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Leading an Effective Leading an Effective Learning SystemLearning System
Presented byPresented byLawrence W. Lezotte, Ph.D.Lawrence W. Lezotte, Ph.D.
EFFECTIVESCHOOLS
PHASESPHASES
Identification Identification (1960(1960’’s – Mid-70s – Mid-70’’s)s)
3
Descriptive Descriptive (1970 – 1980)(1970 – 1980)
Prescriptive Prescriptive (1985 – 1995)(1985 – 1995)
School District School District (1985 – Present)(1985 – Present)
Total System Total System Alignment Alignment (1995 – Present)(1995 – Present)
Schools were Schools were never designed, never designed,
or even intended, or even intended, to successfully teach to successfully teach
allall students a students a high standards high standards
curriculumcurriculum..4
Your school is Your school is perfectly aligned to perfectly aligned to
get the results get the results you are currently you are currently
getting.getting.5
AssumptionAssumption
You and your colleagues You and your colleagues are already doing are already doing
the best they know to do the best they know to do given the context in which given the context in which
they find themselves.they find themselves.6
Navigating the Navigating the Perfect StormPerfect Storm
1.1. Higher StandardsHigher Standards
2.2. Higher Percentage of Higher Percentage of Challenging StudentsChallenging Students
3.3. Fewer ResourcesFewer Resources7
The Leadership The Leadership (Change) Challenge (Change) Challenge
Take a Take a ““followershipfollowership”” to a to a place they have never been place they have never been and are not sure they want and are not sure they want to go.to go.
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The Three Levers of Power:The Three Levers of Power:
1.1. SticksSticks
2.2. CarrotsCarrots
3.3. HugsHugs
Different Perspectives Different Perspectives on School Improvementon School Improvement
1.1. People ChangePeople Change
2.2. Systems ChangeSystems Change
3.3. Planned ChangePlanned Change10
Effective Schools Effective Schools Research and PracticeResearch and Practice
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WANTED…WANTED… A Proven System for ActionA Proven System for Action
Creating a Creating a Common LanguageCommon Language
Effective SchoolsEffective Schools12
Getting Ready for Getting Ready for Continuous ImprovementContinuous Improvement
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Definition of an Definition of an EFFECTIVE School:EFFECTIVE School:
A school that can, in outcome A school that can, in outcome terms, reflective of its terms, reflective of its ““learning for alllearning for all”” mission, mission, demonstrate the presence of demonstrate the presence of equity in quality.equity in quality.
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Definition of an Definition of an IMPROVING School:IMPROVING School:
A school that can, in outcome A school that can, in outcome terms, reflective of its terms, reflective of its ““learning for alllearning for all”” mission, mission, demonstrate the increasing demonstrate the increasing presence of equity in quality.presence of equity in quality.
Policy Pillars for Public Policy Pillars for Public Education in AmericaEducation in America
QQUUAALLIITTYY
EEQQUUIITTYY
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Policy Pillars for Public Policy Pillars for Public Education in AmericaEducation in America
QQUUAALLIITTYY
EEQQUUIITTYY
LevelLevel
Of Of
AchievemenAchievementt
DistributionDistribution
OfOf
AchievemenAchievementt
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Searching forSearching forEffective SchoolsEffective Schools
Outliers on the High SideOutliers on the High Side
Common CharacteristicsCommon Characteristics
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The Correlate of an The Correlate of an Effective SchoolEffective School
An inter-connected An inter-connected array of systems that array of systems that combine to advance the combine to advance the mission of the mission of the school.school.
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Trailing Trailing IndicatorsIndicators
Leading Leading IndicatorsIndicators
High Expectations High Expectations for Successfor Success
In the effective school there is a In the effective school there is a climate of expectation in which climate of expectation in which
the staff believe and the staff believe and demonstrate that all students demonstrate that all students
can attain mastery of the can attain mastery of the essential school skills, and the essential school skills, and the
staff also believe that they have staff also believe that they have the capability to help all students the capability to help all students
achieve that mastery. achieve that mastery.20
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HighHighStandardsStandards
HighHighExpectationsExpectations
Mindset*Mindset*
Fixed IntelligenceFixed Intelligence
Developing IntelligenceDeveloping Intelligence
*Dweck, Carol *Dweck, Carol Mindset: The New Psychology of Success Mindset: The New Psychology of Success (2006).(2006).
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Intelligence and Intelligence and How to Get It*How to Get It*
Fluid IntelligenceFluid Intelligence
Crystallized IntelligenceCrystallized Intelligence
*Nisbett, Richard E. *Nisbett, Richard E. Intelligence and How to Get It: Why Intelligence and How to Get It: Why Schools and Cultures Count (2009).Schools and Cultures Count (2009).
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Expectations Expectations = =
Unwarranted Unwarranted OptimismOptimism
Strong Instructional Strong Instructional LeadershipLeadership
In the effective school the principal In the effective school the principal acts as an instructional leader and acts as an instructional leader and
effectively and persistently effectively and persistently communicates that mission to the communicates that mission to the staff, parents, and students. The staff, parents, and students. The principal understands and applies principal understands and applies the characteristics of instructional the characteristics of instructional effectiveness in the management effectiveness in the management
of the instructional program.of the instructional program.25
““Leadership is second only Leadership is second only to classroom instruction to classroom instruction among all school-related among all school-related factors that contribute to factors that contribute to
what students learn what students learn at school.at school.””
Wahlstrom, Kyla L., et al.Wahlstrom, Kyla L., et al.Investigating the Links to Improved Investigating the Links to Improved Student Learning: Executive Summary of Student Learning: Executive Summary of Research Findings. (2010)Research Findings. (2010)
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AuthorityAuthority is delegated from is delegated from
AboveAbove
LeadershipLeadership is delegated from is delegated from
BelowBelow
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TrustworthyTrustworthy
CompetentCompetent
Forward LookingForward Looking
EnthusiasmEnthusiasm
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PrincipalPrincipal Leader of FollowersLeader of Followers
Principal Principal Leader of LeadersLeader of Leaders(Engagement Paradigm)(Engagement Paradigm)
Clear and Focused Clear and Focused MissionMission
In the effective school there is a clearly In the effective school there is a clearly articulated school mission through articulated school mission through
which the staff shares an which the staff shares an understanding of and commitment to understanding of and commitment to
the instructional goals, priorities, the instructional goals, priorities, assessment procedures, and assessment procedures, and accountability. Staff accept accountability. Staff accept
responsibility for studentsresponsibility for students’’ learning of learning of the schoolthe school’’s essential curricular goals.s essential curricular goals. 30
People and People and Organizations are Organizations are
Always Moving in the Always Moving in the Direction of Their Direction of Their
Dominate ThoughtDominate Thought
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MISSIONMISSION
NOTNOT a description of a description of
Current RealityCurrent Reality
ISIS a description of a a description of a
Preferred FuturePreferred Future
Learning for ALLLearning for ALL
Whatever It Takes!Whatever It Takes!
NEW MISSIONNEW MISSION
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Opportunity to Opportunity to Learn/Time on TaskLearn/Time on Task
In the effective school teachers In the effective school teachers allocate a significant amount of allocate a significant amount of
classroom time to instruction in the classroom time to instruction in the essential skills. For a high percentage essential skills. For a high percentage of this time students are engaged in of this time students are engaged in whole class or large group, teacher-whole class or large group, teacher-directed, planned learning activities.directed, planned learning activities.
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Big IssueBig Issue::
School Readiness School Readiness Prerequisite KnowledgePrerequisite Knowledge
Learning Gaps are Learning Gaps are First Opportunity GapsFirst Opportunity Gaps
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Big ProblemBig Problem::
Agrarian CalendarAgrarian Calendar
Age-based PlacementAge-based Placement
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Big OpportunityBig Opportunity::
Disruptive TechnologyDisruptive Technology
Increased Student Increased Student EngagementEngagement
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Big IdeaBig Idea::
Assure Alignment BetweenAssure Alignment Between•• Intended CurriculumIntended Curriculum•• Taught CurriculumTaught Curriculum•• Tested CurriculumTested Curriculum
Frequent Monitoring of Frequent Monitoring of Pupil ProgressPupil Progress
In the effective school student In the effective school student academic progress is measured academic progress is measured frequently through a variety of frequently through a variety of assessment procedures. The assessment procedures. The results of these assessments are results of these assessments are
used to improve individual student used to improve individual student performance and also to improve the performance and also to improve the
instructional program.instructional program.39
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MonitoringMonitoring
SummativeSummative
FormativeFormative
4141
Big IdeaBig Idea::
FeedbackFeedbackTimelyTimelyExplicitExplicit
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Bookends of an Bookends of an Effective SystemEffective System
1.1. Clear & Focused MissionClear & Focused Mission
2.2. Frequent Monitoring and Frequent Monitoring and Reporting Progress on the Reporting Progress on the MissionMission
Safe and Orderly Safe and Orderly EnvironmentEnvironment
In the effective school there is an In the effective school there is an orderly, purposeful, businesslike orderly, purposeful, businesslike
atmosphere which is free from the atmosphere which is free from the threat of physical harm. The threat of physical harm. The
school climate is not oppressive school climate is not oppressive and is conducive to teaching and and is conducive to teaching and
learning.learning.
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1.1. On Duty All the Time, On Duty All the Time, EverywhereEverywhere
PrerequisitesPrerequisites
2.2. Behave with Consistency Behave with Consistency Enforcing the RulesEnforcing the Rules
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Violence in SchoolsViolence in SchoolsAmong K-12 teachers, percentage who say this occurred in Among K-12 teachers, percentage who say this occurred in school setting in the last school year (2008-09):school setting in the last school year (2008-09):
FightsFights
Verbal Verbal confrontations confrontations
Student withStudent with weapon at schoolweapon at school
Staff abusedStaff abusedby studentby student
None of the aboveNone of the above
76%76%
65%65%
36%36%
28%28%
16%16%
Source: Zogby for Crisis Prevention Institute survey of K-12 Source: Zogby for Crisis Prevention Institute survey of K-12 general-general- education teachers, Sept. 26-Oct. 5, 2009.education teachers, Sept. 26-Oct. 5, 2009.
Positive Home/School Positive Home/School RelationsRelations
In the effective school parents In the effective school parents understand and support the schoolunderstand and support the school’’s s
basic mission and are given the basic mission and are given the opportunity to play an important opportunity to play an important
role in helping the school to achieve role in helping the school to achieve this mission.this mission.
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Question:Question:
““Can we get bad social Can we get bad social service even though we are service even though we are all good people?all good people?””
Ron Ron EdmondsEdmonds
The following screen is adapted The following screen is adapted from:from:
What Works in What Works in Schools: Translating Schools: Translating
Research into ActionResearch into Action
by Robert J. Marzano by Robert J. Marzano ASCD (2003).ASCD (2003).
48
School-level Factors (Ranked)School-level Factors (Ranked)
1.1. Opportunity to LearnOpportunity to Learn
2.2. TimeTime
3.3. MonitoringMonitoring
4.4. Pressure to AchievePressure to Achieve
5.5. Parental InvolvementParental Involvement
6.6. School ClimateSchool Climate
7.7. LeadershipLeadership
8.8. CooperationCooperation49
The 5 TThe 5 T’’s of School Improvements of School ImprovementTheoriesTheories
TeamsTeams
TimeTime
TechnologyTechnology
•• Effective SchoolsEffective Schools•• Systems ThinkingSystems Thinking•• Continuous ImprovementContinuous Improvement
•• Data GatheringData Gathering•• Data AnalysisData Analysis•• Data DisplayData Display
Constantly ImprovingStudent
Achievement
Constantly ImprovingStudent
Achievement•• Team TimeTeam Time•• Staff DevelopmentStaff Development•• Study GroupsStudy Groups
•• Real Time DataReal Time Data•• Just-In-Time InformationJust-In-Time Information•• Research/Proven PracticesResearch/Proven Practices
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ToolsTools
•• EmpowermentEmpowerment•• Consensus BuildingConsensus Building•• Problem SolvingProblem Solving
ReflectReflectEstablish theEstablish theProcess:Process:
inclusive & collaborativeinclusive & collaborative
Clarify Mission,Clarify Mission,Core Values,Core Values,Core BeliefsCore Beliefs
Identify EssentialIdentify EssentialStudent Student LearningsLearnings
DoDo
StudyStudy PlanPlan
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Getting Ready for Getting Ready for Continuous Improvement:Continuous Improvement:
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Root Cause AnalysisRoot Cause Analysis
The 5 The 5 ““WHYWHY’’ss””
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80/20 Rule80/20 Rule
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LinkingLinkingChange Strategies Change Strategies
to to Student AchievementStudent Achievement
What wouldWhat would you buyyou buy
to increaseto increasestudent student
achievement?achievement?
Suppose someone Suppose someone gave you an increase gave you an increase
in funds.in funds.Change StructureChange Structure
Change TimeChange Time
Change TalentChange Talent
Change MaterialsChange Materials
Change CultureChange Culture
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Change StructureChange Structure
Change TimeChange Time
Change TalentChange Talent
Change MaterialsChange Materials
Change CultureChange Culture
How will that How will that translate to:translate to:
Placing Students at Placing Students at Appropriate Level of DifficultyAppropriate Level of Difficulty
Placing Students at Placing Students at Appropriate Level of DifficultyAppropriate Level of Difficulty
Increasing Instructional Increasing Instructional Time for LearningTime for Learning
Increasing Instructional Increasing Instructional Time for LearningTime for Learning
IncreasingIncreasingStudent EngagementStudent Engagement
IncreasingIncreasingStudent EngagementStudent Engagement
AssuringAssuring Instructional AlignmentInstructional Alignment
AssuringAssuring Instructional AlignmentInstructional Alignment
Adding Guided Practice withAdding Guided Practice withImmediate Feedback Immediate Feedback
Adding Guided Practice withAdding Guided Practice withImmediate Feedback Immediate Feedback
56
Change StructureChange Structure
Change TimeChange Time
Change TalentChange Talent
Change MaterialsChange Materials
Change CultureChange Culture
How willHow willthat thenthat then
translate to:translate to:Placing Students at Placing Students at Appropriate Level Appropriate Level
of Difficultyof Difficulty
Placing Students at Placing Students at Appropriate Level Appropriate Level
of Difficultyof Difficulty
Increasing Instructional Increasing Instructional Time for LearningTime for Learning
Increasing Instructional Increasing Instructional Time for LearningTime for Learning
IncreasingIncreasingStudent EngagementStudent Engagement
IncreasingIncreasingStudent EngagementStudent Engagement
AssuringAssuring Instructional AlignmentInstructional Alignment
AssuringAssuring Instructional AlignmentInstructional Alignment
Adding Guided Practice Adding Guided Practice With ImmediateWith Immediate
Feedback Feedback
Adding Guided Practice Adding Guided Practice With ImmediateWith Immediate
Feedback Feedback
IncreasedIncreasedMotivationMotivation
++IncreasedIncreasedLearningLearning
to equalto equal
Increased StudentIncreased StudentPerformancePerformance
IncreasedIncreasedMotivationMotivation
++IncreasedIncreasedLearningLearning
to equalto equal
Increased StudentIncreased StudentPerformancePerformance
57
Literacy Literacy CoachCoach
Literacy Literacy CoachCoach TeacherTeacherTeacherTeacher
StudentStudent
Increased Motivation + Increased Increased Motivation + Increased Learning =Learning =
Increased Student PerformanceIncreased Student Performance 58
Gantt ChartGantt ChartACTIVITYACTIVITY WHOWHO’’SS
RESPONSIBLERESPONSIBLESEPSEP OCTOCT NOVNOV DECDEC JANJAN FEBFEB MARMAR APRAPR MAYMAY
Research dropout Research dropout criteria for at-risk criteria for at-risk students.students.
Review data on Review data on previous dropouts.previous dropouts.
Get principal approval Get principal approval for criteria.for criteria.
Identify at-risk Identify at-risk students.students.
Recruit staff to Recruit staff to conduct home visits.conduct home visits.
Interview interested Interview interested staff.staff.
Train staff for home Train staff for home visits.visits.
Conduct home visits.Conduct home visits.
Evaluate home visit Evaluate home visit program.program. 59
Use the PlanUse the Plan
Share the StoryShare the Story
Prepare to Prepare to AdjustAdjust
60