Collaborative Leadership for Equity in Urban Schools. Dr. Kelly Brown And Dr. Chris Pichon

Transcription

1 Collaborative Leadership for Equity in Urban Schools Dr. Kelly Brown And Dr. Chris Pichon

2 Session Agreements We will work together as a community of educators. We will operate in a collegial and friendly atmosphere. We will be fully present during the session. We will invite and welcome the contributions of every member and listen to each other. We will be guided by our commitment to ensure success for all of our students.

3 Framing the Conversation What is the difference between equal education and equitable education?

4 Knowing-Doing Gap Ron Edmonds wrote, We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us...we already know more than we need to do that...whether or not we do it must finally depend on how we feel about the fact that we haven t so far. Educators generally know more about improving schools than what they are doing.

5 Putting the Pieces Together Divide into groups. Work together to complete the puzzle. Once the music starts, no questions can be asked/answered until the process is done. When you have accomplished your goal, celebrate!

6 Relationships among characteristics

7 Four P s 1. Prioritize 3. Monitor Progress 2. Create Processes 4. Evaluate and Adjust Programs

8 Activity Define characteristic Determine its Importance in your school Discuss a Implementation Plan Discuss specific ways to Monitor and Assess Think about an appropriate time to Reflect and Evaluate Progress

9 A Clear And Shared Focus Everyone knows where he/she is going and why. The focus is on achieving a shared vision, and all understand their roles in achieving the vision. The focus and vision are developed from common beliefs and values, creating a consistent direction for all involved.

10 High Standards And Expectations for All Students Teachers and staff believe that all students can learn and meet high standards. While recognizing that some students must overcome significant barriers, these obstacles are not seen as insurmountable. Students are offered an ambitious and rigorous course of study.

11 Effective School Leadership Effective instructional and administrative leadership is required to implement change processes. Effective leaders proactively seek needed help. They nurture an instructional program and school culture conducive to learning and professional growth. Effective leaders have different styles and roles teachers and other staff, including those in the district office, often have a leadership role.

12 High Levels of Collaboration And Communication There is strong teamwork among teachers across all grades and with other staff. Everyone is involved and connected to each other, including parents and members of the community, to identify problems and develop solutions.

13 Curriculum, Instruction and Assessments Aligned with State Standards. The planned and actual curriculum is aligned with the essential academic learning requirements (EALRs). Research-based teaching strategies and materials are used. Staff understand the role of classroom and state assessments, what the assessments measure, and how student work is evaluated.

14 Frequent Monitoring of Teaching & Learning A steady cycle of different assessments identify students who need help. More support and instructional time is provided, either during the school day or outside normal school hours. Teaching is adjusted based on frequent monitoring of student needs and progress. Assessment results are used to focus and improve instructional programs.

15 Focused Professional Development A strong emphasis is placed on training staff in areas of most need. Feedback from teaching and learning focuses extensively and ongoing professional development. The support is also aligned with the school or district s vision and objectives.

16 Supportive Learning Environment The school has a safe, civil, healthy and intellectually stimulating learning environment. Students feel respected and connected with the staff, and are engaged in learning. Instruction is personalized and small learning environments increase student contact with teachers.

17 High Level of Family & Community Engagement There is a sense that all have a responsibility to educate students, not just teachers and school staff. Families, businesses, social service agencies, and community colleges/universities all play a vital role in this effort.

18 Discussion Questions What are one or two compelling ideas in the section? What are the implications of these ideas in our/your classrooms or schools? What potential obstacles are there to implement the ideas? What will it take to overcome these obstacles? What ideas need more investigation? What is an unanswered question?

19 Barriers to Change 1. Substituting a decision for action. 2. Substituting a mission for action. 3. Planning as a substitute for action. 4. Complexity as a barrier to action. 5. Mindless precedent as a barrier to action. 6. Internal competition as a barrier to action. 7. Poorly-designed measurement systems as a barrier to action. 8. An external focus as a barrier to action. 9. A focus on attitudes as a barrier to action. 10. Training as a substitute for action.

20 First/Second Order Changes More superficial first order changes such as revising class schedules, discipline policies, or making other organizational adjustments may have little impact on student learning. More effective changes, sometimes called second order changes, occur at a deeper level and involve fundamentally changing philosophy, values, attitudes, beliefs, and instructional practices.

21 Reference Shannon, G.S. & Bylsma, P. (2007). The Nine Characteristics of High-Performing Schools: A research-based resource for schools and districts to assist with improving student learning. (2nd Ed.). Olympia, WA: OSPI.

22 Feel Free to Contact: Kelly Brown Ed.D. Website: Phone:

23 Feel Free to Contact: Chris Pichon Ed.D. Phone:

24 In the last two pages of your AIE Quick Reference booklet, write HOW will this session help you further YOUR school improvement?