NCA CASI e-News
August 2003
Leadership: Turning Good Schools
into Great Schools
Volume 2 Number 1
|
NCA CASI e-News Leadership: Turning Good Schools Volume 2 Number 1 |
|
About e-News:
Feature Articles Leading the Learning Process -- Teaching Toward Lasting Understanding Excerpted from the Spring 2003 NCA CASI Journal of School Improvement. For the full article by Terry Robinson, Fifth Grade Teacher at Haugen Elementary in Haugen, Wisconsin, visit http://www.ncacasi.org/jsi/2003v4i1/lasting_understanding. Challenging Your Teaching Approach. Terry Robinson, who has been teaching fifth grade for 16 years, took a risk that all good instructional leaders take; she asked herself the tough question, "Am I doing everything I should be doing for my students?" Focusing on social studies, she looked at her instructional style, the nature of the questions she asked, the role her students played in the learning process, and her use of assessments. She compared this to what was being asked of her from state standards that called for students to develop historical perspective, explain historical relationships and the significance of events, analyze issues that affect the present and future, and more. After comparing her instructional approach with what the standards called for, she answered her question with a simple but honest, "No." "It was obvious to me that it was time for change," said Robinson. She then set about leading a learning process designed to give her students lasting understanding of social studies. Asking Students the Right Questions. She began the change process by carefully evaluating the kinds of questions she was asking her students. She wanted to move from questions that demanded single fact-based answers to multilayered questions that inherently reveal the depth of a topic. Wiggins and McTighe (1998) call these "essential" questions. Students will not have a single correct answer but rather several viewpoints that naturally demand more of students and lead them to deeper understanding. She applied this notion of essential questions to the first unit she teaches --the study of the early American colonies. She decided to use "Is America a land of opportunity?" as the essential question to guide her unit. Students would be challenged to take information learned throughout the unit and use it to develop theories and opinions on this question. Making Learning Relevant. As Robinson continued on her journey, she realized that if she wanted her students to see American history in light of its impact on our world today, she needed to rethink her practice of studying events in chronological order. "If our goal is to have students understand historically, we might well begin and end in the present to better view the past in light of a more familiar present" (Wiggins & McTighe, 1998, p.138). With this in mind, she began her study of the American colonies in the 21st century. She had her class read an article explaining why young boys are coming to America from Sudan today. Students discovered why these boys were fleeing their own country, what America offered them, and what some of their struggles were when they came here. A discussion of these issues led naturally to asking why people started coming to America as refugees. The class could then begin their study of the early colonies with a reason to study the colonies--they had a link to the present. Letting Students be Active Learners. As she watched her students learn to construct meaning for themselves, Robinson realized the value of students becoming more active participants in the classroom. Students must participate in constructing their knowledge if they are going to make it their own (McKeown & Beck, 1999). She realized that she needed to design instruction so her students could more frequently make their own connections. As a result, she devoted time in her class for students to reflect on their learning by writing in a journal. In their journals they wrote about something they learned that day and how that information connected with what they already knew. They ended by writing a question still on their mind. This simple form of reflection allowed students to notice patterns in what they learned and thereby create their own learning. Robinson also realized that she was doing most of the talking, rather than her students. To address this, she incorporated role-playing, structured review activities, and short student-to-student discussions into every class period. Using Assessment as a Means Rather than an End. As Robinson changed her instructional approach, she realized that the multiple-choice, fill-in-the-blank tests provided by the textbook publisher did not accurately measure the depth of the information the students had learned. She recognized that she needed multiple forms of assessment to gauge student learning and progress. Rather than considering assessment as the final measure of prior learning, she viewed assessment as another tool to develop and evoke understanding. Learning did not end with assessment but continued right through the assessment process. She developed alternative assessments such as asking students to write an interview of an early colonist to discover his reasons for leaving his homeland and coming to this new land. Students also created brochures advertising the opportunities that a colony had to offer. Students were given rubrics in the beginning that explained the grading expectations for the various assessments. The rubrics provided guidance in creating quality products. Raising Expectations. Robinson witnessed the results of her new teaching approach during the final discussion of the unit. The fifth grade students discussed whether the flow of immigrants to America today should be limited. Students shared their insights and defended their positions with interest and knowledge. They surpassed her expectations by revealing their understanding of historical relationships and carefully analyzing issues affecting the present and the future. This was just what the standards demanded. By carefully considering the questions she expected students to answer and then structuring learning so that the students were active participants, she gave students a tremendous gift - the opportunity to construct their own meaning and to view American history from a broader perspective. She did away with "What was the name of the ship that brought the Pilgrims to America?" recognizing that her students were ready for and deserved more. She pressed herself and her students from good to great. McKeown, M. & Beck, I. (1999, November). Getting the discussion started.
Educational Leadership, 25-28. Leadership Lessons from Successful School Systems Excerpted from the Spring 2003 NCA CASI Journal of School Improvement. For the full article by Jerry D. Jones, Rebecca Goodwin, and Michael Cunningham, visit http://www.ncacasi.org/jsi/2003v4i1/leadership_learning. What are the attributes of leading edge school districts? The research team gathered information through questionnaires and interviews of the 18 award recipients. They also conducted site visits to one urban, rural, and suburban district. Five key areas of responsibility - curriculum, finance, professional development, school board relations, and vision - emerged from the research as important to the success of these leading edge districts. A Strong, Well-Aligned Curriculum. The high achieving districts focus their time, energy, and resources on teaching and learning. They emphasize the importance of a strong curriculum that is aligned to state and national standards and to assessments. All districts noted that a variety of assessments were used to measure student learning, and that multiple support strategies were employed to help struggling students. While innovation is celebrated, these districts view solid reading programs with proven results as the foundation for their curriculum. They integrate technology across the curriculum to enhance student learning. Sound Financial Management. The district leaders emphasized the importance of maintaining a balanced budget. Many use a long-term financial plan that sets aside a pre-determined reserve for long-term use. Others use accurate prediction/estimation tools, enabling them to avoid using tax anticipation notes and to address budgetary setbacks without staff layoffs. Effective Professional Development with Accountability. The high achieving districts recognize the centrality of effective professional development. They believe in setting clear expectations, providing quality professional development, and holding staff members accountable for meeting expectations. Based on an evaluation that links teacher behavior to student performance, the recognized districts have developed a performance-based staff development model that identifies behavior changes needed as a result of staff development. The district leaders also emphasize the importance of support for new teachers. One district sponsors a five-day induction workshop in the essential elements of instruction and district initiatives. Several districts have strong teacher mentor programs that pair each new teacher with an experienced teacher. Strong, Well-Defined Relationship with School Board. The district leaders have strong, cooperative relationships with their school boards. This is the result of conscious, ongoing efforts by the superintendent to keep the board members well-informed on district issues and to involve them in policy decisions. In these districts, the board of education has a defined set of policies that specify the board's role, and the board has working protocols with the superintendent that enable the board to have a strong working relationship with the administration. The board is involved in developing the master plan and in decision making according to its mission statement. Funding is influenced by the positive relationship between board members, the administration, and the community. A Shared Vision. The district leaders emphasize the importance of a strong, unifying vision for the entire school system. The superintendents referred to linking the vision to student achievement and to establishing measurable annual goals that include high expectations for teachers and students. Policy and regulations grow from the vision, and a shared philosophy makes it possible to use common sense in decision-making. Summary. Leadership for school improvement takes many forms, but
at the district level, the results of this survey yielded potentially
powerful information for positive change. Successful school systems emphasize
a strong well-aligned curriculum. They understand that sound financial
decisions make possible a strong instructional program. These districts
value their employees and provide opportunities for professional growth.
The leadership in these districts is a partnership between lay boards
who represent the community and skilled professionals who are innovative
and creative. Finally, a powerful, shared vision drives the planning and
the decisions that have earned these leading edge districts recognition
for their "Leadership for Learning." These five attributes cut
across geographic differences, whether they are urban, rural, or suburban
in nature. These five areas are ones that practicing and future superintendents
should consider as powerful attributes in the leadership of a successful
school district. Departments Success Story Lafayette High School, Wildwood, Missouri Resources Useful Leadership Resources on the Internet For a list of helpful leadership-related websites, click on http://www.ncacasi.org/jsi/2003v4i1/leadership_resources. Commission Corner In our ongoing effort to better serve our accredited schools, we have simplified and streamlined the annual report. The report has been separated into three distinct parts. Each fall, principals are only required to report on the school's demographics. This portion of the report will only require a short time to complete. New and reassigned staff will be reported during the winter months, AFTER, certificates and transcripts have been received by the school. This should result in a substantial reduction in the number of violations encountered in completing the staff report. The data concerning the membership criteria will only be collected once during each five year improvement cycle, in the year preceding the documentation visit. We think you will like the way these changes help simplify your workload. Look for a packet to arrive in September explaining all the details. Annual Meeting Notes NCA CASI 109th Annual Meeting Improving student and school performance - it is what we, as educators, are all about. It is the primary focus of NCA CASI and the theme of our 109th Annual Meeting to be held March 28-31, 2004, in Chicago, Illinois. We are seeking presenters for our Annual Meeting who can share proven
strategies and interventions for raising student, school, and district/system
performance. The presentations should emphasize hands-on, practical information
that can be easily applied to classroom, school, or district settings.
In addition, the presentations should include descriptions of the results
attained by using the shared strategies and interventions. You can submit
your presentation on-line at http://www.ncacasi.org/event/meeting/cfp. Upcoming Professional Development NCA CASI Transitions™ Workshops
Introduction to Transitions Workshop - Day One Implementing Transitions - Day Two For more information and to register, visit http://www.ncacasi.org/eventsandtraining. How to Reach Us We are committed to providing you with the information you need to continually improve student learning. Please share with us your suggestions, advice, and ideas on how to make e-News and our other products and services best meet your needs. Send us feedback at enews@ncacasi.org. Thank you for reading this issue of NCA CASI e-News. To see a copy of this newsletter on-line or to view past issues of e-News, go to http://www.ncacasi.org/enews/index. Please report problems to enews@ncacasi.org. North Central Association |
|||||||||||||||
|
|
|||||||||||||||
|
Thank
you for reading this issue of NCA e-NEWS. Events and dates are subject
to change. |
|||||||||||||||
|
|
|||||||||||||||
|
Copyright
© 2003 North Central Association Commission on Accreditation and
School Improvement. All Rights Reserved
|
|||||||||||||||