Culture and CCSS WEB FINAL

(1)

(2)

• The Common Core State Standards (CCSS) requires a shift in focus from high school completion to college and career readiness for all students

• The CCSS will radically change curricula, state assessments, school culture and professional development

• Principals and school leaders must play a key role for effective implementation

(3)

Mel Riddile

Associate Director for High School Services NASSP

Richard Flanary

Senior Director, Leadership Programs and Services NASSP

Natasha Vasavada

Executive Director, Standards and Curriculum Alignment Services, Research and Development

(4)

• Helped develop standards

• Served on advisory committee guiding the initiative

• Provided research on college readiness skills

(5)

• Participated in review and vetting of ELA and math

standards

• Is helping school leaders understand the magnitude

of change the Common Core will introduce

• Has a successful track record in

Breaking Ranks

school improvement

(6)

• Review key elements of CCSS from webinars

1-5

• Define Culture

• Dis uss the s hool leade ’s ole as ultu e

eato

• Overview of College Board/NASSP webinar

series and supporting tools

(7)

7

“

Limitations in math and

literacy skills are a major

source of course failure,

high school dropout, and

poor performance in post-

secondary education.

”

(8)

Al ost

everyone wants schools to be

better, but fewer want schools to be

different

.

(9)

1. Vision

2. Focus

3. Easy

4. Mindsets

(10)

6. Collaboration

7. Shared

8. Time

9. Inclusive

(11)

Changing culture is the only road to

significant and lasting school

improvement.

“

”

(12)

The

way we do things around here

.

(13)

People drive culture!

(14)

“

If you attempt to implement reforms but

fail to engage the culture of a school,

nothing will change

.

(15)

Quick Fixes

or

(16)

(17)

Are you driving your school’s culture, or is

(18)

School culture is not an event or a

strategy!

(19)

Dead space

Real test of a teacher!

(20)

(21)

(22)

• Raises Student Achievement

• Improves Teacher Satisfaction

(23)



Adaptable



Higher motivation



More commitment



More cooperative



Better able to resolve conflicts



Greater capacity for innovation



Effective in achieving their goals

(24)



Changes the ways adults work



Enhances instruction



Alters student experience



Adults behave in the hallways



Monitoring the lunch rooms



Greeting students

(25)

“

”



Mindsets



Beliefs



Attitudes



Expectations



Collective assumptions



Conflict

(26)

(27)

’

http://leadchangegroup.com/transparency-and-leadership/

The collective mindset of the staff

is central to the ability

(28)

http://gettingsmart.com/blog/2012/03/good-work-attitude-is-everything/

(29)

Fixed

–

performance is due to ability, which is

innate

(30)

1. Talent is a myth!

—Malcolm Gladwell

2. Work and effort create ability.

—Lauren Resnick

(31)

(32)

1. Collaboration

2. Decision-Making

3. Teamwork

4. Attendance

5. Behavior

6. Engagement

7. Physical Conditions

8. Master Schedule

9. Daily Schedule

10. Grading Practices

11. Grouping Students

12. Handbooks

13. Celebrations

14. Signage

(33)

(34)

http://www.indystar.com/article/20120318/LOCAL/203180344

School leaders impact student gains!

• Teachers > 33%

(35)

(36)

(37)

http://leadchangegroup.com/transparency-and-leadership/

Trust

is the lubricant that enables

organizations to function, grow and prosper.

Trust enables success.

(38)

1. Shared Leadership

(39)



Focus on Self



C a Bu ket



Short-term thinking

(40)



Single Leader



Top-Down

(41)



Group Efforts



Emerging Leaders

(42)



Focus



Shared Leadership



Setting Instructional Direction

(43)

1. Learning

2. Collaborating

3. Trust

4. Many Leaders

(44)



Learning not knowing



Partners



Conversations



Catalyst

(45)



Collective Work



Reflective Inquiry



Short and Long-term Thinking



Shared Ownership

(46)



Distributed Leadership



Shared Decision-Making



Talk About Instruction



Visit Classrooms



Instruction is a visible priority



Consistent Over Time

(47)



Ma y tasks e ui e a y leade s.



Leade s G o Leade s

(48)

Principal • Hierarchical

• Rigid

• Rule-Oriented

• Procedure Dominated

• Regulated

• Top Down

(49)

(50)

High School Grad. CCR

Teaching Learning

ABC’s Student-Focused Putting in time Accountability Bell Curve - Some J Curve - All Material Covered Mastery

Time is constant Time is variable

(51)

Customization demands collaboration

• Less hierarchical

• Less bureaucratic

• Less resistant

• Flatter

• More innovative

(52)

• Successful leaders do what unsuccessful

leaders do not

• Control or cooperation

(53)

“

If you attempt to implement reforms but

fail to engage the culture of a school,

nothing will change.

”

(54)

Assu e

that changing the culture of

institutions is the real agenda, not

implementing single

i o atio s.

(55)

• NASSP Common Core:

www.nassp.org/commoncore

• NASSP and College Board Online Community and Resources: www.edweb.net/ccss4leaders

• The Common Core State Standards Initiative: www.corestandards.org

• PARCC: http://www.parcconline.org/parcc-content-frameworks

• SMARTER Balanced:

(56)

Visit Events at http://advocacy.collegeboard.org or the NASSP and College Board online community at

www.edweb.net/ccss4leaders to download this and previous webinars in the series.

• An Overview, Jan. 18

• English Language Arts Standards, Feb. 1

• Mathematics Standards, Feb. 15

• School Wide Instructional Practices, Feb. 29

• School Leadership Role, Mar. 14