High Performing Leadership for High Performing Schools

1
High Performing Leadership for High
Performing Schools
DOE Leadership Symposium

• Darrel Galera, Principal, Moanalua High School
• July 07, 2009

2
Desired Outcomes and Take AwaysParticipants
will be able to

• Understand how the concept of high performance
  relates to leadership in Hawaii schools and the
  Hawaii education system
• Understand three frameworks to guide education in
  Hawaii
• Rigor Relevance Framework, Leadership
  Framework, Efficiency Framework
• Understand what is Quadrant D, how it applies
  to high performing leadership to lead a high
  performing school in a high performing Hawaii
  education system
• Become aware of the efforts of Moanalua High
  School and the Moanalua Complex to become high
  performing
• Understand the sense of urgency for change

3
Leadership for High Performing Schools
DOE Leadership Symposium

• Darrel Galera, Principal, Moanalua High School
• July 07, 2009

4
Leadership for High Performing Schools
DOE Leadership Symposium

• Darrel Galera, Principal, Moanalua High School
• July 07, 2009

5
Agenda

• Introductions Desired Outcomes
• Beginning with the End in Mind
• Moanalua High School
• Activity
• Leadership
• Break
• Leadership
• Quadrant D Leadership

6
Agenda

• Introductions Desired Outcomes
• Reflection Sheet
• High Performance LeBron James video
• Learning Criteria HP Schools
• Three Essential How To Best Practices for HPS
• RRF, Leadership F, Efficiency F
• BREAK
• Moanalua High School implementation
• Liane (article, journal, video)
• Vangie
• Duwayne (handout, PPT)
• BREAK
• High Performing Leadership for Hawaii DOE
• Quadrant D Leadership Video
• Take aways

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Moanalua High School
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HIGH PERFORMINGCOMPLEX
Relationships, Relevance, Rigor
9
Session III Table Talk Topic
10
OUR VISION
11
OUR VISION
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MOANALUA COMPLEX SCHOOLS

• Salt Lake Elementary Principal Duwayne Abe
• Moanalua Elementary Principal Denise Arai
• Shafter Elementary Principal Robin Martin
• Red Hill Elementary Principal Mona Smoot
• Moanalua Middle Principal Lisa Nagamine
• Moanalua High Principal Darrel Galera

13
Moanalua Complex Redesign
Team

• To communicate the sense of urgency for why
  schools need to change for the 21st Century
• To communicate our vision that the goal for each
  school is to become a high performing school
  (test scores is only one part of our mission.)
• To develop and implement a plan to become a high
  performing complex of schools

14
The Moanalua Complex is a learning community
where everyone works in partnership to achieve
excellence.
MOANALUA COMPLEX VISION
15
Students in the Moanalua Complex
will-demonstrate proficiency and integrity in
academics-think critically, creatively, and
ethically-problem solve and make responsible
decisions-use effective intra-personal and
inter-personal skills-contribute positively to
our global society.
MOANALUA COMPLEX MISSION
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What Are Characteristics of A High Performing
School ?

• Evidence that there is a high level of Student
  Engagement
• Evidence of Basic Academic Learning
• Evidence that Students are being stretched
  beyond basics - Stretch Learning
• Evidence that students have developed personal
  skills for life (GLOs)

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What Are Characteristics of A High Performing
School ?
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WHAT IS HIGH PERFORMANCE?
Relationships, Relevance, Rigor
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An example of Quadrant D Leadership
High Performing
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MOANALUA HIGH SCHOOL
Relationships, Relevance, Rigor
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Using the Learning Criteria to Communicate to all
Stakeholders Dont start with test scores.
Relationships, Relevance, Rigor
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MOANALUA HIGH SCHOOL

• What is unique about the Moanalua school
  community?
• Large high school of 2025 students
• 20-25 military families
• 25 of students attend on geographic exceptions

23
Data on Student Engagement 2008
Student Survey
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Data on Student Engagement 2007 MoHS Student
Survey

• 2007 73 of students responded that
  Yes, my classes provide for a personalized
  learning environment where my learning needs are
  considered important.
• 2007 - 84 of students responded
  Yes, I have one or more adult advocates in
  school

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Data on Student Engagement 2008 Student
Survey on Relationships
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Data on Student Engagement 2008 Student
Survey on New MidTerm Reports
27
Data on Student Engagement 2008 Student
Survey on New Schoolwide Grading Policy
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Data on Student Engagement 2008 Student
Survey on Classroom Grading Policies
29
Data on Student Engagement 2008 Student
Survey on Classroom Grading Policies Fair?
30
Data on Student Engagement 2008
Student Survey on Changing Bell Schedule
31
Data on Personal Skill Development Students
Attend School

• MoHS attendance rate gt 95 average daily
  attendance in 2008

32
Data on Personal Skill Development 2008
Student Survey on Citizenship Grades
33
Data on Stretch Learning 2008 Student
Survey on Rigor
34
Data on Stretch Learning 2008 Student
Survey on Relevance
35
Data on Stretch Learning A.P. Testing
and BOE Recognition Diplomas in 2007

• In 2007, 47 of A.P. Tests Taken By MoHS Students
  scored a 3, 4 or 5
• In 2007, a total of 206 A.P. Tests administered
  at MoHS
• In 2007, there were 18 valedictorians and 198
  graduates earned the prestigious BOE Recognition
  Diploma (43), and 111 were Honor Grads GPA
  of 3.4 or higher

36
Data on Stretch Learning A.P. Testing
and BOE Recognition Diplomas in 2008

• In 2008, 49 of A.P. Tests Taken By MoHS Students
  scored a 3, 4 or 5
• In 2008, a total of 194 A.P. Tests administered
  at MoHS
• In 2008, there were 14 valedictorians and 178
  graduates earned the prestigious BOE Recognition
  Diploma (40), and 111 were Honor Grads GPA
  of 3.4 or higher

37
Data on Foundation Learning MoHS
HSA Reading Proficiency vs NCLB Required
Benchmarks
38
Data on Foundation Learning MoHS HSA
Math Proficiency vs NCLB Required Benchmarks
39
Data on Foundation Learning Science First Year
Results

• H.S.A. Science Test to Grade 11
• MoHS Proficiency 37
• District Proficiency 32
• State Proficiency 26
• Strands
• Scientific Process 21
• Physical Sci 23
• Life Environ 24
• Earth and Space Sci 17

40
Data on Foundation Learning Science First Year
Results

• MoHS Proficiency 37
• Subgroups
• Male 39
• Hispanic - 39
• Asian - 38
• Female - 37
• White 36
• African American 32
• Econ Disadv 22
• SPED 11
• ESLL 0

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PROFESSIONALDEVELOPMENT
Relationships, Relevance, Rigor
42
PROFESSIONAL DEVELOPMENT for
relationships, relevance, and rigor
http//www.mohs.k12.hi.us
43
Professional Development at Moanalua High

• Moanalua High School Professional Learning
  Community
• Started in 2001
• A focus on professional development and
  professional learning has been sustained for
  eight years
• In 2003, it was recognized as a model for all
  schools by the WASC Accreditation Visiting
  Committee
• In 2004, the Moanalua High Professional
  Development Team received the Team of the Year
  Award by the Hawaii DOE
• In 2009, the program was featured in the National
  Staff Development Councils The Learning
  Principal

44
Professional Development at Moanalua High

• Key Components Sustained Over Eight Years
• Personal Learning Plans (PLPs) for teachers
• Use of data supports the PD needs of teachers
• Teacher leaders are empowered to lead
  facilitate the process
• Collaboration through PD teams, PD inquiry
  groups, or departments
• Reflection on best practice and student learning
  results are demonstrated through culminating
  teacher products
• Conference presentations at an annual PD
  conference
• Digital portfolios
• Professional journal articles

45
Professional Learning Culminating Products by
Teachers
149 Journal Articles by 206 authors 124 Digital
Gallery Presentations by 290 authors 292
Conference Presentations by 472 presenters
46
Dr. Richard Jones, International Center for
Leadership in Education
47
Professional Development at Moanalua High

• For Relationships, Relevance, and Rigor
• Tribes training used to promote relationships
• PD Conference Keynote on the Rigor and Relevance
  Framework by Dick Jones in April 2008
• Team of thirteen teachers attended the 2008 Model
  Schools Conference
• Professional Development Day with Dick Jones on
  Rigor and Relevance Framework in July 2008
• Professional Development Day with Ray McNulty in
  February 2009
• PD Journal focused on Learning Criteria in 2008
  and 2009

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The Vision We Believe

• A Teacher in Every Classroom Who
• Models learning for his / her students
• Is reflective of his / her practices
• Is continually learning
• Is able to articulate, demonstrate, and document
  his / her professional growth

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COMMON COURSE ASSESSMENTS

• TEXT

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CAREER AND ACADEMIC PLAN(CAP)
Relationships, Relevance, Rigor
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ICLE FRAMEWORK TOOLS
Relationships, Relevance, Rigor
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RIGOR RELEVANCE FRAMEWORK (w/ Relationships)
Framework Tool 1
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LEADERSHIP FOR HAWAII EDUCATION IN THE 21st
CENTURY

• Higher Level Thinking
• Real World Application
  

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(No Transcript)
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LEADERSHIP FRAMEWORK
Framework Tool 2
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LEADERSHIP FOR HAWAII EDUCATION IN THE 21st
CENTURY

• Vision Empowerment
  

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Vision and Action

• Vision without action is merely a dream
• Action without vision just passes time
• Vision with action can change the world.
  
  
  Joel Barker

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Empowerment Michael Fullan

• Ultimately, your leadership in a culture of
  change will be judged as effective or ineffective
  not by who you are as a leader
  but by what leadership
  you produce in others.
  Michael Fullan

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Leadership Framework
Coherent Vision
6
C D A B
5
4
3
2
1 2 3 4 5
1
Empowering Others
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Leadership Framework
Coherent Vision
6
C D A B
5
4
3
2
1 2 3 4 5
1
Empowering Others
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EFFICIENCY EFFECTIVENESS FRAMEWORK
Framework Tool 3
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LEADERSHIP FOR HAWAII EDUCATION IN THE 21st
CENTURY

• LOW COST
• HIGH STUDENT PERFORMANCE
  

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Efficient and Effective Framework
Low Cost
High Cost
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Efficient and Effective Framework
High Student Performance
Ef fec t iveness
Low Cost
High Cost
Low Student Performance
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Efficient and Effective Framework
High Student Performance
Ef fec t iveness
C D A B
Low Cost
High Cost
Low Student Performance
66
Efficiency and Effectiveness Framework
High Student Performance
High Cost High Performance
Low Cost High Performance
C D A B
High Cost
Low Cost
Low Cost Low Performance
High Cost Low Performance
Low Student Performance
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Efficiency and Effectiveness Framework
High Student Performance
High Cost High Performance
Low Cost High Performance
C D A B
High Cost
Low Cost
Low Cost Low Performance
High Cost Low Performance
Low Student Performance
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ENVISIONING A HIGH PERFORMINGSYSTEMFOR HIGH
PERFORMING HAWAII SCHOOLS
Relationships, Relevance, Rigor
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School Quality Survey (SQS)vsWe Teach, We Learn
Relationships, Relevance, Rigor
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Qualitative Data Comparison for Hawaii

• SQS
• Based on Images of Success (1998)
• 60 Items
• Grades 9, 11
• Paper
• No process for analysis and use

• We Teach, We Learn
• Based on Learning Criteria
• 50 Items
• Grades 9-12
• Online
• Clear process for analysis and use

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Use the ICLE Leadership Framework Tools to assess
system needs and changes. What are changes in
our system that can support (1) rigor and
relevance, (2) efficiency and effectiveness, and
(3) future orientation and empowerment? How can
the system support school leaders to get to
Quadrant D?
A High Performing Education System
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CONSIDERATIONS, POSSIBILITIES, RECOMMENDATIONS
FOR HIGH PERFORMANCE

• FOR HIGH PERFORMANCE LOW COST
• Update the SQS or replace with We Teach, We
  Learn
• Develop a K-12 plan for complexes to promote use
  of cell phones and electronic devices for
  instructional uses in classrooms beginning with
  elementary
• BEING FUTURE ORIENTED EMPOWERING OTHERS
• Incorporate the Rigor and Relevance Framework,
  Learning Criteria, Quadrant D Leadership, and
  Efficiency Framework into school administrator
  training programs
• Incorporate the Rigor and Relevance Framework,
  Learning Criteria, Quadrant D Leadership, and
  Efficiency Framework into teacher PD programs
• align WASC Accreditation criteria for Hawaii
  with the Learning Criteria
• empower complex area superintendents
• CRITICAL THINKING REAL WORLD APPLICATION
• Develop K-12 plan to measure the General Learner
  Outcomes through implementation of the senior
  project or other similar student performance

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A SENSE OF URGENCY FOR HAWAII EDUCATION

• We are not prepared for their future we are
  prepared for our past
• 2009 and the immediate crisis presents a golden
  opportunity for meaningful reform and change
• Our best answer our most cost effective
  resource our most untapped potential solution
  is LEADERSHIP. High performing schools have
  high performing leaders high performing leaders
  lead high performing schools.

74
A COHERENT VISION or A LOST OPPORTUNITY ?

• In June 2008, a true grass roots movement -
  over 800 educators from Hawaii attended the
  Model Schools Conference in Orlando, Florida.
  The opportunity still exists to capitalize on
  that commitment of resources so as to transform
  Hawaii education to meet our students needs in
  this 21st century.

75
BRACE FOR IMPACT

• We know that we are in the midst of a crisis
  that needs high performance
• As we prepare for the impact we must force
  ourselves to use our training
• We must force calm on the situation
• We must have the confidence, courage, and
  commitment to perform at the highest level and
  say I know I can do it and envision a
  smooth landing for student learning in Hawaii
  schools.

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Take Aways From Session

• ICLE Framework Tools use for analysis and
  decision making
• High performing complex we must go beyond K-12
  articulation and go to K-12 redesign
• Using the Learning Criteria to present data and
  communicate to the public
• Professional Development for Relationships,
  Relevance, and Rigor
• Embedding rigor and relevance and relationships
  in advisory for all
• Suggestions for data and technology issues
• Addressing the sense of urgency with a personal
  and professional commitment to high performance
  leadership

77
THANK YOU!

• Mahalo!
• Powerpoint available at
• http//www.mohs.k12.hi.us
• Email darrel_galera_at_notes.k12.hi.us

78
Leadership for High Performing Schools
DOE Leadership Symposium

• Darrel Galera, Principal, Moanalua High School
• July 07, 2009