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Leadership for Learning 2007: How Michigan Educational Leaders Influence Student Achievement

Leadership for Learning 2007: How Michigan Educational Leaders Influence Student Achievement. Douglas B. Reeves, Ph.D. The Leadership and Learning Center DReeves@LeadAndLearn.com www.LeadAndLearn.com. When Leading Change, Consider the Environment . . . . The Four Questions.

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Leadership for Learning 2007: How Michigan Educational Leaders Influence Student Achievement

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  1. Leadership for Learning 2007: How Michigan Educational Leaders Influence Student Achievement Douglas B. Reeves, Ph.D. The Leadership and Learning Center DReeves@LeadAndLearn.com www.LeadAndLearn.com

  2. When Leading Change, Consider the Environment . . .

  3. The Four Questions • What do students need to learn? • How do we know that they have learned it (before the end of year tests)? • What are the most effective teaching and learning strategies? • How do we know that schools and systems are effectively supporting learning?

  4. New Evidence for 2007 • Equity Gaps Can Be Closed • Lessons in Linearity • Specific Leadership and Teaching Decisions Have Enormous Influence • It’s Our Culture, not Their Culture • Change Barriers • Change Tools

  5. Equity Gaps Can Be Closed

  6. The Typical Scenario

  7. Poverty and Student Achievement

  8. Lessons in Linearity Or “What if brand name programs are not the answer?”

  9. The Myth of Linearity “Greater implementation means better achievement, right?”

  10. The Non-Linear Path of School Improvement

  11. In the real world of the classroom, it’s CRITICAL MASS that matters. The central message today: DEEP implementation of a FEW things beats superficial implementation of many things.

  12. What’s New for 2007? • Latest Evidence on Leadership Maps™ • 129,000+ students from 205 schools • Synthesis of multiple research sources on teaching, leadership, and organizational effectiveness • Direct links to student achievement • Preliminary analysis -- evidence and analysis continues to evolve

  13. Leadership MapsTM Achievement of Results Lucky High Results, Low Understanding of Antecedents Replication of Success Unlikely Leading High Results, High Understanding of Antecedents Replication of Success Likely Losing Low Results, Low Understanding of Antecedents D’oh! Learning Low Results, High Understanding of Antecedents Replication of Success Likely Causes: The Antecedents of Excellence

  14. Most Effective Strategies • WRITING and Note-Taking • RECOGNITION of Achievement • ALIGNMENT of Standards, Curriculum, Instruction, and Assessment • ASSIGNMENT of Teachers Based on Need

  15. Most Effective Strategies • DEEP CONTENT ANALYSIS, including big ideas and essential questions • MONITORING that is frequent and visible • INTERDISCIPLINARY assessment • TEACHING STRATEGIES including comparisons and questions • STUDENT ENGAGEMENT

  16. Writing and Note-Taking

  17. Note-Taking (Science and Factor 43)

  18. Recognition of Achievement

  19. Recognition of Achievement(Science and Factor 44)

  20. ALIGNMENT of standards, curriculum, instruction, and assessment

  21. Aligned Curriculum, Assessments, Instructions, and Standards(Math and Factor 5)

  22. Alignment of Curriculum, Assessment, Instruction, and Standards(Science and Factor 5)

  23. ASSIGNMENT of teachers based on student need

  24. Assignment of Teachers (English and Factor 13)

  25. Assignment of Teachers (Science and Factor 13)

  26. MODELING and MENTORING of instructional strategies

  27. Mentoring and Modeling of Instructional Strategies Weekly(Science and Factor 14) **

  28. ENGAGING classroom environments

  29. Classroom Environments -- Posting Standards, Displaying Excellent Student Work (Math and Factor 21)

  30. Post Clear Objectives for Every Lesson(Science and Factor 45)

  31. DEEP CONTENT ANALYSIS, including big ideas and essential questions

  32. Big Ideas and Essential Questions(Science and Factor 55)

  33. MONITORING that is frequent and visible

  34. Monitoring, Specific Actions, Timelines, and Methods to Gather Evidence(Math and Factor 100)

  35. TEACHING STRATEGIES including comparisons and questions

  36. “Doing Marzano”Metaphors, Similes, and Analogies in Daily Practice(Science and Factor 42)

  37. “Doing Marzano” Part IIQuestions, Cues, Advance Organizers (Science and Factor 47)**

  38. Good News: Standards, curriculum, and assessment remain the heart of effective classroom instruction These are core competencies that exist SOMEWHERE in almost every school system Bad News: We are assuming WAY TOO MUCH about the widespread understanding and IMPLEMENTATION of standards and assessment in the classroom The general notion of “we’ve already done standards” is spurious The Good News . . . And the Bad

  39. It’s Their Culture No . . . It’s OUR Culture

  40. The Culture of Achievement The popularity of white students increases as their grades increase. For black and Hispanic students, there is a drop off in popularity for those with higher GPAs. Black Popularity White Popularity Hispanic Popularity Note: A grade of 1.0=D; 4.0=A Source: Fryer, R. G. (Winter 2006). Education Next. Calculations from National Longitudinal Study of Adolescent Health data.

  41. It’s Their Fault, Right? • Students come to school valuing achievement • In 2nd and 4th grade, the other students that “I want to be like” are high achieving students – boys and girls, Anglo, African-American, and Latino • By 7th Grade, low-achieving student become the role model Source: Taylor, April Z and Sandra Graham, “An examination of the relationship between achievement values and perceptions of barriers among Low SES African American and Latino Students,” Journal of Educational Psychology, February 2007, p. 52-64.

  42. Change Leaders . . . And Change Killers

  43. Change Killers • Toxic Feedback • Hierarchy • Blame

  44. C C MA = Missing Assignment D C B MA = Missing Assignment MA = Missing Assignment B A Group 1 A = 100 B = 90 C = 80 D = 70 Group 2 A = 4 B = 3 C = 2 D = 1 Group 3 Choose your own system An Experiment in Grading Policy

  45. Zeroes for missing work Average/mean Semester killer – one test or project Larry the Cable Guy and missing work Best representation of work Resilience – menu and personal responsibility Toxic Grading Practices and Alternatives

  46. Change Killer #1: Toxic Feedback • Feedback to Students – indefensible grading systems • Feedback to Teachers – “I can tell you what’s wrong in 5 minutes” • Feedback to Leaders – “Your contract is about to expire – it’s time for your evaluation”

  47. Change Killer #2: Hierarchical Communication

  48. What’s Better Than Hierarchy? NETWORKS Leadership Change Initiative Jill – the Super-Hub Isolated Nodes

  49. Change Killer #3: Blame • Ask your colleagues, “What are the primary causes of student achievement?” • This is the INQUIRY variable – one of the most powerful variables in leadership and teaching • 2006 and 2007 studies of more than 300,000 schools

  50. If You Think That Teachers and Leaders Influence Student Achievement, You Are Right Student Causes Teacher Causes Source: Reeves, D. B. (2006). The Learning Leader. ASCD.

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