2. LEADERSHIP SUMMIT Peg Portscheller Portscheller & Associates Aurora, CO CUE - Palm Springs - March, 2008

3. Learning Outcomes  Better understand “what works” in education leadership  Review research on successful school leadership  Provide opportunities for participants to reflect on their own leadership strengths  Invite dialogue on the above  Plan for improved strategies at home  Better understand “what works” in education leadership  Review research on successful school leadership  Provide opportunities for participants to reflect on their own leadership strengths  Invite dialogue on the above  Plan for improved strategies at home

4. Think of Today as Therapy!  Using Joan Rivers, “Can We Talk?”  And from Dr. Phil: “How’s That Working For Ya?”  Zeroing in on “the right stuff”  Using Joan Rivers, “Can We Talk?”  And from Dr. Phil: “How’s That Working For Ya?”  Zeroing in on “the right stuff”

6. Who’s In The Room? 1.District Level Administrator 2.Building Administrator 3.Classroom Teacher 4.Other 1.District Level Administrator 2.Building Administrator 3.Classroom Teacher 4.Other

7. How Veteran Are We? 1.1-5 years of experience in education 2.6-10 years 3.11-15 years 4.16-20 years 5.21-25 years 6.25-30 years 7.Over 30 1.1-5 years of experience in education 2.6-10 years 3.11-15 years 4.16-20 years 5.21-25 years 6.25-30 years 7.Over 30

8. Let’s Go Back In Time  Think back to your first day of your first job in the profession…..  What has changed from then to now?  Think back to your first day of your first job in the profession…..  What has changed from then to now?

9. Test Time  On a scale of 1-4 (with 1 being low), rate how you would like being a student in your own school/system?  What is the reason for your rating?? Test Time  On a scale of 1-4 (with 1 being low), rate how you would like being a student in your own school/system?  What is the reason for your rating??

10. Test Time, continued  What is the greatest variable in terms of student learning and student achievement?  A. Level of education of the mother  B. Level of income of the family  C. Quality of the child’s/student’s teacher  D. Quality of the principal Test Time, continued  What is the greatest variable in terms of student learning and student achievement?  A. Level of education of the mother  B. Level of income of the family  C. Quality of the child’s/student’s teacher  D. Quality of the principal

11. Test Time, continued  Of the items listed below, which is most important?  A. Design of the lesson/unit  B. How the content is taught  C. Design of the assessment to determine what has been learned  D. Student engagement in the lesson/unit Test Time, continued  Of the items listed below, which is most important?  A. Design of the lesson/unit  B. How the content is taught  C. Design of the assessment to determine what has been learned  D. Student engagement in the lesson/unit

12. Let’s Think….. How do you know if and when your students are successful?? How is “success” for students defined at your place? How do you know if and when your students are successful?? How is “success” for students defined at your place?

13. A Leadership Construct (Michael Fullan’s) Five Domains:

14. A Leadership Construct (Michael Fullan’s) Five Domains: * Moral Imperative Five Domains: * Moral Imperative

15. A Leadership Construct (Michael Fullan’s) Five Domains: Moral Imperative * Managing the Change Process Five Domains: Moral Imperative * Managing the Change Process

16. A Leadership Construct (Michael Fullan’s) Five Domains: Moral Imperative Managing the Change Process Quality Relationships Five Domains: Moral Imperative Managing the Change Process Quality Relationships

17. A Leadership Construct (Michael Fullan’s) Five Domains: Moral Imperative Managing the Change Process Quality Relationships Building Knowledge Five Domains: Moral Imperative Managing the Change Process Quality Relationships Building Knowledge

18. A Leadership Construct (Michael Fullan’s) Five Domains: Moral Imperative Understanding Change Relationship Building Knowledge Creation and Sharing Coherence Making Five Domains: Moral Imperative Understanding Change Relationship Building Knowledge Creation and Sharing Coherence Making

19. Let’s Look At Each Domain  “How’s it working for ya?”  But first…..answer this question: “What does it take to be a leader”  “How’s it working for ya?”  But first…..answer this question: “What does it take to be a leader”

20. Moral Imperative What percentage of the teachers at your place really believe that “all means all?” ALess than 25% B25-50% C59-75% D75-100% What percentage of the teachers at your place really believe that “all means all?” ALess than 25% B25-50% C59-75% D75-100%

21. CHANGE!! How hard is it??

23. Change is HARD!!  Anyone here have a morning routine?  Let’s look at Dan Lortie’s research  Let’s talk about Dave Letterman….  Anyone here have a morning routine?  Let’s look at Dan Lortie’s research  Let’s talk about Dave Letterman….

24. Johns Hopkins What percentage of cardiac care patients could make the necessary life style changes? A78% B55% C35% D10% What percentage of cardiac care patients could make the necessary life style changes? A78% B55% C35% D10%

25. Relationships  Let’s Walk Down Memory Lane…..

26. Knowledge Creation….  We no longer have to wonder about “what works”…..there is no a confluence of thought among researchers, practitioners and thought leaders…..

27. But First….. What is your job??

28. Here’s What Works  Non fiction writing  Teacher collaboration  Higher level questions  Reading at grade level  Aligned, viable curriculum  Posted learning objectives  Quality instruction and assessments  Non fiction writing  Teacher collaboration  Higher level questions  Reading at grade level  Aligned, viable curriculum  Posted learning objectives  Quality instruction and assessments

29. More of What Works  Students engaged with/in the content  Using data to inform instruction  Fair grading practices  Quality feedback  Multiple opportunities to learn  Culture of high expectations  Quality relationships  Students engaged with/in the content  Using data to inform instruction  Fair grading practices  Quality feedback  Multiple opportunities to learn  Culture of high expectations  Quality relationships

30. Coherence Making The Key Four Guiding Questions 1What do I need to teach and why do my kids need to learn it? 2.What is the best way to teach this, knowing my students…. 3.How will I know if they have learned it? 4. What will I do for those students who didn’t learn it? The Key Four Guiding Questions 1What do I need to teach and why do my kids need to learn it? 2.What is the best way to teach this, knowing my students…. 3.How will I know if they have learned it? 4. What will I do for those students who didn’t learn it?

31. List all assessment administered to students during the year  Rate each assessment with a 1, 2 or 3 in terms of having real impact on instruction and student learning (1 = greatest; 3 = least)  Are the results used to diagnose student learning needs and modify instruction?  Rate each assessment with a 1, 2 or 3 in terms of having real impact on instruction and student learning (1 = greatest; 3 = least)  Are the results used to diagnose student learning needs and modify instruction?

32.  What do effective schools do to achieve dramatic, improved results in student learning and student achievement?????

33. Common Findings  Formed professional learning communities  Focused on student work (through classroom and common assessments)  Changed and improved their instructional practice Michael Fullan  Formed professional learning communities  Focused on student work (through classroom and common assessments)  Changed and improved their instructional practice Michael Fullan

34. Know Your Purpose  The purpose of assessment, in general, is to find out what your students know and are able to do with regard to what you are teaching/facilitating…  Once the essential purpose is identified, educators must ask the critical question: “What kind of assessments will provide the best evidence that students have learned (to the application level)?”  The purpose of assessment, in general, is to find out what your students know and are able to do with regard to what you are teaching/facilitating…  Once the essential purpose is identified, educators must ask the critical question: “What kind of assessments will provide the best evidence that students have learned (to the application level)?”

35. Assessment Types (formal and informal)  Performance  Product  Written - Selected Response  Written - Constructed Response  Observation  Conversation  Performance  Product  Written - Selected Response  Written - Constructed Response  Observation  Conversation

36. Research  “There is simply no body of assembled research indicating that one of these types is superior to the other.” The challenge is to match the assessment to the content in order to determine what has been learned at what level.” James Popham - Test Better/TeachBetter  “There is simply no body of assembled research indicating that one of these types is superior to the other.” The challenge is to match the assessment to the content in order to determine what has been learned at what level.” James Popham - Test Better/TeachBetter

37. Assessment Literacy  Assessment FOR Learning  Assessment OF Learning  Assessment FOR Learning  Assessment OF Learning

38. Student Feedback - Grading  We are often guilty of toxic grading policies and practices based upon nothing more than tradition  Let’s conduct our own experiment…here is a real live 8th grade student’s grades…….  We are often guilty of toxic grading policies and practices based upon nothing more than tradition  Let’s conduct our own experiment…here is a real live 8th grade student’s grades…….

39. 8th Grade Math (Male Student) C MA - Missing Assignment D C B MA B A 8th Grade Math (Male Student) C MA - Missing Assignment D C B MA B A

40. What Grade Does This Kid Earn? 1.A 2.B 3.C 4.D 5.F 1.A 2.B 3.C 4.D 5.F

41. Three Principles of Excellence Antecedents (Best Practice) Collaboration (PLCs) Culture

42. Engagement: High Attention High Commitment The task, activity, or work students are assigned or encouraged to undertake has inherent meaning or value to the student. Engagement Strategic Compliance Ritual Compliance Retreatism Rebellion Let’s Look At Kids…

43. Engagement: High Attention High Commitment The task, activity, or work students are assigned or encouraged to undertake has inherent meaning or value to the student. Engagement Strategic Compliance Ritual Compliance Retreatism Rebellion Profile Elements

44. Strategic Compliance High Attention Low Commitment The task, activity, or work has little or no inherent meaning or value to the student, but it is associated in the student’s mind with outcomes and results that are of value (e.g., entry into college.) Strategic Compliance Engagement Ritual Compliance Retreatism Rebellion Profile Elements Profile Elements

45. Ritual Compliance: Low Attention Low Commitment Students are willing to expend whatever effort is needed to avoid negative consequences, though they see little meaning in the tasks assigned or the consequences of doing those tasks. Ritual Compliance Engagement Strategic Compliance Retreatism Rebellion Profile Elements Profile Elements

46. Retreatism: No Attention No Commitment The student is disengaged from the task, expends no energy in attempting to comply with the demands of the task, but does not act in a way that disrupts others and does not try to substitute other activities for the assigned task. Retreatism Engagement Strategic Compliance Ritual Compliance Rebellion Profile Elements

47. Rebellion: No Attention No Commitment The student summarily refuses to do the task assigned, acts in a way that disrupts others and/or attempts to substitute tasks and activities that he or she is committed to in lieu of those assigned by the school and the teacher. Engagement Strategic Compliance Ritual Compliance Retreatism Rebellion Profile Elements Profile Elements

48. Reflections  Think about your schools and your students…how engaged are they, how successful are the, how prepared are they for “what comes next?.  What needs to happen at “your place” in order for more students to be more successful?.  Think about your schools and your students…how engaged are they, how successful are the, how prepared are they for “what comes next?.  What needs to happen at “your place” in order for more students to be more successful?.

49. Product Focus Clear and Compelling Product Standards Protection from Adverse Consequences Affirmation of Performance Affiliation Novelty and Variety Choice Authenticity Content and Organization of Knowledge

50.  Content & Substance ”The what” - standards/the content/the curriculum.  Content & Substance ”The what” - standards/the content/the curriculum.

51.  Organization of Knowledge Information and knowledge is organized in clear, accessible ways. Ways that let students use the knowledge and information to address tasks that are important to them.  Organization of Knowledge Information and knowledge is organized in clear, accessible ways. Ways that let students use the knowledge and information to address tasks that are important to them.

52.  Product Focus Work that almost always focuses on on a product or performance.  Product Focus Work that almost always focuses on on a product or performance.

53.  Clear and Compelling Standards Knowing exactly what is expected of them and how those expectations are related to something they care about.  Clear and Compelling Standards Knowing exactly what is expected of them and how those expectations are related to something they care about.

54.  Protection from Adverse Consequences When students can try tasks without fear of embarrassment, punishment or implications that they are inadequate.  Protection from Adverse Consequences When students can try tasks without fear of embarrassment, punishment or implications that they are inadequate.

55.  Affirmation of Performance When significant others (e.g. parents, teachers, fellow students, ect.) make it known that they think the students work is important.  Affirmation of Performance When significant others (e.g. parents, teachers, fellow students, ect.) make it known that they think the students work is important.

56.  Affiliation Opportunities for students to work interdependently with others.  Affiliation Opportunities for students to work interdependently with others.

57.  Novelty and Variety New and different ways of doing things  Novelty and Variety New and different ways of doing things

58.  Choice Having some degree of control over what they are doing. Doesn’t mean they should dictate curriculum, perhaps only a choice in terms of how the work is accomplished.  Choice Having some degree of control over what they are doing. Doesn’t mean they should dictate curriculum, perhaps only a choice in terms of how the work is accomplished.

59.  Authenticity Tasks that are meaningful and have real or important consequences & implications  Authenticity Tasks that are meaningful and have real or important consequences & implications

60. Product Focus Clear and Compelling Product Standards Protection from Adverse Consequences Affirmation of Performance Affiliation Novelty and Variety Choice Authenticity Content and Organization of Knowledge

61. Are your schools your “grandfather’s Oldsmobile?  The old 3 R’s  The new 3 R’s  The old 3 R’s  The new 3 R’s

62. Are your schools your “grandfather’s Oldsmobile?  The old 3 R’s  Reading, ‘Riting and ‘Rithmetic  The new 3 R’s  The old 3 R’s  Reading, ‘Riting and ‘Rithmetic  The new 3 R’s

63. Are your schools your “grandfather’s Oldsmobile?  The old 3 R’s  Reading, ‘Riting and ‘Rithmetic  The new 3 R’s  Rigor, Relevance and Relationships  The old 3 R’s  Reading, ‘Riting and ‘Rithmetic  The new 3 R’s  Rigor, Relevance and Relationships

64. Who the heck is Daniel Pink?

65.  The 3 A’s…..  The 6 Approaches…..  The 3 A’s…..  The 6 Approaches…..

66. What Do Business Leaders Think?  Core Subjects, Global Awareness, Financial and Economic Literacy  Flexibility, Initiative, Cross-Cultural Skills and Productivity/Accountability  Information and Media/Communications Literacy  Creativity, Critical Thinking, Problem Solving, Communication and Collaboration  Core Subjects, Global Awareness, Financial and Economic Literacy  Flexibility, Initiative, Cross-Cultural Skills and Productivity/Accountability  Information and Media/Communications Literacy  Creativity, Critical Thinking, Problem Solving, Communication and Collaboration

67. How’s That Working For Ya?  Let’s go out of the box…..

68. What Can We Learn From Students….  370,000 Voices - The Quaglia Institute

69. Natl Data - Self Worth 51%I am proud of my school 49%I enjoy being at school 46%Teachers care about my feelings and struggles 50%Teachers care about me as an individual 49%Teachers care if I am absent 21%I have never been recognized for something positive at school 50%If I have a problem, I know a teacher I can talk to 55%Teachers respect students 41%Students respect teachers 31%Students respect each other 51%I am proud of my school 49%I enjoy being at school 46%Teachers care about my feelings and struggles 50%Teachers care about me as an individual 49%Teachers care if I am absent 21%I have never been recognized for something positive at school 50%If I have a problem, I know a teacher I can talk to 55%Teachers respect students 41%Students respect teachers 31%Students respect each other

70. Natl Data - Active Engagement 46%School is boring 58%At school I am encouraged to be creative 40%My classes help me in my everyday life 58%Teachers enjoy working with students 39%Teachers have fun at school 32%Teachers make school an exciting place to learn 73%My teachers present lessons in different ways 46%School is boring 58%At school I am encouraged to be creative 40%My classes help me in my everyday life 58%Teachers enjoy working with students 39%Teachers have fun at school 32%Teachers make school an exciting place to learn 73%My teachers present lessons in different ways

71. Natl Data - Purpose 63%I am a good decision maker 59%I see myself as a leader 35%Other students see me as a leader 91%I believe I can be successful 63%I believe I can make a difference in the world 67%I put forth my best effort 37%I know the goals my school is working on 34%Our student council represnts all students at our school 63%I am a good decision maker 59%I see myself as a leader 35%Other students see me as a leader 91%I believe I can be successful 63%I believe I can make a difference in the world 67%I put forth my best effort 37%I know the goals my school is working on 34%Our student council represnts all students at our school

72. How do you think your students would respond?

73. What do you think you most need to work on? 1.Moral Imperative 2.Managing the Change Process 3.Building Quality Relationships 4.Implementing Best Practices 5.Building Coherence 1.Moral Imperative 2.Managing the Change Process 3.Building Quality Relationships 4.Implementing Best Practices 5.Building Coherence

74. It’s A Wrap…. Three things that you learned or captured your attention Two things you are wondering about or would like to learn more about One thing you can do tomorrow to improve the opportunities for kids at your place to be more successful Three things that you learned or captured your attention Two things you are wondering about or would like to learn more about One thing you can do tomorrow to improve the opportunities for kids at your place to be more successful

75. Peg Portscheller Pegp5@comcast.net