1. © International Baccalaureate Organization 2011 Session 4 – Change School Effectiveness and Data

2. © International Baccalaureate Organization 2011 The IB and your school: the only constant is change Student population Faculty experience Community expectations Curriculum review Available resources Periodic self-study

3. © International Baccalaureate Organization 2011 Accessing Prior Knolwedge  Define: Effective School Data Page 3

4. © International Baccalaureate Organization 2011 Defining an Effective School  “An effective school is a school that can, in measured student achievement terms, demonstrate the joint presence of quality and equity. Said another way, an effective school is a school that can, in measured student achievement terms and reflective of its ‘learning for all’ mission, demonstrate high overall levels of achievement and not gaps in the distribution of that achievement across major subsets of the student population.” (L. Lezotte, 2002)  A Professional Learning Community (Dufour) Page 4

5. © International Baccalaureate Organization 2011 Page 5 The School-Level Factors Comparing School-Level Factors Across Researchers RankMarzano Scheerens and Bosker Sammons Levine and Lezotte Edmonds Guaranteed and Viable Curriculum 1 to Learn Time Content Coverage Time Concentration on Teaching and Learning Focus on Central Learning Skills Emphasis on Basic Skill Acquisition Challenging Goals and Effective Feedback 2 Monitoring Pressure to Achieve Monitoring Pressure to Achieve High Expectations Monitoring Progress High Expectations and Requirements Appropriate Monitoring High Expectations for Student Success Frequent Monitoring of Student Progress Parental and Community Involvement 3 Parental Involvement Home-School Partnership Salient Parental Involvement Safe and Orderly Environment 4 School Climate A Learning Environment Positive Reinforcement Pupil Rights and Expectations Productive Climate and Culture Safe and Orderly Atmosphere Conducive to Learning Collegiality and Professionalism 5 Leadership Cooperation Leadership Cooperation Professional Leadership Shared Vision and Goals A Learning Organization Strong Leadership Practice- Oriented Staff Development Strong Administrative Leadership *Author has ranked these factors by order of impact on student achievement

6. © International Baccalaureate Organization 2011 Force Field Analysis How to organize a school to maximize learning Current State of Affairs Page 6 What structures facilitate (help) learning in your school? (Consider – administrator and teacher leadership, staffing roles and responsiblities, use of time, facilities) What structures hinder learning in your school? Determine action steps to organize your school to maximize student learning

7. © International Baccalaureate Organization 2011 Data  What data would you collect if you were evaluating your own PYP, MYP, or DP programme for Standard C3?  Basic Types – (Bernhardt) Demographic Student Learning Perceptual School process Page 7

8. © International Baccalaureate Organization 2011 Here’s What! So What? Now What?  Protocol for looking at data in a team meeting  Here’s What! – data – specific fact or info to be examined  So What? – interpretation of the data – what do we see?  Now What? – prediction, implication, question for study Process outcome – Action Plan Page 8

9. © International Baccalaureate Organization 2011 7 Norms of Collaborative Work  Pausing  Paraphrasing  Probing  Putting ideas on the table  Paying attention to self and others  Presuming positive presuppositions  Pursuing a balance between advocacy and inquiry (Garmston and Wellman, 1999) Page 9

10. © International Baccalaureate Organization 2011 Task  Create a task force or identify a team to make your school more effective (can work in groups or on individual issues)  Outline a team charter  Identify what data the team could use to help them complete their work  Identify what data would the team would use to evaluate the effectiveness of their work  What SMART goals and teams could they create to ensure ongoing effectiveness? Page 10

11. © International Baccalaureate Organization 2011 Powerful Professional Collaboration  Leaders foster powerful professional collaboration when the engage teams in: 1.Clarifying the essential knowledge and skills of a particular grade level, course or unit of instruction 2.Developing common assessments of student learning 3.Analyzing results to identify areas of strength and weakness for both individual teachers and the team 4.Establishing specific goals and action plans to improve student achievement (Fullan, 2003) Page 11

12. © International Baccalaureate Organization 2011 SMART Goals/Objectives  S pecific – What / Which / Why / Who  M easurable – criteria for success, measured when and how  A chievable – agreement that you or team can, with commitment, accomplish the specific objective  R elevant – to mission, vision and aims of school – can we see how this will benefit our community?  T ime-bound – establish the timeline and end point Page 12

13. © International Baccalaureate Organization 2011  Dufour – Pull out negativity by its roots (138 creating and admin) Page 13