creave geng feedback right soluons€¦ · creave leadership soluons tweet @douglasreeves text:...

Crea%veLeadershipSolu%ons

Ge2ngFeedbackRight

Feedbackisoneofthemostpowerfulinfluencesonlearningandimprovedperformance

FAST:Fair,Accurate,Specific,andTimely.

PassionateEduca%onWithoutBoundaries

DouglasReeves,PhDDouglas.Reeves@Crea%veLeadership.net

@DouglasReeves(781)710-9633

TheRightKindofBoundaries:FACTS

StandardsofEvidence

1)  Personalbeliefs2)  Personalexperiences3)  Groupexperiences4)  Systema%ccomparisons

5)  Preponderanceofevidence

Destruc&veBoundaries

• FuzzyFacts• RuinedbyRewards• FeedbackGoneWild• Fragmenta&on•  Incivility

Iusedtothink...AndnowIthink...(RichardElmore)

Thisisthepriceofadmissionforprofessionallearning

Boundary#1:ResearchMythology

CanWeAdmitMistakes?

•  Brainstorming• Mo&va&on•  Averages•  LearningStyles• GritTes&ng

Boundary#2:RuinedbyRewards

Howdowepunishcuriosityandcrea&vity?

• Whatstudentbehaviorismostconsistentlyrewarded?

•  Describethestudentwhoisnotquiteacademicallyproficient,butwhoneverthelessreceivesgoodgrades

The“goodgirl”effect—weeffec&velyunderminethecrea&vityofhalftheplanet.

(Reeves&Reeves,TheSevenVirtuesofCreaCvity,2015)

The“GoodGirl”Effect–Na&onalHonorSocietyMembership

Women Men

Kristof,“TheBoysHaveFallenBehind,”NewYorkTimes,March27,2010)

InterviewsWithSuccessfulGirlsandWomen

“ThereweremanyCmesIknewthatacolleaguewaswrong,butIdidn’tspeakupbecauseitwasinappropriatetochallengesomeoneelse.”

—Helen,anIvyLeaguegraduate(Reeves&Reeves,TheSevenVirtuesofCreaCvity

(Solu&onTree,2015)

“Theplaygroundhasn’tbeenupdatedforsixyearsandsomeofitisdangerous.I’dliketowriteastoryfortheschoolnewspaper,butIdon’twanttocriCcizetheteachersorschoolleaders.”

—Jessica,anexcep&onalstudent(Reeves&Reeves,TheSevenVirtuesofCreaCvity

(Solu&onTree,2015)

“Beingagoodgirlgotmegoodgradesinhighschoolandcollege,butwhenIwenttoaneliteMBAprogramasoneoftwowomenintheclass,ittookmorethanasemesterformetohaveelbowsassharpastheguys.”

(Reeves&Reeves,TheSevenVirtuesofCreaCvity(Solu&onTree,2015)

Boundary#3:FeedbackGoneWild

FromtheNewYorkTimes,March1,2016

•  “StarCngthisyear,schoolsineightCaliforniadistrictswillteststudentsonhowwelltheyhavelearnedthekindofskillslikeself-control,conscienCousnessandgrit.”

AngelaDuckworth,theforemostadvocateofGrit:

•  “Idonotthinkweshouldbedoing[tesCng]ofthis.It’sabadidea.”

•  “Therearenoreliablewaystomeasuresocial-emoConalskills.”– NewYorkTimes,March1,2016

Stop Evaluating Kids When We Should Evaluate

SYSTEMS

Causes: The Antecedents of Excellence

t of R

ts 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

What’sthedifferencebetweenstudentswho

makeA’sandB’sandthosewhogetD’sandF’s?

Please Work ALONE and Calculate the Final Grade Using YOUR System

•  C •  C •  MA = Missing Assignment •  D •  C •  B •  MA = Missing Assignment •  MA = Missing Assignment •  B •  A •  Textto7817109633orTweet

@DouglasReeves

10,000TeachersCan’tBeWrong,Right?

B"11%"

C"37%"

D"26%"

F"21%"

GradesforSAMEStudentandSAMEPerformance

SimpleFixesforComplexChallenges

•  Elevateteacherprofessionaljudgmentovertheaverage

•  Useold-fashionedA,B,C,D,F–4,3,2,1,0–grading

•  Useappropriate(andtough)consequencesforpoorormissingwork

•  Incen&vesforgoodandearlywork•  Earlyfinalexamsinhighschool

Pleaseiden&fythereasonsthatnoneoftheseideasarepossibleinyourschool

Because“BestPrac&ces”arenotnecessarilyyour

friend.

Boundary#4:Fragmenta&on

Iusedtothink...

Studiesofbestprac%ceswouldunlockthekeyto

success.

Thefirst“bestprac&ce”

TheNextbestprac&ces

Thenextbestprac&ces

TheLawofIni&a&veFa&gue

0102030405060708090

0 5 10 15 20 25

Engagemen

NumberofIni%a%ves

A"ersix“strategicpriori0es,”thenumberofini0a0vesisinverselyrelatedtoimpactonstudentachievementandfacultyengagement.

WhyIsTheLawofIni&a&veFa&gueTrue?

•  Monitoring,impactandengagementdependupondegreeofimplementa0on

•  Itisnotpossibletomonitorandimplementdeeplymorethanaboutsixhighpriorityini&a&ves

DoesResearchSupporttheNon-LinearModel?EvidenceofImpactLimitedtoDEEP

Implementa&on:

•  ProfessionalLearningCommuni&es•  ReadingRecovery•  Posi&veBehaviorSupport•  ResponsetoInterven&on•  Con&nuousCurriculumImprovementProcess•  AssessmentLiteracy•  Anddozensmore

CaseStudyinFailedFocus

WhatSeniorAdministratorsListedasPriorityIni&a&ves

• ProfessionalLearningCommuni&es

• BalancedLiteracy• Read180• Reader’sWorkshop• Writer’sWorkshop

WhatTeachersandPrincipalsListedasPriority

Ini&a&ves•  LiteracyFirst SaxonPhonics •  BuckleDown WaterfordEarlyLiteracy •  Earobics RiverDeep •  Scholas&cReadingInventory ReadingCounts •  StudyIsland SaxonMath •  envisionMath LeapFrog •  HarcourtScienceKits AcceleratedReader •  StarEarlyLiteracy FastMath •  PASS ProfessionalLearningCommuni&es•  DIBELS Read180 •  SuccessMaker Readers’Workshop •  Writers’Workshop DataTeams •  RampUptoLanguageArts RampUptoMath •  TeacherLeaderEffec&veness PowerSchool•  MathInves&ga&ons EverydayMath •  ResponsetoInterven&onA+Achievement •  Sidewalks Posi&veBehavioralSupport

HierarchyofImplementa&onofeffec&veprac&ce

ProfessionalLeadership

Engagement

Acceptance

Labels

SomeCommonThemes

•  SchoolsaXempttoimplementeverybestprac%ceatthesame%me.

•  Bestprac%cesarereallypopularprac%ces.

•  Leadersfailtoiden%fyandremoveworstprac%cestocreate%meforbestprac%ces.

“WhatWorks?”IstheWrongQues&on

•  Whenyoulookattheresultsof50,000+studies,almosteverythingworks.Allthatisneededtoenhanceachievementisapulse.

•  Theques%onsmustbe“Whatworksbest?”and“Whataccountsformorethanoneyearofimpactonlearning?”

(Ha2e,VisibleLearningforTeachers,2012)

WhatIstheEvidenceforFocus?

Keyfindingsfromasystema%creviewofmorethan2,000schoolimprovementplans:

•  Schoolshadasmanyas70priori%esandsystemshadmorethan200priori%es.

•  Morethansixpriori%esleadstoacounterproduc%vewasteof%me.

ClosingtheImplementa%onGap

ResearchThecri%calvariableforprofessional

learningis

deepimplementa%on.

(Reeves,TransformingProfessionalDevelopmentIntoStudentResults,2010)

Essen&alIngredientsforSuccess

•  Efficacy:bone-deepbeliefthatteachingandleadershipmaXer

•  Priori%za%on:sixorfewerhigh-priorityini%a%ves

•  Specificity:goalsexpressedinobjec%veterms

•  Measurability:impactofteachersmeasuredregularly

•  Monitoring:adultac%ons,notjusttestscores

ThePowerofHighImplementa&ononAcademicPerformance(AllSchools)

-17.74

Level1 Level2 Level3

High-PerformingSchools

Low-PerformingSchools

OtherKeyFindings

•  Morethansixpriori%esinverselyrelatedtoachievement

•  90%facultypar%cipa%on:3–5%meshigherachievementgainsthan10%facultypar%cipa%on– No0ce:Not100%

•  Prac%ces,notprograms

STOPandWeedYourGarden

•  TheConferenceTrap–“I’mbackfromtheconferenceandI’vegot30greatnewideasforyou!”

•  Beforeyoushareasinglenewideawithyourcolleagues,iden%fyJUSTONEthingyouwillstopdoing.

•  Tweet@DouglasReeves•  Text781.710.9633

TheImpactofFocus

Schoolswiththehighestlevelsoffocusandmonitoringachievedtwicethegainsinreadingoverthreeyearscomparedtoschoolswiththelowestlevelsoffocusandmonitoring.

WhichSchoolsHavetheHighestLevelsofFocus?

HighPoverty

HighESL HighSpecialEd

(Reeves,FindingYourLeadershipFocus:WhatMaZersMostforStudentResults,2011)

HowdoYouFindtheDiamondsintheRockpile?

•  Enduringfindingsinmul&plecontext

•  Professionalprac&ces,notcommercialprograms

•  Replicableindifferentcircumstances–highandlowpoverty,highandlowESL,urban,rural,andsuburban

•  Consistentwithdifferentgovernanceforms–public,charter,private

Boundary#5:Incivility

Iusedtothinkthatleadersneededtotolerateandacceptdisrup&ve

personali&esamongstaffmembers.

•  ButnowIthinkthatifyouwanttostopbullyingontheplayground,youfirsthavetostopbullyinginfacultymeeCngs.

BeNice:TheCostofIncivility

Amongworkerswho'vebeenonthereceivingendofincivility:•  48%inten%onallydecreasedtheirworkeffort•  38%inten%onallydecreasedthequalityoftheirwork

•  80%lostwork%meworryingabouttheincident•  66%lostwork%meavoidingtheoffender•  66%saidthattheirperformancedeclined•  78%saidthattheircommitmenttotheorganiza%ondeclined

Source:PorathandPearson,Jan-Feb2013HarvardBusinessReview

“Youcansendajerktocharmschool,butattheendoftheday,he’ss0lla

jerk”

TheDailyDisciplinesofLeadershipDouglasReeves

Destruc&veBoundaries

• FuzzyFacts• RuinedbyRewards• FeedbackGoneWild• Fragmenta&on•  Incivility

ToDownloadthePowerPoint:

Crea&veLeadership.netDouglasB.Reeves,Ph.D.

(781)7109633Service@Crea&veLeadership.net

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