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

International Center for Leadership in Education

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

and Changeand Change

Change Model

• International Center for Leadership in Education

WHY

WHY

Prepare students for their future

Change Model


WHY

WHY

Change Model


WHY

WHY

W H A TW H A T

Rigor, Relevance,

Relationships for ALL

Students

Rigor/Relevance For

All Students

• 1.1. AwarenessAwareness• 2.2. Comprehension Comprehension • 3.3. ApplicationApplication• 4.4. AnalysisAnalysis• 5.5. Synthesis Synthesis • 6.6. EvaluationEvaluation

Knowledge Taxonomy

Application 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

8

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

1 2 3 4 5


KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

Change Model


WHY

WHY

W H A TW H A T

Where are you?

Where do you want to go?

W H

E R

E

W H

E R

E

Learning Criteria for 21st Century

Learners

The Learning Criteria

How do you want learning evaluated?

13

The Learning Criteria helps you put into action what you

believe about learning.

14

Success Beyond the Test

• Core Academics

• Stretch Learning

• Learner Engagement

• Personal Skill Development

International Center for Leadership in Education, Inc.

Rigor

Relevance

Relationships

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)

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Core Stretch Learner Engagement

Personal Skill Development

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Core

StretchLearner EngagementPersonal Skill Development

Dimensions of the Learning Criteria

Change Model

WHY

WHY

Lear

ning

Crite

ria

for 21

st C

entu

ry L

earn

ers

Rigor, Relevance, Relationships for ALL Students

Com

ponents of Excellence

W H

E R

E

H O

W

W H A T

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Eight Components to School Excellence

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

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Challenges

• Globalization

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Wal Mart

Source: The Post-American World

• Largest Corporation

• 8 times Size of Microsoft

• 2 % of GDP

• 1.4 Million Employees

• More Employees than:

• GM, Ford, G.E. and IBM Combined

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Challenges

• Globalization

• Technology

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1983 – A Nation at Risk

• E-mail• Web pages• Google• iPODs• Laptops• Digital

cameras• Doppler radar• Cell phones

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• Blogs• Wikis• Tagging• Text messaging• MySpace• Podcasts• PDAs

2000

25

E-Mail

• Adult use often

• 14% of teens use often

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Content Creation & Social Media

• Facebook

• MySpace

• Flickr

• YouTube

• Blogs

• Personal Web Pages

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2. Inform Decisions through Data Systems

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LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


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Student Survey PercentagesStudent Survey Percentages

Survey Statement Total Male Female

I enjoy being at school 50.2 47.4 53.2

Teachers make school an exciting place to learn 33.0 32.9 32.6

School is boring 45.5 49.9 41.5

Teachers have fun at school 38.5 39.8 37.6

Learning can be fun 63.5 59.0 69.3

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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)

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Guiding PrinciplesGuiding Principles

ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty

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Survey Tools for Rigor, Relevance and

Relationships

We Learn Student Survey

We Teach Instructional Staff Survey

We Lead Leadership Survey

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3. Empower Leadership Teams to Take Action and Innovate

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Staff InvolvementStaff Involvement

Four Quadrants of LeadershipFour Quadrants of Leadership

Decision FrameworkDecision Framework

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DECISION FRAMEWORK

AA BB

DDCCAnticipationAnticipation

Future-focused and ProactiveFuture-focused and Proactive

PreservationPreservationRear View-focused and Reactive Rear View-focused and Reactive


High

Low

36STAFF INVOLVEMENT

AA BB

DDCC

Top DownTop DownHierarchyHierarchy

Distributed Distributed LeadershipLeadership


HighLow

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DECISION FRAMEWORK

STAFF INVOLVEMENT

AA BB

DDCC

Rule-driven Rule-driven SchoolSchool


Tradition-drivenTradition-drivenSchoolSchool

Struggling Struggling School w/ conflictSchool w/ conflict

Culture-driven Culture-driven SchoolSchool

Anticip-ation

Preserv-ation

TeamIndividual

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DECISION FRAMEWORK

STAFF INVOLVEMENT

AA BB

DDCC

Level or Level or DecliningDeclining


Traditional Traditional Pockets of Pockets of SuccessSuccess

Islands of InnovationIslands of InnovationRapidly Rapidly

ImprovingImproving

Anticip-ation

Preserv-ation

TeamIndividual

39




3. Empower Leadership Teams to Take Action and Innovate

4. Clarify Student Learning Expectations

40

MCA II / GRAD English LABenchmarks Tested

High Medium Low

Grade 3 6 5 36 Grade 4 10 5 35 Grade 5 13 2 22 Grade 6 14 0 42 Grade 7 12 0 48 Grade 8 12 0 52 Grade 10 14/11 0/0 36/39

Test data for Writing MCA II not available Grades 5 and 10

41

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

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%)

42


5. Adopt Effective Instructional Practices

43

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


44

Rigor without Relevance and Relationships has never worked

Rigor, Relevance and Relationship is not a concept it is a way of life in the nation’s most successful schools

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6. Address Organizational Structures


464636

Supportive StructuresSupportive StructuresSmall Learning Community

Alternative Scheduling

Team Teaching

CORE teams

School-based Enterprise

Professional Learning Community

Small Learning Community

Alternative Scheduling

Team Teaching

CORE teams

School-based Enterprise

Professional Learning Community

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7. Monitor Progress/Improve Support Systems


48

You Lead Based Upon You Lead Based Upon

1.1. What What You ReportYou Report

2. What You Assess2. What You Assess

3. How You Evaluate Staff 3. How You Evaluate Staff

49

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*


Interquartile Ranges Shown (25% - 75%)

50

Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

Matt


910

51

Lexile Framework® - Student Profile

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*


Matt

52



7. Monitor Progress/Improve Support Systems


8. Refine Process on an Ongoing Basis

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What can you do?

• Use your survey data

• If joining, use the Successful Practices Network

• Learn from each other!

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Let’s Recap…

•The Rigor/Relevance Framework

•The Learning Criteria•The Components of School Excellence

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Moving Forward…

How can you use this knowledge to create your OWN plan for moving forward?

What are your priorities? What are OUR priorities?

What are your goals? What are OUR goals?

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Contact Information

Nicole HochholzerLiteracy Coordinator, Kaukauna High School &Senior Consultant, InternationalCenter for Leadership in [email protected](920)766-6113 ext. 5430

mailto:[email protected]

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

Documents

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