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g2gGood to Great
Leading the Good to Great Movement in Your Schools
How good do you want to be? Good is the enemy of great. And that is one of the key reasons why we have so little that becomes great. We don’t have great schools, principally because we have good schools.
• What do you think about the opening sentences of the book “Good to Great”?
• Do you think that we all have a desire to be extraordinary ?• If so, what keeps people from being extraordinary or
great?
The Road Map
• Who are you?• Where are you now?• Where are you going?
• How do you plan to get there?
Who are You?
Starbucks Coffee
• Provide a great work environment and treat each other with respect and dignity
• Embrace diversity as an essential component in the way we do business
• Apply the highest standards of excellence to the purchasing, roasting and fresh delivery of our coffee
• Develop enthusiastically satisfied customers all of the time• Contribute positively to our communities and our
environment• Recognize that profitability is essential to our future success
Success Had Camouflaged
Underlying Problems!
Starbucks Coffee
“ The only number that matters is ‘one.’ One cup. One customer. One partner. One experience at a time. We have to get back to what matters most.”
Coca Cola
Mission:We want to have a coke
within arms reach of every person.
Alabama Dept of Education
To provide the standards, resources, and support LEAs need to ensure that ALL students
graduate college and/or career ready
Our Vision & Mission
Building Environments Where Students Feel
Connected, Supported, and Challenged
Challenging Times
Leaders that implement a well thought out and clearly articulated vision create a sense of stability and a bond of trust amongst the ranks
Mike MyattCEO Coach
Laying Brick
Laying BrickCollecting a pay check,Waiting for retirement,
Maintaining
Building a WallMaking AYP
Keeping students busyTeaching content
Building a Magnificent Cathedral
Every student is Successful, is Supported,
and feels Challenged
Escambia Video – Mission and Vision
Laying BrickCollecting a pay check,Waiting for retirement,
Maintaining
Building a WallMaking AYP
Keeping students busyTeaching content
Building a Magnificent Cathedral
Every student feels Successful and
supported
Jigsaw Activity
Laying BrickCollecting a pay check,Waiting for retirement,
Maintaining
Building a WallMaking AYP
Keeping students busyTeaching content
Building a Magnificent Cathedral
Every student feels Successful and
supported
• Get in groups of 4.• Number off 1 – 4.• Everybody reads first section
1. Mission is a Reference Point2. Mission Statement in Practice3. Putting Vision into the Mission4. Make the Most of Your Mission Statement
Alabama Standards for Instructional Leaders
Laying BrickCollecting a pay check,Waiting for retirement,
Maintaining
Building a WallMaking AYP
Keeping students busyTeaching content
Building a Magnificent Cathedral
Every student feels Successful and
supported
• rd RationaleThis standard addresses the need to prepare
instructional leaders who value and are committed to educating all students to become successful adults. Each instructional leader is responsible for creating and articulating a vision of high expectations for learning within the school or district that can be shared by all employees and is supported by the broader school-community of parents and citizens.
Where Are You NOW?
Three Components
Proficiency: 0.00 +(Partial Credit)
40 to make Sub Groupbut still count at school and district
AYP Report includes HELP!
Visit our website for a complete tutorial on how to read
the AYP report
See your Interpretive Guide to completely understand HELPS!
Reading – AYP Status Report (08-09 & 09-10)
Sub Group 08-09 Status 09-10 StatusAll -5.51 SH -9.08Special Ed -54.18 NA -48.09 NABlack -8.99 SH -12.50White 5.38 NA 2.67 NAF &R -9.23 SH -11.43Concerns:In 08 – 09, the 3 subgroups that had 40 showed up green on the AYP report – this could give a false sense of security. I colored it yellow because all the proficiencies were negative. Even though we are looking at a different set of kids , this should spark a closer look because we are progressing in the wrong direction (all subgroups who were green progressed to red. Even though they did not have enough students to make a subgroup in Sp Ed and White, this greatly hurt them at a minimum in the all student category.
Math – AYP Status Report (08-09 & 09-10)
Sub Group 08-09 Status 09-10 StatusAll 11.21 -2.83 CISpecial Ed -42.00 NA -50.18 NABlack 8.47 -6.00 UAWhite 17.83 NA 3.42 NAF &R 9.36 -6.30 UAConcerns:
Reading – AHSGE Disaggregated Report 09-10
Sub Group Level I & II Level 3 Level 4
08-09 09-10 08-09 09-10 08-09 09-10
All 35.94 31.11 62.50 59.26 1.56 9.63
Black 42.86 35.64 57.14 60.40 0.00 3.96
White 13.33 16.00 83.33 56.00 3.33 28.00
Free 43.48 37.50 55.43 58.33 1.09 4.17
Red 30.00 8.33 70.00 83.33 0.00 8.33
Celebrations/Concerns
Celebrations/ Concerns: Number of students scoring Level 4 increased greatly from 08-09 to 09-10. Decreases in non proficient students in all subgroups except White. Looking at the AMO in 2011, all students were actually 23% below the goal of 92%. The only group that came close to the AMO was Reduced.
Math – AHSGE Disaggregated Report 09-10
Sub Group Level I & II Level 3 Level 4
08-09 09-10 08-09 09-10 08-09 09-10
All 20.31 29.63 68.75 64.44 10.94 5.93Black 24.44 35.64 66.67 61.39 8.89 2.97White 10.00 16.00 76.67 72.00 13.33 12.00Free 22.83 37.50 66.30 58.33 10.87 4.17Red 30.00 8.33 70.00 75.00 0.00 16.67Additional Concerns:
Effective data use consists of two key elements: “asking the right questions and acting on the answers.”
(Protheroe, 2001)
1. What kind of effect is the Sp Ed subgroup having on AYP report? Effect on the district? How are we helping this subgroup?
2. Math scores seem to be better than reading when you look at the AYP report – but we are seeing a big drop in Math scores even though the AMO is much lower for Math. Did the red on the AYP report cause us to focus so much in reading to the exclusion of math?
3. Could the drop in math be attributed to “a group of students,” or curriculum issues, or effectiveness of instruction? What do we need to do to look at these areas?
4. Has something changed in the way math instruction was delivered?5. In reading and math, who are the reduced lunch students and why
are they having so much success?6. Did we use this data last year to make instructional decisions? 7. How do students course grades compare with the results of
standardized test?8. Do teachers know the names of students scoring Level I and II?
What is the plan to help make them successful?
AAI: Grad Rate (Last 3 Years)
07-08 79% IM
08-09 82% IM
09-10 81% UAIM
Every year they needed an additional help…still way below 90 % even though it is appearing green on the AYP report.
School Improvement Website
http://alex.state.al.us/si/
Beware of “the More the Merrier”
Be selective about the data you choose…It is important to provide enough data so that participants can have a good degree of confidence that their observations are accurate. But too much information at one data delve can overwhelm, confuse, and exhaust people. (Depka, 2006)
“A Waste of Time”
Unless the team emerges from the data analysis process with a clear plan of action for identified students and for classroom instruction, it has wasted its time. (Thomas, 2006)
Video Segment 2
Summarizing…
Who are you? Have your faculty revisit your mission statement. Make sure it conveys a clear, concise message that all stakeholders can understand
Where are you now? Begin with data- not tons of it, but selected pieces that can generate a general list of questions that your faculty can explore further and come up with solutions.
Where are You Going?
How do you plan to get
there?
34
Counselor,Sp Ed, EL
Core ContentTeachers
Parents, Students,Community
Planners,Motivators
Principal, Asst Principal
If we get the right people on the bus, the right people in the right seats, and the wrong people off the bus, then we’ll figure out how to take it someplace great.
“A group of committed collaborators
trumps a single genius for finding amazing
solutions
Patti BlaclstaffePresident of Strategic Sense
“I am not the smartest person
In my organization..I am just the leader!
……
“”The main ingredient of
stardom is the rest of the team.……
Video Segments 3 & 4
Summarizing…
Where are you going? Get a solid team, representative of your faculty that can make sure communication flows two ways – into the team and out from the team. You ,as the leader, need to create an atmosphere of cohesiveness.
How Do You Plan to Get There? Get input from the team and all members of your faculty. Remember the CIP is fluid and should be in a constant state of evaluation and amendment.
Level 3 & 4 Added Together 09 -10
All Sp Ed Black White Free Reduced AMO 2010
68.89 * 64.36 84.00 62.50 91.66 89
Level 3 & 4 Added Together 10 -11
All Sp Ed Black White Free Reduced AMO 2011
80.90 * 77.27 94.12 74.33 93.33 92
Reading
Level 3 & 4 Added Together 09 -10
All Sp Ed Black White Free Reduced AMO 2010
70.37 64.36 84.00 62.50 91.67 82
Level 3 & 4 Added Together 10 -11
All Sp Ed Black White Free Reduced AMO 2011
78.18 * 76.14 78.23 74.33 80.0 86
Math
Break Time
A Simple, Usable Resource
Used to• Build team cohesiveness• Build team cohesiveness and faculty cohesiveness
around an issue – teacher effectiveness• Build team cohesiveness, faculty cohesiveness, and
used to get a baseline of where you are in regards to teacher effectiveness
• Create strategies, action steps, benchmarks for your CIP• Determine areas in need of professional development
School Improvement and Baseball: Both Take a Strong Team
Ed Week Vol 30, February 2011
Students do best in schools where their teachers:• Convince them that they know them and care
about them• Carve out a curriculum that is sufficiently meaty
and well-organized• Plan and deliver instruction that sparks their
interest and coherently conveys new information
School Improvement and Baseball: Both Take a Strong Team
• Show them a pathway to mastery• Allot adequate time for mastery• Provide judicious feedback• Achieve a solidarity of purpose with the student
and student’s parents
School Improvement and Baseball: Both Take a Strong Team
• Form table groups/determine a reporter• Make assignments for statements 1 – 3• Read the discussion generator• Give each group 10 minutes to discuss their
statement and determine what it would look like
• 1 Minute Round Robin Report out
In closing…
A HUGE ending thought!!
In closing…
½ of all new teachers will Quit within 5 years!!
Of all the teachers who remain, How many quit before they actually leave the
profession?
Top Five Reasons…
• Burnout – teachers wear many hats and have many duties
• Cuts to Education• Low Wages• Testing Pressures• Poor Working Conditions
Suggestion…
Go an inch wide andA mile deep!
Suggestion…
Before you even start:
Research the idea ..ask WHY
?
Begin asking the question: What do we want to get out of this?
Sell the idea to the whole
faculty – 75%
Determine the benchmarks that will be
used to measure
effectiveness of
implementation
Determine the benchmarks that will be
used to measure the effectiveness of the idea
At the end of the year, look at the data to
determine how the idea needs to be
tweakedDon’t give up and
immediately pick up on something
else
Keep the faculty focused