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Brockton High School

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Brockton High School

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    1. 1 Effective Implementation, Strong Leadership, Successful Schools Sue Szachowicz Principal, Brockton High School Senior Advisor, International Center for Leadership in Education

    2. 2 INTRO: Who am I and why am I here? WHO: Empowering a team WHAT: Our mission LITERACY for ALL HOW: Instructional Leadership Implementation Monitoring AND SO: Results

    3. 3 SO, Who is this woman, and why is she here?????

    4. 4 Brockton High School Brockton, Massachusetts School of Champions

    5. 5 BROCKTON HIGH SCHOOL Comprehensive 9 12 Enrollment: over 4,300 Poverty Level: 72% Minority population: 71% 30 different languages represented 38% do not speak English as their primary language Approximately 12% in Transitional Bilingual Ed. Approximately 11% receive Special Education Services

    6. 6 Student Population 54.5% Black - includes African-American, Cape Verdean, Haitian, Jamaican, and others 29.3% White 13% Hispanic 2.7% Asian .5% American Indian

    7. 7 SO, Thats who she is, but why is she here?????

    8. 8 MCAS 1998 Failure ELA 44% MATH 75% MCAS 2008 Failure ELA 5% MATH 16% As bad as these were it was even worse to look at our subgroups in Special Education our ELA failure rate was 78%, in math it was 98%!As bad as these were it was even worse to look at our subgroups in Special Education our ELA failure rate was 78%, in math it was 98%!

    9. 9 MCAS 1998 Advanced+Proficient ELA 22 % MATH 7 % MCAS 2008 Advanced+Proficient ELA 74 % (matches the state) MATH 54 %

    10. MCAS??? So you think its easy??? 10

    11. 11 SAMPLE MCAS QUESTION: Life of Henry V: Act IV, Scene III (ll. 1-80) Open Response question Explain how the excerpt shows that the king is an effective leader. Use relevant and specific information from the excerpt to support your answer. (Question is looking for language and style analysis, not simply content).

    12. 12 SAMPLE MCAS QUESTION: Excerpt from Don Quixote (pp 58-60) Open Response Question Explain how the author creates a humorous tone in the excerpt. Use relevant and specific information from the excerpt to support your answer. (Question is looking for language analysis, not simply content).

    13. 13 SAMPLE MCAS MATH QUESTION: Jason launched a model rocket from the ground. The formula below can be used to determine the height of the rocket above the ground at any time during the rockets flight. h = 16t(7 t) In the formula, h and t are defined as follows: t = the time, in seconds, that has elapsed since the rocket was launched h = the height, in feet, of the rocket above the ground at time t Use the formula to answer the following questions. a. What was the height, in feet, of the rocket 1 second after it was launched? Show your work. b. What was the height, in feet, of the rocket 6 seconds after it was launched? Show your work. c. The value of h was 0 when the rocket hit the ground. How many seconds after the rocket was launched did it hit the ground? Show your work. d. How many seconds after the rocket was launched was the height of the rocket 160 feet? Show your work. This is an example of a math question on the 10th grade test. You dont have to answer it but notice that students are required to use the information provided to answer 4 questions and must show the steps to solve each equation to get credit for their answers.This is an example of a math question on the 10th grade test. You dont have to answer it but notice that students are required to use the information provided to answer 4 questions and must show the steps to solve each equation to get credit for their answers.

    14. 14 SAMPLE MCAS BIOLOGY QUESTION: Corn snakes show variety in their skin color pattern. While the complete genetics of corn snake color are complex, the most common colors on normal corn snakesred and blackare each coded by one gene. For the red gene, the allele for the presence of red pigment (R) is dominant and the allele for the absence of red pigment (r) is recessive. Likewise, for the black gene, the allele for the presence of black pigment (B) is dominant and the allele for the absence of black pigment (b) is recessive. Draw the Punnett square for the cross of a snake that is homozygous dominant for the red color with a snake that is heterozygous for the red color. What percentage of the offspring is expected to have red pigment in their skin? b. Draw the Punnett square for the cross of two snakes that are heterozygous for the black color. What percentage of the offspring are expected to have black pigment in their skin? c. The parent snakes in part (b) that are heterozygous for black color are both homozygous recessive for the red gene. Each parent has genotype rr for the red gene. Based on this information, what percentage of their offspring are expected to lack both the red and black pigments in their skin? Explain your reasoning. Students now take the science test as well. This is an example of a multistep equation type question students were asked on the 2008 biology mcas exam. Students now take the science test as well. This is an example of a multistep equation type question students were asked on the 2008 biology mcas exam.

    15. 15 SAMPLE MCAS BIOLOGY QUESTION: Corn snakes show variety in their skin color pattern. While the complete genetics of corn snake color are complex, the most common colors on normal corn snakesred and blackare each coded by one gene. For the red gene, the allele for the presence of red pigment (R) is dominant and the allele for the absence of red pigment (r) is recessive. Likewise, for the black gene, the allele for the presence of black pigment (B) is dominant and the allele for the absence of black pigment (b) is recessive. Draw the Punnett square for the cross of a snake that is homozygous dominant for the red color with a snake that is heterozygous for the red color. What percentage of the offspring is expected to have red pigment in their skin? b. Draw the Punnett square for the cross of two snakes that are heterozygous for the black color. What percentage of the offspring are expected to have black pigment in their skin? c. The parent snakes in part (b) that are heterozygous for black color are both homozygous recessive for the red gene. Each parent has genotype rr for the red gene. Based on this information, what percentage of their offspring are expected to lack both the red and black pigments in their skin? Explain your reasoning. Students now take the science test as well. This is an example of a multistep equation type question students were asked on the 2008 biology mcas exam. Students now take the science test as well. This is an example of a multistep equation type question students were asked on the 2008 biology mcas exam.

    16. 16 1998 TERM 1 859 STUDENTS (4400 students) 2008 TERM 1 1299 STUDENTS (4300 students)

    17. 17 THEN Students have a right to fail. BHS Principal NOW There is no such right! High Standards, High expectations, No excuses! BHS Principal

    18. 18 OK, so some good things happened at Brockton High, BUT WHAT did you do, and HOW did you do it???

    19. 19 Leadership Leverage Points Coherent Vision Empowerment Instructional Leadership

    20. 20 Eight Components of School Reform Embrace a Common Vision and Goals Inform Decisions Through Data Systems Empower Leadership Teams to Take Action and Innovate Clarify Student Learning Expectations Adopt Effective Instructional Practices Address Organizational Structures Monitor Progress/Improve Support Systems Refine Process on an Ongoing Basis

    21. 21 EMPOWERING A TEAM WHY start with that???

    22. 22 Can you guess now?Can you guess now?

    23. 23 This is the famouse whack-a-mole game at carnivals.This is the famouse whack-a-mole game at carnivals.

    24. 24 Empowering a Team How do I get the right people on the bus, the wrong people off the bus, and the right people into the right seats? Jim Collins, Good to Great Whos on the team is central to the change process. ALL constituencies need to be represented, balance of voices. The leadership teams are really the right seats. Whos on the team is central to the change process. ALL constituencies need to be represented, balance of voices. The leadership teams are really the right seats.

    25. 25 Empower Leadership Teams to Take Action and Innovate Essential Groups Restructuring Committee, our think tank Administrative Leadership Team Data Analysis Team Steering Committees in every Department

    26. 26 How do I select the team? How do I help them become a think tank? How do I get to true distributed leadership? I couldnt work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier! I couldnt work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier!

    27. 27 How do I select the team? Getting the right people on the bus Restructuring Committee our think tank Every department represented with a mix of teachers and administrators Balance of new teachers and veterans, new voices and voices of experience I couldnt work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier! I couldnt work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier!

    28. 28 Ex. Alisa the hell year! Mention David Wheelers comment about putting your nasty people together.Ex. Alisa the hell year! Mention David Wheelers comment about putting your nasty people together.

    29. 29 Chairing the Restructuring Subcommittees (Boxer-2-Boxer, Redesigning the Senior Year, Credit Recovery) Seen as teacher/leaders Facilitating faculty discussion groups Conducting the professional development Presenting to the faculty Maintaining discussion ground rules: Everything is on the table Criticism only with suggestions I couldnt work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier! I couldnt work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier!

    30. 30 I couldnt work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier! I couldnt work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier!

    31. 31 Getting the right people on the bus Data Analysis Team Led by Associate Principal for C&I Eight-ten members teachers & admin. Target area depts. represented (Testing areas, Sped, Bilingual) I couldnt work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier! I couldnt work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier!

    32. 32 Getting the right people on the bus and Getting the right people in the right seats Restructuring Committee Mission: FOCUS, FOCUS, FOCUS!!!! I couldnt work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier! I couldnt work without the Leadership Team. Not only do they provide valued input, but they truly make my job easier!

    33. 33 YOUR TURN: EMPOWERMENT Think about someone on your staff who you think has the disposition to lead but has not been involved. How can you bring that person in?

    34. 34 RIGOR, RELEVANCE, RELATIONSHIPS For us, two goals: Increase student academic achievement Personalize the educational experience for every student

    35. 35 We had to look in the mirror: We HAD to think differently and ask ourselves a new set of questions

    36. 36 WHAT are we teaching? HOW are we teaching it? HOW do we know our students are learning it?

    37. 37 What can we control, what cant we control? What do we have now that we can use differently?

    38. 38 What will my BEST teachers think? Whats best for our kids?

    39. 39 And, our favorite QUESTION: WHY do we do it this way??? ANSWER: Because weve ALWAYS done it this way!!!

    40. 40 Leadership Leverage Points Coherent Vision Empowerment Instructional Leadership

    41. 41 Eight Components of School Reform Embrace a Common Vision and Goals Inform Decisions Through Data Systems Empower Leadership Teams to Take Action and Innovate Clarify Student Learning Expectations Adopt Effective Instructional Practices Address Organizational Structures Monitor Progress/Improve Support Systems Refine Process on an Ongoing Basis

    42. 42 Inform Decisions Through Data Systems Confront the brutal facts. Jim Collins in Good to Great For us 76% Failure!!! Below the state average on EVERY open response (writing) question PICK ONE THING!!! (We started with literacy/writing!)

    43. 43 Embrace a Common Vision and Goals Clarify Student Learning Expectations FOUNDATION LEARNING: What are the NON-negotiable skills and knowledge that ALL students must master? Our school wide Literacy Initiative

    44. 44 Two pronged approach: 1. Literacy skills for ALL NO EXCEPTIONS!!! 2. Safety nets and interventions for stuggling learners

    45. 45

    46. 46 Our Mission: LITERACY This was the result!This was the result!

    47. 47 Then we had to figure out how to do this, how to get the faculty engaged in the same conversation we had been having at Restructuring. We drafted a list of skills in reading, writing, speaking, and reasoning to get the input of the faculty but it was more than to get input. It was to get everyone engaged in the mission to get them thinking about literacy and connecting the literacy skills to their lessons. The skills on those initial drafts came from the state standards, a review of the MCAS data, and our own beliefs as educators about what kids should know and be able to do!Then we had to figure out how to do this, how to get the faculty engaged in the same conversation we had been having at Restructuring. We drafted a list of skills in reading, writing, speaking, and reasoning to get the input of the faculty but it was more than to get input. It was to get everyone engaged in the mission to get them thinking about literacy and connecting the literacy skills to their lessons. The skills on those initial drafts came from the state standards, a review of the MCAS data, and our own beliefs as educators about what kids should know and be able to do!

    48. 48 For the toxic fumes group Make sure the facilitator knows going into it! Mention David Wheelers comment about putting your nasty people together.For the toxic fumes group Make sure the facilitator knows going into it! Mention David Wheelers comment about putting your nasty people together.

    49. 49 - So which of these kids is not going to graduate??? How we communicated our focus: - MCAS scores listed on the top of all materials - Newsletter reporting discussion results

    50. 50 Clarify Student Learning Expectations For us: Our Literacy Initiative Clearly defined objectives for ALL students in Reading, Writing, Speaking, Reasoning Rubrics for those Literacy Objectives More on the rubrics in the afternoon sessionMore on the rubrics in the afternoon session

    51. 51 Our Mission: LITERACY This was the result!This was the result!

    52. 52 Leadership Leverage Points Coherent Vision Empowerment Instructional Leadership

    53. 53 Eight Components of School Reform Embrace a Common Vision and Goals Inform Decisions Through Data Systems Empower Leadership Teams to Take Action and Innovate Clarify Student Learning Expectations Adopt Effective Instructional Practices Address Organizational Structures Monitor Progress/Improve Support Systems Refine Process on an Ongoing Basis

    54. 54 How did we implement our focus? Using data to guide the process Help the faculty understand the assessment At BHS all teachers examined the MCAS test Key question: What did you notice?

    55. 55 FOCUS, FOCUS, FOCUS!!! We started with writing!

    56. 56 Why writing??? We examined the test. Asked What did you notice? AND We needed a WIN!!! Pick something measurable.

    57. 57

    58. 58 Our Professional Development Model: Development of Scripts Train the Trainer Interdisciplinary and Dept. workshops Implementation calendar Assessing with rubric Monitoring/collecting student work

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    60. 60 Our Professional Development Model: Development of Scripts Train the Trainer Interdisciplinary and Dept. workshops Implementation calendar Assessing with rubric Monitoring/collecting student work

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    65. 65 What gets monitored is what gets done!!! For the students AND the teachers

    66. 66 So, HOW do we know our students are learning it? One method: School wide rubrics

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    68. 68 Oral Presentation Rubric

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    70. 70

    71. 71 Line Graphs Line graphs compare two variables. Each variable is plotted along an axis. A line graph has a vertical axis and a horizontal axis. So, for example, if you wanted to graph the height of a ball after you have thrown it, you could put time along the horizontal, or x-axis, and height along the vertical, or y-axis.

    72. 72 Line Graphs Line graphs compare two variables. Each variable is plotted along an axis. A line graph has a vertical axis and a horizontal axis. So, for example, if you wanted to graph the height of a ball after you have thrown it, you could put time along the horizontal, or x-axis, and height along the vertical, or y-axis.

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    78. 78 Reading Workshop on TOVANIS I Read It But I Dont Get It and Do I Really Have to Teach Reading?

    79. 79

    80. 80 FOUNDATION LEARNING: Training ALL students STUDY SKILLS LESSONS through the LITERACY OBJECTIVES Reading: Active Reading Strategies- Previewing a text Using visuals to preview a chapter Writing: Note-taking Summarizing Speaking: Street talk vs. school talk speaking in complete sentences - Listening Reasoning Time management, Organizational strategies, Study strategies

    81. 81 What gets monitored is what gets done!!! For the students AND the teachers

    82. 82 So, HOW do we know our teachers are implementing this? Formal and informal evaluation, and collection of student work

    83. 83 Its about teaching, stupid Mike Schmoker, Results Now

    84. 84 Always hear expression Instructional Leader It is THE most important part of the job. To see real improvement in student achievement, as Schmoker says so bluntly Its About Teaching, Stupid. On some educational issues, research is divided. On the impact of instruction, the evidence is indisputable.Always hear expression Instructional Leader It is THE most important part of the job. To see real improvement in student achievement, as Schmoker says so bluntly Its About Teaching, Stupid. On some educational issues, research is divided. On the impact of instruction, the evidence is indisputable.

    85. 85 The power of the teacher this will be the most important component of improving student achievement!The power of the teacher this will be the most important component of improving student achievement!

    86. 86 Two ways to improve a school: 1. Get better teachers 2. Improve the ones you have What Great Principals Do Differently by Todd Whitaker

    87. 87 GET BETTER TEACHERS Are you always able to hire the BEST possible candidate in every area??? Any ODGs???

    88. 88 The Skillful Teacher Research for Better Teaching Jon Saphier Robert Gower

    89. 89 Keeping the Student at the Center of Evaluation is the courage to take an unpopular action when its the right thing to do. If these were my own kids, what would I do?

    90. 90 Attacking mediocre teaching The leader always needs to ask him/her self two questions: 1. If I saw my childs name on this teachers class list, would I change my kids schedule??? 2. How can we help this teacher improve instruction so his/her students improve their achievement? It is often our own eval. Systems, or own appraisals, positive performance appraisals year after year, and our own discomfort with confronting these situations that are as much a cause of the problem as the teacher him/herself. Its NOT about firing its about What are the different ways we can make it clear that every child deserves and WILL HAVE expert instruction. It is often our own eval. Systems, or own appraisals, positive performance appraisals year after year, and our own discomfort with confronting these situations that are as much a cause of the problem as the teacher him/herself. Its NOT about firing its about What are the different ways we can make it clear that every child deserves and WILL HAVE expert instruction.

    91. 91 This is what we were dealing with a horrible form, very specific contractual language about formal evaluations, and over thirty years of THIS approach to evaluations.This is what we were dealing with a horrible form, very specific contractual language about formal evaluations, and over thirty years of THIS approach to evaluations.

    92. 92 This was done by my department head I think he was in the room all of ten minutes.This was done by my department head I think he was in the room all of ten minutes.

    93. 93 Attacking Mediocre Teaching We had to do something!!! We needed: Common vocabulary Common process Common evaluation standards As Associate Principal, I collected all the evaluations done by the entire Admin. Team, and even though I had lived through an entire career of horrible evaluations, I was surprised at how widespread the problem was. It was clear that we had to do something fast if we were going to improve instruction. As Associate Principal, I collected all the evaluations done by the entire Admin. Team, and even though I had lived through an entire career of horrible evaluations, I was surprised at how widespread the problem was. It was clear that we had to do something fast if we were going to improve instruction.

    94. 94 Brought in Research for Better Teaching, trained everyone connected with evaluation, and anyone who worked as a coach in CEIJ. Another major part of the training was in conferencing. This was a major shift in our work. We cant change our eval form, but we can sure change how we use it!Brought in Research for Better Teaching, trained everyone connected with evaluation, and anyone who worked as a coach in CEIJ. Another major part of the training was in conferencing. This was a major shift in our work. We cant change our eval form, but we can sure change how we use it!

    95. 95 CEIJ applies here and makes the evaluations specific and aimed at improving instruction.CEIJ applies here and makes the evaluations specific and aimed at improving instruction.

    96. 96 CEIJ applies here and makes the evaluations specific and aimed at improving instruction.CEIJ applies here and makes the evaluations specific and aimed at improving instruction.

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    99. 99 Then, the conference Fierce conversations are about moral courage, clear requests, and taking action. Fierce Conversations by Susan Scott

    100. 100 Empowering a team Literacy for ALL NO exceptions Classroom instructional strategies for all students and targeting struggling learners How to monitor in classrooms and school wide for students and teachers RECAP:

    101. 101 For tomorrows Breakout Session: More on the Implementation of the Literacy Initiative: Engaging the faculty, World Caf, Discussion groups Targeting struggling learners: Special Ed, ELL, and 9th grade

    102. 102 RESULTS: What can the results be for the students when the school takes action? (HINT, HINT GOOD THINGS!!!)

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    106. 106 But its not just about the numbers!!!

    107. I am proud of this school: Total in Agreement Disagree 97% 0%

    108. 108 Changing Attitudes: Everyone is responsible for every student Believing that every student CAN and MUST Our responsibility: to figure out how to help

    109. 109 JOHN& ABIGAIL ADAMS SCHOLARSHIP 2009 246 Recipients 25% African American 32% Asian 7% Hispanic 6% MultiRace/NonHispanic-2% Native American <1% White 53 % Low Income 34% W/ Disability 3%

    110. 110 Massachusetts Compass School Northwest Regional Educational Laboratory Schools Making Progress International Center for Leadership in Education Model School 2004, 2005, 2006, 2007, 2008, 2009 U.S. Department of Education National High School Summit National School Change Award 2006 Harvard Achievement Gap Initiative 2009 NASSP/CSSR Secondary School Showcase 2010

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    113. 113 Dr. Susan E. Szachowicz, Principal Brockton High School 470 Forest Avenue Brockton, MA 02301 508-580-7633 susanszachowicz@bpsma.org Senior Advisor International Center for Leadership in Education www.leadered.com

    114. K-12 Fall Symposium October 23-25, 2009 San Diego

    115. Leadership Academy January 29-31, 2010 New Orleans

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