I can tell you this about data and teachers''' if you are on a treasure hunt and not a witch hunt, y

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I can tell you this about data and teachers ...
if you are on a treasure hunt and not a witch
hunt, you will be out among your teachers finding
great practice.  Your mission as a leader is to
catch teachers doing something right -- then
replicate that best practice.  -- Doug Reeves,
Center for Performance Assessment
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The pathology of American schools is that they
know how to change.  They know how to change
promiscuously and at the drop of a hat. What
schools do not know how to do is to improve, to
engage in sustained and continuous progress toward
a performance goal.
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We only think when we are confronted with
problems. John Dewey
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The definition of AVERAGE

• The top of the bottom
• and
• The bottom of the top.

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You have to start with acknowledging that data
doesn't have an emotional valiance. It is not
positive or negative.  It is simply data.   It's
kind of like gravity. It's just out there. The
way you take the emotion out of it is to be
utterly objective. -- Doug Reeves, Center for
Performance Assessment
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Average leaders practice the skills they
already know. Great leaders practice the skills
they do not know.  Gary Player
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One does not discover new lands without
consenting to lose sight of the shore for a very
long time. Andre Gide (1869-1951)
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Every tomorrow has two handles. We can take
hold of it with the handle of anxiety or the
handle of faith. Henry Ward Beecher
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"To improve is to change to be perfect is to
change often. Sir Winston Churchill
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It is our choice. We have the tools, skills,
and knowledge to do what we need to do to ensure
learning. It is our choice.
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Deep change requires deep learning.  Leaders
must build teacher learning into the everyday
fabric of school life. L. Lashway
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The very greatest things great thoughts,
discoveries, inventions -- have usually been
nurtured in hardship, often pondered over in
sorrow, and at length established with
difficulty. Samuel Smiles (1812-1904)
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You don't just stumble into the future. You
create your own future.Roger Smith
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"Treat people as if they were what they ought to
be and you help them to become what they are
capable of being. Johann Wolfgang Von
Goethe
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If we are to achieve results never before
accomplished, we must expect to employ methods
never before attempted. Francis Bacon
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"Whenever an individual or a business decides
that success has been attained, progress
stops."Thomas J. Watson
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"Courage is doing what you're afraid to do. There
can be no courage unless you're scared."- Eddie
Rickenbacker
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"But the only way of discovering the limits of
the possible is to venture a little way past them
into the impossible." Arthur C. Clarke
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Learning is finding out what you already know.
Doing is demonstrating that you know it. Teaching
is reminding others that they know it just as
well as you. You are all learners, doers,
teachers. Richard Bach
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Teaching all students requires a common skill
set. Teaching students who struggle requires us
to teach and think differently.
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Person County Schools
4Q3T
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Are we teaching the right things? Are we teaching
them the right way? How do you know your students
are learning? What are you doing for those who
are not learning? Children, Leadership, Results
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Deep change requires deep learning.  Leaders
must build teacher learning into the everyday
fabric of school life. L. Lashway
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Move the dialogue in your building from
teaching(an adult-centered activity) to

• Learning . A student centered process.

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Focus on learning rather than teaching

• Follow SCOS pacing guides, assess frequently,
  re-teach
• Teach critical thinking, writing strategies and
  reading strategies in all classes
• Use varied teaching strategies differentiate
  instruction
• Learning must take priority over coverage
• Will not happen without monitoring (walkthroughs,
  proficiency meetings, review gradebooks)

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How do you know what you know?

• Data
• Monitoring
• Change
• Repeat
• Two places remain on this earth where there are
  very few people one is the extra mile and the
  other is at the top.

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Teaching all students requires a common skill
set. Teaching students who struggle requires us
to teach and think differently.
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How are personnel standards established in your
building?

• Think of your lowest performing employee.
• That is the standard for acceptable performance
  in your building.
• You have just made the statement to your entire
  staff
• This is what is acceptable at _____ School.

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Professional Learning Communities

• Not just in name, but in daily practice.

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Non-negotiables

• Analyze student achievement data.
• Identify the lowest scoring areas within their
  subject area and make plans to address them
• Use SCOS, Pacing Guides, and Data to drive
  instruction.

Person County Schools
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Focus on results rather than activities

• We have created a system in which generations of
  talented, hard-working teachers have engaged in
  inferior practices without receiving any feedback
  that would alert them to this fact. (Schmoker
  2006)
• Best practices can be fun and creative and still
  focus on results by being aligned with the SCOS.

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Shift from fixed time to flexible time

• Use your school schedule as a resource not a
  restriction. There are many things that
  educators are unable to change in their schools,
  but the schedule is not one of them.
  (Dufour,2004)
• What priority does your current schedule reflect?
  Is it more important than providing time for
  extra support for struggling students?

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Shift from punitive to positive Create incentives
and privileges for students who focus on learning
and follow school rules.
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• Move from students watching teachers work to
  teachers coaching students while they work
  (Engage students)
• Shift from limiting recognition of success to an
  elite few. Create a place where all students have
  the chance to be recognized and celebrated.

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In most cases, neither teachers nor students can
articulate what they are supposed to be learning
that day. They can describe only the activity or
assignment. Irrelevant worksheets and activities
often predominate. (Schmoker, 2006) Years of
isolation from colleagues and from constructive
supervision has created a gap between what we
know and do. (Schmoker, 2006)
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Relationship Between Student Assessment Scores
and Teaching

• Below 35          The curriculum has not been
  taught.
• 35-49                Coordinate curriculum
  objectives. across grade levels making sure
  all objectives are taught.
• 50-69                Analyze instructional
  strategies to determine most effective
  teaching methods.
• 70-84                Spend more quality time on
  instructional strategies to yield greater
  results.
• 85            Provide aligned enrichment,
  extend learning.
• From 24/7, Phoenix, AZ. Received in Classroom
  Walkthrough Training.

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Schools that succeedespecially with poor and
minority students--focus on what they can do,
rather than what they cant.
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The leaders in high-performing high poverty
schools and districts dont get caught up in
excuses.

• They focus on what they can do,
• not on what they cant.

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They dont leave anything about teaching and
learning to chance.
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High Performing Schools and Districts

• Have clear and specific goals for what students
  should learn in every grade, including the order
  in which they should learn it
• Provide teachers with common curriculum,
  assignments
• Have regular vehicle to assure common marking
  standards
• Assess students every 4-8 weeks to measure
  progress
• ACT immediately on the results of those
  assessments.

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Person County Schools
Higher performing secondary schools put all
kidsnot just somein a demanding high school
core curriculum.
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Person County Schools
Principals are hugely important, ever present,
but NOT the only leaders in the school!
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Person County Schools
They set HIGH goals.
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High performing schools

• Teachers regularly observe other teachers
• Teachers have time to plan and work
  collaboratively
• New teachers get generous and careful support and
  acculturation
• Teachers take on many other leadership tasks at
  the school.

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Person County Schools
Good schools know how much teachers matter, and
they act on that knowledge.
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Person County Schools
They are nice places for both teachers and
students .
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Not EASY places. And folks work really hard.

• But there is lots of camaraderie, lots of
  stability, and lots of support.

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They never back down.
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It is our choice. We have the tools, skills,
and knowledge to do what we need to do to ensure
learning. It is our choice.
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Nobody believes the official spokesman ... but
everybody trusts an unidentified source.
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"To improve is to change to be perfect is to
change often."Sir Winston Churchill
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"Whenever an individual or a business decides
that success has been attained, progress
stops."Thomas J. Watson
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212 Degrees?????

• What happens at 211 degrees?
• What happens at 212 degrees?
• What is produced at 212 degrees?
• What can steam be used for?
• One extra degree makes all the difference.

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You can do what you have to do, and sometimes you
can do it even better than you think you
can.Jimmy Carter
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Increasing Pace of Change

• It took
• 35 years for telephones to be used in 25 of
  American homes,
• 26 years for personal computers,
• 7 years for the Internet and
• 3 years for personal digital assistants 

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Questions

• What do you personally believe about change?
  Your beliefs shape your school.
• What needs to be changed at your school?
• What is the balance between celebration,
  imagination and stagnation at your school?
• Where can you develop one extra degree and gain
  the most improvement?

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You have to start with acknowledging that data
doesn't have an emotional valiance. It is not
positive or negative.  It is simply data.   It's
kind of like gravity. It's just out there. The
way you take the emotion out of it is to be
utterly objective. -- Doug Reeves, Center for
Performance Assessment
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Thus, the task is not so much to see What no one
yet has seen,But to think what nobody yet has
thought About that which everybody
sees. Schopenhaurer
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"Courage is doing what you're afraid to do. There
can be no courage unless you're scared."- Eddie
Rickenbacker
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Core Beliefs

• Can you articulate your core beliefs in a concise
  manner?
• Can you articulate the core beliefs of your
  school?
• What are the vital signs of your school?

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Learning is finding out what you already know.
Doing is demonstrating that you know it. Teaching
is reminding others that they know it just as
well as you. You are all learners, doers,
teachers. Richard Bach
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Our mission is to teach the right things in the
right way to ensure all students learn.
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Single biggest predictor post-high school
success is QUALITY AND INTENSITY OF HIGH SCHOOL
CURRICULUM

• Cliff Adelman, Answers in the Tool Box, U.S.
  Department of Education.

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By our estimates from Texas schools, having an
above average teacher for five years running can
completely close the average gap between
low-income students and others. John Kain and
Eric Hanushek
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At my old school, it was functional to act
stupid. At this school, nobody lets me get away
with that. Not my teachers. Not the students.

• ---Elmont Student, 2005

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Selected Items from TWC Survey
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Teachers Have Reasonable Class Sizes
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Teachers Are Protected from Duties that Interfere
with Teaching
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School leadership minimizes administrative
paperwork.
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Sufficient non-instructional time is provided at
my school.
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Teachers have sufficient access to appropriate
materials and resources.
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Teachers have sufficient access to instructional
technology.
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Teachers have sufficient access to communication
technology.
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Teachers work in an environment that is clean and
well-maintained.
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Teachers are centrally involved in decision
making about educational issues.
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Teachers are trusted to make sound decisions
about instruction.
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Teacher role in determining content of
professional development.
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Teacher role in school improvement planning.
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There is an atmosphere of trust and mutual
respect in my school.
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The school leadership communicates clear
expectations to students parents.
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The SIT provides effective leadership at my
school.
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School leadership makes a sustained effort to
address teacher concerns about use of time.
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School leadership makes a sustained effort to
address teacher concerns about professional
development.
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School leadership makes a sustained effort to
address teacher concerns about leadership issues.
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Overall, the school leadership at my school is
effective.
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Overall, my school is a good place to teach and
learn.
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At this school, we utilize the TWC for school
improvement.