2015 Carnegie Grant Action Teams Session I Pitt. Copyright © 2015 New Teacher Center. All Rights...

2015 Carnegie Grant Action Teams

Session I

Pitt

Copyright © 2015 New Teacher Center. All Rights Reserved.

ConnectorUNDERSTANDING OUR CONTEXT


Connector: What are Working Conditions?

• Based on your own personal experience and perceptions, individually rank the pictures in the order of your perception of the working conditions represented from most favorable to least favorable.

• Use a one through six scale• One is the picture with the MOST positive conditions• Six is the picture with the LEAST positive conditions


A CB

FED


What are Working Conditions?

• Collaborate in groups and collectively organize the pictures of workers from most to least favorable working conditions

• Come to consensus on the order


Processing

• In what ways was your criteria similar or different to your elbow partners’?

• Discuss the process you used for getting agreement in the picture order.

• In what ways might these working conditions play a part in determining the quality of your work or desire to remain working in that particular role?


Conditions for Successful Teaching and Learning

“High-functioning systems can amplify the accomplishments of their educators, but a dysfunctional school or district can undermine the impact of even the best teachers. We need schools and districts whose climates and cultures, use of time, approaches to staffing, use of technology, deployment of services, and engagement of families and communities are optimized to continuously improve outcomes for the students they serve.”

One of seven elements identified as necessary to transform the teaching profession signed by US DOE, NEA, AFT, CCSSO, NSBA, AASA, CGCS, FMCS on May 23, 2012


Time—Available time to plan, collaborate, provide instruction, and eliminate barriers in order to maximize instructional time during the school day

Facilities and Resources—Availability of instructional, technology, office, communication, and school resources to teachers

Community Support and Involvement—Community and parent/guardian communication and influence in the school

How NTC Defines Teaching and Learning Conditions


Managing Student Conduct—Policies and practices to address student conduct issues and ensure a safe school environment

Teacher Leadership—Teacher involvement in decisions that impact classroom and school practices

School Leadership—The ability of school leadership to create trusting, supportive environments and address teacher concerns



Professional Development—Availability and quality of learning opportunities for educators to enhance their teaching

Instructional Practices and Support—Data and support available to teachers to improve instruction and student learning



NTC: Nearly 1.5 Million Responses Since 2008


Making a Case for Why Conditions Matter

• Teaching conditions matter for teaching children


New research demonstrates that several aspects of the teaching environment—in particular, school level student conduct management, manageable demands on time, ample professional autonomy and effective professional development—are significant predictors of student perception of support and rigor and ultimately value added student learning gains (Ferguson and Hirsch, 2014).

It’s About Children


Researchers from Harvard and Duke have each found that schools with positive work environments have greater student academic growth and overall achievement (Johnson, Kraft and Papay, 2011; Ladd, 2009).

It’s About Children




• Teaching conditions matter for retaining teachers


16

It’s About Keeping Effective Teachers

North Carolina Survey Item

Future Employment Plans of Educators

Stayers minus Movers

Stayersn=7495482.3%

Moversn=6906 7.6%

School Leadership: There is an atmosphere of trust and mutual respect. 76.0% 34.8% 41.2%Teacher Leadership: Teachers have an appropriate level of influence on decision making in this school. 70.3% 37.0% 33.3%Managing Student Conduct: School admin. support teachers' efforts to maintain discipline… 82.8% 50.4% 32.4%Inst. Practices & Support: Teachers are assigned classes that maximize their success. 69.6% 40.7% 29.0%Time: Teachers are allowed to focus on educating students … 72.0% 47.1% 24.9%Community Support: Parents/guardians support teachers… 76.3% 51.6% 24.7%PD: Professional development is differentiated…. 65.9% 41.3% 24.6%Resources: Teachers have sufficient access to a broad range of professional support personnel. 84.1% 65.2% 18.9%




• Teaching conditions matter for retaining teachers

• Where you sit has a lot to do with how you see the world


2013 TELL Kentucky Questions with Greatest Difference Between Principals and Teachers

Percent Agreement

Principals Teachers Difference

Efforts are made to minimize the amount of routine paperwork teachers are required to do. 93.0 54.1 38.9

Teachers feel comfortable raising issues and concerns that are important to them. 98.8 70.2 28.6

School administrators consistently enforces rules for student conduct. 99.0 71.3 27.7

Teachers are allowed to focus on educating students with minimal interruptions 95.5 69.0 26.5

Teachers are assigned classes that maximize their likelihood of success with students. 98.1 72.1 26.0

The non-instructional time provided for teachers in my school is sufficient. 90.8 65.2 25.6

There is an atmosphere of trust and mutual respect in this school. 97.6 73.0 24.6

Students at this school follow rules of conduct. 97.0 72.9 24.1

Where You Sit Shapes How You See Things


Select 2013 Data From a Large Southeastern School District

Rate of AgreementEle #1 Ele #2 Ele #3Low

ConditionsAverage

ConditionsPositive

ConditionsTeachers have time available to collaborate with colleagues. 21% 56% 84%The non-instructional time provided for teachers in my school is sufficient. 17% 48% 79%Students at this school follow rules of conduct. 37% 92% 100%The faculty has an effective process for making group decisions to solve problems.

46% 77% 100%

The faculty and leadership have a shared vision. 56% 88% 100%There is an atmosphere of trust and mutual respect in this school. 31% 82% 97%

Teachers feel comfortable raising issues and concerns that are important to them. 44% 63% 92%

A Moment of Reflection


About the Carnegie Grant


Highlights Of The Carnegie Grant To NTC

“Building a Scalable, Sustainable, and Aligned School Leadership Development Model”

Carnegie Corporation of New York

Part 1. Enhancing and Expanding a Comprehensive Model of School Leadership Development

NTC will take our most promising School Leadership Development offerings, Principal Induction and review and revise them to align with CCSS; prepare them for greater scale by utilizing different delivery mechanisms; and, elevate their impact by increasing instructional effectiveness, improving working conditions, and supporting CCSS implementation in schools nationwide.


Highlights Of The Carnegie Grant To NTC

Part 2. Study of the Importance of School Leadership for School Improvement Partnering with Dr. Richard Ingersoll, Professor of Education and Sociology at the University of Pennsylvania, to conduct in-depth statistical analyses of TELL survey data to examine the impact of school leadership and teaching conditions on two school performance outcomes – student achievement and teacher retention.

TELL School Leadership Teams work will expand beyond its pilot stage (in HCPS) to four districts, where in-depth analyses and work to improve school conditions will be undertaken. NTC will partner with four districts, each within states where the TELL Survey has already been administered, and:

1. Administer the TELL Survey across each district so that there will be spring surveys in 2016 and 2017;

2. Partner with each district to focus assistance efforts with 5 selected schools in each district using NTC’s Change Management approach with the TELL data as an indicator tool.


What That Means for Us

• Training Opportunity on Effective Change Management

• Can be applied to anything

• Collaborative Opportunity to Share Leadership on School Improvement Planning

• Learn from other schools within your district• Individualized coaching to support your specific

school needs throughout the year.• Extra data point of TELL data in between state

surveys


Overview of the Session


Outcomes for the Year

1. Develop and implement an action plan for improving teaching and learning conditions at a particular school site based on recent TELL Survey data

2. Distribute the ownership for the improvement of teaching and learning conditions among teachers, administrators and the principal

3. Strengthen participants’ understanding and application of change theory


Activities for 2015Session Date Time Place

F2F1 10/13 1:00 – 3:30Community

Schools

Coaching 1 11/2 – 11/4 TBD Your School

F2F2 11/10 Time TBD

Coaching 2 12/7 – 12/9 TBD Your School


Today’s Agenda

Introductions

NTC/the work/the grant

Review Your School TELL Data and Consider Specific Conditions of Focus

Consider How to Replicate Back at Your School

Reflections & Next Steps


Norms

• Stay Engaged• Speak our Truth• Experience Discomfort• Expect and Accept Non-Closure• Listen for Understanding• Self-monitor Electronics


Conduct a Survey Results Analysis


Summary Report Directions (half the team)• Examine questions related to the construct of Time first• Compare your school’s agreement on each question with that of the state average• Circle in one color the items where your school is above the state average by more

than 3% Circle in a different color the items where your school is below the state average by more than 3%

Your Your Grade Your State District Level School

60.2%


Directions• If you don’t have different colored pens, consider using shapes

Your Your Grade Your State District Level School

60.2%


Directions• Review the highlighted questions and make an additional mark next

to the one or two questions with the greatest positive and negative differences between your school and the state

Grade YourLevel School

60.2%


Fall NC 2015 2014

Comparison Report Directions (half the team)• Examine questions related to the construct of Time first• Compare your school’s agreement on each question with its results from an earlier

survey• Circle in one color the items where your school grew by more than 3% Circle in a

different color the items where your school declined by more than 3%


Directions• If you don’t have different colored pens, consider using shapes

Fall NC 2015 2014


• Review the highlighted questions and make an additional mark next to the one or two questions with the greatest growth and decline at your school

Directions

Fall NC 2015 2014


Directions

• Repeat this analysis for each of the construct areas


Compare Results

• On what questions do the two analyses cross paths?

• Where are there questions below average and in decline?

• Where are there questions above average and in growth?

• Where are there questions above average and in decline?

• Where are there questions below average an in growth?


From this Analysis

• Reflect on specific policies/activities/decisions you and your colleagues made that might have enabled these particular conditions to thrive

• Consider different ways you might celebrate some or all of these findings with your staff, parents, and/or the community

• Explore how the enabling characteristics of your policies/activities/decisions in these areas may be expanded to support school improvement planning for other aspects of your teaching conditions


Discuss and Determine

• What are some conditions that stand out as points of celebration based on your collective reflection and discussion?

• What are some conditions that are challenges?• This is what you will be taking back to your school

to share and work with your colleagues• Record your celebrations and challenges on the

sheet provided


Narrowing to One Positive

• Work from the one or two highlighted conditions in each construct. What is the one area you and your colleagues feel should really be celebrated at your school and why?

• Consider: • Other data points• Difficulty• Connections to other things happening in the

school/district/state• Importance as a driver to other things you want to

accomplish


Narrowing to One Challenge

• Work from the one or two highlighted conditions (questions) in each construct. What is the one condition you and your colleagues feel should be the focus of this year’s change management work?

• Consider: • Other data points• Difficulty• Connections to other things happening in the

school/district/state• Importance as a driver to other things you want to

accomplish


Share Out

• Find someone not from your school in the room• Introduce yourselves• Share with your partner one celebration and one

growth area from your examination of TELL results at your school

• Return to your school group and process and share your experience with your school team


On the Way to Break: Construct a Consenso-gram

• On the way to a quick break, each person bring one stickie to the consenso-gram in the room

• Cast Your Vote:• Place your stickie above the Survey area you feel is the

most important area your school needs to address.• Does not have to be what your team decided to focus on

• If there are other stickies present, place your stickie above the previous one to begin to form a row of stickies


Consenso-gram

2.1A 2.1B 2.1C 2.1D 2.1E


Exploring Your Identified Challenge


Discussion: Unpacking the Condition

• What about this condition is working?• What about this condition is not working?• What would be ideal?• What is getting in the way of ideal?

• Assign someone within your group to take notes of the discussion.

• Use the handout provided


Share out

• Find a new partner in the room, not from your school.

• Share some of the highlights of your discussion


Returning to Your Schools


Why Inclusion is Critical

• A key to successful change is alignment with your colleagues

• Your entire school’s inclusion in the process is important

• Power of multiple minds in decision making• Accountability / Shared Responsibility• Reduces resistance• Builds trust


Engaging Your Colleagues Back at Your Schools

• Convene a faculty meeting

• Share information about this work (Faculty Meeting on TELL handout) and how you narrowed to a few questions

• Make survey results accessible• Celebrate successes• Share identified challenges


Engaging Your Colleagues Back at Your Schools

• Conduct a Consenso-gram with entire faculty to determine which one challenge you want to focus on first (from the list you built in today’s session)

• Break into small groups and conduct a CAL of the challenge selected

• Team members use the Faculty Meeting Support Handout to guide the discussions

• Bring data collected to our first coaching session


Thank you!

FEEDBACKSurvey Link: tinyurl.com/ntc-pd-feedback

Session: Change ManagementSession Subcategory: Day 1Start and End Date: Oct 13, 2015Client: Carnegie TELL – Pitt County, NC

2015 Carnegie Grant Action Teams Session I Pitt. Copyright © 2015 New Teacher Center. All Rights...

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Transcript of 2015 Carnegie Grant Action Teams Session I Pitt. Copyright © 2015 New Teacher Center. All Rights...