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Closing the Achievement Gap

Closing the Achievement Gap. Leaving No Child Behind. Developed from the Contents of Reginald Leon Green’s. Practicing the Art of Leadership: A Problem-based Approach to Implementing the ISLLC Standards. Chapter 7. Closing the Achievement Gap .

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Closing the Achievement Gap

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  1. Closing the Achievement Gap Leaving No Child Behind

  2. Developed from the Contents of Reginald Leon Green’s Practicing the Art of Leadership: A Problem-based Approach to Implementing the ISLLC Standards Chapter 7

  3. Closing the Achievement Gap To close the achievement gap, leaving no child behind, the school leader must formulate a planning team and guide the faculty through a series of sequential steps, making instructional decisions based on data analysis.

  4. The Sequential Steps

  5. Step 10: Conduct a Summative Evaluation Step 9: Conduct a Formative Evaluation SEQUENTIAL STEPS for Closing the Achievement Gap Step 8: Implement the Change Step 7: Build the Capacity if It Does Not Exist Step 6: Assess the Capacity for Change and/or Modification Step 5: Identify the Needed Change and/or Modification Step 4: Assess the Cause(s) of the Discrepancy Step 3: Identify the Discrepancy Step 2: Assess the Current Conditions Step 1: Define the Standard of Excellence

  6. Defining the Standard of Excellence Establishing a Shared Vision Step 1

  7. Essential Questionin defining the standard of excellence What do our students need to know and be able to do?

  8. Conducting an Instructional Inquiry • What are the current instructional trends? • How do children learn? • How do adults learn? • What are the most effective instructional approaches and under what conditions do they work best?

  9. Creating the Vision The Standard of Excellence for Our Students

  10. Assess Current ConditionsStep 2

  11. Essential Questions • In which areas do our students excel? • In which areas do our students need assistance?

  12. Assessing Current ConditionsThe Process • Student data must be collected both individually and collectively. • Student data must be collected by grade, subject, and skill sets.

  13. Assessing Current ConditionsThe Process • Teacher data must be collected both individually and collectively. • Teacher data must be collected by grade, subject, and skill sets.

  14. Assessing Current ConditionsSeeking the Answer Report Cards Attendance Graduation Rate Retention Rate Dropout Rate ACT Scores Terra Nova

  15. Identifying the DiscrepancyStep 3

  16. Identifying the Discrepancy • Making a determination of the difference between current conditions and the established standards. Current Conditions Established Standards DISCREPANCY

  17. Creative Tension Current Conditions The Vision Discrepancy Discrepancy

  18. Assessing the Cause of the Discrepancy Step 4

  19. Assessing the CauseData Analysis • What does the Terra Nova data say to us? • What skills do students most often fail to master? • Where are those skills taught? • Who teaches those skills? • What resources are being used?

  20. Assessing the Cause • Assessing the internal and external culture • Assessing the internal and external climate • Reviewing teacher readiness levels

  21. Assessing the Cause • Teaching styles • Student learning styles • Relationships • Student attendance • Student discipline

  22. Understanding Self and Others

  23. Understanding Others • Who works in this school? • What do they believe and value? • What do they believe about school and the schooling process? • Where does the strength of the faculty lie?

  24. Understanding Self • What do I believe? • What are my strengths? • What is my area of expertise?

  25. Understanding the Culture of the School and Community

  26. The Community • Knowledge of the values and beliefs of the people served by the school and those who live in the community Knowledge Values Beliefs Behaviors

  27. Essential Questions • Who does this school serve? • What do the parents value? • What do they believe about the school and the instructional process?

  28. Perceptions of Students • Knowledge • Understanding • Respect • Appreciation • Teaching

  29. Interpersonal Relationships • Principal/Teacher Relationships • Teacher/Teacher Relationships • Teacher/Student Relationships • Teacher/Parent Relationships

  30. Identify the Needed Change or ModificationStep 5

  31. Assessing the NeedsWhat Needs to Be Changed? • Instructional materials/programs • Professional personnel/ratios • Instructional knowledge base/strategies • Climate • Assessment system • Time on task

  32. Professional Curriculum Planning • Developing a plan to remove the discrepancy • The basic question: What do students need to know, understand, and be able to do in order to reach the established standards?

  33. Curriculum Revision • What are we going to change? Why are we going to change? When are we going to change? What are the anticipated results?

  34. Meeting the Standard of Excellence Benchmarks for Leadership, Faculty, and Student Accountability A Vision Statement Short and Long Term Goals

  35. Assess the Capacity for Change and/or Modification Step 6

  36. Change CapacityConducting Inquiry into Faculty Readiness • Level of dissatisfaction • Short and long term costs • The extent to which the faculty understands the vision • The consequences of the change • The degree of difficulty in making the change

  37. Build the Capacity for Change if It Does Not Exist Step 7

  38. Build the Capacity for Change if It Does Not Exist • Establish effective lines of communication between the school leader and the community. • Secure community support for the change concept. • Acquire expertise in the new program concept. • Drive fear out of the school.

  39. Build the Capacity for Change if It Does Not Exist • Work out collective bargaining regulations that facilitate change. • Acquire necessary approvals from the State Department of Education. • Identify sources of the necessary resources. • Utilize effective change strategies.

  40. Implement the Change Step 8

  41. Program Implementation • Pool the resources of the school and community to implement the plan. • Implement a professional development plan that addresses teacher needs. • Implement an assessment model that will continuously provide data on both teacher and student needs.

  42. Program Implementation Effective Instructional Approaches • Small Group Instruction • Cooperative Groups • Project-based Learning • Coaching • Interdisciplinary Units

  43. Program Implementation Effective Instructional Strategies Concepts vs. Facts Direct Instruction vs. Lecture Conducting Inquiry vs. Worksheets

  44. Conduct Formative Evaluations Step 9

  45. Assessment • Pupil • Program • Formative

  46. Conduct a Summative Evaluation Step 10

  47. Assessment • Pupil • Program • Summative

  48. Enhanced Student Achievement

  49. References • Gardner, J. W. (1990). On leadership. New York: The Free Press. • Barth, R. (1990). Improving schools from within: Teachers, parents, and principals can make the difference. San Francisco: Jossey-Bass. • Fullan, M. (1999). Change forces: The sequel. New York: Falmer Press. • Goodlad, J. (1994). Educational renewal: Better teachers, better schools. San Francisco: Jossey-Bass. • Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.

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