the enduring fundamentals of effective schools: the correlates

Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041

NOTES

1

Enduring Fundamentalsof Effective Schools:

The CorrelatesPresented by

Lawrence W. Lezotte, Ph.D.National Education Consultant

EFFECTIVESCHOOLS

Your school isperfectly aligned to

get the resultsyou are currently

getting.2

Schools werenever designed,

or even intended,to successfully teach

all students ahigh standards

curriculum.3


NOTES

Navigating thePerfect Storm

1. Higher Standards

2. Higher Percentage ofChallenging Students

3. Fewer Resources4

Assumption

You and your colleaguesare already doing

the best they know to dogiven the context in which

they find themselves.5

The Leadership (Change) Challenge

Take a “followership” to aplace they have never beenand are not sure they wantto go.

6


NOTES

7

The Three Levers of Power:

1. Sticks

2. Carrots

3. Hugs

Different Perspectiveson School Improvement

1. People Change

2. Systems Change

3. Planned Change8

Effective SchoolsResearch and Practice

9

WANTED…A Proven System for Action


NOTES

Creating aCommon Language

Effective Schools10

Getting Ready forContinuous Improvement

11

Definition of anEFFECTIVE School:

A school that can, in outcometerms, reflective of its “learningfor all” mission, demonstratethe presence of equity inquality.

12

Definition of anIMPROVING School:

A school that can, in outcometerms, reflective of its “learningfor all” mission, demonstratethe increasing presence ofequity in quality.


NOTESPolicy Pillars for PublicEducation in America

QUALITY

EQUITY

13

Policy Pillars for PublicEducation in America

QUALITY

EQUITY

Level

Of

Achievement

Distribution

Of

Achievement

14

Searching forEffective Schools

Outliers on the High Side

Common Characteristics

15


NOTES

The Correlate of anEffective School

An inter-connectedarray of systems thatcombine to advance themission of the school.

16

17

TrailingIndicators

LeadingIndicators

High Expectationsfor Success

In the effective school there is aclimate of expectation in which thestaff believe and demonstrate that

all students can attain mastery of theessential school skills, and the staff

also believe that they have thecapability to help all students

achieve that mastery.18


NOTES

19

HighStandards

HighExpectations

Mindset*

Fixed Intelligence

Developing Intelligence

*Dweck, CarolMindset: The New Psychology of Success(2006).

20

Intelligence andHow to Get It*

Fluid Intelligence

Crystallized Intelligence

*Nisbett, Richard E.Intelligence and How to Get It: Why Schoolsand Cultures Count (2009).

21


NOTES

22

Expectations=

UnwarrantedOptimism

Strong InstructionalLeadership

In the effective school the principalacts as an instructional leader and

effectively and persistentlycommunicates that mission to the staff,

parents, and students. The principalunderstands and applies the

characteristics of instructionaleffectiveness in the management of

the instructional program.23

“Leadership is second onlyto classroom instructionamong all school-related

factors that contribute to whatstudents learn at school.”

Wahlstrom, Kyla L., et al.Investigating the Links to Improved StudentLearning: Executive Summary of ResearchFindings. (2010)

24


NOTES

25

Authorityis delegated from

Above

Leadership is delegated from

Below

26

TrustworthyCompetentForward LookingEnthusiasm

27

PrincipalLeader of Followers

PrincipalLeader of Leaders

(Engagement Paradigm)


NOTES

Clear and FocusedMission

In the effective school there is a clearlyarticulated school mission through whichthe staff shares an understanding of andcommitment to the instructional goals,priorities, assessment procedures, and

accountability. Staff accept responsibilityfor students’ learning of the school’s

essential curricular goals.28

People andOrganizations are

Always Moving in theDirection of Their

Dominate Thought

29

30

MISSION

NOT a description of

Current Reality

IS a description of a

Preferred Future


NOTES

Learning for ALL

Whatever It Takes!

NEW MISSION

31

Opportunity toLearn/Time on Task

In the effective school teachers allocate asignificant amount of classroom time toinstruction in the essential skills. For a

high percentage of this time students areengaged in whole class or large group,

teacher-directed, planned learningactivities.

32

33

Big Issue:

School ReadinessPrerequisite Knowledge

Learning Gaps areFirst Opportunity Gaps


NOTES

34

Big Problem:

Agrarian Calendar

Age-based Placement

35

Big Opportunity:

Disruptive Technology

Increased StudentEngagement

36

Big Idea:

Assure Alignment Between• Intended Curriculum• Taught Curriculum• Tested Curriculum


NOTES

Frequent Monitoring ofPupil Progress

In the effective school student academicprogress is measured frequently through

a variety of assessment procedures.The results of these assessments are used

to improve individual studentperformance and also to improve the

instructional program.

37

38

Monitoring

Summative

Formative

3939

Big Idea:

FeedbackTimelyExplicit


NOTES

40

Bookends of anEffective System

1. Clear & Focused Mission

2. Frequent Monitoring andReporting Progress on theMission

Safe and OrderlyEnvironment

In the effective school there is an orderly,purposeful, businesslike atmosphere

which is free from the threat ofphysical harm. The school climate isnot oppressive and is conducive to

teaching and learning.

41

42

1. On Duty All the Time,Everywhere

Prerequisites

2. Behave with ConsistencyEnforcing the Rules


NOTES

43

Violence in SchoolsAmong K-12 teachers, percentage who say this occurred in schoolsetting in the last school year (2008-09):

Fights

Verbalconfrontations

Student with weapon at school

Staff abusedby student

None of the above

76%

65%

36%

28%

16%

Source: Zogby for Crisis Prevention Institute survey of K-12 general-education teachers, Sept. 26-Oct. 5, 2009.

Positive Home/SchoolRelations

In the effective school parents understandand support the school’s basic missionand are given the opportunity to play

an important role in helping the schoolto achieve this mission.

44

45

Question:

“Can we get bad social serviceeven though we are all goodpeople?”

Ron Edmonds


NOTES

The following screen is adapted from:

What Works in Schools:Translating Research into

Action

by Robert J. MarzanoASCD (2003).

46

School-level Factors (Ranked)

1. Opportunity to Learn2. Time3. Monitoring4. Pressure to Achieve5. Parental Involvement6. School Climate7. Leadership8. Cooperation

47

Learning for ALL

Whatever It Takes!

NEW MISSION

48


NOTES

A System

49

A network of interdependentcomponents that work togetherto accomplish the aim of thesystem.

A System Must

1. Have a clear aim.

2. Be managed.

3. Have a pervasive senseof mission.

50

Senge’s Double-LoopLearning Model

51

LowerLoop

Mission,Core Beliefs,

& Core Values

Tactics,Strategies,

& Behaviors

HigherLoop


NOTES

OrganizationalCulture andLeadership

byEdgar H. Schein

Jossey-Bass(2004)

Levels of Culture

Artifacts:Visible organizational

structures and processes(hard to decipher)

Espoused Values:Strategies, goals, philosophies

(espoused justifications)

Basic Underlying Assumptions:Unconscious, taken-for-granted beliefs,

perceptions, thoughts, and feelings(ultimate source of values and action)

52

Root CauseAnalysis

The 5 “WHY’s”53

80/20 Rule

54


NOTES

“Hot Spotting”

A Precise ProblemFinding Strategy

55

56

Common Characteristics ofEffective Change Models

Created by Passion

Guided by Leadership

Driven by Data

Supported by Staff Development

Getting Ready forContinuous Improvement:

57

1. Common Language2. Empowered

Leadership Group3. Time


NOTESThe 5 T’s of School Improvement

Theories

Teams

Time

Technology

• Effective Schools• Systems Thinking• Continuous Improvement

• Data Gathering• Data Analysis• Data Display

ConstantlyImprovingStudent

Achievement• Team Time• Staff Development• Study Groups

• Real Time Data• Just-In-Time Information• Research/Proven Practices

58

Tools

• Empowerment• Consensus Building• Problem Solving

ReflectEstablish theProcess:inclusive & collaborative

Clarify Mission,Core Values,Core Beliefs

Identify EssentialStudent Learnings

Do

Study Plan

59

Getting Ready forContinuous Improvement:

60

to

ChangesStudentLearning

Environmentin

SomeWay

Dollars

Increased Student

Performance

Inputs

TranactionsChange Chain

Outputs

Increased Student Learning

Increased Student

Motivation

Time

Talent

Things

Structure

Culture

ChangesExperiences

ofStudent

Convert Dollars

Other Specify

Transaction Change Chain


NOTES

LinkingChange Strategies

toStudent Achievement

61

What would you buy

to increasestudent

achievement?

Suppose someonegave you an increase in

funds.Change Structure

Change Time

Change Talent

Change Materials

Change Culture

62

Change Structure

Change Time

Change Talent

Change Materials

Change Culture

How will that translate to:

Placing Students at Appropriate Level of Difficulty

Increasing Instructional Time for Learning

IncreasingStudent Engagement

Assuring Instructional Alignment

Adding Guided Practice withImmediate Feedback

63


NOTES

Change Structure

Change Time

Change Talent

Change Materials

Change Culture

How willthat then

translate to:Placing Students at Appropriate Level

of Difficulty

Increasing Instructional Time for Learning

IncreasingStudent Engagement

Assuring Instructional Alignment

Adding Guided Practice With Immediate

Feedback

IncreasedMotivation

+IncreasedLearning

to equal

Increased StudentPerformance

64

Literacy Coach Teacher Student

Increased Motivation + Increased Learning=

Increased Student Performance 65

No Plan SurvivesContact with the

Enemy

Commander’s Intent?66


NOTES

No School ImprovementPlan Survives Contactwith the Stakeholders

Leader’s Intent?67

68

Critical Issues inSustainable School Improvement

Training & TechnicalAssistance

Models of Success

Networks of Support

Use the PlanShare the Story

Prepare to Adjust

69

the enduring fundamentals of effective schools: the correlates

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