LEADERSHIP SUMMIT

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

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Think of Today as Therapy!

• Using Joan Rivers, Can We Talk?
• And from Dr. Phil Hows That Working For Ya?
• Zeroing in on the right stuff

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Whos In The Room?

1. District Level Administrator
2. Building Administrator
3. Classroom Teacher
4. Other

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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

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Lets Go Back In Time

• Think back to your first day of your first job in
  the profession..
• What has changed from then to now?

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• 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??

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• 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 childs/students teacher
• D. Quality of the principal

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• 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

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Lets Think..

• How do you know if and when your students are
  successful??
• How is success for students defined at your
  place?

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A Leadership Construct(Michael Fullans)

• Five Domains

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A Leadership Construct(Michael Fullans)

• Five Domains
• Moral Imperative

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A Leadership Construct(Michael Fullans)

• Five Domains
• Moral Imperative
• Managing the Change Process

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A Leadership Construct(Michael Fullans)

• Five Domains
• Moral Imperative
• Managing the Change Process
• Quality Relationships

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A Leadership Construct(Michael Fullans)

• Five Domains
• Moral Imperative
• Managing the Change Process
• Quality Relationships
• Building Knowledge

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A Leadership Construct(Michael Fullans)

• Five Domains
• Moral Imperative
• Understanding Change
• Relationship Building
• Knowledge Creation and Sharing
• Coherence Making

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Lets Look At Each Domain

• Hows it working for ya?
• But first..answer this question
• What does it take to be a leader

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Moral Imperative

• What percentage of the teachers at your place
  really believe that all means all?
• A Less than 25
• B 25-50
• C 59-75
• D 75-100

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CHANGE!!

• How hard is it??

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Change is HARD!!

• Anyone here have a morning routine?
• Lets look at Dan Lorties research
• Lets talk about Dave Letterman.

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Johns Hopkins

• What percentage of cardiac care patients could
  make the necessary life style changes?
• A 78
• B 55
• C 35
• D 10

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Relationships

• Lets Walk Down Memory Lane..

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Knowledge Creation.

• We no longer have to wonder about what
  works..there is no a confluence of thought
  among researchers, practitioners and thought
  leaders..

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But First..

• What is your job??

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Heres What Works

• Non fiction writing
• Teacher collaboration
• Higher level questions
• Reading at grade level
• Aligned, viable curriculum
• Posted learning objectives
• Quality instruction and assessments

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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

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Coherence Making

• The Key Four Guiding Questions
• What do I need to teach and why do my kids need
  to learn it?
• What is the best way to teach this, knowing my
  students.
• How will I know if they have learned it?
• 4. What will I do for those students who didnt
  learn it?

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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?

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

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Common Findings

• Formed professional learning communities
• Focused on student work (through classroom and
  common assessments)
• Changed and improved their instructional practice
• Michael Fullan

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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)?

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Assessment Types(formal and informal)

• Performance
• Product
• Written - Selected Response
• Written - Constructed Response
• Observation
• Conversation

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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

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Assessment Literacy

• Assessment FOR Learning
• Assessment OF Learning

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Student Feedback - Grading

• We are often guilty of toxic grading policies and
  practices based upon nothing more than tradition
• Lets conduct our own experimenthere is a real
  live 8th grade students grades.

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

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What Grade Does This Kid Earn?

1. A
2. B
3. C
4. D
5. F

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• Three Principles of Excellence

Antecedents (Best Practice)
Collaboration (PLCs)
Culture
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Lets Look At Kids
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.
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Profile Elements
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.
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Profile Elements
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 students mind with
outcomes and results that are of value (e.g.,
entry into college.)
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Profile Elements
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.
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Profile Elements
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.
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Profile Elements
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.
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Reflections

• Think about your schools and your studentshow
  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?.

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Product Focus
Clear and Compelling Product Standards
Authenticity
Content and Organization of
Knowledge
ENGAGEMENT
Protection from Adverse Consequences
Choice
Novelty and Variety
Affirmation of Performance
Affiliation
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• Content Substance
• The what - standards/the content/the
  curriculum.

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• 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.

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

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

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

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

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• Affiliation
• Opportunities for students to work
  interdependently with others.

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• Novelty and Variety
• New and different ways of doing things

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• Choice
• Having some degree of control over what they are
  doing. Doesnt mean they should dictate
  curriculum, perhaps only a choice in terms of how
  the work is accomplished.

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• Authenticity
• Tasks that are meaningful and have real or
  important consequences implications

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Product Focus
Clear and Compelling Product Standards
Authenticity
Content and Organization of
Knowledge
ENGAGEMENT
Protection from Adverse Consequences
Choice
Novelty and Variety
Affirmation of Performance
Affiliation
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Are your schools your grandfathers Oldsmobile?

• The old 3 Rs
• The new 3 Rs

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Are your schools your grandfathers Oldsmobile?

• The old 3 Rs
• Reading, Riting and Rithmetic
• The new 3 Rs

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Are your schools your grandfathers Oldsmobile?

• The old 3 Rs
• Reading, Riting and Rithmetic
• The new 3 Rs
• Rigor, Relevance and Relationships

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Who the heck is Daniel Pink?
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Who the heck is Daniel Pink?

• The 3 As..
• The 6 Approaches..

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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

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Hows That Working For Ya?

• Lets go out of the box..

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What Can We Learn From Students.

• 370,000 Voices - The Quaglia Institute

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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

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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

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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

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How do you think your students would respond?
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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

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Its 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

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Peg Portscheller

• Pegp5_at_comcast.net