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A Look at Technology Support of Marzano's Seven Principles for Effective Schools
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Learning-Centered Leadership Development Program for Practicing and Aspiring Principals
How Technology Can (Trans)Support
Marzano's Seven Principles of Schools that Work
Robert J. Leneway
How Technology Can TransSupport Marzano’s 7 Principles for:
Schools that Works
Dr. Robert LenewayEducational Leadership, Research
and Technology Dept.
Learning-Centered Leadership Development Program for Practicing and Aspiring Principals
MACUL 2012
4
Seven Principles
Inspirational Agency for School Renewal
Orderly School Operation
High, Cohesive, and Culturally Relevant Expectations for Students
Coherent Curricular Programs
Distributive and Empowering Leadership
Real-time & Embedded Assessment
Data-Informed Decision Making
On the Road to School Renewal
Data-InformedDecision-Making
6
Where are we Going?
Student
Centered
Mandate
d Standard
s
Differentiated Instruction
Put Your Fears on the Table
No,I don’t see
any problem with the data!
What concerns you most about using data to make school decisions?
Internal?
External?
Do the following concerns sound familiar? 8
“Putting data on the table will damage union
negotiations.”
Fear of Data
“My questions about data will sound silly.”
“Will we get sued if we look at student data? What
about privacy issues?”
“Can we trust the data? What if the
numbers are ‘cooked’?”
“If people know the truth about how our
district is doing, we’ll get pummeled.”
9
“I don’t understand the
data.”
“People will take the data out of context to
further their own agendas.” ?
Take Away Your Fear
You don’t have to be a statistician Data are actionable Data must be viewed in relationship to
something else Data should be used to establish a focus of
inquiry
10
11
School Processes
Description ofSchool Programsand Processes
PerceptionsPerceptions of
Learning Environment
Values and BeliefsAttitudes
Observations
Enrollment, Attendance,Drop-Out Rate
Ethnicity, Gender,Grade Level
Demographics
Standardized Tests
Norm/Criterion-Referenced Tests
Teacher Observations of Abilities
Authentic AssessmentsStudentLearning
Multiple Measures of Data
Demographics Perceptions Student Learning
Demographics- Gender- Grade- Teacher- Age- Time in Building- Behavior- Attendance- Poverty Level- Racial/ethnic- Socioeconomic- Single Parent- Siblings in household- Free/Reduced Lunch
Parental Involvement- Preparedness- Transience-Out of school experiences
Community Support- Programs e.g., Head Start- Services e.g, FIA
Opportunity to Learn- Current Offerings- Extra Curricular Activities
Teacher quality- Qualifications & Credentials- Instructional Practices- Professional Development- Collective Efficacy - Learning Communities- Professional Affiliations
Leadership- Vision, Mission, Goals- Staff Engagement & Perceptions- Parent Engagement & Perceptions- Supervision Practices- Professional Affiliations
Resource Allocation- Budget Allocation- Staffing Patterns - Professional Development- Facility Usage/Maintenance- Technology Distribution
Results Data (Static Data)- MEAP/MME- ACT- AP Testing- District Benchmark Assessments- Standardized Assessments- Graduation Rate- Postgraduate Follow-up
Process Data (Real-Time Data)- Instructional Strategies- Classroom Assessments- Instructional Time on Task- Behavioral Referrals- Books- Writing Samples- Homework Assigned/Completed- Positive Parent Contacts
School Processes
Perception Data- Student Engagement- Student motivation- Student perceptions of success- Values- Beliefs- Culture- Attitudes- Observations
Data Streams Examples
12
13
Duh!!!
School
Improvement
14
It’s Easy to Get Lost in the Numbers
63542
63542
37620
609155629098625
8762987620
980098
89365and forget that the numbers represent the hope and future of real children with strengths as well as challenges,
each deserving the kind of education we want for our very own children
15
Enabling Collaborative Work
• When people are involved in analyzing and interpreting data collaboratively, they become more invested in the school improvement efforts .
• The more people involved in data analysis and interpretation, the more effective the resulting school improvements.
Bridging the Data Gap
Imagine two shores with an river in between. On one shore are data—the masses of data now
overwhelming schools:
On the other shore are the aspiration, intention, moral assurance, and directive to improve student learning and close repetitive achievement gaps.
course-taking patterns attendance data survey data and on and on graduation rates
state test data sliced and diced local assessments demographic data dropout rates
16
How do we get there?
17
I saw this new reading program at
the State conference, let’s
try it, it can’t hurt!
If we put more resources into
“Bubble Kids” our scores will
improve
It is evident that those kids cannot learn as efficiently
as others
ResultsData
? ? ?
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ResultsData
ContinuousImprovementData UseCollaborationLeadership
Capacity
TrustCultureEquity
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Creating A Data Team
A data team is a team that meets regularly to analyze data and make educational decisions to improve student achievement.
Sm
art
Go
als
Data Teams
Summative Assessments
Perceptual
Demographic
Achievement
Formative Assessments
Ali
gn
me
nt
Qu
estion
s and
Inq
uiry
Process
Revised Instructional Strategies
Revised Instructional Strategies
DataTeams
Data Feedback Model
Dis
tric
t W
ritt
en a
nd
Ta
ug
ht
Cu
rric
ulu
m
Dat
a In
ters
ecti
on
A
nal
ysis
21
MDE Data Set
http://www.data4ss.org
User Name: demo_test1Pass Word: fall_01
On the Road to School Renewal
Coherent Curricular Programs
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Or Innovating around 21st Century Skills
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Are they Mutually Exclusive? Or Can Our Students Have the Best
of Both?
25
Markers?
• Core, essential, or “power standards” aligned to state and/or national standards.
• Horizontal and vertical alignment
• Aligned and student appropriate learning resources (hard and electronic).
26
Markers• Clear and consistent
communication about learning expectations and learning progress.
• Engaging & meaningful learning experiences.
• Learning focused leadership
• Student participation in setting personal learning goals.
27
Markers• Aligned and effective
classroom instruction.
• Aligned and authentic curriculum based assessments.
• Immediate and consistent feedback
• Continuous progress monitoring
What is a Classroom?
Is it This?
Is it Any of These?
Ask any Child
Give Them 21st Century Skills
• 21st Century Technologies to support a multi-dimensional learning system
• Personalized Learning and differentiated instruction with on-demand access to learning
• Empowered learners
When we unleash the power of Technology…
http://www.masternewmedia.org/images/making-sense-of-media-and-technology-painting-clouds
New and Different Learning
34
The Real Learning Problem
“If we continue to do things that we already know aren’t working, we have to consider just who really has the learning problem.”
(Ian Jukes, 2010)
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Curriculum Integration
How might we use these nine high impact instructional strategies (Marzano, Pickering, & Pollack, 2001) to improve curriculum integration?
36
Curriculum Integration (cont.)
1. Identifying similarities and differences - Venn Diagram app, andComparison Matrix app
2. Summarizing and note taking
3. Reinforcing effort and providing recognition A Drop for your Bucket, Make Awards for Kids, Award Certificate Maker
37
Curriculum Integration (cont.)
4. Homework and practice Electronic Flash
Cards, Flipped Classrooms
5. Nonlinguistic representations iStories
6. Cooperative learning Power Point Jeopardy, Collaborative Online Projects, Blogs andWebquests
38
Curriculum Integration (cont.)
7. Setting objectives and providing feedback - PBL Checklists, Rubric Builder,Electronic Portfolio, SurveyMonkey, SMART Goal Setting Assessment as Feedback
8. Generating and testing hypothesesHypothesis Proof Web, Scientific Method Web, Graph Maker , You be the Historian, Kids' Mysteries
9. Cues, questions, and advance Organizers, Anticipation Guides, Book Marks and Jamie McKenzie's Questioning Toolkit
On the Road to School Renewal
Orderly School Operation
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Safe and Orderly Schools
•What do they look like?
•Why are orderly schools important?
•How do we get there?
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What do they look like?
•Students feel safe and free from physical harm
•Collegial relationship among staff
•There is a positive culture and climate
•High expectations on the part of staff and students
•Expectations and rules are known by all and enforced
•Students are involved and take ownership of the school
•Student achievement increases in orderly schools
42
Elements of Safe and Orderly Schools
•Culture
•Climate
•Safety
•Bullying
•Discipline
•Managing Personnel
43
Climate Surveys
• Victoria Bernhardt• http://eff.csuchico.edu/
html/download_center.html
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Cyberbullying
• Cyber-bullying is "the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others“
Leneway and Winters (2008)
45
CyberBullying
• 42% of kids have been bullied while online. One in four have had it happen more than once.
Percent
Non BulliedBullied
A national survey of 1500 4th – 8th graders
46
Cyberbullying (cont)
• 58% of kids admit someone has said mean or hurtful things to them online. More than four out of ten say it has happened more than once.
• 55% of the 58% have not told their parents or an adult about something mean or hurtful that happened to them online.
47
What Can Be Done
• Students need to be reminded that what they do in cyberspace is not really anonymous.
• Behaviors and words are downloadable, printable and sometimes punishable by law.
• They can be traced on the
Internet
• Reminded not to share personal information
48
What Can be Done (cont)
• Clearly explained in the School’s AUP or Handbook.
• Graduated consequences and remedial actions • Clear procedures for reporting • Procedures for investigating • Specific language that if a student's off-school
speech or behavior results in "substantial disruption of the learning environment," the student can be disciplined
49
Layshock v. Hermitage School District (2006)
• A student created a website from his grandmother's home computer creating a parody of the school principal on his myspace.com.
• While the site was non-threatening and created off-campus, school officials were able to prove a major disruption to the school day. Officials pointed out that staff devoted a lot of extra time diffusing and resolving the situation.
50
Acceptable Use Policy Guidelines
• Clear, Specific Language
• Detailed Standards of Behavior
• Detailed Enforcement
Guidelines/Standards in the Event of Violations
• A Comprehensive Internet Policy Statement
• Outline/list of acceptable vs. not acceptable uses
51
Acceptable Use Policy Guidelines
• Outline/list of acceptable vs. not acceptable
• Student and parent consent forms
• Description of online etiquette
• Privacy Statement - School’s right to see
• Disclaimer of liability
52
Best Practice – Orderly Environment
Marzano1. Establish rules and procedures for behavioral problems that might be caused by the school’s physical characteristics or routine
2. Establish clear school-wide rules and procedures for general behavior
3. Establish and enforce appropriate consequences for violation of rules
53
Recognition & Rewards
News articles highlighting their accomplishments
All-star staff picture wall
Staff pictures with personal vision statement
Business cards
Pocket praise (McNotes)
Years of service awards
54
In Summary – Orderly Schools
• Students feel safe and free from physical harm
• Collegial relationship among staff exists
• There is a positive culture and climate
• High expectations on the part of staff and students
• Expectations and rules are known by all and enforced
• Students are involved and take ownership of the school
• Facilities are conducive to student safety
• Parents are involved with the school
On the Road to School Renewal
Real-time and Embedded Instructional
Assessment
56
Types of Assessments
Marzano (2010) suggests that there are three types of assessments
1. Obtrusive
2. Unobtrusive
3. Student generated
57
Types of Assessments
• Authentic
• Portfolios
• Observation
• Formative
• Summative
58
Formative Assessments
The gains in learning by using formative
assessments were “amongst the largest
ever reported for educational interventions.” Black and William (1998)
Formative assessment works well for all
learners and very well for slow learners (Popham, 2008)
59
Formative Assessment
• Formative assessment is a process, not any particular test
• It is used not just by teachers, but by both teachers and students
• Formative assessment takes place during instruction
• Marzano (2010)
60
Marzano’s Elements
• It provides assessment-based feedback to teachers and students.
• It helps teachers and students make adjustments that will improve students’ achievement of intended curricular aims.
61
How Tech Can Help
• Provide feed back to students in ways that enable the students to learn better.
• Eliminated the drudgery of assessment.
• Assessing more accurately, efficiently,&quickly.
• Make evaluating student skills unobtrusive and easy.
62
How Tech Can Help
• Individualized assessment
• Immediate nature of the assessment
• Create virtual real-time picture of which students need help, where they need it, and how the teachers can help them best.
63
How Tech Can Help
• Enhancing formative assessment with technology enables teachers to embed assessment into instruction and provide immediate feedback.
• It has become cheaper (sometimes free) and easier to use.
64
Quiz
• The greatest factor in determining use of technology in a school?
1. Technology budget
2. Amount of professional development
3. Teachers interest
4. Principal interest
65
Quiz Answer
The largest factor in
determining use of
technology in a
school is the
Principal’s interest
that it be used.
66
What Type of Technology?
• Differential Instruction• Rubrics• White Boards and Clickers• Problem Based Learning• Infographics• ePortfolios• Digital Storytelling• Students as Teachers• Commercial Tools and Games• Free Internet Tools
67
Free Internet Tools
• Project Zone• Quizlet• ASSISTments• Star Fall• ePals• Twitter in Education
68
Assistment Demo
http://www.assistments.org/
69
Star Fall Demo
• A free public service to teach children to read with phonics.
• http://www.starfall.com/
71
What’s Next?
• Learning Analytics - enable teachers and schools to tailor educational opportunities to each student's level of need and ability.“
• Personal Learning Environments - allow students to direct their own learning by themselves or in groups. They generally involve a number of tools that learners choose to use as they learn.
On the Road to School Renewal
High, Cohesive, and Culturally Relevant
Expectations for Students
On the Road to School Renewal
Distributive and Empowering Leadership
74
Education and Change
“Changing Education is a lot like changing a cemetery –
You won’t get much help from the inhabitants.”
On the Road to School Renewal
Passion and Commitment for School Renewal
Rocket Science and School Renewal
It is not Rocket Science! What you do is more complex. Rocket science is predictable with formulas, algorisms, backup systems, and established procedures. Working with teachers, students, parents, and community members is much more challenging-although regrettably less valued.
