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Changing Teacher Behavior The Ripple Effect: Administrative Behavior

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Title: The Ripple Effect: Administrative Behavior Author: bsapp Last modified by: Sappster Created Date: 2/4/2009 12:43:47 PM Document presentation format – PowerPoint PPT presentation

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Title: Changing Teacher Behavior The Ripple Effect: Administrative Behavior


1
Changing Teacher BehaviorThe Ripple
EffectAdministrative Behavior
  • Kim Banta
  • Brennon Sapp
  • The Kenton County School District
  • University of Louisville
  • ASCD

2
The purpose of this project is to develop,
implement, and evaluate a school-wide process
that will help teachers understand and embrace a
higher degree of accountability of their practice
focused on the success of their students as well
as align . . . within the school.
3
The Ripple Effect
  • An overviewVideo (DVD)
  • Why did we do this? What were we like?
  • Where did this approach come from?
  • Details of Treatments/Behaviors
  • Summer meetings
  • Snapshots
  • Data Reviews
  • QIR Document
  • Outcomes
  • Unintentional Outcomes
  •  Finally Kim describes what it is like working
    with an obsessive compulsive technology
    workaholic.

4
Why did we do this? What were we like?
  • Pretty Good School
  • Scores are Flat-Lining
  • Student Demographics Changing
  • Schools of Study/Small Learning Communities
  • LEHHS (Law Education Health Human Services)
  • STEM (Science Technology Engineering Math)
  • VPAM (Visual Performing Arts Media)

5
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7
2004 2005 2006 2007 2008
Reading 79.9 86.8 86.0 93.9 90.2
Math 81.0 80.1 86.3 88.1 78.9
Science 71.5 74.6 73.2 77.8 77.2
Social Studies 82.4 82.4 83.9 87.4 82.1
Arts Humanities 83.1 79.0 84.9 99.5 94.7
Pract. Living/Voc Stud 89.1 89.2 87.8 90.6 92.2
Writing Portfolio 62.1 70.8 71.9 67.2 76.6
On-Demand Writing 62.1 70.8 71.9 50.4 76.9
Total 77.2 79.8 81.3 83.5 83.1
8
RANKING SCHNAME DISTNAME Academic Ind
1 Dupont Manual High School Jefferson County 109.7
2 Beechwood High School Beechwood Independent 106.3
3 Brown School Jefferson County 103.8
4 Louisville Male High School Jefferson County 103.2
5 Highlands High School Fort Thomas Independent 99.6
6 North Oldham High School Oldham County 97.9
7 Frederick Fraize High School Cloverport Independent 95.8
8 South Oldham High School Oldham County 95.1
9 Walton-Verona High School Walton-Verona Independent 94.4
10 Model Laboratory High School Madison County 93.8
48 Dixie Heights High School Kenton County 83.1
232 Knox Central High School Knox County 59.3
233 Providence Elementary School Providence Independent 57.4
234 Iroquois High School Magnet Career Aca Jefferson County 57.3
235 Shawnee High School Magnet Career Academ Jefferson County 56.4
236 Western MST Magnet High School Jefferson County 44.3
9
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10
Grad Year Composite Verbal Math Writing
(2003) 144 47 48 48.5
(2004) 153 49.5 51.5 51.5
(2005) 146 47.4 50.3 48.3
(2006) 144 47.4 49.3 47.2
(2007) 147 48.9 51.2 46.7
(2008) 165 50.6 52.5 48.5
11
Where did this approach come from?
  • A review of hundreds of interventions/
  • strategies
  • Walkthroughs?
  • e-walks
  • Observations (predictable in their uselessness)
  • Why not use a more student-centered model?

12
  • Alig-Meilcarek, J. (2003). A model of school
    success Instructional leadership, academic
    press, and student achievement. Ohio State
    University.
  • Ainsworth, L., Almeida, L., Davies. A., Dufour,
    R., Greeg, L., Guskey, T., Marzano, R., OConnor,
    K., Stiggins, R., White, S., Wiliam, D.,
    Reeves, D. (2007). Ahead of the curve The
    power of assessment to transform teaching and
    learning. Bloomington, IN Solution Tree.
  • Bennis, W Biederman, P. W. (1998). Organizing
    Genius. Berkeley, CAPerseus Books.
  • Berry, J., Beach, R. (2007). K-12 leadership and
    the educational administration curriculum A
    theory of preparation. Education Leadership
    National Council of Professionals of Education
    Administration.
  • Black, S. (2007). Making the rounds. American
    School Board Journal, 194 (12), 40-45.
  • Blanchard, K. Miller, M. (2004). The secret
    What great leaders know and do. New York
    Berrett-Koehler.
  • Brand, S., Felner, R., Shim, M., Seitsinger, A.
     Dumas, T. (2003). Middle school improvement
    and reform development and validation of a
    school-level assessment of climate, cultural
    pluralism, and school safety. Journal of
    Educational Psychology, 95 (3), 570-588.
  • Connors, N., Streams. J. (2000). If you dont
    feed the teacher they eat the students.
    Nashville, TN Incentive Publications.
  • Cushman, K, Delpit, L (2005). Fires in the
    bathroom advice for teachers from high school
    students. New York new press.
  • Danielson, C., (2007). Enhancing professional
    practice A framework for teaching. Alexandria,
    VAAssociation for Supervision Curriculum
    Development.
  • Downey, C., Steffy, B., English, F., Frase, L.,
    Poston, W. (2004). The three-minute classroom
    walk-through Changing school supervisory
    practice one teacher at a time.
    CaliforniaCorwin Press.
  • Faber, A. Mazlish, E. (2005). How to talk so
    teens will listen and listen so teens will talk.
    New York, NY HarperCollins.
  • Felner, R., Favazza, A., Shim, M., Brand, S., Gu,
    K., Noonan, N. (2001) Whole school improvement
    and restructuring as prevention and promotion
    lessons from STEP and the project on high
    performance learning communities. Journal of
    School Psychology, 39 (2), 177-202.
  • Felner, R. Angela A. (1988). The school
    transitional environment project An ecological
    intervention and evaluation. Richard H. Price and
    Raymond P. Lorion (eds.). 14 Ounces of
    Prevention A Casebook for Practitioners.
    Washington, DC American Psychology Association.
  • Felner, R., Ginter, M., Primavera, J. (1987).
    Primary prevention during school transitions
    Social support and environmental structure.
    American Journal of Community Psychology, 10 (3),
    277-290.
  • Felner, R., Kasak, D., Mulhall, P., Flowers, N.
    (1997) The project on high performance learning
    communities Applying the land-grant model to
    school reform. Phi Delta Kappa, 78 (7), 520-528.
  • Felner, R., Jackson, A., Kasak, D., Mulhall, P.,
    Brand, S., Flowers, N. (1997). The impact of
    the school reform for the middle years. Phi Delta
    Kappan, 78 (7), 528-532, 541-550.
  • Felner, R., Seitsinger, A., Brand, S., Burns A.
    Bolton, N. (2007). Creating small learning
    communities lessons from the project on
    high-performing learning communities about what
    works in creating productive, developmentally
    enhancing, learning contexts. Educational
    Psychologist, 42(4), 209 221.
  • Felner, R., Seitsinger, A., Brand, S., Burns, A.,
    Bolton, N. (2008). Creating a statewide
    educational data system for accountability and
    improvement a comprehensive information and
    assessment system for making evidence-based
    change at school, district, and policy levels
    increasing psychologys contribution to
    education. Psychology in the Schools, 45 (3),
    235-256.

13
Where did this approach come from?
  • A review of hundreds of interventions/
  • strategies
  • Walkthroughs?
  • e-walks
  • Formal Observations (predictable in their
    uselessness)
  • Why not use a more student-centered model?

14
Treatments/Behaviors(see handout)
  • Summer meetings
  • One hour (yes a full hour each)
  • One on one . . . Or. . . Four on one
  • Deliberate, honest, straight forward
  • Snapshots (the backbone)
  • Become a part of the classroom
  • 5 to 10 minutes
  • Often - Tracking Document
  • Calibration Meetings/Expert Review Calibration
    Document
  • Student Interviews
  • Data Reviews Samples
  • Periodically, (at least three times a year)
  • Grades, discipline, state scores. . .
  • Get to see everyone's data
  • QIR Document (see handout)

15
Current Data on Snap Shots
  M T W Th F   M T W Th F   M T W Th F   M T W Th F
  of Visits 8/13/2007 8/14/2007 8/13/2008 8/14/2008 8/15/2008   8/18/2008 8/19/2008 8/20/2008 8/21/2008 8/22/2008   8/25/2008 8/26/2008 8/27/2008 8/28/2008 8/29/2008   9/1/2008 9/2/2008 9/3/2008 9/4/2008 9/5/2008
Teachers                                                
Teacher 1 19               k kl                       b    
Teacher 2 19     k             L     b       k     b      
Teacher 3 21     k           b L                          
Teacher 4 12       k L         L                          
Teacher 5 38       lk           L     b Lt           b k   k
Teacher 6 30     kL           L             k       k      
Teacher 7 30       b b     b k k                         k
Teacher 8 45     Lb lkb b   b tb   kb b   b               kL   b
Teacher 9 26     k       k   k       Lt             L      
Teacher 10 23     L kb bL   b     kb b   b                    
Teacher 11 20     k       Lb k         t               k    
Teacher 12 22         L   k       b                   b    
Teacher 13 25     k k           k           k       k      
Daily Totals 17.3267     34 32 29   24 28 33 32 9   30 15 3 14 21     31 23 5 18
Standard Dev for Daily 10.0011                                              
Mean Visits for year 25.9313                                              
Standard Dev for year 9.79159                                              
                                                 
Kim 480                                              
Larry 510                                              
Tom 109                                              
Brennon 554                                              
Total visits 1653                                              
16
Treatments/Behaviors(see handout)
  • Summer meetings
  • One hour (yes a full hour each)
  • One on one . . . Or. . . Four on one
  • Deliberate, honest, straight forward
  • Snapshots (the backbone)
  • Become a part of the classroom
  • 5 to 10 minutes
  • Often - Tracking Document
  • Calibration Meetings/Expert Review Calibration
    Document
  • Student Interviews
  • Data Reviews Samples
  • Periodically, (at least three times a year)
  • Grades, discipline, state scores. . .
  • Get to see everyone's data
  • QIR Document (see handout)

17
See Handout
Down Page
18
Up Page
See Handout
19
Treatments/Behaviors(see handout)
  • Summer meetings
  • One hour (yes a full hour each)
  • One on one . . . Or. . . Four on one
  • Deliberate, honest, straight forward
  • Snapshots (the backbone)
  • Become a part of the classroom
  • 5 to 10 minutes
  • Often - Tracking Document
  • Calibration Meetings/Expert Review Calibration
    Document
  • Student Interviews
  • Data Reviews - Samples
  • Periodically, (at least three times a year)
  • Grades, discipline, state scores. . .
  • Get to see everyone's data
  • QIR Document (see handout)

20
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21
Teacher 1
Teacher 14
22
Discipline Infractions Most to Least
of A of B of C of D of F Discipline Infractions (Total) Teacher
34 28 20 14 4 47 Teacher 1
34 24 15 9 18 31 Teacher 2
54 29 5 8 5 28 Teacher 3
46 19 16 6 13 28 Teacher 4
25 29 14 16 17 25 Teacher 5
41 30 15 2 13 24 Teacher 6
41 25 14 15 5 24 Teacher 7
27 28 20 13 12 24 Teacher 8
52 20 13 9 7 22 Teacher 9
33 34 19 9 5 22 Teacher 10
32 29 15 15 10 20 Teacher 11
30 30 23 8 9 19 Teacher 12
37 34 10 11 10 17 Teacher 13
37 27 25 6 6 16 Teacher 14
23 40 17 12 9 16 Teacher 15
14 23 20 34 9 15 Teacher 16
23
Failures-Most to Least
of A of B of C of D of F Discipline Infractions (Total) Teacher
25 20 23 13 19 3 Teacher 43
34 24 15 9 18 31 Teacher 2
25 29 14 16 17 25 Teacher 5
51 20 9 3 16 0 Teacher 55
19 34 25 8 14 6 Teacher 35
46 19 16 6 13 28 Teacher 4
41 30 15 2 13 24 Teacher 6
27 28 20 13 12 24 Teacher 8
23 23 29 14 10 12 Teacher 21
23 26 24 16 10 7 Teacher 32
37 34 10 11 10 17 Teacher 13
32 29 15 15 10 20 Teacher 11
23 40 17 12 9 16 Teacher 15
30 30 23 8 9 19 Teacher 12
21 29 21 19 9 11 Teacher 22
14 23 20 34 9 15 Teacher 16
41 29 18 4 8 8 Teacher 31
Back Treatments Behaviors
24
Treatments/Behaviors(see handout)
  • Summer meetings
  • One hour (yes a full hour each)
  • One on one . . . Or. . . Four on one
  • Deliberate, honest, straight forward
  • Snapshots (the backbone)
  • Become a part of the classroom
  • 5 to 10 minutes
  • Often - Tracking Document
  • Calibration Meetings/Expert Review Calibration
    Document
  • Student Interviews
  • Data Reviews - Samples
  • Periodically, (at least three times a year)
  • Grades, discipline, state scores. . .
  • Get to see everyone's data
  • QIR Documents (see handout)

25
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26
Outcomes
  • Improve teacher awareness
  • Improved teacher performance
  • Improved student performance
  • Improve school culture

QIR Excel Sheet
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39
Teacher Perception Teacher Perception Teacher Perception Teacher Perception
T-test Planning Preparation Learning Environment Instruction Assessment
Administrative Perception Planning Preparation 0.0001      
Administrative Perception Planning Preparation 0.0001      
Administrative Perception Learning Environment   0.0000    
Administrative Perception Learning Environment   0.0000    
Administrative Perception Instruction     0.0000  
Administrative Perception Instruction     0.0000  
Administrative Perception Assessment       0.0000
Administrative Perception Assessment       0.0000
40
Outcomes
  • Improve teacher awareness
  • Improved teacher performance
  • Improved student performance
  • Improve school culture

QIR Excel Sheet
41
Total Population A B C D F
Spring 02-03 31.40 26.60 23.00 10.90 7.90
Fall 03-04 31.30 29.10 20.30 10.90 8.20
Spring 03-04 34.20 25.00 20.20 8.80 11.50
Fall 04-05 31.50 28.60 21.80 9.60 8.10
Spring 04-05 34.00 28.20 20.40 9.30 7.70
Fall 05-06 31.70 28.00 20.60 9.70 9.40
Spring 05-06 32.60 27.40 20.00 10.40 8.90
Fall 06-07 33.20 28.70 20.60 9.10 8.00
Spring 06-07 37.60 28.30 17.00 7.50 8.70
1st Tri 07-08 36.20 29.90 18.20 9.10 6.70
2nd Tri 07-08 33.20 28.00 20.40 10.80 7.60
3rd Tri 07-08 39.50 27.20 17.80 9.00 6.50
1st Tri 08-09 41.80 29.30 15.90 7.60 4.40
2nd Tri 08-09 39.11 27.48 18.08 8.33 6.99
42
Unintentional Outcomes
  • Drop in discipline
  • Much more enjoyment in job
  • You learn things are not as you thought they were
    (good and bad)
  • Culture
  • Teachers ask for you to come in
  • Students expect you to interact
  • Parent discussions are much different
  • The observation process becomes more real
  • Professional development becomes passé
  • The unmentionables

43
Discipline Infractions Attendance Letters Aggressive to School Employee Defiance Failure to Comply with Discipline Fights Harassment
2003-2004 460 3 378 251 35 51
2004-2005 435 18 132 292 26 16
2005-2006 202 37 138 292 31 13
2006-2007 978 25 211 357 46 86
2007-2008 736 28 191 150 47 41
2008-2009 266 13 108 104 17 22
Data as of April 13th of given year
Discipline Infractions Profanity Tardies Skipping Tobacco Disorderly Conduct Repeat Violations Total
2003-2004 122 1083 50 77   2370
2004-2005 72 1002 29 153 16 2422
2005-2006 76 767 39 153 62 1994
2006-2007 46 739 92 268 127 2976
2007-2008 60 765 34 203 193 2565
2008-2009 44 348 45 73 197 1436
44
Discipline Infractions Aggressive to School Employee Defiance Failure to Comply with Discipline Fights Harassment Profanity Disorderly Conduct Total Aggressive Discipline
2003-2004 3 378   35 51 122 77 666
2004-2005 18 132 292 26 16 72 153 709
2005-2006 37 138 292 31 13 76 153 740
2006-2007 25 211 357 46 86 46 268 1039
2007-2008 28 191 150 47 41 60 203 720
2008-2009 13 108 104 17 22 44 73 381
Data as of April 13th of given year
Discipline Infractions Male Female Fresh Soph Jr Sr
2003-2004 1521 849 675 625 591 478
2004-2005 1438 984 715 698 513 496
2005-2006 1298 696 549 52 453 460
2006-2007 1749 688 887 625 446 479
2007-2008 1738 827 824 679 467 595
2008-2009 818 618 557 396 282 201
45
Unintentional Outcomes
  • Drop in discipline
  • Much more enjoyment in job
  • You learn things are not as you thought they were
    (good and bad)
  • Culture
  • Teachers ask for you to come in
  • Students expect you to interact
  • Parent discussions are much different
  • The observation process becomes more real
  • Professional development becomes passé
  • The unmentionables

46
Kim describes what it is like working with an
obsessive compulsive technology workaholic
  • Wonderful
  • Great
  • Fun
  • Love
  • Harmony
  • I see skies . . Of blue. . .

47
Contact Info
  • Dixie Heights High School
  • 3o10 Dixie Highway
  • Crestview Hills, KY 41017
  • Kim.banta_at_kenton.kyschools.us
  • Brennon.sapp_at_gmail.com
  • www.bsapp.com
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