Lessons Learned From Schools to Watch
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The document discusses factors that lead to successful middle schools according to teachers. It notes that successful schools have: 1) A school vision created and owned by the entire faculty that the leadership team shares regarding student learning. 2) Teachers and leadership that collaborate as professional learning communities and commit to every student being known. 3) A climate and culture that teachers and students want to be part of.
Lessons Learned From Schools to Watch
- 1. What Are You Doing To Create A Climate and Culture of Success at Your School: Lessons Learned From Schools to Watch Presenter: Dr. Irvin Howard irvinhoward@gmail.com
- 2. Factors Reported by Teachers as Leading to Successful Middle Grade Schools Our entire faculty created and owned the school vision Our leadership team shares a specific vision for our school regarding student learning. Our faculty committed to every student being known. Our leadership team had SMART goals for our school regarding student achievement: SMART = Specific,Measurable, Attainable, Realistic, Timely
- 3. Our leadership team collaborated as a Professional Learning Community (PLC). Our teachers collaborated as a PLC sharing decision-making, students issues/needs, and leadership Our leadership team was part of a trusted network of colleagues we could turn to for advice and support within the district. Our faculty committed to relevancy, rigor and interdisciplinary planning and teaching Our school had a climate and culture I wanted to work in and wanted students to learn in.
- 4. Successful schools require: Openly articulating the goal, relinquishing decision-making authority to teachers, and involve teachers before decisions are made (Barth). When teachers are included in the decision-making process ahead of time, they are more likely to implement change. 3/17/2013 4
- 5. Vision – Who Owns It? The Vision for a school should be developed collaboratively and agreed upon by all who have responsibility for implementing, sustaining and growing it in the future. Without “buy-in” to the vision, there is no common direction, no sense of shared purpose for the school. 3/17/2013 5
- 6. Lessons Learned Structure vs. Instruction More Talk about Learning vs. Teaching Collaboration and Cooperation Persistent in Improvement No one style of Leader
- 7. Five Requirements for Shared Leadership Balance of power Shared Purpose or Goal Shared Responsibility Respect Partnering in the “nitty-gritty” 3/17/2013 7
- 8. 5 Dysfunctions of a Team Absense of Trust Fear of Conflict Lack of Commitment Avoidance of Accountability Inattention to Results 3/17/2013 8
- 9. Shared Responsibility Partnerships do work when all participants share responsibility and accountability for the work. Empowering teachers to work toward a common goal makes them aware of their responsibilities and the important role they play in the group. 3/17/2013 9
- 10. Partnering in the Nitty Gritty Work together in complex, real- world situations Conflict is seen as a necessary agent of positive change Understanding that working collaboratively is smarter, not harder. 3/17/2013 10
- 11. Question: What is the biggest mistake in leading instructional improvement? Ignoring the people in the shool Lack of clarity in why the change is being made HINT: Instructional improvement requires moving from Authoritative Leadership to Adaptive Leadership
- 12. Adaptive Leadership Defines learning in terms of skills and knowledge as results Defines learning from “whole” student down to specific skills Helps students to learn priority skills deeply Integrates curriculum – reduces isolation Curriculum includes some student choice
- 13. Adopt Effective Instructional Practices Teach skills in context Focus on Proficiencies Look for evidence of good learning Share best practices Check for understanding DAILY Give embedded assessments Connect instruction to the community
- 14. Personalize Learning Make each student feel unique Connect to “Their World” Recognize cultural differences Consider students’ point of view Be aware of different learning styles Differentiate instruction Attend to students with special needs Intervene EARLY
- 15. Focus Where have you been, where are you now, and where do you want to be. The journey begins now, or it doesn’t. You decide. I. Howard 3/17/2013 15