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Breaking Ranks in the Middle™
Leadership Module
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
M1:2
Goal
To help ensure your success as a leader as you engage in systemic reform to improve student performance through the recommendations in Breaking Ranks in the Middle: Strategies for Leading Reform.
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Refer to Participant Material Module 1 #1
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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ObjectivesDeepen your knowledge of the Breaking Ranks in the Middle core areas, the recommendations within them, and the cornerstone strategies.Increase your leadership capacity to collaborate and support the implementation of Breaking Ranks in the Middle.Explore Breaking Ranks in the Middle tools and methods for collecting data to promote conversation and inform decision-making.
Increase your knowledge of professional development resources and technical support services for implementing Breaking Ranks in the Middle initiatives.Build relationships for networking and support.
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Please refer to Participant Materials Module 1 #2 – the Training Agenda
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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What is Breaking Ranks II?
It is a theory about what high schools should be.It is a compilation of reform ideas from
practitioners.It is a statement of principles and a
template for action.It is a complex set of recommendations
for changing American high schools.
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Breaking Ranks in the Middle (BRIM) follows the BRII approach
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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BRIM is not just another report about how to improve schools. It is a working document and a guidebook …one that is designed by practitioners for practitioners. It is a collection of strategies that have worked in various locations.
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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3 Step Progression of BRIM
Realize the need (your own awareness)Help others see the need to change (use
values and data to make the case)Promote improved student performance
by providing opportunities for students to build relationships within the school and between themselves and what they learn (implement the strategies)
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Breaking Ranks Structure and Organization
3 Core Areas Collaborative Leadership (page 55) Personalization (page 127) Curriculum, Instruction and Assessment (page 175)30 recommendations based on proven practices (pages 23-24)9 Cornerstone Strategies
(pages 8-21)
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Cornerstone Strategies
Key concepts:1. essential learnings, rigor, real world
relevance, mastery, aligned curriculum, effective teaching
2. dynamic teacher teams, common planning time, frequent high quality interactions between teachers and students.
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Cornerstone StrategiesKey concepts:3. structured planning time, curriculum
aligned across grades/schools, students’ academic, developmental, social, and personal needs, focus on transition
4. advisory in which students plan and assess academic, personal & social development with an adult
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Cornerstone StrategiesKey concepts:5. teachers assess individual learning
needs of students, teachers tailor instructional strategies and multiple assessments accordingly
6. teachers implement schedules to teach in the ways students learn best facilitate teaming facilitate planning
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Cornerstone Strategies
Key concepts:7. leadership systems for involvement in
decision-making by students, teachers, family members, and the community, effective communication among these groups.
8. all social, economic, and racial/ethnic groups have open and equal access to challenging activities and learning.
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Cornerstone StrategiesKey concepts:9. professional development program that:
is school-wide is comprehensive Is ongoing aligns staff personal learning plans
with the requisite capacity in content, instructional strategies, and student developmental factors.
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Why Break Ranks – Module 2
Refer to p. XVII – XVIII in the BRIM book (last paragraph on page XVII)
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Why Break Ranks?
Think – Pair – ShareDiscuss this question for 5
minutes in the context of your own schoolWrite 2 or 3 reasonsVolunteers share
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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NCLBNew era of accountability:
Schools held to new standardsPrincipals expected to be instructional leadersTeachers required to reach all studentsProgress evaluated by individual subgroup scores
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Why Break Ranks?
70
52 51
72
0
20
40
60
80
100
All Latino African American White
Per
cen
tag
e
Source: Jay Greene and Greg Forster. Public Middle Level Graduation and College Readiness Rates in the United States.The Manhattan Institute for Policy Research, September 2003.
Who Makes it Through Middle Level Ready for High School?
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Virginia Accreditation Data
92% of all schools are fully accredited
96% of elementary schools
97% of high schools
71% of middle schools
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Why Break Ranks?Students who do not attend regularly, receive poor behavior marks, and/or fail Math or English have no more than:
10% chance of graduating on time20% chance of graduating one year late
Half of all African-American and Hispanic students will drop out.
Johns Hopkins University Philadelphia Study
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Why Break Ranks?
U.S. RANK READING 15th
MATH 19th
SCIENCE 14th
U.S. 15 Year-Olds Rank Among 32 Participating Countries
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American students from high-income families enter college at rates 25 percentage points higher than those from low-income families.
The Challenge We Face
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The Challenge We Face
About 50% of Native American, African-American, and Latino ninth graders complete Middle Level within three years, compared to 79% of Asian Americans and 72% of white students
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Quick Discussion
What does equity of participation mean in your school?
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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School Myths Derived from Data?
“We’ll compare our performance to any of the surrounding schools.”
“That could never happen at our school.”
“We have some of the best test scores around.”
“Our promotion rate is 95%”...“Our drop out rate is acceptable.”
“Our school is above average in every standardized measure.”
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Debrief
Share some examples that might not be indicators of increased student achievementThe data you collect in your
school must be a true measure of student success and not a myth
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Pretty Good
Participant Material Module 2 #2
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Reflection – 5 minutes
See Participant Material Module 2 #3 – Reflect on these statements
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Module 3: Nature of Adolescent Learners
Discuss and demonstrate an understanding of the characteristics of an effective school for adolescent learners.
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Four Generations in the Workplace
TRADITIONALS
BOOMERS
XERS
MILLENNIALS
Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved
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WHO ARE THEY?
TRADITIONALS
BOOMERS
XERS
MILLENNIALS
77M 1900-45
78M 1946-64
46M 1965-81
80M 1982-02
Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved
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WHAT DO THEY VALUE?
TRADITIONALS
BOOMERS
XERS
MILLENNIALS
satisfaction
recognition
freedom
meaning
Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Did you Include?
Curious, motivated when challengedNeed to be accepted by peersChanging physicallyVulnerable and self-consciousMoral – Idealistic
From: At the Turning Point: The Young Adolescent Learner. The Turning Points Transforming Middle Schools
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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WHO ARE THE MILLENNIALS AND…
What are they like?Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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WHAT ARE THEY LIKE?
Realistic
Optimistic
Progressive
Loyal
Inclusive
Collaborative
ScheduledBruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved
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MILLENNIALS HAVE ALWAYS BEEN CONSULTED
Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved
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MILLENNIALS HAVE ALWAYS KNOWN DIVERSITY
Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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MILLENNIALS (AND XERS) WANT CONSTANT FEEDBACK
They want it to be timely and two way
Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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MILLENNIALS ARE GREATCOLLABORATORS
Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved
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MILLENNIALS SEE LEADERSHIP…
…as participative
Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved
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MILLENNIALS WERE BORN WITH TECHNOLOGY
www.millennial.com
Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved
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Think - Share
Given what you know about the development of adolescents and the traits of millennials outlined, what inferences can you draw that will help shape our schools?
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Module 4: Building Leadership Capacity Through Professional Growth
Leadership and the ability to distribute leadership are critical to school improvement
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Building Capacity
What are the traits and behaviors of an effective leader?List at least 3.Compare your traits with others
from your team.Agree on 5.Share
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To change an organization, the people within the organization must change and must increase their capacity to lead.
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Knowledge of teaching and learningSkills necessary to effectively
lead a schoolAttitudes that you display and
what messages do you send
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SKILLS
KNOWLEDGE
ATTITUDES
What Does it Take?
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Review Our List
Knowledge, Skills, or Attitudes?
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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What does leadership look like in practice?
Balanced combination of knowledge, skills, and attitudes
Focus on skills and their relationship to knowledge and attitudes
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School Leadership Study
“What a school principal does is second only to teaching in raising student achievement, especially in our nation’s lowest performing schools.”
NASSP Newsleader, October 2005
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Leadership
Leadership is not something you do to people, but something you do with people.
K. Blanchard, Leading at a Higher Level
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360 Feedback Instrument
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Leadership Perspectives
“Metropolitan Life Survey of the Teacher 2003: An Examination of School Leadership.”
Providing opportunities for teachers’ professional development
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Demonstrated Weakest Skills
Setting Instructional DirectionTeamworkSensitivity
JudgmentResults Orientation
Organizational Ability
Development of Others Understanding Own Strengths and Weaknesses
EDUCATIONAL LEADERSHIP
RESOLVING COMPLEX PROBLEMS
DEVELOPING SELF AND OTHERS
COMMUNICATION SKILLS
Oral CommunicationWritten Communication
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Balanced Leadership Framework
“The data from our meta-analysis demonstrates that there is, in fact, a substantial relationship between leadership and student achievement.”
Balanced Leadership. McREL, 2003.
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Balanced Leadership Framework (McREL 2004) Part 1
Culture…
Curriculum, instruction, assessment…
Discipline…
Affirmation…
Change Agent…
Communication…
Contingent rewards…
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Balanced Leadership Framework (McREL 2004) Part 2
Flexibility…
Focus…
Ideals/beliefs…
Input…
Intellectual stimulation…
Knowledge of curriculum, instruction, assessment…
Monitors and evaluates…
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Balanced Leadership Framework (McREL 2004) Part 3
Optimizer…
Order…
Outreach…
Relationships…
Resources…
Situational awareness…
Visibility…
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Balanced Leadership Framework:
“Effective Leadership means more than simply knowing what to do – it’s knowing when, how and why to do it. Effective leaders know how to balance pushing for change while at the same time, protecting aspects of culture, values, and norms worth preserving...They know how to gauge the magnitude of change they are calling for and how to tailor their leadership strategies accordingly.”
McREL Meta-Analysis on Leadership (2004)
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Collaborative Leadership
Collaborative cultures, which by definition have close relationships, are indeed powerful but unless focused on the right things may end up being powerfully wrong.
Michael Fullan
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Cornerstone Strategy 9
Align schoolwide professional development and Personal Learning Plans of staff with knowledge and skills in
contentinstructional strategiesstudent development factors
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“Significant changes in schools begin, I believe, with significant changes in what leaders think, say, and do.”
~ Dennis Sparks
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The Bottom Line
What we do MATTERS!
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Module 5: Collaborative Leadership and Professional Learning Communities
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What are some of the lessons this exercise teaches about vision?
What are some of the lessons about collaborative leadership?
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Just because we are all heading in the same direction does not mean that we all see the vision in the same way. We may have different thoughts, feelings, and beliefs about the direction and the vision.
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Sowing the Seeds of Change
“The fact that the captain of the ship can clearly see the port is of no use if the crew continues to paddle in a different direction.”
~ Author Unknown
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Activity
Explore Collaborative Leadership and Professional Learning Communities using an exploration toolSource of the tool is BRIM, pages 87-106See PM Module 5 #1Work independently to complete Part 1 of
the Survey (do not use parts 2 and 3)Instructions
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Teaming
“Coming together is a beginning, staying together is progress and working together is success.”
Henry Ford
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School Leadership Team Building Questionnaire
PM, Module 5 #3
Review the survey
How can the survey be used when you return to your school?
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Module 6: Managing Complex Change
Review and discuss a variety of factors that contribute to effective change and develop greater understanding of how these factors contribute to the success or failure of an initiative for change.
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Sowing the Seeds of Change
“The fact that the captain of the ship can clearly see the port is of no use if the crew continues to paddle in a different direction.”
~ Author Unknown
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Examine a Simple Change
Pick up a pen or pencil with your non-preferred hand
Follow my directions
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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SolutionDraw Nine Dots as Shown
Below.
Connect the dots with 4 straight lines without raising your pen.
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Debrief
What was your comfort level?
What was the response time?
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Debrief
Comfort is important to all of us. Habits arise from the comfort that comes from knowing what to expect when we do the familiar. We don’t like surprises. The unexpected, the unfamiliar, the uncomfortable makes us resist change. So, if we are uncomfortable with a small personal change –like writing with the other hand, folding our arms differently, or thinking in an unusual way– how much more uncomfortable will we be with major change that impacts the lives of teachers, students, parents, and the school community? For such change to have a chance of succeeding, we must plan carefully and consider a variety of factors. Think for a moment about a change initiative that failed in your school. Why did it fail?
Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform
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Managing Complex Change
Vision
Skills+
Incentive+
Resources
+
Action Plan+
Change
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These elements of complex change only insure that change may occur successfully
They do not insure that change will be sustained
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Assessing Change Factors in Your School
See PM Module 6 #1Work with the form and discuss
how the tool might be used to guide change planning in your schoolIdentify an initiative that you could
launch in your school to improve student achievement and use the tool
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Planning Pyramid
Locate PM, Module 6 #2Major Tasks
Moderately Difficult Undertakings
Quick Wins
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Activity
Using the Change initiative you identified using PM 6#1,complete the chart on PM 6 #2
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Data-Informed Change Activity
Turn to BRIM, p. 58 (10 Assumptions About Change)
Compare what Michael Fullan says with what you have said
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Change is difficult
Must figure out your faculty’s readiness to change
BRIM has a tool to assist
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Locate PM, 6 #3As a team, use the completed survey to:
Identify areas where the difference between importance and practice are greatestHow could you use this data to begin
reform effortsHow can this instrument be used in your
school?
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For Incremental Change (McREL’s First Order Change)
• Emphasize relationships
• Establish strong lines of communication
• Be an advocate for the school
• Provide resources
• Maintain visibility
• Protect teachers from distractions
• Create a culture of collaboration• Look for and celebrate success
MCREL Meta-Analysis on Leadership (2004)MCREL Meta-Analysis on Leadership (2004)
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For Substantial Change(McREL’s Second Order Change)
• Shake up the status-quo
• Hold everyone’s feet to the fire
• Propose new ideas
• Operate from strong beliefs
• Tolerate ambiguity and dissent
• Talk research and theory
• Create explicit goals for change
• Define success in terms of goalsMCREL Meta-Analysis on Leadership (2004)MCREL Meta-Analysis on Leadership (2004)
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Responsibilities Negatively Affected by Second Order Change (the following may deteriorate)
Culture: fosters shared beliefs and a sense of community and cooperation
Communication: establishes strong lines of communication with teachers and among stakeholders
Order: establishes a set of standard operating principles and procedures
Input: involves teachers in the design and implementation of important decisions and policies
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Technical problems are ones for which our current know-how is sufficient.Adaptive challenges are more complex and go beyond what we know
Technical vs. Adaptive Changes
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Drivers of Adaptive Change
Engaging people’s moral purposeUnderstanding the change processBuilding capacityDeveloping cultures for learningDeveloping cultures for evaluationFocusing on leadership for changeFostering coherence-makingCultivating tri-level development
Michael Fullan, 2005Fullan, 2005
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Making Adaptive ChangesAdaptive challenges demand a response beyond
our current repertoire;
Adaptive work that narrows the gap between our aspirations and current reality requires difficult learning;
The people with the problem are the problem and the solution;
Adaptive work generates disequilibrium and avoidance;
Adaptive work takes time. Heifetz & Linsky, 2004
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“You have to change enough quickly enough so that gravity can not drag you back.”
~ Theodore Sizer
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Module 7: Personalization
Examine the definition of personalization as it relates to middle level school practice
Make the connection between personalization and academic rigor
Increase understanding of the importance of personalizing the middle school student experience
Focus on the personalization practices and recommendations related to effective advisory and transition programs
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When you were 12 ….
See PM, Module 7 #1When I was 10 ….
How would your students today respond to these questions?
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See PM, Module 7 #2
Do you have any students who would relate to this poem?
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How common is bullying?
Nansel et al. (2001): national sample of 15,600 students in grades 6-10
19% bullied others ”sometimes” or more often
9% bullied others weekly
17% were bullied “sometimes” or more often
8% were bullied weekly
6% reported bullying and being bullied “sometimes” or more often
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Personalization Explores the Following:
The experiences, relationships, support systems, and opportunities that today’s students need to find in their school and community.The policies and practices that
schools can employ to satisfy the developmental and academic needs of young adolescents?
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Major Criticism of Schools
They focus on student social development and personal adjustment, while neglecting academic rigor and high expectations for student behavior
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FEATURE FILMS ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH YEARS OF EXPERIENCE.
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Ladder of InferenceHow We Make Assumptions
Take Actions, based on beliefs
Adopt Beliefs about the work
Draw ConclusionsMake Assumptions based
on the meanings we addAdd MeaningsSelect Data from what we
observeObservable “data”
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The process of moving up the ladder happens so quickly that we automatically or reflexively think – reflexive thinking
What I believe is true!
The truth is obvious.
My beliefs are based on real data.
The data I selected are the real data.
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We don’t see things the same way.
We see things through our own lenses.
Our perceptions become our truths.
ME YOU
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No problem until my reality and my truth doesn’t match your reality and your truth
Creates “cognitive dissonance”
We don’t like cognitive dissonance so when this happens, we reinterpret the other person’s reality!
“You’re dead wrong!” or “You’re an idiot.”
“Either/Or thinking”
Breaking Ranks II: Strategies for Leading High School Reform
M1:104
RECOGNITION
ACCEPTANCE
TRUST
RESPECT
PURPOSE
CONFIRMATION
RELATIONSHIPS
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VOICE
BELONGING
CHOICE
FREEDOM
IMAGINATION
SUCCESS
PERSONAL NEEDS
RECOGNITION
ACCEPTANCE
TRUST
RESPECT
PURPOSE
CONFIRMATION
RELATIONSHIPSD
evel
op
men
tal N
eed
s, T
alen
ts a
nd
Asp
irat
ion
s
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SCHOOL PRACTICES
EQUITY
COMMUNITY
OPPORTUNITY
RESPONSIBILITY
CHALLENGE
Fle xib
le Op
ti on
s for E
ng
a ged
Learn
ing
VOICE
BELONGING
CHOICE
FREEDOM
IMAGINATION
SUCCESS
PERSONAL NEEDS
RECOGNITION
ACCEPTANCE
TRUST
RESPECT
PURPOSE
CONFIRMATION
RELATIONSHIPSD
evel
op
men
tal N
eed
s, T
alen
ts a
nd
Asp
irat
ion
s
EXPECTATIONS
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Personalization A Learning Process in Which Schools Help Students:
Assess their own talents and aspirations, Plan a pathway toward their own
purposesWork cooperatively with others on
challenging tasksMaintain a record of their explorations &Demonstrate their learning against clear
standards in a variety of media,All with the close support of
adult mentors and guides.
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Personalization and Rigor
Both should be evident in an effective middle school
See PM, Module 7 #3
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See PM, Module 7 #4
Review
Discuss how this could be used in your school
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If rigor and personalization are both to be a part of the culture of the school, school leaders will have to be very intentional about identifying and implementing the practices, policies, and procedures that are likely to assure that result.
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What Went Wrong?Yes No ??
My teachers are happy. 16% 12% 72%My teachers like to spend time with me.
17% 17% 66%
Most teachers like kids. 20% 15% 65%My teachers like to talk with kids informally.
11% 25% 64%
My teachers like to play and have fun.
8% 11% 81%
There is an adult in my school I could talk to if I had a problem.
43% 12% 45%
H. Johnston, middleweb.com
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Advisory
Every student should be well known by at least one adult. Students should be able to rely on that adult to help learn from their experiences, comprehend physical changes and changing relations with family and peers, act on their behalf to marshal every school and community resource needed for the student to succeed, and help to fashion a promising vision of the future.
Turning Points 2000
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Recent Survey in the Northeast and Midwest
75% of teachers and 68% of parents thought that advisory programs were promising ways of helping students develop strong self-concepts, to plan, and improve decision-making skills BUT only 32% of teachers and 40% of parents thought the programs in their schools were meeting the goals
90% of parents and teachers agreed that the concept of a personal adult advocate was important, only about 50% believed that existed in their school
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Satisfying Advisories
There are common aims, obvious and memorable, that guide all advisory tasks, such as:
Support and caring from adults
A constructive group of friends
Relationships with the community through service projects
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Satisfying Advisories
Leaders champion the program by:Promoting advisory in the community
Providing ample professional development/resources
Being actively engaged in the program
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Satisfying Advisories
Tangible ResultsFrequent celebrations of
accomplishments
Publicizing data on improved grades, attendance, achievement
J. Burns, 1996
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Transition Programs
Moving from elementary to middle or transferring between elementary schools is a major stepping stone on the road to becoming an adultTransition is complicated and is often
associated with a decline in academic achievement, motivation, and self-perceptionWhen young adolescents are most likely to
experiment with at-risk behavior
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Helping Students Make the Transition
Connect us up regularly with other students.Support us in developing skills &
strategies for high school success.Help us make strong and
mutually respectful connections with adults.Provide bridge experiences in the
summer after 5th grade.K. Cushman, Educational Leadership, April 2006
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Four Basic Elements of Invitational Education
Respect: Human beings are able, valuable, responsible and should be treated accordingly
Trust: Living a fully functioning life is a cooperative, collaborative activity where process is an important as product (how you do something is just as important as the results)
Optimism: People possess relatively untapped potential in all areas of human endeavor
Intentionality: Human potential is best realized by creating and maintaining welcoming places, policies, programs, and processes and by people who are intentionally inviting with themselves and others, personally and professionally
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Respect Trust
Optimism
Intentionality
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Lou Holtz’s Three Questions
Can I trust you?
Do you care about me as a person?
Are you committed to excellence?
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Personalization
“To teach each student well requires that we know each student well.”
Theodore Sizer
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Module 8: Curriculum, Instruction, and Assessment
Explore Curriculum, Instruction, and Assessment through an examination academic rigor and its relationship to each part of this core areaExplore the connection between
CIA and Personalization
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Turn to BRIM, p. 175
Note the title of the Chapter
How do Personalization and Making Learning Personal differ?
Read p. 175
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Making Learning Personal
Designing lessons for understanding begins with what we want students to be able to do and proceeds to the evidence we will accept that they have learned it. Only then does it turn to how they will learn it. Along the way, we must be clear about what we want the students to understand and what we mean by understanding. —Ron Brandt, Intro to UBD
Designing lessons for understanding begins with what we want students to be able to do and proceeds to the evidence we will accept that they have learned it. Only then does it turn to how they will learn it. Along the way, we must be clear about what we want the students to understand and what we mean by understanding. —Ron Brandt, Intro to UBD
Designing lessons for understanding begins with what we want students to be able to do and proceeds to the evidence we will accept that they have learned it. Only then does it turn to how they will learn it. Along the way, we must be clear about what we want the students to understand and what we mean by understanding. —Ron Brandt, Intro to UBD
Designing lessons for understanding begins with what we want students to be able to do and proceeds to the evidence we will accept that they have learned it. Only then does it turn to how they will learn it. Along the way, we must be clear about what we want the students to understand and what we mean by understanding. —Ron Brandt, Intro to UBD
Designing lessons for understanding begins with what we want students to be able to do and proceeds to the evidence we will accept that they have learned it. Only then does it turn to how they will learn it. Along the way, we must be clear about what we want the students to understand and what we mean by understanding. —Ron Brandt, Intro to UBD
= Curriculum
= Instruction= Assessment= ????
Designing lessons for understanding begins with what we want students to be able to do and proceeds to the evidence we will accept that they have learned it. Only then does it turn to how they will learn it. Along the way, we must be clear about what we want the students to understand and what we mean by understanding. —Ron Brandt, Intro to UBD
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Processing the CIA Recommendations
Read the bulleted list of recommendations on p. 176As you read each of the
recommendations, give each a priority rating of 1, 2, or 3 for your school (1 is highest)Compare your ratings with other
members of your school team
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Academic Rigor Activity
We are going to use a 1-2-4-8-group activity to define a term that should have a common and agreed up definition.WHAT IS ACADEMIC RIGOR?Activity can be used with faculty,
parents, community to illustrate the need for conversation and agreement.
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In two minutes, write your personal definition of “academic rigor.”
Pair – combine your definitions so you have one definition both of you can live with
Pair with another pair (4’s) – combine the two definitions into one you can live with
Pair with another foursome (8’s) – combine the two definitions into one you can live with – write your definition on chart paper and post
Each team presents its definition
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What does YOUR definition include?
What we teach (C)?
How we teach (I)?
How we measure learning (A)?
A combination?
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What does Academic Rigor Look Like?
Several good definitions but what would it look like in practice?What does CIA look like in practice?On the CIA sheet, take 10 minutes to
brainstorm ideas on what C, I, and A would look like if it was academically rigorousThen we do another gallery walk
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Discussion
1.What teacher behaviors would indicate that rigor is present in elementary classrooms?
2. What student behaviors would indicate that rigor is present in elementary classrooms?
3. What student and teacher behaviors demonstrate that skillful teaching is occurring in elementary classrooms?
4. Finally, how can we measure academic rigor by questioning students? What questions do we need to ask?
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“… Academic press and social support predict student achievement, regardless of students’ backgrounds and their schools’ demographics. … in order to succeed in schools that demand
academic rigor, students need strong personal support as well. … no matter how strongly a school caters to
students’ affective and social needs, achievement depends on academic expectations and demands.”
—Academic Achievement in the Middle Grades: What Does the Research Tell Us? SREB, 2000
Making Learning Personal
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The Power of I
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Rigor At All Levels
Students can do no better than the assignments they are given.
Dr. Katie Haycock, Education Trust
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Must have rigor and personal supportLocate PM, Module 8 #2Scan the tool and discuss with
your team how the tool could be used in your school
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Student Responsibility for Learning
Go to BRIM, p. 177
Read the indicators of Personalized Learning at the bottom
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Helping Students Take Responsibility for Learning
Personalized schools promote the achievement of standards for all students.
Personalized learning begins with individual interests so that each student becomes engaged in learning.
Teachers get to know each student’s strengths, weakness, and interests.
With the school’s support, students become self-directed learners who can use learning to manage their lives.
As students pursue an increasingly independent pathway, parents can assume new roles as guides and mentors in the learning experience.
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As students explore real options for their futures in the community, community members become involved in the schools in a meaningful way.
Adults in the school model and benefit from stronger professional and student relationships.
Students learn to set goals and measure success for themselves against common standards.
Students advance to the next grade level upon demonstrating high performance in a variety of ways, not simply through norm-based tests.
Reaching all students depends on reaching each one.
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Module 9: Cornerstone Strategies –Tying It All Together In Your School
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Alice in Wonderland
“One day Alice came to a fork in the road and saw a Cheshire cat in a tree. “Which road do I take?’ she asked. ‘Where do you want to go?’ was his response. ‘I don’t know,’ Alice answered. “Then,” said the cat, ‘it doesn’t matter.’”
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If you don’t now where you’re going you might end up someplace else.
Yogi Berra
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Each school approaches change from a different perspectiveRegardless of approach, research
indicates some common strategies that have proven successful in implementing some or all of the 30 recommendations
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Cornerstone Strategies (p. 8)
Key concepts:1. essential learnings, rigor, real world
relevance, mastery, aligned curriculum, effective teaching
2. dynamic teacher teams, common planning time, frequent high quality interactions between teachers and students.
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Cornerstone StrategiesKey concepts:3. structured planning time, curriculum
aligned across grades/schools, students’ academic, developmental, social, and personal needs, focus on transition
4. advisory in which students plan and assess academic, personal & social development with an adult
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Cornerstone StrategiesKey concepts:5. teachers assess individual learning needs
of students, teachers tailor instructional strategies and multiple assessments accordingly
6. teachers implement schedules to teach in the ways students learn best facilitate teaming facilitate planning
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Cornerstone Strategies
Key concepts:7. leadership systems for involvement in
decision-making by students, teachers, family members, and the community, effective communication among these groups.
8. all social, economic, and racial/ethnic groups have open and equal access to challenging activities and learning.
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Cornerstone StrategiesKey concepts:9. professional development program that:
is school-wide is comprehensive Is ongoing aligns staff personal learning plans
with the requisite capacity in content, instructional strategies, and student developmental factors.
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Nine Cornerstone Strategies
Reading Activity Group # Strategy/Supporting Actions Read Pages
1 Cornerstone 1 9 – 10
2 Cornerstone 2 10 – 11
3 Cornerstone 3 11 – 12
4 Cornerstone 4 12 – 13
5 Cornerstone 5 14 – 15
6 Cornerstone 6 15 – 16
7 Cornerstone 7 17 – 18
8 Cornerstone 8 18 – 19
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There is no definitive answer for school reform that fits all schools as to where to startStructure, culture, and instruction are often
starting points for systemic changeThe three are highly connectedHowever, before change can be
institutionalized, the culture must change
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Culture and Professional Learning Communities¹
Mission
Why do we exist?
What are we here to do together?
Is the mission embedded?
Can the faculty, staff, community articulate the vision?
¹Richard DuFour and Robert Eaker, Professional Learning Communities at Work, Solution Tree: Bloomington, Indiana, 1998.
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Vision
What is our direction?
If we are true to our mission, what will we become?
The lack of a compelling vision is a major obstacle to school reform.
Vision has little impact unless shared, accepted, and connected to the personal vision of teachers.
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Values or Guiding Principles
How the faculty and staff intend to make sure the vision is implemented.
Identify the attitudes, behaviors, and commitments necessary to implement the vision.
No more than 10 statements.
All students will learn.
All students will be connected to an adult they can see themselves becoming.
All students will participate in extracurricular activities.
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Stories
Culture is partly determined by the stories you, your faculty, your students, your parents, and your community tellWhat stories do you tell?Change your stories to change your
culture
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Entry Points
Using one or more of the Cornerstone Strategies as an entry point will enable you to focus on change in more than one of the core areas and to implement several BRIM recommendations
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Return to your original group
Each group will now participate in a simulated activity
See PM, Module 9 #1
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Priority Initiative
drop-out
Decrease
rates
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Module 10: Next Steps Planning Guide – Determining Possible Entry Points
See PM, Module 10 #1 Next Steps Planning Guide – Determining Possible Entry Points
Refer back to PM Module 9 #1 Tying It All Together
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“You have to change enough quickly enough so that gravity can not drag you back.”
~ Theodore Sizer
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Success breeds success!
To generate and sustain change, there must be some early successes
Look at PM, Module 9 #1 Tying It All Together – evaluate the strategies and specifics you wrote and classify them as Quick Wins, Moderately Difficult, or Major Tasks
List your strategies on PM, Module 10 #1 Follow Directions (10 minutes)Remember to consider complex change factors
discussed earlier
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Managing Complex Change
VisionSkills
IncentiveResources
Action Plan
Moral purpose Big picture influence
Get basics rightBuild Capacity
Collaboration Capacity building Moral Purpose
Accountability – Capacity building
Fiscal and Human
Change
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Debrief in teams of four. For the next 25 minutes, each of you will share your
priority with your group using a feedback loop. You will present your priority data point and the strategies for addressing it to your group. Explain what would work in your school and why each is listed as a quick win, moderate, or difficult task. Each person will have three minutes for the description. In the next minute, each of your colleagues will provide feedback on your work and offer additional strategies
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Group Debrief
How did talking about your ideas with a colleague and getting feedback strengthen or alter your plans?
What are your next steps?
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Cornerstone Strategy 9: Staff Development
Go to PM, Module 10 #1, page 2Staff Development underpins all
other strategiesStaff Development must focus on
the knowledge, skills, and attitudes needed for successRead directions for activity
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NASSP Contact
Dick FlanaryDirector, Professional Development Services
1-800-253-7746, ext. [email protected]
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VASSP Contact
Roger JonesDirector, VASSP Center for Educational Leadership at Lynchburg College
Janice Koslowski, Principal571 252 2150
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Goal
To help ensure your success as a middle level leader as you engage in systemic reform to improve student performance through the recommendations in Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform.
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Accessing web resources
Go to ftp://ftp.principals.org/User name: brimPassword: !!brim5% (the password is case sensitive – and – the two
exclamation marks are part of the password!)After typing name and password, click the Log On button, you will see
folders.Open the folder from which you need materials to find documents you
may download. To download a file, copy the file to your desktop or another location you designate on your computer.
When NASSP modifies or updates material, it will be added to the ftp site.
Please do not share the user name and/or password.
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Module Reflection
1.What insights have I gained from these modules? (content, feelings, connections, recollections, etc.)
2.How might I use this information with the Leadership team or the faculty?
Consider the modules just completed. Reflect on the uses of the content, the resources and people needed. Write your thoughts that best capture these ideas and processes on the Reflection Form in the Participant Materials.
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Final Activity
Complete the Evaluation and Feedback Document located at the end of your participation materials.