© 2010 Learning Sciences International Framework for School Improvement: Turning Around Schools Jay Doolan Ed.D., Director of Professional Services, FEA Beth Carr, Director of District Partnerships, Learning Sciences International October 20, 2010

© 2010 Learning Sciences International Why Improve Schools? The world we know is changing New technologies Our students need to be better prepared

Grade Eight: Math Percent Proficient by Ethnicity

HSPA: Math Percent Proficient by Ethnicity

© 2010 Learning Sciences International Algebra II RESULTS Consortium:102,936 Tested 3.49% Well Prepared 11.13% Prepared 85.38% Not Prepared NJ:8,063 Participants 4.02% Well Prepared 9.9% Prepared 86.08% Not Prepared

2009 Algebra I RESULTS Consortium:33,446 Participants 1.62% Advanced 16.41% Proficient 26.21% Basic 55.76% Below Basic NJ28,470 Participants 1.79% Advanced 17.25% Proficient 26.21% Basic 54.74% Below Basic

Of 29 OECD Countries, U.S.A. Ranked 24 th

OECD Countries in Overall Postsecondary Attainment Source: 2007 OECD Education at a Glance, Note: data is for 2005.

OECD Nations in the Percentage of Young Workers with an Associates Degree Source: 2007 OECD Education at a Glance, Note: data is for 2005.

U.S. is one of only two nations where today’s young people are not better educated than their parents Source: 2007 OECD Education at a Glance, Note: data is for 2005.

© 2010 Learning Sciences International For Every Child “I want all our children to go to schools worthy of their potential—schools that challenge them, inspire them, and instill in them a sense of wonder about the world around them. I want them to have the chance to go to college...I want them to get good jobs...” President Barack Obama, 2009

© 2010 Learning Sciences International Federal Agenda Articulates a reform agenda and states’ participation in it Advances 21 st century standards and assessments Fully implements a statewide longitudinal data system to improve instruction Improves teacher and principal effectiveness based on performance (student growth and evaluation systems) Intervenes and turns around lowest achieving schools

© 2010 Learning Sciences International State Assurances StandardsProficiency Effective TeachingLearning Data SystemsUse of Data for Instructional Decisions Turnaround SchoolsImplementing Successful Practices

New Jersey’s Vision Every student must graduate from high school ready for college and a career Going to college will be a choice every student can make Districts align to standards, assessments, and graduation requirements

© 2010 Learning Sciences International Governor’s Reform Plan Provides alternatives to failing schools (charters, choice, and Opportunity Scholarship Act) Rewards innovative, effective, and high quality teachers (based on competency not seniority) Reforms teacher and school leaders evaluation systems (student achievement and merit pay) Enhances NJSMART to measure learning in classroooms and schools

© 2010 Learning Sciences International Common Core Standards Higher, clearer, and fewer Align with knowledge and skills needed in the digital age Prepare students for college and career Integrate 21 st century content, technology, global perspectives, and other content areas Focus on synthesis, application of knowledge, and creativity

© 2010 Learning Sciences International New Assessments ( ) Measure depth and breadth of the Common Core Standards (Grades 3-12) Provide end of year assessments and formative tests Anchor system to college and career tests in high school Move testing to computer-based system Hold educators accountable for student performance that is college and career ready

© 2010 Learning Sciences International Framework for School Improvement Model Research-based (Payne, Marzano, Reeves) Comprehensive program that assists schools improve student achievement Based on a model that dramatically improved student achievement in Washington County schools, Maryland Collaboration with NJPSA/FEA and Learning Sciences International (iObservation)

© 2010 Learning Sciences International

© 2010 Learning Sciences International Vision and Mission Discuss current educational issues Review individual and shared values Discuss how students should be prepared Focus on high expectations for all students Create strategies to implement changes and live the vision

© 2010 Learning Sciences International Data Analysis Analyze multiple assessment data to determine how students are meeting high standards Review critical student data: course enrollment, suspensions, AP classes, graduation rate Determine how teachers discuss and analyze data and how instruction is influenced based on analysis Determine how district makes data available to schools and how district works with school staff

© 2010 Learning Sciences International Research-Based Instructional Practices Curriculum is aligned to new standards and Common Core Teachers use the curriculum and exemplars Teachers work together in professional learning communities District and classroom assessments are aligned to the new standards Professional development includes Blueprints for Student Success and SMARTmove

Teacher and Leadership Performance Learning Sciences International iObservation

© 2010 Learning Sciences International Resources : White Paper Creating an Aligned System to Develop Great Teachers within the Federal Race to the Top Initiative

© 2010 Learning Sciences International Partnerships for Research: Dr. Robert Marzano (exclusive) 41 key research-based strategies for student achievement How and when to use the strategies within instruction to maximize student learning Charlotte Danielson and ASCD (exclusive) Teacher Effectiveness Suite Dr. Douglas Reeves (exclusive) Leadership practices conducive to effective teaching

© 2010 Learning Sciences International iObservation is a comprehensive web- hosted professional learning system to collect, manage, analyze, and act on data gathered through, classroom observations, teacher feedback, peer feedback, student feedback, student achievement data as well as a collaborative, professional learning resource center. A System to facilitate a cycle of continuous instructional improvement and professional learning

© 2010 Learning Sciences International School Leadership Leaders of Learning Program Deliberate Observation & Feedback Practice Data Driven Decisions Leadership Support and Technical Assistance Teachers Teacher Workshops Online Courses Library of Online Resources (On demand professional learning) Deliberate Practice of Research-based strategies Data Driven Decisions Self Assessment and Reflection Technology Collaboration around a research based Comprehensive Model of Instruction Instructional data collection and reporting system empowering all Professional Learning Resource Center Online Conferencing and Discussion Boards

© 2010 Learning Sciences International Current Environment Race to the Top School Improvement Reauthorization

© 2010 Learning Sciences International Great Teachers and Leaders: Multiple measures making growth and evaluation Intertwined Codependent Reciprocal

© 2010 Learning Sciences International Multiple Measures: Teacher Supervisor Observation Data: –Classroom Observations –Walkthroughs Peer Observation Data Teacher Self Assessment Data –Self Assessment –Self Observation (video) Student Survey Data Student Achievement Data –Teacher Generated –Standardized Leader Supervisor Observation Data: –Building & Leadership Observations –Building Walks Peer Observation Data Leader Self Assessment Data –Self Assessment/Reflection –Self Observation Survey Data Student Achievement Data –Teacher Generated –Standardized

© 2010 Learning Sciences International How Do We Get There?

© 2010 Learning Sciences International The Importance of Effective Teaching Research tells us that the role of the teacher is the single greatest factor on student learning. (Sanders, et al) Research also tells that one of the greatest factors central office can contribute is to maintain a singular focus on improving instruction. (Marzano and Waters, 2009)

© 2010 Learning Sciences International Leadership Goal for Teacher Effectiveness Goal is for every teacher to measurably improve his or her instructional practice every year. Improving a teacher’s strategies and behaviors in the classroom should be the primary goal of supervision and evaluation.

© 2010 Learning Sciences International Key Points: Effective teacher = student achievement (use of research-based strategies to achieve student learning results) Effective Principal = Effective Teachers Student achievement scores are lagging indicators. Teacher behavior is a leading indicator (effective use of research-based instructional strategies)

© 2010 Learning Sciences International Goal is for every teacher to increase his/her effectiveness every year: Assessed growth in use of research-based strategies (multiple measures against a common language/framework of instruction) Rigorously aligned professional development Deliberate practice Connections to student achievement Principals must put the conditions in place for teachers to realistically increase their effectiveness every year. 4 Keys to Teacher Growth

© 2010 Learning Sciences International Common Language/Framework Based Upon Decades of Research

Definition of Effective Teaching so every leader and every teacher knows what effective teaching looks and sounds like Inter-rater reliability for supervisors, teacher leaders, coaches, and teachers Ability to provide professional development rigorously aligned to the Model of Instruction and measure progress in improving teacher practice Consistency for data collection to measure progress across classrooms, schools and districts Why is a Common Language/Model of Instruction Critical for Developing Effective Teachers?

Accurately reflect the complexity and sophistication of the teaching/learning process Indentify the key strategies revealed by research for effective teaching within a framework of instruction Must go beyond “high-yield” strategies Articulate the relationship between teacher and student evidence Identify which research-based strategies are appropriate for different types of lessons or lesson segments Include rubrics with a clearly defined continuums of implementation and evidences sufficient to impact student learning Be flexible to allow districts to adapt and adopt the model to reflect local needs and priorities yet retain the Common Language Common Language/Model of Instruction must:

ES=0 Typical bell curve of student results from teachers using a research-based strategy Decreased Student Achievement Increased Student Achievement

Research-based strategies have a high probability of raising student achievement if they are used: In the part (segment) or type of lesson that is appropriate for the strategy At the appropriate level of implementation

© 2010 Learning Sciences International MISALIGNED SYSTEM No Common Language or Model of Instruction ALIGNED SYSTEM Common Language or Model of Instruction

© 2010 Learning Sciences International An Aligned System of Feedback Teachers analyze their own teaching through videotapes Self Observation Teachers reflect upon their practiceSelf Reflection Teacher and administrator teams engage collectively in examining a model or language of instruction Instructional Rounds Observation of an entire lessonObservations Identify trends and patterns across classrooms, grade levels, schools and district Walkthroughs Common and Comprehensive Model of Instruction

© 2010 Learning Sciences International ROUTINE SEGMENTS Learning Goals and Feedback Rules and Procedures CONTENT-SPECIFIC SEGMENTS Interacting with New Knowledge Practicing and Deepening Knowledge Generating and Testing Hypotheses SEGMENTS ENACTED ON THE SPOT Student Engagement Adherence to Rules and Procedures Teacher/Student Relationships High Expectations Art and Science of Teaching Observation and Feedback Protocol

© 2010 Learning Sciences International iObservation Demonstration to Generate Multiple Measures using Dr. Marzano’s Art and Science of Teaching Protocol