Leading ASOT Through High Reliability Schools How to view … · 2014. 7. 14. · 5/30/13 1 888.849.0851 marzanoresearch.com MARZANOResearch Laboratory Leading ASOT Through High Reliability

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MARZANO Research Laboratory888.849.0851 marzanoresearch.com

Leading ASOT Through High Reliability Schools

Jan Hoegh & Tammy Heflebower Vice Presidents

Marzano Research Laboratory MARZANO Research Laboratory888.849.0851 marzanoresearch.com

How to view these two days…

•  What are you (individually and collectively) already doing well with implementing ASOT?

•  What can you do to continue and improve those elements of practice?

•  What might you start doing that you are not doing currently?

•  Pick a few things to focus on this year and next.


Workshop Objectives

o Show how ASOT fits into a bigger picture of High Reliability Schools;

o Focus a bit on level 1—specifically school culture; o Focus primarily on level 2—a common model of instrucGon;

o Address implementaGon challenges and create acGon steps; and

o Explore coaching and reflecGon pracGces to enhance implementaGon of ASOT.


Supporting Resources

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Two important first pieces… Level 1: Safe & Orderly Environment (Including School Climate and Culture)

Level 2: An Instructional Framework


Important first piece… Level 1: Safe & Orderly Environment (Including School Climate and Culture)


High Reliability Perspective

•  “How organizations operate when accidents or failures occur are simply too significant to be tolerated, where failures make headlines” (Bellamny, Crawford, Marshall, Coulter, p. 385).

•  Organizations that “take a variety of extraordinary steps in pursuit of error free performance” (Weick, Sutcliffe, Ostefeld, 1999).


High Reliability Organizations

“What distinguishes HROs is not the absence of errors but the

ability to contain their effects so they do not escalate into

significant failures” (Bellamy).

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How does ASOT fit into the a Reliability System?


School Improvement… Means People Improvement

Effective leaders help those they

lead feel more capable by helping them become more

capable.

Leaders of Learning

DuFour and Marzano


Effective Leaders…

Articulate a clear, compelling, and focused vision and

connect it to others’ hopes and dreams.

Leaders of Learning

DuFour and Marzano


“Defined Autonomy”

“Simultaneous loose-tight leadership.”

Marzano and Waters

DuFour, DuFour Eaker, & Many

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High Performing School Systems Study

In every instance…. The first step leaders took was to clarify…. What was non-negotialbe

How The World’s Most Improved School Systems Keep Getting Better

Mourshed, Chijioke and Barber 2010


Effective Principals…. Accept responsibility for the success of their schools. Lead within the boundaries established by region or district goals.

District Leadership That Works

Marzano and Waters


Please use the rubrics for evaluating your school (or

sphere of influence) for level one indicators 1.3-1.7.

Example: Success of Indicators

•  We regularly (2x/year) survey staff about school-related implementation efforts.

•  We regularly (2x/year) survey parents about the functioning of our school.

Challenges with indicators

•  We do not regularly ask or involve students in a regular way to seek input on initiatives.

•  We do not formally and informally share the results of our data with our constituents.

Action step: We will conduct a focus group with students before the end of the year, asking about our key school initiatives. Action step: Next year, we will plan how to share the data we collect in a more transparent fashion.

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Healthy School Culture

•  All children can (and will) learn. •  All children will learn because of what we do.

Transforming School Culture, Mahammud

Healthy Culture (Kent Peterson)

•  Informal network of heroes and heroines •  Informal grapevine that passes along info

about the school •  A set of values that supports:

–  professional development of teachers, – a sense of responsibility for student learning,

and – positive, caring atmosphere.


Toxic School Culture

•  “Teacher relations are often conflictual, the staff doesn’t believe in the ability of the students to succeed and a generally negative attitude prevails” (Cromwell, 2002, p. 18).


Toxic School Culture

•  Educators believe student success based upon: – Students’ levels of concern – Attentiveness – Prior knowledge – Willingness to comply with demands of school

•  Educators create policies and procedures and adopt practices that support their belief in the impossibility of universal achievement.


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The climate and the culture of your school are not the same thing “The culture of a school is

represented by its shared beliefs, its ceremonies, its nuances, the traditions and

the things that make the school unique. School culture takes a great deal of time to

create. It doesn’t happen overnight. It happens over years.”

Source: David Jakes, SmartBlog on Education


What messages (climate) note a healthy school culture in your

school?


Other Ideas for Managing Climate to Affect Culture?

•  Consider micro moments as opposed to always thinking macro moments. –  One-one conversations, celebrations, visibility, etc.

•  Use ghost culture shoppers (like secret shoppers). •  Celebrations are important

–  Teaching colleague café to share practices going on in your school and/or district

–  Instructional Rounds •  Be action-oriented

–  Agenda items added when 2 possible solutions are shared.


Level 1.3

Decision-making processes

Teachers have input on specific types of decisions.

Data-gathering techniques to collect info from teachers

Describe how teacher input is used when making decisions.

Electronic tools to collect and report teacher thinking

Teachers used to provide input input on specific decisions

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Decisions made by individual teachers or

teacher teams

Decisions where teachers will

routinely have direct input

Decisions where teachers might be

consulted

At your school…


Our Approach

•  Learning Leadership Team •  Principals, Department Heads, Lead

Counselor (Full Time Members) •  Open Chair: available for every department

and any teacher from that department who wanted to attend the meeting.


Level 1.4

Collaborative Groups

PLCs are in place with written goals.

Leader regularly reviews PLC progress toward goals.

PLCs create assessments, review student achievement.

Leader collects and reviews minutes, notes, etc. toward achievement.

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Important next piece… Level 1: Safe & Orderly Environment (Including School Climate and Culture)

Level 2: An Instructional Framework


Please use the rubrics for evaluating your school (or

sphere of influence) for level two indicators.

Level 2.1

Clear vision about instruction

A school-wide model of instruction

We provide professional development for the model

Teachers can describe predominant instructional practices

Focus and prioritize initiatives—making connections

School-wide language of instruction used throughout


The common language should:

Assist leaders in discovering critical areas of strengths and needs at your site.

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ROUTINE SEGMENTS

SEGMENTS ENACTED ON THE SPOT

The Art and Science of Teaching

CONTENT SPECIFIC SEGMENTS


1. Learning Goals and Feedback 2.  Interacting with New Knowledge 3. Practicing and Deepening 4. Generating and Testing Hypotheses

(application) 5. Student Engagement 6. Establishing Rules and Procedures 7. Adherence to Rules and Procedures 8. Teacher-Student Relationships 9. High Expectations



Learning Goals and Feedback Rules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High ExpectaGons

Teacher/Stude

nt RelaG

onships Adherence to Rules and Procedures

GeneraGng/ TesGng

Hypotheses

PracGcing and

Deepening

InteracGng With New Knowledge


ADDRESSES CONTENT IN SPECIFIC WAYS


Reflective Journal Entry

•  What are the predominant instructional practices in your school(s) currently?

•  How do you know? •  Are they successful? •  Based on what evidence?

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Sample Deficiencies

•  Routine Behaviors – Writing/communicating clear learning goals

•  Content Specific (by department) – Introduction of new knowledge strategies in

math – Not enough practicing in science—too

quickly to application. •  Enacted on the Spot (whole school)

– Questioning and managing response rates


How do administrators monitor predominant practices?

•  Use photographs of instructional practice. •  Analyze short clips of teacher practice.

–  Use technology to increase evaluation opportunities.

•  Coordinate data across all evaluators on the campus. (more on this in later)


A common language of instruction allows everyone

to focus on common instructional elements!


1.  Lesson segments that involve routine behaviors.

•  Setting clear learning objectives. •  Feedback for challenges and celebrations. •  Establishing classroom routines processes. •  Organizing the physical layout of the classroom

for learning.

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How can you gather evidence of practice???

•  Learning walks in your schools! •  What if you saw these while you were

touring?


Quad Discussion…

•  How is this happening currently in your school(s)

•  Can technology help you here? •  What other strategies might you employ?

Level 2.1

Clear vision about instruction







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What we’re working on (at our site) this year…

•  List your initiatives. •  Please connect your initiatives to the

ASOT framework.

Level 2.1

Clear vision about

instruction







Ideas for keeping ASOT at the forefront at meetings, informal

conversations, and PD. •  Colleague café (showcasing strategies)

•  Gallery Walks (each department) •  Leaving notes (regarding the segments) •  All PD connected to lesson segments •  Department agendas standing ASOT topic •  Leader modeled strategies •  Create a wordle from your memos and

emails to staff

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Leading Learning Now…..

•  Is not just the job of the principal…. •  The job is way too complex for one single

person to do…. •  It requires a collaborative team

approach…. •  It requires key teacher leaders….


“The art of progress is to preserve order amid change and to

preserve change amid order.”

Alfred North Whitehead


Thank You! It has been a pleasure to spend

time with you!

[email protected] [email protected]

Documents

Leading ASOT Through High Reliability Schools How to view … · 2014. 7. 14. · 5/30/13 1 888.849.0851 marzanoresearch.com MARZANOResearch Laboratory Leading ASOT Through High Reliability