Since I have been an educator, and probably long before that, one of the constants of the K-12 educational system is that someone is always trying to change it. Some of the changes implemented are well thought out, well articulated, and even well researched. So why are they so short lived?
One reason may be the assumption that the magnitude of the change represented by all innovations are the same. This is definately not the case. Some changes are what is referred to as first-order change and others can be referred to as second-order change.
First-order change is incremental. It can be thought of as the next most obvious step to take in a class, school or district. Second-order change is anything but incremental. This type of change involves a radical departure from the norm.
It has been my experience that the common perspective used to address all problems in schools is to view them as first-order change issues. In other words, we tend to approach new problems from the perspective of our experiences. Unfortunately, solutions to the most pressing challenges facing our schools require a second-order perspective. We need deep, radical change to our schools if we are to maintain a competitive edge in the world.
Second-order change is never a small task. In fact, second-order change is so complex that it is not to be entered into lightly. Prestine (1992) cautions that second-order change cannot approach hesitantly. Sizer asserts that second-order change calls for decisive, swift action. Fullan (1993) states "I'm increasingly persuaded that schools that go slow and a little at a time end up doing so little that they succeed in only upsetting everything without accuring the benefits of the change."
Furthermore whether a change is considered first or second order varies based on the perceptions of individual staff members. To some, an innovation is a natural extension of everyday practice. To others, it is a radical departure from the past. For example, using computers to teach writing is easy for some, but is very scary for others.
In my most recent post, I described 21 responsibilities of the school principal. Interestingly, the importance of each responsibility varies according to the perception of the types of changes a school district is experiencing. Second-order change is associated with 7 of the 21 responsibilities I described. These include:
* Knowledge of curriculum, instruction and assessment.
* Optimizer
* Intellectual stimulation
* Change agent
* Monitoring/evaluating
* Flexibility
* Ideals/Beliefs
In other words, to be successful a school leader striving to provide leadership for a second-order change initiative must prioritize these aspects of leadership.
Unfortunately, second-order change initiatives negatively impact on four of the other principal responsibilities. These are:
* Culture
* Communication
* Order
* Input
A school leader must pay a certain price for the implementation of second-order change initiatives. Team spirit, cooperation, communication, order and routine and the level of input from all members of the staff typically deteriorate as a result of second-order change initiatives. Fullan (1993) states that "those individuals and organizations that are most effective do not experience fewer problems, less stressful situations, and greater fortune, they just deal with them differently."
To successfully implement a second-order change initiative, school leaders must ratchet up their idealism, energy and enthusiasm. Additionally, they must be willing to sustain these behaviors when confronted by frustration and even anger from some staff members. While this may take a personal toll on that school leader, this is the price we must pay for long-term progress.
Thursday, October 28, 2010
Wednesday, October 20, 2010
The Importance of School Principals
Each day more than 53.6 million students walk into more than 94,000 K-12 schools in the hopes that the 13 years of schooling they will experience will dramatically enhance their chances of success in modern world. Indeed, evidence of income in 2001 supports these hopes. According to the U.S. Census Bureau, the earning potential of a student who graduates from high school is $19,900 compared with $11,864 for a student who does not. If the high school graduate completes college, that earning potential increases to $37,203. A master's degree increases the figure to $49,324. A doctorate or professional licensure reaches $71,606. School, then can be the door to advancement--at least financial advancement--in our complex society. For a particular school to be a launchpad to the levels of success sought by students, however, it must operate effectively.
Whether a school operates effectively or not will increase or decrease a student's chances of academic success. Marzano (2003) has shown that students in effective schools as opposed to ineffective schools have a 44% difference in their expected passing rate on a test that has a typical passing rate of 50 percent. To illustrate, consider two schools--School A and School B. Assume that the schools have a typical population of students--some with advantages in their home environment and background experiences, some with few if any advantages, most somewhere in the middle. If students in both schools take a test that has a typical passing rate of 50%, we would expect 72% of the students in the effective school to pass the test and only 28% in the ineffective school to pass. A difference of 44%.
To what extent does leadership play a role in whether a school is effective or ineffective? That is, how much of a school's impact on student achievement is due to the leadership displayed in that school? To answer this question, it is valuable to look at the results of a meta-analysis conducted by Marzano and associates (2003).
After examining 69 studies that involved 2,802 schools, they computed the correlation between the leadership behavior of the principal in the school and the average academic achievement of students in the school to be .25. To interpret this correlation, assume that the principal is hired into a district and assigned to a school that is at the 50th percentile in the average achievement of its students. Also assume that the principal is at the 50th percentile in his or her leadership ability.
Assuming the principal stays in the school for an extended period of time, the .25 correlation implies that over time, it would be expected that the average achievement of the school would remain at the 50th percentile. Interestingly, if you increase the principal's leadership behaviors by one standard deviation--from the 50th to the 84th percentile--you would expect to see the average achievement of the students in the school to rise to the 60th percentile. Increasing leadership behavior by two standard deviations--the 99th percentile--would allow us to predict student achievement to rise to 72nd percentile. Taken at face value, these findings are compelling. A highly effective school level leader can have a dramatic influence on the overall academic achievement of students. So what makes for an effective school level leader?
Examining 69 studies, looking for specific behaviors related to principal leadership has lead to the identification of 21 core responsibilities. These responsibilities and a description are:
Affirmation - Recognizes and celebrates accomplishments and acknowledges failures.
Change Agent - Willing to challenge and actively challenges the status quo.
Contingent Reward - Recognizes and rewards individual accomplishments.
Communication - Establishes strong lines of communication with and among teachers and students.
Culture - Fosters shared believes and a sense of community and cooperation.
Discipline - Protects teachers from issues and influences that would detract from their teaching time or focus.
Flexibility - Adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent.
Focus - Establishes clear goals and keeps these goals at the forefront of the school's attention.
Ideals/Beliefs - Communicates and operates from strong ideals and beliefs about schooling.
Input - Involves teachers in the design and implementation of important decisions.
Intellectual Stimulation - Ensures faculty and staff are aware of the most current theories and practices.
Involvement in Curriculum and Instruction - Is directly involved in the design and implementation of curriculum, instruction and assessment practices.
Knowledge of Curriculum, Instruction and Assessment - Is knowledgeable about current curriculum, instruction and assessment practices.
Monitoring/Evaluating - Monitors the effectiveness of school practices and their impact on student learning.
Optimizer - Inspires and leads new and challenging innovations.
Order - Establishes a set of standard operating procedures and routines.
Outreach - Is an advocate and spokesperson for the school to all stakeholders.
Relationships - Demonstrates an awareness of the personal aspects of teachers and staff.
Resources - Provides teachers with materials and professional development necessary for the successful execution of their jobs.
Situational Awareness - Is aware of the details and undercurrents in the running of the school.
Visibility - Has quality contact and interactions with teachers and students.
How does one person manage to demonstrate all of these behaviors? I am not sure they can. In my personal and professional life I have known many fine principals, and none of them could demonstrate all 21 of these characteristics. The best ones I have known were honest with themselves about their strengths and weaknesses and then used this information to delegate, compensate or improve.
Having only been a principal for a short period of time, I can tell you that I found it the most rewarding, yet most challenging job I have ever held. The rewards came from being able to make a direct impact on the lives of teachers and students. It is a job you could never understand unless you have done it yourself.
On a final note, I would like to address anonymous comments. While I certainly support and will continue to post the statements of those that disagree with my actions or decisions, I will no longer post anything that criticizes anyone else. I also wish that those who need to post a comment would consider contacting me directly. I cannot work through an issue or discuss a problem with someone when they provide feedback anonymously. It is hard to accept the validity of a comment if the person is unwilling to put their name to the statement. We are all trying to do the best we can for our students. If we keep that in mind, we can work constructively and even agree to disagree when necessary.
Whether a school operates effectively or not will increase or decrease a student's chances of academic success. Marzano (2003) has shown that students in effective schools as opposed to ineffective schools have a 44% difference in their expected passing rate on a test that has a typical passing rate of 50 percent. To illustrate, consider two schools--School A and School B. Assume that the schools have a typical population of students--some with advantages in their home environment and background experiences, some with few if any advantages, most somewhere in the middle. If students in both schools take a test that has a typical passing rate of 50%, we would expect 72% of the students in the effective school to pass the test and only 28% in the ineffective school to pass. A difference of 44%.
To what extent does leadership play a role in whether a school is effective or ineffective? That is, how much of a school's impact on student achievement is due to the leadership displayed in that school? To answer this question, it is valuable to look at the results of a meta-analysis conducted by Marzano and associates (2003).
After examining 69 studies that involved 2,802 schools, they computed the correlation between the leadership behavior of the principal in the school and the average academic achievement of students in the school to be .25. To interpret this correlation, assume that the principal is hired into a district and assigned to a school that is at the 50th percentile in the average achievement of its students. Also assume that the principal is at the 50th percentile in his or her leadership ability.
Assuming the principal stays in the school for an extended period of time, the .25 correlation implies that over time, it would be expected that the average achievement of the school would remain at the 50th percentile. Interestingly, if you increase the principal's leadership behaviors by one standard deviation--from the 50th to the 84th percentile--you would expect to see the average achievement of the students in the school to rise to the 60th percentile. Increasing leadership behavior by two standard deviations--the 99th percentile--would allow us to predict student achievement to rise to 72nd percentile. Taken at face value, these findings are compelling. A highly effective school level leader can have a dramatic influence on the overall academic achievement of students. So what makes for an effective school level leader?
Examining 69 studies, looking for specific behaviors related to principal leadership has lead to the identification of 21 core responsibilities. These responsibilities and a description are:
Affirmation - Recognizes and celebrates accomplishments and acknowledges failures.
Change Agent - Willing to challenge and actively challenges the status quo.
Contingent Reward - Recognizes and rewards individual accomplishments.
Communication - Establishes strong lines of communication with and among teachers and students.
Culture - Fosters shared believes and a sense of community and cooperation.
Discipline - Protects teachers from issues and influences that would detract from their teaching time or focus.
Flexibility - Adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent.
Focus - Establishes clear goals and keeps these goals at the forefront of the school's attention.
Ideals/Beliefs - Communicates and operates from strong ideals and beliefs about schooling.
Input - Involves teachers in the design and implementation of important decisions.
Intellectual Stimulation - Ensures faculty and staff are aware of the most current theories and practices.
Involvement in Curriculum and Instruction - Is directly involved in the design and implementation of curriculum, instruction and assessment practices.
Knowledge of Curriculum, Instruction and Assessment - Is knowledgeable about current curriculum, instruction and assessment practices.
Monitoring/Evaluating - Monitors the effectiveness of school practices and their impact on student learning.
Optimizer - Inspires and leads new and challenging innovations.
Order - Establishes a set of standard operating procedures and routines.
Outreach - Is an advocate and spokesperson for the school to all stakeholders.
Relationships - Demonstrates an awareness of the personal aspects of teachers and staff.
Resources - Provides teachers with materials and professional development necessary for the successful execution of their jobs.
Situational Awareness - Is aware of the details and undercurrents in the running of the school.
Visibility - Has quality contact and interactions with teachers and students.
How does one person manage to demonstrate all of these behaviors? I am not sure they can. In my personal and professional life I have known many fine principals, and none of them could demonstrate all 21 of these characteristics. The best ones I have known were honest with themselves about their strengths and weaknesses and then used this information to delegate, compensate or improve.
Having only been a principal for a short period of time, I can tell you that I found it the most rewarding, yet most challenging job I have ever held. The rewards came from being able to make a direct impact on the lives of teachers and students. It is a job you could never understand unless you have done it yourself.
On a final note, I would like to address anonymous comments. While I certainly support and will continue to post the statements of those that disagree with my actions or decisions, I will no longer post anything that criticizes anyone else. I also wish that those who need to post a comment would consider contacting me directly. I cannot work through an issue or discuss a problem with someone when they provide feedback anonymously. It is hard to accept the validity of a comment if the person is unwilling to put their name to the statement. We are all trying to do the best we can for our students. If we keep that in mind, we can work constructively and even agree to disagree when necessary.
Friday, October 8, 2010
The Importance of Great Teachers
What influence does an individual teacher have in their classroom? Although most attempts to answer this question arrive at slightly different quantitative estimates, all researchers agree that the impact of the decisions and actions made by individual teachers is far greater than the impact of decisions made at the school or district level.
Reporting on their analysis of achievement scores from five subject areas for some 60,000 students across grades 3 through 5, Wright, Horn and Sanders (1997) note:
The most effective factor affecting student learning is the teacher. In addition, the results show wide variation in effectivness among teachers. Effective teachers appear to be effective with students of all achievement levels regardless of the level of diversity in their class.
Hayock (1998) describes the achievement difference between students who spend a year with a highly effective teacher as opposed to a less effective teacher.
On average, the most effective teachers produced gains of 53 percentage points in student achievement over one year, whereas the least effective teachers produced achievement gains of about 14 percentage points over one year. To understand these results, consider the fact that researchers estimate that students typically gain about 34 percentile points in achievement during one academic year. That is, a student who scores at the 50th percentile in mathematics in September will score at the 84th percentile on the same test given in May.
Even more startling about these numbers is the generally accepted notion that students gain about 6 percentage points simply from growing one year older and gleaning new knowledge and information through everyday life.
If the effect of attending the class of one of the least effective teachers for a year is not debilitating enough, the cumulative effect can be devastating. To illustrate, consider the findings from Haycock (1998). Over three years, students with the most effective teachers made an 83 percentile point gain. Over those same three years, students with the least effective teachers made a 29 percentile point gain. Differences of this magnitude are stunning! They can represent the differences between a "remedial label" and placement in the "accelerated" track.
So what makes for an effective teacher? One teacher level factor that affects student achievement is "instructional strategies". It is perhaps self-evident that more effective teachers use more effective instructional strategies. It is probably also true that effective teachers have more instructional strategies at their disposal. The expert teacher has acquired a wide array of instructional strategies along with the knowledge of when these strategies might be most useful.
Another teacher level factor is classroom management. It is mentioned in some form in virtually every major study of student achievement. This makes intuitive sense--a classroom that is chaotic as a result of poor management not only does not enhance student achievement, it might even inhibit it.
The final factor is "instructional planning". This may be the least addressed teacher-level factor. This lack of attention is unfortunate for two reasons. First, there is a strong and extensive research base that can be readily translated into practical suggestions and protocols for the construction of classroom curriculum. Second, many breakdowns in student learning may be a function of poor classroom curriculum design.
One of the most important responsibilities I have as the Superintendent of Schools is to hire, develop and retain the most effective instructional staff. I believe the purpose of school administration is to create the conditions under which a school staff can successfully educate all students. In a future blog post, I will describe what I believe those conditions are.
One thing I do not believe is that schools exist to meet adult needs. I value, respect and want to hire and retain staff members who understand and believe our job is to produce results with our students - whatever it takes. This is the type of person I would want teaching my child, so why would I expect anything less for your children?
Reporting on their analysis of achievement scores from five subject areas for some 60,000 students across grades 3 through 5, Wright, Horn and Sanders (1997) note:
The most effective factor affecting student learning is the teacher. In addition, the results show wide variation in effectivness among teachers. Effective teachers appear to be effective with students of all achievement levels regardless of the level of diversity in their class.
Hayock (1998) describes the achievement difference between students who spend a year with a highly effective teacher as opposed to a less effective teacher.
On average, the most effective teachers produced gains of 53 percentage points in student achievement over one year, whereas the least effective teachers produced achievement gains of about 14 percentage points over one year. To understand these results, consider the fact that researchers estimate that students typically gain about 34 percentile points in achievement during one academic year. That is, a student who scores at the 50th percentile in mathematics in September will score at the 84th percentile on the same test given in May.
Even more startling about these numbers is the generally accepted notion that students gain about 6 percentage points simply from growing one year older and gleaning new knowledge and information through everyday life.
If the effect of attending the class of one of the least effective teachers for a year is not debilitating enough, the cumulative effect can be devastating. To illustrate, consider the findings from Haycock (1998). Over three years, students with the most effective teachers made an 83 percentile point gain. Over those same three years, students with the least effective teachers made a 29 percentile point gain. Differences of this magnitude are stunning! They can represent the differences between a "remedial label" and placement in the "accelerated" track.
So what makes for an effective teacher? One teacher level factor that affects student achievement is "instructional strategies". It is perhaps self-evident that more effective teachers use more effective instructional strategies. It is probably also true that effective teachers have more instructional strategies at their disposal. The expert teacher has acquired a wide array of instructional strategies along with the knowledge of when these strategies might be most useful.
Another teacher level factor is classroom management. It is mentioned in some form in virtually every major study of student achievement. This makes intuitive sense--a classroom that is chaotic as a result of poor management not only does not enhance student achievement, it might even inhibit it.
The final factor is "instructional planning". This may be the least addressed teacher-level factor. This lack of attention is unfortunate for two reasons. First, there is a strong and extensive research base that can be readily translated into practical suggestions and protocols for the construction of classroom curriculum. Second, many breakdowns in student learning may be a function of poor classroom curriculum design.
One of the most important responsibilities I have as the Superintendent of Schools is to hire, develop and retain the most effective instructional staff. I believe the purpose of school administration is to create the conditions under which a school staff can successfully educate all students. In a future blog post, I will describe what I believe those conditions are.
One thing I do not believe is that schools exist to meet adult needs. I value, respect and want to hire and retain staff members who understand and believe our job is to produce results with our students - whatever it takes. This is the type of person I would want teaching my child, so why would I expect anything less for your children?
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