Compliance to Performance “Applying a Growth Mindset to Federal Programs Administration” Mr. Sam Foerster Deputy Chancellor of School Improvement and Student Achievement

Gratitude I had some great conversations last night with some colleagues. One of them shared her frustration with some of the results in her district, to the point of tearful exasperation and holding herself personally accountable. Another shared that she realized, after coming back to public education after some time in the private sector, that the vast majority of people in public education are working their butts off for kids. She’s right. They’re both right. Sometimes even when we work our butts off, we don’t get the results we’d hoped for. Then what? That’s what we’re going to talk about this morning. Thank you to both of you for sharing a bit of your mind and hearts with me.

I want to start this morning’s presentation with some celebrating…

“If America's scores were limited to those from schools in districts in which the poverty rate was less than 10 percent — Finland's poverty rate is less than 4 percent — the United States would lead the world, and it wouldn't be close… “In fact, if all you did was exclude the American schools that have student bodies that are more than three-quarters poor, U.S. schools would still score 513, just behind Australia, but ahead of the Netherlands, Belgium, Sweden, Germany, Iceland ... well, you get the picture.” I Got Schooled M. Night Shyamalan

Despite investments of over $700 million per year, Florida’s Title I schools do not demonstrate significantly higher year-over-year improvement than non-Title I schools. This doesn’t take away from the many great things being accomplished in Florida with federal dollars. Not at all. It’s quite possible that without federal dollars, Title I schools would have significantly LOWER growth than non-Title I schools. It’s hard to know. However, can we agree that we can aspire for better? Does it seem reasonable that supplemental funding at the levels seen in Florida should result in significantly higher growth in those schools we invest?

We are the people we’ve been waiting for.

It’s the belief that human qualities, such as intellectual skills, What is a growth mindset? It’s the belief that human qualities, such as intellectual skills, can be cultivated through effort.

purposeful engagement What is a growth mindset? It’s the belief that the major factor in achievement is not fixed prior ability, but purposeful engagement

opportunities to learn, not failures. What is a growth mindset? It’s the belief that setbacks are opportunities to learn, not failures.

We can do… hard things.

Just how powerful a force for serving the underprivileged might our federal education programs become if we applied a growth mindset? If we believed in what’s possible and committed ourselves to achieving it?

The next two days are about imagining the possible. Together. How can we shift our federal programs from compliance to performance?

A powerful, strategic GOAL. Where to begin? A Goal. A powerful, strategic GOAL.

Problem Analysis (why) Strategic Goal Formulation Step Zero Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Problem ID (what) Data visualizations; Guiding Questions Strategic Goal Formulation POWERFUL criteria

Problem Analysis (why) Strategic Goal Formulation Step Zero Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Problem ID (what) Data visualizations; Guiding Questions Strategic Goal Formulation POWERFUL criteria

Problem Analysis (why) Strategic Goal Formulation Step Zero Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Problem ID (what) Data visualizations; Guiding Questions Strategic Goal Formulation POWERFUL criteria

Problem Analysis (why) Strategic Goal Formulation Step Zero Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Problem ID (what) Data visualizations; Guiding Questions Strategic Goal Formulation POWERFUL criteria Does our strategic goal form a credible theory of action? That is, is it causal? Will reaching our goal serve students by making teaching better? Can we measure progress toward our strategic goal? Could our goal arguably have a positive impact on outcomes in multiple grades and subjects? Would effective implementation result in improvements across multiple 5Essentials domains?

10X more likely to improve Strong on 5Essentials= 10X more likely to improve

Align our federal education programs Our Big Hairy Audacious Goal: Align our federal education programs to drive improvements in those five domains known to predict sustainable improvement in student outcomes.

Does our strategic goal form a credible theory of action Does our strategic goal form a credible theory of action? That is, is it causal? Will reaching our goal serve students by making teaching better? Can we measure progress toward our strategic goal? Could our goal arguably have a positive impact on outcomes in multiple grades and subjects? Would effective implementation result in improvements across multiple 5Essentials domains?     

Align our federal education programs to drive improvements in those five domains known to predict sustainable improvement in student outcomes. What do YOU think? Does this goal capture what we’re trying to do? If not, then what goal might you propose instead? If so, then what barriers are in the way? What strategies might be employed?

8-Step Sections

8-Step Sections

8-Step Sections

Desired Outcomes: Participants select a facilitated 8-Step Planning and Problem Solving Process (8 SPPS) experience most relevant to their interests. Participants observe how steps 1, 3 and 5 are connected to data collected in steps 8, 7 and 6, respectively. FDOE benefits from the best thinking in the room. Arrive at some meaty barriers for use in tomorrow’s consultancy break-out sessions.