Getting It Done: Leading Academic Success in Unexpected Schools

Getting it Done: Leading Academic Success in Unexpected Schools Karin Chenoweth Title I National Conference February 5, 2015 The correlation between poverty and achievement sometimes seems so strong as to be inescapable. © 2012THE EDUCATION TRUST This scatterplot shows the elementary schools in a state arrayed by percentage of students who receive free and reduced-price lunch on the x-axis and achievement on the y-axis. It’s a pretty typical pattern. What are some of the reasons people give to explain this strong relationship between poverty and achievement? A lot of people locate the problem within the students… lack of engagement lack of effort lack of readiness …or focus outside the school house walls: lack of parental engagement singlesingle-parent families drug use poor prepre-natal care neighborhood crime These are real issues. But that line of thinking leads us to believe schools can’t do much until everything in society is fixed. But look at this graph again —and notice something different— it shows a few schools clearly performing above their peers. Is there something we can learn from those schools? © 2011 THE EDUCATION TRUST George Hall Elementary School Mobile, Alabama 444 students in grades preK-5 - 99 % African American - 99% Low-Income Source: Alabama Department of Education Grade 5 Reading—SAT 10 results Nationally norm-referenced percentile rank 100% 88% 80% 61% 60% 53% 47% 40% 20% 35% 24% 0% 2003 2004 George Hall Source: Alabama Department of Education 2005 2006 2007 All Students in Alabama 2008 2009 2010 2011 Black Students in Alabama Grade 5 Math—SAT 10 results Nationally norm-referenced percentile rank 100% 94% 80% 60% 60% 46% 46% 40% 20% 32% 29% 0% 2003 2004 George Hall Alabama Department of Education 2005 2006 2007 All Students in Alabama 2008 2009 2010 Black Students in Alabama Ed Trust has spent the better part of a decade trying to identify and learn from schools like George Hall Elementary to find out what makes those schools— we call them It’s Being Done schools— so special? What became increasingly clear during that time was that It’s Being Done schools had expert leadership. © 2012THE EDUCATION TRUST Some Facts About School Leadership © 2012THE EDUCATION TRUST - Leadership is necessary to improve schools. Conclusion from a 6-year study in 9 states, 45 districts and 180 schools: “To date, we have not found a single case of a school improving its student achievement record in the absence of talented leadership.” Source: Louis, Leithwood, Wahlstrom & Anderson (2010). Learning from leadership: Investigating the links to improved student learning. There is substantial variation in the effectiveness of principals. Highly effective principals can help raise the achievement of a typical student in their schools, while ineffective principals don’t. Source: Branch, Rivkin and Hanushek, (2012). Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals. CALDER Working Paper No. 66 The effect of leaders is second only to teachers. The total (direct and indirect) effects of leadership on student learning account for about a 1/4 of total school effects. Source: Leithwood, Seashore Louis, Anderson and Wahlstrom. (2004). How leadership influences student learning. The Wallace Foundation. © 2012THE EDUCATION TRUST Leadership retains teachers. Although a wide range of working conditions matter to teachers, principal leadership is most important. Source: Almy and Tooley (2012). Building and Sustaining Talent: Creating Conditions in High-Poverty Schools That Support Effective Teaching and Learning. Washington, DC: The Education Trust. © 2012THE EDUCATION TRUST Getting It Done was the first attempt to systematically marshal Ed Trust’s unique resource of “It’s Being Done” schools to better understand effective leadership. The results both align with previous research findings and points the field in new directions with insights from proven leaders. © 2012THE EDUCATION TRUST What Did We Find? I will share five findings, but overall, we found a consistent pattern that they very deliberately matched their strategies and actions to their beliefs, and that played out in a number of ways. Beliefs Strategies Actions What Did We Find? #1 These are typical school leaders with varied educational backgrounds and experiences. But they do share some attributes— and a common belief and vision. © 2012THE EDUCATION TRUST They have deep experience in classrooms 14 • 20% of IBD principals had both prior principal and AP experience 12.7 12.6 Years of experience 12 11.8 10 • 47% had only AP experience 8 • 10% had only principal experience 6 4 3.4 2.2 2 0 Teaching Experience Assistant Principal Experience It's Being Done Principals National Sample Source: Schools and Staffing Survey 2007–2008, Ed Trust Principal Survey, Pt 1 Principal Experience HP School Sample • 23% had neither principal nor AP experience They pursue additional learning 100% 12% 29% 61% 63% 36% 0% It's Being Done Principals EdD Advanced Certificate MA 52% 40% 20% 1% 23% 80% 60% 8% National Sample Source: Schools and Staffing Survey 2007-08, , Ed Trust Principal Survey, Pt 1 HP NI Schools BA Haberman Dimensions of Effective Urban School Leadership Personal Accountability 100% Emphasizes Common Vision 10% 90% Responsible Leader 24% 76% Bottom-up Representative 24% 76% Expanded Principal's Role 52% 48% Data Driven 52% 48% Develops Positive Working Climate 5% Problem Solver Parents with Voice 52% 10% 43% 57% 5% 62% Product Evaluation 33% 76% Sensitive To Diversity 24% 90% 0% N=21 principals 33% 10% Percent Low 20% 30% 40% Percent Acceptable 10% 50% Percent High 60% 70% 80% 90% 100% Haberman Dimensions of Effective Urban School Leadership Personal Accountability 100% Emphasizes Common Vision 90% Responsible Leader 76% Bottom-up Representative 76% 0% N=21 principals Percent Low 10% 20% 30% Percent Acceptable 40% 50% 60% 70% Percent High 80% 90% 100% I said they all shared a common belief and a common vision. © 2012THE EDUCATION TRUST What is their common belief? They believe that all students can learn to high levels… “Through my teaching experiences, I learned that my students were capable of learning just about anything I was capable of teaching.” -Molly Bensinger-Lacy, former principal Graham Road Elementary School © 2012THE EDUCATION TRUST What is their common vision? …that it is up to schools to figure out how to teach all kids to high levels. “It is so important to dispel the myth that these children can’t learn to high standards. There’s a belief system out there that they’re not as smart as white kids. We’re on a mission to conquer every myth and every test.” --Von Sheppard, former principal, Dayton’s Bluff Achievement Plus Elementary School One of the implications of this belief is that they are willing and able to honestly discriminate between excellence and mediocrity. Belief: Students can meet high standards • Strategies • Actions Instruction must be excellent. Ensure that teachers have the opportunity to understand the difference between excellent instruction and mediocre instruction. © 2012THE EDUCATION TRUST Case Example: Distinguishing Between Excellence and Mediocrity Elmont Memorial High School Elmont Memorial High School Elmont, New York • 1,928 students in grades 7-12 • 78% African American • 13% Latino • 27% Low-Income Source: New York Department of Education High Graduation Rates at Elmont Memorial High School Percentage of 2007 Freshmen Graduating in Four Years Class of 2011 100% 90% 80% 93% 89% 81% 74% 70% 64% 58% 60% 58% 50% Elmont 40% New York 30% 20% 10% 0% Overall Source: 97% 95% 94% Note: Includes students graduating by June 2011. New York State Department of Education African American Latino Economically Not Disadvantaged Economically Disadvantaged “…at one point in the lesson you took a sub-standard response that was not elaborated on….You admitted that, in the interest of time, you took the response and moved forward with the lesson. As we discussed, setting standards and having students meet those standards includes the proper responses..” Discussion: Are students in your school or district taught to high standards? What evidence do you regularly gather to substantiate your opinion? © 2012THE EDUCATION TRUST What Did We Find? #2 They put instruction at the center of their managerial responsibilities. © 2012THE EDUCATION TRUST We asked them: How do you define your role as principal? The remaining 24% of principals described their role as setting a vision that includes equity or excellence Source: Principal Questionnaire, Part 3 76% of principals described their role using one of the following terms: • Instructional leader • Principal teacher • Teacher of teachers • Lead Learner • Educational facilitator Belief: How educators spend their time reflects their priorities. Strategies • School leaders establish a school-wide urgency around the use of time. Actions • Set school and classroom routines to ensure time is spent on learning not “getting ready” to learn or discipline. • Create master schedule to maximize both instructional time and time for teachers to collaborate • School leaders share decision making. • Empower individuals to make decisions relevant to their role • School leaders plan and schedule their own time • Participate in meetings, trainings and be present in school. • Create teams to pool expertise and get the work done. Case Example: Time Use Graham Road Elementary School Graham Road Elementary School Falls Church, Virginia • 356 students in grades K-6 • 13% Black • 16% Asian • 64% Latino • 81% Low-Income • 51% ELL Source: Fairfax County School Profiles Percentage Proficient and Above Graham Road Elementary School Meeting or Exceeding Standards 100% 80% 97% Grade 6 Math (2009) 95% Virginia Department of Education 96% 73% 65% 61% 65% 60% 40% 20% 0% Overall Latino Graham Road Source: 96% Low-Income Virginia ELL Once a week, teachers from each grade level met at the beginning of the contractual day (15 minutes before school started) and continued for the first 45 minutes of the school day. Back in their classrooms, teacher aides began the day— supervising breakfast, collecting homework, and starting the students on their day’s work. At the meeting, often one teacher presented findings from significant research that illuminated a problem of practice they had identified and, sometimes, teachers would immediately be able to put that research into action. Discussion: • In the next three minutes, list as many ways as possible that you have seen student learning time being wasted in your school or district. • With a partner, pick one or two of these time wasters and brainstorm remedies. • Bonus question: list as many ways as possible that you have seen teacher time being wasted. What Did We Find? #3 They focus on building the capacity of all the adults in the building. © 2012THE EDUCATION TRUST Belief: Teachers have great power to change children’s lives. Strategies • Hire carefully to shape the instructional culture of the school. • Assign carefully. • They encourage practices that yield the best results. Actions • Their hiring protocols often test candidate’s willingness to commit to the school and continue improving. • Strong teachers are assigned to students furthest behind. • Weak teachers are supported by coaches, mentors, etc. • They provide individualized feedback and guidance. Case Example: Building Teacher Efficacy and Capacity M. Hall Stanton Elementary School M. Hall Stanton Elementary Philadelphia, Pennsylvania • 487 students, K-6 • African American: 99% • Low Income: 99% Source: https://sdp-webprod.phila.k12.pa.us/school_profiles/servlet/ M. Hall Stanton Elementary School Grade 5 Reading Pennsylvania System of School Assessment (PSSA) 100% Percent Proficient or Advanced 90% Departure of Barbara Adderley as principal Arrival of Barbara Adderley as principal 80% 70% 60% 57% 64% 50% 40% 40% 30% 24% 21% Pennsylvania Overall 20% 10% Philadelphia Overall 12% Stanton Overall 0% Source: 2002 Pennsylvania Department of Education, 2002-2009 2003 2004 2005 2006 2007 2008 2009 2010 M. Hall Stanton Elementary School Grade 5 Math Pennsylvania System of School Assessment (PSSA) 100% 90% Percent Proficient or Advanced Departure of Barbara Adderley as principal Arrival of Barbara Adderley as principal 80% 70% 60% 74% 53% 52% 50% 40% 30% 21% 20% Pennsylvania Overall Philadelphia Overall Stanton Overall 20% 10% 19% 0% 2002 Source: Pennsylvania Department of Education, 2002-2009 2003 2004 2005 2006 2007 2008 2009 2010 Professional development at Stanton •Each grade level met 1x per week with principal and coaches during planning period. •Each academy met 7:30 -9:30 a.m. every two months in a different teacher’s room for breakfast, book study, and sharing of best practices (coverage of classes and stipends were provided). •Whole school met 1x a week for professional development (early dismissal of students). •New teachers met every Tuesday 7:30-9 a.m. with principal and coaches to discuss pedagogy and math and literacy content (stipends provided). •Additional staff development provided Saturday morning (stipends provided). Initially Barbara Adderley made decisions about professional development needs of the staff based on data. Most professional development was whole-school, taught by Adderley (e.g., how to implement guided reading, how to use math games as part of the math curriculum, etc.) Fairly quickly, the two instructional coaches became part of a team that helped Adderley determine professional development needs and they often taught specifics of math and reading instruction as well as bringing back district-level training that they received. As they became more proficient, teacher leaders joined in making professional development decisions and in providing the professional development. Professional development was less often school-wide and more often tailored to the needs, as determined by the data, of individual teachers or grade-levels. Data used to determine PD: Walk-through observations of classrooms Reading data Math data State assessment data Attendance and discipline data © 2012THE EDUCATION TRUST Student work “We can’t hire and fire our way out of this.” --Barbara Adderley, former principal, M. Hall Stanton Elementary Diane Scricca, former principal, Elmont Memorial High School June Eressy, former principal, University Park Campus School and former principal, Chandler Elementary School, Worcester, Mass. Discussion: How does your district or school support teachers as they work to improve and grow as professionals? How do you know that what you are doing is helping them? © 2012THE EDUCATION TRUST What Did We Find? #4 They deliberately create a collaborative culture. © 2012THE EDUCATION TRUST Belief: Respect is essential for both teachers and students to thrive. Strategies • “High support, high demand” approach. Actions • They create norms and expectations for professional conversations. • They establish norms for how adults interact with students. • Teachers adapt methods and interventions until students meet high performance standards. Case Example: Deliberately Building a Respectful Culture Ware Elementary School Ware Elementary School Fort Riley, Kansas • 693 students in grades K-5 • 17% African American • 21% Latino • 55% White • 76% Low-Income Source: Kansas Department of Education High Achievement Over Time at Ware Elementary Percent Meeting Standards or Above Students Overall – Grade 5 Reading 100% 100% 80% 85% 62% 60% 40% 45% 20% 0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Ware Elementary Source: Kansas State Department of Education Kansas Outperforming the State at Ware Elementary Percent of Students Low-Income Students – Grade 4 (2010) Source: 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Kansas State Department of Education 19% 16% 29% Exemplary Exceeds Standard 51% Meets Standard 34% Approaches Standard Academic Warning 23% 6% 12% 8% Ware Kansas Exceeding State Averages at Ware Elementary Grade 3 Math (2010) Percent Meeting Standards and Above 100% 90% 98% 96% 95% 92% 88% 82% 80% 100% 91% 82% 72% 70% 60% 50% Ware 40% Kansas 30% 20% 10% 0% All Students Source: Kansas State Department of Education Low-Income African American Latino White Discussion: Scenario: You observe a teacher and see that although she is not overtly disrespectful to students, she does not expect much more than simple recall during lessons. The principal should… © 2012THE EDUCATION TRUST What Did We Find? #5 They monitor and evaluate what factors lead to success and what can be learned from failure. © 2012THE EDUCATION TRUST Belief: Evidence trumps opinions. Strategies • Without losing sight of big goals, they build efficacy through interim goals • They make data public and help teachers understand how to use it. • They are “relentlessly respectful and respectfully relentless” Actions • They set concrete, measurable goals based on data and examine outcomes. • They examine work products to assess the rigor of instruction. • They have data meetings, create data walls, do data walks, conduct student academic reviews • They follow up. • They ask questions. Terri Tomlinson, principal George Hall Elementary School © 2012THE EDUCATION TRUST Case Example: Continual Improvement University Park Campus School Ricci Hall, former principal, University Park Campus School In Conclusion… © 2012THE EDUCATION TRUST It’s Being Done principals are not superheroes but experts. The expertise they have developed can be learned by other administrators who are: • willing to honestly discriminate between excellence and mediocrity, • have the courage to do things differently to improve, and • the discipline to reflect on what factors lead to success and what can be learned from failure. © 2012THE EDUCATION TRUST To read more about the beliefs and practices of Title I principals who are getting the work done And to read more about their schools: