Crafting Cutting Edge Teachers Linda Clarke Former Executive Director Houston A+ Challenge
October 18, 2004
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Issues
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Why change? What is small? Why small? The 3 new Rs What can higher education do?
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Why Change?
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“The world our kids are going to live in is changing four times faster than our schools.” - Dr. Willard Daggett Director International Center for Leadership and Education
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Understanding the Global Context 1.
CHANGES IN THE WORKPLACE
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What does the new “knowledge economy” mean? All Students: there is no such thing as unskilled work!
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skills for work, citizenship and college readiness are now essentially the same wages of h.s. grads have declined 70% in 20 years
New Skills: most work today requires skill we don’t know how to assess or teach to all students Learning how to learn Problem solving Teamwork and Communication
© Copyright 2003 Tony Wagner, Harvard University
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Information Doubling It took mankind about 50,000 years to acquire that first unit of knowledge. It took 1,500 years to double that first knowledge unit. In the early ’70s, mankind was doubling knowledge every six years. Human knowledge is now expected to double every year by the year 2012. Toffler, Alvin “Communications Revolution Just Waiting to Happen” www.indiainfoline.com Jan. 25, 2002; Barlow, Ed, Creating the Future, Inc. October 18, 2004 © 2004
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Global Context (cont.) 2.
CHANGES IN OUR UNDERSTANDING OF THE LEARNING PROCESS -
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Active Learning: “To understand is to invent” – Montessori, Dewey, Piaget Diverse Learning Styles-Howard Gardner Exponential growth of information: Memorizing facts Versus Learning how to find, use and apply knowledge
© Copyright18, 20032004 Tony Wagner, Harvard University October © 2004
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Global Context (cont.) 3.
CHANGES IN THE REQUIREMENTS OF CITIZENSHIP: CRITICAL THINKING, CIVIC ENGAGEMENT, CIVILITY -
Critical Thinking: Increasing complexity of issues Civic Engagement: Need for active and informed citizens
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50% decline in voting & involvement in community efforts
Civility: Importance of “Emotional Intelligence” or people skills for work and citizenship
An increasingly multicultural society requires understanding different perspectives and cultures A more respectful dialogue is needed everywhere Students say there is a lack of respect in schools-only 41% say most of their teachers respect them
© Copyright 2003 Tony Wagner, Harvard University
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Global Context (cont.) 4.
CHANGES IN STUDENTS’ LIFE CIRCUMSTANCES: Diminished motivation to learn
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Less fear and respect for authority Fewer believe hard work = success = happiness “Shopping mall” culture = passive consumption & instant gratification
Adults less present in students’ lives
Students spend as much time alone as with friends Less than 5% of their time is spent with adults
© Copyright 2003 Tony Wagner, Harvard University
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The “Basics” Perception Gap 100% 80%
77%
74%
66%
60% 39%
40%
33%
20% 0% Students
Teachers
Parents
Employers
Professors
% saying a high school diploma means students have learned the basics (PAF Reality Check 2000) October 2004 2004 © Copyright18, 2003 Tony Wagner, Harvard© University 11 Houston A+ Challenge
Class of 2001 (Texas) 58% of the students graduated who entered the 9th grade four years earlier 54% of graduates entered a college, community college, or accredited technical school in Texas 51% who went to college were “college ready” Source: Texas Higher Education Coordinating Board
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Class of 2001 (cont.) 28% of all 2001 graduates and 17% of those who entered in 9th grade were “college ready”
Source: Texas Higher Education Coordinating Board
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Characteristics of Today’s High School Use factory model of education invented at the turn of the 20th century No other industry uses 100-year-old tools Comprehensive, large, impersonal, a few students get advanced curriculum, rest don’t Curriculum not relevant to real world issues October 18, 2004 Houston A+ Challenge
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Why Small?
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Allows for instruction to be: Rigorous Relevant Relationship driven Connected to business/workforce Internships/Externships Service Learning
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Higher graduation rate Higher student academic achievement Increased student attendance Reduces student, teacher isolation
Source: Kathleen Cotton, Northwest Regional Educational Laboratory
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Narrowed achievement gap (Small Schools: Great Strides, June 2002, Bank Street College) Fiscally more efficient (Stiefel et al., 1998) Safer school community (Franklin and Crone, 1992; Zane, 1994) October 18, 2004 Houston A+ Challenge
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What is Small?
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Characteristics Ideal size of 300 students per learning community Theme-based Adult advocate for each student High expectations for students Environment that encourages respect and personal responsibility October 18, 2004 Houston A+ Challenge
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Characteristics (cont.) Collaboration between staff members Performance-based curriculum Technology as a tool for learning and assessment Teachers have more than one role
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Characteristics (cont.) Organized variety of ways
Free-standing School-within-school Looping Academies
Models
Early College High Tech Fine Arts Other
YES/KIPP
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Houston A+ Challenge High School Initiative Created model to transform comprehensive high school into small learning communities Partnered with Houston ISD to restructure all 24 comprehensive high schools Partnered with four other districts to restructure 14 additional high schools Opening new small schools
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3 New Rs
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Rigor Uniformly high academic standards for all students Allowing for different ways in which students can show mastery Rigor today is less about coverage and much more about mastery of core competencies: analysis, communication, problem-solving, teamwork
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Relationships You can’t motivate a student you don’t know. There is no learning without trust and respect, and neither are granted automatically by today’s students. They must be earned.
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Relevance The traditional “college prep" academic curriculum doesn’t make sense to many students. They are not motivated to mastery. The curriculum has to be both challenging and connected to “realworld” applications such as service & internships.
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What We Know Students whose teachers conduct handson learning activities outperform their peers by about 70% of a grade level in math and 40% of a grade level in science. Students whose teachers emphasize higher-order thinking skills outperform their peers by about 40% of a grade level in math. Source: How Teaching Matters: Bringing the Classroom Back Into Discussions of Teacher , Educational Testing Service October 18, Quality, 2004 2000, Harold Wenglinsky Š 2004
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Professional Development In science, students whose teachers received professional development, in a key form of hands-on learning, laboratory exercises, did better than their peers by about 40% of a grade level. In math, students whose teachers received professional development in higher-order thinking skills also did better by about 40% of a grade level. Source: How Teaching Matters: Bringing the Classroom Back Into Discussions of Quality, 2000, Harold Wenglinsky, Educational Testing Service OctoberTeacher 18, 2004 Š 2004
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Content Majoring or minoring in a subject is associated with improved student academic performance. Students whose teachers majored or minored in the subject they were teaching outperformed their peers by about 40% of a grade level in both math and science. Source: How Teaching Matters: Bringing the Classroom Back Into Discussions of Teacher Educational Testing Service October 18,Quality, 2004 2000, Harold Wenglinsky, Š 2004
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Pedagogy Command of subject matter alone is insufficient Good teachers have solid foundation of specialized professional knowledge about pedagogy Knowledge is backed by research and is reliable
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What Can Higher Education Do? October 18, 2004 Houston A+ Challenge
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Link to high school to prepare students for the challenge of college Challenge Early College High School Dual credit
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Assist veteran teachers in focusing on a more rigorous curriculum Develop bridging between high school and college/community college Have high expectations for preservice teachers October 18, 2004 Houston A+ Challenge
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Have best and brightest math, science and fine arts instructors at research institutions teaching the pre-service students.
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Mentoring A 2004 study by Richard Ingersoll and Jeffrey Kralik corroborates previous evidence that comprehensive mentoring and induction programs positively affect new teachers and reduce the attrition rates. All beginning teachers should participate in a multi-year induction program in which they work closely with a mentor/master teacher for at least their first two years. http://www.ecs.org/clearinghouse/50/36/5036.htm October 18, 2004 Houston A+ Challenge
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Add arts to pre-service core content curriculum. Fine arts part of Texas Essential Knowledge and Skills for first time Fine arts part of No Child Left Behind
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State Law and the Arts According to Senate Bill 1: Texas Education Code, by law, the fine arts (music, art, theatre, dance) are a part of the “Required Curriculum.” Students graduating from high school are required to complete 1 credit in the arts in the “Recommended” and “Distinguished Achievement” high school programs. The arts’ Texas Essential Knowledge and Skills (TEKS), what every student should know and be able to do, are required to be taught in every Texas school. For further information go to the Center for Education Development in Fine Arts (CEDFA) website. http://finearts.esc20.net/ Source: Texas Education Code 28.002 [c-d] and Texas Administrative Code 74.1 [b-c] 78th Legislature, Senate Bill 815
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National Law and the Arts In 2002, President Bush signed into law the No Child Left Behind Act. The act defined the “core academic subjects” as the ARTS, English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, history and geography. Source: Reference HR1-534, Title IX-General Provisions, Part A-Definitions, SEC.9101
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Texas All-State Music Student Average SAT Scores 2000
2001 2002 2003 2004 Mixed Choir 1177 1191 1163 1153 5A Concert Band 1227 1176 1122 1185 Jazz Ensemble 1160 1189 1164 1127 Philharmonic Orchestra 1233 1275 1291 1274 String Orchestra 1301 1315 1381 5A Symphonic Band 1191 1135 1207 1206 Symphony Orchestra 1286 1293 1294 1317 -------------------------------------------------------------------------All State Comp.Score 1215 1213 1193 1209 National Average 1019 1020 1209 1026 State Average 993 992 991 993 Source: Texas Music Educators Association
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1179 1196 1120 1284 1230 1352 1209
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TAAS – All tests Bethune Academy All students African American Hispanic White Economically Disadvantaged
1994
2002
44.9% 30.6% 39.0% 75.0% 34.6%
90.2% 90.1% 90.4% 89.4% 89.9%
Campus Change +45.3% +59.5% +51.4% +14.4% +55.3%
Reading All students
67.9
94.2
+26.3%
Math All students
50.5
97.8
+47.3%
68.6 Š 2004
89.6
+21.0%
Writing All students October 18, 2004 Houston A+ Challenge
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What Teachers Need to Know How to: Translate subject matter knowledge into curriculum Plan standards-based units Continuously assess student progress and adjust instruction to meet student need. Accommodate individual, language and cultural differences
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Teachers (cont.) Deep knowledge of content School and district policies Classroom management Fitting into the school organization
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Monitoring and Adjusting Teachers should solicit structured feedback from their students so they can begin to distinguish between what they think they are teaching and what students are actually learning. Supportive and disciplined reflective communities of teachers can help teachers understand that their students' learning is central, and that their own teaching is subordinate to and in service of that goal. Source: Seeing Student Learning: Teacher Change and the Role of Reflection, Harvard Educational Review, 2002, Carol R. Rodgers October 18, 2004 Š 2004
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Advocates Most importantly, they need to be advocates for their students. Speak up when they see a need. Have the courage to act on students’ behalf.
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Policy Issues
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Conditions of teaching Community-based schools
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“Sounds of Learning” Produced under the direction of Dr. Pedro Reyes Vice Chancellor for Accountability University of Texas at Austin October 18, 2004 Houston A+ Challenge
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Houston A+ Challenge 1415 Louisiana, Box 9 Houston, TX 77002 713-658-1881 www.houstonaplus.org
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