Professor Colleen A' Capper Educational Leadership and Policy Analysis University of WisconsinMadiso - PowerPoint PPT Presentation

1 / 49
About This Presentation
Title:

Professor Colleen A' Capper Educational Leadership and Policy Analysis University of WisconsinMadiso

Description:

Establish school safety. Focus on curriculum and assessments. Develop teacher ... 'Meeting the Needs of Students of All Abilities: How to Lead Beyond inclusion' ... – PowerPoint PPT presentation

Number of Views:73
Avg rating:3.0/5.0

less

Transcript and Presenter's Notes

Title: Professor Colleen A' Capper Educational Leadership and Policy Analysis University of WisconsinMadiso


1
Professor Colleen A. CapperEducational
Leadership and Policy Analysis University of
Wisconsin-Madisoncapper_at_education.wisc.edu
  • Vision into RealityInclusive, Collaborative, and
    Culturally Responsive Schools

2
Leading for Integrated, Socially Just Schools and
Districts
3
Session Outcomes
  • Identify characteristics of integrated, socially
    just schools and districts
  • Understand that integrated, socially just
    practices apply across ability, language,
    race/ethnicity, income, and sexual orientation
  • Understand why and how to move beyond separate
    programs and special interventions to change the
    core functioning of the school/district

4
Workshop FrameworkIntegrated, Socially Just
Schools
  • Focus on Equity
  • Structure Integrated Environments
  • High Quality Teaching/Learning Teacher Capacity
  • Early Intervention
  • Instructional Design
  • Differentiated Instruction/Collaborative Teams
  • Culturally Responsive Practices and Assessments
  • Leverage Policy and Funding

5
Literature
  • Few empirical studies of schools that have
    significantly raised achievement across student
    differences
  • Including students labeled with disabilities and
    students for whom English is not their home
    language not a criterion
  • Where students learn matters (Sapon-Shevin, 1994
    Slavin, et al, etc.)

6
Research Question for this Session
  • What specific strategies did principals employ to
  • Increase student achievement?
  • Make achievement gains in inclusive ways?

7
Methods
  • Participants
  • Significantly raised achievement for students of
    color, low income students, students with
    disabilities, English language learners
  • Did so in inclusive ways
  • 8 schools 2 high school, 5 elementary, 1 middle
    continue to add to the data base

8
Methods (cont)
  • In-depth interview with principal
  • In-depth interviews with other key staff
  • Observation
  • Documents/artifacts
  • Constant comparative analysis

9
THE GOAL
  • Integrated, socially just schools and districts
  • (a) All students, regardless of race, social
    class, ability, language, sexual orientation
    achieve at high levels--no gaps.
  • (b) Students integrated with each other--no pull
    out programs.

10
Integrated, Socially Just Schools
  • 1. Believe all students can achieve
  • 2. Hold self accountable
  • 3. Imagine a different way of meeting student
    needs
  • 4. Focus and take action

11
STUDENT ACHIEVEMENT
  • Achievement is important
  • NCLB may come and go but achievement will always
    matter

12
Achievement is the primary inequity and classroom
is focus of change
  • Quality Instruction isnt everything, its the
    only thing (Kennewick School District)

13
1. Believe All Students Can Achieve
  • . . . . let not only the city, the state, but
    the whole country know that you can take a school
    of so-called poverty, the demographics being
    probably 90 students of color, free and reduced
    lunch 90 or 95. . . .you can take a group of
    kids and put them up against any kid in the state
    and they will compete. If you believe in these
    kids, they will achieve. . . . There are no
    excuses. . . .I dont care where these kids come
    from, when they come in this building, your job
    is to teach them.

14
2. Hold Selves Accountable
  • Typical educators -
  • Recognize inequities but not hold self
    accountable
  • Deficit thinking blame others, the students
    themselves, their families for lack of student
    achievement

15
Hold Self Accountable (cont)
  • Now our job is to not leave anybody behind. We
    want all of our kids, I dont care if theyre
    cognitively disabled, we dont use that as an
    excuse. . . . . This is a no-excuse school. Just
    because you may be labeled special ed. or you may
    be labeled ELL, that gives you no reason not to
    meet the standard or exceed the standard.

16
3. Imagine Different Way of Meeting Student Needs
  • Typical educators
  • Cannot imagine how general education teachers
    could be the reading and math experts for
    literally all their students
  • Cannot imagine not having special education
    classrooms, or not pulling out English language
    learners

17
4. Focus and Take Action
  • Typical educators -
  • Can imagine it, but not know how to do it.
  • Get distracted by everything else

18
Take Action to Raise Achievement
  • Beyond tinkering - Change coherence
  • Restructure staff and re-assign students
  • Provide conditions for authentic relationships
    among students, regardless of difference
  • Establish school safety
  • Focus on curriculum and assessments
  • Develop teacher capacity

19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22
Special Ed Model Before(Theoharis, 2007)
Inclusion 209
Self-Contained K-5 significant disabilities
23
Special Ed Model After (Theoharis, 2007)
24
ELL Model Before (Theoharis, 2007)
Full time Pullout
Half- time Pullout
25
ELL Model After (Theoharis, 2007)
26
1. Restructure Staff and Students
  • District
  • Bring back students served out of district
    (at-risk, alternative, special ed)
  • Educate all students in school they would attend
    if they did not have a label (no ESL or special
    ed specialty schools)
  • No special bussing/busses

27
Restructure Staff and Students (cont)
  • School
  • Goal Classroom Teacher IS the Expert
  • Goal Specialists expected to teach all students
    and general education curriculum (e.g. ESL
    teacher teaches writers workshop to all students)

28
Restructure Staff and Students (cont)
  • 1. Assign students to heterogeneous classes (cut
    tracking, cut at-risk classes, cut special ed
    pull-out)
  • 2. Hire dually-certified teachers (ESL, special
    ed., general ed, Title I)
  • 3. Re-assign specialist staff to general ed.
    classrooms (ESL, special education, Title I,
    gifted) as classroom teachers or to co-teach

29
2. Provide Conditions for Authentic Student
Relationships Across Differences
30
Example from Practice
31
Academics
  • Classroom
  • They use the same books as us?

32
Integration Time
  • Lining Up

33
Lunchroom
E
E
E
W
W
E
E
W
W
E
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
E
E
E
W
W
E
E
E
34
Music
W
E
E
E
E
W
W
W
W
E
E
E
W
W
E
W
E
E
E
W
35
Playground
Tennis Court
W
W
W
W
W
W
W
W
W
W
W
W
W
W
net
E
E
E
E
E
E
E
E
E
E
E
E
E
E
36
3. Establish School Safety
  • No name calling/teasing
  • Stop thats so gay.
  • Teachers themselves make negative comments or
    anti-gay remarks
  • School-wide discipline program
  • Responsive Classrooms
  • Love and Logic
  • School-wide incentive program (points for school
    dances, school events)
  • Pair with authentic/engaged curriculum and
    pedagogy

37
4. Focus on Curriculum and Assessments
  • Addressed achievement needs not with special
    pull-out programs (i.e., homework club, Saturday
    school, reading recovery, Read 180 etc.)
  • School-wide curriculum reform
  • School day re-organized to focus on literacy and
    math blocks (2 hours of structured literacy,
    daily)
  • Clear standards for student work
  • Clear scope and sequence teachers know what to
    teach and when
  • Display student work that meets and exceeds
    standards
  • Students learn how to assess their own work based
    on the standard (know current reading levels)
  • All bulletin boards, hall displays show standards
    and data

38
Focus on Curriculum and Assessments (cont)
  • For example, if you were a 6th grader here, and
    depending on the teachers the student had, you
    might do ancient Egypt 3 years in a row.

39
Focus on Curriculum and Assessments (cont)
  • . . . every teacher really takes each child and
    breaks down their test scores. . . so they are
    really designing their lesson plans to reach
    children where theyre specifically at, so its
    not kind of a stab in the dark where theyre just
    saying, well, I think kids need synonyms. They
    really know that these 5 kids tested low in
    synonyms . . . . so they will just teach them
    synonyms for that day. They really try and tweak
    their lessons to meet exactly where each child is
    at.

40
5. Develop Teacher Capacity
  • Classroom teachers ARE the experts in reading and
    math (not special ed., Title I, etc.)
  • On-going professional development on the
    specifics of teaching
  • Teacher collaboration as professional development
  • Daily individual and team planning time
  • Weekly planning time with facilitator
  • Extended planning time (apply for)
  • Apply for summer planning time
  • Guidance and social work support teaching teams

41
Develop Teacher Capacity (cont)
  • One of the things I told the ELL teachers that
    they needed to do was they needed to collaborate
    with the classroom teachers . . . they needed to
    understand what the whole balanced literacy piece
    was all about. They needed to teach readers
    workshop, they needed to know how to teach
    writers workshop. . . . They collaborated with
    one another so that in the absence of the regular
    classroom teacher, the ELL teacher would just
    come right in, so the kids would know them. . . .
    . What was interesting about it is the ELL
    teachers just didnt work with the ELL kids, they
    worked with all the kids in the classroom. . . .
    . Its a collaboration piece between the ELL
    teacher and the regular ed teacher, but that ELL
    teacher must be able to understand and know the
    curriculum.

42
Closing
  • Youve got to respect them, youve got to
    care about them, and youve got to believe in
    them. . . . Youve got to believe that these kids
    can do it, and now our teachers do . . . . We
    care about the kids and we believe in them. Like
    I told my teachers at the beginning, if you
    believe in these kids, they will achieve.

43
Closing (cont)
  • We are on the front lines of a great and truly
    important civil rights struggle. We are the
    carriers, the foot soldiers, of a mighty dream of
    equity in this country. Every day in our
    classrooms and schools, we are either moving this
    dream forward or not. . . . If we are to realize
    the dream, it really is in our hands. We are the
    ones who can make the dream come true.
    (Scheurich Skrla, 2003, p. 27).

44
Publications
  • Cases of the schools
  • Educational leaders for social justice (Capper
    Young) (forthcoming, Sage Publishers)
  • How to do it
  • Leading for social justice Transforming schools
    for all learners (2007, Corwin Press, Frattura
    Capper)
  • Meeting the Needs of Students of All Abilities
    How to Lead Beyond inclusion (2000, Corwin
    Press, 2nd edition, forthcoming, Fall, 2008)
    (Capper Frattura)

45
Publications (cont)
  • Articles with further details
  • Frattura, E., Capper, C. A. (2007). New
    teacher teams to support integrated comprehensive
    services. Teaching Exceptional Children, 39(4),
    16-21.
  • Frattura, E. Capper, C. A. (2006). Segregated
    programs versus integrated comprehensive service
    delivery for all learners Assessing the
    differences. Remedial and Special Education,
    27(6), 355-364.

46
Publications (cont)
  • Capper, C. A., Rodriguez, M. A., McKinney, S.
    A. (in press). Leading beyond disability
    Integrated, socially just schools and districts.
    In C. Marshall and M. Oliva (Eds.), Leadership
    for social justice Making revolutions in
    education (2nd Ed.). Upper Saddle River, NJ
    Prentice Hall.

47
Publications (cont)
  • Articles on preparing educators for social
    justice
  • McKenzie, K. B., Christman, D. E., Hernandez,
    F., Fierro, E., Capper, C. A., Dantley, M.,
    Gonzalez, M. L., Cambron-McCabe, N., Scheurich,
    J. J. (2008). From the field A proposal for
    educating leaders for social justice. Educational
    Administration Quarterly, 44(1), 111-138.

48
Publications (cont)
  • Capper, C. A., Theoharis, G., Sebastian J.
    (2006). Toward a framework for preparing
    educational leaders for social justice.
    International Journal of Educational
    Administration, 44(3), 209-224.

49
Publications (cont)
  • Capper, C. A., Alston, J., Gause, C. P.,
    Koschoreck, J. W., Lopez. G., Lugg, C. A.,
    McKenzie, K. (2006). Integrating
    lesbian/gay/bisexual/transgender topics and their
    intersections with other areas of difference into
    the leadership preparation curriculum Practical
    ideas and strategies. Journal of School
    Leadership, 16(2), 142-157. (also suitable for
    teacher education)
Write a Comment
User Comments (0)
About PowerShow.com