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2008 National Conference on Education

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Leading Student Learning 2008 National Conference on Education Dr. Krista Parent South Lane School District Tampa, Florida February 16, 2008 Room 22 Tampa Convention ... – PowerPoint PPT presentation

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Title: 2008 National Conference on Education


1
Leading Student Learning
  • 2008 National Conference on Education
  • Dr. Krista Parent
  • South Lane School District
  • Tampa, Florida
  • February 16, 2008
  • Room 22 Tampa Convention Center

2
Leading Learning for the Future
  • More information was produced in the last 30
    years than in the previous 5,000 years combined
    (Wurman, 1989)
  • A weekday edition of The New York Times contains
    more information than the average person was
    likely to come across in a lifetime in 17th
    century England (Wurman, 1989)
  • 20 of what we know today will be obsolete in 1
    year (Barlow, 2006)
  • By 2010, technical information will double every
    72 hours (Barlow, 2006)
  • The blogosphere is now doubling in size every 6
    months. It is 60 times larger than it was three
    years ago (Sifry, 2006)

3
Leading Learning for the Future, continued . . .
  • 25 years ago a 1,070 on the SAT would gain you
    admittance to UCLA. Today the average SAT score
    is 1,310. Last year UCLA turned down over 7,000
    students who had a 4.0 GPA (College Board, 2006)
  • The internet is the fastest growing
    communications media in world history. It took
    the Web four years to reach 50 million users.
    Compare this to the number of years it took radio
    (38), personal computers (16), television (13) to
    reach that many users (Warschauer, 1999)
  • In 1950, the world population was estimated to be
    2.5 billion. In 2000, it was 6.07 billion. In
    2050, it is estimated to be 9.08 billion (Marx,
    2006)
  • In 2000, 12.7 of the U.S. population was 65 and
    older. In 2100, the percentage is expected to be
    23 (Marx, 2006)

4
Leading Learning for the Future, continued . . .
  • The fastest computer today can calculate 70
    trillion calculations per second (Barlow, 2006)
  • The top 100 entrepreneurs in America aged 8-18
    earned a total of 7 million in profits in 2001
    (Penn, 2007)
  • Kindergarten red-shirting has become the rage.
    Nearly 10 of kindergartners were eligible to
    start school the year prior (Penn, 2007)
  • We are in a historic moment of horse-versus-locomo
    tive competition, were intuitive and experiential
    expertise is losing out to number crunching.
    Business and governmental professionals are
    relying more on databases to guide their
    decisions (wine, baseball, health care), (Ayres,
    2007)

5
Demographic ProfileSouth Lane School District
  • 4th largest of 16 school districts in the county
  • 12 schools including 3 charters
  • 3,000 students
  • Nearly 60 Economically Disadvantaged
  • 18 Special Education
  • 246 Homeless Youth Served in 2006
  • 75 students transported to and from school
  • 2.5 ELL

6
SLSD Transformation
  • Post 2002
  • Drop out rate less than 2.5
  • 2nd in county in 2006 for Math and Reading
  • 7 AP courses with an 80 passage rate
  • Common literacy assessment and power standards
    for some content areas
  • Significant parent involvement
  • Failure rate each term in the teens
  • Prior to 2002
  • Drop out rate low double digits 10.5
  • Lower 1/3 county high schools on state tests
  • No AP Courses
  • No common assessments
  • Limited parent involvement at secondary level
  • Failure rate each term of high 30

7
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8
OSA 11-Year History for Reading
9
Average Oral Reading Fluency Scores
Class Ave. ORF Score Fall 9th Grade Ave. ORF Score Spring 10th Grade Ave. Gain over 2 years
2008 131.4 148.2 16.8
2009 124.1 162.1 38.0
2010 125.4 TBD TBD
10
Intervention Effects on ORF
Year Students Ave. Word Gain Ave. Gain
05-06 No Interventions 258 17.3 11.8
05-06 Interventions 153 18.9 21.5
06-07 No Interventions 287 19.3 13.3
06-07 Interventions 122 18.1 20.6
11
OSA Math
12
OSA 11-Year History for Math
13
Leadership WorkFrom Traditional to a Community
of Practice
  • Thorough Self and Team Assessment
  • Shared Beliefs and Vision
  • Principal Administrative Council Shift
  • Leadership Literacy Plans
  • District Welcome Back Overhaul
  • Book Clubs District, voluntary Ad Council
  • Coaching Commitment Teams
  • Learning Walk Through Tool
  • Studio Classrooms

14
Administrator Self Assessment Tools Spent
several sessions together studying both of these
models and then used the tools to assess our
strengths and weaknesses as individual
administrators and as a team
  • Input
  • Affirmation
  • Relationship
  • Change agent
  • Optimizer
  • Ideals/beliefs
  • Monitors/evaluates
  • Flexibility
  • Situational Awareness
  • Intellectual Stimulation
  • Knowledge of C, I A
  • Culture
  • Order
  • Focus
  • Communication
  • Outreach
  • Contingent Rewards
  • (21 Areas of Leadership Responsibility Waters,
    2003)
  • School Culture
  • Craft Leaders Thinkers and Practitioners
  • Childrens Literature
  • Instructional Models
  • Curricula
  • Options for Organizing Time Space
  • Assessment/Content Standards
  • Special Interventions
  • Knowledge and Research
  • (Childrens Literacy Initiative Blueprint for
    Leadership)

15
Shared Beliefs and Vision What We Are About in
South Lane School DistrictChildren Come
FirstDecision Making Is Student
CenteredChildren Learn Best When They Want to Be
at School
  • Quality Instruction
  • Outstanding and well-trained teachers are at the
    core of providing quality instruction.
  • All staff are a positive influence for students.
  • Quality teachers are dedicated, motivated,
    creative, knowledgeable, flexible and empathetic.
  • Formative and summative assessments are used to
    monitor and adjust curriculum for each student.
  • Citizenship
  • Imbedded in instruction is a focus on developing
    the character of each student. Learning
    activities provide opportunities for students to
    build positive citizenship traits including, but
    not limited to
  • Personal responsibility
  • Building self-esteem
  • Instilling integrity
  • Interacting cooperatively
  • Learning how to get along
  • Academic Excellence
  • There is urgency about the push for academic
    excellence and there is value added for each year
    of instruction.
  • Students are encouraged to dream and excel and
    are held responsible for doing their best.
  • All students learn to read fluently and become
    mathematically literate. Reading and mathematical
    competence open doors to productive futures.
  • Students are exposed to a broad and varied
    curriculum in addition to instruction in core
    content areas.
  • Learning Environment
  • Schools and classrooms provide caring and
    respectful learning environments
  • An emphasis is placed on connectedness students
    need relationships with trusted adults.
  • School is enjoyable.
  • Students have their basic needs met and feel safe
    and secure in order to learn best.
  • Students are provided with the necessary
    resources to be successful learners.

16
  • Administrative Council Shift

17
(No Transcript)
18
2005-06 Ad Council District Book List
19
  • Many excellent 3rd grade readers will falter or
    fail in later grade academics if the teaching of
    reading is neglected in the middle and secondary
    levels.

20
  • Reading is the gateway skill to all other
    content areas. If our students dont have
    adequate reading skills they are put at a
    disadvantage in every other content area.

21
  • Every school day 7,000 young people drop out
    of high school, many of them because they lack
    the basic literacy skills to meet the growing
    demands of the high school curriculum (Pinkus,
    2006).

22
  • Leadership Literacy Plans

23
Leadership Literacy Plans
  1. My personal philosophy about literacy is
  2. Two self-reflection analyses
  3. Ways I am currently supporting literacy
  4. 5 year review of assessment data
  5. Identify the instructional needs for staff
    members
  6. My personal goals for supporting literacy
  7. Specific action steps needed to attain goals
  8. Support I need from district administration
  9. Staff development and training opportunities
  10. Ways I plan to monitor my progress on my plan

24
My Personal Philosophy About Literacy is . . .
  • Literacy is inseparable from living. This
    statement resonates with me. Reading provides
    access to the world. It ties the reader to a girl
    in China, a science experiment, and the advice of
    Ann Landers. One can read the thoughts of humans
    who have long ago left this earth but whose ideas
    are alive in books. Reading connects our life and
    being to others. It is a way to find
    significance, direction and intimacy in our
    lives.
  • Literacy is more than the ability to read and
    write. Literacy involves extensive use of
    expressive and receptive language skills. Even a
    functional level of literacy requires a level of
    prior knowledge and vocabulary in order to make
    sense of what is read or written.

25
Identify the Instructional Needs for Staff
Members
  • We need to develop better instructional
    practices for improving reading fluency, as well
    as increasing our use of non-fiction text.
  • We need to infuse our 3-5 reading curriculum
    with non-fiction materials, allowing students
    multiple opportunities to practice this format.
    Non-fiction demands increase at the middle and
    secondary level and many of our students are not
    sufficiently prepared.

26
My personal goals for supporting literacy
  • Increase my level of familiarity with childrens
    literature
  • Stay current on best practices and literacy
    research
  • Build time into staff work sessions for collegial
    reflective practice
  • We have to prioritize specific interventions we
    know work and allocate the necessary resources
    and materials
  • I will model the use of good instructional
    strategies with staff and name those strategies

27
  • District Welcome Back Overhaul

28
(No Transcript)
29
K-2 Fluency Group
High School Vocabulary Group
30
  • Book Clubs
  • Administrative Team
  • Whole District
  • Voluntary for Credit

31

What Weve Been Up To This Year
32
Book Clubs for Credit
Year Fall Winter Spring
2007-08 From Graphic Novels to Young Readers Choice From Uber-geek to 1200 Flasher Technology Integration For All From I Hate To Write to Wheres My Journal?
2006-07 Reading Childrens Literature Graphic Novels, New Non-Fiction Young Readers Choice Nominees Bringing the Outside In Visual Ways to Engage Reluctant Readers Making Non-Fiction Come Alive Great Biographies, Narrative Information Books, How-To Books Textbooks
2005-06 Building Background Knowledge Teaching Math Vocabulary in Context Teaching Comprehension to Enhance Understanding
2004-05 Reading Childrens Literature The New Science Literacy Using Skills to Help Students Learn Science Classroom Strategies for Interactive Learning
33
Coaching Commitment Teams
  • Goal To support and coach colleagues to
    implement practices the focus on instructional
    leadership and less on managerial tasks.
  • Teams At least one each - district
    administrator, elementary principal, secondary
    principal, and administrative intern (teacher
    leader).
  • Each team identified their focus for the year and
    the teams regularly report their status in whole
    group ad council meetings.

34
Classroom Learning Walk Tool
  • Developed from the work of a Coaching Commitment
    Team
  • Various versions have developed
  • District and School-wide focus for Learning Walks
  • Power is in the discussions post-learning walk

35
Studio Classrooms
  • Logical next step in professional development
    pursuits
  • Intense
  • Focus is on student discourse not on teacher
  • Five cycles per year
  • Includes
  • Studio Teacher
  • Resident Teachers
  • Coach
  • Consultant

36
What I did differently as the superintendent to
support and lead a Community of Practice?
  • I became the learning leader and
    pushed/motivated my leadership team to do the
    same
  • I got in and got my hands dirty, attending
    professional development sessions regularly and
    sometimes led them
  • I stimulated forward thinking and innovation and
    gave permission to challenge the status quo
  • We got focused on the right stuff and spent our
    time accordingly
  • We spent time as a leadership team to develop our
    guiding principles and I helped lead that
    discussion

37
What I did differently as the superintendent to
support and lead a Community of Practice?
  • I set an expectation level for principals that is
    high, but they feel supported
  • We developed clear expectations for what we
    wanted our students to look like
  • I spent more time at the high school and met more
    regularly with the high school principal
  • We had honest, courageous conversations that
    pushed one another to examine the way things had
    always been
  • I pushed my district leadership team to get more
    versed in high school life and matched their
    levels of expertise with how they could support
    the high school transformation

38
We are moving from an economy and society built
on logical, linear, computer-like capabilities of
the Information Age to an economy and society
built on the inventive, empathetic, big-picture
capabilities of whats rising in its place, the
Conceptual Age. Daniel Pink, 2006
39
The future belongs to a very different kind of
mind creators and empathizers, pattern
recognizers, and meaning makers. These people
artists, inventors, designers, storytellers,
caregivers, consolers, big picture thinkers
will now reap societys richest rewards and share
its greatest joys. Daniel Pink, 2006
40
Future Focused Leadership, Gary Marx (2006)
  • We are the first generations of people capable
    of destroying the world and we may be the last
    generations who can save it. Much will depend on
    how we educate our children.
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