1. Best to Next Practices: Focus on Teacher Effectiveness Raymond J. McNulty, President @ray_mcnulty

2. Schools are Improving School Improvement

3. Schools are Improving School Improvement Changing World

4. The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.

7. Making a better “20 th Century School” is not the answer.

8. We are getting better at things that do not matter as much anymore.

9. Unless we unlearn some of our traditional practices, we will never get beyond an improvement mindset.

10. The Boston Globe Ray, reading the paper on your “Kindle” or online just isn’t the same!

11. Almost everyone wants schools to be better, but almost no one wants them to be different.

12. Teacher – Student Comparisons T – I make learning exciting for my students. 86% S – My teachers make learning fun. 41%

13. First Different - Then Better

14. Why I do this work…..

15. “The future is not some place we are going to, but one we are creating. The paths are not found, but made, and the activity of making them changes both the maker and the destination.” --John Schaar

16. Systems are challenged today like never before. The key challenge that we face is results.

17. In an environment driven by results, the best strategy is to “ DEVELOP YOUR PEOPLE.” Broaden the definition of learning in your system to include adults.

18. I believe the future is not about the latest gadgets, it is about something more than gadgets, it’s about … LEARNING

19. Adult Learning Year! 2011

20. The focus must be on the way we work. Cooperation is what was valued in the past. It is about efficiency: “You do this and I will do that.” Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.

23. WE need to become the AGENTS of change.

25. Themes 1.Best and Next Practices 2.Some key trends 3.Innovation Skills 4.Why is change so hard? 5.Closing remarks

26. Theme Best and Next Practices

27. Best practices allow you to do what you are currently doing a little better. Next practices increase your organization’s capability to do things it has never done before.

28. SystemInnovation

29. Sustaining Innovation Next Practice

30. Disruptive Innovation

31. Expertise (“the way we do things around here”) can be a road block to problem solving and to the development of Next Practices.

32. We have a flawed perspective of always listening to our best customers… They tell us how good the system is working for them!

33. BANKING Sears IBM Xerox

34. A Story…. Not a bad idea, but to earn a grade more than a C+, the idea has to be viable! (Yale Professor) Fredrick Smith The idea FedEx

35. -Shurnyu Suzuki “In the beginner’s mind there are many possibilities; in the expert’s mind there are few.”

36. First practice must change, then results, then policy.

37. Current System Something Different

38. The Horse The Automobile

39. Henry Ford quote… “If I had asked the public what they wanted, they would have said a faster horse.”

41. Theme Some key trends

42. First Key Trend Our roles as educators is challenged by easy access to an abundance of resources Sense Making Coaching Credentialing

43. Second Key Trend People expect to be able to learn, study and work whenever and wherever they want.

45. The world outside of school is increasingly collaborative. We must reflect upon the way student projects are structured and graded and how teachers work. Third Key Trend

46. Effective and Efficient Practices John Hattie…. Visible Learning Synthesis of over 800 meta-analyses relating to achievement. Third Key Trend Fourth Key Trend

47. Scale 138 factors Effect Standard deviations (SD)

48. Effect Size 1.0 indicates one standard deviation typically associated with advancing children’s achievement by two or more years (improving the rate of learning by 50%) Hattie set a bench mark of.40 as the minimal desired effect

49. Some data Student expectations of self 1.44 Providing formative evaluation.90 Teacher Clarity.75 Class size.21 Retention.16

50. Intentionally Non-Compliant Student

51. The Fundamental Attribution Error When looking at our own behavior, we tend to view the situation in the environment that surrounds our action. When looking at the behavior of others, we make assumptions about their personal qualities.

52. The Effects of Praise Fixed or Growth Can’t hand confidence to learners on a silver platter.

54. Theme Innovation Skills

55. All leaders have problems or situations in front of them for which there are no answers.

56. The skill set to do this is: Current Leadership works hard to efficiently deliver the next thing that should be done given the existing system. Current leadership shines at converting a vision or goal into actions to achieve that vision or goal.

57. Delivery Skills Analyzing Planning Detailed Oriented Implementing Disciplined Executing

58. Innovators seek to fundamentally change the current model. Why accept the status quo? Look for new and better ways! Steve Jobs, “I want to put a ding in the universe!”

59. Are you good at generating innovative ideas? Do you know how and where to find innovative people in your system? Do you know how to train your people to be creative and innovative?

60. Discovery Skills Questioning Observing Networking Experimenting Associational Thinking

61. Delivery Skills Analyzing Planning Detailed Oriented Implementing Disciplined Executing Discovery Skills Questioning Observing Networking Experimenting Associational Thinking

62. Question Storming What is… What caused…. Why… Why not…. What if…

63. Highly Innovative Systems In your system is innovation everyone’s job? Is disruption part of your system’s innovation portfolio? Are small project teams central to taking innovative ideas to scale? Does your system take smart risks in the pursuit of innovation?

64. Some are suggesting bold moves…. Conrad Wolfram… Start teaching math and stop teaching calculating.

66. Theme Why it is so hard to change?

67. Why is it so hard to change? The more successful a system is, the more difficult it is to recognize when it must change. By example, market leaders are the last ones to transform. The American Education System, “The market leader during the industrial era!”

68. Market Leader Thinking Dominant logic: “That’s the way we do things here.”

69. VII Shown below is the Roman numeral seven. By adding only a single line, turn it into an eight.

70. IX Shown below is a Roman numeral nine. By adding only a single line, turn it into a six.

71. SIX

72. IX6

73. Mental Locks We don’t need to be creative for most of what we do (driving, shopping, business of living). So staying on routine thought paths enables us to do many things without having to think about it. Our training in school has taught us that there is one right answer.

74. The Right Answer

75. Five beautiful and well-dressed woman are standing in a tight group. One is crying and she has never been happier. The other four are smiling and they have never been more disappointed. Why?

76. The Second Right Answer What is the answer? What are the answers?

77. The Right Answer That’s not logical

78. SOFTHARD

79. Logic Metaphor Dream Reason Precision Humor Consistency Ambiguity Play Work Exact Approximate Direct Focused Fantasy Reality Paradox Diffuse Analysis Hunch Generalization Specifics Child Adult

80. SOFT Metaphor Dream Humor Ambiguity Play Approximate Fantasy Paradox Diffuse Hunch Generalization Child HARD Logic Reason Precision Consistency Work Exact Reality Direct Focused Analysis Specific Adult

81. SOFT Shades of gray Hard to pick up Many answers Flood light, diffused HARD Black and white Easy to pick up Right answer Focused like a spot light

82. Cat - Refrigerator

83. Best to Next Practices: Focus on Teacher Effectiveness Raymond J. McNulty, President @ray_mcnulty

84. DSEI Raymond J. McNulty, President @ray_mcnulty

85. Theme Daggett System for Effective Instruction

86. Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight Troops in Battle Teachers in a School System

87. What works? It’s hard to tell what really works Research supports instructional excellence as key to improved student performance Competing priorities means nothing is the focus – instruction should be the focus

88. Research on Effectiveness Visible Learning by John Hattie –52,637 –800 meta-analyses CCSSO’s – InTASC Other Existing Frameworks

89. Hattie’s Five Categories Students Teachers Schools/Districts Curricula Home

90. Scale 138 factors Effect Standard deviations (SD)

91. 1 Standard Deviation Students do better than 84% of students not in that initiative Typically represent 2 years growth in one year

92. Focus What is effective? What you can impact?

93. Literacy Strategies Effective.61 SD = 1.22 Years Growth per Year

94. Student Teacher Relationship Effective.72 SD = 1.44 Years Growth per Year

95. Application of Knowledge Effective.65 SD = 1.30 Years Growth per Year

96. Socioeconomic Status Effective

97. You Cannot Change Where YOUR STUDENTS CAME FROM However You Can Change Where YOUR STUDENTS ARE GOING

98. Focus What is effective? What you can impact? What is most efficient?

99. Effectiveness and Efficiency Framework High Cost Low Cost High Student Performance Low Student Performance CDCDABABCDCDABAB EfEffecfecttivenessivenessEfEffecfecttivenessivenesst

100. Professional Development Efficient

101. Professional Development EffectiveEfficient

102. Greatest Impact What is effective? What you can impact? What is most efficient?

103. Teacher Expectations and Clarity EffectiveEfficient

104. Application of Knowledge EffectiveEfficient

105. Student Teacher Relationship Effective Efficient

106. Greatest Impact Culture of High Expectations Relevance of Instruction Strong Relationships

107. Findings Teachers are our greatest hope.

108. Professional Development Effective Efficient

109. Plan Instruction based on how Students Learn EffectiveEfficient 1.28

110. Assessment to Inform and Differentiate Instruction Effective Efficient

111. Meta-Cognitive Strategies Effective Efficient

112. Literacy Strategies Effective Efficient

113. Peer Tutoring EffectiveEfficient

114. What is less effective and efficient

115. Class Size EffectiveEfficient

116. 0.72 0.90 0.62 0.75 0.40 0.67 0.90 0.60 0.75 0.90 0.69 0.80 0.60 0.65 0.55 0.75 0.21 0.20 0.30 0.55 0.22 0.90 0.23 0.20 Student Teacher PD Prior Achieve Form. Eval. Teacher Clarity Meta Strats. Literacy Strats. Peer Tutor Class Size Ability Group Teach Test Summer School

117. What is it? The Daggett System for Effective Instruction provides a coherent focus across the entire education organization on the development and support of effective instruction to improve learning and achievement

118. Research & Competitive Landscape Daggett System For Instructional Effectiveness MarzanoDanielsonCCSSO Teaching Understand learner development and differencesLHH Build caring relationships with studentsMMH Possess depth of content knowledge to create rigorous and relevant instruction MMH Apply instructional strategies that make content accessible and meaningful for learners HHH Assure learner mastery of content by using assessment date to inform instruction MHH Create purposeful and varied learning environments HHH Engage in targeted and sustained professional growth HHH

119. Research Traditional Frameworks Daggett System For Instructional Effectiveness Deliver InstructionFacilitate Learning Vision Set by Top LeadersSet Vision With Wide contributions Define Vision in Few Academic MeasuresDefine Vision in terms of Whole Student Needs (Learning Criteria) Rigid Structures Support Adult NeedsFlexible Structures Support Student Needs Teachers as Objects of ChangeTeachers as Agents of Change Deliver InstructionFacilitate Learning Replicate Practices With FidelityCreate New Practices to Meet Student Needs Look For Evidence of Good TeachingLook for Evidence of Good Learning Standardized ProceduresShared Best Practices

120. Research & Competitive Landscape Daggett System For Instructional EffectivenessMarzanoDanielsonCCSSO Instructional LeadershipLLL Organizational LeadershipLLL

121. It takes the entire system Need to increase teaching effectiveness Burden cannot rest solely on the teacher Need instructional leadership and organizational leadership to focus on instruction

122. System

123. Student Achievement

124. Key to Effective Instruction Is Alignment Organizational Leadership Instructional Leadership Teacher

125. System Approach to Instructional Effectiveness and Increased Student Achievement Organizational LeadershipTeaching Instructional Leadership

126. System Approach to Instructional Effectiveness and Increased Student Achievement Where the system works most effectively

127. Teaching Organizational Leadership Instructional Leadership Student Achievement

128. Rigor and relevance Relationships Content Teaching How students learn Instructional strategies Assessment to guide instruction

130. Embrace rigorous and relevant expectations for all students (+.75) Cultivate Caring relationship with students (+.72) Make content meaningful to l learners (+.69) Teaching Use Varied, ongoing Assessments to Inform and differentiate Instruction (+.90) Engage in Targeted and Sustained Professional Growth (+.62) 1.Embrace rigorous and relevant expectations for all students (+.75) 2.Build strong relationship with students (+.72) 3.Possess depth of content knowledge and make it relevant to students (+.69) 4.Facilitate rigorous and relevant instruction based on how students learn (+1.28) 5.Use assessments to guide and differentiate instruction (+.90) 6.Demonstrate expertise in use of instructional strategies, technology, and best practices (+.60)

131. A B D C Today's Students “Do” To Learn

132. A B D C Instead of Learning to Do

133. 1 2 3 4 5 4 5 6 3 2 1 Bloom’s Application C D A B Current Assessments Next Generation Assessments

134. Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Data systems Build leadership

136. Adjust the Organizational Structure Leverage Data Systems Organizational Leadership 1.Create a culture 2.Establish a shared vision 3.Align organizational structures and systems to vision 4.Build leadership capacity 5.Align teacher / administrator selection, support, and evaluation 6.Support decision making with data systems

137. High expectations Curriculum Literacy and math Data-driven Provide professional growth Instructional Leadership

138. Use Data to set High Expectations Align Curriculum to Standards Integrate Literacy and Math across Curriculum Use Data to Guide Instruction Create Teacher Selection, Support and Evaluation System Instructional Leadership 1.Use research to establish urgency for higher expectations 2.Align curriculum to standards 3.Integrate literacy and math across all content areas 4.Facilitate data-driven decision making to inform instruction 5.Provide opportunities for focused professional collaboration and growth

140. Teaching Organizational Leadership Instructional Leadership Student Achievement

141. DSEI Raymond J. McNulty, President @ray_mcnulty