I Got Schooled – Practice #2 – Right Balance of Leadership

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So, here is I Got Schooled practice #2 – Right Balance of Leadership.

Through his MNS Foundation, Shyamalan spent five years studying what is succeeding in closing the education gap that depended only on factors inside the classroom itself and that were scalable. He discovered closing the achievement gap can’t be figured out by examining just any single practice by itself; five things must be implemented together to have any substantive effect.

Shyamalan uncovers five factors present in schools he found were significantly closing the education gap for inner city children and children of color. He provides just tons of example schools, clinical studies, data and statistics, detailing each of these five factors.

These posts are highlights for each of these five factors for folks who might feel they are too busy to read the whole book … and strongly whet your appetite for doing so. The five factors are:

  • Effective teachers – dropping poor, hiring good
  • Right balance of leadership
  • Feedback that is timely and consistent
  • Smaller schools
  • More time in school

A large number of successful schools and programs are covered in the book, including: Knowledge is Power Program (KIPP), Uncommon Schools, Achievement First/Endeavor, FirstLine schools, North Star Academy, Arthur Ashe, Los Angeles Green Dot Public Schools, and more.

Factor #2 – LEADERSHIP, the right balance of

  • School leadership is second only to classroom teaching as an influence on learning
  • “Superman principals” are not scalable
  • There is not a single documented case of a school successfully turning around its achievement trajectory in the absence of strong leadership
  • First, leaders vary in large and consistent ways – the most successful teams work under the most successful bosses (McKinsey & Company study)
  • Second, the boss’s most important job isn’t communicating strategy or even hiring and firing – it is teaching skills that persist
  • Motivating a team of subordinates isn’t nearly as important as improving their skills
  • The difference between a good principal and a mediocre one is nearly as big as that between a great teacher and a poor teacher
  • A principal effects hundreds of students, instead of a few dozen
  • Principals are profoundly important
  • The most effective principals are also the ones engaging in the most “negative teacher selection,” i.e., firing the lemons
  • The most effective principals also improved the instructional success of existing teachers
  • Least effective principals seldom leave the system – they just move to different schools, further widening the achievement gap
  • Existing, thorough application processes do not insure a consistent level of success
  • Principals should be primarily responsible for the instruction of teachers
  • But the typical urban principal spends less that 20 percent of their workday on instruction
  • Principals in the top systems around the world spend 80 percent of the school day on improving instruction in the classroom (McKinsey & Company study)
  • Schools need an Operations Manager to handle food service, discipline, custodians, paperwork, to free principals to help teachers help students learn
  • Such an administrative management model is scalable
  • Brett Peiser founder of Uncommon Schools network, on leaders: “Great leaders know culture eats strategy for lunch.”
  • Culture is everything distinctive to a place; it’s every way you know you are in an uncommon school; it’s rigorous in involving and aligning everything and everyone
  • Culture is beyond advertising brochures, it must have enough force and buy-in to overwhelm its students’ environments outside the school
  • A culture of high expectations seems almost important enough to earn a place as one of the keys to closing the achievement gap
  • Someone has to make certain that all teachers understand and support a uniform school culture in their bones
  • Again, “Culture eats strategy for lunch.”
  • Consistency in students’ experience from class to class and grade to grade;  and quality control of this consistency is really important
  • Both unquestioned authority and humanity are equally important, i.e., caring and respect for students
  • There are techniques and behaviors that produce desirable results consistently, like Lemov’s Taxonomy, Teach Like A Champion, and they should be known and used
  • See also The Wooden Way, the legendary UCLA basketball coach’s system
  • And these practices are scalable

Hoping you are finding these interesting and perhaps useful.

Up next:  Factor #3 – Feedback

Tom

I Got Schooled – Practice #1 – Effective teachers

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I Got Schooled Practice #1 – Effective teachers – hiring good and dropping poor

Through his MNS Foundation, Shyamalan spent five years studying what is succeeding in closing the education gap that depended only on factors inside the classroom itself and that were scalable. He discovered closing the achievement gap can’t be figured out by examining just any single practice by itself; five things must be implemented together to have any substantive effect.

Shyamalan uncovers five factors present in schools he found were significantly closing the education gap for inner city children and children of color. He provides just tons of example schools, clinical studies, data and statistics, detailing each of these five factors.

These posts are highlights for each of these five factors for folks who might feel they are too busy to read the whole book … and strongly whet your appetite for doing so. The five factors are:

  • Effective teachers – dropping poor, hiring good
  • Right balance of leadership
  • Feedback that is timely and consistent
  • Smaller schools
  • More time in school

EFFECTIVE TEACHERS – dropping poor, hiring good

  • Are the engine that make schools run
  • Not all teachers perform equally (as do neither all salesmen, lawyers, accountants, basketball players, school principals, …)
  • Get the least effective teachers out of classrooms
  • You can discover who underperformers are
  • National studies find just 2% of teachers are rated unsatisfactory
  • Teachers in the middle, performance-wise, may be the most important factor for scaling success to 132,656 K-12 schools nationwide in 2010
  • One year with a great teacher is worth $20,000 in lifetime earnings for every student in that class
  • The effects of poor teachers in student learning outweighs the benefits provided by the good ones
  • Someone who barely graduated from Nowhere State is just as likely to be a great teacher as someone with a Summa Cum Laude from Harvard
  • Until you see them teach, you are picking blind; seeing them teach takes 2 to 3 years
  • After 2-3 years, tenure locks both good and bad teachers in place
  • Release procedures can take  300 days and cost $250,000, and so becomes too much trouble to take on
  • By replacing just 5 to 8% of the least effective teachers with average teachers, student overall achievement scores would rise to those of Canada or Finland
  • There is no evidence we can improve teachers’ performance by giving them bonuses or sending them to graduate school
  • Reliable tools must be used to determine teacher competence and effectiveness
  • Actual-versus-expected student progress can be a valid rating system (i.e., Value Added Method – VAM)
  • But … “Perfect is the enemy of the good.”  Voltaire
  • Hence the teacher evaluation problem: “Until someone comes up with a perfect tool for judging teachers, one that judges no teacher unfairly, there’s no point in using anything.”
  • If no one can be fired without a “fair” evaluation, and a fair evaluation needs to be error-free, then no one can be fired.
  • Multiple tests, as designed by the Measures of Effective Teaching project (MET),  are providing greater reliability and validity to teacher evaluation (see the MET January 2013 final report)
  • Good news: an inner city student having a great teacher for four years in a row will close the gap separating her from her suburban counterpart, without doing anything else
  • Bad news: three great teachers won’t make up for one poor one
  • The ratio of great teachers to poor teachers is nowhere near three-to-one
  • For schools on the wrong side of the achievement gap, these “roadblock” teachers effectively trap students
  • Eliminating roadblock teachers is a necessary first step toward closing America’s achievement gap, but it’s not sufficient in and of itself. “You can’t fire your way to excellence.”
  • Hiring good teachers and releasing bad ones is a scalable practice

Next up: The right balance of leadership

Closing the education gap – new book – “I Got Schooled”

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This summary, borrowed from Amazon:  I Got Schooled, offers a look at America’s educational achievement gap that could only have come from an outsider. 

Famed director M. Night Shyamalan has long had a serious interest in education. The MNS Founda­tion he and his wife started once gave college scholarships to promising inner-city students, but Shyamalan realized that these scholarships did nothing to improve education for all the other students in under-performing schools. When he learned that some schools were succeeding with similar student populations, he traveled across the country to find out how they did this and whether these schools had something in common. He eventually learned that there are five keys to closing America’s achievement gap. But just as we must do several things simultaneously to maintain good health— eat the right foods, exercise regularly, get a good night’s sleep—so too must we use all five keys to turn around our lowest-performing schools.

These five keys are used by all the schools that are succeeding, and no schools are succeeding without them. Before he discovered them, Shyamalan investigated some popular reform ideas that proved to be dead ends, such as smaller class size, truculent unions, and merit pay for teachers.  He found that the biggest obstacle to school reform is cognitive biases: too many would-be reformers have committed themselves to false solutions (*) .

This is a deeply personal book by an unbiased observer determined to find out what works and why, so that we as a nation can fulfill our obliga­tion to give every student an opportunity for a good education.

(*) Not the answer to closing the education gap:

  • small classroom sizes
  • master’s programs and Ph.D.’s for the teachers
  • paying teachers like doctors
  • funding the schools at $20,000 per pupil

Truly a book worth reading … and sharing … widely.

Here is a 58 minute video interview with M. Night Shyamalan that’s worth watching         [click here to watch].

For busy people, I am posting a summary at  tommilesabq.com  of each of the five practices MNS Foundation discovered that “moved the needle” in closing the gap.

 

Eight problems with Common Core Standards

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Eight problems with Common Core Standards

By , Washington Post,  Posted at 11:37 AM ET, 08/21/2012

Correction: The original post said incorrectly that the Common Core was written with no public dialogue or feedback from experienced educators. The post now says there was insufficient public dialogue and feedback from experienced educators.

This was written by Marion Brady, veteran teacher, administrator, curriculum designer and author.

E.D. Hirsch, Jr.’s book, “Cultural Literacy: What Every American Needs to Know,” was published March 1, 1987.

So it was probably in March of that year when, sitting at a dining room table in an apartment on Manhattan’s Upper East Side, my host — a publishing executive, friend, and fellow West Virginian — said he’d just bought the book. He hadn’t read it yet, but wondered how Hirsch’s list of 5,000 things he thought every American should know differed from a list we Appalachians might write.

I don’t remember what I said, but it was probably some version of what I’ve long taken for granted: Most people think that whatever they and the people they like happen to know, everybody else should be required to know.

In education, of course, what it’s assumed that everybody should be required to know is called “the core.” Responsibility for teaching the core is divvied up between teachers of math, science, language arts, and social studies.

Variously motivated corporate interests, arguing that the core was being sloppily taught, organized a behind-the-scenes campaign to super-standardize it. They named their handiwork the Common Core State Standards to hide the fact that it was driven by policymakers in Washington D.C., who have thus far shoved it into every state except Alaska, Minnesota, Nebraska, Texas, and Virginia.

This was done with insufficient public dialogue or feedback from experienced educators, no research, no pilot or experimental programs — no evidence at all that a floor-length list created by unnamed people attempting to standardize what’s taught is a good idea.

It’s a bad idea. Ignore the fact that specific Common Core State Standards will open up enough cans of worms to keep subject-matter specialists arguing among themselves forever. Consider instead the merit of Standards from a general perspective:

One: Standards shouldn’t be attached to school subjects, but to the qualities of mind it’s hoped the study of school subjects promotes. Subjects are mere tools, just as scalpels, acetylene torches, and transits are tools. Surgeons, welders, surveyors — and teachers — should be held accountable for the quality of what they produce, not how they produce it.

Two: The world changes. The future is indiscernible. Clinging to a static strategy in a dynamic world may be comfortable, even comforting, but it’s a Titanic-deck-chair exercise.

Three: The Common Core Standards assume that what kids need to know is covered by one or another of the traditional core subjects. In fact, the unexplored intellectual terrain lying between and beyond those familiar fields of study is vast, expands by the hour, and will go in directions no one can predict.

Four: So much orchestrated attention is being showered on the Common Core Standards, the main reason for poor student performance is being ignored—a level of childhood poverty the consequences of which no amount of schooling can effectively counter.

Five: The Common Core kills innovation. When it’s the only game in town, it’s the only game in town.

Six: The Common Core Standards are a set-up for national standardized tests, tests that can’t evaluate complex thought, can’t avoid cultural bias, can’t measure non-verbal learning, can’t predict anything of consequence (and waste boatloads of money).

Seven: The word “standards” gets an approving nod from the public (and from most educators) because it means “performance that meets a standard.” However, the word also means “like everybody else,” and standardizing minds is what the Standards try to do. Common Core Standards fans sell the first meaning; the Standards deliver the second meaning. Standardized minds are about as far out of sync with deep-seated American values as it’s possible to get.

Eight: The Common Core Standards’ stated aim — “success in college and careers”— is at best pedestrian, at worst an affront. The young should be exploring the potentials of humanness.

You can read the full article  here.

Bring 21st Century Into High Schools

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Here’s a quick summary of, and link to, a June USNews article about bringing the 21st Century into the High School classroom.

A recent Gallup research program interviewed 1,014 people ages 18-35 with varying levels of education, asking them to recall their last year of school.

They found that about 1 out of 2  or  2 out of 3 individuals were NOT presented with collaboration, real-world problem solving and critical thinking opportunities in their high school experience.

While students were techno-savvy, only 3 percent had used discussion boards, video conferencing, Skype or other collaborative tools in the classroom.

Students tasked with regularly using these 21st century tools were more likely to say they excelled at their jobs, and that these tools were crucial in today’s workplace.

The Common Core State Standards adopted by most states require teachers to incorporate collaboration, problem solving and critical thinking into their lessons.

Cull current events: Look at what is dominating the news cycle and think about how it can apply to lessons. Use severe weather outbreaks and environmental disasters to illustrate everything from climate patterns to the logistics of coordinating relief efforts. Use the never-ending campaign season to teach students about statistics, social studies, finance and big data.

Tap industry experts: Getting a CEO into a classroom can be a logistical nightmare. Getting them on a Skype call – now that’s another story.

Free online tools can open up a wellspring of opportunity for getting experts in front of students. Educators can set up a call or join one hosted by someone else, using resources such as Skype in the Classroom. Teachers can also turn the tables and have students present a project or pitch an idea to industry leaders,

Read the complete article    here.

Some notes on life lessons …

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Got to thinking about a recent conversation with my wife about ‘what works in life.’

Between us we’ve done a bunch of life-trainings over the decades – est, Lifespring, Lifespring Leadership Program, Al-Anon, Verle Minto, Technologies for Creating, Busting Loose (taught seminars for 5  years), Unity Church, Science of Mind, … and we kind of came the to a discovery that it all boils down to a few principles or propositions:

  • Woody Allen said 80% of life is just showing up  (*)  so, show up for your life!
  • it really is your life; you really can ‘just make up’ a huge amount of it
  • and even ‘remake it’ on the fly if you really want to
  • think about ‘your word’ before, and as, you give it or declare it
  • then keep your word
  • if you can’t keep your word, know that you CAN renegotiate – but never just let it slip!

And three powerful questions for all kinds of situations (yes, the order is important):

  • In this particular situation, what is working?
  • In this particular situation, what is missing?
  • In this particular situation, what is next?

Interested in what you think …

(*)  Woody Allen full quote: “I made the statement years ago which is often quoted that 80 percent of life is showing up. People used to always say to me that they wanted to write a play, they wanted to write a movie, they wanted to write a novel, and the couple of people that did it were 80 percent of the way to having something happen. All the other people struck out without ever getting that pack. They couldn’t do it, that’s why they don’t accomplish a thing, they don’t do the thing, so once you do it, if you actually write your film script, or write your novel, you are more than half way towards something good happening. So that I was say my biggest life lesson that has worked. All others have failed me.”

Woody Allen WikiQuote link … cool.