Reflective to Resilient to Remarkable Teaching PAGE

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Reflective to Resilient to Remarkable Teaching
PAGE

• Presented by
• Mike White
• The Leadership Learning Center
• white_ecs_at_fuse.net

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Administrative Notes

• Handouts
• Schedule
• Share your questions, road blocks and success
  stories with the group
• Continuing dialog

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First Some Good News

• After more than a decade of fairly flat
  achievement and stagnant or growing gaps, we
  appear to be turning the corner.

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NAEP Reading, 9 Year-OldsRecord Performance for
All Groups
Note Long-Term Trends NAEP
Source National Center for Education Statistics,
NAEP 2007 Trends in Academic Progress
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African American-White Gap Narrows to Smallest
Size in HistoryNAEP Reading, 9 Year-Olds
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35
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Note Long-Term Trends NAEP
Source National Center for Education Statistics,
NAEP 2007 Trends in Academic Progress
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Latino-White Gap Narrows to Smallest Size in
HistoryNAEP Reading, 9 Year-Olds
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28
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Note Long-Term Trends NAEP
Source National Center for Education Statistics,
NAEP 2007 Trends in Academic Progress
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Bad News

• At end of Middle School, gaps between groups are
  the same today as they were in 1990
• At the end of High School, gaps are larger today
  than they have ever been

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African American and Latino 17 Year-Olds Read at
Same Levels As White 13 Year-Olds
Note Long-Term Trends NAEP
Source National Center for Education
Statistics, NAEP 2004 Trends in Academic Progress
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African American and Latino 17 Year-Olds Do Math
at Same Levels As White 13 Year-Olds
Note Long-Term Trends NAEP
Source National Center for Education
Statistics, NAEP 2004 Trends in Academic Progress
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And these are the African American Latino
students who remain in high school.

• What do the Dropout numbers look like?

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Best available estimates of national four-year
graduation rates Class of 2006
Source Ed Trust analysis of enrollment data
from the National Center for Education
Statistics, Common Core of Data using the
Averaged Freshman Graduation Rate
(AFGR) methodology. For more information on the
AFGR methodology, see National Center for
Education Statistics, Users Guide to
Computing High School Graduation Rates, Volume 2,
August 2006.
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Of Every 100 Students in 9th Grade

• 90 will make it to 10th grade
• 81 will make it to 11th grade
• 76 will make it to 12th grade
• 70 will graduate on-time
• 33 will graduate from college

Source Ed Week, EPE Research Center, Diploma
Counts 2007, uses the Cumulative Promotion Index
(CPI).
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This means that of the approximately 4 million
students who entered 9th grade this year, 1.2
million will not graduate by 2011-12
Source Ed Trust analysis of enrollment data
from the National Center for Education
Statistics, Common Core of Data using the
Averaged Freshman Graduation Rate (AFGR)
methodology. For more information on the AFGR
methodology, see National Center for Education
Statistics, Users Guide to Computing High School
Graduation Rates, Volume 2, August 2006.
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The Governments Response to Achievement Gaps
NCLB

• There must be a moment when a parent can say, I
  have had enough of this school. If a school can
  not perform or catch up, parents should have
  options.
• A Better Public School
• A Tutor
• A Charter School

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The Public Response to Achievement Gaps Leave

• Charter Schools (Ohio, Arizona,
• Washington DC Kansas City)
• Home Schools
• Not Passing Levies

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Our Responses to Achievement Gaps
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We Often Spend Less
Source The Education Trust, The Funding Gap
2005. Data are for 2003
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We Often Spend Less
Source The Education Trust, The Funding Gap
2005. Data are for 2003
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We Often Spend Less

• In eight states Illinois, Kansas, Montana,
  Nebraska, New Hampshire, New York and Wyoming
  high-minority districts received at least 1,000
  less (unadjusted) per student than districts with
  lower percentages of minority students.

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Poor and Minority Students Get More
Inexperienced Teachers
High poverty Low poverty
High minority Low minority
Teachers with 3 or fewer years of experience.
Source National Center for Education Statistics,
Monitoring Quality An Indicators Report,
December 2000.
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Students Who Start 2nd Grade at About the Same
Level of Math Achievement
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
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Finish 5th Grade Math at Dramatically Different
Levels Depending on the Quality of Their Teachers
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
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Teacher Quality

• Teachers sometimes feel that they deserve a
  certain schedule and to teach certain groups of
  kids. The research leads us to something very
  contrary to that that the most skillful
  teachers need to be with the most reluctant
  learners. And we need to begin to do this. And
  this is not for the faint of heart!

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Results are devastating.

• Kids who come in a little behind, leave a lot
  behind.

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Identify Specific Strategies to Meet Goals ----
What Can We Do?Sure Bets

• You already Know what to do. Close your
  Knowing-Doing Gap

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The biggest difference between the most and least
effective classroom, school or district is what
they do rather than what they know
Wiliam, D., (2007) Ahead of the Curve, Solution
Tree
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Getting To Know The Players

• Your Colleagues
• Your Parents
• Your Students

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Whos Who in Your Building?

• Steph Uneedtono is the person who loves the
  students, the school and helping everyone in it.
  Her compassion, civility and genuineness can make
  her the hub of the building. She may not have an
  advanced degree or be at the top of the pay
  scale. She probably is not an administrator and
  may not even be a teacher.

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Ken Tankerous

• Ken can be toxic. Although he may have some
  solid teaching and classroom management skills,
  he likes to speak first, speak loudly and speak
  long. He is often disrespectful and behaves as
  though everyones primary concern should be to
  make his life easier.
• He usually starts sentences with the phrase,
  kids now-a-days, or if were going to prepare
  them for the real world. Ken will sacrifice
  relationships for rigor. He will set the bar
  high, but will fail to support students in
  reaching that bar. He believes in the normal
  curve and designs his instruction to achieve that
  curve. Ken expects all students to know how to
  behave in his class because they should know
  that by now.

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Kay Serra

• Kay is child-centered and caring.  Her room
  smells like cookies and some days youll swear
  you see a rainbow in it.  There is laughter and
  smiling faces and hugs for everyone. 
• Kays philosophy is about building relationships
  with students and families.  She is often
  requested by parents and has a reputation of
  loving the hardest to love students.  Admirable
  qualities to be sure! 
• The problem with Kay Serra is that she doesnt
  have a sense of urgency for teaching the
  standards.  Kay will not complete her morning
  meeting time until every student has had the
  opportunity to share their weekend success on the
  soccer/baseball/football field.  She will
  personally mediate every playground scuffle
  through to the sincere apology

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Be on the Lookout for Iras

• Ira Flect is a remarkable teacher who humbly
  approaches each day with urgency and passion. He
  divides material into small chunks, divides the
  students into small groups, checks for learning,
  and makes adjustments. Ira doesnt always have
  all students at the proficient level, but Ira has
  a nose for finding those who arent and making
  mid-unit corrections.
• He celebrates his successes, big and small,
  analyzes his failures and reflects on the lessons
  he learned. His lesson plans arent laminated
  because hes always refining them.
• Ira comes in early and works in the classroom
  rather than gossiping in the copy room. Ira is
  the one who will discuss student achievement at
  the grade level meeting instead of the Christmas
  party. Ira is the one from whom you learn
  something every time you meet. He might be a
  30-year veteran or a 3rd year rookie. Here

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Parents

• At times teachers, administrators, board members
  and support staff lose sight of who really owns
  the schools. First, and always, we must
  acknowledge that parents are our customers, our
  stockholders. They pay our salaries, are our
  ultimate evaluators, and can be our greatest
  partners or roadblocks in the day-to-day business
  of teaching their children.
• Over the last few years, too many educators, have
  hung a Testing - do not disturb sign on the
  schools front door and chased parents from their
  buildings.
• This is ironic since parents and educators want
  the same thing maximum student achievement.

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Your Students

• Whats your first order of business? Put aside
  teaching standard 4.01 for a moment. Instead,
  concentrate on getting to know your students,
  students getting to know each other and students
  getting to know themselves. The time spent
  collecting this data will pay big dividends
  throughout the year.
• The more you know about your students background
  knowledge, interests, culture and learning styles
  the better your relationship, classroom
  management and instruction will be.

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Robert Marzano in The Art and Science of Teaching
says..

• the quality of relationships teachers have with
  students is the keystone of effective management
  and perhaps even the entirety of teaching

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Shift to Activities That Engage Students

• the most immediate and pressing issue for
  students and teachers is not low achievement but
  student disengagement Alfie Kohn in The Schools
  Our Children Deserve

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Emotional EngagementThe reason I work hard is
because my teacher demands it
Ferguson, R., (2001) Harvard University
Minority Student Achievement Network
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Reason I work hard is because my teacher
encourages me
Ferguson, R., (2001) Harvard University
Minority Student Achievement Network
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The Culture of Achievement
The popularity of white students increases as
their grades increase. For black and Hispanic
students, there is a drop off in popularity for
those with higher GPAs.
Black/Hispanic Popularity
White Popularity
Note A grade of 1.0D 4.0A
Source Fryer, R. G. (Winter 2006). Education
Next. Calculations from National Longitudinal
Study of Adolescent Health data
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1. Shift Expectations

• The Powerful 23/49 Statistic
• Principal Effectiveness 23
• Teaching Qualification and Practice 49
  
• Economics, Ethnicity, Language 24
• People are The Critical Variables
• Truth in Bumper Stickers!

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What HS Dropouts Can Teach Us
Civic Enterprises-Gates Foundation 2006
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Equitable Design in Instruction and Assessment

• Tic-Tac-Toe as a design tool

Design a game that
Write a report that
Design a poster that
Develop a movie script that
Make a timeline that
Draw a picture that
Write a different ending to
Develop a song lyric that
Develop a concept map that
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• The Leadership and Learning Center
• [phone]
• www.LeadandLearn.com