ERIC EJ965901: Everyday Heroes

2011·4.2 MB·English

by  ERIC

Vey

CS

eryday

‘There's no need to be Waiting for Superman. Heroes are
everywhere in education, and their stories are worth telling,

then we stt dowa to daft
the olin for thiartile,
we were reeling fom the
Oprah Wisteey
‘onthe Wing for Superman documentary.
‘Taken snapuboton urban duction the

‘im paints one-sided view of eform snd

‘oui aders were nvrepcintd.

‘Our concera wat forall thoe folk who
would be duped ito believing that there
were only a few herot in edacation. We
thought that the documentary portrayed
caring at unig, unusual characteristic
{in US. school and missed completely that
‘hes been a partof the moral imperative
‘hatha een diving ead reform agents or
decades,

‘There are lots of heroes in eduction:
they everywhere. The efforts, dedication
snd commitment of oat cllngues to ee
ste leering organizations that awaken the
‘piitofhilden inspite ofthe circum:

28 Leadership

stances and build capacity for those that
Ive not bad the beneit of preg inworth
telling. These street dives by public
personales but by pedagogy and powerful
rotocal with roventrackrecord

Dist eel, systemic change

(One of our heroes it Dennis Parker
‘When Parker left the California Depart.
‘ment of cation in 2000 after 30-year
‘career -hewanted a contribs siteenty
to the quality of school operation without
the burden of state politcal limitations. He
perxnedthattherehad tobe adit evel
systemic change proces that would go be
yond intervention and riage to sustainable
reform His model, Strategic Schooling, ie
‘organized into foarnteacing domaine al
‘working together to prodace optimal per
foxmance:

1. Targets: achievement targets student
targets content targets

2 Pedback: data and examples of
ent ork rectly elited tothe targets

23: Knowhow: the application of organ
‘ational classroom and personal expertise
byedectors dent and perentrin ane
ferttbitthe targets

{4 Content: th environment in which ll
thisccrore

‘The focaofthe theory isoptimal bomen
performance in whatever enterprise you
choose to spol i ialading education. I
canbe ated alow: If poset clea
‘ous, public argets you get frequent,
ual end veal feedbacks if yoo apply ©
‘modification of exiting know-how or de
‘elope know how roman ousidesource
sod apply tt the arget based onthe feed
beck aod fall this occurs ina contet that
supporter than devour efforts you
swllachicveoptimalhaman performance

‘en yeas of trenlting this theory into
Alaemingly simple srateies har provided
‘many acoolscapeciall in California wth

Byer Kans and Bon Meee
sa cetin path 9 “losing the achievement
‘ep One ofthe fret tenets of Parker Sta
{etic Schooling program requires «shift
from sexing edition as factory mans:
‘acting highschool graduates to geen
thnse that grows learners The factory that
mansfactree care rewarded for efficent
production of common model the er
‘coming off the asembiylin seth rum of
theirpar

However sesing edacation aa vibrant,
‘thriving greenhouse changes al ofthe dy
amicrin operations Mos dramatically, 8
thifts the natare ofthe edacator ration
‘hit the aden. Instead ofthe cold ef
ficient mancfactarngofthesameend prod.
et, the preenhoure grows many types of
lntsine warm andearegvingseting

Plants like vudents ae ever-changing
and evolving, interacting with thc envi
ronment and adjusting t achieve optimal
srowth. They areslf-drecing in tha they
row, produce, and reproduce themacve.
Teachers have tobe apt gardener with an
incredible repertoire of growing streteges
withancqullyamatingcllction afdexth
defying techniques. Since inception in
2000, Strategic Schooling hashed tery
hhundreds of choos turnaround

Finding th patterns: Norms of reform
-Aswe Depa dicen the sons fom
courexperience with trate Schoolingand
‘the “turnaround” phenomenon itseemed
appropriatetocecktoseifother formers
deen similar tends and patterns, Ween
Joyedthe activity backwards mapping our
Aindngs with those ofour more renowned
colleagues, As Bnetein supped to have
‘ni, “AllKowledge isthe discovery ofthe
pattern” Itwas validating to fin the same
‘tendsinotberefforteandin thowcrote
ation Fifteen norm ofreform are woven
‘throughout the tovesbeow.

‘Creating the conatons for sustalnabity

‘Thee of education not shout an
dards steatgis, and shill ~i is bout
sustainability. Despite what Waiting for
‘Superman would lead you to believe, out
‘experience documents access at educating
Alversestadent groups Weare eginaing to
‘unlock the code to creating the conditions

forsustanability. ach ory providesapece
tothepunte.

Roberti, the Tet Director of Toles
Public Schools in 992 wa the fit amie
ride eker known tuto employ extersal
facilitators to model instroction; organize
cali algament between standards, cr
‘culm and frequent atesments and co
ordinate takeboler partition,

“uli middle school adminitrator Travis
Henderson brought parents and grandpar
entto school function ar advo, all
vralker, homework helpers and behivior

managers. The effort over one yea, sing
reniencyreearch tenets for form, cor
rected downward spiral in attendance,
schieveentand behavior Theschol moved
fom the lowe performing to approxima®-
ing the proficiency levels ofthe non Tite
schools

rms erator,
1. Focus on the teacher capacity to dothe
work Daring Hammond, 2007).
2Leveraeentermal esourcest hep val
‘atthe effort and provide needed support
to change practices (Darling-Hammond,
2007).

Connecting with others

‘Sime, Tue Publ Seholsgavebelan
1999 tone ofthe onet performing ee
‘mentary shoes tothe younget pezdpalin
‘estate Armed with phenomena deive,an
Instructional coach, adminttative mes
torand «grat that helped fund extended
day activities and extensive professional

evelopment, Principal Millar House
‘acted tuenaroond orks school snd
sustained high performance, This wa de
to his capacity to connect with thes and
develop quality relationships, bil the ar
line while yngt generate loyalty mong
‘akehoers and foster elie that ther
ent cou lean and that thie eam could
teach!

Norms orator,

Bula strongteam withthe guidance
ofenergetileadership (Fllan, 2003),

4. Uiemotional educational and og
lztona inteligences to drive «commit
-meatto gethe work done (Sotik, 201).

‘5: Foster beliefs consistent withthe
shared vision Senge 2005),

‘Betong in student’ capacty

1n2003, Ben McGee and Wendy Webs:
perintendents of Youngstowa City Schools
{in Ohio, leveraged the educational, oes
slztons and politcal capital for Gates
Early College high school for the poorest
community wth highest umber of ik fe
tort the tate of Obl,

‘The Gates Foundation mandated that ll
suadents involved inthe peoject must be at
Jeastiwo yeas behind rade even reading
sand math, The tudentatended the local
state university fom 9th grade throu
1th. When they graduate, they receive
Associate’ degre in liberal arts Thesehool
‘sone ofthe best perfrmg high coolsin
‘hestteccevingthezankofexcallent with
‘over 90 percent ofthe dent performing
atandaboveproficen,

Nom fern

6. Creat opportunities or achievement
bylining inthe tadent? capacity todo
‘the wosk (Bernard, 208)

7 Ackaowledgethat teacher wilbecome
ow they perceive herve or lackofrale
(Sergiovanni, 202)

'Strcture change with negotiable, and
callaborative fot, not sanctions thre
sd pusiahnent Qlntrop and Sunderman,
200).

‘Strategies that make sense to teachers
18 2008.10 Obio project in grader
‘through 8 revalted in very grade evel make

JanuarylFebroary2011 29
ingachievement gains exceptacventh grade Norms ofeform Norms fret
‘math Theprojectwas designed toacclerte 9, Usestrateplesthatmakesenetotech- 1, Use all takeholdrsto contribute to
schievement by improving the alignment ers and contribute to thet leutming and _studentachlevement(Dufou 2007).
between the intended (andar), dlered improved practice (Marzano, 200% Wong, 12.Know thatleadership matterand co
(instracion)andatsnedasewed) curries 2p), erences the key (Marzano, 200; Fllan,
‘slam. The project incorporated a Strategic 10, Engage students in thelr grade-level 200).

Schooling practice - Sacred Time where outcomes, progress monitoring and data

‘dminisratorscommited atleast one hour colton tom muliplemessrc (Reeve, BURAINEA capac to teach ffectaly
Aaily for observations of student learing 098; Dufou, 2007; Schober, 204), Carle Kos, reform feito who
snd instrcton. Principals were coached ses the Seti Schooling tools, worked
to give reinforcing feedback with special Leadership mattors wth 2 ferent sites i 2009-10, All 2

cexphasisonnonthretening.explci, nd In 2009-10, Ana Bayengs Griyeur made aignificant API gains nd met hei
(dte-diveninpet rincipal in the Atwater lementary School —APLtaret, with 12 ofthe schools meeting
‘Thresapplementalprogramswere wed District coordinated reform eflrtforher both APL and AYP targets, Knox teaches
told students who werenoton gadelevel school using the tratgicScholing model. grade-level teamshow to truly deliver well,
tnd to reinforce those who were: “Read Boyengatokherschoclto the 00 markfor planned curricula where grade evel tan
‘aural forency.vocabularyandcom- APLandsigoiicantl changed the strc- dards, adopted materi, pacing gids a
prehension; "SimplifedSolstiont for Sfth- tonal delivery of standatds through tar- sessment an testing awareness really
trademath hrooghalgerasand-Standande eed direct inracion, Aligned. She invent teacher materials to
Plat fordailytandardsinoculationswith Disct Superintendent MlindeHenses match detied student needs. Ase student
sradelevel interventions to fil academic would atibatetheguastotheundersand- of Madeline Hunter, she eps teaches work
rs {ng tht learning i the work of «echool within a matey construct and uses dats,
‘Alltec sapplemental programs tein: sytem, teachings the too, andleadeship presentation of student work, and inctessed
tentoon explicit directinsracionandall coherence and cllaboration ensues the feedback nd pease to validate he acquis
were designed by teachers ‘quay ofthe efor. ton ofknowledge en skil

Doctorate in Leadership
for Educational Justice

Today's increas ese choos ne

managing m levee leadership skills while

maria 8) IRAE civic re the took to | university oF

annem =" | ~ Redlands

and oppressions our
Educctc pares Sexoor oF Epucarion
students experenc

Ihave become e Education +

pmplshed and committed faculty anaes

immer institute with guest scholars ERE [phone]
Year whorl model 109 srsntivie | [email protected]

‘onwenient cass times arta Sacer Redlands.edu
eer Superintadet, Dato, Ch

90 Leadership
‘What we lear from her schol, each
rand continuing soccer that bung
‘capacity to teach more effectively ever
oor investment. Instruction has to adapt
to the environmental changes tht conti
tet dsteactng and dauptng larg
Knowing how to kep students “hooked”
{nto leaning ins pesistetiauein schools
‘whee children es ere chat or weer

{nin These condition have tobe ita
forlesrningtoocear,

Norms freon,

13.Hlone pro-socal behavioral protocol
to mitigate the uncertainty and chaos of.
student lives. The two bet examples with
‘he greatest evidentiary base ate the Good
Behavior Game and Clast-wide ee Tato
ng. Bodh have lang term consequences that
smakeitmorelielythatstadenswillbease
esi if (Embry, 2008)

1M Ivertin teacher apa aden
‘ess experiences and the social emotional
“undertone ofthe aden crcumetances
(Promise Neighborhoods, Johns Hopkins,
2010;Fullan, 20100)

15. Understand that all “gaps fllinto
one of hee categorie language (tdente
‘in limited nglishlnerateenvizonmests),
learning (eceding strategies to acco) and
‘iteracy(egsiring kil pecific interven
sion) ohn, 2010),

‘Sustaining the change

We have onl tapped into afew ofthe
‘many hundreds of sucess stores. Ou pro
lem has notte demontrating that tse
{ng and earning for cildeen in varied de
‘mographicgroupsispossble A deapicure
ofthe transparent eaderiip roles the ned
for teacher collaboration end stakeholder
fnolvemen: andthe value of andar
Arven crcl data analysand frequent
sacamenthavebeen wellarticaited oc
‘mented and validated throaghowt the ea
tureandareallconebuting actors cree
nga schoo calurethasucceds

"The diiculty is sustaining the change.
Weare convnce that theeare fies ce
pace hat musthe addressed tin
‘nce sustainability and crete theconditons
forstudentstoschiere.

Capacity one: Teachers demonstrate
‘through pedagogy, academic and socil re
Iatonships, nd teaching competence the
bility to meet th everyday needs of ese
student group (Elmore, 2003),

‘Capacity two: Teachers and stakehoe
ers create the conditions under which ll

ur problem has not been
demonstrating that teaching and
learning for children in varied
‘demographic groups is possible;
the difficulty is sustaining change.

children willear and adj for diference
‘ethout compromising standards and ex
evans for guality Palla, 2008),

‘Capcity thes Teachers know what they
veant the students o learn, know and do
(Cone, 1995,

Capacity four Teachers shape asta
‘elem histherown capac Students most

‘monitor evidence oftheir ability lesen
(Detour and Kathane, 2010)

(Capacity fv: Stats wil earn with
good teaching, trong carricalam andre
sourertomantainthe efor. Anythinglest
Inavilationofciirghtand victinization
ofthe chil (Daring Hammond, 2010,

Embracing your nelghborbood heroes
‘Many low performing students do not
havea strong bela ther own expat t9
Jean, Part ofthe esponsblity for nourish
Ing aden beliein this own capacity a¢
learners falls tothe greenhouse keeper the
teacher Thishasalwaysbeen the case Most
‘of remember ou best and woe teachers
‘because ofthe imput they had on ourlives
sr academicand soil arers. isan ave
someresposbilyandabeoicact.

We needa’ walt fora superhero. Tit
likly she lives inthe neighborhood. He
probably has eoght your child. When you
‘meet catroom heroes, embrace them with
respect and kindness the are shaping our
four. mb

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C aritoria schoo! districts turn to us fora o ther
Education Law needs. Our passion for servicing the ne

of school districts in this speci

ized area of practic

remains 9s true today as it did in 1980.

Ino lations and persannel

school administratio
business and facies
negotiation services
investigations
Higation
‘management iraning

32 Leadership

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Visit wuz lowlogal.com to learn more about cursonices, $19.81 7000

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