institutionalizing & sustaining quality instructional practices college of education, university...
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Institutionalizing & Sustaining Quality Instructional Practices
College of Education, University of OregonCenter on Teaching & Learning
Beth Harn ([email protected])
Implementing Responsive Instructional Practices
Objectives
The “Active Ingredients” of RTI1. Data-based decision making2. Collaboration and coordination of instruction3. Differentiated Instruction
Sustaining & Institutionalizing Responsive Instructional Practices Implementing Shared Instructional Leadership Promoting collegiality and continual learning within
each building
RTI: A Change to the System
RTI, by design, is a shared responsibility of general and special education to implement prevention and intervention-focused practices, which will require unprecedented collaboration and coordinationOur challenge is supporting this change process across and in
collaboration with all educators
“People are changed, not by coercion or intimidation, but by example”. (Manske, 1999)
“If student learning is the most important function of schools, then instruction is where we focus our time and attention.”
(Fielding, Kerr & Rosier, 2007)
The Promise of RTI
Change doesn’t happen based solely on enthusiasm nor knowledge of specific skills
“Hey, no problem!”
Implementing RTI
We must think carefully about our purpose, players, and position to determine priorities and courses of action
“I think you should be more explicit here in step two.”
Then a Then a miracle miracle occurs occurs
Data-based Decision MakingIdentifying Students Who Need Additional Support
Which children are at-risk for long-term difficulties?Screening measures
Evaluating Response to InterventionIs the instruction effective? Are the at-risk students growing
enough?Progress monitoring measures with decision rules
Evaluating Grade or School Level PerformanceHow are all the students progressing and how does this child
compare to his peers? Are all students growing?Grade-level reports, state assessmentsComparing actual performance to “The Triangle”, state
benchmarks, AYP, etc.
“ The role of assessment for learning is essential in order to link data on learning to instructional practices that achieve student results. “
(Fullan, 2008)
Kindergarten Spring ’07 PSF
87% Low risk for reading difficulties11% Some risk for reading difficulties2% At risk for reading difficulties
Kindergarten Spring ’07 NWF
50% Low risk for reading difficulties39% Some risk for reading difficulties11% At risk for reading difficulties
1st Spring ’07 ORF
54% Low risk for reading difficulties37% Some risk for reading difficulties9% At risk for reading difficulties
K – PSF
K – NWF
K - PSF
K - NWF
Spring ‘08
68% (n=38) Low Risk
20% (n=11) Some Risk
13% (n=7) At Risk
69% (n=35) Low Risk
20% (n=10) Some Risk
12% (n=6) At Risk
1st – ORF ‘05-’08
Differentiated InstructionSelecting Programs/Interventions
Must match the identified skill needsStudents must be placed appropriately within the program
Using placement tests systematically and adjusting instructional groupings based on student needs (i.e., not all student will begin with lesson 1 in a program)
Differentiating Support Based on Student PerformanceThe greater the need -- the more intensive the intervention
Allocation and Utilization of ResourcesPersonnel allocation, program selection, timeProgram purchasesShort-term priorities for long-term benefit -- “Difficult
conversations”Professional development
On programs, classroom management, instructional delivery, fidelity
Collaboration & Coordination of InstructionGrade/School-Level
Coordinating and allocating school resources strategicallyCreating the Continuum of Instructional Support /CSI Maps: careful
consideration of available programs, time, personnel, alignment of content across instructional support systems (i.e., general education/tier 1 and Title/tier 2)
Ensuring quality instructional delivery at all levels, observations, coaching/collaboration, and professional developmentDifferential PD based on need of the teachers“access to seeing effective practices is necessary for success. It takes up
the dilemmas of ‘de-privatizing practice’ in which it becomes normal and desirable for teachers to observe and be observed in teaching facilitated by coaches and mentors.” (Fullan, 2008)
Student LevelEffective Problem-Solving Teams: focused on alterable variables
and how to implement the necessary instructional supportsKnowing when and how to differentiate/increase instructional support
Creating Synergy: Instructional Leadership“I don't know of any school anymore that can be "led" by a
single individual. It is too complex, far too demanding, and far too intractable for any one person to lead alone. Building a community of leaders and … is a powerful concept whose time has come. “(Barth, 2006)The nature of relationships among the adults within a school has
a greater influence on the character and quality of that school and on student accomplishment than anything else.
“Continuous learning depends on developing many leaders in the school in order to enhance continuity. It also depends on schools being confident in the face of complexity, and open to new ideas.” (Fullan, 2008)
The “lone arranger” approach to teaching is ineffective in our accountability-driven educational system
Instructional Leadership: Changing the Dynamics in Positive WaysCollaboration
A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results. (Dufour, Dufour, & Eaker, 2002)
Connecting with a PurposePurposeful peer interaction within the school is crucial.
Student learning and achievement increase substantially when teachers work in learning communities supported by school leaders who focus on improvement. (Fullan, 2008)
Discussing current practices, a reading, a videoSharing and reviewing dataSharing information learned from conferencesDiscussing professional development needs to match the context
Conclusions“Confidence but not certitude in the face of complexity. Get
comfortable with being uncomfortable. “ (Fullan, 2008)
Take stock on the “active ingredients” of RTIData-based decision making, differentiated instruction,
collaboration and coordination Where are your strengths and where do you need to improve and what
professional development is necessary to make that happen?Examine the culture of your school and how enhance collegiality
to promote shared and distributed instructional leadershipImplementing responsive instructional practice is sustainableFocus on improving instructional practices for all educatorsCreating teacher leaders
“Failure is the condiment that gives success its flavor” Truman Capote
Citations
Barth, R. (2006). Improving relations within the schoolhouse. Educational Leadership, 63, 8-13.
Fullan, M. (2005). Leadership and sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press; Toronto: Ontario Principals’ Council.
Fullan, M. (2006b). Turnaround leadership. San Francisco, CA: Jossey-Bass. Fullan, M. (2007). The new meaning of educational change 4th edition. New
York: Teachers College Press. Fullan, M. (2008a). The six secrets of change. San Francisco: Jossey-Bass. Fullan, M. (2008b). What’s worth fighting for in the principalship. 2nd Edition.
New York: Teachers College Press; Toronto: Ontario Principals’ Council. Wagner, T., Keegan, R., Lahey, L., Lemons, R., Garnier, J., Helsing, D., Howell,
A. & Rasmussen, H. (2006). Change Leadership. San Francisco: Jossey-Bass.