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Rigorous Schools
1.
Rigorous Schools and
Classrooms: Leading the Way Ronald Williamson Eastern Michigan University web: www.ronwilliamson.com e-‐mail: rwmson214@aol.com blog: www.effectiveprinciapls.blogspot.com Rigor: creating an environment in which each student is expected to learn at high levels; each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels (Blackburn, 2008). COMPASS Model for Leading Change C—Culture O—Ownership and Shared Vision M—Managing Data P—Professional Development A—Advocacy S—Shared Accountability S—Structures ©Ronald Williamson & Barbara Blackburn. From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
2.
Recognizing Rigor Expecting Students to Learn at • Challenging Curriculum High Levels • High Levels of Instruction • Adult Behaviors Supporting Students to Learn • Scaffolding Within Lessons at High Levels • Incorporating Motivational Elements • Addressing Strategic Knowledge • Providing Extra Help Ensuring Students • Increased Student Engagement Demonstrate Learning at High • Clear Standards and Rubrics Levels • Challenging Assessments • Multiple Options to Demonstrate Understanding ©Ronald Williamson & Barbara Blackburn. From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
3.
Culture Strategy 1: We suggest a good place to begin is to conduct a quick assessment of your school’s culture by talking with both students and staff, observing patterns of behavior, or considering your own behavior. • At a staff meeting ask each person to list five adjectives that describe the school’s culture. Organize the words into common themes. Discuss their meaning. • Walk the halls of your school. What do you see? What artifacts are visible that convey messages about student success? About the value of rigorous work? About a commitment to no accepting failure? • Talk with a cross-‐section of teachers or students. What gets them excited about their work? About their learning? What do they find joy in? • Consider the last three months. What have you done to show your enthusiasm for learning? For student success? How have you recognized and rewarded students and staff? Strategy 2: You may also want to assess the indicators of culture in your school(Bolman & Deal, 2003). How might you use these elements to improve the educational rigor at your school? Assess Your School . . . Rituals and • Is there a set of routines and rituals that clearly communicate Ceremonies your values about rigor? Do they work? • Are there special ceremonies or events at your school that demonstrate a commitment to the success of every student? • What messages do you communicate in your daily actions, classroom visits, and other interactions with members of your school community? Heroes and • Who are the heroes or heroines on your staff? Why are they Heroines recognized? • What ways do you identify and celebrate people who contribute to the success of every student? Who have high expectations for student success? Stories and Tales • How do you communicate verbally and through your actions your commitment to the success of every student? To increasing the rigor of your school’s program? • What are the stories you tell about your school, its students and staff? What stories do you encourage others to tell? Rewards and • How do you recognize and reward teachers who reflect your Reinforcements school’s commitment to rigor? Are these strategies successful? • Do you routinely reward teachers, staff and students who make exceptional efforts to improve student learning? ©Ronald Williamson & Barbara Blackburn. From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
4.
Ownership and Shared Vision Strategy 1: Vision Letters • Ask teachers to imagine it is the last day of school and to write letters or e-‐mails to other teachers describing the past year-‐-‐-‐all that students accomplished, the rigor of their classrooms, ways they supported student learning. Then ask teachers to describe how they plan to achieve their vision. • One principal asked teachers to write a vision letter at the beginning of every school year. Several times during the year, they are asked to look at the letters and think about their progress toward making the vision a reality. Strategy 2: Hot Air Balloon Imagine you’re hovering in a hot air balloon over your school. It as rigorous as it might be-‐-‐-‐what would you see, what would you feel, what would you hear? Today Five Years from Today ©Ronald Williamson & Barbara Blackburn. From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
5.
Managing Data Strategy 1: Student Shadow Study Originally developed by NASSP a shadow study charts the experience of students throughout a school day. Observers follow randomly selected students and record the ebb and flow of activities every five-‐to-‐seven minutes. Of course, students quickly figure out that something is going on. I suggest talking with the student you shadow before you begin and explain that you are not evaluating them or their work. It's also a good idea to talk with the student at the end of the day to gain additional insights into their experience. Shadow studies work best when several observers collect data by shadowing students. The December 2009 issue of Principal Leadership provides more detail about this approach. Comments/ Time Specific Behavior at 5 Minute Interval Impressions End of the Day Questions: • If a new student moved in next door to you, what are three good things about this school that you would tell her or him? • What are some things about the school that you would change if you could? • How do you feel, in general, about your classes? How do they challenge you? • How do you feel, in general, about your teachers? Do they provide enough support for you to be successful? • What did you learn today? How do you think that learning is useful? Strategy 2: Talk with Students Questions to gather information from students: • What are you doing? • How are you doing with it? • Why are you doing it? ©Ronald Williamson & Barbara Blackburn. From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
6.
Professional Development Strategy 1: Select an Approach Strategy How this strategy could impact student learning Book Study Groups: Use a book such as Rigor is Not a Four Letter Word for small groups to talk about increasing rigor in your school. Looking at Student Work: Teams of teachers look at samples of student work to align expectations and promote quality. (www.lasw.org) Learning Walks: Similar to a walk-‐through, learning walks are led by teachers and designed to gather data about instructional practices. Lesson Study: Small groups of teachers work together to design, teach and refine a lesson with the focus on improved student learning. (http://www.tc.edu/lessonstudy/lessonstudy.html) A Charrette: A protocol for a conversation. Usually a teacher requests the thinking of others as a way to support their work or when experiencing a difficulty with work. Evaluating and Adjusting Curriculum: A series of professional development activities to discuss and compare your current standards and expectations with other recognized standards. Aligning Expectations with High Standards: An alternative way to look at curriculum and instruction, this activity involves looking at samples of student work and comparing them to standard expectations. A Conversation About Expectations: A guide to facilitating discussions of expectations; especially useful for vertical alignment. ©Ronald Williamson & Barbara Blackburn. From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
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Advocacy
Strategy 1: Assess Your Advocacy Plan Directions: Score your advocacy work by awarding 1(low) to 10 (high)points for each of the following items. ________ 1. My school has a written plan to partner with others. ________ 2. We are open to building partnerships with other schools and groups. ________ 3. We build links to websites as a way to assist our partners. ________ 4. We know how to communicate effectively with other groups. ________ 5. We understand the human relations skills necessary for our partners to work successfully together. ________ 6. We understand the cultures that every school and organization brings to our partnership work. ________ 7. We enjoy sharing successes with our partners. ________ 8. There is regular, routine communication among our local, district and state partners. ________ 9. We understand the pitfalls of working with partners and have developed strategies for avoiding them. ________10. We partner with other schools and with agencies in education and related fields in support of our vision for greater rigor. 0-‐20 Do you really want to be an advocate? 21-‐40 It’s time to think about what you do. 41-‐60 You have a solid foundation for advocacy 61-‐80 You know the meaning of empowerment. 81-‐100 You have an excellent plan for advocacy. ©Ronald Williamson & Barbara Blackburn. From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
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Strategy 2:
Build a Network Building A Key Communicator Network 1. Bring together a small group of trusted people who know the community. Brainstorm with them who are the people whom others listen to. While the bank president may be an opinion leader, so might the barber, cab driver, bartender, or supermarket checkout clerk. 2. Create a workable list from all the names that have been gathered to invite to join your network. Make sure that all segments of the community are represented. 3. Send a letter to the potential members, explaining that you want to create a new communications group for your school to help the community understand the challenges, successes and activities of your school. In the letter invite the potential members to an initial meeting and include a response form. 4. Make follow-‐up phone calls to those who do not return the response form, especially those who will be most important to have on your network. 5. Start the initial meeting by explaining that those in the audience have been invited because you see them as respected community members who care about the education students are being provided. Also, point out that you believe schools operate best when the community understands what is taking place and becomes involved in providing the best possible learning opportunities for students. Then, describe the objectives of a Key Communicator Network— ♦ To provide network members with honest, objective, consistent information about the school, ♦ To have the network members deliver this information to others in the community when they are asked questions or in other opportunities, and ♦ To keep their ears open for any questions or concerns community members might have about the school. Those concerns should be reported to the principal or person in charge of the network so communication efforts can deal with those concerns. (It’s always best to learn about concerns when one or two people have them instead of when 20 or 30 are vocally sharing them with others.) Ask the invitees for a commitment to serve on the network and find out the best way to communicate with them, i.e. email, fax, and telephone. 6. Establish a Key Communicator Network newsletter specifically for these people. After the first year, send out a short evaluation form to see how the network is working and might be improved. For more information about Key Communicator Networks, contact the National School Public Relations Association (http://nspra.org/), 301.519.0496 and purchase a copy of A Guidebook for Opinion Leader/Key Communicator Programs. ©Ronald Williamson & Barbara Blackburn. From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
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Shared Accountability Strategy 1: Accountability Through Supervisory Practices CLASSROOM OBSERVATION FORM Teacher: Date: Grade/Subject: Instructions: Rate each item on a scale from 1 to 5 with 1 indicating low implementation and 5 indicating high implementation. Provide evidence gathered during the classroom observation to support the rating. The teacher . . . Rating and Evidence Observed 1. Acts consistently on the unwavering Rating: belief that each student can and will Evidence: learn, and on the teacher’s power to help them do so. 2. Regularly provides support and Rating: scaffolding needed to ensure each Evidence: student’s success. 3. Provides support that is customized so Rating: that students are not allowed not to Evidence: learn. 4. Allows each student to demonstrate Rating: their understanding of content in ways Evidence: that are appropriately challenging. 5. Assures that all students are actively Rating: engaged in learning by making Evidence: connections and contributing to the discussion. 6. Builds appropriate support into every Rating: lesson. Evidence: 7. Uses questions that are uniformly high Rating: quality and provide opportunity for Evidence: students to extend their learning. 8. Provides consistently high quality Rating: feedback to students about their work Evidence: so that students can use the feedback to improve their work. 9. Uses a broad repertoire of strategies to Rating: interact with students about instruction Evidence: and student learning. 10.Acts in ways that students know that Rating: they can be successful. Evidence: ©Ronald Williamson & Barbara Blackburn. From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
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11.Includes adequate time for students to Rating: respond throughout each lesson. Evidence: 12.Designs lessons so that the majority of Rating: activities are interactive, and whole Evidence: group activities are limited. Strategy 2: Post-Observation Discussion Prompts Examples of Post-‐Observation Other Discussion Prompts Discussion Prompts I Would Like to Use • Thank you for the opportunity to visit your classroom. I would like to have you talk with me about the lesson. • When you plan a lesson, what things do you consider? How do you plan to address our goal of improved rigor for students? • Describe ways that you monitor student learning during your lessons? What clues do you gather about student learning? -‐-‐How do you consider the value of the lesson for the students? Do they see the relevance of learning? • As you continue to implement -‐-‐-‐-‐ what do you consider the appropriate next steps? • What additional support or resources may I provide for you? How can I support your effort to improve the rigor in your classroom? ©Ronald Williamson & Barbara Blackburn. From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
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Structures to Support Success Strategy 1: Types of Collaborative Teams Option Description How this option could Advantages/ address student learning Disadvantages needs Faculty-‐wide Participation of teams the entire faculty on teams focused on the same issue. Interdiscipli Teams across nary teams grade or content areas or who share common planning time or the same students. Grade-‐level Focus on students teams at a single grade level. Vertical Working together teams across grade levels. Subject-‐area Focus within a teams single content area. Special topic Teams formed teams around topics of interest. Between Teachers from school teams different schools work together. Adapted from: Team to Teach: A Facilitator’s Guide to Professional Learning Teams. National Staff Development Council, 2009. ©Ronald Williamson & Barbara Blackburn. From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).
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Strategy 2:
Structures to Provide Extra Support Lunch Time Learning – A center that is open every day during lunch to provide academic support to students. LIFT (Letting Individuals Fine-Tune) – Each Wednesday during related arts classes students who need additional instruction to reach mastery are required to meet with their academic teachers for additional small group instruction. Rock’nRAP – Teachers assist students with research work and encourage reading newspapers and magazines with music creating an inviting atmosphere. 21st Century Learning Center – Provides healthy snacks, supervised recreational activity, homework assistance and special learning programs for students after school. Bus transportation is provided. IMAX – Initiative to Maximize Academic Excellence – A school-‐wide approach to keeping learning going and to help students succeed who are comfortable with failure. At the end of each month (exact data a secret) students with no Incompletes are awarded a treat for their diligence completing schoolwork (ice cream, music, fruit, free time, coupons to school store, tickets to events). Students with Incompletes remain with their academic teachers to finish their work. Reorganize the Schedule – A Michigan school changed their schedule so that two seminar periods were scheduled each week. The seminars provided time for students to get extra help from teachers, revise and resubmit assignments or to provide additional instruction. Use Lunch/Advisory Time -‐ In Tucson a high school principal reorganized the day so that twice a week the lunch period was extended so that students could retake tests, work in the study lab, or meet with individual teachers about missing assignments. Things We’re Current Doing to Provide Extra Support: Things We Might Consider: ©Ronald Williamson & Barbara Blackburn. From Rigorous Schools and Classrooms: Leading the Way; Rigor in Your School: A Toolkit for Leaders; and The Principalship from A to Z (Eye on Education, www.eyeoneducation.com).