leading learning through teacher-based teams -handout

Leading Learning through Teacher-Based Teams 2012 Research Guidance

OLAC Summit 2012 June 29, 2012

Brian McNulty, Ph.D.

The Leadership and Learning Center 317 Inverness Way South, Suite 150 Englewood, Colorado 80112 Toll Free: 1.866.399.6019 International: +1.303.504.9312 Fax: 303.504.9417 LeadandLearn.com

Brian McNulty, Ph.D.

Dr. Brian McNulty is Vice President, Leadership Development for The Leadership and Learning Center.

Brian brings 30 years of experience as a nationally recognized

educator in leadership development to his current position at the

Leadership and Learning Center. Prior to this he served as the

Vice President for Field Services at the Mid-continent Research

for Education and Learning (McREL). Before coming to McREL,

he was an Assistant Superintendent for Adams County School

District 14, and the Assistant Commissioner of Education, for the

Colorado Department of Education.

Brian's work and writing have been featured in books, scholarly journals and periodicals

throughout the world. An author of more than 40 publications, Brian's most recent books include,

Leaders Make It Happen with Laura Besser (an AASA member book) and School Leadership

that Works: from Research to Results, an ASCD best selling publication co-authored with

Robert Marzano and Tim Waters.

Although Dr. McNulty is well known as a both a researcher and a keynote speaker, his primary

work has focused on long-term intensive partnerships with schools, districts, state education

agencies and educational service agencies in applying the current research to field based

problems. His recent research has focused on developing continuous improvement frameworks

based on data and inquiry.

Brian can be reached at: [email protected].

Leading Learning through Teacher-Based Teams

2012 Research Guidance

Outcomes

• Explore the challenges, issues, and practices associated with continuous improvement in schools and districts

• Make recommendations for specific actions

How many of you are satisfied with the results

you are getting right now?

Discuss with your shoulder partner.

© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.leadandlearn.com

Page 1 Leadership Keynote Columbus, Ohio • June 29, 2012

How do we get better outcomes?

Through better:1 Teaching and Learning1. Teaching and Learning2. Leadership and Learning3. Collaborative Learning at all

levels

1. Where does more powerful teaching come from?

a. Learning and using more powerful teaching p gpractices

b. Teacher-Based Teams

a. What does highly effective instruction, or “best practices” look like?look like?



Rosenshine (2012)American Educator AFT

1. Begin the lesson with a short review of previous learning.

2. Present new material in small steps ith st dent practice after each stepwith student practice after each step.

3. Ask a large number of questions and check the responses of all students.

4. Provide models.5. Guide student practice.

Rosenshine (2012)

6. Check for student understanding.7. Obtain a high success rate.8 Provide scaffolds for difficult tasks8. Provide scaffolds for difficult tasks.9. Require and monitor independent

practice.10. Engage students in weekly and

monthly review.

We have known quite a bit about instruction for quite a while

• However, we continue to support the idea that all instructional

ti lpractices are equal • They are not!!!



What is the typical effect across

Visible Learning &Visible Learning for Teachers

John Hattie Ph.D. (2009, 2012)

900+ meta-analyses50,000+ studies240+ million students

95% of all the effect sizes in education are positive.

The most significant finding from the evidence is that

almost any intervention can claim that “it works” in termsclaim that it works in terms of making some difference in

student learning.



Distribution of Effects

15 000 00

20,000.00

25,000.00

ber o

f Effe

cts

0.00

5,000.00

10,000.00

15,000.00

Num

b

Hattie (2009, 2012)

So we all profess to using “ h b d ti ”“research-based practices ”

Example of Negative Effect

• What is one educational practice that has been studied extensively and consistently y yfound to have a negative effect on student performance that we continue to use every year in our schools and districts?



Influences on Achievement

0.400.300.20

0.50

0.60

0.700.10

0 0.80

0.90

1.00

Zone of desired effects

Hattie (2009, 2012)

Rank Order the FollowingArea

1. Teacher subject matter knowledge

Rank Order

2. Teacher / student relationship

3. Professional development

4. Class size

There are many practices that have a significant effect on g

student performance.



Contributions from the Teacher

Area1. Goal setting2. Mastery learning

Effect Size

1. d = 0.562. d = 0.58

3. Questioning

4. Reciprocal teaching

5. Direct instruction

3. d = 0.434. d = 0.74

5. d = 0.59

Hattie (2009, 2012)

Contributions from the TeacherArea

1. Spaced practice2. Peer tutoring3. Study skills (outlines,

Effect Size

1. d = 0.712. d = 0.553. d = 0.593. Study skills (outlines,

notes, reviewing, mnemonics)

4. Self-verbalizing and questioning

3. d 0.59

4. d = 0.64

.Hattie (2009, 2012)

Which of the following matters most?

• Ability grouping• Teaching to learning style• Teaching to learning style• Whole language• Co-teaching or team teaching



The biggest effect on student learning occurs when

teachers become learners of their own teaching and whentheir own teaching, and when students become their own

teachers.

Hattie (2009)

What works best for students is similar to what works best for

teachers: • Attention to setting challenging

learning intentions• Clarity about what success means• Attention to learning strategies for

developing conceptual understanding

Hattie (2009)

If students are not doing enough thinking,

something is seriouslysomething is seriously wrong with the instruction.

Hattie, 2009



A Caution:The Question of Specificity

Providing feedback to teachers

regarding effective instruction necessitates articulating a broad array of strategiesbroad array of strategies

organized into a comprehensive framework.

Marzano, , R. J., (2009)

2. Teacher-Based Teams



What Do We Know About Teacher-Based Teams–

TBTs?

Largest Leadership Study to Date

• Nine states • 43 school

districts• 180 schools • Data from a total

of 8,391 teachers and 471 school administrators

Findings



Findings

• Collective leadership has a stronger influence on student learning than any individual source of leadership

• Higher-performing schools award greater influence to teacher teams

Leithwood and Seashore-Louis, 2012

Teacher Teams had Positive Effects On:

• Teacher knowledge and skills• Teacher motivation• Teacher work setting• Teacher work setting

All of which had positive effects on student achievement.

Leithwood and Seashore-Louis, 2012

When professional community focuses on the quality of student learning,

teachers adopt instructional practices to enhance student

learning.

Leithwood and Seashore Louis (2012)



Higher performing schools award greater influence than l f i h l tlower performing schools to

teacher teams.


A growing body of evidence suggests that when teachers

collaborate to pose and answer questions informed by data from q y

their own students, their knowledge grows and their

practice changes.

David (2008, 2009)

In a comprehensive five-year study of over 1,500 schools, they found

that when teachers formed professional learning

communities, achievement increased in math, reading,

science, and history and absentee and dropout rates decreased.

Darling-Hammond, L., et al. 2009



With teachers operating in grade-level teams that meet regularly, the school creates

structures for examining student progress, as well as for creatingprogress, as well as for creating a more coherent curriculum and allowing teachers to learn from

one another.

Darling-Hammond, L., 2010

Collaborative inquiry is among the most promising strategies for

strengthening teaching and learning.

The biggest risk, however, is not providing the necessary

leadership and support.

David, J. L. (2008, 2009)



“Time for collaboration by itself, even when administratively supported, was unlikely to

improve achievement unlessadditional conditions were in

place to structure its effectiveness.”

Saunders, W. M., et al. (2010)

Provided theright conditions, leadership,

and protocols, teachers will make use of collaborative time in ways

that improve achievement.

Saunders, W. M., et al. (2010)

Protocols that articulate specific inquiry functions are critical:

• Jointly and recursively identifying appropriate and worthwhile goals for student learning

• Finding or developing appropriate means to assess student progress towards the goals

• Bringing to the table the expertise of g g pcolleagues

• Planning, preparing, and delivering lessons• Using evidence from the classroom to evaluate

instruction• Reflecting on the process to determine

next stepsGallimore et al. (2009)



“With a balance of administrative support and pressure, teacher

groups are more likely to persist in addressing problems long

enough to make a causal gconnection between

instructional decisions and achievement gains.”

Gallimore et. al. (2009)

Positive outcomes are unlikely in the absence of building

leadership that supports and holds teacher teams accountable for sustaining the inquiry process g q y p

until they see tangible results.


Critical Components for Effective TBTs

Structures are Essential:– Regular times

Active facilitation– Active facilitation– Protocols– Leadership



Professional community appears to foster collective learning of new practices

provided there is principal leadership.


2 Leadership and Learning2. Leadership and Learning

Principal Leadership



When principals serve effectively as instructional

l d t d t hi tleaders, student achievement increases.

Leithwood and Seashore-Louis (2012)

Instructional Leadership includes Two Complementary Approaches

that are Both Necessary:

1. A focus on classroom practice2 Shared leadership (through2. Shared leadership (through

teacher teams – TBTs and BLT) to create a learning organization


Both of these factors were significant in terms of the

schools overall achievement.




A highly significant factor of whether or not professional

community exists in the school is strong leadership

by the principal.


Leadership Dimension Average Effect Size

4. Promoting and participating in teacher learning and development

0.84

Robinson et al. (2011)

The average impact of this leadership practice is 2X the

effect of any other other leadership practice!leadership practice!



Direct participation in the learning enables principals to

more fully understand the challenges, opportunities,

and conditions teachers need to be successful.

Robinson (2007, 2008, 2011)

3. Collaborative Inquiry and Learning (capacity building)

at all levels

“By using an inquiry-based team framework,

achievement scores rose from the worst

to the best in the district.”




One thing you should remember

Is the concept of collective capacity

Fullan, (2010)

And the one that ultimately counts is

collectivecollective, collaborative capacity.

Fullan, (2010).

Only collective action will be strong enough to change the

s stemsystem.

Fullan (2010)



Collaborative Inquiry and Learning

• Develop teams at each level of the system (Classroom, Building, and District levels)

• Share responsibility and accountability for progress (in actions and outcomes)

• Develop capacity by providing differentiated professional development

Inquiry and Learning

The BIG questions:• Are you making progress and

why?why?• If you are not making progress,

why?

The centerpiece of actionshould be based on

learning and instructionlearning and instruction.

Fullan (2011)



Strong shared and instructional leadership,

strong professional community, and strong y, g

instruction moderate the effects of concentrated poverty.


All of the successfulschool systems have come to

trust and respect teacherstrust and respect teachers.

Fullan (2010)

Improving practice can only be done by teachers, not to teachers.

Wurtzel (2007)



Leadership is a Balance of

Pressure

Support

Questions and Discussion

Brian McNulty, Ph.D.Brian McNulty, Ph.D.The Leadership and Learning Center

303.504.9312, Ext. [email protected]

leadandlearn.com



References

Darling-Hammond, L., and Richardson, N., (2009b). Teacher learning: What matters. Educational Leadership. 66 (5) 46-53. ASCD. Arlington VA.

Darling-Hammond, L., (2010). The flat world and education: how America's commitment to equity will determine our future. Teacher College Press. NY,NY David, J. L. (2008/2009). What the research says about…Collaborative inquiry. Educational Leadership, 66 (4) 87-88. ASCD. Alexandria, VA. Fullan, M., (2010). All systems go: the change imperative for whole system reform. Corwin. Thousand Oaks California

Gallimore, R. R., Ermeling, B.A, Saunders, W.M & Goldenberg, C. (2009) "Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-Based Inquiry Teams." The Elementary School Journal.Volume 109, Number 5. The University of Chicago. Pp.537-553. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge.

Leithwood, K. & Seashore Louis, K., (2012) Linking Leadership to Student Learning. Jossey-Bass. San Francisco CA,

Marzano, R. J., (2009). Setting the record straight on “high yield” strategies. Phi Delta Kappan. 91 (1), 30-37.

Robinson, V., M., J.(2007). School leadership and student outcomes: identifying what works and why. Australian Council of Educational Leadership (ACEL), Winmallee Australia. #41

Robinson, V. M.J., Lloyd, C. A., &. Rowe, K.J., (2008).The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types. Educational Administration Quarterly; 44;(5)pp 635-674.

Robinson, V., (2011) Student-centered leadership. San Francisco: Jossey-Bass.

Rosenshine, B., (2012)Principles of Instruction: Researched-based strategies that all teachers should know. American Educator. Vol. 36. No.1 Spring. Pp. 12-39



Saunders, W.M., Goldenberg, C.N., & Gallimore, P. (2009). Increasing achievement by focusing on grade-level teams: A prospective, quasi-experimental study of title I schools. American Educational Research Journal. 44 (4). Pp 10006- 1033.

Wurtzel, J. (2007). The professional, personified. Journal of Staff Development, 28 (4).



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