Redesigning the organization

ACL Cohort B RetreatGrand Traverse Resort

July 26, 2016

Derek Wheaton www.derekwheaton.com

derekwheaton@gmail.com@retiredprink2

Learning Facilitator

Redesign the Organization

Let’s Get It Started!

● Provide current and relevant information● Model teaching strategies that you can use● Shape a supportive learning environment● Provide ample time to reflect and process● Be open to your questions

Count on me to . . .

● Participate actively● Press for clarification● Seek application● Honor time constraints● Use technology tools for

note-taking or when asked● Take care of your own needs

I’ll Count On You To . . .

“Since last we met, life has been like what book, movie, or song title?

Example: “Since last we met, life for me has been like the movie “MyBig Fat Greek Wedding”because both of my kids are getting married in 2017!

Since Last We Met

Redesign the OrganizationRedesign- An intentional journey to sustainable school improvement In this session I will:Help you connect the dots between the six dimensionsStick to what the literature says is essential for renewalProve “what” you do as a school leader matters mostFocus on primacy of school culture Provide tools you can use right away

Let’s get started!

From Rick DuFour….

“We have the greatest generation of educators we’ve ever seen in our schools right now.”

“LEARNING”- “a permanent change in thinking or behavior.”

Leadership begins with YOU! ---Kouzes & Posner

Vision of Leading and Learning

Coherent Leaders….

Have clarity about what they value, what they believe…ACT in alignment with those values and guiding principles

12

ACTIONS Beliefs Values

Leadership Metaphor ExplorerThink of an effective exemplary leader. How did

he/she practice leadership?(leadership culture)Think of an ineffective leader. How did he/she practice

leadership?(leadership culture)Have a conversation with practicing and aspiringpartner:

1. Why did you choose each card? What does themetaphor mean to you?

2. How are your cards similar to or different from your partners cards? Why?

Vision for Leadership

● What qualities do you remember about exemplary leaders you’ve known?

● How do you want others to perceive you as a leader?● What legacy of leadership do you want to leave in your

school?

Vision for Learning: Picture yourself walking down a hallway of your school, and looking carefully at the work being done by teachers and students in classrooms. If a high level of quality instruction is occurring, what would you see in every classroom?

Vision for Learning

I used to think . . . Now I think . . .

I used to do . . . Now I will do . . .

Processing Pause

“Leaders may only hold people accountable for tasks they’ve had an opportunity to learn.”

Richard Elmore Ed.D

In Exemplary Leadership

Support Accountability

Modeling the skillOpportunities for Professional LearningOffering Journal Articles / WebsitesInstructional CoachesFrequent Visits / Encouraging FeedbackPeer Visits

Support: “Relentless Help”

Clear Direction About The GoalArticulation of the Tasks / TimelineFrequent Visits and Constructive FeedbackProgress Monitoring with Conversations About Instructional Strategies / Issues

Accountability: “A Social Justice Issue”

and are “warm demanders”.

They insist, and they assist.

The Best Leaders Individualize . . .

Professional Communities and Learning

Communities that undermine learning vs.

Communities that sustain adult AND student learning.

Five Characteristics: “Round Robin” with your partner---paraphrase in your own words.

Communities That Undermine Learning

Toxic - - - - - - - - Laissez-Faire - - - - -Congenial Does anything describe your school

community?

Communities That Undermine Learning

Collborative Communities and the “Holy Grail” Accountable Communities

Communities That Sustain Adult and Student Learning

Exchange information…

Feel good…

Are student-centered...

Exert effort...

Communities That Sustain Adult and Student Learning

Collaborative Communities:

Have strength….

Still need to grow by...

Collaborative Communities

Differ from other communities...

The leader can foster growth

toward becoming an accountable

community by….

The Goal: Accountable Learning Communities

Everyone READ first four paragraphs THEN become an expert at your assigned principal using the number card you received:

1. Kim Marshall2. Casel Walker3. Muriel Leonard4. Michael Fung5. Kathleen Flannery

JIGSAW “Creating a Culture of Reciprocal Accountability”

For adult collaboration to generate productive solutions to persistent learning and teaching problems, we must have groups that:

● Have a common understanding of the indicators of high quality learning

● Share a common commitment to high quality learning for every student

● Are capable of acting on that commitment efficiently and effectively● Receive and use appropriate data and feedback to monitor their

own performance and adjust their efforts.

Adult Collaboration a Necessity

"Differences often bring with them unevenness, expense, tensions, even conflict. But the objective of our work as educators is not to create a dissonance-free environment but rather to create a learning-full environment, to build a community of learners."

Roland Barth-Learning by the Heart

I used to think . . . Now I think . . .

I used to do . . . Now I will do . . .

Processing Pause

Break

WELCOME BACK!

SHS Presents : The Big 3

Glasser-Choice TheorySeminarPositive School Culture

Glasser: Focus Center

Students work with Teachers and Behavior Interventionist to solve minor problems before they become big problems.

- Learn different ways to solve problems

Focus Center

Focus Center Documents

In Classroom Discussion

Focus Center Referral

Behavior Matrix link

Logo link

Behavior Data2014-15 Semester 1

- Tardies- 644 (Discipline referrals from tardies)

- Truant students- 77

ISS/OSS Students9th Grade-1910th Grade-4311th Grade-1612th Grade- 10

Majors:Disrespect to Staff 33; Insubordination 39; Inappropriate Language 18; Irresponsible Acts 28; Disruptive 35; Other 52; Failure to Serve Det- 288

2015-16 Semester 1- Tardies- 25 Office: (Discipline

referrals from tardies)- Tardies- 105 to Focus Center

Referrals- Truant 41; Still have 29 truant

students,19 are no longer truantISS/OSS Students9th Grade-10 10th Grade-1311th Grade-1312th Grade- 8Majors:Disrespect to Staff 31; Insubordination 38; Inappropriate Language 18; Irresponsible Acts 39; Disruptive 58; Other 83; Failure to Serve Det- 98

Behavior Data continued...2014-15 Semester 2

- Tardies- 702 (Discipline referrals from tardies)

- Truant students- 77 (20%)

ISS/OSS Students9th Grade-2410th Grade-4411th Grade-2112th Grade- 7

Majors:Disrespect to Staff 30; Insubordination 45; Inappropriate Language 22; Irresponsible Acts 98; Disruptive 29; Other 72; Failure to Serve Det- 300

2015-16 Semester 2- Tardies- 20 (Discipline referrals from tardies)

- Tardies- 63 ( Focus Center Referrals)

- Truant 8- 4 have charges; 4 are over 18 (20%)

- - 14 students have missed more than 20 days - - 68 have missed more than 10 days

ISS/OSS Students9th Grade-10 10th Grade-2911th Grade-2212th Grade- 7Majors:Disrespect to Staff 33; Insubordination 42; Inappropriate Language 22; Irresponsible Acts 66; Disruptive 33; Other 115; Failure to Serve Det- 38

Seminar/Intervention Hour

- School-wide class designed to provide tiered academic and behavior support

Teachers- Monitor grades and attendance; formulate plans with the students

Students- Support from the teacher; peer tutoring, group projects, targeted behavior and academic interventions (reteaching large groups, retake tests, help with homework)

Grade Data

Semester 1 2014-2015 - Failed Grades 713- Students that failed at least 1 class-

411/934 students, 44%

Semester 1 2015-2016 -Failed Grades 336 -Students that failed at least 1 class- 193/971 students; 19.8%

Semester 2 2014-2015 - Failed Grades 598- Students that failed at least 1 class-

260/925 students, 28%

Semester 2 2015-2016 -Failed Grades 376 -Students that failed at least 1 class- 200/920 students; 21.7%

Grade Data continued..Summer School Recovery Programs

- Summer School Online- 66 students; 98 credits- Summer School Classroom- 20 students; 25 total credits

Student Survey of Seminar 444 students responded

- Has seminar provided you the extra time in your day to get the help that you need from your teachers? 63.5% Definately; 32.7% Somewhat

- Same for Improve grades- 71% of students would like more time for the

day- 90.4% of the students felt like they were

productive with there time- 91.9% of the students felt that seminar was a

valuable use of their time at school- 84.2% of the students felt that Fun Fridays

were a nice celebration for academic success

Monthly Monitoring- No-Go List

80-85% of our students are consistently passing every class this year.

Quotes from Staff:

“Many students have turned in work and are no longer failing because they want to participate. Awesome! Thanks to the Positive School Culture team for doing all this work!”

“I have had the same rush in my classes as well. Glad to see it's having an impact!”

New Data Review/Intervention System GL PLC Demo

PSC

Student and teacher teams work in conjunction to build a positive, supporting atmosphere while providing a sense of community.

Creating Positivity and Support for One Another

- Good News Cards- Twitter/Daily

Kindness Challenge- 12 Days of Kindness- Monthly Fun Friday

Events (Appreciation Days)

- Bulletin Boards

Building a Sense of Community

- Student Surveys

- Fun Friday Pod Competitions

- Seminar Competitions

- Relationship and Connectedness Survey

School-wide Plan for Next Year

- Appreciation Activities for Attendance, Behavior and Grades- Quarterly event or card

- 1st 9 weeks- PRIDE Card

- 2nd 9 weeks- Event (Bowling/Lazer Tag)

- 3rd 9 weeks- PRIDE Card

- 4th 9 weeks- Event (Movie Theatre)

- PRIDE Card

- 10 minute early release on Friday’s

- Cafe deal

- 3 minute early lunch release on Friday

- Free sporting event

- Free foam sword

- 2 student connected surveys (Fall and Spring)

- 1st day Spirit challenge Initiated during the Back to School Assembly

Fun Friday Schedule

September 16: PSC Tailgate (Whole District) - Student Life Booths: Clubs etc…- DJ - Bean Bag tournament- Foam Sword Sale- Free Ice cream - Kickball on the baseball field- Ultimate Frisbee- 4 Square- Photo Booth: Spirit stuff- Face painting - Fan Bus to TR

October- Class Sock War

November- POD Dodgeball

December- Movie and Snack (Student Survey)

January- Teachers vs Students: Basketball Game

February- Lip Sync Battle

March- POD Dodgeball

April- Class Sock War

May- Teachers vs Students Week

Student Plan for Next Year

- Behavior Expectations Videos Finalize

- Continue 12 days of Kindness/Door decorating

- Implement- At least 1 Kindness Activity a month

- Develop Friday morning Fight Song Schedule

- Twitter Refresh (Sneaky Cards Challenge)

- Back to School and Freshman Focus Camp Booth

- Recruit new members

- Shirts

Staff Plan for Next Year

Organize Staff shirt Friday

Designate 1 Sporting Event as the staff event that we all attend together

Mystery Friend all year

Staff PRIDE Cards every month at the staff meetings

Fall Back to School Gathering

Winter Nature Center Gathering

Spring Golf Scramble

Summer Staff Canoe Trip

ACL Take Aways

Take advantage of the time to work with your team

Take advantage of the networking opportunities; learn from other teams

Do not be afraid to adjust and refine your initiative along the way

If you're not sure where to start, collect perception data from all stakeholders

Use data to drive and refine your initiative

Tap into your best resource, your students!

You will have one hour for lunch! See you back ready to learn at 1PM!

Lunch!

That’s What Makes You Beautiful!

Everyday Survival: Why Smart People Do Stupid Things(2009)

Curriculum programsSift through data and make

data-driven decisionsCreate commitments to focus

on specific student needsExplore new ways to engage

parentsWork on improving

instruction?

In a “spin stall?”

Talk with your principal/aspiring Partner about the number of initiatives that you are currently juggling. What would you consider to be top priorities? What could you focus on that would bring the best bang for your buck?

Are you in the “spin stall?”

Doing What Matters Most To Change The Odds For Student Success

Simply Better

Whole language instruction, performance assessment, block scheduling, looping, and detracking . . . “It’s embarrassing. It really is. Not to mention depressing. These are only a few of the “good ideas” that were discussed in the pages of the Kappan--silver bullets that would enhance, reform, and even save American education . . .It is embarrassing because all these “good ideas” have produced very limited gains. It is depressing because nearly all of them really were good ideas. But the results of all this research and publication have been less than impressive.(Wade Carpenter, 2000)

What Matters Most?

Guarantee challenging, engaging, and intentional instruction.

Ensure curricular pathways to success.Provide whole-child student supports.Create high-performance school

cultures.Develop data-driven,

high-reliability district systems.

What Matters Most?

1. A coherent instructional guidance system.2. Development of the professional capacity of

faculty.3. Stong parent-community-school ties.4. A student-centered learning climate.5. Leadership that drives change.

(Organizing Schools for Improvement, 2010, Bryk, et.al.)

Five Essential Ingredients for School Improvement

Selected School-Level Influences on Student Achievement

Variance in student achievement:

School level factors- 7%Teacher level factors-13% Student level influences-80%

Source: (Marzano, 2000)

What does meta-analysis research tell us?

Talk at your table after the data and information just presented and determine what you think should be job #1 for every principal and district leader?

Processing Pause

The world’s best systems focus on guaranteeing, every child great teachers and great teaching.

Source: McKinsey and Company (2007), How the world’s best-performing school systems come out on top. Retrieved from http://www.mckinsey.com/App.Media/Reports/SSO/Worlds_School_Systems_Final.pdf

Attend to the “core” business of schooling: Great teachers and teaching

Effective and ineffective teachers are spread heterogeneously across the system.

Principal’s JOB #1 is to ensure high quality and low variability within schools.

Create a culture of high expectations for academics and behavior.

The “secret sauce” of improvement: school culture.

More Bang for the Buck: Reducing Variability in Teaching Quality

A McRel meta-analysis of research on effective school leaders found these strong links between student success and leaders who:

Are directly involved in the design and implementation of curriculum, instruction, and assessment practices.

Protect teachers from issues or influences that might otherwise detract from their teaching.

Provide teachers with the resources and materials (including staff development) they need to deliver high-quality instruction and effectively manage their classrooms.

Source: (Marzano, Waters, and McNulty, 2005)

What Do Effective Leaders Do to Demonstrate Job #1?

That when a window is left broken in a building, it sends the message to passersby that “no one cares and no one is in charge.” Soon more broken windows appear, and, eventually, the whole neighborhood descends into chaos.

Gladwell: Sometimes big problems “can be reversed, can be tipped, by tinkering with the smallest details of the immediate environment.”

Source: The Tipping Point: How Little Things Can Make a Big Difference, Malcolm Gladwell, 2000.

Broken Windows Theory

InstructionStructure(clear learning goals)Individualized, responsive

instructionOpportunity to learn challenging

contentSchool environmentOrderly climateAssessment and monitoringParent involvementPress for Achievement

Distinguishing Characteristics of “Beat the Odds” Schools

Professional CommunityProfessional developmentTeacher collaboration

(deprivatizing practice)Teacher influence in school

decisionsLeadershipShared mission and goalsInstructional guidanceRe-designing the organization

Shared mission and goals (common vision and clear focus for resources)

Academic press for achievement (high expectations for all)Orderly climate (clear and enforced rules for student behavior)Support for teacher influence (leadership shared with teachers)Structure (clear student goals, strong classroom management)

Distinguishing Characteristics of High-Performing High-Needs Schools

Attendance, grades and pass rates are higher in schools with stronger:

InstructionStudent-centered climates

-Teacher-student relationships-Safety

Teacher collaboration-Collective responsibility-Instructional program coherence

CCSR Research

Student-centered climates-Safety

Teacher collaboration-Collective responsibility-Innovation

Parent Involvement-Teacher-parent trust

Leadership-Program Coherence-Teacher influence-Instructional leadership

Teachers remain in schools with stronger:

Effective principals:Set high, concrete goals and expectations for all students to

reach those goals.Develop a clear vision for what the school could be like and

promote a sense of staff cooperation and cohesion.Involve teachers in decision making, and shared leadership.Systematically celebrate teachers’ accomplishments.

Source: McREL meta-analysis, Marzano, 21 Responsibilities of school leaders. Marzano. et.al., 2005

“Can-Do” School Culture

So Much Reform, So Little Change (2008) Charles Payne

Consortium on Chicago School Research-compared 30 most highly rated schools in Chicago with the 30 lowest performing schools in Chicago, researchers discovered, “. . . questions related to the quality of relationships--in particular, the level of trust and respect teachers have for one another--proved to be one of the best predictors of school performance. (Payne 2006)

Dysfunctional School Culture

After survey collection of teachers in 100 schools:

In the same way individuals can develop learned helplessness, organizations can be seduced by pervasive pessimism. According to the pessimist view, voiced with a tired resignation, “These kids can’t learn, and there is nothing, I can do about it, so why worry about academic achievement …..” Academic optimism, in stark contrast, views teachers as capable, students as willing, parents as supportive, and the task as achievable. Hoy, Tarter, and Hoy (2006)

Academic Optimism: Powerful Predictor of Student Achievement

Defining the culture of high-performing schools:

Press for academic achievementCollective efficacy (i.e. a shared belief among

teachers that they can help students succeed)Faculty trust in parents and studentsSource: Hoy, Tarter, and Hoy (2006)

Academic Optimism

“Four years of public school teaching--and ten years as a principal--convinces me the nature of relationships among adults who inhabit a school has more to do with a school’s quality and character, with the accomplishments of its pupils and the professionalism of its teachers than any other factor.--Roland Barth (2001)

It’s About Relationships!

Trust in Schools:Studied 400 schools in Chicago and revealed that: "Relational trust is central to building effective educational communities."

Achievement gains were higher in schools where a high level of relational trust existed.

Relational Trust

Bryk and Schneider: University of Chicago 2002

Lencioni Trust Pyramid

TRUST

CONFLICT

A ACCOUNTABILITY

COMMITMENT

RESULTS

1. Anonymity-No clue on hopes, dreams, feelings and “personal story.”

2. Irrelevance-A feeling that workers don’t make a difference and don’t know their impact. How are they changing the lives of others? How does the work they do impact others, the organization, community, etc.

3. Immeasurement-No way to measure success for themselves and the work that they are doing. How do they measure their contribution or success?

Three Signs of a Miserable Job

Raising the quality and reducing the variability of teaching across the school

Expectations for instruction are clearly and consistently articulated across the school

Principals/Instructional leaders conduct regular classroom observations with follow-up coaching conversations

Teachers engage in professional conversations that focus on improving instructional practice.

High-Performance School Cultures: A Checklist

Creating a culture of high expectations for academics and behavior

High expectations for learning and behavior are clearly articulated and enforced.

In keeping with the Broken Windows theory, the physical appearance of the school conveys high expectations for student learning.

All school personnel--from teachers to support and janitorial staff--can connect their work to student success.

1. If visitors walked into our school for the first time today, would they say it exudes a positive culture, one that conveys high expectations for learning and behavior where adults believe they can make a difference for students?

2. What’s a small change we can make tomorrow to move our school closer to becoming a high performing school culture?

3. How many improvement efforts are underway in our school now? Are we making a few, measured improvement efforts or are we thrashing at the controls?

4. What else can I do to protect teachers’ time?

Reflecting On What Matters Most

The literature provides clarity…. do these things and student outcomes will improve: (listed in order of correlation to student academic achievement gains) (Marzano, Waters & McNulty, 2005, p.63)

1. Situational Awareness2. Flexibility3. Discipline, Outreach, Monitoring/Evaluating4. Culture, Order, Resources, Knowledge of CIA, Input, Change Agent5. Focus, Contingent Rewards, Intellectual Stimulation6. Communication7. Ideals/Beliefs8. Involvement in CIA, Visibility, Optimizer9. Affirmation10.Relationship

There’s Nothing New Here!

“....knowing what is happening, distancing ego from daily events...honestly appraising the state of the organization.” (Marzano, Waters & McNulty, 2005, p.60)

• Aware of what could go wrong from day to day• Know informal groups and staff

relationships• Aware of issues that have not surfaced

but could create discord

Situational Awareness

Flexibility“...the extent to which leaders adapt their leadership behavior to...current situation and...comfortable with dissent.” (Marzano, Waters & McNulty, 2005, p.49)

• Associated with transformational leadership• Being directive or nondirective as needed (defined autonomy)• Encouraging expression of diverse and contrary opinions• Comfortable...making major changes in how things are done

Leader as advocate and spokesperson to all stakeholders… (Marzano, Waters & McNulty, 2005, p.58)

• Complies with all district and state mandates • Advocate of school with parents• Advocate of school with central office• Advocate of school with community

Outreach

Fosters shared beliefs and a sense of community and cooperation (Marzano, Waters & McNulty, 2005, p.58)

• Promotes a sense of well-being among teachers and staff• Promotes cohesion among teachers and staff• Develops an understanding of purpose among teachers and

staff• Develops a shared vision of what the school could look like• Promotes cooperation among teachers and staff

Culture

Establishes clear goals and keeps those goals in the forefront of the school’s attention (Marzano, Waters & McNulty, 2005, p.58)

• Establishes high, concrete goals and expectations that all students meet them

• Establishes high, concrete goals for curriculum, instruction, and assessment practices within the school

• Establishes high, concrete goals for the general functioning of the school

• Continually keeps attention on established goals

FOCUS

First Order - Incremental ChangeSecond Order - Deep Change (Innovation) (Marzano, Waters & McNulty, 2005, pp.65-75)

Change requires the correct level of leadership, the deeper the change...need matching leadership techniques.

First & Second Order Change

Break

Tools For Redesign

• Get teachers focused on engagement• Bring teachers together to analyze evidence of teaching• Build a culture where staff take pride in their work and feel

responsible for student learning and achievement• Find ways to reduce teacher isolation-classroom transparency

Instructional Leadership

• Instead of critiquing and scrutinizing teachers, provide constructive feedback and support

• Develop partnerships to provide services/resources to parents• Provide differentiated professional learning to teachers Content-subject matter coaches Pedagogy-Time to analyze student work Relationships with students

Build Capacity

• Assign students who are behind academically to effective teachers.

• Provide access to deeper learning through rigorous instruction and increase academic support.

• Develop early intervention systems to support struggling students.

• Provide extended learning time-after school (but not more of the same) and summer school.

• Respond to the non-academics of children-health, social and emotional support, etc.

Implementing a Plan: Do More of What Works, Less of What Doesn’t

Classroom walkthroughs to reduce Variance in Teaching Quality1. Are teachers using research-based teaching strategies?2. Do students understand their goals for learning?3. Are students learning both basic and higher-order levels of knowledge?4. Do student achievement data correlate with walkthrough data?

Have you identified the look fors in your district and school? Have they been clearly identified? Does everyone know what they look like and sound like? Talk with your table mates about what you have in place and what you need to implement. What is your plan to reduce the variance in teaching quality at your school?

See the Forest Through the Trees

A small-scale, short-term effort that results in quick, measurable gains in achievement.

The term fractal is drawn from a phenomenon found throughout nature in such things as ferns, snowflakes, and river networks, where the smallest component of the system resembles the larger system.

Fractal Experiences

SMART GoalSimple measure for collecting progressSecure specific commitments from everyoneMonitor implementation of the effortReview what happened, after specified periodIdentify ways to sustain the successful change or to improve resultsIdentify a new “fractal”

With your partner/table mates, brainstorm some quick wins you could implement this September.

Getting Quick Wins with Fractal Experiences

• Options for Leading Teacher Learning• Cultural Responsiveness and Parent Participation

Assessments• Change The Odds Survey

changetheodds.mcrel.org• Changing Schools www.mcrel.org/changing-

schools/• Resource Page

Packet Resource Walk

World’s Greatest Teacher

Brad Meltzer Ms. Spicer

Ticket Out! It’s as easy as 1,2,3!

1. What did you learn? What is your permanent change in thinking or behavior? What did you used to think? What do you think now? What did you used to do? What will you do now?

2. Access presentation here: goo.gl/RHaFn9

3. Write a note of affirmation to someone! RAA derekwheaton@gmail.com www.derekwheaton.com

@retiredprink2 derekwheatonconsulting Derek Wheaton