Post on 22-Feb-2016
description
Janet AngelisKristen Campbell Wilcox
University at Albany
Agenda
1. Overview (15)2. How do I think my school is doing? (10)3. Learning from each other (20-30)4. Learning from the study (10)5. How do we think our school/district is
doing? (10)6. Planning next steps (10-20)
Relationships Lay the Foundation
Trust and respect make possible…security and well-being for students and
faculty;constant collaboration;honest evaluation of results and
adjustments; the development and enactment of a
shared vision.
•5 Key Elements
The Project and the Study
• National• State comparable best practices• Just for the Kids-NY
Our Sample• 10 consistently HP schools with 6 similar but consistently APs, based on 3 years of NYS Assessment data (2003-5)
• Half: = or > NYS average poverty level• Urban, rural, suburban• Open admissions• NYS average per pupil expenditures
10 HigherPerformers
• J.T. Finley - Huntington UFSD • Holland - Holland CSD• John F Kennedy - Utica CSD• A. Leonard - CSD of New Rochelle • Niagara - Niagara Falls CSD• Port Chester - Port Chester-Rye UFSD• Queensbury - Queensbury UFSD • Vernon-Verona-Sherrill - Sherrill CSD• West - Binghamton CSD• Westbury - Westbury UFSD
For a case study of each school: www.albany.edu/aire/kids
The Schools
And Analysis
• 2-day site visits• Interviewed teachers and administrators using survey questions provided by JFTK
• Collected documents• Analyzed and wrote a case study for each site
• Cross-site analysis
The data
5 Key Elements
Relationships Lay the Foundation
Trust and respect make possible…security and well-being for students and
faculty;constant collaboration;honest evaluation of results and
adjustments;the development and enactment of a
shared vision.
Findings
Each necessary; not sufficient alone or w/ 1-3 others.
Trust• Respect for and from all• Clear expectations of students• Shared responsibility
I feel totally comfortable to talk about concerns with the principal. When the principal comes into my classroom --
we have strong support and trust.
We can’t do it alone . . . Parents are involved here.
Trust
The single most important thing . . . is to build trust with your faculty.
• Deliberate and planned• “Family”• Provides safety to disagree, to share challenges, even failures
Social & Emotional Well-Being• Its lack interferes with learning • Connect with every student: teaming, looping, “guide rooms,” activities, and social services; special attention for those at risk
• Transitions: ES – MS; MS – HS• Safety, security, and diversity
We use social emotional learning to focus on what’s common among us and not on what is
different.
Collaborative Conversations
• Purpose: student learning and achievement- collectively and individually
• Consistent, expected, and frequent• Scheduled and unscheduled• Teams and committees- within and across grades and subjects- within, across, and outside of school
Collaboration
You need to work as a team; there’s nothing a teacher can accomplish alone.
We communicate from one grade to the next. We respect teachers in the grades
below.
Evidence-Based Decision Making
• Multiple sources- student performance data- teacher experience- teachers and administrators- students, parents, and community- adopted programs
• Ongoing and acted on• Focus beyond the state assessments: standards
Evidence-Based Decision Making
We invite students back after a semester or two at college and ask what was most
helpful . . . [and not] so helpful.
[The school improvement model we chose] expects teachers to make professional choices.
We analyze the state exam -- kid by kid -- question by question.
Shared Vision
• Raising learning and achievement for all students• Built by all• Clearly articulated• Echoed from central office to classroom• Never done
You never arrive, you are always becoming.
It’s a goal without a finish line.
Agenda
1. Overview (15)2. How do I think my school is doing? (10)3. Learning from each other (20-30)4. Learning from the study (10)5. How do we think our school/district is
doing? (5)6. Planning next steps (10-20)
Agenda
1. Overview (15)2. How do I think my school is doing? (10)3. Learning from each other (20-30)4. Learning from the study (10)5. How do we think our school/district is
doing? (5)6. Planning next steps (10-20)
Fishbowl: Learning from each other
• Why did you rank your school/district as doing very well on this element?
• What are some of the steps that were taken/are being taken?
Agenda
1. Overview (15)2. How do I think my school is doing? (10)3. Learning from each other (20-30)4. Learning from the study (10)5. How do we think our school/district is
doing? (5)6. Planning next steps (10-20)
www.albany/edu/aire/kids
• Case studies of the HP middle and elementary schools
• Best Practice Framework for middle and elementary schools, with detail and samples of evidence
• Cross-site reports for middle and elementary schools
• 4-page summary of the middle school results• Link to the national site
Agenda
1. Overview (15)2. How do I think my school is doing? (10)3. Learning from each other (20-30)4. Learning from the study (10)5. How do we think our school/district is
doing? (5)6. Planning next steps (10-20)
Agenda
1. Overview (15)2. How do I think my school is doing? (10)3. Learning from each other (20-30)4. Learning from the study (10)5. How do we think our school/district is
doing? (5)6. Planning next steps (10-20)
JFTK-NY cf. NYS Essential Elements
JFTK-NY• Relationships• Emotional Well-Being
• Collaboration• Evidence-Based Decision Making
• Shared Vision
NYS Essential ElementsBasic goals• Intellectual development/academic achievement of all students
• Personal and social development of each student
JFTK-NY cf. NMSA This We Believe
JFTK-NY• Relationships• Emotional Well-Being• Collaboration• Evidence-Based Decision Making
• Shared Vision
NMSA This We BelieveCulture Matters:• Collaboration• Shared vision• Safe environment• High expectations for all• Adult advocate for every student
Jigsaw on the 5 Elements
• Count off by 5’s• In your groups, read the element that corresponds with your number
• Discuss what features, practices, beliefs seem prevalent re: that particular element
• Prepare to report out to the whole group on the most important aspects of that element