International Center for Leadership in Education Dr. Willard R. Daggett Whole School Reform – A New Model for Leadership and Change.

International Center for Leadership in EducationInternational Center for Leadership in Education

Dr. Willard R. DaggettDr. Willard R. Daggett

Whole School Reform – Whole School Reform – A New Model for Leadership A New Model for Leadership

and Changeand Change

International Center Finding

• Nation’s top performing

• Nation’s most rapidly improving

School Improvement

• End in Mind

School Improvement

• End in Mind– Rigor/Relevance ALL

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

LevelsLevels

AA BB 1 2 3 4 5

Bloom’sBloom’s

ApplicationApplication

1 2 3 4 5

KnowledgeKnowledge

Rigor/Relevance FrameworkRigor/Relevance Framework

1 2 3 4 5

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

1 2 3 4 5

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.

1 2 3 4 5

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

LevelsLevels

AA BB 1 2 3 4 5

Bloom’sBloom’s

1 2 3 4 5

• Calculate with numbers, including decimals, ratios, percents, and fractions.

• Understand two-dimensional motion and trajectories by separating the motion of an object into x and y components.

School Improvement

• End in Mind– Rigor/Relevance ALL– Learning Criteria

Ray McNulty

Senior Vice President, ICLE

February 2008San Diego, CA

Education exists in the larger context of society.

When society changes – so too must education if it is to

remain viable!

Change Model

International Center for Leadership in Education

Prepare students for their future

Change Model

W H A TW H A T

Rigor, Relevance,

Relationships for ALL

Students

Change Model

W H A TW H A T

Where are you?

Where do you want to go?

Learning Criteria for 21st Century

Learners

Made to Stickby Chip and Dan Heath

Six Principles

•Simplicity•Unexpectedness•Concreteness•Credibility•Emotions•Stories

Focus On Simplicity• Finding the essential core of our ideas?

• COMMANDER’S INTENT.. No Plan survives contact with the enemy! …Like writing a plan to have your friend play chess for you…….

• Southwest Airlines Commander’s Intent• “We Are the Low-Fare Airline”

Educator’s Commander’s Intent

• Develop and implement plans to support and enhance 21st Century Teaching & Learning

The Learning Criteria

How do you want learning evaluated?

The video of the movie Star Wars earned $193,500,000 in rental fees during its first year. Expressed in scientific notation, the number of

dollars earned is:

(1) 1935 x 108 (3) 1.935 x 106

(2) 193.5 x 106 (4) 1.935 x 108

(4) 1.935 x 108

Evaluation Systems

Many of our systems are incomplete because we over measure some things and not measure enough of others.

The Learning Criteria helps you put into action what you

believe about learning.

Success Beyond the Test

• Core Academics

• Stretch Learning

• Learner Engagement

• Personal Skill Development

International Center for Leadership in Education, Inc.

Relevance

Relationships

Learning Criteria to Support Rigor, Relevance & Relationships

• Every school has its own DNA.

• School success is measurable beyond the tests.

• Data must drive school improvement initiatives.

• School growth and continuous improvement is an ongoing, collaborative process.

Sustainable Results

In many cases, hard data is the total focus at the exclusion of soft data in our systems.

This results in a short-term solution but a long-term mistake!!!!!

The Learning Criteria to Support 21st Century Learners ©

Criteria

• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

• Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

LEARNING CRITERIA GRIDStudent

OutcomesSchool

PerformanceSustained Disaggregated

Benchmarked

(Target)

Core Stretch Learner Engagement

Personal Skill Development

StretchLearner EngagementPersonal Skill Development

Dimensions of the Learning Criteria

Richard Jones

Senior Consultant

February 2008San Diego, CA

W H A TW H A T

International Center for Leadership in

Education

Change Model

Schools as Living Systems

Framework

Mental Models Mental Models influence our influence our thoughts and thoughts and

actions!actions!

•What is your point of view?

Point of View Video Clip

Story of blind men observing Story of blind men observing the elephantthe elephant

Having a common mental Having a common mental model for your school?model for your school?

Each unique professional better understands common decisions

Less miscommunication

Easier to set organization goals

Easier to judge progress

Focuses innovation and change

What is a useful What is a useful mental model for mental model for

school school improvement?improvement?

Schools Are A SystemSchools Are A System

Perform unique functionConnected set of processesInputs in form of students and resourcesOutputs in form of educated students

But, A But, A UniqueUnique System System

All schools are different and communities are unique.

An open system rather than a closed system, constantly influenced by the community.

Education is about people and their human abilities and frailties who don’t behave consistently.

Things change regardless of what you do.

When in doubt they try to keep the status quo

““If people are machines, seeking to If people are machines, seeking to control us makes sense. But, if we control us makes sense. But, if we live with the same forces intrinsic live with the same forces intrinsic to all other life, then seeking to to all other life, then seeking to impose control through rigid impose control through rigid structures is suicide.”structures is suicide.”

““If people are machines, seeking to If people are machines, seeking to control us makes sense. But, if we live control us makes sense. But, if we live with the same forces intrinsic to all with the same forces intrinsic to all other life, then seeking to impose other life, then seeking to impose control through rigid structures is control through rigid structures is suicide.”suicide.”

Margaret Wheatley

Schools as Living Systems Framework

• Organization drives function

• The goal is to isolate from external influences

• There is a well-defined beginning and end

• Control is through clear processes and procedures

• Innovation uses design prototypes and research

• Function drives organization

• The goal is to adapt to external influences

• Beginning/end are flexible, focus on constant growth

• Influence through leadership and social networks

• Innovation uses experiments and risk-taking

In Most Systems: In School Systems:

What are the What are the characteristics of a characteristics of a

healthy living healthy living system?system?

Living thingsLiving things •• are made of cells.are made of cells.•• obtain and use obtain and use energy. energy. •• grow and develop.grow and develop.•• reproduce. reproduce. •• adapt to their adapt to their environment.environment.

Learning from Life Learning from Life

Living schools have• identity• vitality• maturity• sustainability• adaptability

School Improvement - School Improvement - Learning from LifeLearning from Life

Schools Strive for

Vitality, Identity, Maturity, Adaptability and Sustainability Positive Characteristics of All Living Things

How do living How do living systems change?systems change?

Living System Framework

Biological communities change by

Sensing Environment

Building Relationships

Modeling Others

Managing Resources

Taking Risks

Living Schools change by Living Schools change by

Adapting Best Practices Adapting Best Practices

Using DataUsing Data

Collaborating Among Staff Collaborating Among Staff

Allocating Staff and Funds Allocating Staff and Funds Innovating and Planning Innovating and Planning

If leaders consider If leaders consider themselves leading themselves leading living systems, how living systems, how

would they act?would they act?

Schools as Living Systems FrameworkSchools as Living Systems Framework

Innovate Think long termIncrease moraleImprove teamworkBe flexibleCollaborateDecentralize

Avoid mistakesDeliver results nowCut costs Reduce StaffRespect the rulesCompeteRetain control

Industrial (Closed)Systems Leaders:

Living (Open)Systems Leaders:

What should What should professional professional

learning be like in a learning be like in a living school living school

system?system?

Skills and cultureInternal collaborationAllow flexibility to innovateConnectionsBuild on current knowledgeLocalized and personalLearn from everyoneLearning everywhereInvest in trailblazersTrain next generation

Teach skills and ignore cultureUse external expertsFixed standard proceduresIsolated from other initiativesIntroduce the “hot” topicLarge scaleHierarchyOnly PD people trainUniversal and equalTrain only for their jobs

Traditional Systems:

Living Systems:

Follow a living system mental model?

Schools ARE systems, but....

Open rather than closed systems, constantly influenced by the community.

Learning is an organic process influenced by environment.

Changes evolve rather than occur with precision.

Leaders monitor and influence rather than control.

School Improvement

• End in Mind– Rigor/Relevance ALL– Learning Criteria– Future vs. Past

Challenges

• Globalization

Challenges

• Technology

• Globalization

Semantic WebSemantic Web Analyze DocumentsAnalyze Documents

Key words and headersKey words and headers Meaning/conceptsMeaning/concepts

Complete TaskComplete Task

Challenges

• Technology

• Globalization

• Demographics

Challenges

• Technology

• Globalization

• Demographics

• Values / Beliefs

School Improvement

• End in Mind– Rigor/Relevance ALL– Learning Criteria– Future vs. Past

• Component

I. Needs Assessment– Learning Criteria

Eight Components to School ExcellenceEight Components to School Excellence

1. Embrace Common Vision and Goals for Rigor/Relevance/Relationships for ALL Students

2. Inform Decisions through Data Systems

Criteria

• Core Academic Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

1. Embrace Common Vision and Goals for Rigor/Relevance/Relationships for ALL students

3. Empower Leadership Teams to Take Action and Innovate

4. Clarify Student Learning Expectations

CA STAR / CAHSEE English LABenchmarks Tested

High Medium Low Grade 3 23 9 19 Grade 4 21 10 22 Grade 5 21 5 17 Grade 6 22 8 21 Grade 7 24 4 18 Grade 8 26 1 22 Grade 9 24 0 29 Grade 10 25 9 29 Grade 11 23 3 29 CAHSEE 28 0 17

High Medium Low HS Math 45 0 0 Integrated I 27 0 1 Integrated II 27 4 0 Integrated III 23 3 0 CAHSEE 53 0 45

CA STAR / CAHSEE Test Mathematics Benchmarks

Tested

California Career and Technical Education

CaliforniaCurriculum Content Standards

English/Language ArtsGrades 9 and 10

Excerpt

Curriculum Survey ofEssential

Skills

CAHSEE

Agriculture & Natural Resources

Arts, Media, & Entertain-

Building Trades &

Construction

ricultu

siness

ricultu

re Mech

riscience

restry & N

atural R

imal S

cience

tal & H

orticu

cience

ia & D

erial Arts

eering

eavy Co

anical C

structio

ential &

ercial C

structio

1.1 Identify and use the literal and figurative meanings of words and understand word derivations.

e9 H H M L M M M M M L M M L L L L

1.2 Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

e9 H H M L M M M L M L M M L L L L

1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo).

e9 L M M L M L M L M L L L L L L L

2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

e29e80

H H H H H H H H H H H H H H H H

2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

e36a L H H H H H H H H H H H H H H H

California Arts Education

California MathematicsStandards/Benchmarks

5th Grade

CA Standards

TestVisual Arts Dance Music Theatre

2.4 Understand the concept of multiplication and

division of fractions.M H H H H

2.5 Compute and perform simple multiplication

And division of fractions and apply theseprocedures to solving problems.

M H H H H

1.1 Use information taken from a graph orequation to answer questions about a

problemsituation.

M M M M M

1.4 Identify and graph ordered pairs in the four

quadrants of the coordinate plane.H M L L L

1.5 Solve problems involving linear functions With integer values; write the equation; and

graphThe resulting ordered pairs of integers on a

H H L L L

1.2 Construct a cube and rectangular box from

two-dimensional patterns and use these patterns to

Compute the surface area for these objects.

H H L L H

1.3 Understand the concept of volume and use the

appropriate units in common measuring systems

(i.e., cubic centimeter [cm3], cubic meter [m3], cubic inch [in3], cubic yard [yd3]) to compute

thevolume of rectangular solids.

H H L L H

2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Georgia 87 %

North Carolina 82 %

Texas 81 %

Florida 71 %

Massachusetts 48 %

California 48 %

South Carolina 35 %

ProficientRequired

NAEP Score

Georgia 87 % 175

North Carolina 82 % 183

Texas 81 % 190

Florida 71 % 202

Massachusetts 48 % 234

California 48 % 210

South Carolina 35 % 228

ProficientRequired

NAEP Score

North Carolina 88 %

Texas 83 %

Georgia 83 %

Florida 44 %

California 39 %

South Carolina 30 %

ProficientRequired

NAEP Score

Texas 83 % 225

Georgia 83 % 224

Florida 44 % 265

California 39 % 262

2005 Proficiency2005 ProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

North Carolina 91 %

Texas 82 %

Georgia 75 %

Ohio 65 %

Florida 63 %

California 51 %

South Carolina 39 %

Massachusetts 39 %

ProficientRequired

NAEP Score

Texas 82 % 219

Georgia 75 % 215

Ohio 65 % 233

Florida 63 % 230

California 51 % 231

ProficientRequired

NAEP Score

North Carolina 84 %

Iowa 76 %

Georgia 69 %

Michigan 61 %

Florida 58 %

Massachusetts 42 %

South Carolina 24 %

ProficientRequired

NAEP Score

Iowa 76 % 262

Georgia 69 % 255

Michigan 61 % 269

Florida 58 % 269

2005-06 Lexile Framework® for Reading Study Summary of Text Lexile Measures

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

5. Adopt Effective Instructional Practices

LevelsLevels

AA BB 1 2 3 4 5

Bloom’sBloom’s

Hearing

Input to Brain

Connections / Pathways

Hearing

Association Area

Prefrontal Cortex

Hearing

Association Area

Prefrontal Cortex

Hearing

Association Area

Prefrontal Cortex

Hearing

Association Area

LevelsLevels

AA BB 1 2 3 4 5

Bloom’sBloom’s

I CAN Learn® Algebra• What Works Clearinghouse:

Recognized Evidence of Success• US Dept.of Education: “Promising”

Mathematics Program

6. Address Organizational Structures

7. Monitor Progress/Improve Support Systems

LevelsLevels

AA BB 1 2 3 4 5

Bloom’sBloom’s

7. Monitor Progress/Improve Support Systems

8. Refine Process on an Ongoing Basis

What Works• Rigor and Relevance• Academics Into:

– Arts– CTE

• Interdisciplinary• Academies• Electives in 9th Grade• Foreign Language• Looping• Technology

– Read 180– I CAN Learn

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

E-mail - info@LeaderEd.com

www.LeaderEd.com

International Center for Leadership in Education Dr. Willard R. Daggett Whole School Reform – A New Model for Leadership and Change.

blooms application slide

application knowledge

mind slide

application model

change slide

rigorrelevance framework

collected data

historical data

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