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  • Going around FB…doesn’t look a WHOLE lot different.
  • the U.S. ranking on the PISA looked like in 2003. this is where it got usIF YOU GET QUESTIONS LIKE:Isn’t the US more culturally diverse? Or Don’t we have more poverty? See the data from the last four slides of this presentation.
  • Marty
  • Transparant …want to please me…need to tell them exactly how to do that.

Transcript

  • 1. The Baldrige Way The job of a leader
  • 2. MONTGOMERY COUNTY PUBLIC SCHOOLS – AT A GLANCE  Largest school system in Maryland  17th largest school system in the U.S.  148,779 students (AA: 21.3%, WH: 33%, AS: 14.3%, HI: 26.7%)  Over 22,000 employees  Over 200 schools (26 HS, 38 MS, 133 ES, 5 Sp. Schools, 7 Alt. Programs)  Students from 157 countries speaking 138 languages  49,394 students receive Free and Reduced Meals (FARMS) (33.2%)  17,407 students with special needs (11.7%)
  • 3. Quest for Excellence 2013 Montgomery County Public Schools, Maryland OUR BRAND
  • 4. MCPS is a 2010 Malcolm Baldrige National Quality Award Recipient © 2011 Montgomery County Public Schools
  • 5. TED TALKS WAITING FOR SUPERMAN What schools should do
  • 6. Who are you?  Raise your hand if you are an educator/work with children  Raise your hand if you have children  Raise your hand if you were once a child
  • 7. http://www.youtube.com/watch?an notation_id=annotation_217619&fea ture=iv&src_vid=Mnxux4JKMnc&v=K dxEAt91D7k WHAT IT FEELS LIKE TO BE A TEACHER….
  • 8. WHERE WE HAVE BEEN WHERE WE ARE GOING HOW WE USE BALDRIGE PROCESSES TO GET THERE Montgomery County Public Schools Leadership Journey
  • 9. Where we’ve been – we’ve had Testing mania….
  • 10.  No Child Left Behind – 2001 - federal legislation meant to hold schools accountable.  Students were tested each year (grades 3-12) theoretically forcing schools to improve instruction for students who historically had been “left behind” by our public education system. Brilliant title! Marketing Genius!  Testing needed to show progress. If a school didn’t show progress – sanctions!  The test very QUICKLY became overemphasized and misused. Schools taught TEST PREPARATION instead of implementing curriculum.  Making matters worse, the test was WEAK and didn’t measure the skills students would need to succeed.  For over 10 years we held onto a business model that didn’t work. HOW DID WE GET TESTING MANIA?
  • 11. Grade 5 – MSA Reading Trend–Percentage of Students Scoring Proficient or Advanced by Service Group
  • 12. Grade 5 – MSA Math Trend–Percentage of Students Scoring Proficient or Advanced by Service Group
  • 13. Maryland School Assessment (MSA) (2012) Grade 5 Test Question: The art teacher has 824 paint brushes. He wants to put 8 brushes in a box. How many boxes can he fill? A. 4 boxes B. 13 boxes C. 103 boxes D. 130 boxes
  • 14. Greenleaf’s Common School Arithmetic (1861)
  • 15. SATParticipationandPerformance MCPS,Maryland,andNationClassof2012 52% 70% 71% 0% 40% 80% Nation Maryland MCPS 1498 1467 1651 0 900 1800 Nation Maryland MCPS Percent Taking SAT Combined Mean SAT Score
  • 16. 11.7% 12.4% 16.9% 19.2% 23.7% 26.2% 29.2% 27.4% 34.2% 37.6% 41.0% 44.2% 44.5% 43.0% 8.3% 9.1% 10.5% 10.7% 13.4% 16.5% 17.2% 15.8% 18.2% 19.6% 20.9% 22.6% 22.3%23.3% 0% 60% 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 MCPS BL Participation MCPS BL Performance (3 or Higher) 2012 National Performance of Black or African American Graduates 5.9% APParticipationandPerformance MCPSAfricanAmericanGraduates 2012 National Performance All Graduates 18.1% 2012 National Participation All Graduates 32.4%
  • 17. 8,542 22,406 24,208 25,921 28,575 30,217 31,734 32,974 0 10,000 20,000 30,000 1999 2006 2007 2008 2009 2010 2011 2012 College Ready: A Decade of AP Growth Number of AP Exams Taken by All MCPS Students Number of AP Exams Scoring 3 or Higher Up 8.5% since last year Up 4.0% since last year 7,090 16,781 17,849 18,306 20,648 21,657 22,793 24,735
  • 18. WHY WE NEEDED TO MAKE A CHANGE
  • 19. Slide Credit: EdTrust.org Data Source: Organization for Economic Cooperation and Development (OECD), PISA 2006 Results, http://www.oecd.org/ 300 350 400 450 500 550 AverageScaleScore 2003 PISA - Math U.S.A. OECD Average
  • 20. Over 75% of MCPS students participate in an advanced level math course during their last two years of high school. However, 50% of MCPS students take a remedial (non- credit) college course their first year of college. College Readiness
  • 21. How the Demand for Skills Has Changed Economy-wide measures of routine and nonroutine task input (U.S.) 40 45 50 55 60 65 1960 1970 1980 1990 2002 Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interactive (Frank Levy and Richard Murnane, 2005) Meantaskinputaspercentiles ofthe1960taskdistribution The dilemma of schools: The skills that are easiest to teach and test are also the ones that are easiest to digitize, automate, and outsource
  • 22. Most U.S. standardized tests are designed to assess recall and recognition of facts. Assessments in high-achieving nations increasingly emphasize learning designed to assess if students can apply what they’ve learned focusing on inquiry and explanations of ideas. Differences Among Assessments
  • 23. 1. What two gases make up most of the Earth's atmosphere? A) Hydrogen and oxygen B) Hydrogen and nitrogen C) Oxygen and carbon dioxide D) Oxygen and nitrogen 2. Is a hamburger an example of stored energy? Explain why, or why not. _______________________________________ _______________________________________ (U.S. Assessment) National Assessment of Educational Progress 8th- and 12th-Grade Science
  • 24. FLIES Read the following information and answer the questions which follow. A farmer was working with dairy cattle at an agricultural experiment station. The population of flies in the barn where the cattle lived was so large that the animals' health was affected. So the farmer sprayed the barn and the cattle with a solution of insecticide A. The insecticide killed nearly all the flies. Some time later, however, the number of flies was again large. The farmer again sprayed with the insecticide. The result was similar to that of the first spraying. Most, but not all, of the flies were killed. Again, within a short time the population of flies increased, and they were again sprayed with the insecticide. This sequence of events was repeated five times: then it became apparent that insecticide A was becoming less and less effective in killing the flies. The farmer noted that one large batch of the insecticide solution had been made and used in all the sprayings. Therefore he suggested the possibility that the insecticide solution decomposed with age. Source: Teaching About Evolution and the Nature of Science, National Academy Press, Washington, DC, 1998, p. 75. 1. The farmer's suggestion is that the insecticide decomposed with age. Briefly explain how this suggestion could be tested. 2. The farmer's suggestion is that the insecticide decomposed with age. Give two alternative explanations as to why "insecticide A was becoming less and less effective ..."
  • 25. What do our students need to know and be able to do? What skills do they need for a future job market? PROBLEM SOLVE TAKE RISKS BE INNOVATIVE
  • 26. Learn to solve problems by solving problems, not by being given the steps to solving problems. Problem solvers
  • 27. A FOUR-STEP PROCESS 1. UNDERSTANDING THE PROBLEM • * Can you state the problem in your own words? • * What are you trying to find or do? • * What are the unknowns? • * What information do you obtain from the problem? • * What information, if any, is missing or not needed? 2. DEVISING A PLAN • The following list of strategies, although not exhaustive, is very useful. • * Look for a pattern. • * Examine related problems, and determine if the same technique can be applied. • * Examine a simpler or special case of the problem to gain insight into the solution of the original problem. • * Make a table. • * Make a diagram. • * Write an equation. • * Use guess and check. • * Work backward. • * Identify a subgoal. 3. CARRYING OUT THE PLAN • * Implement the strategy or strategies in step 2, and perform any necessary actions or computations. • * Check each step of the plan as you proceed. This may be intuitive checking or a formal proof of each step. • * Keep an accurate record of your work. 4. LOOKING BACK • * Check the results in the original problem. (In some cases this will require a proof.) • * Interpret the solution in terms of the original problem. Does your answer make sense? Is it reasonable? • * Determine whether there is another method of finding the solution. • * If possible, determine other related or more general problems for which the techniques will work. • http://www.youtube.com/watch?v=C2YZnTL5 96Q
  • 28.  Perseverence  Confidence…chipped away at it because mistakes not valued…make a mistake…no, I’m sorry, next?  – lose the ability to do this because of FEAR.  Ever been to a workshop…talk to someone you don’t know…you right away look for someone you do know to become your partner? Taking risks
  • 29. Doing something right the first time doesn’t mean powerful learning has occurred; it might mean you didn’t risk enough. Real learning happens through a process of trial and error; we need to reinforce this kind of risk-taking behavior. Making mistakes has become a sign of incompetence instead of a sign of learning. Lisa’s video – Cody Johnson… Making mistakes/trying
  • 30. The days of wondering…. BRING wonder back! STEM Wait time – kids great at this Wonder – kids are naturals – listen to any 3 year old…WHY? WHY? WHY?– no need anymore, days are gone thanks to Siri. STEM brings wonder back.
  • 31.  I collaborate  I elaborate  I analyze  I synthesize  I am a flexible thinker  I think fluently  I take intellectual risks  I think about how I learn (metacognition (don’t read to me) (foreign outside of education – Robert)  I am original  I evaluate  I am persistent Thinking & academic success skills
  • 32. How to prepare for an unknown future NEW superintendent NEW curriculum NEW report cards Unhappy customers (parents) Teachers feeling incompetent
  • 33. Leader Teacher Student Support teachers as they navigate new curriculum. Build capacity in teachers. Support parents who are nervous about a new curriculum/grading system. Cheerlead! Motivate! Encourage! Learn how to work with a new boss and new expectations. Learn a new curriculum with a focus on building own capacity in order to take students deeper into the content. Learn how to look at student work on a spectrum of proficiency and evaluate based on criteria. Work collaboratively in order to be open and flexible to new ideas. Create an environment that is student centered and promotes problem solving, risk taking and innovation. Students need to shift their mindset from what was expected during their earlier school experience.
  • 34. WHY USE BALDRIGE IN SCHOOLS? COLLEGE AND CAREER READINESS FOR ALL STUDENTS REQUIRES ACTIVE ENGAGEMENT BY NOT ONLY TEACHERS, BUT STUDENTS IN THE TEACHING AND LEARNING PROCESS. BALDRIGE IS A WAY OF BUILDING STUDENT INDEPENDENCE AND ACCOUNTABILITY.
  • 35. The Baldrige Approach in MONTGOMERY COUNTY PUBLIC SCHOOLS - Three Key Principles • DATA DRIVEN DECISION MAKING • DISTRIBUTIVE LEADERSHIP/ COLLABORATION • OPPORTUNITIES FOR CONTINUOUS GROWTH & IMPROVEMENT
  • 36. HOW DO WE BUILD A BALDRIGE SCHOOL? •IDENTIFY & COMMUNICATE CLEAR EXPECTATIONS •ESTABLISH TRUST •KEEP STUDENT FOCUS ON LEARNING AND ACADEMIC GOALS •ENGAGE ALL STAKEHOLDERS IN THE LEARNING AND DECISION MAKING PROCESS •ENCOURAGE STUDENTS TO TAKE RISKS •CREATE A STRONG HOME-SCHOOL CONNECTION
  • 37. THE BIG PICTURE
  • 38. Thinking and Academic Success Skills • Collaboration • Effort/Motivation/Persistence • Intellectual Risk Taking • Metacognition • Elaboration • Flexibility • Fluency • Originality • Analysis • Evaluation • Synthesis
  • 39. Montgomery County Public Schools Vision We inspire learning by providing the greatest public education to each and every student. Mission Every student will have the academic, creative problem-solving, and social-emotional skills to be successful in college and career. VISION/MISSION
  • 40. THE BIG PICTURE CORE VALUES VISION MISSION
  • 41. Leader’s core values and vision must be shared, public, transparent….
  • 42. • Remember to laugh and take care of yourself and your family. If you’re not having some fun, it’s time to do something differently. • Remember to help create the kind of building we want to work. Speak with each other, to each other, about each other with respect. • Remember to learn from each other, use each other’s WHERE WE WORK
  • 43. VISION/MISSION SHERWOOD ELEMENTARY SCHOOL Vision To provide rigorous instruction in a safe, inclusive environment of collaboration, respect and high expectations. Mission We are a community of professionals focused on student achievement. We are here to teach students to be critical thinkers. We are committed to sharing best practices and reflecting on our teaching in order to provide rigorous instruction to all students. CLASSROOM Mission We are students who work well together in order to learn. We will make this happen by working collaboratively.
  • 44. “Sometimes I think the collaborative process would work better without you.”
  • 45. StudentEngagement Student Independence Student Accountability Classroom Instruction
  • 46. TEACHER CENTERED
  • 47. SHIFT TO STUDENT CENTERED
  • 48. Create the conditions under which learning can occur by: Building strong relationshipsRELATIONSHIPS CREATE A RISK taking atmosphere. Flaws ok. Sharing mistakes ok. Laugh at yourself ok. I don’t solve people’s problems. Set up. The job of a leader