1. Sustaining Redesign How to Keep the Music Playing

2. Stephen G. Barkley Executive Vice President Performance Learning Systems 6227 Lower Mountain Road New Hope, PA 18938 888.424.9700 sbarkley@plsweb.com www.plsweb.com blogs.plsweb.com

3. Student Achievement What is the definition of student achievement that drives your work? What is the definition of student achievement that drives your work?

4. TOUGH CHOICES OR TOUGH TIMES Those countries that produce the most important new products……………………….depend on a deep vein of creativity that is constantly renewing itself, and on a myriad of people who can imagine how people can use things that have never been available before, create ingenious marketing and sales campaigns, write books, build furniture, make movies and imagine…………..

5. TOUGH CHOICES OR TOUGH TIMES This is a world in which a very high level of preparation in reading, writing, speaking, mathematics, science, literature, history, and the arts will be an indispensable foundation ……. …comfort with ideas and abstractions is the passport to the good life, in which high levels of education—a very different kind of education than most of us have had– are going to be the only security there is.

6. Learning Criteria

7. STUDENT CHANGES #1 WHAT ARE THE CHANGES IN STUDENT BEHAVIOR,PERFORMANCE, CHOICES, EFFORT, ETC. THAT YOU BELIEVE ARE PRECURSORS TO THE IMPROVEMENT IN STUDENT LEARNING THAT WE SEEK?

8. Perception/Induction What do you see in students that you place at each spot on this continuum? Fear Attention Comfort Bored

9. The Payoff of Redesign

10. What is your view of ABILITY? Fixed or Growth Fixed or Growth The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way--- in their initial talents and aptitudes, interest or temperaments--- everyone can change and grow through application and experience. The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way--- in their initial talents and aptitudes, interest or temperaments--- everyone can change and grow through application and experience. Mindset………The New Psychology of Success Carol Dweck Carol Dweck 2006 2006

11. A TIME THAT YOU HAVE BEEN SUCCESSFUL ABILITYABILITY EFFORTEFFORT DEGREE OF DIFFICULTYDEGREE OF DIFFICULTY LUCK LUCK

12. Teaching Effort TimePersistence---PracticePatience Repetition of Success

13. Differentiation to Create Motivation Students differ in their reasons to work hard….. put in effort Survival Belonging Power Freedom Fun

14. Differentiate Through Choice What ways can you build choice into student assignments that empower students and connect their effort to a payoff? How can you combine responsibility with choice?What ways can you build choice into student assignments that empower students and connect their effort to a payoff? How can you combine responsibility with choice?

15. Providing Pictures of Success Future Plans Updraft/Downdraft Goal Setting

16. TEACHER CHANGES #2 WHAT CHANGES MUST OCCUR IN INDIVIDUAL STAFF/TEACHER INDIVIDUAL STAFF/TEACHER PRACTICES TO GENERATE THE PRACTICES TO GENERATE THE CHANGES WE SEEK IN STUDENTS? CHANGES WE SEEK IN STUDENTS?

17. Analysis Identify classrooms in your school that are closest to full implementation of your vision for learning.Identify classrooms in your school that are closest to full implementation of your vision for learning. Describe in detail the observable student behaviors.Describe in detail the observable student behaviors. Describe in detail the observable teacher behaviors.Describe in detail the observable teacher behaviors.

18. Analysis Identify classrooms in your school that must change the most to reach full implementation of your vision for learning.Identify classrooms in your school that must change the most to reach full implementation of your vision for learning. Describe in detail the observable student behaviors.Describe in detail the observable student behaviors. Describe in detail the observable teacher behaviors.Describe in detail the observable teacher behaviors.

19. Appraise Rank your classrooms along this continuum. 1 2 3 4 5 6 7 8 9 10 11 12 Most Full Change Implementation Needed

20. STAFF RELATIONSHIPS #3 ARE THERE CHANGES THAT NEED TO OCCUR IN THE WAY THAT STAFF OCCUR IN THE WAY THAT STAFF MEMBERS WORK WITH EACH OTHER MEMBERS WORK WITH EACH OTHER (STAFF RELATIONSHIPS) IN ORDER FOR (STAFF RELATIONSHIPS) IN ORDER FOR THE DESIRED INDIVIDUAL STAFF THE DESIRED INDIVIDUAL STAFF MEMBER CHANGES TO OCCUR? MEMBER CHANGES TO OCCUR? IF SO, DESCRIBE. IF SO, DESCRIBE.

21. Teacher Relationships Parallel Play Adversarial Relationships Congenial Relationships Collegial Relationships Roland S. Barth Relationships Within the Schoolhouse ASCD 2006

22. Barth: By collegiality I mean four things. One, teachers talking with one another about the work they do -- talking in faculty meetings, in hallways, in classrooms, at the dinner table about practice. Second, sharing that craft knowledge, shouting it from the mountaintop, and honoring it when someone else is sharing it.

23. Third, making our practice mutually visible. That is, you come into my classroom and watch me teach seventh-grade biology and I come into your classroom and watch you teach ninth-grade geometry, and, afterward, we talk about what we are doing and why, and what we can learn from each other. Above all, collegiality means rooting for the success of one another. If every adult in the school is rooting for you, when the alarm clock rings at six a.m., you jump out of bed to go to that school. Above all, collegiality means rooting for the success of one another. If every adult in the school is rooting for you, when the alarm clock rings at six a.m., you jump out of bed to go to that school.

24. Conversations about PLCs If you were observing an effective PLC meeting what might you hear? See? How are PLC meetings different from department or committee meetings? List possible outcomes from effective PLCs.

25. Conversations about PLCs What resistance do staff have to participating in PLCs? What benefits from PLCs would staff find most rewarding? How willing are you to invest in making PLCs happen? Why?

26. Conversations about PLCs What ideas do you have for increasing PLC participation? What do we risk from implementing your idea? What’s the risk of not trying?

27. Impact of Small Learning Communities Teachers work as a team focused on individual student success Teachers build stronger relationships with students Students find increasing connections among courses and with the future

28. Developing as a TEAM Individuals--------Franchise----------Team Individuals--------Franchise----------Team

29. KNOWING Knowing is crucial to learning for staff, students, parents and community. How can we create structures to increase knowing?

30. High School

31. Collectively focusing on individual student success

32. Benefits of Advisories Breaking Ranks II: Strategies for Leading High School Reform Improved academics More students took college entrance exams 46% of teachers believed they influenced several advisees to improve grades Student attitude improved Student-teacher relationships improved Dropouts declined Transition to high school was eased Liaison for parents was provided

33. School Leaders #4WHAT ARE THE BEHAVIORS/PRACTICES OF SCHOOL LEADERSHIP THAT ARE NECESSARY TO INITIATE, MOTIVATE, AND SUPPORT THESE CHANGES? #4WHAT ARE THE BEHAVIORS/PRACTICES OF SCHOOL LEADERSHIP THAT ARE NECESSARY TO INITIATE, MOTIVATE, AND SUPPORT THESE CHANGES?

35. Analysis What is needed for the teachers at each spot ? UnwillingUnaware Getting Ready StartedDeveloping

36. Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s Skill Development Ladder The Art of Teaching page 42

37. What’s Needed? Who Provides It? EVALUATION Outside Criteria SUPERVISION MENTORING PEER COACHING Teacher’s Choice

38. Key Elements KNOWLEDGE MODEL PRACTICE OBSERVATION WITH FEEDBACK ONGOING COACHING Joyce and Showers

39. Trust in Schools: A Core Resource in Improvement Trust in Schools: A Core Resource in Improvement Respect- Do we acknowledge one another's dignity and ideas? Do we interact in a courteous way? Do we genuinely talk and listen to each other? Competence- Do we believe in each other's ability and willingness to fulfill our responsibilities effectively? Incompetence left unaddressed can corrode school wide trust at a devastating rate. Personal regard- Do we care about each other both professionally and personally? Are we willing to go beyond our formal roles and responsibilities if needed to go the extra mile? Integrity- Can we trust each other to put the interests of children first, especially when tough decisions have to be made? Do we keep our word? Anthony Bryk and Barbara Schneider Anthony Bryk and Barbara Schneider