Teaching for Teaching for Excellence and Equity Excellence - Todos
Excellence through Equity - · PDF fileA framework for pursuing excellence through equity ......
Transcript of Excellence through Equity - · PDF fileA framework for pursuing excellence through equity ......
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Excellence through Equity:
Making a Difference for Every Student
Alan Blankstein and Pedro Noguera
July 2016
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What is equity?
• Equity is:
– Giving students what they need to be successful
• Academic and social
– Recognizing that not all students are the same
• They learn in different ways and at different paces
• Pervasive inequality makes pursuit of
equity difficult but essential
• Staying focused on outcomes – academic
and developmental
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Equity is not:
- Lowering standards
- Treating all children the same
- Something only schools serving poor
children of color should be concerned
about
- Choosing which students to serve –
disadvantaged or affluent
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A framework for pursuing excellence
through equity
• Child Development – A holistic approach to
education and differentiated support
• Neuroscience – elasticity of brain makes it
necessary to ensure that all students have
access to deeper learning
• Context - Understanding and responding to
the way students are affected by their
environment
– Family – Peers – Community - Society
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Five essential ingredients for school improvement
• - A coherent instructional guidance system
• - Ongoing development of the professional capacity of
staff
• - Strong parent-community-school ties
• - A student-centered learning climate
• - Shared leadership to drive change
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Axiom #1
• The key responsibility of leaders is to ensure that the conditions necessary for good teaching and learning are in place so that every student has the opportunity to learn.
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Essential Conditions for Teaching and Learning
• Safety and order – byproduct of relationships
• Respect, positive relationships – culture
• Clarity of purpose, shared mission
• High morale among staff
• Student engagement and commitment to learning
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Class time is work timeHollenbeck Middle School, LAUSD
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Teachers focus on evidence of learning…
• Make expectations clear and standards explicit by modeling and exposing students to high quality work
• Utilize diagnostic tools to check for understanding
• Create a safe learning environment so that student can learn from their mistakes
• Provide numerous opportunities for students to revise and resubmit work
• Focus on motivation and engagement by incorporating student interests and soliciting feedback and questions from students
• Analyze student work with a focus on what student errors tell us about our teaching
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Focus on Engagement
Behavioral Engagement
Preparation
Persistence
Instrumental Help-seeking
Cognitive Engagement
Deep Processing
Meta-cognition
Affective Engagement
Interest
Value
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Axiom #2
• The skills of the staff and resources available to the schools must match the needs of students
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Brockton scholarship winners 2016
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Key Elements of the Brockton Strategy
• Shared leadership
• Concerted effort to obtain buy-in around the strategy
• A coherent strategy focused on student needs
• Differentiated professional development
• Follow through, examining the evidence, sticking with it
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Turnaround at Brockton HS
• “Brockton High School has every excuse for failure, serving a city plagued by crime, poverty, housing foreclosures, and homelessness… But Brockton High, by far the state’s largest public high school with 4,200 students, has found a success in recent years that has eluded many of the state’s urban schools: MCAS scores are soaring, earning the school state recognition as a symbol of urban hope.”
• James Vaznis, Boston Globe Oct 9, 2009.
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Axiom #3
• The more you know about the children you serve the better you will be at meeting their needs and supporting their success.
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PS 28 obtains highest gains in literacy and math in Brooklyn -2012
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Key Elements of the PS 28 Strategy
• Instructional leadership
• Parental support
• Community partnerships
• Ongoing focus on building the capacity of teachers
• Individualized support for students
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The best teachers teach the way students learn rather than expecting students to
learn the way they teach
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