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

LEADERSHIP SUMMITLEADERSHIP SUMMIT

Peg PortschellerPortscheller & Associates

Aurora, CO

CUE - Palm Springs - March, 2008

Learning OutcomesLearning 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 abovePlan for improved strategies at home

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 abovePlan for improved strategies at home

Think of Today as Therapy!

Think of Today as Therapy!

Using Joan Rivers, “Can We Talk?”

And from Dr. Phil: “How’s That Working For Ya?”

Zeroing in on “the right stuff”

Using Joan Rivers, “Can We Talk?”

And from Dr. Phil: “How’s That Working For Ya?”

Zeroing in on “the right stuff”

Who’s In The Room?Who’s In The Room?

1. District Level Administrator2. Building Administrator3. Classroom Teacher4. Other

1. District Level Administrator2. Building Administrator3. Classroom Teacher4. Other

How Veteran Are We?How Veteran Are We?

1. 1-5 years of experience in education

2. 6-10 years3. 11-15 years4. 16-20 years5. 21-25 years6. 25-30 years7. Over 30

1. 1-5 years of experience in education

2. 6-10 years3. 11-15 years4. 16-20 years5. 21-25 years6. 25-30 years7. Over 30

Let’s Go Back In TimeLet’s Go Back In Time

Think back to your first day of your first job in the profession…..

What has changed from then to now?

Think back to your first day of your first job in the profession…..

What has changed from then to now?

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??

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??

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 familyC. Quality of the child’s/student’s teacher

D. Quality of the principal


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 familyC. Quality of the child’s/student’s teacher

D. Quality of the principal


Of the items listed below, which is most important?

A. Design of the lesson/unitB. How the content is taughtC. Design of the assessment to determine what has been learned

D. Student engagement in the lesson/unit


Of the items listed below, which is most important?

A. Design of the lesson/unitB. How the content is taughtC. Design of the assessment to determine what has been learned

D. Student engagement in the lesson/unit

Let’s Think…..Let’s Think…..

How do you know if and when your students are successful??

How is “success” for students defined at your place?

How do you know if and when your students are successful??

How is “success” for students defined at your place?

A Leadership Construct(Michael Fullan’s)


Five Domains:Five Domains:



Five Domains:* Moral Imperative

Five Domains:* Moral Imperative



Five Domains:•Moral Imperative* Managing the Change Process

Five Domains:•Moral Imperative* Managing the Change Process



Five Domains:•Moral Imperative•Managing the Change Process

•Quality Relationships


•Quality Relationships




•Quality Relationships•Building Knowledge


•Quality Relationships•Building Knowledge



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

•Coherence Making

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

•Coherence Making

Let’s Look At Each Domain

Let’s Look At Each Domain

“How’s it working for ya?”

But first…..answer this question: “What does it take to be a leader”

“How’s it working for ya?”

But first…..answer this question: “What does it take to be a leader”

Moral ImperativeMoral 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%

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%

CHANGE!!CHANGE!!

How hard is it??How hard is it??

Change is HARD!!Change is HARD!!

Anyone here have a morning routine?

Let’s look at Dan Lortie’s research

Let’s talk about Dave Letterman….

Anyone here have a morning routine?

Let’s look at Dan Lortie’s research

Let’s talk about Dave Letterman….

Johns HopkinsJohns Hopkins

What percentage of cardiac care patients could make the necessary life style changes?

A 78%B 55%C 35%D 10%

What percentage of cardiac care patients could make the necessary life style changes?

A 78%B 55%C 35%D 10%

RelationshipsRelationships

Let’s Walk Down Memory Lane…..

Let’s Walk Down Memory Lane…..

Knowledge Creation….Knowledge Creation….

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

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

But First…..But First…..

What is your job??

What is your job??

Here’s What WorksHere’s What Works

Non fiction writingTeacher collaborationHigher level questionsReading at grade levelAligned, viable curriculumPosted learning objectivesQuality instruction and assessments

Non fiction writingTeacher collaborationHigher level questionsReading at grade levelAligned, viable curriculumPosted learning objectivesQuality instruction and assessments

More of What WorksMore of What Works

Students engaged with/in the content

Using data to inform instructionFair grading practicesQuality feedbackMultiple opportunities to learnCulture of high expectationsQuality relationships

Students engaged with/in the content

Using data to inform instructionFair grading practicesQuality feedbackMultiple opportunities to learnCulture of high expectationsQuality relationships

Coherence MakingCoherence Making

The Key Four Guiding Questions1 What do I need to teach and why

do my kids need to learn it?2. What is the best way to teach

this, knowing my students….3. How will I know if they have

learned it?4. What will I do for those

students who didn’t learn it?

The Key Four Guiding Questions1 What do I need to teach and why

do my kids need to learn it?2. What is the best way to teach

this, knowing my students….3. How will I know if they have

learned it?4. What will I do for those

students who didn’t learn it?

List all assessment administered to

students during the year

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?

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?

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

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

Common FindingsCommon Findings

Formed professional learning communities

Focused on student work (through classroom and common assessments)

Changed and improved their instructional practice

Michael Fullan

Formed professional learning communities

Focused on student work (through classroom and common assessments)

Changed and improved their instructional practice

Michael Fullan

Know Your PurposeKnow 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)?”

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)?”

Assessment Types(formal and informal)Assessment Types(formal and informal)

PerformanceProductWritten - Selected ResponseWritten - Constructed Response

ObservationConversation

PerformanceProductWritten - Selected ResponseWritten - Constructed Response

ObservationConversation

ResearchResearch

“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

“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

Assessment LiteracyAssessment Literacy

Assessment FOR Learning

Assessment OF Learning

Assessment FOR Learning

Assessment OF Learning

Student Feedback - Grading

Student Feedback - Grading

We are often guilty of toxic grading policies and practices based upon nothing more than tradition

Let’s conduct our own experiment…here is a real live 8th grade student’s grades…….

We are often guilty of toxic grading policies and practices based upon nothing more than tradition

Let’s conduct our own experiment…here is a real live 8th grade student’s grades…….

8th Grade Math (Male Student)

•C•C•MA - Missing Assignment•D•C•B•MA•MA•B•A•A

8th Grade Math (Male Student)

•C•C•MA - Missing Assignment•D•C•B•MA•MA•B•A•A

What Grade Does This Kid Earn?

What Grade Does This Kid Earn?

1. A2. B3. C4. D5. F

1. A2. B3. C4. D5. F

Three Principles of Excellence

Three Principles of Excellence

Antecedents(Best Practice) Collaboration

(PLCs)

Culture

Engagement:Engagement:

HighHigh Attention AttentionHigh High CommitmentCommitment

The task, activity, or The task, activity, or work students are work students are assigned or encouraged assigned or encouraged to undertake has to undertake has inherent meaning or inherent meaning or value to the student.value to the student.

EngagementEngagement

Strategic Strategic ComplianceCompliance

Ritual Ritual ComplianceCompliance

RetreatismRetreatism

RebellionRebellion

Let’s Look At Let’s Look At Kids…Kids…

Engagement:Engagement:

HighHigh Attention AttentionHigh High CommitmentCommitment

The task, activity, or The task, activity, or work students are work students are assigned or encouraged assigned or encouraged to undertake has to undertake has inherent meaning or inherent meaning or value to the student.value to the student.





RebellionRebellion

ProfileProfile ElementsElements


High High AttentionAttentionLow Low CommitmentCommitment

The task, activity, or The task, activity, or work has little or no work has little or no inherent meaning or inherent meaning or value to the student, value to the student, but it is associated in but it is associated in the student’s mind the student’s mind with outcomes and with outcomes and results that are of results that are of value (e.g., entry into value (e.g., entry into college.)college.)





RebellionRebellion


Ritual Compliance:Ritual Compliance:

LowLow Attention AttentionLowLow Commitment Commitment

Students are willing to Students are willing to expend whatever effort expend whatever effort is needed to avoid is needed to avoid negative consequences, negative consequences, though they see little though they see little meaning in the tasks meaning in the tasks assigned or the assigned or the consequences of doing consequences of doing those tasks.those tasks.Ritual Ritual

ComplianceCompliance




RebellionRebellion


Retreatism:Retreatism:

NoNo Attention AttentionNoNo Commitment Commitment

The student is The student is disengaged from the disengaged from the task, expends no energy task, expends no energy in attempting to comply in attempting to comply with the demands of the with the demands of the task, but does not act in task, but does not act in a way that disrupts a way that disrupts others and does not try others and does not try to substitute other to substitute other activities for the activities for the assigned task.assigned task.





RebellionRebellion


Rebellion:Rebellion:

NoNo Attention AttentionNoNo Commitment Commitment

The student summarily The student summarily refuses to do the task refuses to do the task assigned, acts in a way assigned, acts in a way that disrupts others that disrupts others and/or attempts to and/or attempts to substitute tasks and substitute tasks and activities that he or she activities that he or she is committed to in lieu is committed to in lieu of those assigned by the of those assigned by the school and the teacher.school and the teacher.





RebellionRebellion


ReflectionsReflections

Think about your schools and your students…how 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?.

Think about your schools and your students…how 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?.

Product Focus Clear and

Compelling Product

Standards

Protection from Adverse

Consequences

Affirmation of Performance

Affiliation

Novelty and Variety

Choice

Authenticity

Content and

Organization of Knowledge

Content & Substance

”The what” - standards/the content/the curriculum.

Content & Substance

”The what” - standards/the content/the curriculum.


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.


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.

Product Focus

Work that almost always focuses on on a product or performance.

Product Focus

Work that almost always focuses on on a product or performance.

Clear and Compelling Standards

Knowing exactly what is expected of them and how those expectations are related to something they

care about.

Clear and Compelling Standards

Knowing exactly what is expected of them and how those expectations are related to something they

care about.

Protection from Adverse Consequences

When students can try tasks without fear of embarrassment, punishment or implications that they are

inadequate.

Protection from Adverse Consequences

When students can try tasks without fear of embarrassment, punishment or implications that they are

inadequate.


When significant others (e.g. parents, teachers, fellow

students, ect.) make it known that they think the students work

is important.


When significant others (e.g. parents, teachers, fellow

students, ect.) make it known that they think the students work

is important.

Affiliation

Opportunities for students to work interdependently with others.

Affiliation

Opportunities for students to work interdependently with others.

Novelty and Variety

New and different ways of doing things

Novelty and Variety

New and different ways of doing things

Choice

Having some degree of control over what they are doing. Doesn’t

mean they should dictate curriculum, perhaps only a choice

in terms of how the work is accomplished.

Choice

Having some degree of control over what they are doing. Doesn’t

mean they should dictate curriculum, perhaps only a choice

in terms of how the work is accomplished.

Authenticity

Tasks that are meaningful and have real or important consequences &

implications

Authenticity

Tasks that are meaningful and have real or important consequences &

implications

Product Focus Clear and

Compelling Product

Standards

Protection from Adverse

Consequences


Affiliation

Novelty and Variety

Choice

Authenticity

Content and


Are your schools your “grandfather’s Oldsmobile?


The old 3 R’s

The new 3 R’s

The old 3 R’s

The new 3 R’s



The old 3 R’sReading, ‘Riting and ‘Rithmetic

The new 3 R’s


The new 3 R’s




The new 3 R’sRigor, Relevance and Relationships


The new 3 R’sRigor, Relevance and Relationships

Who the heck is Daniel Pink?




The 3 A’s…..

The 6 Approaches…..

The 3 A’s…..

The 6 Approaches…..

What Do Business Leaders Think?

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

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

How’s That Working For Ya?

How’s That Working For Ya?

Let’s go out of the box…..Let’s go out of the box…..

What Can We Learn From Students….

What Can We Learn From Students….

370,000 Voices - The Quaglia Institute

370,000 Voices - The Quaglia Institute

Natl Data - Self WorthNatl Data - Self Worth

51% I am proud of my school49% I enjoy being at school46% Teachers care about my feelings and

struggles50% Teachers care about me as an individual49% Teachers care if I am absent21% I have never been recognized for

something positive at school50% If I have a problem, I know a teacher I

can talk to55% Teachers respect students41% Students respect teachers31% Students respect each other

51% I am proud of my school49% I enjoy being at school46% Teachers care about my feelings and

struggles50% Teachers care about me as an individual49% Teachers care if I am absent21% I have never been recognized for

something positive at school50% If I have a problem, I know a teacher I

can talk to55% Teachers respect students41% Students respect teachers31% Students respect each other

Natl Data - Active Engagement

Natl Data - Active Engagement

46% School is boring58% At school I am encouraged to be creative

40% My classes help me in my everyday life58% Teachers enjoy working with students39% Teachers have fun at school32% Teachers make school an exciting place to learn

73% My teachers present lessons in different ways

46% School is boring58% At school I am encouraged to be creative

40% My classes help me in my everyday life58% Teachers enjoy working with students39% Teachers have fun at school32% Teachers make school an exciting place to learn

73% My teachers present lessons in different ways

Natl Data - PurposeNatl Data - Purpose

63% I am a good decision maker59% I see myself as a leader35% Other students see me as a leader91% I believe I can be successful63% I believe I can make a difference in the world

67% I put forth my best effort37% I know the goals my school is working on

34% Our student council represnts all students at our school

63% I am a good decision maker59% I see myself as a leader35% Other students see me as a leader91% I believe I can be successful63% I believe I can make a difference in the world

67% I put forth my best effort37% I know the goals my school is working on

34% Our student council represnts all students at our school

How do you think your students would

respond?

How do you think your students would

respond?

What do you think you most need to work on?What do you think you most need to work on?

1. Moral Imperative2. Managing the Change Process3. Building Quality

Relationships4. Implementing Best Practices5. Building Coherence

1. Moral Imperative2. Managing the Change Process3. Building Quality

Relationships4. Implementing Best Practices5. Building Coherence

It’s A Wrap….It’s 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

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

Peg PortschellerPeg Portscheller

[email protected]@comcast.net

Documents

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