Author: Troy Patterson

Why Try? I’m Going to Fail anyway! The Effects of Teacher Expectations on Student Achievement.

By Debbie Silver

This was a fascinating presentation. Debbie Silver is a very dynamic presenter who grabs the audience. She is one of those rare speakers from whom you get a natural “high”.
She focused on the little things that teachers can do that make a big difference for kids. She was one of the presenters that pointed out how much of an influence that teachers have on children. Many of the things that she pointed out are subconscious things – little things that we just don’t teach as educators. However, lots of these things have subtle effects which can lead to a “tipping point” to change student achievement.

Here’s just a little bit about her presentation:

Why kids don’t try:

• Entitlement
• Easier: It’s hard work, no control or choice over their lives.
• Fear: Easier not to take a risk, a cover for the fear of failure.
• 99% of students would rather be seen as a discipline problem rather than having a learning problem.
  • Many things we look for are not skills, but compliance.

We must change the mindset of the kids.
Our mindset:

• Too often we are looking for not for knowledge but for convergence.
• Every student deserves a reasonable level of success.

She discussed Albert Bandura, who popularized the term of Self-efficacy. This is the ability of
people to perceive what one is capable of doing. Teachers may “fire up” students temporarily, but that enthusiasm will be short lived if the test is completely beyond their ability. Rather, teachers can help by consistently stretching students a little bit at a time. People with high perceived self-efficacy will try more things, accomplish more and persist at a task longer.

Which ties in with Lev Vygotsky’s Zone of Proximal Development (ZPD). The ZPD is defined as the student’s range of ability with or without assistance from the teacher (or more capable peer). One end of the range would be the student doing without any assistance at all. The other range is with very supportive assistance.

Thus, the teacher should:

• know were student’s abilities are.
• act as a scaffold, providing the minimum support necessary.
• challenge the student to reach just beyond current ability level.
• Understand that if instruction falls outside of the zone, either above or below, no growth will occur.
• Be aware of the different roles students and teachers assume throughout the collaborative process.
  • teacher modeling behavior for the student
  • student imitating the teacher’s behavior
  • teacher fading out instruction
  • student practicing reciprocal teaching (scaffolding others) until the skill is master by all students in the classroom.

http://www.wcer.wisc.edu/step/ep301/Spr2000/Jenna-B/zpd.html

Think-Time vs Wait-Time

Recommended Book: Mindset: The New Psychology of Success, Dweck, C.S. (2006)

Attribution Theory:

• Task difficulty
• Luck
• Innate Ability or Talent
• Effort

External

• Task Difficulty
• Luck
• Innate Ability or Talent

Internal

• Effort

Join us as we get specific about the NMSA 2007 Conference. It’s amazing how much excellent material we picked up there. In this episode, we discuss a couple of the presentations that we attended. Rick DuFour’s presentation was fantastic. I really do hope that NMSA will be able to broadcast it at some point.

I then discuss Walt Grebring’s Presentation “Effective Leadership Equals Successful Schools”

His presentation is based off of Todd Whittaker’s work – What Great Principals Do Differently.

I started with a poem that Mr. Grebring distributed on Leadership.

Principals Role in a Role in Positive School Climate by Walt Grebring:

1. Have a vision for a school
2. Role model for teaching a class and walk throughs
3. Be a great listener – do NOT try to solve everyone’s problem
4. Be a facilitator and empower your staff
5. Enjoy watching others grow
6. Remove the fear of failure
7. “Better to ask forgiveness than ask permission”
8. Willing to consistent examine the climate and take steps to improve.

Seven Cardinal Skills:

1. Demonstrate compassionate understanding of the characteristics and needs of developing adolescents.
2. Ability to develop and communicate a vital school philosophy based upon the needs of the students.
3. Use shared decision making, involving stakeholders to direct the school toward the vision
4. Develop interdisciplinary team organization
5. Continuous school improvement
6. Leader is an instructional leader.
7. Hire/Assemble an effective staff

This was just a quick overview. However, it is a great thought provoker.

Shawn also discusses one of the sessions that he went to on RTI (Response to Intervention).

Response to Intervention Through Middle School Electives  www.eps.n-cook.k12.il.us

1.  Learning Navigation Map

2.  Guided Notes

3.  Podcasting student lessons (ProfCast).

4.  Diagramming spelling words etymologically.

5.  Work Log

Shawn and I sat down for a few minutes to discuss our impressions of the NMSA  conference. We’ll go into more detail about the individual sessions in up coming shows.

Excitement is building. We’re looking forward to meeting lots of fascinating people. It’s almost time for lift off.

What is it that we are looking forward to?

1. Anything that address the issue of student’s doing homework.
2. Methodologies for address the wide ability of student’s on a school wide basis.
3. Successful strategies for helping kids develop reading skills.

What are you focusing on?

Our excitement over the upcoming NMSA Conference can’t be contained. In this episode, we discuss conference attendence strategies and our picks for breakout sessions. Be forewarned, this is our longest podcast yet. We also announce our first ever give away – you could win an iPod. Listen to discover how.

We also discuss where to get Rick DuFour’s notes prior to going to the show (here) and some dining tips:

Houston discounts:

http://www.restaurant.com/ Has dining certificates that can reduce the price of eating out in Houston.

(Specific regions in Houston: http://www.restaurant.com/search-map-region.asp?PageSize=10&Page=1&VicinitySearchLevel=REGION&StateID=19&SearchID=&DistrictID=0&RegionID=32&rgid=32&nv=1&rn=TX) Use special code: SWEET

This show takes a look at the next two building blocks of a good PLC – Values & Goals.

Third Building Block:
Values:
One method, create a representative task force and challenge its members to:

1. Carefully review the school’s vision statement
2. Identify attitudes, behaviors and committments that must be demonstrated by the group in order to move the school closer to the vision.
3. Develop a draft of a statement of these attitudes, behaviors and committments (limited to no more than 10 statements)
4. Arrange small-group meetings with collegues to present task force findings, solicit feedback and answer questions.
5. Revise initial draft
6. Small group meetings until there is strong consensus for the statements.
7. Present findings to the entire staff to obtain endorsement of the final product.

One of the big keys is to remember to involve Parents, Support Staff and Community members.

Mature vs. Immature PLCs-development of values/vision and implementation.
Some keys:

• Keep them few in number
• Link the statements directly to the vision statement
• Be direct
• Focus on behavior, not beliefs
• Focus on self, not others

Fourth Building Block:
Goals:
Which steps will we take first, and when?
Need to create some small victories. Thus, some short-term wins are necessary. In order to accomplish that, design some goals that are:

1. Visible – large numbers of people can see for themselves whether the result is real or just hype.
2. Unambiguous – There can be little argument over the results.
3. Clearly related to the change effort.

Things to avoid:

• Taking on too many initiatives at once. (Some schools have started 10 different task force intitiatives)
• Identifying goals that are too general. Goals must be specific and measurable if they are to be effective. Effective goals will specify:
  • Exactly what is to be accomplished.
  • Specific steps that will be taken
  • Individual or group responsible for intiating/sustaining each step toward achieving the goal
  • timeline for each phase
  • Criteria in evaluating progress.

The big NMSA national convention is coming up soon. Held in Houston, TX on November 7-9, this is one terrific conference. We are getting “geeked” up. Literally. We’re hoping to record some podcast segments while at the conference. Learning and soaking up information will come first, but we do plan on getting some “work” in as well.
Are you going to the conference?
If you are, drop us a note.
If not, what would you like to hear about?

Podcast #8 continues our conversation about Professional Learning Communities. Specifically, we address two of the foundations of PLC’s- Mission and Vision. PLC’s are currently the happening movement in education. One of the best parts of PLC’s is that they are based around the classroom. They also call for all teachers to be involved and part of the process.

The first topic of discussion is the Mission.

Mission is the first building block: Basically, this asks the important question:

Why do we exist?
All schools currently have mission states. All of them sound very similar, this is OK. Next we take on the All kids can learn conumdrum.

This is based upon everyone agreeing that All kids can learn. However, we may have different definitions of what that means. DuFour points out four different possibilities:
All kids can learn
…..based upon their ability. Learning is fixed and educators have little effect. Educators create multiple tracks (pathways) to address the differences in learning. Future is predetemined.
…….if they take advantage of the opportunities. Educators must present things in clear and engaging ways. In the end, it is up to the students though.
…….and we will accept responsibility for ensuring their growth. Educators are responsible to help students grow but the extent of that growth is determined by the student.
……..we will establish high standards of learning that we expect all students to achieve. We create work that results in high level of achievement. We are prepared to work collaboratively with colleagues, students and parents to achieve this shared educational purpose.

The second Building Block: Vision
What do we hope to become?

Vision should present a realistic, credible, attractive future for the organization.

5 scenarios of implementing a vision:
Telling
Selling
Testing
Consulting
Co-creating

Although not the most efficent way, co-creating is the most likely to result in a shared vision.
Which level? District needs to be guiding the schools.
All stakeholders should be engaged.
How long? Some say once it’s done, it’s done. Some say that it should be done annually. These authors suggest a 5-7 year cycle.

Benefits:
Motivates & Energizes people
Proactive orientation
Gives direction to people within the organization
Establishes specific standards of excellence
Sets a clear agenda for action

Everyone must be ready to wrestle with 2 important questions:
What is it that we expect all students to learn?
How will we respond when they do not learn?

What are your thoughts?

Show #7 A Little PLC

One of our most serious shows, we start the discussion of Professional Learning Communities (PLC’s). Specifically, we use DuFour and Eaker’s Book (Professional Learning Communities at Work – Best Practices for Enhancing Student Achievement) as a starting point. Here’s an overview of what we talk about:

Previous School Reform:

• 1983 -National Commission of Excellence Movement – Consistent direction- schools just needed to do more!
• Goals 2000
  • All Children will start school ready to learn
  • HS graduation rate will increase to at least 90%
  • American students will leave grades 4, 8, and 12 having demonstrated compentecy in challenging subject matter (including English, math, science, history, and geography)
  • US students will be first in the world in math & science
  • Every adult American will be literate
  • Every school in America will be free of drugs & violence and will offer a disciplined environment that is conducive to learning
• Restructuring Movement
  • site-based management
  • bottom up change
  • too vague
• According to a recent report, most teachers believe that schools are doing as well as possible given societal problems and parental involvement. This would mean that school improvement must be made outside of school. This argument assumes that what happens in school is largely irrelevant.

Why has school reform failed:

• The complexity of the task
• Misplaced focus
• Lack of clarity of intended results
• Lack of perserverance
• Failure to appreciate and attend to the change process

Next we discuss the characteristics of a PLC:

• Shared mission, vision, values
• Collective inquiry
• Collaborative teams
• Action Orientation & experimentation
• Continuous improvement
• Results orientation

Change is difficult:

1. Allowing too much complacency
2. Failing to create sufficiently powerful guiding coalition
3. Underestimating the power of vision
4. Undercommunicating the vision by a power of 10
5. Permitting structural and cultural obstacles to block the change process
6. Failing to create short-term wins
7. Declaring victory too soon
8. Neglecting to anchor changes firmly in the culture

Download Directly:

http://www.divshare.com/download/2349510-4cd