Group items tagged

teams need to research, reflect, implement, redesign,

background section for the facilitator

Rick DuFour

Linda-Darling Hammond, Karen Seashore Lewis

My action research

read it on the Web,

clear purpose and goal

we were the ones who generally had less opportunity for real input into policies and procedures that either allowed or threw up barriers to good teaching and learning.

The principal is the key

must understand the process

provide teachers with training and support.

personally offer appropriate feedback to teams on a regular basis, and allow teachers to be risk-takers.

about professional learning and growth

we teachers were the people who held the ultimate solutions

Setting norms

Sharing teaching ideas

examine research and articles on instruction to broaden their knowledge base, and work together to develop and collectively implement new strategies.

voluntary or mandatory.

provide the necessary help in terms of support structures and incentives.

up to 3 years for professional learning teams to become ingrained

the culture of the school begins to shift and teachers begin to support one another as professionals. In fact, team members begin to take responsibility for the success of each other as teachers.

no "one size fits all"

Imagine that you have freedom to design your school to operate anyway you want it to, and that you will be provided with sufficient resources do implement the design.• What will your teachers be doing from the time they walk in in the morning until the time they leave in the afternoon? • What would you (the principal) be doing during the school day?• How would you like the school day to be structured?• What types of meeting rooms, student learning rooms, laboratories, classrooms, and other space would you like to have in this school?• What clerical positions would be needed? What would clerical staff responsibilities be with respect to facilitating teaching and learning?

teachers focusing exclusively on teaching and learning during the school day. The principal also takes a leadership role in the instructional process and involves teachers in helping him/her make instructional decisions.

The school day is structured so that teachers have two hours a day to work together to address student strengths and weaknesses and improve instruction. Teachers have comfortable and relaxed surroundings in which to work together. They have access to technology and a high comfort level in using it. School firewalls have been altered so that students in the school can access and create wikis, blogs, social bookmarks, rss feeds, and other digital tools when useful for learning.

Students who consistently disrupt learning for other students in class are temporarily placed with a smaller group of similar students within the school where trained teachers work with them in academics and behavior modification.

hands-on learning, projects and problem-solving.

clerical staff to handle non-instructional paperwork, and non-teaching staff monitors students at lunch, during class changes, and at other times when students are not engaged in instructional activities. This frees up extra time for teachers to meet with parents, attend IEP meetings, and prepare for classes.

Teacher leadership is viewed as a necessary role in the school.

ree or reduced price meals

poverty and mobility, coupled with the lack of teacher stability, necessary instructional control, and effective behavior management put essentially the entire student population at risk for developing emotional or behavioral disorders.

replacing the principal, other building administrators, and about 80% of the teachers

student- and family-centered support services were aligned and located in the school.

two years

students worked collaboratively in classrooms

fun and rigorous learning environment where respect for all is evident everywhere.

common language of respect

learn social skills along with academic content. The day begins with the Morning Meeting during which the children sit in a circle to hear a message about the day’s events or topics of study and they hold an informal conversation in which everyone participates. A set of rules for behavior is posted in every room and hallway along with the systematic and universal steps for regaining self-control and turning around problem behavior.

everity from “take a break,” to “fix it” plans, to dismissal from school. The consistency with which the system is implemented by every adult in the school is remarkable. It has produced demonstrable changes in student behavior and conduct, with students taking responsibility for their behavior, and dismissal from school a rarity. The model also involves “buddy classrooms.”

Teachers work together to assess and reflect on their performance and provide each other with constructive feedback regarding their interactions with students

identify alternative strategies for interacting with the student and monitor progress in terms of reducing conflict and strengthening the relationship between the teacher and student.

emotional/behavioral disorder (EBD)

“Collaboration is key to our teachers finding creative ways to grow at their craft and help our students exceed the standards”

The common policies and procedures used across regular and special education classrooms promote academic and behavioral success for all students.

The importance of social skills instruction is equal to that of academic success for all students. The academic success that regular and special education students at Dayton’s Bluff experience is largely a product of the individualized instruction all students receive. Individualized assessments are conducted with each student to determine the specific instructional needs of each across the content areas. Instruction in reading, writing, and math is conducted in “workshop” style that involves a “mini-lesson” of approximately 5-10 minutes followed by a period of time during which students receive guided practice and feedback on applications of the mini-lesson. Data are regularly collected and analyzed

score

All students experience the same consequences for misbehavior, including those students who have a history of significant behavioral problems in school, and all students are provided multiple opportunities to correct their own behavior within the systematized program.

chance to see fairness in how everyone is treated alike, that they will not be condemned for making a mistake, and will be encouraged to succeed by everyone.

he high level of consistency with which the staff members implement the program builds trusting relationships between students and adults in the building. It is much more common for students to be sent to the principal’s office to read something they’ve written or share an accomplishment in math than to face disciplinary action

he staff members approach the problem as a partner with the student to understand and solve the problem rather than as heavy-handed, controlling, punitive authority figures. This approach promotes mutual respect, responsibility, and pride, and reduces the incidence of learned helplessness.

intensive training as well as ongoing “booster” sessions tailored to their individual needs. Th

academic success

every reason to believe that these students will stand alongside their regular education peers in leading productive, successful lives.

investment in “people-power” that prioritizes small class sizes and strong professional development programs over cutting-edge technology has resulted in successful primary and secondary prevention that supports the tertiary prevention resources provided by the district for students identified with EBD

Jennifer McComas is associate professor in the Department of Educational Psychology, University of Minnesota. She may be reached at 612/624-5854 or jmccomas@ umn.edu. The article was authored in collaboration with Von Sheppard, principal at Dayton’s Bluff Elementary School, St. Paul, Minnesota. He may be reached at 651/293-8915 or von.sheppard@spps.org.

When the researchers checked in again eight years later, things had gotten even worse for the young adults who had attended a preschool with a heavy dose of skills instruction and positive reinforcement.  They didn’t differ from their peers in the other programs with respect to their literacy skills, total amount of schooling, income, or employment status.  But they were far more likely to have been arrested for a felony at some point and also to have been identified as “emotionally impaired or disturbed.” 

he children who had been taught with the skills-based approach were “more hostile and aggressive, anxious and fearful, and hyperactive and distractible” than children who had attended more developmentally appropriate kindergarten classrooms – and they remained so a full year later. 

The skills kids had lower expectations of themselves, worried more about school, were more dependent on adults, and preferred easier tasks.[16]

Those from the child-initiated preschools “actually mastered more basic skills by initiating their own learning experiences” and continued to do well as the years went by.  The middle-of-the-roaders fell behind their peers.  As for those from the academically directed group, their “social development declined along with mastery of first-grade reading and math objectives. . . . By fourth and fifth grades, children from academic pre-K programs were developmentally behind their peers and displayed notably higher levels of maladaptive behavior” – particularly in the case of boys.[17]

a tightly structured, traditionally academic model for young children provides virtually no lasting benefits and proves to be potentially harmful in many respects.

standards documents are nothing if not orderly. Keep that contrast in mind and you will not be surprised to see how much damage those documents can do in real classrooms.

making sure students are actively involved in designing their own learning, invited to play a role in formulating questions, creating projects, and so on. But the more comprehensive and detailed a list of standards, the more students (and even teachers) are excluded from this process, the more alienated they tend to become, and the more teaching becomes a race to cover a huge amount of material.

Howard Gardner

"The greatest enemy of understanding is 'coverage.'"

If the goal is to cover material (rather than, say, to discover ideas), that unavoidably informs the methods that will be used. Techniques such as repetitive drill-and-practice are privileged by curriculum frameworks based on a "bunch o' facts" approach to education. Of course, that kind of teaching is also driven by an imperative to prepare students for tests, but no less by an imperative to conform to specific standards.

Some people sincerely believe that to teach well is to work one's way through a list of what someone decided every nth grader ought to know.

hosen according to whether they lend themselves to easy measurement.

"specific, measurable standards" suggests a commitment not to excellence but to behaviorism.

Concepts like intrinsic motivation and intellectual exploration are difficult for some minds to grasp, whereas test scores, like sales figures or votes, can be calculated and charted and used to define success and failure.

meaningful learning does not always proceed along a single dimension, such that we can nail down the extent of improvement.

Linda McNeil

"Measurable outcomes may be the least significant results of learning."

Sandra Stotsky,

"Explore isn't a word that can be put into a standard because it can't be assessed." This assertion is obviously false because there are plenty of ways to assess the quality of students' exploration -- unless, of course, "assessment" is equated with standardized testing.

it is much easier to quantify the number of times a semicolon has been used correctly in an essay than it is to quantify how well the student has explored ideas in that essay.

he more emphasis that is placed on picking standards that are measurable, the less ambitious the teaching will become

one-size-fits-all model of education.

his rigidity about both the timing of the instruction and its content creates failures unnecessarily by trying to force all children to learn at the same pace.

Bullying reaches its apotheosis with high-stakes testing, the use of crude rewards and punishments to make people ratchet up the scores.

"The beatings will continue until morale improves."

to do things to educators and students rather than to work with them.

Orwellian word now in widespread use is "alignment"

"Alignment" isn't about improvement; it's about conformity.

Standards-as-mandates also imply a rather insulting view of educators—namely, that they need to be told what (and, by extension, how) to teach by someone in authority because otherwise they wouldn't know.

the use of control leads to poor implementation of the standards (which, come to think of it, may not be such a bad thing). Others, including some of our best educators, will throw up their hands in disgust and find another career.

Pro-standards groups such as Achieve Inc. (a group of corporate officials and politicians) tend to give poor ratings to states whose standards aren't sufficiently specific, measurable, uniform, or compulsory.

The tests arguably constitute the most serious and immediate threat to good teaching, such that freeing educators and students from their yoke should be our top priority.

What troubles me is the rarity of such discussion, the absence of questioning, the tendency to offer instruction about how to teach to the standards before we have even asked whether doing so is a sound idea.   Copyright © 2001 by Alfie Kohn.

not help to develop young minds, contribute to a robust democratic life, or aid the most vulnerable of our fellow citizens.

By shifting the locus of authority to outside bodies, it undermines the capacity of schools to instruct by example in the qualities of mind that schools in a democracy should be fostering in kids–responsibility for one’s own ideas, tolerance for the ideas of others, and a capacity to negotiate differences.

externally imposed expert judgment.

Standards-based reform systems

first, an official document (sometimes called a framework) designed by experts in various fields that describes what kids should know and be able to do

second, classroom curricula–commercial textbooks and scripted programs

third, a set of assessment tools (tests) to measure whether children have achieved the goals

fourth, a scheme of rewards and penalties directed at schools and school systems, but ultimately at individual kids, who fail to meet the standards as measured by the tests.

School administrators (and possibly teachers) are fired if schools fail to reach particular goals after a given period of time, and kids are held back in grade, sent to summer school, and finally refused diplomas if they don’t meet the cut-off scores.

the tests are intended to serve as the sole criteria for rating schools, for admission to public colleges, and for as many other rewards and sanctions as busy state officials can devise.

an inch deep and a mile wide

embody a fundamentally misguided approach to school reform.

Six basic assumptions

1. Goals:It is possible and desirable to agree on a single definition of what constitutes a well-educated 18-year-old and demand that every school be held to the same definition.

2. Authority: The task of defining "well-educated" is best left to experts–educators, political officials, leaders from industry and the major academic disciplines

3. Assessment: With a single definition in place, it will be possible to measure and compare individuals and schools across communities–local, state, national, international.

objective tests that provide a system of uniform scores for all public, and if possible private, schools and districts. Such scores should permit public comparisons

4. Enforcement: Sanctions, too, need to be standardized, thus removed from local self-interested parties–including parents, teachers, and local boards.

. Equity: Expert-designed standards, imposed through tests, are the best way to achieve educational equity. While a uniform national system would work best if all students had relatively equal resources, equity requires introducing such a system as rapidly as possible regardless of disparities. It is especially important for schools with scarcer resources to focus their work, concentrating on the essentials. Standardization with remotely controlled sanctions thus offers the best chance precisely for underfunded communities and schools, and for less well-educated and less powerful families.

6. Effective Learning: Clear-cut expectations, accompanied by automatic rewards and punishments, will produce greater effort, and effort–whether induced by the desire for rewards, fear of punishment, or shame–is the key to learning.

compassion requires us to stand firm, even in the face of pain and failure in the early years.

standards-based reform movement took off in 1983

When teachers as well as students know what constitutes failure, and also know the consequences of failure, a rational system of rewards and punishments becomes an effective tool. Automatic penalties work for schooling much as they do for crime and punishment: consistency and certainty are the keys. For that reason

Nation At Risk–launched an attack on dumb teachers, uncaring mothers, social promotion, and general academic permissiveness. Teachers and a new group labeled "educationists" were declared the main enemy, thus undermining their credibility, and setting the stage for cutting them and their concerns out of the cure.

Two claims were thus made: that our once-great public system was no longer performing well, and that its weaknesses were undermining America’s economy.

weak (see Richard Rothstein’s 1998 book, The Way We Were?).

The constituents who originally coalesced around A Nation at Risk began to argue that the fault lay either in the nature of public schooling itself or in the excesses of local empowerment.

cure would have to combine more competition from the private or semi-private sector and more rigorous control by external experts who understood the demands of our economy and had the clout to impose change. This latter viewpoint has dominated the standards-based reform movement.

Now, fifteen years after analysts discovered the great crisis of American education, the American economy is soaring, the productivity of our workforce is probably tops in the world, and our system of advanced education is the envy of the world.

Constructive debate about reform should begin by acknowledging this misjudgment.

we have the lowest voter turnout by far of any modern industrial country; we are exceptional for the absence of responsible care for our most vulnerable citizens (we spend less on child welfare–baby care, medical care, family leave–than almost every competitor); we don’t come close to our competitors in income equity; and our high rate of (and investment in) incarceration places us in a class by ourselves.

acknowledge the absence of a sense of responsibility for one’s community and of decency in personal relationships. An important cause of this subtler crisis, I submit, is that the closer our youth come to adulthood the less they belong to communities that include responsible adults, and the more stuck they are in peer-only subcultures.

We’ve created two parallel cultures, and it’s no wonder the ones on the grown-up side are feeling angry at the way the ones on the other side live and act: apparently foot-loose and fancy-free but in truth often lost, confused, and knit-together for temporary self-protection. The consequences are critical for all our youngsters, but obviously more severe–often disastrous–for those less identified with the larger culture of success.

Our schools have grown too distant, too big, too standardized, too uniform, too divorced from their communities, too alienating of young from old and old from young. Few youngsters and few teachers have an opportunity to know each other by more than name (if that); and schools are organized so as to make "knowing each other" nearly impossible. In such settings it’s hard to teach young people how to be responsible to others

until they are reconnected no list of particular bits of knowledge will be of much use.

Because of the disconnection between the public and its schools, the power to protect or support them now lies increasingly in the hands of public or private bodies that have no immediate stake in the daily life of the students.

Site-based school councils are increasingly the "in" thing, just as the scope of their responsibility narrows.

expected to conform to the intelligence of some central agency or expert authority.

The locus of authority in young people’s lives has shifted away from the adults kids know well and who know the kids well–at a cost.

The big trouble lies instead in the company our children keep–or, more precisely, don’t keep. They no longer keep company with us–the grown-ups they are about to become.

alternative set of assumptions.

1. Goals: In a democracy, there are multiple, legitimate definitions of "a good education" and "well-educated," and it is desirable to acknowledge that plurality

2. Authority: In fundamental questions of education, experts should be subservient to citizens.

need to see how responsible adults handle disagreement

3. Assessment: Standardized tests are too simple and simple-minded for high stakes assessment of children and schools.

based on multiple sources

public, constitutionally sound, and subject to a variety of "second opinions" by experts

allowing schools maximum autonomy to demonstrate the ways they have reached such norms through other forms of assessment.

4. Enforcement: Sanctions should remain in the hands of the local community, to be determined by people who know the particulars of each child and each situation.

5. Equity: A more fair distribution of resources is the principal means for achieving educational equity.

publicly accessible comparisons of educational achievement should always include information regarding the relative resources that the families of students, schools, and communities bring to the schooling enterprise

6. Effective Learning: Improved learning is best achieved by improving teaching and learning relationships, by enlisting the energies of both teachers and learners.

Human learning, to be efficient, effective, and long-lasting, requires the engagement of learners on their own behalf, and rests on the relationships that develop between schools and their communities, between teachers and their students, and between the individual learner and what is to be learned.

human learning is less efficient when motivated by rewards and punishments

in the absence of strong human relationships rigorous intellectual training in the most fundamental academic subjects can’t flourish.

fear is a poor motivator,

estoring a greater balance of power

our hope lies in schools that are more personal, compelling, and attractive than the internet or TV, where youngsters can keep company with interesting and powerful adults, who are in turn in alliance with the students’ families and local institutions.

the worst thing we can do is to turn teachers and schools into the vehicles for implementing externally- imposed standards.

less than 200 students ages five to thirteen–so that the adults could meet regularly, take responsibility for each others’ work, and argue over how best to get things right. Parents join the staff

a school-wide interdisciplinary curriculum

We invented our own standards–not out of whole cloth but with an eye to what the world out there expects and what we deem valuable and important. And we assessed them through the work the kids do and the commentary of others about that work.

Our standards are intended to deepen and broaden young people’s habits of mind, their craftsmanship, and their work habits.

a place that lives by the same standards it sets for them

school itself can negotiate the needed compromises.

that these differences can be sources of valuable education when the

most youngsters have a sufficiently deep hunger for the relationships these schools offer them

the hunger for grown-up connections is strong enough to make a difference, if we give it a chance.

But as Ted Sizer, who put the idea of standards on the map in the early 1980s, also told us then: we need standards held by real people who matter in the lives of our young.

anything public must be all things to all constituents (characterless and mediocre by definition), and from various elites who see teachers and private citizens as too dumb to engage in making important decisions. That’s a heady list of resisters.

Americans invented the modern, standardized, norm-referenced test. Our students have been taking more tests, more often, than any nation on the face of the earth, and schools and districts have been going public with test scores starting almost from the moment children enter school

public schools have been required to produce statements attesting to their financial integrity–how they spend their money–at least as rigorously as any business enterprise

In short, we have been awash in accountability and standardization for a very long time. What we are missing is precisely the qualities that the last big wave of reform was intended to respond to: teachers, kids, and families who don’t know each other or each other’s work and don’t take responsibility for it. We are missing communities built around their own articulated and public standards and ready to show them off to others.

portfolios

examined

and in the case of high school students, judged) by tough internal and external reviewers

oral exam.

The standards by which a student is judged are easily accessible to families, clear to kids, and capable of being judged by other parties. In addition such schools undergo school-wide external assessments which take into account the quality of their curriculum, instruction, staff development, and culture as well as the impact of the school on student’s future success (in college, work, etc.).

What is missing is balance–some power in the hands of those whose agenda is first and foremost the feelings of particular kids, their particular families, their perceived local values and needs. Without such balance my knowledge that holding David over in third grade will not produce the desired effects is useless knowledge.

what kind serves us best. I believe standardization will make it harder to hold people accountable and harder to develop sound and useful standards. The intellectual demands of the 21st century, as well as the demands of democratic life, are best met by preserving plural definitions of a good education, local decision-making, and respect for ordinary human judgments.

There will always be a party of order and a party of messiness.

two indispensable traits of a democratic society: a high degree of tolerance for others, indeed genuine empathy for them, and a high degree of tolerance for uncertainty, ambiguity, and puzzlement, indeed enjoyment of them.

schools can make a difference, that they can alter the odds.

factory-like schools we invented a century ago to handle the masses were bound to enlarge the gap. But trained mindlessness at least fit the world of work so many young people were destined for. We seem now to be reinventing a 21st century version of the factory-like school–for the mindworkers of tomorrow.

a little more commitment to democracy.

how to engage in these collaborative arguments with others to address and solve problems in their everyday lives

counter-claims, rebuttals, and qualifications

Instruction in argument is further limited by a focus on adopting a competitive, confrontational stance, particularly in oral debates in which the goal is to win over audiences and defeat opponents.

a more collaborative perspective

collectively posit, test out, and revise alternative positions within a larger context of engaging in community rhetorical action leading to change

media appeals

beliefs of certain niche audiences

consistent with their beliefs.

Audiences therefore construct their beliefs about information on issues according to their identification with their particular values groups—“conservative Republicans,” “environmentalists,” “libertarians,” “liberal Democrats,” and the like—associated with and constructed by specific media outlets.

“echo chambers” i

restrict access to alternative, competing news sources and negatively portray political opponents (Jamieson & Cappella, 2008).