Module Two: Culture for LearningA Collaboration between

NCSA, NDE, and ESUs

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Culture for LearningoMission/VisionoSchool ClimateoExpectationsoRelationships

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Culture Defined . . . “The way we do things around here.”“The shared beliefs and values that closely knit a

community together.”“The web of significance in which we are all

suspended.”“A pattern of basic assumptions - invented, discovered,

or developed by a given group as it learns to cope with problems.”

“A complex web of traditions and rituals that have been built up over time as teachers, students, parent, and administrators work together and deal with crises and accomplishments.”

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Culture Research Base

o Lazotteo DuFouro Marzano

What really matters in your school?

What do people do on a day-to-day basis?

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Lezotte’s “Correlates” Relate to Culture

o Safe and orderly environmento Climate of high expectations for successo Instructional leadershipo Clear and focused missiono Opportunity to learn and time on tasko Frequent monitoring of student progresso Home-school relations

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Accreditation Standards for Quality Schools

have connections to culture!

o Vision and Purposeo Governance and Leadershipo Teaching and Learningo Documenting and Using Resultso Resources and Support Systemso Stakeholder Communications / Relationshipso Commitment to Continuous Improvement

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Marzano: Factors You Can Control

35 years of research concretely identify 11 district, teacher, and student factors that are the primary determinants of student achievement.

Marzano, What Works in Schools: Translating Research into Action, 2003

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Marzano’s influences on student learning relate to culture

LEADERSHIP

LEADERSHIP

LE

AD

ER

SH

IPL

EA

DE

RS

HIP

School

Classroom

Student

1. Guaranteed and Viable Curriculum

2. Challenging Goals and Effective Feedback

3. Parent and Community Involvement 4. Safe and Orderly Environment

5. Collegiality and Professionalism

6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design

9. Home Environment10. Learned Intelligence/Background Knowledge11. Motivation

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Marzano’s Research 2000

SCHOOL FACTORS

AVERAGEEFFECT SIZE

PERCENTILEGAIN

Parental Involvement

0.26 10

School Climate 0.22 8

Communication and Decision Making

0.10 4

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Culture for LearningoMission/VisionoSchool ClimateoExpectationsoRelationships

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Component Level I Level II Level III Level IV Rating/Evidence

Culture Rubric

Mission/Vision

The school does not possess a shared mission/vision.

The beliefs that inform practice are developed individually and vary among actors.

The school has drafted a mission/vision that is shared by some staff members.

The beliefs have been at least partially developed and have the potential to inform practice.

The school has drafted a mission/vision that is shared by a majority of staff members.

The beliefs have been developed and inform practice.

The school mission/vision is the cornerstone of the learning organization.

The beliefs inform practice on a regular basis as part of the school culture.

Rubric Level:Evidence:

School Climate

The school climate detracts from student learning. Systems have not been developed to promote a positive learning environment. Collaboration between actors is left to chance.

The school climate has the potential to improve student learning. Limited systems have been developed to promote a positive learning environment. Processes for staff collaboration have been addressed.

The school climate has a positive effect on student learning. Systems have been developed to promote and maintain a positive learning environment. Processes for staff or student collaboration are being implemented.

The school climate has a positive effect on student learning. Systems are routinely used to maintain a positive learning environment. Processes for staff and student collaboration are being implemented.

Rubric Level:Evidence:

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Component Level I Level II Level III Level IV Rating/Evidence

Culture Rubric

Expectations

Expectations for student learning are left to chance by individual actors. The expectation of high achievement for all students is not universally shared.

Expectations for student learning have been partially developed and accepted. The expectation of high achievement for all students is shared by some staff.

Expectations for student learning have been developed and are considered “non-negotiable.” The expectation of high achievement for all students is shared by most staff.

Non-negotiable goals for student learning are acted on by all staff members. The school maintains high expectations resulting in improved student learning.

Rubric Level:Evidence:

Relationships

Partnerships and collaboration are left to individual chance and vary between staff. Actors work in isolation.

Partnerships and collaboration are deliberately planned.Actors have begun to work collaboratively.

Partnerships and collaboration are fully developed. Actors work collaboratively in a professional spirit.

The school has developed a culture of collegiality, professionalism, and trust among most stakeholders.

Rubric Level:Evidence:

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Culture for Learning

oSchool climate oExpectationsoRelationships

MISSION / VISION

Missiono “A school mission is the long term-term goal

in mind against which we design (and forever) adjust schooling.”

o “A mission summarizes what we are in business to accomplish in learners.”

o “Without a commitment to mission, we really don’t have a school; we just have a home for freelance tutors of subjects.”

• Wiggins, G. & McTighe, J. (2007)

Mission Questionso What is the school’s reason for being?o What would successful graduates look like, be

like, be capable of doing with their learning?o What does mission imply and obligate us to?o What kind of schooling does mission demand?

• Wiggins, G. & McTighe, J. (2007)

Visiono “A vision is what we could see if our goals were

achieved. A vision in this sense is an essential component in turning an inherently abstract mission statement into concrete policy and practice. A vision is not a hopelessly idealistic dream of a world that will never be, but a picture of the world we seek to build – the equivalent of an architect’s blueprint…”

Wiggins, G. & McTighe, J. (2007)

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McREL District Leadership: the Five Responsibilities

o The goal setting process (.24)o Non-negotiable goals for achievement and

instruction. (.33)o Board alignment with and support of district

goals: (.29)o Monitoring the goals for achievement and

instruction. (.27)o Use of resources to support goals for

achievement and instruction. (.26)

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McREL: Defined Autonomy

The superintendent provides autonomy to principals to lead their schools, but expects alignment on district goals and use of resources for professional development.

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First/Second Generationo 1st Generation

Clearly articulated school mission shared by the staff and has a commitment to improvement of student learning

Lazotte

o 2nd GenerationDefines the mission

as Learning For All Lazotte

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An Effective Professional Learning Community . . . . . o DuFour says…. “what separates a learning

community from an ordinary school is its collective commitment to guiding principals…the entire school embraces the vision and it permeates to all staff members.”

A shared vision articulates a coherent picture of what the school will look like when the core beliefs have been put in practice.

Zmuda, 2004

(Are you doing what you say you

believe?)

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Component Level I Level II Level III Level IV Rating/Evidence

Mission/Vision

Mission/Vision

The school does not possess a shared mission/vision. The beliefs that inform practice are developed individually and vary among actors.

The school has drafted a mission/vision that is shared by some staff members. The beliefs have been at least partially developed and have the potential to inform practice.

The school has drafted a mission/vision that is shared by a majority of staff members. The beliefs have been developed and inform practice.

The school mission/vision is the cornerstone of the learning organization. The beliefs inform practice on a regular basis as part of the school culture.

Rubric Level:Evidence:

Where would you place your school on the Culture for Learning Rubric?

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Culture for Learningo Mission/Vision

o Expectationso Relationships

School Climate

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The extent to which a school creates an atmosphere that students perceive as orderly and supportive.

Marzano 2003

What is school climate?

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Why address school climate?o Most pervasive influence in the schoolo Feeling “connected” is motivational and is also

preventative for violence, substance abuse and depression

o Learning needs to be undistracted by• Unmet health needs• Substance use• Feeling isolated• Worry about bullying• Mismatch of teaching/learning

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Marzano on safe and orderly environment . . . . . o Students and teachers know and

understand expected behaviors. o Consequences are clear, fair, and

consistently applied. o Students are taught self-discipline

and to assume responsibility for the quality of the learning environment.

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SCHOOL CLIMATE: Safe and Orderly Environment1. Establish rules and procedures for behavioral problems that might be

caused by the schools physical characteristics or the school’s routines

2. Establish clear school-wide rules and procedures for general behavior

3. Establish and enforce appropriate consequences for violations of rules and procedures

4. Establish a program that teaches self-discipline and responsibility to students

5. Establish a system that allows for the early detection of students who have high potential for violence and extreme behaviors

Marzano, R.J. (2003) What works in schools: Translating research into action. Alexandria, VA. Association for Supervision and Curriculum Development.

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Collaboration:

A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual collective results.

DuFour, DuFour & Eaker

Professionals in any field . . . . .

oAct on the most current knowledge that defines their field.

oAre client-centered and adapt to meet the needs of the individuals whom they serve.

oAre results oriented.oUphold the standards of the profession in

their own practice and through peer review

(Wiggins and McTighe, 2006)

Private Practiceo Private practice: Individual actors working in

isolation. The replication of any success is unlikely

o Examples:• Individual determination of important

curriculum• Individual assessment/grading practices• Instructional practices left to individuals

Collaborative Practiceo Collaborative Practice: Staff working under

common beliefs and expectations about teaching and learning. The practices are continually open to discussion and review. The replication of success is likely.

o Examples:• Important curriculum is agreed upon and

enacted in all courses• Research based principles of instruction are

agreed upon and enacted by all staff

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Component Level I Level II Level III Level IV Rating/Evidence

School Climate

School Climate

The school climate detracts from student learning. Systems have not been developed to promote a positive learning environment. Collaboration between actors is left to chance.

The school climate has the potential to improve student learning. Limited systems have been developed to promote a positive learning environment. Processes for staff collaboration have been addressed.

The school climate has a positive effect on student learning. Systems have been developed to promote and maintain a positive learning environment. Processes for staff or student collaboration are being implemented.

The school climate has a positive effect on student learning. Systems are routinely used to maintain a positive learning environment. Processes for staff and student collaboration are being implemented.

Rubric Level:Evidence:

Where would you place your school on the Culture for Learning Rubric?

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Culture for Learningo Mission/Visiono School Climate

o Relationships

EXPECTATIONS

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National Study of School EvaluationTechnical guide to school and district factors impacting student learning (2007)

Ensure Desired ResultsMaintain high expectations for student achievement

Improve Teaching and LearningMaintain school-or-district-wide expectations for

student learningDeliver on these expectations through a curriculum that

is coherent and rigorous

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School District Leadership that Works

Waters and Marzano (2006)

o Non-negotiable goals for achievement and instruction is defined as ensuring that there are collaborative goal setting process results in non-negotiable goals in student achievement and classroom instruction.

o Non-negotiable is defined as requiring action by all staff members.

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Unprecedented Challengeo Never before have we been asked for all kids to

learn. The traditional American high school was set up to help select, sort and track students.

o There used to be decent jobs for high school drop outs and underachievers. This is no longer true in our economy, which makes the stakes higher for all of us.

o Law of Zero Correlation in regards to the H.S. diploma. No reward for having one, only a disadvantage for not having one.

An analysis of research conducted over a thirty-five year period demonstrates that schools

that are highly effective produce results that

almost entirely overcome the effects of student backgrounds.

Robert Marzano, What Works in Schools, 2003

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Doug Reeves on Closing the Achievement Gap

o “If you believe that adults make a difference in student achievement, you are right. If you believe that adults are helpless bystanders while demographic characteristics work their inexorable will on the academic lives of students, you are right.”

Douglas Reeves, The Learning Leader

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Component Level I Level II Level III Level IV Rating/Evidence

ExpectationsWhere would you place your school on the

Culture for Learning Rubric?

Expectations

Expectations for student learning are left to chance by individual actors. The expectation of high achievement for all students is not universally shared.

Expectations for student learning have been partially developed and accepted. The expectation of high achievement for all students is shared by some staff.

Expectations for student learning have been developed and are considered “non-negotiable.” The expectation of high achievement for all students is shared by most staff.

Non-negotiable goals for student learning are acted on by all staff members. The school maintains high expectations resulting in improved student learning.

Rubric Level:Evidence:

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Culture for Learningo Mission/Visiono School Climateo Expectations

RELATIONSHIPS

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Parental involvement – the extent to which parents are involved in and supportive of the culture and operating procedures of the school

o Parents are invited and genuinely encouraged to become involved in the school.

o Parents are involved as classroom aides, monitor school activities, and are used as expert resources in classrooms.

o Parents are included in school-level governance processes and decisions when appropriate.

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Lezotte on Relationships . . . . .

Home-School relations:o1st generation - parents have the

opportunity to help the school achieve the mission

o2nd generation - authentic partnership between school and home. They have the same goal - an effective school and home for all children.

Lezotte, 1991

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Component Level I Level II Level III Level IV Rating/Evidence

RelationshipsWhere would you place your school on the

Culture for Learning Rubric?

Relationships

Partnerships and collaboration are left to individual chance and vary between staff. Actors work in isolation.

Partnerships and collaboration are deliberately planned.Actors have begun to work collaboratively.

Partnerships and collaboration are fully developed. Actors work collaboratively in a professional spirit.

The school has developed a culture of collegiality, professionalism, and trust among most stakeholders.

Rubric Level:Evidence:

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Discussion and Wrap-Upo What are the implications for leadership?

o What are the implications for change?

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Thank You!o We hope that this session will be meaningful

for your schools and students.