Leading Tomorrow's Schools, Today
June 2010
Stephen G BarkleyExecutive Vice President
Performance Learning Systems6227 Lower Mountain Road
New Hope, PA 18938888.424.9700
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
Collective Capacity –Fullan(2010)
Moral purpose, when it stares you in the face through students and your peers working together to make lives and society better, is palpable, indeed virtually irresistible. The collective motivational well seems bottomless. The speed of effective change increases exponentially. Collective capacity, quite simply, gets more and deeper things done in shorter periods of time.
Together Toward Tomorrow
• Vision/Mission/Beliefs• Creative Planning• Risk-taking Implementation• Measurement and Modification• Celebration
Steve Barkley
Ready-Fire -Aim
• Relationships first (too fast/too slow)• Honor the implementation dip• Beware of fat plans• Communication during implementation is paramount• Learn about implementation during implementation• Excitement prior to implementation is fragile• Take risks and learn• It is okay to be assertive
Michael Fullan- Motion Leadership: The Skinny on Becoming Change Savvy (2010)
What do you believe
• is the vision that should drive our work
• are some of the greatest signs of student achievement in our school? signs for improvement?
• are the areas of change and improvement your leadership team needs to explore
These gaps begin before children arrive at the schoolhouse door.
But, rather than organizing our educational system to ameliorate this
problem, we organize it to exacerbate the problem.
Results are devastating.
Kids who come in a little behind, leave a lot behind.
What We Hear Many Educators Say:• They’re poor• Their parents don’t care• They come to schools without
breakfast• Not enough books• Not enough parents
• N/A
But if they are right, why are low-income students and students of
color performing so much higher in some schools…
On Our Website
• VISION Shaw Elementary School of Hillsborough County will be in the top 1% of schools in the nation.
• MISSION We will provide all students with the opportunity to acquire the knowledge and skills necessary to realize the potential.
Personalizing the Picture
• As a teacher/educator what are some of the beliefs that drive the work you do each day?
Personalizing the Picture
• As a teacher/educator what are some of the beliefs that drive the work you do each day?
• How does being on the staff at Shaw, knowing your students needs, impact your vision/mission/beliefs?
Personalizing the Picture
• As a teacher/educator what are some of the beliefs that drive the work you do each day?
• How does being on the staff at Shaw, knowing your students needs, impact your vision/mission/beliefs?
• What skills and knowledge do you have to use to achieve your picture? What do you think you may need to learn?
Ken Robinson
• http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html
Focus: Change or Improve
Ken Robinson…The Element: How
Finding Your Passion Change Everything
….education doesn’t need to be reformed—it needs to be transformed
My School focus….
Improve………………….
Change………………….
Changes
• What should students do/experience at school in order to learn the critical skills?
Changes
• What should students do/experience at school in order to learn the critical skills?
• How do schools/teaching need to change to accommodate the needed student experiences?
INSTRUCTIONAL CHANGES
What changes can we make to get the changes we seek in students?
Describe the teaching/learning process you wish to have happening.
CREATIVITY
• Collection
• Incubation
• Illumination
• Verification
4 Shifts
Whole vs. Parts
Process vs. Structure
It’s all relationships
Goals vs. Targets
Creativity
Information
Vision
Relationships
New
CREATIVITY
EXPERIMENTS
Wheatly, M.J. and M. Kellner-Rogers, A Simpler Way.
Information Flow
Ask/Tell
Relationships
Diverse and rich relationships
Teacher Relationships
• Parallel Play• Adversarial Relationships• Congenial Relationships• Collegial Relationships
Roland S. BarthRelationships Within the Schoolhouse
ASCD 2006
Elementary SchoolElementary School
My Work
My Time
Design together
Implement individually
Shared responsibility for student
achievement
Helping each other
Modify Individual Behavior,
Consensus on implementation
Individual Franchise Team
Vulnerability Trust
ACTION
My Work
My Time
Design together
Implement individually
Shared responsibility for student
achievementHelping
each other
Modify Individual Behavior,
Consensus on implementation
ACTION
Individual Franchise Team
Vulnerability Trust
National Staff Development National Staff Development CouncilCouncil
•Staff development that has as its goal high levels of learning for all students, teachers, and administrators requires a form of professional learning that is quite different from the workshop-driven approach. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving. These teams, often called learning communities or communities of practice, operate with a commitment to the norms of continuous improvement and experimentation and engage their members in improving their daily work to advance the achievement of school district and school goals for student learning. www.nsdc.org
Analysis
• Identify classrooms in your school that are closest to full implementation of your vision for learning.
• Describe in detail the observable students behaviors.
• Describe in detail the observable teacher behaviors.
Analysis
• Identify classrooms in your school that must change the most to reach full implementation of your vision for learning.
• Describe in detail the observable students behaviors.
• Describe in detail the observable teacher behaviors.
Appraise
• Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum.
1 2 3 4 5 6 7 8 9 10 11 12
Most Full
Change Implementation
Needed
Rank teachers according to this system:• Unwilling• Unaware• Getting Ready• Started• Developing
UnconsciouslyTalented
UnconsciouslyUnskilled
ConsciouslyUnskilled
ConsciouslySkilled
Unconsciously Skilled
•Gordon’s (1974) Skill Development Ladder
Gordon’s SkillDevelopment Ladder
What leadership is needed to bring about the desired teacher
performance?
EVALUATIONOutside Criteria
SUPERVISION
MENTORING
PEER COACHINGTeacher’s Choice
Joyce/Showers ResearchJoyce/Showers ResearchFigure 5.2
Training Components and Attainment of Outcomes in Terms of Percent of Participants
Components
Study of Theory
Demonstrations
Practice
Peer Coaching
Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development
Knowledge
(thorough)
10
30
60
95
Skill (strong)
5
20
60
95
Transfer (executive implementation)
0
0
5
95
— OUTCOMES —
Learning Dip
Principal as Learner
• Fullan …Motion Leadership (pg36)
… the link between principal action and student achievement, one finding is most powerful: the degree to which the principal participates as a learner in helping teachers figure out how to get classroom and schoolwide improvement (Robinson,Loyd,and Rowe 2008)
CONFIRMATORY PARAPHRASE
FACTS
ATTITUDES/ FEELINGS
INTENTIONS
PRACTICE
• TEACHER: MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT.
• TEACHER: MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT.
• Fact
You have not been able to get many of the students to work outside of class.
• TEACHER: MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT.
Feeling
You are worried that presenting information in class won’t get the student achievement that you want.
• TEACHER: MY STUDENTS WON’T READ AN ASSIGNMENT SO I DON’T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT.
Attitude
If students read outside of class you would teach very differently.
You want to find a way to get them to read outside of class.
Gripes to Goals
Gripes to Goals
• Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat.
Gripes to Goals
• Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat.
• You have a strong desire for your students to do well.
• Grades just don’t seem to be it.
• You see a need to find a different way to motivate your students.
POSITIVE FEEDBACK
• COMPLIMENT
• PRAISE
• APPROVAL
APPROVAL
• INDICATE APPROVAL
• PERSONALIZE
• CITE THE SPECIFICS
EMPATHY
• ACCEPT FEELING AND EMOTION
• REFOCUS….PAST OR FUTURE
SUCCESS
….ALTERNATIVE DIRECTION
MY STUDENTS WONMY STUDENTS WON’’T READ AN ASSIGNMENT SO I DONT READ AN ASSIGNMENT SO I DON’’T T SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT SEE HOW I CAN DO ANYTHING OTHER THAN PRESENT
INFORMATION IN CLASS HOPING THEY WILL REMEMBER INFORMATION IN CLASS HOPING THEY WILL REMEMBER SOME OF IT.SOME OF IT.
FeelingFeeling
You are worried that presenting information in You are worried that presenting information in class wonclass won’’t get the student achievement that t get the student achievement that you want.you want.
Teaching students with a history of low Teaching students with a history of low performance is worrisome. Their performance is worrisome. Their success can be extremely uplifting and success can be extremely uplifting and fulfilling.fulfilling.
Practice EmpathyPractice Empathy
Teacher- Looks like PLC’s will be Teacher- Looks like PLC’s will be decreasing my personal planning decreasing my personal planning time.time.
Teacher-This student has nor responded Teacher-This student has nor responded to a single intervention that the team to a single intervention that the team has suggested and I am going to be has suggested and I am going to be held accountable.held accountable.
SUPPORTING STATEMENT
UNQUALIFIED
TOTALLY AGREE
QUALIFIED
AGREE WITH LIMITS
SUPPORT FOR SOMETHINGELSE
DISAGREE/PRIVATE
ACCEPT
REINFORCE
ACCEPT PART
GIVE LIMITS
ACCEPT RIGHT TO OPINION
SUPPORT SOMETHINGELSE
Our principal expects too Our principal expects too much..much..
• UNQUALIFIEDUNQUALIFIED• TOTALLY AGREETOTALLY AGREE
• QUALIFIEDQUALIFIED• AGREE WITH LIMITSAGREE WITH LIMITS
• SUPPORT FORSUPPORT FOR• SOMETHING ELSESOMETHING ELSE• DISAGREE/PRIVATEDISAGREE/PRIVATE
• You are right. We won’t You are right. We won’t ever met that standard.ever met that standard.
• The principal’s The principal’s expectations are very expectations are very high. I believe we can high. I believe we can improve.improve.
• The principal is a The principal is a dreamer. I believe the dreamer. I believe the dream of our students dream of our students being successful is very being successful is very important.important.
Supporting StatementSupporting Statement
Too many students Too many students don’t care about don’t care about their grades… their grades… there is no way to there is no way to motivate them to motivate them to work. Failing them work. Failing them isn’t a threat.isn’t a threat.
Many student are not Many student are not motivated by grades. motivated by grades. Have you ever had a Have you ever had a student who worked student who worked hard and did well hard and did well and wasn’t and wasn’t interested in the interested in the grade?grade?
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
Collective Capacity –Fullan(2010)
Moral purpose, when it stares you in the face through students and your peers working together to make lives and society better, is palpable, indeed virtually irresistible. The collective motivational well seems bottomless. The speed of effective change increases exponentially. Collective capacity, quite simply, gets more and deeper things done in shorter periods of time.
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