Best Practices for Successful High Schools

J. “Moms” Mabley If you always do what you always did, you will always get what you always got.

Helen Branigan and Richard Jones. Senior Consultants International Center for Leadership in Education

Looking at High Schools Why Do We Need to Change Schools? What Do they look like? How Do We Do It?

Current Characteristics Traditions that have Become Ruts Attendance Required Learning Optional Isolated Teacher Centered Instruction Shining Successes but Some Students “Falling through the Cracks” Some students overwhelmed while some are bored

Discussion Reflect on high school?

Exemplary Characteristics Personalized Learning High Expectations Data - Driven Decisions 9th Grade Transition Challenging 12th Grade Rigorous and Relevant Curriculum Effective Leadership Relationships Driven by Guiding Principles Sustained Professional Development

Personalized Learning Multiple Pathways Early Intervention Disaggregation of Data Leveling w/ Respect Small Learning Communities

Changes That Are Easier in SLC Building Relationships Identifying Student Needs Articulation of Curriculum Staff Collaboration Creating Positive School Culture Contextual Learning

Pitfalls Lack of Specific Goals Failure to Address Literacy Unchanged Curriculum Too Much Emphasis on Belonging Ignoring Staff Concerns Uninformed Student Assignment Bad Timing Focusing only on Teachers

High Expectations

Expectations Expectations are Behaviors Collaborative High Levels of Support

Data is Powerful Assess the current and future needs of students Decide what to change Determine if goals are being met Engage in continuous school improvement Identify root causes of problems Promote accountability

Types of Data Student Learning School Class Demographics School Processes Curriculum and Instruction Core Learning Stretch Learning Student Engagement Personal Skill Development

9th Grade Practices Transition Procedures Social Activities Early Interventions Avoiding Front Loading Differentiation Parent Relationships Adult Advisory Peer Relationships

12th Grade Practices Early College Full Scheduling Advanced Placement Dual Enrollment College Application Support Senior Projects Community Service Internships

Curriculum Focused

Teachers struggling to teach an overloaded curriculum!

Curriculum Focused Standards vs. Curriculum vs. Instruction

Curriculum Focused Standards vs. Curriculum vs. Instruction Constantly raising Rigor and Relevance

Ask Me..... “How will I ever use what I’m learning today?”

Leadership Problem is more people than Technical Not Charismatic Entrepreneurial vs. Bureaucratic Performance vs. Compliance Department Chairs Focus on Instruction

Guiding Principles Responsibility Contemplation Initiative Perseverance Optimism Courage Respect Compassion Adaptability Honesty Trustworthiness Loyalty

Professional Development Directly related to school goals Ongoing Personalized Culture of Collaboration

26 Exemplary Characteristics Personalized Learning High Expectations Data - Driven Decisions 9th Grade Transition Challenging 12th Grade Rigorous and Relevant Curriculum Effective Leadership Relationships Driven by Guiding Principles Sustained Professional Development

Action Items - Where to Begin Instruction vs. Structure (Rigor/Relevance) Relationships Start with Special Education Data-based decision Making Transition Years Systems

28 Moving from an economy and society built on the logical, linear, computer like capabilities of the INFORMATION AGE to…….. An economy and society built on the inventive, empathetic, big picture capabilities of what’s rising up in its place, the “CONCEPTUAL AGE”.

29 High Concept / High Touch GM’s top leader… I see us being in the art business. MBA’s becoming the blue collar worker for the conceptual age. Graphic designers have increased ten fold in the last decade. Since 1970, 30% more people are earning a living as writers. More Americans today work in art, entertainment and design than lawyers, accountants and auditors.

30 The future belongs to a very different kind of mind.. Creators Empathizers Pattern recognizers Designers Story tellers Meaning makers And more……….

Action Items - Where to Begin Instruction vs. Structure (Rigor/Relevance) Relationships Start with Special Education Data-based decision Making Transition Years Systems

International Center for Leadership in Education Build Relationships

A hundred years from now, it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove,---but the world may be different because I was important in the life of a child.

“In the years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

RIGORRIGOR RELEVANCE A B D C Increasing Rigor/Relevance High Low

36 Everyone needs support when they take new risks when they take new risks

37 Essential Relationships In Schools Learning Staff Professional Community

Relationships are Essential to Student Learning Result of combination of support from: Family Teachers Peers Community

Relationships Clearly Important ? How to Quantify? How to Develop?

Relationship Model 0.Isolation 1.Known 2.Receptive 3.Reactive 4.Proactive 5.Sustained 6.Ubiquitous

41 Learning Relationships Support for Students 0 Isolation Students feel significant isolation from teachers, peers, or even parents. Students lack any emotional, social connection to peers and teachers. 1 Known Students are known by others; frequently called by name. Teachers know students and their families, their interests, aspirations and challenges. Students are known by peers that they interact with in school. 2 Receptive Students have contact with peers, parents, and teachers in multiple settings. Teachers exhibit positive behaviors of “being there” that show genuine interest and concern. 3 Reactive Teachers, parents, and peers provide help to students when requested, but support may be sporadic and inconsistent among support groups. 4 Proactive Others take an active interest in a student’s success. Teachers take initiative to show interest and provide support. Students and others express verbal commitment for ongoing support and validate this commitment with their actions. 5 Sustained There is extensive, ongoing, pervasive and balanced support from teachers, parents and peers that is consistent and sustained over time. 6 Ubiquitous Positive relationships are everywhere and common place among the way that students, teachers and parents interact and support the student as learner.

42 Research on Relationships

43 Metlife Survey of the American Teacher New students are bullied or teased? very often/often 18% sometimes 33% New students are helped by other students ? very often/often 52% sometimes 37%

44 Survey of 10-12th Grade Students on Relationships Metlife Survey of the American Teacher 2005

45 Quality of School’s Role Encouraging Parental Involvement My school does a good job of encouraging parental involvment. Metlife Survey of the American Teacher 2005

46 HESSE - Survey 2005 More that half (52%) had not discussed ideas with a teacher outside of class during the year. Three fifths (60%) had not communicated with a teacher by . However, 70% agreed they had many opportunities to ask questions about their work. Less than half (48%) had frequently discussed grades or assignments with a teacher. Half never or only sometimes received feedback from teachers on assignments.

47 Responses to “I Feel Supported and Respected by Teachers.”

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49 The special importance of encouragement highlights the likely importance of strong teacher-student relationships in affecting achievement, especially for African American and Hispanic students. Ronald Ferguson

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Extend Your Relationships Introduce yourself to someone you don’t know. Ask them to tell you about the most important year old they care about?

56 Supportive Relationships Successful Practices Behaviors Activities Structures

57 What most people need to learn in life is how to love people and use things instead of using people and loving things.

58 Supportive Behaviors Showing Respect Taking Interest Active Listening Frequent Contact Encouragement Avoiding “Put Downs Displaying Student Work Writing Encouraging Notes Identifying Unique Talents

59 Supportive Behaviors cont’d. Celebrating Accomplishments Serving As Role Model Using One-to-One Communication Encouraging Students to Express Opinions/Ideas Creating Inviting Classroom Climate Exhibiting Enthusiasm Using Positive Humor Students Praising Peers

60 Supportive Activities Character Education Beginning of the Year Student Social Activities Team Building Mentoring Rewards, Recognition, Incentives Student Advocacy Advisement Program

61 Supportive Initiatives, cont’d. Peer Mediation Students as Teachers Family, Community, Business Partnerships Service Learning Extra and Co-curricular Activities Sports Programs

62 Supportive Structures Small Learning Community Alternative Scheduling Team Teaching Teacher Continuity School-based Enterprise Professional Learning Community

Transition

64 9th Grade Transitions Relationship Building PersonalizationParents Facility Issues Programming Civility/ Character Education Academic Intervention Staff Support and Decision-making

Small Group Reflection

What are examples of 9th grade personalization?

67 REFLECTION What will you do in your classroom/school as a result of today’s session?

68 ACTION PLAN Activity

69 Center Web Site Dick Jones Web Site SPN

Love your children more than your programs and practices.

10 Key Components 1. Culture of High Expectations and Support 2. Articulated Curriculum 3. Personalized Learning 4. Rigorous and Relevant Instruction 5. Positive School Climate 6. Leadership 7. Data-driven Decisions 8. Accountability 9. Partnerships 10. Professional Learning Communities

International Center for Leadership in Education, Inc Route 146 Rexford, NY Phone (518) Fax (518)