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Transcript of Oh basa leadership handout 6 29 12 bmc final
Leading Learning through Teacher-Based Teams 2012 Research Guidance
OLAC Summit 2012 June 29, 2012
Brian McNulty, Ph.D.
The Leadership and Learning Center 317 Inverness Way South, Suite 150 Englewood, Colorado 80112 Toll Free: 1.866.399.6019 International: +1.303.504.9312 Fax: 303.504.9417 LeadandLearn.com
Brian McNulty, Ph.D.
Dr. Brian McNulty is Vice President, Leadership Development for The Leadership and Learning Center.
Brian brings 30 years of experience as a nationally recognized
educator in leadership development to his current position at the
Leadership and Learning Center. Prior to this he served as the
Vice President for Field Services at the Mid-continent Research
for Education and Learning (McREL). Before coming to McREL,
he was an Assistant Superintendent for Adams County School
District 14, and the Assistant Commissioner of Education, for the
Colorado Department of Education.
Brian's work and writing have been featured in books, scholarly journals and periodicals
throughout the world. An author of more than 40 publications, Brian's most recent books include,
Leaders Make It Happen with Laura Besser (an AASA member book) and School Leadership
that Works: from Research to Results, an ASCD best selling publication co-authored with
Robert Marzano and Tim Waters.
Although Dr. McNulty is well known as a both a researcher and a keynote speaker, his primary
work has focused on long-term intensive partnerships with schools, districts, state education
agencies and educational service agencies in applying the current research to field based
problems. His recent research has focused on developing continuous improvement frameworks
based on data and inquiry.
Brian can be reached at: [email protected].
Leading Learning through Teacher-Based Teams
2012 Research Guidance
Outcomes
• Explore the challenges, issues, and practices associated with continuous improvement in schools and districts
• Make recommendations for specific actions
How many of you are satisfied with the results
you are getting right now?
Discuss with your shoulder partner.
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Page 1 Leadership Keynote Columbus, Ohio • June 29, 2012
How do we get better outcomes?
Through better:1 Teaching and Learning1. Teaching and Learning2. Leadership and Learning3. Collaborative Learning at all
levels
1. Where does more powerful teaching come from?
a. Learning and using more powerful teaching p gpractices
b. Teacher-Based Teams
a. What does highly effective instruction, or “best practices” look like?look like?
© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.leadandlearn.com
Page 2 Leadership Keynote Columbus, Ohio • June 29, 2012
Rosenshine (2012)American Educator AFT
1. Begin the lesson with a short review of previous learning.
2. Present new material in small steps ith st dent practice after each stepwith student practice after each step.
3. Ask a large number of questions and check the responses of all students.
4. Provide models.5. Guide student practice.
Rosenshine (2012)
6. Check for student understanding.7. Obtain a high success rate.8 Provide scaffolds for difficult tasks8. Provide scaffolds for difficult tasks.9. Require and monitor independent
practice.10. Engage students in weekly and
monthly review.
We have known quite a bit about instruction for quite a while
• However, we continue to support the idea that all instructional
ti lpractices are equal • They are not!!!
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Page 3 Leadership Keynote Columbus, Ohio • June 29, 2012
What is the typical effect across
Visible Learning &Visible Learning for Teachers
John Hattie Ph.D. (2009, 2012)
900+ meta-analyses50,000+ studies240+ million students
95% of all the effect sizes in education are positive.
The most significant finding from the evidence is that
almost any intervention can claim that “it works” in termsclaim that it works in terms of making some difference in
student learning.
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Page 4 Leadership Keynote Columbus, Ohio • June 29, 2012
Distribution of Effects
15 000 00
20,000.00
25,000.00
ber o
f Effe
cts
0.00
5,000.00
10,000.00
15,000.00
Num
b
Hattie (2009, 2012)
So we all profess to using “ h b d ti ”“research-based practices ”
Example of Negative Effect
• What is one educational practice that has been studied extensively and consistently y yfound to have a negative effect on student performance that we continue to use every year in our schools and districts?
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Page 5 Leadership Keynote Columbus, Ohio • June 29, 2012
Influences on Achievement
0.400.300.20
0.50
0.60
0.700.10
0 0.80
0.90
1.00
Zone of desired effects
Hattie (2009, 2012)
Rank Order the FollowingArea
1. Teacher subject matter knowledge
Rank Order
2. Teacher / student relationship
3. Professional development
4. Class size
There are many practices that have a significant effect on g
student performance.
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Page 6 Leadership Keynote Columbus, Ohio • June 29, 2012
Contributions from the Teacher
Area1. Goal setting2. Mastery learning
Effect Size
1. d = 0.562. d = 0.58
3. Questioning
4. Reciprocal teaching
5. Direct instruction
3. d = 0.434. d = 0.74
5. d = 0.59
Hattie (2009, 2012)
Contributions from the TeacherArea
1. Spaced practice2. Peer tutoring3. Study skills (outlines,
Effect Size
1. d = 0.712. d = 0.553. d = 0.593. Study skills (outlines,
notes, reviewing, mnemonics)
4. Self-verbalizing and questioning
3. d 0.59
4. d = 0.64
.Hattie (2009, 2012)
Which of the following matters most?
• Ability grouping• Teaching to learning style• Teaching to learning style• Whole language• Co-teaching or team teaching
© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.leadandlearn.com
Page 7 Leadership Keynote Columbus, Ohio • June 29, 2012
The biggest effect on student learning occurs when
teachers become learners of their own teaching and whentheir own teaching, and when students become their own
teachers.
Hattie (2009)
What works best for students is similar to what works best for
teachers: • Attention to setting challenging
learning intentions• Clarity about what success means• Attention to learning strategies for
developing conceptual understanding
Hattie (2009)
If students are not doing enough thinking,
something is seriouslysomething is seriously wrong with the instruction.
Hattie, 2009
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Page 8 Leadership Keynote Columbus, Ohio • June 29, 2012
A Caution:The Question of Specificity
Providing feedback to teachers
regarding effective instruction necessitates articulating a broad array of strategiesbroad array of strategies
organized into a comprehensive framework.
Marzano, , R. J., (2009)
2. Teacher-Based Teams
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Page 9 Leadership Keynote Columbus, Ohio • June 29, 2012
What Do We Know About Teacher-Based Teams–
TBTs?
Largest Leadership Study to Date
• Nine states • 43 school
districts• 180 schools • Data from a total
of 8,391 teachers and 471 school administrators
Findings
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Page 10 Leadership Keynote Columbus, Ohio • June 29, 2012
Findings
• Collective leadership has a stronger influence on student learning than any individual source of leadership
• Higher-performing schools award greater influence to teacher teams
Leithwood and Seashore-Louis, 2012
Teacher Teams had Positive Effects On:
• Teacher knowledge and skills• Teacher motivation• Teacher work setting• Teacher work setting
All of which had positive effects on student achievement.
Leithwood and Seashore-Louis, 2012
When professional community focuses on the quality of student learning,
teachers adopt instructional practices to enhance student
learning.
Leithwood and Seashore Louis (2012)
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Page 11 Leadership Keynote Columbus, Ohio • June 29, 2012
Higher performing schools award greater influence than l f i h l tlower performing schools to
teacher teams.
Leithwood and Seashore Louis (2012)
A growing body of evidence suggests that when teachers
collaborate to pose and answer questions informed by data from q y
their own students, their knowledge grows and their
practice changes.
David (2008, 2009)
In a comprehensive five-year study of over 1,500 schools, they found
that when teachers formed professional learning
communities, achievement increased in math, reading,
science, and history and absentee and dropout rates decreased.
Darling-Hammond, L., et al. 2009
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Page 12 Leadership Keynote Columbus, Ohio • June 29, 2012
With teachers operating in grade-level teams that meet regularly, the school creates
structures for examining student progress, as well as for creatingprogress, as well as for creating a more coherent curriculum and allowing teachers to learn from
one another.
Darling-Hammond, L., 2010
Collaborative inquiry is among the most promising strategies for
strengthening teaching and learning.
The biggest risk, however, is not providing the necessary
leadership and support.
David, J. L. (2008, 2009)
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Page 13 Leadership Keynote Columbus, Ohio • June 29, 2012
“Time for collaboration by itself, even when administratively supported, was unlikely to
improve achievement unlessadditional conditions were in
place to structure its effectiveness.”
Saunders, W. M., et al. (2010)
Provided theright conditions, leadership,
and protocols, teachers will make use of collaborative time in ways
that improve achievement.
Saunders, W. M., et al. (2010)
Protocols that articulate specific inquiry functions are critical:
• Jointly and recursively identifying appropriate and worthwhile goals for student learning
• Finding or developing appropriate means to assess student progress towards the goals
• Bringing to the table the expertise of g g pcolleagues
• Planning, preparing, and delivering lessons• Using evidence from the classroom to evaluate
instruction• Reflecting on the process to determine
next stepsGallimore et al. (2009)
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Page 14 Leadership Keynote Columbus, Ohio • June 29, 2012
“With a balance of administrative support and pressure, teacher
groups are more likely to persist in addressing problems long
enough to make a causal gconnection between
instructional decisions and achievement gains.”
Gallimore et. al. (2009)
Positive outcomes are unlikely in the absence of building
leadership that supports and holds teacher teams accountable for sustaining the inquiry process g q y p
until they see tangible results.
Gallimore et. al. (2009)
Critical Components for Effective TBTs
Structures are Essential:– Regular times
Active facilitation– Active facilitation– Protocols– Leadership
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Page 15 Leadership Keynote Columbus, Ohio • June 29, 2012
Professional community appears to foster collective learning of new practices
provided there is principal leadership.
Leithwood and Seashore Louis (2012)
2 Leadership and Learning2. Leadership and Learning
Principal Leadership
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Page 16 Leadership Keynote Columbus, Ohio • June 29, 2012
When principals serve effectively as instructional
l d t d t hi tleaders, student achievement increases.
Leithwood and Seashore-Louis (2012)
Instructional Leadership includes Two Complementary Approaches
that are Both Necessary:
1. A focus on classroom practice2 Shared leadership (through2. Shared leadership (through
teacher teams – TBTs and BLT) to create a learning organization
Leithwood and Seashore-Louis (2012)
Both of these factors were significant in terms of the
schools overall achievement.
Leithwood and Seashore-Louis (2012)
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Page 17 Leadership Keynote Columbus, Ohio • June 29, 2012
A highly significant factor of whether or not professional
community exists in the school is strong leadership
by the principal.
Leithwood and Seashore Louis (2012)
Leadership Dimension Average Effect Size
4. Promoting and participating in teacher learning and development
0.84
Robinson et al. (2011)
The average impact of this leadership practice is 2X the
effect of any other other leadership practice!leadership practice!
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Page 18 Leadership Keynote Columbus, Ohio • June 29, 2012
Direct participation in the learning enables principals to
more fully understand the challenges, opportunities,
and conditions teachers need to be successful.
Robinson (2007, 2008, 2011)
3. Collaborative Inquiry and Learning (capacity building)
at all levels
“By using an inquiry-based team framework,
achievement scores rose from the worst
to the best in the district.”
Gallimore et. al. (2009)
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Page 19 Leadership Keynote Columbus, Ohio • June 29, 2012
One thing you should remember
Is the concept of collective capacity
Fullan, (2010)
And the one that ultimately counts is
collectivecollective, collaborative capacity.
Fullan, (2010).
Only collective action will be strong enough to change the
s stemsystem.
Fullan (2010)
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Page 20 Leadership Keynote Columbus, Ohio • June 29, 2012
Collaborative Inquiry and Learning
• Develop teams at each level of the system (Classroom, Building, and District levels)
• Share responsibility and accountability for progress (in actions and outcomes)
• Develop capacity by providing differentiated professional development
Inquiry and Learning
The BIG questions:• Are you making progress and
why?why?• If you are not making progress,
why?
The centerpiece of actionshould be based on
learning and instructionlearning and instruction.
Fullan (2011)
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Page 21 Leadership Keynote Columbus, Ohio • June 29, 2012
Strong shared and instructional leadership,
strong professional community, and strong y, g
instruction moderate the effects of concentrated poverty.
Leithwood and Seashore Louis (2012)
All of the successfulschool systems have come to
trust and respect teacherstrust and respect teachers.
Fullan (2010)
Improving practice can only be done by teachers, not to teachers.
Wurtzel (2007)
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Page 22 Leadership Keynote Columbus, Ohio • June 29, 2012
Leadership is a Balance of
Pressure
Support
Questions and Discussion
Brian McNulty, Ph.D.Brian McNulty, Ph.D.The Leadership and Learning Center
303.504.9312, Ext. [email protected]
leadandlearn.com
© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.leadandlearn.com
Page 23 Leadership Keynote Columbus, Ohio • June 29, 2012
References
Darling-Hammond, L., and Richardson, N., (2009b). Teacher learning: What matters. Educational Leadership. 66 (5) 46-53. ASCD. Arlington VA.
Darling-Hammond, L., (2010). The flat world and education: how America's commitment to equity will determine our future. Teacher College Press. NY,NY David, J. L. (2008/2009). What the research says about…Collaborative inquiry. Educational Leadership, 66 (4) 87-88. ASCD. Alexandria, VA. Fullan, M., (2010). All systems go: the change imperative for whole system reform. Corwin. Thousand Oaks California
Gallimore, R. R., Ermeling, B.A, Saunders, W.M & Goldenberg, C. (2009) "Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-Based Inquiry Teams." The Elementary School Journal.Volume 109, Number 5. The University of Chicago. Pp.537-553. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge.
Leithwood, K. & Seashore Louis, K., (2012) Linking Leadership to Student Learning. Jossey-Bass. San Francisco CA,
Marzano, R. J., (2009). Setting the record straight on “high yield” strategies. Phi Delta Kappan. 91 (1), 30-37.
Robinson, V., M., J.(2007). School leadership and student outcomes: identifying what works and why. Australian Council of Educational Leadership (ACEL), Winmallee Australia. #41
Robinson, V. M.J., Lloyd, C. A., &. Rowe, K.J., (2008).The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types. Educational Administration Quarterly; 44;(5)pp 635-674.
Robinson, V., (2011) Student-centered leadership. San Francisco: Jossey-Bass.
Rosenshine, B., (2012)Principles of Instruction: Researched-based strategies that all teachers should know. American Educator. Vol. 36. No.1 Spring. Pp. 12-39
© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.leadandlearn.com
Page 24 Leadership Keynote Columbus, Ohio • June 29, 2012
Saunders, W.M., Goldenberg, C.N., & Gallimore, P. (2009). Increasing achievement by focusing on grade-level teams: A prospective, quasi-experimental study of title I schools. American Educational Research Journal. 44 (4). Pp 10006- 1033.
Wurtzel, J. (2007). The professional, personified. Journal of Staff Development, 28 (4).
© 2012 The Leadership and Learning Center All rights reserved. Copy only with permission. www.leadandlearn.com
Page 25 Leadership Keynote Columbus, Ohio • June 29, 2012
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