1 Leading an Effective Learning System Presented by Lawrence W. Lezotte, Ph.D. EFFECTIVE SCHOOLS

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Leading an Effective Leading an Effective Learning SystemLearning System

Presented byPresented byLawrence W. Lezotte, Ph.D.Lawrence W. Lezotte, Ph.D.

EFFECTIVESCHOOLS

PHASESPHASES

Identification Identification (1960(1960’’s – Mid-70s – Mid-70’’s)s)

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Descriptive Descriptive (1970 – 1980)(1970 – 1980)

Prescriptive Prescriptive (1985 – 1995)(1985 – 1995)

School District School District (1985 – Present)(1985 – Present)

Total System Total System Alignment Alignment (1995 – Present)(1995 – Present)

Schools were Schools were never designed, never designed,

or even intended, or even intended, to successfully teach to successfully teach

allall students a students a high standards high standards

curriculumcurriculum..4

Your school is Your school is perfectly aligned to perfectly aligned to

get the results get the results you are currently you are currently

getting.getting.5

AssumptionAssumption

You and your colleagues You and your colleagues are already doing are already doing

the best they know to do the best they know to do given the context in which given the context in which

they find themselves.they find themselves.6

Navigating the Navigating the Perfect StormPerfect Storm

1.1. Higher StandardsHigher Standards

2.2. Higher Percentage of Higher Percentage of Challenging StudentsChallenging Students

3.3. Fewer ResourcesFewer Resources7

The Leadership The Leadership (Change) Challenge (Change) Challenge

Take a Take a ““followershipfollowership”” to a to a place they have never been place they have never been and are not sure they want and are not sure they want to go.to go.

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The Three Levers of Power:The Three Levers of Power:

1.1. SticksSticks

2.2. CarrotsCarrots

3.3. HugsHugs

Different Perspectives Different Perspectives on School Improvementon School Improvement

1.1. People ChangePeople Change

2.2. Systems ChangeSystems Change

3.3. Planned ChangePlanned Change10

Effective Schools Effective Schools Research and PracticeResearch and Practice

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WANTED…WANTED… A Proven System for ActionA Proven System for Action

Creating a Creating a Common LanguageCommon Language

Effective SchoolsEffective Schools12

Getting Ready for Getting Ready for Continuous ImprovementContinuous Improvement

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Definition of an Definition of an EFFECTIVE School:EFFECTIVE School:

A school that can, in outcome A school that can, in outcome terms, reflective of its terms, reflective of its ““learning for alllearning for all”” mission, mission, demonstrate the presence of demonstrate the presence of equity in quality.equity in quality.

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Definition of an Definition of an IMPROVING School:IMPROVING School:

A school that can, in outcome A school that can, in outcome terms, reflective of its terms, reflective of its ““learning for alllearning for all”” mission, mission, demonstrate the increasing demonstrate the increasing presence of equity in quality.presence of equity in quality.

Policy Pillars for Public Policy Pillars for Public Education in AmericaEducation in America

QQUUAALLIITTYY

EEQQUUIITTYY

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Policy Pillars for Public Policy Pillars for Public Education in AmericaEducation in America

QQUUAALLIITTYY

EEQQUUIITTYY

LevelLevel

Of Of

AchievemenAchievementt

DistributionDistribution

OfOf

AchievemenAchievementt

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Searching forSearching forEffective SchoolsEffective Schools

Outliers on the High SideOutliers on the High Side

Common CharacteristicsCommon Characteristics

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The Correlate of an The Correlate of an Effective SchoolEffective School

An inter-connected An inter-connected array of systems that array of systems that combine to advance the combine to advance the mission of the mission of the school.school.

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Trailing Trailing IndicatorsIndicators

Leading Leading IndicatorsIndicators

High Expectations High Expectations for Successfor Success

In the effective school there is a In the effective school there is a climate of expectation in which climate of expectation in which

the staff believe and the staff believe and demonstrate that all students demonstrate that all students

can attain mastery of the can attain mastery of the essential school skills, and the essential school skills, and the

staff also believe that they have staff also believe that they have the capability to help all students the capability to help all students

achieve that mastery. achieve that mastery.20

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HighHighStandardsStandards

HighHighExpectationsExpectations

Mindset*Mindset*

Fixed IntelligenceFixed Intelligence

Developing IntelligenceDeveloping Intelligence

*Dweck, Carol *Dweck, Carol Mindset: The New Psychology of Success Mindset: The New Psychology of Success (2006).(2006).

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Intelligence and Intelligence and How to Get It*How to Get It*

Fluid IntelligenceFluid Intelligence

Crystallized IntelligenceCrystallized Intelligence

*Nisbett, Richard E. *Nisbett, Richard E. Intelligence and How to Get It: Why Intelligence and How to Get It: Why Schools and Cultures Count (2009).Schools and Cultures Count (2009).

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Expectations Expectations = =

Unwarranted Unwarranted OptimismOptimism

Strong Instructional Strong Instructional LeadershipLeadership

In the effective school the principal In the effective school the principal acts as an instructional leader and acts as an instructional leader and

effectively and persistently effectively and persistently communicates that mission to the communicates that mission to the staff, parents, and students. The staff, parents, and students. The principal understands and applies principal understands and applies the characteristics of instructional the characteristics of instructional effectiveness in the management effectiveness in the management

of the instructional program.of the instructional program.25

““Leadership is second only Leadership is second only to classroom instruction to classroom instruction among all school-related among all school-related factors that contribute to factors that contribute to

what students learn what students learn at school.at school.””

Wahlstrom, Kyla L., et al.Wahlstrom, Kyla L., et al.Investigating the Links to Improved Investigating the Links to Improved Student Learning: Executive Summary of Student Learning: Executive Summary of Research Findings. (2010)Research Findings. (2010)

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AuthorityAuthority is delegated from is delegated from

AboveAbove

LeadershipLeadership is delegated from is delegated from

BelowBelow

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TrustworthyTrustworthy

CompetentCompetent

Forward LookingForward Looking

EnthusiasmEnthusiasm

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PrincipalPrincipal Leader of FollowersLeader of Followers

Principal Principal Leader of LeadersLeader of Leaders(Engagement Paradigm)(Engagement Paradigm)

Clear and Focused Clear and Focused MissionMission

In the effective school there is a clearly In the effective school there is a clearly articulated school mission through articulated school mission through

which the staff shares an which the staff shares an understanding of and commitment to understanding of and commitment to

the instructional goals, priorities, the instructional goals, priorities, assessment procedures, and assessment procedures, and accountability. Staff accept accountability. Staff accept

responsibility for studentsresponsibility for students’’ learning of learning of the schoolthe school’’s essential curricular goals.s essential curricular goals. 30

People and People and Organizations are Organizations are

Always Moving in the Always Moving in the Direction of Their Direction of Their

Dominate ThoughtDominate Thought

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MISSIONMISSION

NOTNOT a description of a description of

Current RealityCurrent Reality

ISIS a description of a a description of a

Preferred FuturePreferred Future

Learning for ALLLearning for ALL

Whatever It Takes!Whatever It Takes!

NEW MISSIONNEW MISSION

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Opportunity to Opportunity to Learn/Time on TaskLearn/Time on Task

In the effective school teachers In the effective school teachers allocate a significant amount of allocate a significant amount of

classroom time to instruction in the classroom time to instruction in the essential skills. For a high percentage essential skills. For a high percentage of this time students are engaged in of this time students are engaged in whole class or large group, teacher-whole class or large group, teacher-directed, planned learning activities.directed, planned learning activities.

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Big IssueBig Issue::

School Readiness School Readiness Prerequisite KnowledgePrerequisite Knowledge

Learning Gaps are Learning Gaps are First Opportunity GapsFirst Opportunity Gaps

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Big ProblemBig Problem::

Agrarian CalendarAgrarian Calendar

Age-based PlacementAge-based Placement

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Big OpportunityBig Opportunity::

Disruptive TechnologyDisruptive Technology

Increased Student Increased Student EngagementEngagement

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Big IdeaBig Idea::

Assure Alignment BetweenAssure Alignment Between•• Intended CurriculumIntended Curriculum•• Taught CurriculumTaught Curriculum•• Tested CurriculumTested Curriculum

Frequent Monitoring of Frequent Monitoring of Pupil ProgressPupil Progress

In the effective school student In the effective school student academic progress is measured academic progress is measured frequently through a variety of frequently through a variety of assessment procedures. The assessment procedures. The results of these assessments are results of these assessments are

used to improve individual student used to improve individual student performance and also to improve the performance and also to improve the

instructional program.instructional program.39

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MonitoringMonitoring

SummativeSummative

FormativeFormative

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Big IdeaBig Idea::

FeedbackFeedbackTimelyTimelyExplicitExplicit

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Bookends of an Bookends of an Effective SystemEffective System

1.1. Clear & Focused MissionClear & Focused Mission

2.2. Frequent Monitoring and Frequent Monitoring and Reporting Progress on the Reporting Progress on the MissionMission

Safe and Orderly Safe and Orderly EnvironmentEnvironment

In the effective school there is an In the effective school there is an orderly, purposeful, businesslike orderly, purposeful, businesslike

atmosphere which is free from the atmosphere which is free from the threat of physical harm. The threat of physical harm. The

school climate is not oppressive school climate is not oppressive and is conducive to teaching and and is conducive to teaching and

learning.learning.

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1.1. On Duty All the Time, On Duty All the Time, EverywhereEverywhere

PrerequisitesPrerequisites

2.2. Behave with Consistency Behave with Consistency Enforcing the RulesEnforcing the Rules

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Violence in SchoolsViolence in SchoolsAmong K-12 teachers, percentage who say this occurred in Among K-12 teachers, percentage who say this occurred in school setting in the last school year (2008-09):school setting in the last school year (2008-09):

FightsFights

Verbal Verbal confrontations confrontations

Student withStudent with weapon at schoolweapon at school

Staff abusedStaff abusedby studentby student

None of the aboveNone of the above

76%76%

65%65%

36%36%

28%28%

16%16%

Source: Zogby for Crisis Prevention Institute survey of K-12 Source: Zogby for Crisis Prevention Institute survey of K-12 general-general- education teachers, Sept. 26-Oct. 5, 2009.education teachers, Sept. 26-Oct. 5, 2009.

Positive Home/School Positive Home/School RelationsRelations

In the effective school parents In the effective school parents understand and support the schoolunderstand and support the school’’s s

basic mission and are given the basic mission and are given the opportunity to play an important opportunity to play an important

role in helping the school to achieve role in helping the school to achieve this mission.this mission.

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Question:Question:

““Can we get bad social Can we get bad social service even though we are service even though we are all good people?all good people?””

Ron Ron EdmondsEdmonds

The following screen is adapted The following screen is adapted from:from:

What Works in What Works in Schools: Translating Schools: Translating

Research into ActionResearch into Action

by Robert J. Marzano by Robert J. Marzano ASCD (2003).ASCD (2003).

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School-level Factors (Ranked)School-level Factors (Ranked)

1.1. Opportunity to LearnOpportunity to Learn

2.2. TimeTime

3.3. MonitoringMonitoring

4.4. Pressure to AchievePressure to Achieve

5.5. Parental InvolvementParental Involvement

6.6. School ClimateSchool Climate

7.7. LeadershipLeadership

8.8. CooperationCooperation49

The 5 TThe 5 T’’s of School Improvements of School ImprovementTheoriesTheories

TeamsTeams

TimeTime

TechnologyTechnology

•• Effective SchoolsEffective Schools•• Systems ThinkingSystems Thinking•• Continuous ImprovementContinuous Improvement

•• Data GatheringData Gathering•• Data AnalysisData Analysis•• Data DisplayData Display

Constantly ImprovingStudent

Achievement

Constantly ImprovingStudent

Achievement•• Team TimeTeam Time•• Staff DevelopmentStaff Development•• Study GroupsStudy Groups

•• Real Time DataReal Time Data•• Just-In-Time InformationJust-In-Time Information•• Research/Proven PracticesResearch/Proven Practices

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ToolsTools

•• EmpowermentEmpowerment•• Consensus BuildingConsensus Building•• Problem SolvingProblem Solving

ReflectReflectEstablish theEstablish theProcess:Process:

inclusive & collaborativeinclusive & collaborative

Clarify Mission,Clarify Mission,Core Values,Core Values,Core BeliefsCore Beliefs

Identify EssentialIdentify EssentialStudent Student LearningsLearnings

DoDo

StudyStudy PlanPlan

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Getting Ready for Getting Ready for Continuous Improvement:Continuous Improvement:

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Root Cause AnalysisRoot Cause Analysis

The 5 The 5 ““WHYWHY’’ss””

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80/20 Rule80/20 Rule

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LinkingLinkingChange Strategies Change Strategies

to to Student AchievementStudent Achievement

What wouldWhat would you buyyou buy

to increaseto increasestudent student

achievement?achievement?

Suppose someone Suppose someone gave you an increase gave you an increase

in funds.in funds.Change StructureChange Structure

Change TimeChange Time

Change TalentChange Talent

Change MaterialsChange Materials

Change CultureChange Culture

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Change StructureChange Structure





How will that How will that translate to:translate to:

Placing Students at Placing Students at Appropriate Level of DifficultyAppropriate Level of Difficulty

Placing Students at Placing Students at Appropriate Level of DifficultyAppropriate Level of Difficulty

Increasing Instructional Increasing Instructional Time for LearningTime for Learning


IncreasingIncreasingStudent EngagementStudent Engagement


AssuringAssuring Instructional AlignmentInstructional Alignment


Adding Guided Practice withAdding Guided Practice withImmediate Feedback Immediate Feedback

Adding Guided Practice withAdding Guided Practice withImmediate Feedback Immediate Feedback

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Change StructureChange Structure





How willHow willthat thenthat then

translate to:translate to:Placing Students at Placing Students at Appropriate Level Appropriate Level

of Difficultyof Difficulty

Placing Students at Placing Students at Appropriate Level Appropriate Level

of Difficultyof Difficulty







Adding Guided Practice Adding Guided Practice With ImmediateWith Immediate

Feedback Feedback

Adding Guided Practice Adding Guided Practice With ImmediateWith Immediate

Feedback Feedback

IncreasedIncreasedMotivationMotivation

++IncreasedIncreasedLearningLearning

to equalto equal

Increased StudentIncreased StudentPerformancePerformance

IncreasedIncreasedMotivationMotivation

++IncreasedIncreasedLearningLearning

to equalto equal

Increased StudentIncreased StudentPerformancePerformance

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Literacy Literacy CoachCoach

Literacy Literacy CoachCoach TeacherTeacherTeacherTeacher

StudentStudent

Increased Motivation + Increased Increased Motivation + Increased Learning =Learning =

Increased Student PerformanceIncreased Student Performance 58

Gantt ChartGantt ChartACTIVITYACTIVITY WHOWHO’’SS

RESPONSIBLERESPONSIBLESEPSEP OCTOCT NOVNOV DECDEC JANJAN FEBFEB MARMAR APRAPR MAYMAY

Research dropout Research dropout criteria for at-risk criteria for at-risk students.students.

Review data on Review data on previous dropouts.previous dropouts.

Get principal approval Get principal approval for criteria.for criteria.

Identify at-risk Identify at-risk students.students.

Recruit staff to Recruit staff to conduct home visits.conduct home visits.

Interview interested Interview interested staff.staff.

Train staff for home Train staff for home visits.visits.

Conduct home visits.Conduct home visits.

Evaluate home visit Evaluate home visit program.program. 59

Use the PlanUse the Plan

Share the StoryShare the Story

Prepare to Prepare to AdjustAdjust

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Documents

1 Leading an Effective Learning System Presented by Lawrence W. Lezotte, Ph.D. EFFECTIVE SCHOOLS