Administrators Supporting Teacher Leaders to Increase Student
Achievement Steve Barkley October 2014
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Teaching in a Learning Community Teaching is a Team Sport
Teaching is a Public Act
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School Change Source: Model developed by Stephen Barkley
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Student Achievement What is your definition of student
achievement?
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21 st Century Skills Framework Core Subjects -Economics
-English -Government -Arts -History -Geography -Reading or Language
-Arts -Mathematics -Science -World Languages -Civics 21 st Century
Themes - Global Awareness - Financial, Economic, Business &
Entrepreneurship Literacy - Civic Literacy - Health Literacy
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21 st Century Partnership
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Learning and Innovation Skills Learning and innovation skills
increasingly are being recognized as those that separate students
who are prepared for more and more complex life and work
environments in the 21 st century, and those who are not. A focus
on creativity and critical thinking, communication and
collaboration is essential to prepare students for the future.
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But once the task called for even rudimentary cognitive skill,
a larger reward led to poorer performance.
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Tough Choices or Tough Times This is a world in which a very
high level of preparation in reading, writing, speaking,
mathematics, science, literature, history, and the arts will be an
indispensable foundation . comfort with ideas and abstractions is
the passport to the good life, in which high levels of education a
very different kind of education than most of us have had are going
to be the only security there is.
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Tough Choices or Tough Times comfort with ideas and
abstractions is the passport to the good life, in which high levels
of education a very different kind of education than most of us
have had are going to be the only security there is.
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Are we ready for this student?
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STUDENT ACHIEVEMENT GOALS ACADEMICS - knowledge and skills to
be successful in school and life. LIFE SKILLS - aptitude, attitude
and skills to lead responsible, fulfilling and respectful lives.
RESPONSIBILITY TO THE COMMUNITY - attributes that contribute to an
effective and productive community and the common good of all.
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School Change Source: Model developed by Stephen Barkley
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Student Behaviors What student behaviors need to be initiated
or increased to gain the desired student achievement?
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Student Behaviors Reading as choice Writing Finding problem to
solve Researching Asking questions Following a passion
Persevering/Effort Working independently and collaboratively Taking
risks in learning Using technology to research and produce Adapting
to change
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Teacher Behaviors What teacher behaviors are most likely to
generate these student behaviors?
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Providing WOW Emotional Engagement
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Dan Meyer--Perplex Not Bored Dont know-dont care. Not Confused
Want to know the answer; don't believe they are capable.
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Dan Meyer Perplexed Dont know the answer. Want to know and
believe they are capable of figuring it out.
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Dan Meyer Perplexed Dont know the answer. Want to know and
believe they are capable of figuring it out.
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Teacher Behaviors Teach the desired student behavior. Model the
desired student behavior.
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Effort x Ability Manageable Task = Success The Formula
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Teacher Relationships What changes need to occur in how
teachers work with each other to support the needed teacher
behaviors?
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Teacher Relationships Parallel Play Adversarial Relationships
Congenial Relationships Collegial Relationships Roland S. Barth
Relationships Within the Schoolhouse ASCD 2006
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My Work My Time Design together Implement individually Shared
responsibility for student achievement Helping each other Modify
Individual Behavior, Consensus on implementation Individual
FranchiseTeam
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School Change Source: Model developed by Stephen Barkley
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Leader Behaviors What leadership behaviors are needed to
support the desired staff, teacher, parent, and student
behaviors?
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Changes Needed to Improve Student Achievement 5.How do you see
your role in the changing behaviors of students, teachers, teacher
leaders, and administrator? YOU 4.What are the behaviors/practices
of school leadership that are necessary to initiate, motivate, and
support these changes? 3.Are there changes that need to occur in
the way that staff members work with each other in order for the
desired individual staff members changes to occur? 2.What changes
must occur in individual staff/teacher practices to generate the
changes you seek in students? What changes must occur in parent
practices to generate the changes you seek in students? 2.What
changes must occur in individual staff/teacher practices to
generate the changes you seek in students? What changes must occur
in parent practices to generate the changes you seek in students?
1.What are the changes in student behavior, performance, choices,
effort, etc., that you believe are precursors to the improvement in
student learning that you seek?
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Trusting the Roles Teacher Coach Administrator
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Trusting the Roles 1.no communication between coach and admin
2.admin talks to coach... No coach to admin 3.Coach shares good
news 4.Full open sharing Teacher Coach Administrator
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Professional Learning Communities What roles do teacher leaders
play?
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School Change Source: Model developed by Stephen Barkley
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Big Idea A Focus on Results Professional Learning Communities
judge their effectiveness on a basis of results. Working together
to improve student achievement becomes the routine work of everyone
in the school. Every teacher-team participates in an ongoing
process of identifying the current level of student achievement,
establishing a goal to improve the current level, working together
to achieve that goal, and providing periodic evidence of progress.
(DuFour)
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Looking At Student Work With a colleague or two at your grade
level or within your department, .. flip through the student work,
point out what you notice about students overall, in groups,
individually. ..what questions emerge?
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Looking At Student Work Considering your current assessment of
the student work/performance and the importance of the learning
standard, what goals would you be setting for groups and individual
learners? (Shorter term/longer term)
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What Assessments Along the Way? OctoberFebruaryApril
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Looking at Assessments How did the assessment inform your
students? How did the assessment inform you? What questions did the
assessment raise for you? What are you going to be doing because of
the assessment results?
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Big Idea Ensuring That Students Learn The professional learning
community model flows from the assumption that the core mission of
formal education is not simply to ensure that students are taught
but to ensure that they learn. This simple shift from a focus on
teaching to a focus on learning has profound implications for
schools. (DuFour)
Learning (Often is) Messy Spontaneous Irregular Non Linear
Complex
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Teaching (Can be) Neat Orderly Sequential Managed Documented
Learning (Often is) Messy Spontaneous Irregular Non Linear
Complex
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Teachers Must Study Learning and Student Work Observe
ThinkExperiment Create Standards
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School Change Source: Model developed by Stephen Barkley
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Planning for Learning From a whole class perspective What is
important for students to experience or do to gain the desired
student outcomes? What teacher actions will instigate, promote,
support, etc. those student behaviors and experiences?
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Planning for Learning What student behaviors and experiences
are critical for the more advanced students? For the students whose
skill level is less developed? How will we as teachers individually
and collaboratively provide for these learning opportunities?
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Big Idea A Culture of Collaboration Educators who are building
a professional learning community recognize that they must work
together to achieve their collective purpose of learning for all.
Therefore, they create structures to promote a collaborative
culture. (DuFour)
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My Work My Time Design together Implement individually Shared
responsibility for student achievement Helping each other Modify
Individual Behavior, Consensus on implementation
IndividualFranchiseTeam Vulnerability Trust Vulnerability ACTION
Trust
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Collaborating Beyond Grade-Level Partner with a teacher who
works with students before or after you (up or down a grade-level).
Share your thoughts on what you explored today. Seek his/her
insights and input.
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Collaborating Beyond Grade-Level Now partner with someone from
outside your grade group or department. Share your thoughts on what
you explored today. Seek his/her insights and input.
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Collective Capacity Fullan (2010) The power of collective
capacity is that it enables ordinary people to accomplish
extraordinary things for two reasons: knowledge about effective
practice becomes more widely available and accessible on a daily
basis working together generates commitment