1. As you enter, read the teacher bio on your chair to familiarize yourself with
one of the four subject teachers of this presentation.
Michael Gallagher
Assistant Superintendent, Sunnyvale School District
ACSA Leadership Summit – November 9, 2012
Sheraton San Diego Hotel and Marina

2.  23 years in Santa Clara County public schools
 Teacher, counselor, dean, associate
principal, principal, assistant superintendent of human
resources
 Three different districts
 East Side High School District
 Cupertino Elementary District
 Sunnyvale School District
 Personal
 From a family of teachers
 Concern for social justice
 Grew up in Santa Clara County

3.  Purpose:
 To narrow the achievement gap by improving the effectiveness of
teachers in high poverty school environments.
 Research Questions:
 What are the outcomes that teachers in high poverty schools seek for
their students?
 What are the characteristics that are especially important for teachers
to be effective in high poverty schools?
 What conditions support effectiveness in high poverty schools?

4. Amber School Ryan School San Vicente County
Enrollment 429 394 261,945
English Language 66.0% 51.8% 25.9%
Learners
Free and Reduced Lunch 78.1% 76.0% 36.2%
Percent of Parents Who 52% 15% N/A
Did Not Graduate from
High School
Hispanic or Latino 69.9% 51.0% 36.8%
White, not Hispanic 7.9% 9.1% 24.2%
Multiple or no Response 8.4% 5.6% 4.1%
African American 5.6% 6.3% 3.0%
Asian 5.1% 13.2% 25.9%
Filipino 1.2% 11.2% 4.9%

5. Amber School Ryan School
Growth Median Similar Growth Median Similar
API API for Schools API API for Schools
Similar Ranking Similar Ranking
Schools Schools
2010 810 744 10 894 774 10
2009 810 741 10 861 774 10
2008 674 730 2 842 761 10
2007 642 728 1 767 751 9
2006 602 701 1 784 753 9

6.  Susan
 59 years old, twelfth year teaching
 Second Grade teacher, Amber School
 Melissa
 28 years old, fourth year teaching
 First Grade Teacher, Amber School
 Gloria
 40 years old, fifteenth year teaching
 Fifth Grade Teacher, Ryan School
 Teresa
 40 years old, sixteenth year teaching
 Second Grade Teacher, Ryan School

7.  Outcomes:
 Social Emotional(Chenoweth, 2009; Goe et al., 2008; Nagy, 2006; Wechsler & Shields, 2008)
 Academic Achievement(Chenoweth, 2009; Marzano, 2006; Reeves 2003, 2004; Williams et al., 2010)
 Compassion:
 Authentic Caring (Valenzuela 1999)
 Social Capital (Stanton-Salazar &Dornbusch, 1995)
 Critical Pedagogy (Cammarota& Romero, 2006; Duncan-Andrade & Morrell, 2008; Padrón et al., 2003)
Note: High expectations run through each of the elements of compassion
 Support:
 Collaboration(Goe et al., 2008; Marzano, 2006; Marzano& Waters, 2009; Reeves, 2003, 2004; Williams et al., 2010)
 Data/Accountability (Goe, et al.)

8. “Clarifying the way teacher effectiveness is defined is
important for two reasons. First, what is measured is a
reflection of what is valued, and as a corollary, what is
measured is valued.”
(Goe, et al., National Comprehensive Center for Teacher Quality, 2008)

9.  This survey reveals teacher perceptions of
effectiveness
 It can be used as a first step in planning for
professional development for a school
 Teachers benefit by reflecting on their own
effectiveness, how it is supported, and the
goals they have for their students

10.  Each teacher’s survey was “scored”
 “Three” represents balance
 Social emotional and academic achievement
 Focus on learning as a goal (not teaching)
 Use of formative and summative assessments
 Effect of a “laser-like focus” on results
 under-emphasis on social-emotional outcomes
 ultimately negatively affects academic achievement

11. Scale to Measure Teacher Description of Effectiveness
1 The teacher does not mention assessment of academic achievement outcomes (standardized
assessments or informal assessments) as a measure of effectiveness. Effectiveness is indicated by
proficient application of identified teaching strategies and/or by student social-emotional
outcomes.
2 Social-emotional outcomes are mentioned as indicators of effectiveness. Summative, standardized
academic test data is not mentioned as an indicator of effectiveness. The teacher may mention a
focus on teaching to standards, his/her own perception of student learning, some formative
assessment data, and/or may refer to student attitude about learning as an indicator of
effectiveness.
3 The teacher’s responses indicated that he/she seeks a balance of social-emotional outcomes and
academic achievement as indicated on standardized tests. There may be recognition that one set of
outcomes leads to the other. Formative and summative as well as informal assessments may be
cited. Proficient application of teaching strategies is not mentioned as an indicator of
effectiveness.
4 Academic assessment data, both formative and summative, is used to indicate effectiveness.
Neither social-emotional outcomes nor proficient application of teaching strategies are mentioned
as indicators of effectiveness.
5 Teaching effectiveness is measured exclusively by end of the year, summative assessments.
Formative assessments, social-emotional outcomes, and proficient application of teaching
strategies are not mentioned as indicators of effectiveness.

12. Mental
Development
Self-reflection
Critical thinking skills
Emotional Thoughtful decision making
Development
Empathy
Respect
Responsibility
Confidence
Academic
Development
First grade standards
Grade level reading and
writing abilities in all
subject areas
Good communication skills

13.  The teacher’s responses indicated that he/she seeks a
balance of social-emotional outcomes and academic
achievement as indicated on standardized tests.
 There may be recognition that one set of outcomes
leads to the other.
 Formative and summative as well as informal
assessments may be cited.
 Proficient application of teaching strategies is not
mentioned as an indicator of effectiveness.

14.  Consider your school or a school you are
working with (or perhaps Amber or Ryan
School)
 What would be the composite score for that
school?
 How might that impact how your would begin to
work with teachers?

15. “Mirroring assumptions that all students can learn if provided the
right conditions, including teacher quality, policy makers need
to create programs built on the assumption that all teachers
can provide quality teaching if provided the appropriate
supports and differentiated opportunities.”
(Wechsler and Shields, Center for the Future of Teaching and Learning, 2008)

16. Columbia Middle School Professional Development Plan

17.  Subject teachers benefited from these reflective
conversations
 They reported that listening to them made them
feel valued
 They reported that the interviews contributed to
“refocusing”
 on their effectiveness
 on their sense of purpose
 on the challenges of working in their schools

18. “When we strip away a focus on developing the humanity of our
children, we are left with programmed, mechanistic strategies
designed to achieve the programmed, mechanistic goal of raising
test scores.”(Delpit, 2006)
 Authentic caring (Valenzuela, 1999)
 Embrace the role of the teacher: Accept responsibility to expand
hope for students
 See students as “complete people with real life problems”
(Cammarota and Romero, 2006)
 Caring is characterized by high expectations for all students
 Caring, social capital, and critical pedagogy intersect.

19. “I feel that students learn best when we can make
connections to them personally, and so if I don’t
take the time to learn about them, to let them
share about themselves, I’m not building my
credibility. I’m sitting there telling you I’m
caring, but I am not taking any time to learn
anything about you. You are just Joe Schmoe
sitting in a seat, but I don’t know anything about
your family or anything about you.”
-- Teresa, teacher, Ryan School

20. To be an effective teacher at Amber School:
“I think they have to love children -- really like
children, make them accountable, make them feel
like they can do it. So I think they have to be
aware these kids come with not only with
baggage but less positive experiences in their own
personal lives. So I think you just have to know
that and be willing to give a little more
financially, emotionally, and teaching wise.”
-- Susan, teacher, Amber School

21. “I think that personally caring for each child
makes a difference. Showing them that I care
about what they are learning. They know that I
care about what they do and how they
perform, and I know that they can do better. So
if I take the time to encourage each student, to
know each student personally, they are more
likely to work for me.”
-- Gloria, teacher, Ryan School

22. “Teachers cannot become authentic caregivers to students of color unless they
merge their caring with counter-hegemonic content that dispels notions of
racial inferiority and recognizes the wealth of knowledge, culture, and
understanding of every student who walks in the classroom.” (Cammarota
and Romero, 2006)
 Improve the trajectories of their students’ lives and to provide access to
the dominant culture.
 Academic achievement is the main tool
 “Building on Strength” vs. “Shielding”
 Seeing similarities, drawing from life experiences, recognizing privilege
 Reciprocity

23. Building on Strength:
“The first question I always ask is, and I always want
the kid present when I ask it, ‘You know you’ve had this
child now for nine years. What makes them wonderful?’
It’s important for me to know that they are fantastic
and incredible because first of all, a lot of times the kids
don’t even know how appreciative their parents are,
how much their parents love them or how great their
parents think that they are.”
-- Gloria, teacher, Ryan School

24. Shielding:
“You know one little girl told me today, ‘You know
my uncle is in jail. He had to go to jail yesterday.’
And I said, ‘I am sorry.’ Yeah and then it’s
happened too – you ask any teacher here – and
share time is kind of rough because – ‘Oh we went
to Hometown Buffet. Oh we saw my mommy’s
boyfriend got out of jail.’ I mean stuff like that. So
I don’t do a lot of it.”
-- Susan, teacher, Amber School

25. It’s hard:
“I grew up and I went to private schools, so it was
completely different. I mean even through my
credential program, I was really kind of nervous about
teaching. I was really overwhelmed, and in my first
student teaching I was at a Title One school, and I was
learning new things. I was completely overwhelmed. I
was there only three days a week till noon, and I just
thought, ‘How do you possibly teach all this stuff to
these kids?’”
-- Melissa, teacher, Amber School

26.  Few are committed to preparing students to be
“critical agents of social and structural
transformation.” (Cammarota and Romero, 2006)
 Teachers are unfamiliar with critical pedagogy.
 The four teachers are deeply committed to employing
effective pedagogy based in high expectations.
 Community building is a focus.
 Cooperative learning could be employed as a tool of
critical pedagogy.

27.  Effective Pedagogy
 Leads to higher test scores
 Focused on achievement of academic standards
 Critical Pedagogy
 Changes the life trajectories of students
 Builds community
 Investigates and combats hegemony
 Empowers

28. A lens of “empowerment” not deficiency
“It comes from class meetings. It comes from
how the other students treat them, and what
my expectations are for them treating each
other, and how they perceive themselves. I
think that they just have power, and they need
to see that it comes from within themselves.”
-- Gloria, teacher, Ryan School

29. Empowering, building confidence
“If I am feeling confident in myself, when I am asked
to do something that’s maybe out of my comfort
zone, or something that I am not feeling like,
‘Gosh, never done that before, but if I feel
confident in what I am and who I am as a person,’
I am going to be much more able to tackle that
problem without falling apart, without, ‘Oh my
gosh I can’t do it.’”
-- Teresa, teacher, Ryan School

30. Cooperative Learning: Purposes
“It is better if they learn from each other after I
have taught the concept. It is better if they learn
from each other, and they are teaching each
other. It really ingrains it in them. They like being
helpers, and they like acting like a teacher. When
they are working together, they all have a job, and
no one is just sitting out. It just really makes
learning a lot of fun and also they enjoy it.”
-- Melissa, teacher, Amber School

31.  Review the teacher biography from the
beginning of the session
 Does this description remind you of any teachers you know?
 What elements of the framework are most pronounced in
this profile?
 What elements of the framework likely would benefit from
support?
 How could this teacher be supported?

32.  Staff Survey
 Teacher Interview Protocol
 Project Cornerstone: Developmental Assets
 Coaching for Social Emotional Well-Being
 Meta-coaching for struggling teachers
 Support group for mid- and late- career teachers
 Whole School Approach at Columbia Middle School

33. “It's not a personal relationship. It's professional,
results-based, and kids-based.”
-- Gloria, teacher, Ryan School
 Value of Collaboration
 Emotional Support
 Efficiency Accomplishing Tasks
 Data
 Contributes to Retention
 The ability to collaborate is an element of effectiveness.
“I’ve got a team concept. She’s not only got to be good in the
classroom. She has to be good in the staff room. She has to be good
with me.” -- Jack, former principal, Ryan School

34.  Academic (not social emotional) outcomes focused
 Data systems are comprehensive, time-intensive, and valued.
 Teachers evaluate their own performance based on student achievement
on standardized tests.
 Teachers earn notoriety for the academic achievement results of their
students.
 Achievement data provides an unbiased gauge for teachers who care
deeply about their students.
 Social emotional outcomes are supported by measured academic
achievement.
 Sound professional judgment is crucial. (Achinstein, et al., 2004)

35.  Increase emphasis on gaining insight into the cultures and
communities schools serve.
 Increase emphasis on pedagogies aligned with students’
experiences, cultures, and backgrounds including critical
pedagogy and culturally relevant pedagogy
 Encourage teacher reflection on their own lives and
experiences to draw connections to the lives and
experiences of their students.
 Schools: Accountability and data systems designed to
support outcomes identified by the community

36.  Teacher training should focus on the elements of
compassion
 Teacher training should also focus on skillful use
of student achievement data collaboration
 Differentiated training and professional
development should respect the different
backgrounds of teachers.
 Train teachers to prepare students to be “critical
agents of social and structural transformation.”

37.  Effectiveness is far more than moving test scores, though that’s
important.
 When you’re new, full of optimism, well-trained, and . . .
impressionable . . . How does the school culture reproduce itself
even when diverse thought is introduced?
 Focus on teachers understanding the structures that reproduce
poverty in the communities they serve
 Focus on seeing parents as supportive and recognizing the
strengths of students and their communities.
 Teachers must reflect on their own backgrounds to draw
connections to their lives of their students and families.

38.  Project Cornerstone
 http://www.projectcornerstone.org/
 “41 Developmental Assets”
 Research from The Search Institute: http://www.search-institute.org/
 “Project Cornerstone is committed to helping all children and teens in Silicon Valley feel
valued, respected and known. Our programs and services help individuals and communities
build a web of support around young people so that they grow into healthy, caring and
responsible adults.”
 Cleo Eulau Center
 http://cleoeulaucenter.org/
 “The Cleo Eulau Center is dedicated to promoting lifelong resilience in youth by strengthening the
caring capacity of the adults who influence their lives.”
 Center for Reaching and Teaching the Whole Child
 http://reachandteachthechild.org/
 “Our mission is to promote the essential role of the social-emotional dimension of learning in
raising healthy and happy children and closing the achievement gap in preK-12 schools in the
Bay area.”