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A Comprehensive Approach to Balanced Literacy Presented by Dr. Edwina Frasca-Stuart Director of Staff & Program Development Bucks County Intermediate Unit #22

A Comprehensive Approach to Balanced Literacy

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A Comprehensive Approach to Balanced Literacy. Presented by Dr. Edwina Frasca-Stuart Director of Staff & Program Development Bucks County Intermediate Unit #22. Welcome!. Bristol Borough School District K-8 Literacy Initiative. Goals:. K-8 articulated and aligned language arts curriculum - PowerPoint PPT Presentation

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Page 1: A Comprehensive Approach to Balanced Literacy

A Comprehensive Approach to Balanced Literacy

Presented by

Dr. Edwina Frasca-StuartDirector of Staff & Program Development

Bucks County Intermediate Unit #22

Page 2: A Comprehensive Approach to Balanced Literacy

Welcome!

Bristol Borough School District

K-8 Literacy Initiative

Page 3: A Comprehensive Approach to Balanced Literacy

Goals: K-8 articulated and aligned

language arts curriculum

Assessment Plan

On-going, sustained professional development

Monitoring of progress

Page 4: A Comprehensive Approach to Balanced Literacy

Design Internal/External Consultant Model

BB & BCIU Driving Team School Improvement Team Teacher Leaders

Literacy Research

Assessment guiding instruction

Systems Level Implementation Systems Change Research

Page 5: A Comprehensive Approach to Balanced Literacy

Systems Level Implementation

Teaching andLearning Administration

SchoolBoard

FinancialStructure

PDE/Governor

ProfessionalDevelopment

Parents

Students

Systems Level of Implementationand Subsystemsof Schools

Page 6: A Comprehensive Approach to Balanced Literacy

The Big Question:

What is Balanced Literacy?

Page 7: A Comprehensive Approach to Balanced Literacy

What is Balanced Literacy?

Turn to the person next to you.

Based on your experience and background knowledge,

generate an answer to this question.

Two-minute Discussion

Page 8: A Comprehensive Approach to Balanced Literacy

Balanced Literacy A comprehensive approach to

balanced literacy is based on how the brain becomes a reading and writing brain.

It involves the integration of reading and writing as interrelated processes.

Page 9: A Comprehensive Approach to Balanced Literacy

Balanced Literacy

This is a complex, multi-faceted process.

Page 10: A Comprehensive Approach to Balanced Literacy

What do you think?

Anticipation Guide (T/F)1.Reading is a natural process, analogous to learning to walk and talk.

1.Oral language provides the foundation for learning to read.

1.Learning to read is culturally-based.

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TRUE or FALSE

1. Reading is a natural process, analogous to learning to walk and talk.

Page 12: A Comprehensive Approach to Balanced Literacy

The Reading Brain

There is no biological imperative for reading.

“We were never born to read.”

Reading processes are mapped onto the speech and visual areas of the brain.

Page 13: A Comprehensive Approach to Balanced Literacy

Proust and the Squid: The Story and Science of the Reading Brain by Maryanne Wolf, page 3.

It took roughly 2000 years for the rewiring of the brain for reading to occur.

Today our children need to reach those same insights about reading in roughly 2000 days.

Page 14: A Comprehensive Approach to Balanced Literacy

The Language Pathway

Wernicke’s Area

Comprehension of Words

Wernicke’s Area

Comprehension of Words

Broca’s AreaProcessing of

Syntax

Broca’s AreaProcessing of

Syntax

ThalamusThalamus Auditory Cortex

Auditory Cortex

Motor CortexProduction of

Speech

Motor CortexProduction of

Speech

Speech

Page 15: A Comprehensive Approach to Balanced Literacy

15

Page 16: A Comprehensive Approach to Balanced Literacy

16

The Reading Pathway

Engaging in a conversation - uses all macro and microstructures of the brain. It is important for teachers to know this

process.

Additional structures needed for reading and writing:

Visual cortex - visual configurations Visual features of the word; however, does not recognize it as

a word Using an existing visual extraction system

Angular gyrus - connects visual stimuli to phoneme recognition

Page 17: A Comprehensive Approach to Balanced Literacy

The Reading Pathway

Wernicke’s Area

Comprehension of Words

Wernicke’s Area

Comprehension of Words

Broca’s AreaProcessing of

Syntax

Broca’s AreaProcessing of

Syntax

ThalamusThalamus Visual Cortex

Recognition of visual

pattern of a word

Visual Cortex

Recognition of visual

pattern of a word

Angular Gyrus

Written words translated into

sounds of words

Angular Gyrus

Written words translated into

sounds of words

Reading

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18

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ANTICIPATION GUIDE

1. Reading is a natural process, analogous to learning to walk and talk.

Answer: FALSE

Page 20: A Comprehensive Approach to Balanced Literacy

TRUE or FALSE

2. Oral language provides the foundation for learning to read.

Page 21: A Comprehensive Approach to Balanced Literacy

Lots of Talk The role of oral language ages 0

– adulthood is critical to reading…

Oral vocabulary leads to reading vocabulary.

Rhythm of language Patterns of language Meaning Syntax The role of phonemes Playing with language Read alouds

Page 22: A Comprehensive Approach to Balanced Literacy

Meaningful DifferencesHart & Risley,1995

After decades of collaborating to increase child language vocabulary, Betty Hart and Todd Risley spent 2 1/2 years intensely observing the language of 42 families throughout Kansas City. Specifically, they looked at household language use in three different settings: 1) professional families; 2) working class; 3) welfare families.

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Page 24: A Comprehensive Approach to Balanced Literacy

+ Oral Language & Adult/Child Relationships

High Quality Learning Environments:

Adult/child interactions is the single most important factor in the assessment of quality in

early childhood education. The kindness of the relationship and the amount of “good” conversation that occurs in the classroom determines the level of

positive effect for our students.Getting it Right From the Start: A Principal’s Guide to Early Childhood Education Marjorie L. Kostelnik & Marilyn L. Grady

This remains true throughout adolescence (middle school and high school)

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Adolescence

School connectedness is a powerful predictor of adolescent health and

academic outcomes.

National School Climate CenterCenter for Social and Emotional Education

National Center for Learning and Citizenship at the Education Commission of the States

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Teacher/Student Relationships

A school’s climate “is probably the best predictor of whether a school will have high achievement” - more so than socioeconomic status of students or the school’s past levels of achievement.

Clete Bulach

Associate Professor Emeritus of

Educational Leadership

University of West Georgia

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ANTICIPATION GUIDE

2. Oral language provides the foundation for learning to read.

Answer: TRUE

Page 28: A Comprehensive Approach to Balanced Literacy

TRUE or FALSE

3. Learning to read is culturally-based.

Page 29: A Comprehensive Approach to Balanced Literacy

+Neural Connections

“Neurons that fire together, wire together!”

The Role of Culture Concepts About Print Directionality The Role of Explicit Instruction

It is only by neurons making connections with one another that learning can occur.

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Example

DirectionalityAnd

Neural Pathways

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Directionality

Left to right

Right to left

Vert

ical

Page 32: A Comprehensive Approach to Balanced Literacy

ANTICIPATION GUIDE

3. Learning to read is culturally-based.

Answer: TRUE

Page 33: A Comprehensive Approach to Balanced Literacy

Balanced LiteracyIn conclusion, even though the

brain was not designed to be a reading/writing brain, it has the amazing potential to become one.

RECIPE:Explicit, deliberate instruction

is required!

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The Problem and Context 20% of students have significant

reading problems.

Most reading failure is unnecessary.

Teaching Reading is a job for an expert.

“Teaching Reading is Rocket Science.”

Moats, 1999

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The Solution to the Problem

Quality Instruction and

Immediate Intensive Intervention

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Bristol Boro Literacy Initiative Systems Change Standards and Assessment Anchors Components of Balanced Literacy

for K-8 Room Arrangement Learning Environment Management of Instruction Assessment: Formative and Summative

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Focus of Instruction Common Core State Standards English Language Arts Literacy in History/Social Studies, Science, & Technical Subjects

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What exists at the moment…

PA Academic Standards Reading, Writing, Speaking, &

Listening Mathematics Science & Technology & Engineering

Education Environment & Ecology Civics & Government Economics

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What exists at the moment…

Geography History Arts & Humanities Health, Safety, & Physical

Education Family & Consumer Sciences World Languages (Proposed) Career Education & Work

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As of July 1, 2013….

Common Core State Standards for English Language Arts & Literacy in History/Social Studies,

Science, & Technical Subjects

Common Core State Standards for Mathematics

Page 41: A Comprehensive Approach to Balanced Literacy

As of July 1, 2013…. History Arts & Humanities Health, Safety, & Physical

Education Family & Consumer Sciences World Languages (Proposed) Career Education & Work

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As of July 1, 2013….

PA Academic Standards for Science & Technology &

Engineering Education Environment & Ecology Civics & Government Economics Geography

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Our Prior Knowledge

How many college courses, in-service courses, workshops

have you had in Reading and Writing?

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Components of Balanced Literacy

Let’s talk for a while about the components of Balanced Literacy.

Page 45: A Comprehensive Approach to Balanced Literacy

The Language Arts Wheel

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Design Elements of the Language Wheel

The elements aretaught in anintegrated fashionthrough the use of:

Developmental Instruction Differentiated Instruction Scaffolded Instruction but are each

assessed independently of each other

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The eight key instructional components above led to the creation of the graphic organizer known as the Language Arts Wheel.

The RWSL Standards

Word Study Fluency WritingSpelling Metacognitive Language

Development

TheLanguageArtsWheel

- Language Development- Accuracy- Word Study- Fluency- Comprehension- Metacognitive- Spelling- Writing

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Language Arts Wheel

These key areas areNon-negotiable.

They are taughtin anintegrated manner.

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Language Arts Wheel

Assessing the elements separately assures that all 8 elements are taught.Assessing the elements separately assures that all 8 elements are taught.

However, they are assessed

separately.

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Each design element of the Language Arts Wheelcan be considered to be a

Curriculum Strand

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Curriculum Strand: Word Study

Letter Identification

Letter/Sound Correspondence Consonants Blends Digraphs Short Vowels Long Vowels R-controlled Vowels Vowel Combinations Suffixes, Prefixes Syllabication Root + Base Words

High Frequency Words

SynonymsHomonymsAntonyms

ContractionsPossessives

Parts of Speech

Word Study: study of letters, letter sounds, spelling, vocabulary and syntax

Adapted from:Words Their WayWord Study for Phonics, Vocabulary, and Spelling Instruction

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Word Study is only one instructional component of the Language Arts Wheel.

Each component has its owncurriculum strand.

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Each arrowrepresents the curriculum strandfor the respectivekey instructionalcomponent.

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Each curriculum strandcan be divided into developmental stages.

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Developmental Levels

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Developmental Levels

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Developmental Levels

Page 58: A Comprehensive Approach to Balanced Literacy

Developmental Levels

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Developmental Levels

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Developmental Levels

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We started with the Pennsylvania Language Arts Standards WHAT

We Teach

WHAT We Teach

WHAT We Teach

WHAT We Teach

The Language Arts Wheel

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WHAT We Teach

WHAT We Teach

PennsylvaniaLanguage ArtsStandards

HOW We

Teach

HOW We

Teach

ScaffoldedInstruction

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Ohio State University Literacy Framework

•Read Alouds

•Shared Reading

•Guided Reading

•Independent Reading

•Modeled Writing

•Shared Writing

•Interactive Writing

•Guided Writing

•Independent Writing

Reading Scaffold Writing Scaffold

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AND…

Working with Sounds, Letters, and Words

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Ohio State University Literacy Framework

•Read Alouds

•Shared Reading

•Guided Reading

•Independent Reading

Reading Scaffold

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Ohio State University Literacy Framework

•Read Alouds

•Shared Reading

•Guided Reading

•Independent Reading

Reading Scaffold

Page 67: A Comprehensive Approach to Balanced Literacy

Ohio State University Literacy Framework

•Read Alouds

•Shared Reading

•Guided Reading

•Independent Reading

Reading Scaffold

Page 68: A Comprehensive Approach to Balanced Literacy

Ohio State University Literacy Framework

•Read Alouds

•Shared Reading

•Guided Reading

•Independent Reading

Reading Scaffold

Page 69: A Comprehensive Approach to Balanced Literacy

Ohio State University Literacy Framework

•Read Alouds

•Shared Reading

•Guided Reading

•Independent Reading

•Modeled Writing

•Shared Writing

•Interactive Writing

•Guided Writing

•Independent Writing

Reading Scaffold Writing Scaffold

Page 70: A Comprehensive Approach to Balanced Literacy

Reading Workshop

Grades K-3

Read AloudsShared ReadingGuided ReadingIndependent

Reading

Grades 4-6

Read AloudsGuided ReadingLiterature StudiesLiterature CirclesIndependent

Reading

Grades K-2 Grades 3-5

Page 71: A Comprehensive Approach to Balanced Literacy

Writing Workshop

Grades K-3

Modeled/Shared Writing

Interactive Writing

Guided WritingIndependent

Writing

Grades 4-6

Modeled/Shared Writing

Guided WritingInvestigationsIndependent

Writing

Grades 3-5Grades K-2

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Word Study

Grades K-3

Phonemic Awareness

PhonicsHigh Frequency

WordsParts of SpeechVocabulary

Grades 4-6

SyllablesRoot WordsPrefixes, SuffixesParts of SpeechVocabulary

Grades K-2 Grades 3-5

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Back to Word Splash

Now that you have read the article, reorganize your word cards (if needed) to show the relationship among the words that was presented by the text.

(Check and Revise Predictions)

Page 74: A Comprehensive Approach to Balanced Literacy

Modeled WritingModeled Writing

SharedWritingSharedWriting

Interactive WritingInteractive Writing

GuidedWritingGuidedWriting

Independent WritingIndependent Writing

Writing WorkshopWriting Workshop

Shared ReadingShared Reading

Guided ReadingGuided Reading

Reading WorkshopReading Workshop

Read AloudsRead Alouds

Independent ReadingIndependent Reading

High TeacherSupport

High TeacherSupport

Low TeacherSupport

Low TeacherSupport

Working with Sounds, Letters, and Words

Adapted from Ohio State University Literacy Framework

Scaffolded Instruction

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Wrap-up

A Comprehensive Approach to Balanced Literacy

Quick WriteThree Key Learnings

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Let’s focus on YOU first

What can you expect from being a part of a major systems

change initiative?

Let’s talk about your kitchen cabinets.

Page 77: A Comprehensive Approach to Balanced Literacy

Let’s focus on YOU first

Now, let’s talk about your checkbook.

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And finally…

How many pairs of shoes do you have?

Please describe in terms of categories related to “Function and Use of the Pairs of Shoes.”

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You are READY!

You now know most of what you need to know about systems change….

However,

There are a few more bits of information that would be helpful to

know as you travel the “Change” road.

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Principles of Systemic Change Bucks County

Intermediate Unit 80

Next Steps

Taking a systemic approach Why learn about Change? Learning about Change

Systemic Change Vocabulary Systems and subsystems of schools Principles of systemic change Application of the Principles to the

everyday work of continuous improvement

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Systemic Change Vocabulary Implementation Dip Resources Problems Anxiety Stakeholders School Culture Routines Subsystems Student Subculture Time

Leadership Teacher Subculture The Change Sandwich Administrative Subculture Anxiety Communication System The Anxious Reluctant Professional

Development Money Psychological Support

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Word Splash Directions

1. Groups of _____

2. Copy the terms onto post-its. Each person copies ___ terms.

3. As a group, organize the post-its to show relationships among the words.

4. Use the middle of your table, then transfer to flip chart paper when process is completed.

5. Discuss the logic and reasoning that went into your group’s organization of the terms.

6. Transfer your post-its to a piece of flip chart paper.

7. Whole group sharing

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Systemic Change Vocabulary Implementation Dip Resources Problems Anxiety Stakeholders School Culture Routines Subsystems Student Subculture Time

Leadership Teacher Subculture The Change Sandwich Administrative Subculture Anxiety Communication System The Anxious Reluctant Professional

Development Money Psychological Support

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Next Steps

Ø Principles of Systemic Change

Ø Article on the Principles of Systemic Change

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The Principles of Change1. Stakeholders within a Change Process must

understand “The Change Process.”

2. Systemic change efforts are personal.

3. School Culture is at the heart of Change.

4. Change is often a non-linear process and successful approaches vary according to context.

5. Due to the non-linear nature of change, problems and anxiety are a natural part of the process. Both are to be welcomed.

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Principles of Change

6. Successful Change requires top-down and bottom-up approaches.

7. Change is resource hungry.

8. Ongoing professional development is a requirement of successful change efforts.

9. Leadership, both administrative and teacher-based, is a crucial component of systemic change efforts.

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Article Activity ( Jigsaw)

1. Article: The Principles of Systemic Change

2. Groups of 4: Person A,B,C,D 3. Read individually with “Pen in Hand”

EVERYONE: PAGE ONEA Person: Principle 1, 2 B Person: Principle 3, 4, 5C Person: Principle 6, 7, 8

D Person: Principle 9

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Article Activity - Continued

4. Prepare to Teach - flip chart paper

5. Table Groups a. Each person teaches their section to their table

groupb. Each person - 5 minutes to teach

6. Group Synthesisa. Based on discussion of Nine Principles of Systemic

Change - generate THREE “enduring” understandingsb. Put on flip chart paper

7. Whole group response

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“Enduring” Understanding

“Enduring” Understanding

Represents a Big Idea

Resides at the Heart of Systemic Change

Requires “uncoverage” of abstract or often misunderstood ideas

Potentially engaging work

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The Adaptation/Innovation Subsystem:

The Nine Principles of Systemic Change

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Principle One

Stakeholders within a Change Process

must understand “The Change

Process.”

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Have you ever …Been away from home for an

extended period of time?

Gone into the hospital for surgery?

Had a root canal?

Remodeled a room in your home?

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Principle One:

…one of the reasons reforms fail is that leaders of the efforts do not take the time to identify participants’ personal maps of change….then fail to provide a working schema that can offer guidance…

Fullan and Miles, 1992

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Principle One - continued

Change is analogous to “Learning.”

Prior Knowledge Conceptions Misconceptions

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Principle One - continued

Teaching about Change is part of building CAPACITY of the individual.

Capacity-building of the Individual Capacity-building of the System Not totally interdependent

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Capacity Building

“If schools want to enhance their organizational capacity to boost student learning, they should work on building a professional community that is characterized by shared purpose, collaborative activity, and collective responsibility among staff.”

Newmann & Wehlage, 1995

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Principle Two:Systemic Change efforts are

personal. Teachers are people first, teachers

second. Ownership develops through learning.

Ownership is both a process and a state.

Resistance is a natural response…

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Principle Two:

…Professional development activities for educators that are designed and conducted without benefit of inside perspectives are not worth the time and money they cost.

The Power of Protocols

Mohr, McDonald, Dichter, & McDonald

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Vision

Skill Acquisition and Change

Successful Change

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Skill Acquisition and Change

Vision

Successful Change

Inappropriate Guilt

Need forSupport

The Implementation Dip

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Principle Three:

School Culture is at the heart of Systemic Change.

A major reform effort is a “reculturing” of school.

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School Culture Willower (1984) defines school

culture as the peculiar set of traditions, values, norms, and other social structures and processes that characterize a particular school.

Schein (1990) stated that culture dictates how people spend their days – their daily routines.

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School Subcultures Administrative Subculture Teacher Subculture Student Subculture

Each subculture has its own set of values, norms, symbols, traditions, social structures and patterns of activity.

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Teacher Subculture - Norms The unspoken rules of the

standards and expectations of the teacher group

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For Example,Who sits where in the lunch room?

Who parks where in the parking lot?

How are new members of the teaching staff socialized into the group?

How are teachers rewarded if they support the teacher norms?

How are teachers punished if they break the teacher norms?

What are the status systems within the teacher group?

Is autonomy or collaboration valued?

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Principle Four:Change is often a non-linear process

and successful approaches vary according to context.

Rx for Managing Change: A guided journey that uses an evolutionary planning process which encompasses a communication system that supports and encourages a recursive style of interaction.

WOW!

“Do, then plan…and do and plan some more.”

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Principle Four Three types of Planning

Operational Planning Planning and directing the use of resources and the

implementation of the plan Process Planning

Planning & monitoring the thinking processes of individuals and the group

Acceptance/Approval Planning Planning which focuses on gaining affirmation for the

ideas contained within the Operational Plan

LeStorti, 1992

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Principle Five:

Due to the non-linear nature of change, problems and anxiety are a natural part of the process. Both are to be welcomed.

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The Value of Problems If someone is not upset at any

particular time, then deep change probably is not happening.

Problems need to be tracked.

New insights emerge from deep problem-resolution strategies.

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Problem Classification System-level problem District-level problem Building-level problem Hallway-level problem Classroom-level problem Teacher and/or Student-level

problem

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Classify the following problems according to the “levels” of problems.

A problem may fall into more than one category.

Teachers all do their own thing.

Inaccurate information being spread through the district “grape vine.”

Lack of instructional materials

Ongoing changes in board membership

Frequent Changes in top administrative positions

Difficulty developing unity on the administrative team

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Problem-Solving

How a problem is classified, helps to determine the route that is taken to resolve it.

Classifying problems promotes meaningful problem-solving.

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Systemic Change occurs when the system is restructured, not “band-aided”…

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Not A Quick Fix

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AND… Remember the 85/15 Rule

Problems are 85% a system issue while only 15% actually lies in the control of individual players.

Focus on the system as the problem and not the individuals working within that system.

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Principle Six

Successful Change requires top-down and bottom-up approaches. Better to start small Build support Monitor well Build on successes (small wins) Unify the system

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Principle Seven

Change is resource hungry.

Time – “Retiming” Energy – “The work of

Change” External Assistance Content Resources Psychological Resources

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Principle Eight

Ongoing professional development is a requirement of successful change efforts.

Two major characteristics of schools that have successful professional development initiatives:

Norm of Collegiality Norm of Continuous Improvement

Little, 1982

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Principle Eight Continuum of Services for Professional

Development Awareness to Implementation Allowing time for experimentation Professional expectations

The necessity of Professional Learning Communities Multiple types of PLCs within a school Unifying communication system

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Principle NineLeadership, both administrative and

teacher-based, is a crucial component of systemic change efforts.

Types of Leadership Transactional leadership Transformational leadership

Leadership Density

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Leadership Themes Moral Purpose

Understanding Change

Developing Relationships

Knowledge Building

Coherence Making

Fullan, 2001

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Six Secrets of Change: What the Best

Leaders Do to Help Their Organizations Survive and Thrive

by Michael Fullan, 2008

1. Love your employees2. Connect Peers with Purpose3. Capacity Building Prevails4. Learning is the work5. Transparency Rules6. Systems Learn

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Back to Word Splash Revisit Word Splash

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A Personal Response Quick Write

SILENCE in the room Time for CONTEMPLATION Stay silent for ONE minute Think about YOUR RESPONSE to the Principles of

Systemic Change Write for TEN minutes SHARE with a partner

Table group discussion - Three Very Important Points from all Nine Principles

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Wrap-up - Next Steps

Thursday, September 1, 2011