Assessing our ability to take action [6]

Transcription

1 Introduction Assessing our ability to take action [6] Assessing our willingness to take action [7] 9C Maintains a sense of self-awareness and attends to his or her own learning 1B Collects and uses data to identify goals, assess organizational effectiveness, and promote organizational learning 10D Attacks issues of student marginalization; deficit-based schooling; and limiting assumptions about gender, race, class, and special status 11G Promotes a culture of collective direction, shared engagement, and mutual accountability 1) Any High-Poverty School Can Become High Performing Framework for Action in High-Poverty Schools: Systemic, shared leadership capacity Standard 1: Vision and Mission Healthy, safe, and supportive learning environment Standard 2: Instructional Capacity Intentional focus on improving learning Standard 3: Instruction Relationships and partnerships Standard 6: Professional Culture for Teachers and Staff Academic Achievement: A Key Element in Social Justice Poverty s Intersection with Race, Gender, Immigration, and Family Structure Social Justice Leadership: The Importance of Place-Consciousness 3A Maintains a culture of high expectations and challenge 10D Attacks issues of student marginalization; deficit-based schooling; and limiting assumptions about gender, race, class, and special status 7A Promotes understanding, appreciation, and use of the community's diverse cultural, social, and intellectual resources

2 2) Learning from High-Performing, High-Poverty Schools Ed Trust s seven practices central to school improvement [21] Extensive use of state and local standards to design curriculum and instruction, assess student work, and evaluate teachers Increased instruction time for reading and mathematics Substantial investment in professional development for teachers that focused on instructional practices to help students meet academic standards Comprehensive systems to monitor individual student performance and to provide help to struggling students before they fall behind Parental involvement in efforts to get students to meet standards State or district accountability systems with real consequences for adults in schools Use of assessments to help guide instruction and resources and to serve as a healthy part of everyday teaching and learning 4B Ensures culturally relevant curricula and assessments 4E Emphasizes assessment systems congruent with understandings of child development and standards of measurement 3I Monitors instruction and instructional time 3E Ensures the use of effective pedagogy to close learning gaps 3F Provides ongoing, salient, informative, and actionable feedback to teachers and other professional staff 2C Ensures on-going and differentiated professional learning 4D Ensures authentic learning and assessment experiences 5D Ensures that each student has an abundance of academic and social support 7B Nurtures a sense of approachability and sustains positive relationships with families and caregivers 2E Employs research-anchored and valid systems of performance management 8E Monitors and evaluates all aspects of school or district operations for effect and impact 11B Initiates and manages system-wide change 4E Emphasizes assessment systems congruent with understandings of child development and standards of measurement

3 Barr and Parrett synthesis across major studies 8 dimensions of improvement + 3 characteristics [22 and 33] Ensure effective district and school leadership 8C Ensures effective leadership throughout the school or district Engage parents, communities, and schools to work as partners Target low-performing students and schools, starting with reading Standard 7: Communities of Engagement for Families 9D Works to create productive relationships with students, staff, parents, and members of the extended school community 4C Maximizes opportunity to learn Align, monitor, and manage the curriculum 4B Ensures culturally relevant curricula and assessments Create a culture of data and assessment literacy 1B Collects and uses data to identify goals, assess organizational effectiveness, and promote organizational learning 8F Ensures the implementation of data systems that provide actionable information Build and sustain instructional capacity 2B Develops individual and collective capacity of staff Reorganize time, space, and transitions 8E Monitors and evaluates all aspects of school or district operations for effect and impact Importance of advocacy 10C Advocates for children, families, and caregivers Commitment to equity 10A Ensures equity of access to social capital and institutional support 9G Safeguards the values of democracy, equity, justice, community, and diversity Professional accountability for learning 6H Nurtures a culture of shared accountability 3) Poverty and Our Moral Responsibility

4 What Educators Need to Understand About Poverty [38] Confronting Common Myths [42] Why Confronting These Myths Matters [45] 10D Attacks issues of student marginalization; deficit-based schooling; and limiting assumptions about gender, race, class, and special status 11C Enables others to engage productively with change experiences 9C Maintains a sense of self-awareness and attends to his or her own learning Are we sure we re solving the right problem? [47] 6H Nurtures a culture of shared accountability Our Call to Action: fixing schools so that all students have a sense of belonging and the opportunity for success [51] 5C Ensures that students are enmeshed in a safe, secure, emotionally protective, and healthy environment 7B Nurtures a sense of approachability and sustains positive relationships with families and caregivers 10B Fosters schools as affirming and inclusive places 4) A Framework for Action: Leading High-Poverty Schools to High-Performance Actions: Leadership capacity [53] Standard 1: Vision and Mission Standard 6: Professional Culture for Teachers and Staff Healthy, safe, and supportive learning environments [53] Standard 5: Community of Care for Students Student, professional, and system learning [53] Standard 2: Instructional Capacity Standard 3: Instruction Standard 4: Curriculum and Assessment School Culture [54] Standard 8: Operations and Management

5 Standard 9: Ethical Principles and Professional Norms Standard 10: Equity and Cultural Responsiveness Spheres of Influence [54] Standard 7: Communities of Engagement for Families Standard 11: Continuous School Improvement Taking Action: Building Leadership Capacity Shared and Distributed Leadership [57] A Spirit of Reciprocity [57] Principal as Lead Learner [57] Fostering Healthy, Safe, and Supportive Learning Environments [58] 1A Collaboratively develops, implements, and promotes a shared vision and mission for quality teaching and learning 6B Nurtures a commitment to shared goals 6D Facilitates shared ownership 6E Develops collaborative leadership skills 8C Ensures effective leadership throughout the school or district 6C Provides for collaborative work 6F Promotes a climate of collective efficacy 6H Nurtures a culture of shared accountability 9C Maintains a sense of self-awareness and attends to his or her own learning 2C Ensures on-going and differentiated professional learning 8B Manages student behavior with a focus on learning 5C Ensures that students are enmeshed in a safe, secure, emotionally protective, and healthy environment Taking Action: Focusing on Student, Professional, and System Learning Student learning [60] Standard 3: Instruction Standard 4: Curriculum and Assessment Professional Learning [60] Standard 2: Instructional Capacity

6 System Learning [60] Standard 11: Continuous School Improvement Leading Change in School Culture 5 Critical Attributes: 1. Caring relationships and advocacy [63] 5B Ensures that each student is known, valued, and respected 5C Ensures that students are enmeshed in a safe, secure, emotionally protective, and healthy environment 10C Advocates for children, families, and caregivers 2. High expectations and support [63] 3A Maintains a culture of high expectations and challenge 5D Ensures that each student has an abundance of academic and social support 3. Commitment to equity [63] 10A Ensures equity of access to social capital and institutional support 4. Professional accountability for learning [63] 8E Monitors and evaluates all aspects of school or district operations for effect and impact 6H Nurtures a culture of shared accountability 5. Courage and will needed to take action [63] 1A Collaboratively develops, implements, and promotes a shared vision and mission for quality teaching and learning 1C Creates and implements plans to achieve goals 1D Promotes continuous and sustainable improvement Working in Many Spheres of Influence [64] Standard 7: Communities of Engagement for Families 5) Building Leadership Capacity: HP/HP Schools Eliminate What Doesn t Work Issue: Tolerating Low Expectations [72] Issue: Lacking a Commitment to Equity Inequitable Funding [74] 3A Maintains a culture of high expectations and challenge 10A Ensures equity of access to social capital and institutional support 7D Advocates for policies and resources for the community

7 Issue: Lack of Support for and Failure to Retain Effective Educators 75] Issue: Ineffective Data Systems [76] Issue: Lacking the Courage and Will to Act [77] 2A Recruits and hires effective teachers and other professional staff 2E Employs research-anchored and valid systems of performance management 2D Supports staff with human, financial, and technological resources 8F Ensures the implementation of data systems that provide actionable information 10D Attacks issues of student marginalization; deficit-based schooling; and limiting assumptions about gender, race, class, and special status 6) Building Leadership Capacity: How HP/HP Schools Do It Are We Deploying Resources Effectively? [81] By building leadership capacity throughout the school, leaders construct the infrastructure needed to focus intensely on the work of improving learning and the learning environment. [81] Effective leaders celebrate individual and school wide accomplishments on a regular basis. [86]...make certain everyone has the knowledge and skills to be successful. [87]...getting the right people on the bus [87]...reciprocal accountability [87] Are We Optimizing Time? [88] 2A Recruits and hires effective teachers and other professional staff 2D Supports staff with human, financial, and technological resources 8J Acts as a steward of public funds 6D Facilitates shared ownership 11G Promotes a culture of collective direction, shared engagement, and mutual accountability 11G Promotes a culture of collective direction, shared engagement, and mutual accountability 2B Develops individual and collective capacity of staff 2A Recruits and hires effective teachers and other professional staff 6H Nurtures a culture of shared accountability 3I Monitors instruction and instructional time

8 Do We Have a Data System That Works for Classroom and School Leaders? [93] 8F Ensures the implementation of data systems that provide actionable information 11E Promotes a culture of data-based inquiry and continuous learning 7) Fostering a Healthy, Safe, and Supportive Learning Environment: HP/HP Schools Eliminate What Doesn t Work Issue: Lack of Safety [100] Issue: Low Levels of Trust and Collaboration [102] Issue: A Lack of Understanding of the Effects of Poverty on Learning and Achievement [103] Issue: Lack of Positive School, Family, Home, and Community Relationships [103] Issue: Failure to Establish a Needs-Based Approach for All Students [104] Issue: Ineffective Transitions [105] Issue: Inattention to Student Attendance and Mobility [106] Issue: Inappropriate Behavioral Interventions Suspensions and Expulsions 5C Ensures that students are enmeshed in a safe, secure, emotionally protective, and healthy environment 5A Ensures the formation of a culture defined by trust 6A Develops productive relationships and trust 10D Attacks issues of student marginalization; deficit-based schooling; and limiting assumptions about gender, race, class, and special status 10F Promotes understanding, appreciation, and use of diverse cultural, ecological, social, political, and intellectual resources 7B Nurtures a sense of approachability and sustains positive relationships with families and caregivers 3G Ensures the use of pedagogy that treats students as individuals and promotes self-esteem 5B Ensures that each student is known, valued, and respected 5C Ensures that students are enmeshed in a safe, secure, emotionally protective, and healthy environment 5D Ensures that each student has an abundance of academic and social support 8B Manages student behavior with a focus on learning

9 8) Fostering a Healthy, Safe, and Supportive Learning Environment: How HP/HP Schools Do It Is Our School Safe? [111] Do We Understand the Influence of Poverty on Student Learning? [116] Have We Fostered a Bond Between Students and School? [120] Do We Engage Parents, Families, and the Community? [124] 5C Ensures that students are enmeshed in a safe, secure, emotionally protective, and healthy environment 10D Attacks issues of student marginalization; deficit-based schooling; and limiting assumptions about gender, race, class, and special status 5B Ensures that each student is known, valued, and respected 7C Builds and sustains productive relationships with community partners in the government, non-profit, and private sectors 9) Focusing on Student, Professional, and System Learning: HP/HP Schools Eliminate What Doesn t Work Issue: Lack of Instructional Framework [140] Issue: Misalignment of Curriculum, Instruction, and Assessments [140] Issue: Ineffective Instruction [142] Issue: Teacher Isolation [143] Issue: Inability to Approach Student and Professional Learning as Two Sides of the Same Coin [143] 1A Collaboratively develops, implements, and promotes a shared vision and mission for quality teaching and learning 4E Emphasizes assessment systems congruent with understandings of child development and standards of measurement 2E Employs research-anchored and valid systems of performance management 3I Monitors instruction and instructional time 3F Provides ongoing, salient, informative, and actionable feedback to teachers and other professional staff 6C Provides for collaborative work 2C Ensures on-going and differentiated professional learning

10 Issue: Misassignment of Teachers [144] Issue: Retention, Tracking, and Misuse of Pullouts [145] Issue: Lack of a Powerful Curriculum for All [145] Issue: Lack of Extended Learning Time for Underachieving Students [146] Issue: Misassignment of Students to Special Education [147] 2A Recruits and hires effective teachers and other professional staff 2E Employs research-anchored and valid systems of performance management 10A Ensures equity of access to social capital and institutional support 10B Fosters schools as affirming and inclusive places 10D Attacks issues of student marginalization; deficit-based schooling; and limiting assumptions about 3A Maintains a culture of high expectations and challenge 4A Ensures program rigor 3I Monitors instruction and instructional time 4E Emphasizes assessment systems congruent with understandings of child development and standards of measurement 10) Focusing on Student, Professional, and System Learning: How HP/HP Schools Do It Does our instructional framework guide curricula, teaching, assessment, and the learning environment? [151] Comprehensive School Reform Models as a Jumpstart to a Framework [151] Other Paths to an Instructional Framework [155] The Importance of Curriculum Alignment [156] 1A Collaboratively develops, implements, and promotes a shared vision and mission for quality teaching and learning 11A Assesses, analyzes, and anticipates emerging trends to shape school or district decision-making 1B Collects and uses data to identify goals, assess organizational effectiveness, and promote organizational learning 4B Ensures culturally relevant curricula and assessments 6C Provides for collaborative work

11 From a Pedagogy of Poverty to Powerful Teaching and Learning [157] 3E Ensures the use of effective pedagogy to close learning gaps relevant to the learner 3B Ensures a focus on authenticity and relevance in instruction meaning centered 3H Ensures the presence of culturally congruent pedagogy and assessment supporting the development of various kinds of understanding 3G Ensures the use of pedagogy that treats students as individuals and promotes self-esteem 4F Ensures the use of learning experiences that enhance the enjoyment of learning accelerated, strength based, and empowering 3C Ensures that instruction is anchored on best understandings of child development 3D Ensures strengths-based approaches to learning and teaching 3H Ensures the presence of culturally congruent pedagogy and assessment encompassing higher-order thinking, deep knowledge, and connections beyond classrooms Begin with a Common Understanding of Good Teaching [158] Knowing and Using Practices That Address Underachievement and Poverty [159] Assessments and Assessment Literacy [161] The Importance of the Teacher [164] Do we provide targeted interventions for students 3A Maintains a culture of high expectations and challenge 6B Nurtures a commitment to shared goals 3H Ensures the presence of culturally congruent pedagogy and assessment 4D Ensures authentic learning and assessment experiences 4E Emphasizes assessment systems congruent with understandings of child development and standards of measurement Standard 2: Instructional Capacity 4C Maximizes opportunity to learn

12 who need them? [168] Are all students proficient in reading? Are we using research-based models for professional learning and encouraging reflective practice? Are we engaging in continuous data-based inquiry as a school? 3E Ensures the use of effective pedagogy to close learning gaps 5D Ensures that each student has an abundance of academic and social support 4E Emphasizes assessment systems congruent with understandings of child development and standards of measurement 2B Develops individual and collective capacity of staff 2C Ensures on-going and differentiated professional learning 2E Employs research-anchored and valid systems of performance management 1B Collects and uses data to identify goals, assess organizational effectiveness, and promote organizational learning 6D Facilitates shared ownership 6F Promotes a climate of collective efficacy 11E Promotes a culture of data-based inquiry and continuous learning