Dr. Lawrence Lezotte Keynote

NOTES
EFFECTIVE
SCHOOLS
Using Effective Schools
Research to
Improve Student Success
Presented by
Lawrence W. Lezotte, Ph.D.
33rd Annual Effective Schools Conference
February 16-18, 2016 • Scottsdale, AZ
1
Creating the Context
&
Framing the
Challenge of Change
2
Navigating the
Perfect Storm
1. Higher Standards
2. Higher Percentage of
Challenging Students
3. Fewer Resources
3
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
Your school is
perfectly aligned to
get the results
you are currently getting.
4
Schools were never
designed, or even intended,
to successfully teach ALL
students a
high standards curriculum.
5
You and your colleagues
are already doing the best
you know to do given the
context in which you find
yourselves.
6
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
Like most organizations, schools
have an enormous amount of
inertia to do again what they
have always done.
All change has to work against a
system-in-place.
7
8
Senge’s Double-Loop
Learning Model
Higher
Loop
Mission,
Core Beliefs,
& Core Values
Lower
Loop
Tactics,
Strategies,
& Behaviors
9
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
Levels of Culture
Organizational
Culture and
Leadership
Artifacts:
Visible organizational
structures and processes
(hard to decipher)
by
Edgar H. Schein
Jossey-Bass
(2004)
Espoused Values:
Strategies, goals,
philosophies (espoused
justifications)
Basic Underlying Assumptions:
Unconscious, taken-for-granted beliefs,
perceptions, thoughts, and feelings
(ultimate source of values and action)
10
A System:
A network of interdependent
components that work
together to accomplish the
aim of the system.
11
A System Must
1. Have a clear aim.
2. Be managed.
3. Have a pervasive
sense of mission.
12
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
Clarifying the Aim
Answer Two Questions:
1. Effective at What?
2. Effective for Whom?
13
Clear and Focused Mission
In the effective school, there is a clearly
articulated mission through which the
staff share an understanding of and a
commitment to the instructional goals,
priorities, assessment procedures, and
accountability. Staff accept responsibility for students’ learning of the
school’s essential curricular goals.
14
CURRENT AIM
Learning for All
Whatever It Takes!
15
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
MISSION
NOT a description of Current
Reality
IS a description of a
Preferred Future
16
A Moral Mandate
Assure Alignment Between
• Intended Curriculum
• Taught Curriculum
• Tested Curriculum
17
Huge Challenge
•
Too much to teach, not enough
time to teach it to mastery for all
students
•
Organized Abandonment
—Do well on the assessments
—Need to know for future success
18
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
The following screen is adapted from:
What Works in Schools:
Translating Research
into Action
by Robert J. Marzano
(ASCD, 2003)
19
School-level Factors (ranked)
1.
2.
3.
4.
5.
6.
7.
8.
Opportunity to Learn
Time
Monitoring
Pressure to Achieve
Parental Involvement
School Climate
Leadership
Cooperation
20
Opportunity to Learn &
Student Time on Task
In the effective school, a significant
amount of classroom time is dedicated
to instruction in essential skills. For a
high percentage of this time, students
are engaged in whole-class or largegroup, planned, teacher-directed
learning activities.
21
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
Change Challenges
• Achievement Gap Expected
to Close
• Opportunity Gaps are
Present from Day One
22
Systems Problems
• Age Trumps Readiness
• Current Grouping and
Tracking Processes
Increase the Gap Problem
23
Frequent Monitoring of Student
Progress
In the effective school, student
academic progress is measured
frequently using a variety of
assessment procedures. Results
are used to improve both individual
student performance and
instruction.
24
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
Accountability Means
• Monitoring pupil progress once
a year and providing delayed
feedback to schools and
teachers followed by sanctions
where necessary.
25
Accountability Means
• Delayed feedback given once a
year may satisfy a political
agenda but will never change a
student’s learning or, in all
likelihood, a teacher’s teaching.
26
Paradox
• On the other hand, frequent
monitoring of pupil performance
followed by immediate and
precise feedback is one of the
MOST powerful strategies
available to enhance learning.
27
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
Climate of High
Expectations for Success
In the effective school, staff
believes and demonstrates that
all students can master the
essential school skills and that
they have the ability to help all
students attain that mastery.
28
High Standards
High Expectations
29
Belief in the Educability of
All Students
Teacher Efficacy
30
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
In schools, as in life,
you may not get
all that you want but, more
often than not,
you get what you expect.
31
Positive Home-School Relations
In the effective school, parents
understand and support the
school’s basic mission and are
given the opportunity to play an
important role in helping the
school to achieve this mission.
32
Question:
“Can we get bad social service
even though we are all
good people?”
Ron Edmonds
33
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
Safe & Caring Environment
In the effective school, there is
an orderly, purposeful, businesslike atmosphere that is free from
the threat of physical harm. The
school climate is not oppressive
and is conducive to teaching and
learning.
34
Violence in Schools
Among K-12 teachers, percentage who say this occurred in school
setting in the last school year (2008-09):
Verbal
confrontations
76%
Fights
65%
Staff abused
by student
36%
Student with
weapon at school
None of the above
28%
16%
Source: Zogby for Crisis Prevention Institute survey of K-12 generaleducation teachers, Sept. 26-Oct. 5, 2009.
35
Prerequisites to Success
•
Staff on duty all the time,
everywhere while at work
•
Staff behavior with consistency
regarding rules and regulations
of the school
36
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
Strong Instructional Leadership
In the effective school, the principal acts
as an instructional leader and effectively
and persistently communicates the
mission to the staff, parents, and
students. The principal understands and
applies the characteristics of instructional
effectiveness in management of the
instructional program.
37
The Leadership Challenge
Take a “followership”
to a place they
have never been and are
not sure they want to go.
38
“Leadership is second only to
classroom instruction among
school related factors that
contribute to what students learn
at school.”
* Wahlston, Kyla L., et al. Investigating the
Links to Improved Student Learning:
Executive
Summary of Research Findings.
(2010)
39
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041
NOTES
Principal
Leader of Followers
Principal
Leader of Leaders
(Engagement Paradigm)
40
Trustworthy
Competent
Forward Looking
Enthusiam
41
Correlates Check List
1. Clear and Focused Mission
2. Opportunity to Learn
3. Student Time on Task
4. Frequent Monitoring of Student Progress
5. High Expectations for Success
6. Positive Home/School Relations
7. Safe and Caring Environment
8. Strong Instructional Leadership
42
Dr. Larry Lezotte • Effective Schools • www.effectiveschools.com • 1-800-827-8041