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Macul2012effectiveschools

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A Look at Technology Support of Marzano's Seven Principles for Effective Schools

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Macul2012effectiveschools

  1. 1. Learning-Centered Leadership Development Programfor Practicing and Aspiring Principals
  2. 2. How Technology Can Trans Support Marzano’s 7 Principles for: Schools that Works Dr. Robert Leneway Educational Leadership, Research and Technology Dept.
  3. 3. Learning-Centered Leadership DevelopmentProgram for Practicing and Aspiring Principals MACUL 2012
  4. 4. Seven Principles High, Cohesive, a nd Culturally Relevant Orderly School Expectations for Operation Students Data- Coherent Inspirational Informed Curricular Agency for School Decision Programs Renewal Making Real-time & Distributive and Empowering Embedded Leadership Assessment 4
  5. 5. On the Road to School Renewal Data-Informed Decision-Making
  6. 6. Where are we Going? Student Mandated Centered Standards 6
  7. 7. DifferentiatedInstruction
  8. 8. Put Your Fears on the TableWhat concerns you most about using data to make school decisions?Internal?External? Do the following concerns sound familiar? 8
  9. 9. “If people know the Fear of Data truth about how our district is doing, we‟ll get pummeled.” “Will we get sued if we look at student data? What“My questions about privacy issues?”about data will sound silly.” “Can we trust the“People will take the data? What if thedata out of context to numbers are further their own „cooked‟?” agendas.” “I don‟t “Putting data on the table will damage union understand the negotiations.” data.” 9
  10. 10. Take Away Your Fear You don’t have to be a statistician Data are actionable Data must be viewed in relationship to something else Data should be used to establish a focus of inquiry 10
  11. 11. Multiple Measures of Data Demographics Enrollment, Attendance, Drop-Out Rate Ethnicity, Gender, Grade Level School Processes Perceptions Description of Perceptions of School Programs Learning Environment and Processes Values and Beliefs Attitudes Observations Standardized Tests Norm/Criterion-Referenced Tests Teacher Observations of Abilities Authentic Assessments Student Learning 11
  12. 12. Demographics Perceptions School Processes Student LearningDemographics Perception Data Opportunity to Learn Results Data (Static Data)- Gender - Student Engagement - Current Offerings - MEAP/MME- Grade - Student motivation - Extra Curricular Activities - ACT- Teacher - Student perceptions of - AP Testing- Age success Teacher quality - District Benchmark- Time in Building - Values - Qualifications & Credentials Assessments- Behavior - Beliefs - Instructional Practices - Standardized Assessments- Attendance - Culture - Professional Development - Graduation Rate- Poverty Level - Attitudes - Collective Efficacy - Postgraduate Follow-up- Racial/ethnic - Observations - Learning Communities- Socioeconomic - Professional Affiliations Process Data (Real-Time- Single Parent Data)- Siblings in household Leadership - Instructional Strategies- Free/Reduced Lunch - Vision, Mission, Goals - Classroom Assessments - Staff Engagement & - Instructional Time on TaskParental Involvement Perceptions - Behavioral Referrals- Preparedness - Parent Engagement & - Books- Transience Perceptions - Writing Samples-Out of school - Supervision Practices - Homeworkexperiences - Professional Affiliations Assigned/Completed - Positive Parent ContactsCommunity Support Resource Allocation- Programs e.g., Head - Budget AllocationStart - Staffing Patterns- Services e.g, FIA - Professional Development - Facility Usage/Maintenance - Technology Distribution 12
  13. 13. 13
  14. 14. It’s Easy to Get Lost in the Numbers and forget that the numbers represent 89365 63542 87620 87629 the hope and future of real children 37620 98625 980098 56290 with strengths as well as 63542 60915 challenges, each deserving the kind of education we want for our very own children 14
  15. 15. Enabling Collaborative Work • When people are involved in analyzing and interpreting data collaboratively, they become more invested in the school improvement efforts . • The more people involved in data analysis and interpretation, the more effective the resulting school improvements. 15
  16. 16. Bridging the Data Gap  Imagine two shores with an river in between.  On one shore are data—the masses of data now overwhelming schools:  state testdata sliced and diced  course-taking patterns  local assessments  attendance data  demographic data  survey data  dropout rates  and on and on  graduation rates On the other shore are the aspiration, intention, moral assurance, and directive to improve student learning and close repetitive achievement gaps. 16
  17. 17. IfI we put more saw this new It is evidentinto resources that reading program at“Bubble Kids” ourthosethe State kids cannot conference, let’s scores willlearn as efficiently??? try it, it can’t hurt! improve as others 17
  18. 18. Leadership Collaboration Data Use Continuous Capacity Improvement Equity Culture Trust 18
  19. 19. Creating A Data Team A data team is a team that meets regularly to analyze data and make educational decisions to improve student achievement. 19
  20. 20. Data Feedback Model Revised Instructional Formative Strategies Assessment s Questions and Inquiry District Written and Taught Curriculum Data Intersection Process Demographic Alignment Smart Goals Analysis Data Data TeamsTeams Perceptual Summative Assessments Revised Instructional Strategies
  21. 21. MDE Data Sethttp://www.data4ss.orgUser Name: demo_test1Pass Word: fall_01 21
  22. 22. On the Road to School Renewal Coherent Curricular Programs
  23. 23. Or Innovating around21st Century Skills 23
  24. 24. Are they MutuallyExclusive?Or Can Our Students Have the Bestof Both? 24
  25. 25. Markers?• Core, essential, or “power standards” aligned to state and/or national standards.• Horizontal and vertical alignment• Aligned and student appropriate learning resources (hard and electronic). 25
  26. 26. Markers• Clear and consistent communication about learning expectations and learning progress.• Engaging & meaningful learning experiences.• Learning focused leadership• Student participation in setting personal learning goals. 26
  27. 27. Markers• Aligned and effective classroom instruction.• Aligned and authentic curriculum based assessments.• Immediate and consistent feedback• Continuous progress monitoring 27
  28. 28. What is a Classroom? Is it This?
  29. 29. Is it Any of These?
  30. 30. Ask any Child
  31. 31. Engage Them orEnrage Them!
  32. 32. Give Them 21stCentury Skills• 21st Century Technologies to support a multi-dimensional learning system• Personalized Learning and differentiated instruction with on-demand access to learning• Empowered learners
  33. 33. When we unleash the power of Technology… New and Different Learninghttp://www.masternewmedia.org/images/making-sense-of-media-and-technology-painting-clouds
  34. 34. The Real LearningProblem “If we continue to do things that we already know aren’t working, we have to consider just who really has the learning problem.” (Ian Jukes, 2010) 34
  35. 35. Curriculum Integration How might we use these nine high impact instructional strategies (Marzano, Pickering, & Pollack, 2001) to improve curriculum integration? 35
  36. 36. CurriculumIntegration (cont.) 1. Identifying similarities and differences - Venn Diagram app, and Comparison Matrix app 2. Summarizing and note taking 3. Reinforcing effort and providing recognition A Drop for your Bucket, Make Awards for Kids, Award Certificate Maker 36
  37. 37. CurriculumIntegration (cont.) 4. Homework and practice Electronic Flash Cards, Flipped Classrooms 5. Nonlinguistic representations iStories 6. Cooperative learning Power Point Jeopardy, Collaborative Online Projects, Blogs and Webquests 37
  38. 38. CurriculumIntegration (cont.) 7. Setting objectives and providing feedback - PBL Checklists, Rubric Builder,Electronic Portfolio, SurveyMonkey, SMART Goal Setting Assessment as Feedback 8. Generating and testing hypotheses Hypothesis Proof Web, Scientific Method Web, Graph Maker , You be the Historian, Kids Mysteries 9. Cues, questions, and advance Organizers, Anticipation Guides, Book Marks and Jamie McKenzies Questioning Toolkit 38
  39. 39. On the Road to School Renewal Orderly School Operation
  40. 40. Safe and Orderly Schools•What do they look like?•Why are orderly schools important?•How do we get there? 40
  41. 41. What do they look like?•Students feel safe and free from physical harm•Collegial relationship among staff•There is a positive culture and climate•High expectations on the part of staff and students•Expectations and rules are known by all and enforced•Students are involved and take ownership of the school•Student achievement increases in orderly schools 41
  42. 42. Elements of Safe andOrderly Schools •Culture •Climate •Safety •Bullying •Discipline •Managing Personnel 42
  43. 43. Climate Surveys• Victoria Bernhardt• http://eff.csuchico.edu/ html/download_center .html 43
  44. 44. Cyberbullying • Cyber-bullying is "the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others“ Leneway and Winters (2008) 44
  45. 45. CyberBullying Percent Non Bullied Bullied A national survey of 1500 4th – 8th graders • 42% of kids have been bullied while online. One in four have had it happen more than once. 45
  46. 46. Cyberbullying (cont) • 58% of kids admit someone has said mean or hurtful things to them online. More than four out of ten say it has happened more than once. • 55% of the 58% have not told their parents or an adult about something mean or hurtful that happened to them online. 46
  47. 47. What Can Be Done • Students need to be reminded that what they do in cyberspace is not really anonymous. • Behaviors and words are downloadable, printable and sometimes punishable by law. • They can be traced on the Internet • Reminded not to share personal information 47
  48. 48. What Can be Done (cont) • Clearly explained in the School’s AUP or Handbook. • Graduated consequences and remedial actions • Clear procedures for reporting • Procedures for investigating • Specific language that if a students off-school speech or behavior results in "substantial disruption of the learning environment," the student can be disciplined 48
  49. 49. Layshock v. HermitageSchool District (2006) • A student created a website from his grandmothers home computer creating a parody of the school principal on his myspace.com. • While the site was non-threatening and created off-campus, school officials were able to prove a major disruption to the school day. Officials pointed out that staff devoted a lot of extra time diffusing and resolving the situation. 49
  50. 50. Acceptable Use Policy Guidelines • Clear, Specific Language • Detailed Standards of Behavior • Detailed Enforcement Guidelines/Standards in the Event of Violations • A Comprehensive Internet Policy Statement • Outline/list of acceptable vs. not acceptable uses 50
  51. 51. Acceptable Use Policy Guidelines • Outline/list of acceptable vs. not acceptable • Student and parent consent forms • Description of online etiquette • Privacy Statement - School’s right to see • Disclaimer of liability 51
  52. 52. Best Practice – Orderly EnvironmentMarzano1. Establish rules and procedures for behavioral problems that might be caused by the school’s physical characteristics or routine2. Establish clear school-wide rules and procedures for general behavior3. Establish and enforce appropriate consequences for violation of rules 52
  53. 53. Recognition & Rewards News articles highlighting their accomplishments All-star staff picture wall Staff pictures with personal vision statement Business cards Pocket praise (McNotes) Years of service awards 53
  54. 54. In Summary – Orderly Schools • Students feel safe and free from physical harm • Collegial relationship among staff exists • There is a positive culture and climate • High expectations on the part of staff and students • Expectations and rules are known by all and enforced • Students are involved and take ownership of the school • Facilities are conducive to student safety • Parents are involved with the school 54
  55. 55. On the Road to School Renewal Real-time and Embedded Instructional Assessment
  56. 56. Types of Assessments Marzano (2010) suggests that there are three types of assessments 1. Obtrusive 2. Unobtrusive 3. Student generated 56
  57. 57. Types of Assessments • Authentic • Portfolios • Observation • Formative • Summative 57
  58. 58. Formative AssessmentsThe gains in learning by using formativeassessments were “amongst the largestever reported for educational interventions.” Black and William (1998)Formative assessment works well for alllearners and very well for slow learners (Popham, 2008) 58
  59. 59. Formative Assessment• Formative assessment is a process, not any particular test• It is used not just by teachers, but by both teachers and students• Formative assessment takes place during instruction • Marzano (2010) 59
  60. 60. Marzano’s Elements• It provides assessment-based feedback to teachers and students.• It helps teachers and students make adjustments that will improve students’ achievement of intended curricular aims. 60
  61. 61. How Tech Can Help• Provide feed back to students in ways that enable the students to learn better.• Eliminated the drudgery of assessment.• Assessing more accurately, efficiently,&quickly.• Make evaluating student skills unobtrusive and easy. 61
  62. 62. How Tech Can Help• Individualized assessment• Immediate nature of the assessment• Create virtual real-time picture of which students need help, where they need it, and how the teachers can help them best. 62
  63. 63. How Tech Can Help• Enhancing formative assessment with technology enables teachers to embed assessment into instruction and provide immediate feedback.• It has become cheaper (sometimes free) and easier to use. 63
  64. 64. Quiz• The greatest factor in determining use of technology in a school?1. Technology budget2. Amount of professional development3. Teachers interest4. Principal interest 64
  65. 65. Quiz AnswerThe largest factor indetermining use oftechnology in aschool is thePrincipal’s interestthat it be used. 65
  66. 66. What Type of Technology?• Differential Instruction• Rubrics• White Boards and Clickers• Problem Based Learning• Infographics• ePortfolios• Digital Storytelling• Students as Teachers• Commercial Tools and Games• Free Internet Tools 66
  67. 67. Free Internet Tools• Project Zone• Quizlet• ASSISTments• Star Fall• ePals• Twitter in Education 67
  68. 68. Assistment Demohttp://www.assistments.org/ 68
  69. 69. Star Fall Demo• A free public service to teach children to read with phonics.• http://www.starfall.com/ 69
  70. 70. Acrobat DemoCreate you ownAssessmentePortfolio withAcrobat Pro X 70
  71. 71. What’s Next?• Learning Analytics - enable teachers and schools to tailor educational opportunities to each students level of need and ability.“• Personal Learning Environments - allow students to direct their own learning by themselves or in groups. They generally involve a number of tools that learners choose to use as they learn. 71
  72. 72. On the Road to School Renewal High, Cohesive, and Culturally Relevant Expectations for Students
  73. 73. On the Road to School Renewal Distributive and Empowering Leadership
  74. 74. Education and Change“Changing Education is a lot like changing a cemetery – You won’t get much help from the inhabitants.” 74
  75. 75. On the Road to School Renewal Passion and Commitment for School Renewal
  76. 76. Rocket Science and School Renewal It is not Rocket Science! What you do is more complex. Rocket science is predictable with formulas, algorisms, backu p systems, and established procedures. Working with teachers, students, parents , and community members is much more challenging- although regrettably less valued.
  77. 77. Thank You!• bob.leneway@wmich.edu 77

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