The Enduring Fundamentals of Effective Schools: The Correlates

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June 28, 1:45 – 4:15pm, Room: Union C
Effective schools are more alike than they are different. They share fundamental characteristics that have come to be known as the Correlates of Effective Schools. Every successful school reform effort, today and throughout the past 3 decades, has resulted from the effective implementation of these 7 critical principles. Most successful schools create empowered, collaborative teams around these critical principles and their leadership produces significant improvement in student learning. Dr. Lezotte will offer you an overview of all seven correlates and a recommended action plan for going forward in your school or district.
Main Presenter: Larry Lezotte, National Education Consultant, Effective Schools Products

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The Enduring Fundamentals of Effective Schools: The Correlates

  1. 1. NOTES EFFECTIVE SCHOOLSEnduring Fundamentals of Effective Schools: The Correlates Presented by Lawrence W. Lezotte, Ph.D. National Education Consultant 1 Your school isperfectly aligned to get the results you are currently getting. 2 Schools were never designed, or even intended,to successfully teach all students a high standards curriculum. 3Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  2. 2. NOTES Navigating the Perfect Storm 1. Higher Standards 2. Higher Percentage of Challenging Students 3. Fewer Resources 4 Assumption You and your colleagues are already doing the best they know to dogiven the context in which they find themselves. 5The Leadership(Change) ChallengeTake a “followership” to aplace they have never beenand are not sure they wantto go. 6 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  3. 3. NOTESThe Three Levers of Power: 1. Sticks 2. Carrots 3. Hugs 7 Different Perspectiveson School Improvement 1. People Change 2. Systems Change 3. Planned Change 8WANTED…A Proven System for Action Effective SchoolsResearch and Practice 9 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  4. 4. NOTES Getting Ready for Continuous Improvement Creating a Common Language Effective Schools 10Definition of anEFFECTIVE School:A school that can, in outcometerms, reflective of its “learningfor all” mission, demonstratethe presence of equity inquality. 11Definition of anIMPROVING School:A school that can, in outcometerms, reflective of its “learningfor all” mission, demonstratethe increasing presence ofequity in quality. 12 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  5. 5. NOTESPolicy Pillars for Public Education in AmericaQ EU QA UL II TT YY 13Policy Pillars for Public Education in AmericaQ EU Level Q DistributionA Of U OfL I Achievement AchievementI TT YY 14 Searching for Effective SchoolsOutliers on the High SideCommon Characteristics 15Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  6. 6. NOTESThe Correlate of anEffective SchoolAn inter-connectedarray of systems thatcombine to advance themission of the school. 16 Trailing Indicators Leading Indicators 17 High Expectations for Success In the effective school there is a climate of expectation in which the staff believe and demonstrate thatall students can attain mastery of the essential school skills, and the staff also believe that they have the capability to help all students achieve that mastery. 18 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  7. 7. NOTES High Standards High Expectations 19 Mindset* Fixed Intelligence Developing Intelligence*Dweck, Carol Mindset: The New Psychology of Success (2006). 20 Intelligence and How to Get It* Fluid Intelligence Crystallized Intelligence*Nisbett, Richard E. Intelligence and How to Get It: Why Schools and Cultures Count (2009). 21 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  8. 8. NOTES Expectations = Unwarranted Optimism 22 Strong Instructional Leadership In the effective school the principal acts as an instructional leader and effectively and persistently communicates that mission to the staff, parents, and students. The principal understands and applies the characteristics of instructional effectiveness in the management of the instructional program. 23 “Leadership is second only to classroom instruction among all school-relatedfactors that contribute to what students learn at school.”Wahlstrom, Kyla L., et al. Investigating the Links to Improved Student Learning: Executive Summary of Research Findings. (2010) 24 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  9. 9. NOTES Authority is delegated from Above Leadership is delegated from Below 25TrustworthyCompetentForward LookingEnthusiasm 26 Principal Leader of Followers Principal Leader of Leaders (Engagement Paradigm) 27Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  10. 10. NOTES Clear and Focused MissionIn the effective school there is a clearlyarticulated school mission through whichthe staff shares an understanding of and commitment to the instructional goals, priorities, assessment procedures, andaccountability. Staff accept responsibility for students’ learning of the school’s essential curricular goals. 28 People and Organizations areAlways Moving in the Direction of Their Dominate Thought 29 MISSION NOT a description of Current Reality IS a description of a Preferred Future 30 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  11. 11. NOTES NEW MISSION Learning for ALLWhatever It Takes! 31 Opportunity to Learn/Time on TaskIn the effective school teachers allocate a significant amount of classroom time to instruction in the essential skills. For a high percentage of this time students are engaged in whole class or large group, teacher-directed, planned learning activities. 32 Big Issue: School Readiness Prerequisite Knowledge Learning Gaps are First Opportunity Gaps 33 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  12. 12. NOTES Big Problem:Agrarian CalendarAge-based Placement 34 Big Opportunity:Disruptive TechnologyIncreased StudentEngagement 35 Big Idea:Assure Alignment Between• Intended Curriculum• Taught Curriculum• Tested Curriculum 36Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  13. 13. NOTES Frequent Monitoring of Pupil ProgressIn the effective school student academic progress is measured frequently through a variety of assessment procedures. The results of these assessments are used to improve individual student performance and also to improve the instructional program. 37 Monitoring Summative Formative 38 Big Idea: Feedback Timely Explicit 39 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  14. 14. NOTES Bookends of an Effective System1. Clear & Focused Mission2. Frequent Monitoring and Reporting Progress on the Mission 40 Safe and Orderly EnvironmentIn the effective school there is an orderly, purposeful, businesslike atmosphere which is free from the threat of physical harm. The school climate is not oppressive and is conducive to teaching and learning. 41 Prerequisites1. On Duty All the Time, Everywhere 2. Behave with Consistency Enforcing the Rules 42 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  15. 15. NOTES Violence in SchoolsAmong K-12 teachers, percentage who say this occurred in schoolsetting in the last school year (2008-09): Verbal 76% confrontations Fights 65% Staff abused 36% by student Student with 28% weapon at school None of the above 16% Source: Zogby for Crisis Prevention Institute survey of K-12 general- education teachers, Sept. 26-Oct. 5, 2009. 43 Positive Home/School Relations In the effective school parents understand and support the school’s basic mission and are given the opportunity to play an important role in helping the school to achieve this mission. 44 Question:“Can we get bad social service even though we are all good people?” Ron Edmonds 45 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  16. 16. NOTESThe following screen is adapted from: What Works in Schools: Translating Research into Action by Robert J. Marzano ASCD (2003). 46School-level Factors (Ranked)1. Opportunity to Learn2. Time3. Monitoring4. Pressure to Achieve5. Parental Involvement6. School Climate7. Leadership8. Cooperation 47 NEW MISSION Learning for ALLWhatever It Takes! 48 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  17. 17. NOTES A SystemA network of interdependentcomponents that work togetherto accomplish the aim of thesystem. 49 A System Must 1. Have a clear aim. 2. Be managed. 3. Have a pervasive sense of mission. 50 Senge’s Double-Loop Learning Model Mission, Higher Core Beliefs, Loop & Core Values Lower Tactics, Strategies, Loop & Behaviors 51 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  18. 18. NOTES Levels of CultureOrganizational Artifacts: Culture and Visible organizational structures and processes Leadership (hard to decipher) by Espoused Values: Edgar H. Schein Strategies, goals, philosophies Jossey-Bass (espoused justifications) (2004) Basic Underlying Assumptions: Unconscious, taken-for-granted beliefs, perceptions, thoughts, and feelings (ultimate source of values and action) 52 Root Cause Analysis The 5 “WHY’s” 53 80/20 Rule 54 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  19. 19. NOTES “Hot Spotting” A Precise Problem Finding Strategy 55Common Characteristics ofEffective Change Models Created by Passion Guided by Leadership Driven by Data Supported by Staff Development 56 Getting Ready for Continuous Improvement: 1. Common Language 2. Empowered Leadership Group 3. Time 57 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  20. 20. NOTES The 5 T’s of School Improvement Theories• Effective Schools• Systems Thinking• Continuous Improvement Teams • Empowerment • Consensus Building • Problem Solving Constantly Improving Time • Team Time Student • Staff Development Achievement • Study Groups Technology • Real Time Data • Just-In-Time Information • Research/Proven Practices Tools • Data Gathering • Data Analysis • Data Display 58 Getting Ready for Continuous Improvement: Establish the Process: Reflect inclusive & collaborative Clarify Mission, Core Values, Study Plan Core Beliefs Identify Essential Do Student Learnings 59 Transaction Change Chain Tranactions Change Chain Convert Inputs Dollars Outputs to Time Increased Student Learning Talent Changes Increased Student Changes Student Learning Experiences Performance Dollars Environment Things of in Student Some Increased Student Structure Way Motivation Culture Other Specify 60 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  21. 21. NOTES Linking Change Strategies toStudent Achievement 61 Suppose someone gave you an increase in Change Structure funds. Change Time What would Change Talent you buy to increase Change Materials studentChange Culture achievement? 62 How will that Change Structure translate to: Placing Students at Appropriate Level of Difficulty Change Time Increasing Instructional Time for Learning Change Talent Increasing Student Engagement Assuring Change Materials Instructional Alignment Adding Guided Practice with Immediate FeedbackChange Culture 63 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  22. 22. NOTES How will that then Change Structure translate to: Placing Students at Appropriate Level of Difficulty Change Time Increased Increasing Instructional Motivation Time for Learning + Increased Change Talent Increasing Learning Student Engagement to equal Assuring Instructional Alignment Change Materials Increased Student Adding Guided Practice Performance With Immediate FeedbackChange Culture 64 Literacy Teacher Student Coach Increased Motivation + Increased Learning = Increased Student Performance 65 No Plan Survives Contact with the EnemyCommander’s Intent? 66 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
  23. 23. NOTES No School Improvement Plan Survives Contact with the Stakeholders Leader’s Intent? 67 Critical Issues inSustainable School Improvement Training & Technical Assistance Models of Success Networks of Support 68 Use the Plan Share the Story Prepare to Adjust 69 Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041

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