…here is a real live 8th grade student’s grades…….
We are often guilty of toxic grading policies and practices based upon nothing more than tradition
Let’s conduct our own experiment…here is a real live 8th grade student’s grades…….
8th Grade Math (Male Student)
•C•C•MA - Missing Assignment•D•C•B•MA•MA•B•A•A
8th Grade Math (Male Student)
•C•C•MA - Missing Assignment•D•C•B•MA•MA•B•A•A
What Grade Does This Kid Earn?
What Grade Does This Kid Earn?
1. A2. B3. C4. D5. F
1. A2. B3. C4. D5. F
Three Principles of Excellence
Three Principles of Excellence
Antecedents(Best Practice) Collaboration
(PLCs)
Culture
Engagement:Engagement:
HighHigh Attention AttentionHigh High CommitmentCommitment
The task, activity, or The task, activity, or work students are work students are assigned or encouraged assigned or encouraged to undertake has to undertake has inherent meaning or inherent meaning or value to the student.value to the student.
EngagementEngagement
Strategic Strategic ComplianceCompliance
Ritual Ritual ComplianceCompliance
RetreatismRetreatism
RebellionRebellion
Let’s Look At Let’s Look At Kids…Kids…
Engagement:Engagement:
HighHigh Attention AttentionHigh High CommitmentCommitment
The task, activity, or The task, activity, or work students are work students are assigned or encouraged assigned or encouraged to undertake has to undertake has inherent meaning or inherent meaning or value to the student.value to the student.
EngagementEngagement
Strategic Strategic ComplianceCompliance
Ritual Ritual ComplianceCompliance
RetreatismRetreatism
RebellionRebellion
ProfileProfile ElementsElements
Strategic Strategic ComplianceCompliance
High High AttentionAttentionLow Low CommitmentCommitment
The task, activity, or The task, activity, or work has little or no work has little or no inherent meaning or inherent meaning or value to the student, value to the student, but it is associated in but it is associated in the student’s mind the student’s mind with outcomes and with outcomes and results that are of results that are of value (e.g., entry into value (e.g., entry into college.)college.)
Strategic Strategic ComplianceCompliance
EngagementEngagement
Ritual Ritual ComplianceCompliance
RetreatismRetreatism
RebellionRebellion
ProfileProfile ElementsElements
Ritual Compliance:Ritual Compliance:
LowLow Attention AttentionLowLow Commitment Commitment
Students are willing to Students are willing to expend whatever effort expend whatever effort is needed to avoid is needed to avoid negative consequences, negative consequences, though they see little though they see little meaning in the tasks meaning in the tasks assigned or the assigned or the consequences of doing consequences of doing those tasks.those tasks.Ritual Ritual
ComplianceCompliance
EngagementEngagement
Strategic Strategic ComplianceCompliance
RetreatismRetreatism
RebellionRebellion
ProfileProfile ElementsElements
Retreatism:Retreatism:
NoNo Attention AttentionNoNo Commitment Commitment
The student is The student is disengaged from the disengaged from the task, expends no energy task, expends no energy in attempting to comply in attempting to comply with the demands of the with the demands of the task, but does not act in task, but does not act in a way that disrupts a way that disrupts others and does not try others and does not try to substitute other to substitute other activities for the activities for the assigned task.assigned task.
RetreatismRetreatism
EngagementEngagement
Strategic Strategic ComplianceCompliance
Ritual Ritual ComplianceCompliance
RebellionRebellion
ProfileProfile ElementsElements
Rebellion:Rebellion:
NoNo Attention AttentionNoNo Commitment Commitment
The student summarily The student summarily refuses to do the task refuses to do the task assigned, acts in a way assigned, acts in a way that disrupts others that disrupts others and/or attempts to and/or attempts to substitute tasks and substitute tasks and activities that he or she activities that he or she is committed to in lieu is committed to in lieu of those assigned by the of those assigned by the school and the teacher.school and the teacher.
EngagementEngagement
Strategic Strategic ComplianceCompliance
Ritual Ritual ComplianceCompliance
RetreatismRetreatism
RebellionRebellion
ProfileProfile ElementsElements
ReflectionsReflections
Think about your schools and your students…how engaged are they, how successful are the, how prepared are they for “what comes next?.
What needs to happen at “your place” in order for more students to be more successful?.
Think about your schools and your students…how engaged are they, how successful are the, how prepared are they for “what comes next?.
What needs to happen at “your place” in order for more students to be more successful?.
Product Focus Clear and
Compelling Product
Standards
Protection from Adverse
Consequences
Affirmation of Performance
Affiliation
Novelty and Variety
Choice
Authenticity
Content and
Organization of Knowledge
Content & Substance
”The what” - standards/the content/the curriculum.
Content & Substance
”The what” - standards/the content/the curriculum.
Organization of Knowledge
Information and knowledge is organized
in clear, accessible ways. Ways that let students use the knowledge and information to address tasks that are important to them.
Organization of Knowledge
Information and knowledge is organized
in clear, accessible ways. Ways that let students use the knowledge and information to address tasks that are important to them.
Product Focus
Work that almost always focuses on on a product or performance.
Product Focus
Work that almost always focuses on on a product or performance.
Clear and Compelling Standards
Knowing exactly what is expected of them and how those expectations are related to something they
care about.
Clear and Compelling Standards
Knowing exactly what is expected of them and how those expectations are related to something they
care about.
Protection from Adverse Consequences
When students can try tasks without fear of embarrassment, punishment or implications that they are
inadequate.
Protection from Adverse Consequences
When students can try tasks without fear of embarrassment, punishment or implications that they are
inadequate.
Affirmation of Performance
When significant others (e.g. parents, teachers, fellow
students, ect.) make it known that they think the students work
is important.
Affirmation of Performance
When significant others (e.g. parents, teachers, fellow
students, ect.) make it known that they think the students work
is important.
Affiliation
Opportunities for students to work interdependently with others.
Affiliation
Opportunities for students to work interdependently with others.
Novelty and Variety
New and different ways of doing things
Novelty and Variety
New and different ways of doing things
Choice
Having some degree of control over what they are doing. Doesn’t
mean they should dictate curriculum, perhaps only a choice
in terms of how the work is accomplished.
Choice
Having some degree of control over what they are doing. Doesn’t
mean they should dictate curriculum, perhaps only a choice
in terms of how the work is accomplished.
Authenticity
Tasks that are meaningful and have real or important consequences &
implications
Authenticity
Tasks that are meaningful and have real or important consequences &
implications
Product Focus Clear and
Compelling Product
Standards
Protection from Adverse
Consequences
Affirmation of Performance
Affiliation
Novelty and Variety
Choice
Authenticity
Content and
Organization of Knowledge
Are your schools your “grandfather’s Oldsmobile?
Are your schools your “grandfather’s Oldsmobile?
The old 3 R’s
The new 3 R’s
The old 3 R’s
The new 3 R’s
Are your schools your “grandfather’s Oldsmobile?
Are your schools your “grandfather’s Oldsmobile?
The old 3 R’sReading, ‘Riting and ‘Rithmetic
The new 3 R’s
The old 3 R’sReading, ‘Riting and ‘Rithmetic
The new 3 R’s
Are your schools your “grandfather’s Oldsmobile?
Are your schools your “grandfather’s Oldsmobile?
The old 3 R’sReading, ‘Riting and ‘Rithmetic
The new 3 R’sRigor, Relevance and Relationships
The old 3 R’sReading, ‘Riting and ‘Rithmetic
The new 3 R’sRigor, Relevance and Relationships
Who the heck is Daniel Pink?
Who the heck is Daniel Pink?
Who the heck is Daniel Pink?
Who the heck is Daniel Pink?
The 3 A’s…..
The 6 Approaches…..
The 3 A’s…..
The 6 Approaches…..
What Do Business Leaders Think?
What Do Business Leaders Think?
Core Subjects, Global Awareness, Financial and Economic Literacy
Flexibility, Initiative, Cross-Cultural Skills and Productivity/Accountability
Information and Media/Communications Literacy
Creativity, Critical Thinking, Problem Solving, Communication and Collaboration
Core Subjects, Global Awareness, Financial and Economic Literacy
Flexibility, Initiative, Cross-Cultural Skills and Productivity/Accountability
Information and Media/Communications Literacy
Creativity, Critical Thinking, Problem Solving, Communication and Collaboration
How’s That Working For Ya?
How’s That Working For Ya?
Let’s go out of the box…..Let’s go out of the box…..
What Can We Learn From Students….
What Can We Learn From Students….
370,000 Voices - The Quaglia Institute
370,000 Voices - The Quaglia Institute
Natl Data - Self WorthNatl Data - Self Worth
51% I am proud of my school49% I enjoy being at school46% Teachers care about my feelings and
struggles50% Teachers care about me as an individual49% Teachers care if I am absent21% I have never been recognized for
something positive at school50% If I have a problem, I know a teacher I
can talk to55% Teachers respect students41% Students respect teachers31% Students respect each other
51% I am proud of my school49% I enjoy being at school46% Teachers care about my feelings and
struggles50% Teachers care about me as an individual49% Teachers care if I am absent21% I have never been recognized for
something positive at school50% If I have a problem, I know a teacher I
can talk to55% Teachers respect students41% Students respect teachers31% Students respect each other
Natl Data - Active Engagement
Natl Data - Active Engagement
46% School is boring58% At school I am encouraged to be creative
40% My classes help me in my everyday life58% Teachers enjoy working with students39% Teachers have fun at school32% Teachers make school an exciting place to learn
73% My teachers present lessons in different ways
46% School is boring58% At school I am encouraged to be creative
40% My classes help me in my everyday life58% Teachers enjoy working with students39% Teachers have fun at school32% Teachers make school an exciting place to learn
73% My teachers present lessons in different ways
Natl Data - PurposeNatl Data - Purpose
63% I am a good decision maker59% I see myself as a leader35% Other students see me as a leader91% I believe I can be successful63% I believe I can make a difference in the world
67% I put forth my best effort37% I know the goals my school is working on
34% Our student council represnts all students at our school
63% I am a good decision maker59% I see myself as a leader35% Other students see me as a leader91% I believe I can be successful63% I believe I can make a difference in the world
67% I put forth my best effort37% I know the goals my school is working on
34% Our student council represnts all students at our school
How do you think your students would
respond?
How do you think your students would
respond?
What do you think you most need to work on?What do you think you most need to work on?
1. Moral Imperative2. Managing the Change Process3. Building Quality
Relationships4. Implementing Best Practices5. Building Coherence
1. Moral Imperative2. Managing the Change Process3. Building Quality
Relationships4. Implementing Best Practices5. Building Coherence
It’s A Wrap….It’s A Wrap….
Three things that you learned or captured your attention
Two things you are wondering about or would like to learn more about
One thing you can do tomorrow to improve the opportunities for kids at your place to be more successful
Three things that you learned or captured your attention
Two things you are wondering about or would like to learn more about
One thing you can do tomorrow to improve the opportunities for kids at your place to be more successful
Peg PortschellerPeg Portscheller
[email protected]@comcast.net