Upload
bathsheba-webster
View
218
Download
0
Tags:
Embed Size (px)
Citation preview
Closing the Closing the Achievement GapAchievement Gap
Leaving No Child BehindLeaving No Child Behind
Developed from the Contents of Developed from the Contents of Reginald Leon Green’sReginald Leon Green’s
Practicing the Art of Practicing the Art of Leadership: Leadership:
A Problem-based Approach to A Problem-based Approach to Implementing the ISLLC Implementing the ISLLC
StandardsStandards
Chapter 7Chapter 7
Closing the Achievement Closing the Achievement Gap Gap
To close the achievement gap, leaving no child To close the achievement gap, leaving no child behind, the school leader must formulate a behind, the school leader must formulate a planning team and guide the faculty through a planning team and guide the faculty through a series of sequential steps, making instructional series of sequential steps, making instructional decisions based on data analysis.decisions based on data analysis.
Step 1: Define the Standard of Excellence
SEQUENTIAL STEPS for Closing the
Achievement Gap
Step 2: Assess the Current Conditions
Step 3: Identify the Discrepancy
Step 4: Assess the Cause(s) of the Discrepancy
Step 5: Identify the Needed Change and/or Modification
Step 6: Assess the Capacity for Change and/or Modification
Step 7: Build the Capacity if It Does Not Exist
Step 8: Implement the Change
Step 9: Conduct a Formative Evaluation
Step 10: Conduct a Summative Evaluation
Defining the Defining the Standard of Standard of ExcellenceExcellence
Establishing a Shared VisionEstablishing a Shared Vision
Step 1Step 1
Essential QuestionEssential Question in defining the standard of excellencein defining the standard of excellence
What do our students need to know and be What do our students need to know and be able to do?able to do?
Conducting an Conducting an Instructional InquiryInstructional Inquiry
What are the current instructional What are the current instructional trends?trends?
How do children learn?How do children learn? How do adults learn?How do adults learn? What are the most effective What are the most effective
instructional approaches and under instructional approaches and under what conditions do they work best?what conditions do they work best?
Creating the VisionCreating the VisionThe Standard of The Standard of Excellence for Our Excellence for Our
StudentsStudents
Essential QuestionsEssential Questions
In which areas do In which areas do our students excel?our students excel?
In which areas do In which areas do our students need our students need assistance?assistance?
Assessing Current Assessing Current ConditionsConditions
The ProcessThe Process
Student data must Student data must be collected both be collected both individually and individually and collectively.collectively.
Student data must Student data must be collected by be collected by grade, subject, and grade, subject, and skill sets. skill sets.
Assessing Current Assessing Current ConditionsConditions
The ProcessThe Process
Teacher data must be collected both Teacher data must be collected both individually and collectively.individually and collectively.
Teacher data must be collected by grade, Teacher data must be collected by grade, subject, and skill sets. subject, and skill sets.
Assessing Current Assessing Current ConditionsConditions
Seeking the AnswerSeeking the AnswerReport Cards
Retention Rate
Dropout Rate
Attendance
Graduation Rate
ACT Scores
Terra Nova
Identifying the Identifying the DiscrepancyDiscrepancy
Making a determination of the difference Making a determination of the difference between current conditions and the between current conditions and the established standards.established standards.
Current Conditions
Established Standards
DISCREPANCY
Assessing the CauseAssessing the CauseData AnalysisData Analysis
What does the Terra Nova data say to us?What does the Terra Nova data say to us?
What skills do students most often fail to What skills do students most often fail to master?master?
Where are those skills taught?Where are those skills taught?
Who teaches those skills?Who teaches those skills?
What resources are being used?What resources are being used?
Assessing the Cause Assessing the Cause
Assessing the Assessing the internal and external internal and external cultureculture
Assessing the Assessing the internal and external internal and external climateclimate
Reviewing teacher Reviewing teacher readiness levelsreadiness levels
Assessing the Cause Assessing the Cause Teaching stylesTeaching styles
Student learning Student learning stylesstyles
RelationshipsRelationships
Student attendanceStudent attendance
Student disciplineStudent discipline
Understanding OthersUnderstanding Others
Who works in this Who works in this school?school?
What do they believe and What do they believe and value?value?
What do they believe What do they believe about school and the about school and the schooling process?schooling process?
Where does the strength Where does the strength of the faculty lie?of the faculty lie?
Understanding SelfUnderstanding Self
What do I believe?What do I believe?
What are my What are my strengths?strengths?
What is my area of What is my area of expertise?expertise?
Understanding the Understanding the Culture of the Culture of the
School and School and CommunityCommunity
The CommunityThe Community
Knowledge of the Knowledge of the values and beliefs values and beliefs of the people of the people served by the served by the school and those school and those who live in the who live in the communitycommunity
Values
Beliefs
Behaviors
Knowledge
Essential QuestionsEssential Questions
Who does this school serve?Who does this school serve?
What do the parents value?What do the parents value?
What do they believe about the What do they believe about the school and the instructional process?school and the instructional process?
Perceptions of StudentsPerceptions of Students
KnowledgeKnowledge UnderstandingUnderstanding RespectRespect AppreciationAppreciation TeachingTeaching
Interpersonal Interpersonal RelationshipsRelationships
Principal/Teacher RelationshipsPrincipal/Teacher Relationships
Teacher/Teacher RelationshipsTeacher/Teacher Relationships
Teacher/Student RelationshipsTeacher/Student Relationships
Teacher/Parent RelationshipsTeacher/Parent Relationships
Assessing the NeedsAssessing the NeedsWhat Needs to Be Changed?What Needs to Be Changed?
Instructional materials/programsInstructional materials/programs Professional personnel/ratiosProfessional personnel/ratios Instructional knowledge base/strategiesInstructional knowledge base/strategies Climate Climate Assessment systemAssessment system Time on taskTime on task
Professional Curriculum Professional Curriculum PlanningPlanning
Developing a plan to remove the Developing a plan to remove the discrepancydiscrepancy
The basic question: What do students The basic question: What do students need to know, understand, and be able need to know, understand, and be able to do in order to reach the established to do in order to reach the established standards?standards?
Curriculum RevisionCurriculum Revision
What are we going to change? What are we going to change? Why are we going to change? Why are we going to change? When are we going to change? When are we going to change? What are the anticipated results?What are the anticipated results?
Meeting the Standard Meeting the Standard of Excellenceof Excellence
A Vision Statement
Short and Long Term
Goals
Benchmarks for Leadership, Faculty, and
Student Accountability
Assess the Capacity Assess the Capacity for Change and/or for Change and/or
ModificationModificationStep 6Step 6
Change CapacityChange CapacityConducting Inquiry into Faculty Conducting Inquiry into Faculty
ReadinessReadiness
Level of dissatisfactionLevel of dissatisfaction Short and long term costsShort and long term costs The extent to which the faculty The extent to which the faculty
understands the visionunderstands the vision The consequences of the change The consequences of the change The degree of difficulty in making The degree of difficulty in making
the changethe change
Build the Capacity Build the Capacity for Change if It for Change if It Does Not ExistDoes Not Exist
Step 7Step 7
Build the Capacity for Build the Capacity for Change if It Does Not ExistChange if It Does Not Exist
Establish effective lines of communication Establish effective lines of communication between the school leader and the community.between the school leader and the community.
Secure community support for the change Secure community support for the change concept.concept.
Acquire expertise in the new program concept.Acquire expertise in the new program concept.
Drive fear out of the school.Drive fear out of the school.
Build the Capacity for Build the Capacity for Change if It Does Not ExistChange if It Does Not Exist
Work out collective bargaining regulations Work out collective bargaining regulations that facilitate change.that facilitate change.
Acquire necessary approvals from the State Acquire necessary approvals from the State Department of Education.Department of Education.
Identify sources of the necessary resources.Identify sources of the necessary resources.
Utilize effective change strategies.Utilize effective change strategies.
Program ImplementationProgram Implementation Pool the resources of the school and Pool the resources of the school and
community to implement the plan.community to implement the plan.
Implement a professional development Implement a professional development plan that addresses teacher needs.plan that addresses teacher needs.
Implement an assessment model that will Implement an assessment model that will continuously provide data on both teacher continuously provide data on both teacher and student needs.and student needs.
Program Program ImplementationImplementation
Effective Instructional ApproachesEffective Instructional Approaches
Small Group InstructionSmall Group Instruction Cooperative GroupsCooperative Groups Project-based LearningProject-based Learning CoachingCoaching Interdisciplinary UnitsInterdisciplinary Units
Program ImplementationProgram Implementation
Effective Instructional Effective Instructional StrategiesStrategies
Concepts vs. Facts
Direct Instruction vs. Lecture
Conducting Inquiry vs. Worksheets
ReferencesReferences Gardner, J. W. (1990). Gardner, J. W. (1990). On leadership.On leadership. New York: The Free New York: The Free Press.Press. Barth, R. (1990). Barth, R. (1990). Improving schools from within: Teachers,Improving schools from within: Teachers, parents, and principals can make the difference.parents, and principals can make the difference. San San Francisco: Jossey-Bass.Francisco: Jossey-Bass. Fullan, M. (1999). Fullan, M. (1999). Change forces: The sequel.Change forces: The sequel. New York: New York:
FalmerFalmer Press.Press. Goodlad, J. (1994). Goodlad, J. (1994). Educational renewal: Better teachers, Educational renewal: Better teachers,
betterbetter schools.schools. San Francisco: Jossey-Bass. San Francisco: Jossey-Bass. Senge, P. (1990). Senge, P. (1990). The fifth discipline: The art and practice The fifth discipline: The art and practice
of theof the learning organization.learning organization. New York: Doubleday. New York: Doubleday.