maria uribe & sally nathenson-mejia cabe 2014
DESCRIPTION
The Critical Components to Lead an Urban Culturally and Linguistically Diverse School During High Levels of Accountability for Teacher and Students. Maria Uribe & Sally Nathenson-Mejia CABE 2014. The Framework for School Leadership Accomplishments. - PowerPoint PPT PresentationTRANSCRIPT
THE CRITICAL COMPONENTS TO LEAD AN URBAN CULTURALLY AND LINGUISTICALLY
DIVERSE SCHOOL DURING HIGH LEVELS OF ACCOUNTABILITY FOR TEACHER AND STUDENTS
MARIA URIBE & SALLY NATHENSON-MEJIA
CABE 2014
THE FRAMEWORK FOR SCHOOL LEADERSHIP ACCOMPLISHMENTS
For principals to create and sustain a set of important
school accomplishments, we suggest that they operate
in four leadership domains:
(1) as active participants in developing in the
goals towards which school conditions are
directed,
(2) as responsible agents in determining which
school conditions are important and which
should receive emphasis at any given time,
(3) in day-to-day actions to establish and
maintain important school conditions, and
(4) as stewards for the many social connections
and networks
Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007). Principal Accomplishments: How school leaders succeed. New York: Teachers College Press.
GOLDRICK’S FRAMEWORK
STUDENT EFFORT AND LEARNING
TO INFLUENCE STUDENT LEARNING, SCHOOLS CREATE CONDITIONS THAT SUSTAIN AND FOCUS AND EFFORT ON ACADEMIC TASKS.
LEDE PART 1 4
Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007). Principal Accomplishments: How school leaders succeed. New York: Teachers College Press.
Time in L1
Time with integrated
groups
Time in L2
Time to ExploreBilingualis
m
Homogeneous Groups Literacy in Native language (L1)Interaction with L1Build Content in L1 Literacy in English (L2)
Homogeneous GroupsOral Communication L2Interaction with TextVocabulary Development
for Content
Heterogeneous Groups Academic Language Content Subjects
Adapted from Latimer, Shannon, Commins 2004
LITERACY GROUPS
1ST
2ND
3RD
4TH
&
5TH
ELA S/E ELA E
ELA E/SELA S/E
ELA S/E ELA E
ELA E ELA E
ELA EELA S/E ELA E/S
ELA E/SELA S/E
ELA E
ELA E/S
ELA E ELA EELA E
ELA E
CRITERIA FOR INTEGRATED GROUPS
FIRST GRADE
SECOND GRADE
THIRD GRADE
FOURTH GRADE
FIFTH GRADE
ELA SLAS 1
ELA SLAS1
ELA E (B)
LAS 2PPF & Other languages
ELA ELAS 3
PPF & Other languages
ELA SLAS1
ELA SLAS 1
ELA SLAS 2
Spanish & Other languages
ELA ELAS 1/2/3PPF & Other Languages
ELA SLAS 1/2
ELA SLAS 2/3
ELA SLAS 1/2
ELA SLAS 2/3
ELA ELAS 1/2/3/4
PPF & Otherlanguages
ELA ELAS 1/2/3/4
PPF & Otherlanguages
ELA ELAS 1/2/3/4
PPF & Otherlanguages
ELA ELAS 1/2/3/4
PPF & Otherlanguages
ELA SLAS 1/2
ELA ELAS 3
PPF& Other languages
ELA ELAS 1/2/3/4
PPF & Otherlanguages
CREATING THE ENVIRONMENT FOR LEARNING
ACCOMPLISHMENTS: WHAT GETS DONE BY THE ENTIRE SCHOOL
LEARNING GOALS (DEFINED)
INSTRUCTION (PROVIDED)
STUDENT CLIMATE (SUSTAINED)
RELATED SERVICES (PROVIDED)
LEDE PART 1 8
Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007). Principal Accomplishments: How school leaders succeed. New York: Teachers College Press.
EVERY ADULT IS INVOLVED IN THE LIVES OF OUR
STUDENTS .
Examine Student Data Examine Student Data
Vertical Teams Vertical Teams Grade Level Teams Grade Level Teams Data/Grade Level Teams Data/Grade Level Teams
ScienceScience ECE – 5 ECE – 5 ECE - 2ECE - 2Math Math Literacy Literacy 3-5 3-5 Support Staff Support Staff
Leadership TeamPrincipal/AP Math/Science
Literacy
Leadership TeamPrincipal/AP Math/Science
Literacy
TL Teachers TL Teachers
LEAPLEAP DataData PDPD
STRATEGY ONE: CREATE CONDITIONS TO ENSURE TEACHER EFFECTIVENESS. THIS WILL REQUIRE US TO DEVELOP A SHARED DEFINITION OF EFFECTIVE TEACHING; DO MORE TO SUPPORT TEACHERS IN BECOMING EFFECTIVE TEACHERS; AND DEVELOP PRINCIPALS TO BE EFFECTIVE LEADERS
Book Studies
Fidelity, Consistency and Vertical/Horizontal Implementation
of the Curriculum
Learning Labs
Peer Observations Instructional Rounds
Observations
Co-teaching
Coaching
Staff Development Decisions
Student DataStudent Data
STATE DATA
Academic Achievement (Status)
TCAP/CSAP, CoAlt/CSAPA, Lectura, Escritura Description: % P+A in reading, writing, math and science
Expectation: %P+A is at or above the 50th percentile by using 1-year or 3-years of data
R
Elem MS HS
Elem MS HS
Overall Rating for Academic Achievement:
Approaching* Consult your School Performance Framework for
the ratings for each content area at each level.
71.65% - - 42.86% - -
M 70.89% - - 49.2% - -
W 53.52% - - 29.76% - -
S 47.53% - - 28.4% - -
Academic Growth
Median Student Growth PercentileDescription: Growth in TCAP/CSAP for reading, writing and math and growth in CELApro for English language proficiency
Expectation: If district met adequate growth: then median SGP is at or above 45.
If district did not meet adequate growth: then median SGP is at or above 55.
R
Median Adequate SGP Median SGP
Overall Rating for Academic Growth:
Meets
* Consult your School Performance Framework for the ratings for each content area at each level.
Elem MS HS Elem MS HS
47 - - 48 - -
M 63 - - 59 - -
W 61 - - 48 - -
ELP 45 - - 55 - -
Academic Growth Gaps
Median Student Growth PercentileDescription: Growth for reading, writing and math by disaggregated groups.
Expectation: If disaggregated groups met adequate growth, median SGP is at or above 45.
If disaggregated groups did not meet adequate growth, median SGP is at or above 55.
See your school’s performance frameworks for listing of median adequate growth expectations for your district’s disaggregated groups, including free/reduced lunch eligible, minority students, students with disabilities, English Language Learners and students below proficient.
See your school’s performance frameworks for listing of median growth by each disaggregated group.
Overall Rating for Growth Gaps:
Meets
* Consult your School Performance Framework for the ratings for each student disaggregated group at each content area at each level.
TEACHER AND TEACHER CANDIDATES VOICES
• MANY OF THE TEACHERS AT GOLDRICK WENT THROUGH THE UCD PROGRAM AND CONTINUE TO FURTHER THEIR EDUCATION THROUGH UCD, OR PROFESSIONAL DEVELOPMENTS. TEACHERS ARE CONSTANTLY SHARING IDEAS, REFLECTING ON LESSONS, AND OPENING THEIR CLASSROOMS TO STUDENT TEACHERS AND THE DISTRICT IN ORDER TO BETTER THEIR PRACTICE.
• I AM OPEN TO HELP ANY TEACHER CANDIDATE WHEN NEEDED SUCH AS THEM OBSERVING A LESSON, OBSERVING MY CLASSROOM, OR SIMPLY SHARING IDEAS OR TIPS. MANY TEACHERS AT GOLDRICK ARE VERY HELPFUL AND WILL GIVE THEIR TIME TO HELP OUT THE TEACHER CANDIDATES.
FSLA ELABORATION—LEARNING ENVIRONMENT
Environment for Learning
Learning Goals
Ambitious, comprehensive goalsAlignment across levels and subjectsCurriculum-linked resources
Instruction
Purposeful teachingStudent engagementCurriculum and pedagogyAssessment for student learningClassroom environment and culture
Student ClimateClimate for student learningStudent relationships Behavior support system
Related Services
Special student needs identified
Special student services delivered
LEDE PART 1 18Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007). Principal Accomplishments: How school leaders succeed. New York: Teachers College Press.
PROFESSIONAL EFFORT•PROFESSIONAL EFFORT IS
ESSENTIAL TO CREATING AN ENVIRONMENT FOR LEARNING
•SCHOOL LEADERS CAN CREATE CONDITIONS THAT MAXIMIZE PROFESSIONAL EFFORT AND POSITIVELY IMPACT TEACHING
LEDE PART 1 19
Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R., (2007). Principal Accomplishments: How school leaders succeed. New York: Teachers College Press.
TEACHER AND TEACHER CANDIDATES’ VOICES“WE WORK AS A TEAM AND ARE CONSTANTLY SHARING NEW IDEAS, OFFERING SUGGESTIONS, SUPPORT AND NEW WAYS OF INCORPORATING WHAT WE ARE LEARNING INTO OUR TEACHING PRACTICE. WE AS A STAFF ARE ALWAYS LOOKING FOR NEW IDEAS, THE LATEST RESEARCH ABOUT HOW KIDS LEARN, EFFECTIVE PRACTICES FOR ELLS, ETC. TO ENSURE WE ARE UP TO DATE IN OUR PRACTICES.”
“GOLDRICK IS A GREAT PLACE TO TEACH AND LEARN TO TEACH. THERE IS A CERTAIN UNDERSTANDING BETWEEN ALL TEACHERS BOTH NOVICE AND EXPERT THAT WE ARE ALL LEARNERS. THEREFORE WE CAN ALL LEARN AND GROW TOGETHER AND FROM EACH OTHER. WE DISCUSS STORIES ABOUT OUR SUCCESSES AND FAILURES AND WE ASK QUESTIONS WHEN WE DON’T KNOW ANSWERS OR ARE CONFUSED.”
TEACHER ACCOUNTABILITY“EVALUATION WAS A CONSTANT AND ALSO CONSISTENT FOR ALL TEACHERS. EVALUATIONS WERE ONGOING AND DONE BOTH FORMALLY AND INFORMALLY. AS PART OF THE INFORMAL EVALUATIONS, THE PRINCIPAL MADE IT PART OF HER EVERYDAY ROUTINE TO BE IN CLASSROOMS ON A REGULAR BASIS. THIS CLASSROOM PRESENCE ALLOWED HER TO INTERACT WITH THE INSTRUCTION AND STUDENT LEARNING THAT WAS TAKING PLACE IN ALL CLASSROOMS. IT PROVIDED A SENSE OF REAL CLASSROOM CULTURE AND LIFE THAT EACH TEACHER WORKED TO CREATE.
TEACHER ACCOUNTABILITYFORMAL EVALUATIONS GROUNDED EVERYTHING IN OBSERVATIONAL DATA GUIDING THE AUTHENTICITIES OF CLASSROOM LIFE THAT TEACHERS MAY NOT HAVE BEEN ABLE TO RECOGNIZE WITHOUT THE DATA. ADDITIONALLY, WITH THE KNOWLEDGE OF BOTH INFORMAL AND FORMAL OBSERVATIONS, PART OF THE PRINCIPAL’S PRACTICE WAS TO BUILD ON AND MAKE ALL INSTRUCTIONAL EFFECTIVE PRACTICE OBSERVATIONS PUBLIC TO THE STAFF.
THESE WERE ANNOUNCED AND PRESENTED AS KUDOS DURING STAFF MEETINGS, GRADE LEVEL MEETINGS WHEN QUESTIONS CAME UP, AND THROUGH ONGOING LEARNING LABS FOR TEACHERS TO OBSERVE. THIS CREATED AN ENVIRONMENT OF COLLABORATION BETWEEN THE TEACHERS, A SHARED COMMUNITY AND A HIGH LEVEL OF MOTIVATION FOR ALL TEACHERS TO CONTINUALLY CRAFT AND EVOLVE THEIR PEDAGOGICAL PRACTICES.”
• WHEN THE LEAP EVALUATION PROCESS AND INDICATORS WERE FIRST INTRODUCED WE WERE OVERWHELMED TO SAY THE LEAST. THE PROCESS WAS NOT ONLY NEW BUT ALSO A GIGANTIC CHANGE FROM THE WAY WE WERE EVALUATED IN THE PAST. THE MAIN COMPONENTS WE HAD TO OVERCOME WERE TO UNDERSTAND EACH OF THE INDICATORS ON A DEEP LEVEL AND SOMEHOW, SEAMLESSLY INCORPORATE A VAST AMOUNT OF INDICATORS INTO OUR LESSONS. AS PART OF THE LEARNING PROCESS OUR LEADER, DR. MARIA URIBE INITIATED AND LED EACH GRADE LEVEL AN OPPORTUNITY TO OBSERVE HER TEACHING WITH OUR STUDENTS WHILE WE (THE TEACHERS) WATCHED AND EVALUATED HER ON THE NEW EVALUATION SYSTEM. SHE TOOK THE RISK FIRST AND ALLOWED US TO EVALUATE HER AS SHE WAS GOING TO DO WITH EACH OF US. THIS SERVED AS A TRI-PART LEARNING OPPORTUNITY. FIRST, WE WERE ABLE TO LEARN THE INDICATORS BY EVALUATING OUR LEADER IN HER LESSON. SECOND, WE WERE ALSO ABLE TO SEE EXAMPLES OF HOW CERTAIN INDICATORS WERE DELIVERED WITHIN INSTRUCTION PROVIDING US WITH A BASE TO WHICH WE COULD SPRINGBOARD INTO OTHER INSTRUCTIONAL IDEAS. THIRD, AND FINALLY, ONCE WE HAD SEEN OUR PRINCIPAL GO OUT ON A LIMB AND TAKE THE RISK OF TEACHING WHILE WE EVALUATED HER, IT WAS NOT AS OVERWHELMING AND ANXIETY DRIVEN AS IT WAS BEFORE. WE ALL BECAME AT EASE AND WERE ABLE TO IMPLEMENT AND GROW FROM THE OPPORTUNITY WE WERE PROVIDED AND EVENTUALLY BEGAN TO WELCOME THE EVALUATION PROCESS.
TEACHER EVALUATION
• AS A TEACHER AT GOLDRICK, THERE WERE MANY STRUCTURES AND ROUTINES THAT HELPED ME GROW AS A TEACHER. FIRST OF ALL, THE SCHEDULE IS VERY CLEAR. EVERYTHING IN THE BEGINNING OF THE YEAR IS EXPLAINED WHICH WAS EXTREMELY HELPFUL AS A NEW TEACHER. AS THE YEARS HAVE GONE BY, THE ROUTINES SUCH AS FACULTY MEETINGS, SPECIALS, LUNCH, EVERYDAY THINGS ARE CLEAR AND THEY WORK.
• “I HAD AN IDEAL SITUATION IN THAT I ENDED UP GETTING HIRED AS A TEACHER IN THE GRADE LEVEL THAT I HAD DONE MY STUDENT TEACHING IN. MY FIRST YEARS OF TEACHING BECAME AN EXTENSION OF MY INTERNSHIP AS I WORKED ALONG SIDE MY CLINICAL TEACHER. SHE AND THE OTHER TEACHERS IN THAT GRADE LEVEL WERE AND AMAZING SUPPORT TO ME AS I PLOWED MY THROUGH PLANNING, INSTRUCTION, CLASSROOM MANAGEMENT AND OVERALL ORGANIZATION. I CAN’T IMAGINE GETTING THROUGH THOSE FIRST YEARS WITHOUT THEM.”
TEACHER EVALUATION• “MY CLINICAL TEACHERS WERE ALSO A GREAT SUPPORT AND ALLOWED ME
TO REALLY “DIVE IN” FROM THE START.”
• “GOLDRICK ELEMENTARY IS A VERY SPECIAL PLACE IN THAT THE TEAM ATMOSPHERE PROVIDES OPPORTUNITY FOR ALL TEACHERS TO GROW AND DEVELOP TOGETHER NO MATTER WHAT THEIR STARTING LEVEL IS. THE PRINCIPAL IS AN EXPERT IN ACADEMIA AND BEST PRACTICES AND THROUGH PROFESSIONAL DEVELOPMENTS AND LEARNING LABS IS REGULARLY CHALLENGING AND HONORING THE EXISTING INSTRUCTIONAL PRACTICES TO ADVANCE AND IMPROVE. (ALL WHILE CONGRATULATING US ON THE ACCOMPLISHMENTS WE HAVE MADE.)”
SUMMARY• INFORMATION CONSTANTLY EMERGING
TO THE SCHOOL TO IMPLEMENT THE GOALS
• HIGH EXPECTATIONS AND DIFFICULT CONDITIONS
• STUDENTS MEETING STANDARDS AND SCHOOL MAKING THE GROWTH
• BALANCING STUDENTS GOALS
• REALITIES ON A DAILY BASIS IN THE SCHOOL SETTING FROM FAMILIES, STUDENTS TEACHERS AND COMMUNITY.
• CREATING MECHANISMS THAT BALANCE COMPETING GOALS.
• REDUCE AMBIGUITY, EVALUATE WHETHER STUDENTS ARE LEARNING WHAT IS EXPECTED, HOLD ACCOUNTABILITY AS A TEAM, MAKE LEARNING MORE EFFECTIVE FOR THE LEANERS.
• COLLECTIVE DECISION ABOUT GOALS AND ITS PRACTICE
•ACCOUNTABILITY ? YES!
WITH RESPECT!
•HIGH EXPECTATIONS? YES!
WITH RESPECT!
• PERFORMANCE? YES!
WITH RESPECT!
FOR TEACHERS, STUDENTS AND
FAMILIES!!!!!