From Ordinary to Extraordinary: The Role Each of Us Must Play Raymond McNulty, Senior Fellow ICLE, Chief Learning Officer Penn Foster.

From Ordinary to Extraordinary: The Role Each

of Us Must PlayRaymond McNulty, Senior Fellow ICLE,

Chief Learning Officer Penn Foster

"You don't have to change the student population to get results; you simply have to change the conditions under

which they learn." - Pedro Noguera

How do you get good at what you do?• The great seem to have the ability to work

through their weaknesses.

• Being just a slight bit better makes all the difference in the world.– Diligence– Doing it right– Ingenuity

Why do humans fail?

• Ignorance, we do not have all the knowledge.

• The knowledge exists but we do not use it correctly.

The best become the best because they never stop learning.

Carrot and stick vs. Coaching

• You can’t be successful today by being alone, autonomy does not get you to be great!

• Its about discipline

• Its about collaboration

Cowboys to Pit Crews

Independent Interdependent

CollaborationTurf Protector

Active w/ focusLittle Buy In

ExtraordinaryOrdinary

SUCCESS BY DESIGN NOT BY CHANCE

•10

Simply said, we get what we design for!

BIG QUESTION

• If you could get each of the professionals in your school to do two or three things:

• very well

• consistently

• that would impact learning positively

• What would those two or three things be?

•12

It’s All About a System!

Third Key TrendTheme

Aligned for Success

• Educators in a School System

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Rigor and relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Asses

smen

t to

guid

e

inst

ruct

ion

Effective and Efficient Practices

John Hattie…. Visible Learning

Synthesis of over 800 meta-analyses relating to achievement.

Effect Size

• 1.0 indicates one standard deviation typically associated with advancing children’s achievement by two or more years (improving the rate of learning by 50%)

• Hattie set a bench mark of .40 as the minimal desired effect

Some data• Student expectations of self 1.44

• Providing formative evaluation .90

• Teacher Clarity .75

Embrace rigorous and

relevant expectations

for all students (+.75)

Cultivate

Caring

relationship with students (+.72)

Make content m

eaningful to llearners (+

.69)

Teaching

Use

Var

ied,

ong

oing

Ass

essm

ents

to In

form

and

diffe

rent

iate

Inst

ruct

ion

(+.9

0)

Engag

e in

Targe

ted

and

Susta

ined

Profe

ssion

al Gro

wth

(+.6

2)

1. Embrace rigorous and relevant expectations for all students (+.75)

2. Build strong relationship with students (+.72)3. Possess depth of content knowledge and make

it relevant to students (+.69)4. Facilitate rigorous and relevant instruction

based on how students learn (+1.28) 5. Use assessments to guide and differentiate

instruction (+.90)6. Demonstrate expertise in use of instructional

strategies, technology, and best practices (+.60)

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Organizational Leadership

Data

syste

msB

uild

lead

ersh

ip

Adj

ust t

he O

rgan

izat

iona

l

Str

uctu

reLe

vera

ge D

ata

Syste

ms

Organizational Leadership

1. Create a culture 2. Establish a shared vision 3. Align organizational structures and

systems to vision4. Build leadership capacity 5. Align teacher / administrator selection,

support, and evaluation 6. Support decision making with data systems

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Provid

e

prof

essio

nal g

rowth

Instructional Leadership

Use Data to set High

Expectations

Align C

urriculum to

Standards

Integrate Literacy and Math

across Curriculum

Use

Dat

a to

Gui

de

Inst

ruct

ion

Cre

ate

Teac

her S

elec

tion,

Sup

port

and

Eva

luat

ion

Sys

tem

Instructional Leadership

1. Use research to establish urgency for higher expectations

2. Align curriculum to standards3. Integrate literacy and math across all content

areas4. Facilitate data-driven decision making to

inform instruction 5. Provide opportunities for focused professional

collaboration and growth

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

If we want to be serious about students’ learning, we need to be serious about our own learning. We need to continually seek and accept ideas, help, and criticism.

DO

ACT PLAN

CHECK DO

ACT PLAN

CHECK

SSPSOP/CAP

Ac/Fin

Chaos The Root Cause

Random Actsof Improvement

Achieving Our Strategic Goals

Tri-Level PDCA

DO

ACT PLAN

CHECK

SSPSOP/CAP

Ac/Fin

PlanP

DoD

Check

C

ActA

Tri-Level Leadership

StateLeadership Team

Complex Area/Complex Leadership Teams

SchoolLeadership Teams

Formative Instruction and Data Teams

An example of PDCA in the classroom

Plan

Do

CheckAct

P

D

C

A

The Tri-Level Check Process Loop

Board ofEducation

State Leadership Team

Complex Areas Leadership Team

Schools Leadership Team

Close monitoring, feedback, and maximizing our efforts will help us to meet our goals.

Do Check Act

Q1October

Q2January

Q3April

Q4July

Tri-Level PDCAOur Internal Capacity Building Engine

• Learn from both outside and in our classrooms to build our capacity.

• Make the most of our most important asset – our people.

• Build a system that fits our unique needs in Hawai’i.

• Create a sustainable DOE.

The Way To Coherence

Teams

State Leadership Team

Strategic PlanMulti-year Statewide Plan

Quarterly Check Points and Adjustments

Complex Area Leadership Team

Complex Area Multi-Year K-12 Plan (CAP)

Frequent and Regular Check Points and Adjustments

School Leadership Team

Academic Financial PlanOne-Year moving to Multi-Year

Daily Classroom Formative Instruction. Frequent and Regular Data Teams

Develop Tri-Level PDCA Continuous Improvement Leadership

Plan Do Check Act

JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC

Continuous PDCA Calendar

Execute and Optimize Plan Based On “Check > Act”

Begin Planning DialogFor Next Year

Plan Do Check Act

CA

C CA

C CC

A

C

A

Looking Forward•Focused and coherent adult learning

•Allowing people to be all that they can be, thru collaborative focused efforts

•Build in-house capacity

A Common Mistake• Mount Rainier

Solid Implementation • Focus

• Fidelity of Implementation

• Leading and Lagging Indicators

Proportions of students scoring in each decile of the MCAS 8th grade ELA distribution

Proportions of students scoring in each decile of the MCAS 8th grade Math distribution

MCAS math gains 8th to 10th grade, compared to others from the same 8th grade decile

(School Rank Percentile)

MCAS ELA gains 8th to 10th grade, compared to others from the same 8th grade decile

(School rank percentile/100)

The Leadership It Takes•Leadership that Combines Passion with Competence:

All educators effectively cultivate not only a sense of urgency but also a sense of possibility, built on demonstrated expertise among people in key positions and their commitment to continuous improvement.Ron Ferguson, “Closing the Achievement Gap”

Leadership that Combines Passion with Competence

Sense of possibilityThe Power of the TeacherWe CAN make a difference

“Nothing is as important as a teacher and what goes on between the teacher and the children, minute to minute, lesson to lesson, day to day.”

Jon Saphier, Research for Better Teaching

•44

“The single most influential component of an effective school is the individual teachers within the school.” Robert Marzano

“…the single greatest determinant of learning is not socioeconomic factors or funding levels. It is instruction.”

Results Now by Mike Schmoker

It’s All About InstructionIt’s All About Instruction

The Leadership It Takes• Streamlined and Coherent

Curriculum:

The district purposefully selects curriculum materials and places some restrictions on school and teacher autonomy in curriculum decisions. The district also provides tools (including technology) and professional development to support classroom-level delivery of specific curricula and high yield strategies. Ron Ferguson, “Closing the Achievement

Gap”

We had to look in the mirror and ask ourselves…

WHAT are we teaching? HOW are we teaching it? HOW do we know our

students are learning it?

purposefully selects curriculum places some restrictions on

teacher autonomy… provides professional development

to support classroom-level delivery of specific curricula and high yield strategies.

We ALL do it THIS way!!!

Leadership That Provides a Streamlined and Coherent Curriculum

1. Restructuring Committee targets the Literacy Skill

2. Smaller subgroup drafts training script, brings draft to the full committee, revisions made

3. We roll out to faculty – step one: Interdisciplinary group training

4. Follow up in depts – how to implement in content area

Leadership That Provides a Streamlined and Coherent Curriculum

OPEN RESPONSE STEPS TO FOLLOW

1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS (LEAVING BLANKS). 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR

MAP AS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE.

Follow up the Interdisciplinary Training.

Next step – HOW to bring this into the classroom

Lessons developed Implemented according to a

calendarNothing was left to chance!

So then what…

•51

As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:

Student NameTeacher NameDateCourse Name and LevelPeriodA copy of the reading selection and questionEvidence of the student’s active readingAll pre-writing work that the student has done, e.g.

websA copy of the written open response The new scoring rubric and completed assessment

 After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.

The Open Response calendar of implementation is as follows:

Nov 2-6: Social Science, Social Sci Biling.Nov 30-Dec 4: Wellness, JROTC Dec 14-18: Science, Science BilingualJan 11-15: Business, Tech, & Career Ed.Jan 25-29: Math, Math BilingualFeb 22-26: Foreign Lang, Special EdMar. 7-11: English, ESLMar 20-24 Family &Cons. Sci, ProjGradsApr 5-9: Music, Art

The Leadership It Takes• Clear, Shared Conceptions of

Effective Instruction: The district identifies key ideas

concerning effective instructional and supervisory practice and works to establish them as a “common language” for approaching instructional improvement.

Ron Ferguson, “Closing the Achievement Gap”

Bloom’sBloom’s

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

(NOUNS)

Revised Bloom’sRevised Bloom’s

Applying

Creating

Evaluating

Analyzing

Understanding

Remembering

(VERBS)

Rigor/Relevance Framework®

…identifies key ideas concerning effective instruction and supervisory practice and works to establish them as a “common language”

For us this means: We ALL do it THIS way!

Leadership That Provides a Clear, Shared Conception of Effective Instruction

The Leadership It Takes• Organizational Structures and

Personnel that Embody Capacity to Teach and Motivate Adults:

The system maintains routines and structures within which adult educators engage teachers and administrators in continuous improvement of instructional and supervisory practices. Coaching, observing, and sharing make it difficult for individuals to avoid the change process, and the push for adaptive change spurs resisters to leave their comfort zones or eventually depart from the district.

Ron Ferguson, “Closing the Achievement Gap”

Leadership That…Embodies the Capacity to Teach and Motivate Adults

Leadership That…Embodies the Capacity to Teach and Motivate Adults

Leadership That…Embodies the Capacity to Teach and Motivate Adults

1. Empowered a team2. Focused on Literacy – Literacy

for ALL, NO exceptions

3. Implemented with fidelity and according to a plan

4. Monitored like crazy!

Brockton High’s turnaround FOUR STEPS:

From Ordinary to Extraordinary: The Role Each

of Us Must PlayRaymond McNulty, Senior Fellow ICLE,

Chief Learning Officer Penn Foster

COMMON MISTAKES• Misdiagnosing problems… are they

technical which require a skill… or culture which require people to clarify priorities and learn new ways of thinking and behaving. (change hearts and minds)

• Not teaching collaboration… but fostering it.

• Getting defensive

COMMON MISTAKES

• Avoiding conflict…. Leadership requires, heart, stomach and skill.

• Thinking you need to have all the answers.

• Trying to go it alone.

BHS Literacy Workshop

April 28th 2011

BHS Literacy Workshop

April 28th 2011

Reading VisualsReading Visuals

•64

We will READ to gather information and to understand a concept and construct meaning from a visual.

We will REASON to interpret and explain tables, charts or graphs and to identify and explain patterns and to make predictions.

Reading Visuals Workshop Literacy Objectives

Reading Visuals Workshop Literacy Objectives

•65

AgendaAgenda• Opener – Think and Pair.• Reading Visuals presentation• Practice using Reading Visuals 5 step

process• Discussion and feedback• Closer – Think, Plan, Share

•66

What We KnowWhat We KnowThere are several types

of visuals used in all classes and on both the science and math MCAS exams.

Students often attempt to answer the questions without fully understanding the content of the visual.

•67

Reading Visuals Reading Visuals

The process of reading a visual begins with understanding and analyzing the given information BEFORE attempting to answer the questions or solve a problem.

•68

Reading VisualsReading Visuals• Introductory Information

•Title

•Key or Legend

•Labels and parenthetical information

•Correlations •69

5 Steps for Reading Visuals5 Steps for Reading Visuals

1. Identify the type of visual2. Determine the topic of the visual3. Examine the given information from the

visual (including all introductory text)4. Develop predictions, deductions, inferences

or conclusions about the visual5. Analyze the questions and determine the

information needed from the visual

•70

• Create groups of 4-5 people• Use the 5 steps to analyze the visual provided• Record your group’s responses to all 5 steps on

the large sheet of paper at your table• Share your responses with another group using

the same visual• Select a speaker to report out to the whole

group• Report findings

•71

Your Turn5 Steps for Reading Visuals

Your Turn5 Steps for Reading Visuals

•72

CloserThink – Plan – Share

Identify a visual or type of visual you will use to teach students the Reading Visuals Steps.

Describe how the steps for reading visuals will help your students improve their reading and reasoning skills.

Think – Plan – ShareIdentify a visual or type of visual you will

use to teach students the Reading Visuals Steps.

Describe how the steps for reading visuals will help your students improve their reading and reasoning skills.

•73

We have the power to improve student achievement!

We have the power to improve student achievement!

Thank you

•74

Teachers and administrators analyze student performance…

…summarize data by (subgroup)… reducing gaps and tracks

progress…emulate practices from

successful schools

Leadership That Insists on Data Driven Decision Making and Transparency

What gets monitored is what gets done! Admin Team observed the

implementation (remember the calendar)

Faculty used school wide rubric to assess the students

Student work was collected and reviewed by admin and by faculty according to a question protocol

Leadership That Insists on Data Driven Decision Making and Transparency

CONTENT FORM

8 Response contains a clear thesis and insightfully answers all parts of the question.Response provides relevant and specific textual evidence.Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material.

4Response contains sophisticated and effective use of transitions and strategic repetition indicating complete control of the material.Response is logically and effectively organized in its thesis, paragraphing, and sequencing of examples.Response contains clear sentence structure with few or no errors.

6Response contains a clear thesis and adequately answers all parts of the question.Response provides relevant but general textual evidence.Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material.

3Response contains adequate but simplistic use of transitions and strategic repetition.Response is organized in its thesis, paragraphing, and sequencing of examples.Response contains clear sentence structure with no distracting errors.

LEGIBILITY

1Easy to read

0Difficult to read

4Response contains a thesis but only partially answers the question.Response provides a mix of accurate and inaccurate textual evidence.Explanations of evidence are vague and/or demonstrate limited understanding of the material.

2Response contains some inappropriate use of transitions and strategic repetition.Response demonstrates lapses in the organization of its thesis, paragraphing, and/or sequencing of examples.Response contains lapses in sentence structure that interfere with the clarity of thought.

2Response contains a thesis but only minimally answers the question.Response provides insufficient and/or largely inaccurate textual evidence.Explanations of evidence are unclear and/or demonstrate minimal understanding of the material.

1Response contains incorrect or inadequate use of transitions and strategic repetition.Response reflects minimal organization of its thesis, paragraphing, and/or sequencing of examples.Response contains major errors in sentence structure.

LENGTH

1Sufficient

0Insufficient

0Response is incorrect.Response contains insufficient evidence to show understanding of the material.Response is off-topic and/or contains irrelevant content.

0Response contains no evidence of transitions and strategic repetition.Response reflects no organization.Response contains little to no evidence of sentence structure.

Evaluated by: Self Peer Teacher (Circle One) SCORING 13-14 = Advanced11-12 = Proficient 8-10 = Needs Improvement 0-7 = Failing

•78

CONTENT FORM

8 Response contains a clear thesis and insightfully answers all parts of the question.Response provides relevant and specific textual evidence.Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material.

4Response contains sophisticated and effective use of transitions and strategic repetition indicating complete control of the material.Response is logically and effectively organized in its thesis, paragraphing, and sequencing of examples.Response contains clear sentence structure with few or no errors.

6Response contains a clear thesis and adequately answers all parts of the question.Response provides relevant but general textual evidence.Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material.

3Response contains adequate but simplistic use of transitions and strategic repetition.Response is organized in its thesis, paragraphing, and sequencing of examples.Response contains clear sentence structure with no distracting errors.

LEGIBILITY

1Easy to read

0Difficult to read

4Response contains a thesis but only partially answers the question.Response provides a mix of accurate and inaccurate textual evidence.Explanations of evidence are vague and/or demonstrate limited understanding of the material.

2Response contains some inappropriate use of transitions and strategic repetition.Response demonstrates lapses in the organization of its thesis, paragraphing, and/or sequencing of examples.Response contains lapses in sentence structure that interfere with the clarity of thought.

2Response contains a thesis but only minimally answers the question.Response provides insufficient and/or largely inaccurate textual evidence.Explanations of evidence are unclear and/or demonstrate minimal understanding of the material.

1Response contains incorrect or inadequate use of transitions and strategic repetition.Response reflects minimal organization of its thesis, paragraphing, and/or sequencing of examples.Response contains major errors in sentence structure.

LENGTH

1Sufficient

0Insufficient

0Response is incorrect.Response contains insufficient evidence to show understanding of the material.Response is off-topic and/or contains irrelevant content.

0Response contains no evidence of transitions and strategic repetition.Response reflects no organization.Response contains little to no evidence of sentence structure.

Evaluated by: Self Peer Teacher (Circle One) SCORING 13-14 = Advanced11-12 = Proficient 8-10 = Needs Improvement 0-7 = Failing

CONTENT:8 Response contains a clear thesis and insightfully answers all parts of the question.Response provides relevant and specific textual evidence.Explanations of evidence are clear and accurate, and demonstrate superior understanding of the material.6Response contains a clear thesis and adequately answers all parts of the question.Response provides relevant but general textual evidence.Explanations of evidence are mostly clear and accurate, and demonstrate good understanding of the material.

•79

As a follow up to this activity, I am requiring Dept. Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:

Student NameTeacher NameDateCourse Name and LevelPeriodA copy of the reading selection and questionEvidence of the student’s active readingAll pre-writing work that the student has doneA copy of the written open response The scoring rubric and completed assessment

After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.

•80

As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:

Student NameTeacher NameDateCourse Name and LevelPeriodA copy of the reading selection and questionEvidence of the student’s active readingAll pre-writing work that the student has done, e.g.

websA copy of the written open response The new scoring rubric and completed assessment

 After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.

After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.

•81

Protocol for comparing student workReview the student work samples using these

questions:• What did you notice about how the rubric was

applied?• What did you notice about grading consistency

within these samples?• Compare these samples against the anchor paper.

In what ways do these samples meet or fail to meet the standard established in the anchor paper?

• What do the student responses indicate about the effectiveness of the assignment? How could it be improved?

• What feedback would you provide to the teacher?……………………………………………………………..

OVER TIME WE ADD:• Did you find evidence of growth over time?• What did you notice about consistency across

classes, departments, from teacher to teacher?

Use Data to set High

Expectations

Align C

urriculum to

Standards

Inte

gra

te L

itera

cy and

Math

acro

ss Curricu

lum U

se D

ata

to G

uid

e In

stru

ctio

n

Cre

ate

Teac

her

Sele

ctio

n, S

uppo

rt a

nd

Eva

luat

ion

Syst

em

Instructional Leadership1. Use research to establish urgency for

higher expectations

2. Align curriculum to standards

3. Integrate literacy and math across all content areas

4. Facilitate data-driven decision making to inform instruction

5. Provide opportunities for focused professional collaboration and growth

For us, instruction focused on literacy across ALL content areas… NO

EXCEPTIONS!!!

Leadership That Provides a Streamlined and Coherent Curriculum

1. Restructuring Committee targets the Literacy Skill

2. Smaller subgroup drafts training script, brings draft to the full committee, revisions made

3. We roll out to faculty – step one: Interdisciplinary group training

4. Follow up in depts – how to implement in content area

Leadership That Provides a Streamlined and Coherent Curriculum

OPEN RESPONSE STEPS TO FOLLOW

1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS (LEAVING BLANKS). 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR

MAP AS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE.

Follow up the Interdisciplinary Training.

Next step – HOW to bring this into the classroom

Lessons developed Implemented according to a

calendarNothing was left to chance!

So then what…

•87

As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include:

Student NameTeacher NameDateCourse Name and LevelPeriodA copy of the reading selection and questionEvidence of the student’s active readingAll pre-writing work that the student has done, e.g.

websA copy of the written open response The new scoring rubric and completed assessment

 After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples.

The Open Response calendar of implementation is as follows:

Nov 2-6: Social Science, Social Sci Biling.Nov 30-Dec 4: Wellness, JROTC Dec 14-18: Science, Science BilingualJan 11-15: Business, Tech, & Career Ed.Jan 25-29: Math, Math BilingualFeb 22-26: Foreign Lang, Special EdMar. 7-11: English, ESLMar 20-24 Family &Cons. Sci, ProjGradsApr 5-9: Music, Art