Solving The Achievement Gap Equation Kay Lovelace Taylor Principal Associate KLT & Associates

Learning Objectives Solve the Achievement Gap Equation by viewing school as a human social system. Redefine leadership to encompass four dimensions of school climate/environment. Find models of excellence within. Employ research matched with “positive deviants” within to reduce the achievement gap. Implement action plans immediately.

Understanding the Achievement Gap Confronting perceptions and finding truths. Fact finding about the students, all the students in your district. Using Tagiuri’s four dimensions of organizational climate. 1.School Physical and Material Factors 2.Human social system factors 3.Organizational Structure 4.Cultural Factors

A Strategic Response to Known Factors Perceptions: –Based on our life experiences and information provided from multiple sources. Professional and personal Media Myths held over time until they are accepted as true Facts: –Based on qualitative and quantitative research proven to be true over time

NAEP 4 th Grade Reading Proficiency Scores for the Five Major Ethnic Groups in the US

An Ethical Dilemma –The ethic of justice considers the law, what is right and what is wrong. –The ethic of critique considers looking at society at large to determine if a person is placed at a disadvantage based on his race, culture, language, position or other distinctive qualities. –The ethic of care suggests carefully considering who will benefit or be hurt by our actions. –The ethic of profession uncovers the various educational institutions’ and the codes of ethics by which they govern themselves. Shapiro, J. P. & Stefkovich, J.A. (1997). The Ethics of Justice, Critique and Care

The Achievement Gap Equation AAC (AA Children) + P (Parents) + E (Educators) + S (School) C/E (Community/Environment) = AG (Achievement Gap)

Renato Tagiuri’s Four Dimensions of Organizational Climate School Physical and Material Factors Human Social System Factors Organizational Structure Cultural Factors

School Physical and Material Factors School size Class size Materials and Supplies Technology

Human Social System factors Race, ethnicity, and gender issues Poverty Language Skills Job satisfaction Teacher quality –% Master’s Degree –Average Years of Teaching

Organizational Structure Mission, goals and objectives Curriculum decision making processes Formal structure – patterns of hierarchy/collegiality

Cultural Factors –Assumptions –Values –Beliefs –Norms –History –Myths –Heroes/Heroines

Tagiuri’s four dimensions encompassing students, parents and educators school conditions responses identified as inhibiting to student achievement EcologyMilieuOrganizationCulture Lack of appropriate supplies and materials Race and ethnicity, sometimes gender are not understood or appreciated Discipline not apparent – Disruptive not safe Assumptions regarding student capabilities Poor structural conditions Lack of relationships Curriculum not relevant or challenging School is not reflective of student body or faculty. Advanced technology Gap Unskilled instructional staff Lack of focused effort Values not shared by all

Important Threefold Relationships Teachers with Students Students with Teachers Parents with Students Teachers with Parents Students with Parents Parents with Teachers Teachers with Teachers Students with Students Parents with Parents

“Positive Deviance” Surfing the Edge of Chaos, Pascale, Millemann, & Gioja Focusing on what would close the achievement gap. Believing that the answer to closing the achievement gap can be found within. Providing opportunities to discover new information. Sharing new behaviors that impact the achievement gap.

Finding Excellence Within Discover research to support desired outcomes. Look for existing models of excellence. Provide extensive professional development. Year one, monitor results along the way. Provide enhanced professional development based on outcomes of monitoring. Implement refined model of excellence depending on unique needs of individual site. Year two, monitor implementation and continue to refine.

Embarking Upon a Personal Journey to Close the Achievement Gap Knowing your authentic self Defining your racial experience Speaking from a place of personal truth –Being clear about how you and others are perceived racially Having courageous conversations –Stay engaged –Speak our truth; experience discomfort –Expect/accept non-closure Glen Singleton, 2002

Time for Reflection Closing Remarks Concerns Questions and Answers THANK YOU!