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The Enduring Fundamentals of Effective Schools: The Correlates
- 1. NOTES EFFECTIVE SCHOOLS Enduring Fundamentals of Effective Schools: The Correlates Presented by Lawrence W. Lezotte, Ph.D. National Education Consultant 1 Your school is perfectly aligned to get the results you are currently getting. 2 Schools were never designed, or even intended, to successfully teach all students a high standards curriculum. 3 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 2. NOTES Navigating the Perfect Storm 1. Higher Standards 2. Higher Percentage of Challenging Students 3. Fewer Resources 4 Assumption You and your colleagues are already doing the best they know to do given the context in which they find themselves. 5 The Leadership (Change) Challenge Take a “followership” to a place they have never been and are not sure they want to go. 6 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 3. NOTES The Three Levers of Power: 1. Sticks 2. Carrots 3. Hugs 7 Different Perspectives on School Improvement 1. People Change 2. Systems Change 3. Planned Change 8 WANTED… A Proven System for Action Effective Schools Research and Practice 9 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 4. NOTES Getting Ready for Continuous Improvement Creating a Common Language Effective Schools 10 Definition of an EFFECTIVE School: A school that can, in outcome terms, reflective of its “learning for all” mission, demonstrate the presence of equity in quality. 11 Definition of an IMPROVING School: A school that can, in outcome terms, reflective of its “learning for all” mission, demonstrate the increasing presence of equity in quality. 12 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 5. NOTES Policy Pillars for Public Education in America Q E U Q A U L I I T T Y Y 13 Policy Pillars for Public Education in America Q E U Level Q Distribution A Of U Of L I Achievement Achievement I T T Y Y 14 Searching for Effective Schools Outliers on the High Side Common Characteristics 15 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 6. NOTES The Correlate of an Effective School An inter-connected array of systems that combine to advance the mission of the school. 16 Trailing Indicators Leading Indicators 17 High Expectations for Success In the effective school there is a climate of expectation in which the staff believe and demonstrate that all students can attain mastery of the essential school skills, and the staff also believe that they have the capability to help all students achieve that mastery. 18 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 7. NOTES High Standards High Expectations 19 Mindset* Fixed Intelligence Developing Intelligence *Dweck, Carol Mindset: The New Psychology of Success (2006). 20 Intelligence and How to Get It* Fluid Intelligence Crystallized Intelligence *Nisbett, Richard E. Intelligence and How to Get It: Why Schools and Cultures Count (2009). 21 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 8. NOTES Expectations = Unwarranted Optimism 22 Strong Instructional Leadership In the effective school the principal acts as an instructional leader and effectively and persistently communicates that mission to the staff, parents, and students. The principal understands and applies the characteristics of instructional effectiveness in the management of the instructional program. 23 “Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.” Wahlstrom, Kyla L., et al. Investigating the Links to Improved Student Learning: Executive Summary of Research Findings. (2010) 24 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 9. NOTES Authority is delegated from Above Leadership is delegated from Below 25 Trustworthy Competent Forward Looking Enthusiasm 26 Principal Leader of Followers Principal Leader of Leaders (Engagement Paradigm) 27 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 10. NOTES Clear and Focused Mission In the effective school there is a clearly articulated school mission through which the staff shares an understanding of and commitment to the instructional goals, priorities, assessment procedures, and accountability. Staff accept responsibility for students’ learning of the school’s essential curricular goals. 28 People and Organizations are Always Moving in the Direction of Their Dominate Thought 29 MISSION NOT a description of Current Reality IS a description of a Preferred Future 30 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 11. NOTES NEW MISSION Learning for ALL Whatever It Takes! 31 Opportunity to Learn/Time on Task In the effective school teachers allocate a significant amount of classroom time to instruction in the essential skills. For a high percentage of this time students are engaged in whole class or large group, teacher-directed, planned learning activities. 32 Big Issue: School Readiness Prerequisite Knowledge Learning Gaps are First Opportunity Gaps 33 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 12. NOTES Big Problem: Agrarian Calendar Age-based Placement 34 Big Opportunity: Disruptive Technology Increased Student Engagement 35 Big Idea: Assure Alignment Between • Intended Curriculum • Taught Curriculum • Tested Curriculum 36 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 13. NOTES Frequent Monitoring of Pupil Progress In the effective school student academic progress is measured frequently through a variety of assessment procedures. The results of these assessments are used to improve individual student performance and also to improve the instructional program. 37 Monitoring Summative Formative 38 Big Idea: Feedback Timely Explicit 39 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 14. NOTES Bookends of an Effective System 1. Clear & Focused Mission 2. Frequent Monitoring and Reporting Progress on the Mission 40 Safe and Orderly Environment In the effective school there is an orderly, purposeful, businesslike atmosphere which is free from the threat of physical harm. The school climate is not oppressive and is conducive to teaching and learning. 41 Prerequisites 1. On Duty All the Time, Everywhere 2. Behave with Consistency Enforcing the Rules 42 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 15. NOTES Violence in Schools Among K-12 teachers, percentage who say this occurred in school setting in the last school year (2008-09): Verbal 76% confrontations Fights 65% Staff abused 36% by student Student with 28% weapon at school None of the above 16% Source: Zogby for Crisis Prevention Institute survey of K-12 general- education teachers, Sept. 26-Oct. 5, 2009. 43 Positive Home/School Relations In the effective school parents understand and support the school’s basic mission and are given the opportunity to play an important role in helping the school to achieve this mission. 44 Question: “Can we get bad social service even though we are all good people?” Ron Edmonds 45 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 16. NOTES The following screen is adapted from: What Works in Schools: Translating Research into Action by Robert J. Marzano ASCD (2003). 46 School-level Factors (Ranked) 1. Opportunity to Learn 2. Time 3. Monitoring 4. Pressure to Achieve 5. Parental Involvement 6. School Climate 7. Leadership 8. Cooperation 47 NEW MISSION Learning for ALL Whatever It Takes! 48 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 17. NOTES A System A network of interdependent components that work together to accomplish the aim of the system. 49 A System Must 1. Have a clear aim. 2. Be managed. 3. Have a pervasive sense of mission. 50 Senge’s Double-Loop Learning Model Mission, Higher Core Beliefs, Loop & Core Values Lower Tactics, Strategies, Loop & Behaviors 51 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 18. NOTES Levels of Culture Organizational Artifacts: Culture and Visible organizational structures and processes Leadership (hard to decipher) by Espoused Values: Edgar H. Schein Strategies, goals, philosophies Jossey-Bass (espoused justifications) (2004) Basic Underlying Assumptions: Unconscious, taken-for-granted beliefs, perceptions, thoughts, and feelings (ultimate source of values and action) 52 Root Cause Analysis The 5 “WHY’s” 53 80/20 Rule 54 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 19. NOTES “Hot Spotting” A Precise Problem Finding Strategy 55 Common Characteristics of Effective Change Models Created by Passion Guided by Leadership Driven by Data Supported by Staff Development 56 Getting Ready for Continuous Improvement: 1. Common Language 2. Empowered Leadership Group 3. Time 57 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 20. NOTES The 5 T’s of School Improvement Theories • Effective Schools • Systems Thinking • Continuous Improvement Teams • Empowerment • Consensus Building • Problem Solving Constantly Improving Time • Team Time Student • Staff Development Achievement • Study Groups Technology • Real Time Data • Just-In-Time Information • Research/Proven Practices Tools • Data Gathering • Data Analysis • Data Display 58 Getting Ready for Continuous Improvement: Establish the Process: Reflect inclusive & collaborative Clarify Mission, Core Values, Study Plan Core Beliefs Identify Essential Do Student Learnings 59 Transaction Change Chain Tranactions Change Chain Convert Inputs Dollars Outputs to Time Increased Student Learning Talent Changes Increased Student Changes Student Learning Experiences Performance Dollars Environment Things of in Student Some Increased Student Structure Way Motivation Culture Other Specify 60 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 21. NOTES Linking Change Strategies to Student Achievement 61 Suppose someone gave you an increase in Change Structure funds. Change Time What would Change Talent you buy to increase Change Materials student Change Culture achievement? 62 How will that Change Structure translate to: Placing Students at Appropriate Level of Difficulty Change Time Increasing Instructional Time for Learning Change Talent Increasing Student Engagement Assuring Change Materials Instructional Alignment Adding Guided Practice with Immediate Feedback Change Culture 63 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 22. NOTES How will that then Change Structure translate to: Placing Students at Appropriate Level of Difficulty Change Time Increased Increasing Instructional Motivation Time for Learning + Increased Change Talent Increasing Learning Student Engagement to equal Assuring Instructional Alignment Change Materials Increased Student Adding Guided Practice Performance With Immediate Feedback Change Culture 64 Literacy Teacher Student Coach Increased Motivation + Increased Learning = Increased Student Performance 65 No Plan Survives Contact with the Enemy Commander’s Intent? 66 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
- 23. NOTES No School Improvement Plan Survives Contact with the Stakeholders Leader’s Intent? 67 Critical Issues in Sustainable School Improvement Training & Technical Assistance Models of Success Networks of Support 68 Use the Plan Share the Story Prepare to Adjust 69 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041