From Ordinary to Extraordinary:
The Role Each of Us Must Play
Raymond McNulty
Dean, School of Education SNHU
Senior Fellow...
Pedro Noguera
“You don’t have to change the
student population to get
results, you have to change
the conditions under whi...
Almost everyone wants schools to
be better,
but almost no one wants them
to be different.
You must make progress on two important, yet
divergent disciplines
1. Do what we
“Already” do
even better?
2. How to
inven...
Themes
 It’s All About A System
 Some Final Advice
It’s All About a System!
Third Key TrendTheme
Aligned for Success
 Doctors/Nurses in Hospitals
 Pilots in Flight
 Teachers in a School System
BIG QUESTION
 If you could get each of the faculty and staff in your
school to do one or two things:
• very well
• consis...
Systems are challenged today
like never before and the key
challenge that we face is results.
In an environment driven by
results, the best strategy is to
“DEVELOP YOUR PEOPLE.”
Broaden the definition of learning in ...
Why do Systems Fail?
 Ignorance, we do not have all the
knowledge.
 The knowledge exists but we do not use
it correctly.
How do you get good at what you do?
 The great seem to have the ability to work through
their weaknesses.
 Being just a ...
If we want to be serious about
students’ learning, we need to be
serious about adult learning. We need
to continually impl...
Solid Implementation
 Focus
 Fidelity of Implementation
 Leading and Lagging Indicators
The focus must be on the way we work.
• Cooperation is what was valued in the past. It
is about efficiency: “You do this a...
Carrot and Stick vs. Coaching
 You can’t be successful today by being
alone, autonomy does not get you to be
great!
 Its...
Independent Interdependent
CollaborationTurf Protector
Active w/ focusLittle Buy In
ExtraordinaryOrdinary
SUCCESS BY DESIGN
NOT BY CHANCE
•22
Simply said, we get
what we design for!
Proportions of students scoring in each decile
of the MCAS 8th grade ELA distribution
Proportions of students scoring in each decile
of the MCAS 8th grade Math distribution
MCAS math gains 8th to 10th grade,
compared to others from the same 8th grade decile
(School Rank Percentile)
MCAS ELA gains 8th to 10th grade,
compared to others from the same 8th grade decile
(School rank percentile/100)
Looking Forward
 Focused and coherent adult learning
 Allowing people to be all that they can
be, thru collaborative foc...
The Leadership It Takes
 Leadership that Combines Passion with Competence:
All educators effectively cultivate not only a...
The Leadership It Takes
 Streamlined and Coherent Curriculum:
The district purposefully selects curriculum
materials and ...
Our First Training: Open Response
OPEN RESPONSE STEPS TO FOLLOW
1. READ QUESTION CAREFULLY.
2. CIRCLE OR UNDERLINE KEY WOR...
Now I will model the ten steps students will use when answering an open-
response item. The following chart includes the t...
Follow up the Interdisciplinary Training.
Next step – HOW to bring this into the
classroom
 Lessons developed
 Implement...
We didn’t leave it to chance. (Success
by design, not by chance!)
The implementation was according to
a specific timeline…...
•35
As a follow up to this activity, I am requiring Department Heads to
collect from each teacher at least one student sam...
Social Science /History
Open Response
Explain how the article and the spiritual show John
Brown’s commitment to the welfar...
Science
Open Response
Art
Open Response
Wellness/P.E.
Open Response
How do we know the
students
are learning it?
Brockton High’s turnaround
FOUR STEPS:
1. Empowered a team
2. Focused on Literacy – Literacy for ALL, NO
exceptions
3. Imp...
1. Do what we
“Already” do
even better?
2. How to invent
a different future
for the student?
• 4
3
Fast, test and learn, d...
Theme
 Some Final Advice
 Technical Challenges
 Culture Challenges
 Leading and Lagging Indicators
Culture Trumps Strategy
 Culture is the set of habits that allows a group of people to
cooperate by assumption rather tha...
New Daily Plan
 Wake Up
 Be Amazing
 Go To Bed
From Ordinary to Extraordinary:
The Role Each of Us Must Play
Thank you!
Raymond McNulty
Dean, School of Education SNHU
Se...
Ordinary to Extraordinary: The Role Each of Us Must Play
Ordinary to Extraordinary: The Role Each of Us Must Play
Ordinary to Extraordinary: The Role Each of Us Must Play
Ordinary to Extraordinary: The Role Each of Us Must Play
Ordinary to Extraordinary: The Role Each of Us Must Play
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Ordinary to Extraordinary: The Role Each of Us Must Play

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Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?

The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.

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Ordinary to Extraordinary: The Role Each of Us Must Play

  1. 1. From Ordinary to Extraordinary: The Role Each of Us Must Play Raymond McNulty Dean, School of Education SNHU Senior Fellow ICLE
  2. 2. Pedro Noguera “You don’t have to change the student population to get results, you have to change the conditions under which they learn.”
  3. 3. Almost everyone wants schools to be better, but almost no one wants them to be different.
  4. 4. You must make progress on two important, yet divergent disciplines 1. Do what we “Already” do even better? 2. How to invent a different future for the student? • 4 Fast, test and learn, disruptiveDiscipline, FocusCharacteristics: Measures: Consistent & incremental improvements Creativity, fast failures, breakthrough improvements Disciplines: Operating Excellence Innovation
  5. 5. Themes  It’s All About A System  Some Final Advice
  6. 6. It’s All About a System! Third Key TrendTheme
  7. 7. Aligned for Success  Doctors/Nurses in Hospitals  Pilots in Flight  Teachers in a School System
  8. 8. BIG QUESTION  If you could get each of the faculty and staff in your school to do one or two things: • very well • consistently • that would impact learning positively  What would those things be? •9
  9. 9. Systems are challenged today like never before and the key challenge that we face is results.
  10. 10. In an environment driven by results, the best strategy is to “DEVELOP YOUR PEOPLE.” Broaden the definition of learning in your system to include adults.
  11. 11. Why do Systems Fail?  Ignorance, we do not have all the knowledge.  The knowledge exists but we do not use it correctly.
  12. 12. How do you get good at what you do?  The great seem to have the ability to work through their weaknesses.  Being just a slight bit better makes all the difference in the world. • Diligence • Doing it right
  13. 13. If we want to be serious about students’ learning, we need to be serious about adult learning. We need to continually implement with fidelity, seek and accept ideas, help (coaching), and accept criticism. TIGER WOODS DOES!!!!
  14. 14. Solid Implementation  Focus  Fidelity of Implementation  Leading and Lagging Indicators
  15. 15. The focus must be on the way we work. • Cooperation is what was valued in the past. It is about efficiency: “You do this and I will do that.” • Collaboration is where we should focus. It is about shared creation and shared solutions, in which the focus is not on the process but on the specific results, and everyone in the system has responsibility for the results.
  16. 16. Carrot and Stick vs. Coaching  You can’t be successful today by being alone, autonomy does not get you to be great!  Its about discipline  Its about collaboration Cowboys to Pit Crews
  17. 17. Independent Interdependent CollaborationTurf Protector Active w/ focusLittle Buy In ExtraordinaryOrdinary
  18. 18. SUCCESS BY DESIGN NOT BY CHANCE
  19. 19. •22
  20. 20. Simply said, we get what we design for!
  21. 21. Proportions of students scoring in each decile of the MCAS 8th grade ELA distribution
  22. 22. Proportions of students scoring in each decile of the MCAS 8th grade Math distribution
  23. 23. MCAS math gains 8th to 10th grade, compared to others from the same 8th grade decile (School Rank Percentile)
  24. 24. MCAS ELA gains 8th to 10th grade, compared to others from the same 8th grade decile (School rank percentile/100)
  25. 25. Looking Forward  Focused and coherent adult learning  Allowing people to be all that they can be, thru collaborative focused efforts  Build in-house capacity
  26. 26. The Leadership It Takes  Leadership that Combines Passion with Competence: All educators effectively cultivate not only a sense of urgency but also a sense of possibility, built on demonstrated expertise among people in key positions and their commitment to continuous improvement. Ron Ferguson, “Closing the Achievement Gap”
  27. 27. The Leadership It Takes  Streamlined and Coherent Curriculum: The district purposefully selects curriculum materials and places some restrictions on school and teacher autonomy in curriculum decisions. The district also provides tools (including technology) and professional development to support classroom-level delivery of specific curricula and high yield strategies. Ron Ferguson, “Closing the Achievement Gap”
  28. 28. Our First Training: Open Response OPEN RESPONSE STEPS TO FOLLOW 1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS (LEAVE BLANKS) 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR MAPAS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE.
  29. 29. Now I will model the ten steps students will use when answering an open- response item. The following chart includes the training steps that the facilitator will use and an explanation of the work to be done by the participants. Let’s go through the ten steps using The Book of Ruth as our sample text. 5: Take notes that respond to the question. Brainstorm and map out your answer. Remind students that they should be doing ACTIVE reading. They should use strategies to develop their answer, such as taking notes, circling and underlining key words, and using brackets. Follow reading strategies developed in the workshops. Here’s an example of explaining a step:
  30. 30. Follow up the Interdisciplinary Training. Next step – HOW to bring this into the classroom  Lessons developed  Implemented according to a calendar So then what…
  31. 31. We didn’t leave it to chance. (Success by design, not by chance!) The implementation was according to a specific timeline… Step THREE: Implemented with fidelity and a plan
  32. 32. •35 As a follow up to this activity, I am requiring Department Heads to collect from each teacher at least one student sample from each of the teachers’ classes. The student samples should include: Student Name Teacher Name Date Course Name and Level Period A copy of the reading selection and question Evidence of the student’s active reading All pre-writing work that the student has done, e.g. webs A copy of the written open response The new scoring rubric and completed assessment After you have collected the samples from each teacher and have had the opportunity to review them for quality and completeness, please send them to me in a department folder with a checklist of your teachers. Again, please be sure that your teachers clearly label their student samples. The Open Response calendar of implementation is as follows: Nov 2-6: Social Science, Social Sci Biling. Nov 30-Dec 4: Wellness, JROTC Dec 14-18: Science, Science Bilingual Jan 11-15: Business, Tech, & Career Ed. Jan 25-29: Math, Math Bilingual Feb 22-26: Foreign Lang, Special Ed Mar. 7-11: English, ESL, Guidance Mar 20-24 Family &Cons. Sci, ProjGrads Apr 5-9: Music, Art
  33. 33. Social Science /History Open Response Explain how the article and the spiritual show John Brown’s commitment to the welfare of black people. Support your answer with relevant and specific information from the article and the spiritual.
  34. 34. Science Open Response
  35. 35. Art Open Response
  36. 36. Wellness/P.E. Open Response
  37. 37. How do we know the students are learning it?
  38. 38. Brockton High’s turnaround FOUR STEPS: 1. Empowered a team 2. Focused on Literacy – Literacy for ALL, NO exceptions 3. Implemented with fidelity and according to a plan 4. Monitored like crazy! (what gets monitored is what gets done!)
  39. 39. 1. Do what we “Already” do even better? 2. How to invent a different future for the student? • 4 3 Fast, test and learn, disruptiveDiscipline, FocusCharacteristics: Measures: Consistent & incremental improvements Creativity, fast failures, breakthrough improvements Disciplines: Operating Excellence Innovation
  40. 40. Theme  Some Final Advice
  41. 41.  Technical Challenges  Culture Challenges  Leading and Lagging Indicators
  42. 42. Culture Trumps Strategy  Culture is the set of habits that allows a group of people to cooperate by assumption rather than by negotiation  Do we Trust each other?  Disagreement means what to us at our school?  Who owns school performance?  The successful culture allows us to work with each other • Accountability - to each other and ourselves • Ownership - of the outcomes • Commitment - to achieving more each day • Belief – that anything is possible if we work together. • Will – to continue pressing forward change gets difficult. • What is your role in changing our culture? “The secret of change is to focus all of your energy, not on fighting the old, but on building the new.” - Socrates
  43. 43. New Daily Plan  Wake Up  Be Amazing  Go To Bed
  44. 44. From Ordinary to Extraordinary: The Role Each of Us Must Play Thank you! Raymond McNulty Dean, School of Education SNHU Senior Fellow ICLE

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