Breaking Ranks in the Middle Leadership Module Breaking

Breaking Ranks in the Middle™ Leadership Module Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Goal To help ensure your success as a leader as you engage in systemic reform to improve student performance through the recommendations in Breaking Ranks in the Middle : Strategies for Leading Reform. 2 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Refer to Participant Material Module 1 #1 3 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Objectives Deepen your knowledge of the Breaking Ranks in the Middle core areas, the recommendations within them, and the cornerstone strategies. Increase your leadership capacity to collaborate and support the implementation of Breaking Ranks in the Middle. Explore Breaking Ranks in the Middle tools and methods for collecting data to promote conversation and inform decision-making. Increase your knowledge of professional development resources and technical support services for implementing Breaking Ranks in the Middle initiatives. Build relationships for networking and support. 4 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Please refer to Participant Materials Module 1 #2 – the Training Agenda 5 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

What is Breaking Ranks II? It is a theory about what high schools should be. It is a compilation of reform ideas from practitioners. It is a statement of principles and a template for action. It is a complex set of recommendations for changing American high schools. 6 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Breaking Ranks in the Middle (BRIM) follows the BRII approach 7 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

BRIM is not just another report about how to improve schools. It is a working document and a guidebook …one that is designed by practitioners for practitioners. It is a collection of strategies that have worked in various locations. 8 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

3 Step Progression of BRIM Realize the need (your own awareness) Help others see the need to change (use values and data to make the case) Promote improved student performance by providing opportunities for students to build relationships within the school and between themselves and what they learn (implement the strategies) 9 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Breaking Ranks Structure and Organization 3 Core Areas Collaborative Leadership (page 55) Personalization (page 127) Curriculum, Instruction and Assessment (page 175) 30 recommendations based on proven practices (pages 23 -24) 9 Cornerstone Strategies (pages 8 -21) 10 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Cornerstone Strategies Key concepts: 1. essential learnings, rigor, real world relevance, mastery, aligned curriculum, effective teaching 2. dynamic teacher teams, common planning time, frequent high quality interactions between teachers and students. 11 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Cornerstone Strategies Key concepts: 3. structured planning time, curriculum aligned across grades/schools, students’ academic, developmental, social, and personal needs, focus on transition 4. advisory in which students plan and assess academic, personal & social development with an adult 12 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Cornerstone Strategies Key concepts: 5. teachers assess individual learning needs of students, teachers tailor instructional strategies and multiple assessments accordingly 6. teachers implement schedules to ü ü ü 13 teach in the ways students learn best facilitate teaming facilitate planning Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Cornerstone Strategies Key concepts: 7. leadership systems for involvement in decision-making by students, teachers, family members, and the community, effective communication among these groups. 8. all social, economic, and racial/ethnic groups have open and equal access to challenging activities and learning. 14 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Cornerstone Strategies Key concepts: 9. professional development program that: ü is school-wide ü is comprehensive ü Is ongoing ü aligns staff personal learning plans with the requisite capacity in content, instructional strategies, and student developmental factors. 15 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Why Break Ranks – Module 2 Refer to p. XVII – XVIII in the BRIM book (last paragraph on page XVII) 16 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Why Break Ranks? Think – Pair – Share Discuss this question for 5 minutes in the context of your own school Write 2 or 3 reasons Volunteers share 17 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

NCLB New era of accountability: Schools held to new standards Principals expected to be instructional leaders Teachers required to reach all students Progress evaluated by individual subgroup scores 18 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Why Break Ranks? Who Makes it Through Middle Level Ready for High School? Source: Jay Greene and Greg Forster. Public Middle Level Graduation and College Readiness Rates in the United States. The Manhattan Institute for Policy Research, September 2003. 19 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Virginia Accreditation Data 92% of all schools are fully accredited 96% of elementary schools 97% of high schools 71% of middle schools 20 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Why Break Ranks? Students who do not attend regularly, receive poor behavior marks, and/or fail Math or English have no more than: 10% chance of graduating on time 20% chance of graduating one year late Half of all African-American and Hispanic students will drop out. Johns Hopkins University Philadelphia Study 21 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Why Break Ranks? U. S. 15 Year-Olds Rank Among 32 Participating Countries 22 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

The Challenge We Face American students from high -income families enter college at rates 25 percentage points higher than those from low-income families. 23 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

The Challenge We Face About 50% of Native American, African-American, and Latino ninth graders complete Middle Level within three years, compared to 79% of Asian Americans and 72% of white students 24 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Quick Discussion What does equity of participation mean in your school? 25 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

School Myths Derived from Data? “We’ll compare our performance to any of the surrounding schools. ” “That could never happen at our school. ” “We have some of the best test scores around. ” “Our promotion rate is 95%”. . . “Our drop out rate is acceptable. ” “Our school is above average in every standardized measure. ” 26 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Debrief Share some examples that might not be indicators of increased student achievement The data you collect in your school must be a true measure of student success and not a myth 27 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Pretty Good Participant Material Module 2 #2 28 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Reflection – 5 minutes See Participant Material Module 2 #3 – Reflect on these statements 29 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Module 3: Nature of Adolescent Learners Discuss and demonstrate an understanding of the characteristics of an effective school for adolescent learners. 30 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Four Generations in the Workplace TRADITIONALS BOOMERS XERS MILLENNIALS Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved 31 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

WHO ARE THEY? TRADITIONALS 77 M 1900 -45 BOOMERS 78 M 1946 -64 XERS 46 M 1965 -81 MILLENNIALS 80 M 1982 -02 Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved 32 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

WHAT DO THEY VALUE? TRADITIONALS satisfaction BOOMERS recognition XERS freedom MILLENNIALS meaning Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved 33 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Did you Include? Curious, motivated when challenged Need to be accepted by peers Changing physically Vulnerable and self-conscious Moral – Idealistic From: At the Turning Point: The Young Adolescent Learner. The Turning Points Transforming Middle Schools 34 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

WHO ARE THE MILLENNIALS AND… What are they like? Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved 35 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

WHAT ARE THEY LIKE? Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved 36 Realistic Optimistic Progressive Loyal Inclusive Collaborative Scheduled Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

MILLENNIALS HAVE ALWAYS BEEN CONSULTED Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved 37 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

MILLENNIALS HAVE ALWAYS KNOWN DIVERSITY Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved 38 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

MILLENNIALS (AND XERS) WANT CONSTANT FEEDBACK They want it to be timely and two way Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved 39 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

MILLENNIALS ARE GREAT COLLABORATORS Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved 40 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

MILLENNIALS SEE LEADERSHIP… …as participative Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved 41 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

MILLENNIALS WERE BORN WITH TECHNOLOGY www. millennial. com Bruce Butterfield, CAE, APR President, The Forbes Group. Copyright 2005, The Forbes Group, Inc. All Rights Reserved 42 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Think - Share Given what you know about the development of adolescents and the traits of millennials outlined, what inferences can you draw that will help shape our schools? 43 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Module 4: Building Leadership Capacity Through Professional Growth Leadership and the ability to distribute leadership are critical to school improvement 44 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Building Capacity What are the traits and behaviors of an effective leader? List at least 3. Compare your traits with others from your team. Agree on 5. Share 45 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

To change an organization, the people within the organization must change and must increase their capacity to lead. 46 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Knowledge of teaching and learning Skills necessary to effectively lead a school Attitudes that you display and what messages do you send 47 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

What Does it Take? KNOWLEDGE SKILLS 48 ATTITUDES Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Review Our List Knowledge, Skills, or Attitudes? 49 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

What does leadership look like in practice? Balanced combination of knowledge, skills, and attitudes Focus on skills and their relationship to knowledge and attitudes 50 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

School Leadership Study “What a school principal does is second only to teaching in raising student achievement, especially in our nation’s lowest performing schools. ” NASSP Newsleader, October 2005 51 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Leadership is not something you do to people, but something you do with people. K. Blanchard, Leading at a Higher Level 52 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

360 Feedback Instrument 53 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Leadership Perspectives Providing opportunities for teachers’ professional development “Metropolitan Life Survey of the Teacher 2003: An Examination of School Leadership. ” 54 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Demonstrated Weakest Skills EDUCATIONAL LEADERSHIP Setting Instructional Direction Teamwork Sensitivity RESOLVING COMPLEX PROBLEMS Judgment Results Orientation Organizational Ability COMMUNICATION SKILLS Oral Communication Written Communication DEVELOPING SELF AND OTHERS Development of Others Understanding Own Strengths and Weaknesses 55 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Balanced Leadership Framework “The data from our meta-analysis demonstrates that there is, in fact, a substantial relationship between leadership and student achievement. ” Balanced Leadership. Mc. REL, 2003. 56 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Balanced Leadership Framework (Mc. REL 2004) Part 1 Affirmation… Culture… Change Agent… Curriculum, instruction, assessment… Communication… Contingent rewards… 57 Discipline… Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Balanced Leadership Framework (Mc. REL 2004) Part 2 Flexibility… Focus… Ideals/beliefs… Input… Intellectual stimulation… 58 Knowledge of curriculum, instruction, assessment… Monitors and evaluates… Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Balanced Leadership Framework (Mc. REL 2004) Part 3 Optimizer… Resources… Order… Situational awareness… Outreach… Relationships… 59 Visibility… Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Balanced Leadership Framework: “Effective Leadership means more than simply knowing what to do – it’s knowing when, how and why to do it. Effective leaders know how to balance pushing for change while at the same time, protecting aspects of culture, values, and norms worth preserving. . . They know how to gauge the magnitude of change they are calling for and how to tailor their leadership strategies accordingly. ” Mc. REL Meta-Analysis on Leadership (2004) 60 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Collaborative Leadership Collaborative cultures, which by definition have close relationships, are indeed powerful but unless focused on the right things may end up being powerfully wrong. Michael Fullan 61 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Cornerstone Strategy 9 Align schoolwide professional development and Personal Learning Plans of staff with knowledge and skills in content instructional strategies student development factors 62 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

“Significant changes in schools begin, I believe, with significant changes in what leaders think, say, and do. ” ~ Dennis Sparks 63 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

The Bottom Line What we do MATTERS! 64 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Module 5: Collaborative Leadership and Professional Learning Communities 65 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

What are some of the lessons this exercise teaches about vision? What are some of the lessons about collaborative leadership? 66 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Just because we are all heading in the same direction does not mean that we all see the vision in the same way. We may have different thoughts, feelings, and beliefs about the direction and the vision. 67 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Sowing the Seeds of Change “The fact that the captain of the ship can clearly see the port is of no use if the crew continues to paddle in a different direction. ” ~ Author Unknown 68 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Activity Explore Collaborative Leadership and Professional Learning Communities using an exploration tool Source of the tool is BRIM, pages 87 -106 See PM Module 5 #1 Work independently to complete Part 1 of the Survey (do not use parts 2 and 3) Instructions 69 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Teaming “Coming together is a beginning, staying together is progress and working together is success. ” Henry Ford 70 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

School Leadership Team Building Questionnaire PM, Module 5 #3 Review the survey How can the survey be used when you return to your school? 71 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Module 6: Managing Complex Change Review and discuss a variety of factors that contribute to effective change and develop greater understanding of how these factors contribute to the success or failure of an initiative for change. 72 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Sowing the Seeds of Change “The fact that the captain of the ship can clearly see the port is of no use if the crew continues to paddle in a different direction. ” Unknown 73 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform ~ Author

Examine a Simple Change Pick up a pen or pencil with your non-preferred hand Follow my directions 74 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Draw Nine Dots as Shown Solution Below. Connect the dots with 4 straight lines without raising your pen. 75 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Debrief What was your comfort level? What was the response time? 76 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Debrief Comfort is important to all of us. Habits arise from the comfort that comes from knowing what to expect when we do the familiar. We don’t like surprises. The unexpected, the unfamiliar, the uncomfortable makes us resist change. So, if we are uncomfortable with a small personal change –like writing with the other hand, folding our arms differently, or thinking in an unusual way– how much more uncomfortable will we be with major change that impacts the lives of teachers, students, parents, and the school community? For such change to have a chance of succeeding, we must plan carefully and consider a variety of factors. Think for a moment about a change initiative that failed in your school. Why did it fail? 77 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Managing Complex Change Vision + Skills + Change Incentive + Resources + Action Plan 78 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

These elements of complex change only insure that change may occur successfully They do not insure that change will be sustained 79 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Assessing Change Factors in Your School See PM Module 6 #1 Work with the form and discuss how the tool might be used to guide change planning in your school Identify an initiative that you could launch in your school to improve student achievement and use the tool 80 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Planning Pyramid Locate PM, Module 6 #2 Major Tasks Moderately Difficult Undertakings Quick Wins 81 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Activity Using the Change initiative you identified using PM 6#1, complete the chart on PM 6 #2 82 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Data-Informed Change Activity Turn to BRIM, p. 58 (10 Assumptions About Change) Compare what Michael Fullan says with what you have said 83 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Change is difficult Must figure out your faculty’s readiness to change BRIM has a tool to assist 84 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Locate PM, 6 #3 As a team, use the completed survey to: Identify areas where the difference between importance and practice are greatest How could you use this data to begin reform efforts How can this instrument be used in your school? 85 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

For Incremental Change (Mc. REL’s First Order Change) • Emphasize relationships • Establish strong lines of communication • Be an advocate for the school • Provide resources • Maintain visibility • Protect teachers from distractions • Create a culture of collaboration • Look for and celebrate success MCREL Meta-Analysis on Leadership (2004) 86 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

For Substantial Change (Mc. REL’s Second Order Change) • Shake up the status-quo • Hold everyone’s feet to the fire • Propose new ideas • Operate from strong beliefs • Tolerate ambiguity and dissent • Talk research and theory • Create explicit goals for change • Define success in terms of goals MCREL Meta-Analysis on Leadership (2004) 87 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Responsibilities Negatively Affected by Second Order Change (the following may deteriorate) Culture: fosters shared beliefs and a sense of community and cooperation Communication: establishes strong lines of communication with teachers and among stakeholders Order: establishes a set of standard operating principles and procedures Input: involves teachers in the design and implementation of important decisions and policies 88 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Technical vs. Adaptive Changes Technical problems are ones for which our current knowhow is sufficient. Adaptive challenges are more complex and go beyond what we know 89 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Drivers of Adaptive Change Engaging people’s moral purpose Understanding the change process Building capacity Developing cultures for learning Developing cultures for evaluation Focusing on leadership for change Fostering coherence-making Cultivating tri-level development Michael Fullan, 2005 90 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Making Adaptive Changes Adaptive challenges demand a response beyond our current repertoire; Adaptive work that narrows the gap between our aspirations and current reality requires difficult learning; The people with the problem are the problem and the solution; Adaptive work generates disequilibrium and avoidance; Adaptive work takes time. Heifetz & Linsky, 2004 91 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

“You have to change enough quickly enough so that gravity can not drag you back. ” ~ Theodore Sizer 92 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Module 7: Personalization Examine the definition of personalization as it relates to middle level school practice Make the connection between personalization and academic rigor Increase understanding of the importance of personalizing the middle school student experience Focus on the personalization practices and recommendations related to effective advisory and transition programs 93 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

When you were 12 …. See PM, Module 7 #1 When I was 10 …. How would your students today respond to these questions? 94 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

See PM, Module 7 #2 Do you have any students who would relate to this poem? 95 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

How common is bullying? Nansel et al. (2001): national sample of 15, 600 students in grades 6 -10 19% bullied others ”sometimes” or more often 9% bullied others weekly 17% were bullied “sometimes” or more often 8% were bullied weekly 6% reported bullying and being bullied “sometimes” or more often 96 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Personalization Explores the Following: The experiences, relationships, support systems, and opportunities that today’s students need to find in their school and community. The policies and practices that schools can employ to satisfy the developmental and academic needs of young adolescents? 97 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Major Criticism of Schools They focus on student social development and personal adjustment, while neglecting academic rigor and high expectations for student behavior 98 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

FEATURE FILMS ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH YEARS OF EXPERIENCE. 99 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Ladder of Inference How We Make Assumptions Take Actions, based on beliefs Adopt Beliefs about the work Draw Conclusions Make Assumptions based on the meanings we add Add Meanings Select Data from what we observe Observable “data” 100 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

The process of moving up the ladder happens so quickly that we automatically or reflexively think – reflexive thinking What I believe is true! The truth is obvious. My beliefs are based on real data. The data I selected are the real data. 101 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

We don’t see things the same way. We see things through our own lenses. Our perceptions become our truths. ME 102 YOU Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

No problem until my reality and my truth doesn’t match your reality and your truth Creates “cognitive dissonance” We don’t like cognitive dissonance so when this happens, we reinterpret the other person’s reality! “You’re dead wrong!” or “You’re an idiot. ” “Either/Or thinking” 103 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

RELATIONSHIPS RECOGNITION ACCEPTANCE TRUST RESPECT PURPOSE CONFIRMATION 104 Breaking Ranks II: Strategies for Leading High School Reform

Developmental Needs, Talents and Aspirations PERSONAL NEEDS 105 VOICE BELONGING CHOICE FREEDOM RELATIONSHIPS RECOGNITION ACCEPTANCE TRUST RESPECT IMAGINATION PURPOSE SUCCESS CONFIRMATION Breaking Ranks II: Strategies for Leading High School Reform

106 VOICE BELONGING RELATIONSHIPS SCHOOL PRACTICES RECOGNITION EQUITY ACCEPTANCE COMMUNITY TRUST OPPORTUNITY RESPECT RESPONSIBILITY IMAGINATION PURPOSE CHALLENGE SUCCESS CONFIRMATION EXPECTATIONS CHOICE FREEDOM Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform Flexible Options for Engaged Learning Developmental Needs, Talents and Aspirations PERSONAL NEEDS

Personalization A Learning Process in Which Schools Help Students: Assess their own talents and aspirations, Plan a pathway toward their own purposes Work cooperatively with others on challenging tasks Maintain a record of their explorations & Demonstrate their learning against clear standards in a variety of media, All with the close support of adult mentors and guides. 107 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Personalization and Rigor Both should be evident in an effective middle school See PM, Module 7 #3 108 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

See PM, Module 7 #4 Review Discuss how this could be used in your school 109 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

If rigor and personalization are both to be a part of the culture of the school, school leaders will have to be very intentional about identifying and implementing the practices, policies, and procedures that are likely to assure that result. 110 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

What Went Wrong? Yes My teachers are happy. My teachers like to spend time with me. Most teachers like kids. My teachers like to talk with kids informally. My teachers like to play and have fun. There is an adult in my school I could talk to if I had a problem. 111 No ? ? 16% 12% 17% 72% 66% 20% 15% 11% 25% 64% 8% 11% 81% 43% 12% 45% Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform H. Johnston, middleweb. com

Advisory Every student should be well known by at least one adult. Students should be able to rely on that adult to help learn from their experiences, comprehend physical changes and changing relations with family and peers, act on their behalf to marshal every school and community resource needed for the student to succeed, and help to fashion a promising vision of the future. Turning Points 2000 112 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Recent Survey in the Northeast and Midwest 75% of teachers and 68% of parents thought that advisory programs were promising ways of helping students develop strong self-concepts, to plan, and improve decision-making skills BUT only 32% of teachers and 40% of parents thought the programs in their schools were meeting the goals 90% of parents and teachers agreed that the concept of a personal adult advocate was important, only about 50% believed that existed in their school 113 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Satisfying Advisories There are common aims, obvious and memorable, that guide all advisory tasks, such as: Support and caring from adults A constructive group of friends Relationships with the community through service projects 114 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Satisfying Advisories Leaders champion the program by: Promoting advisory in the community Providing ample professional development/resources Being actively engaged in the program 115 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Satisfying Advisories Tangible Results Frequent celebrations of accomplishments Publicizing data on improved grades, attendance, achievement J. Burns, 1996 116 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Transition Programs Moving from elementary to middle or transferring between elementary schools is a major stepping stone on the road to becoming an adult Transition is complicated and is often associated with a decline in academic achievement, motivation, and self-perception When young adolescents are most likely to experiment with at-risk behavior 117 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Helping Students Make the Transition Connect us up regularly with other students. Support us in developing skills & strategies for high school success. Help us make strong and mutually respectful connections with adults. Provide bridge experiences in the summer after 5 th grade. K. Cushman, Educational Leadership, April 2006 118 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Four Basic Elements of Invitational Education Respect: Human beings are able, valuable, responsible and should be treated accordingly Trust: Living a fully functioning life is a cooperative, collaborative activity where process is an important as product (how you do something is just as important as the results) Optimism: People possess relatively untapped potential in all areas of human endeavor Intentionality: Human potential is best realized by creating and maintaining welcoming places, policies, programs, and processes and by people who are intentionally inviting with themselves and others, personally and professionally 119 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Optimism Intentionality Respect 120 Trust Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Lou Holtz’s Three Questions Can I trust you? Do you care about me as a person? Are you committed to excellence? 121 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Personalization “To teach student well requires that we know each student well. ” Theodore Sizer 122 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Module 8: Curriculum, Instruction, and Assessment Explore Curriculum, Instruction, and Assessment through an examination academic rigor and its relationship to each part of this core area Explore the connection between CIA and Personalization 123 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Turn to BRIM, p. 175 Note the title of the Chapter How do Personalization and Making Learning Personal differ? Read p. 175 124 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Making Learning Personal Designing lessons for understanding begins with what we want students to be able to do and proceeds to the = Curriculum evidence we will accept that they have learned it. Only then does it turn to how = Assessment = ? ? they will learn it. Along the way, we = Instruction must be clear about what we want the students to understand what we mean by understanding. —Ron Brandt, Intro to UBD 125 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Processing the CIA Recommendations Read the bulleted list of recommendations on p. 176 As you read each of the recommendations, give each a priority rating of 1, 2, or 3 for your school (1 is highest) Compare your ratings with other members of your school team 126 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Academic Rigor Activity We are going to use a 1 -2 -4 -8 -group activity to define a term that should have a common and agreed up definition. WHAT IS ACADEMIC RIGOR? Activity can be used with faculty, parents, community to illustrate the need for conversation and agreement. 127 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

In two minutes, write your personal definition of “academic rigor. ” Pair – combine your definitions so you have one definition both of you can live with Pair with another pair (4’s) – combine the two definitions into one you can live with Pair with another foursome (8’s) – combine the two definitions into one you can live with – write your definition on chart paper and post Each team presents its definition 128 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

What does YOUR definition include? What we teach (C)? How we teach (I)? How we measure learning (A)? A combination? 129 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

What does Academic Rigor Look Like? Several good definitions but what would it look like in practice? What does CIA look like in practice? On the CIA sheet, take 10 minutes to brainstorm ideas on what C, I, and A would look like if it was academically rigorous Then we do another gallery walk 130 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Discussion 1. What teacher behaviors would indicate that rigor is present in elementary classrooms? 2. What student behaviors would indicate that rigor is present in elementary classrooms? 3. What student and teacher behaviors demonstrate that skillful teaching is occurring in elementary classrooms? 4. Finally, how can we measure academic rigor by questioning students? What questions do we need to ask? 131 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Making Learning Personal “… Academic press and social support predict student achievement, regardless of students’ backgrounds and their schools’ demographics. … in order to succeed in schools that demand academic rigor, students need strong personal support as well. … no matter how strongly a school caters to students’ affective and social needs, achievement depends on academic expectations and demands. ” —Academic Achievement in the Middle Grades: What Does the Research Tell Us? SREB, 2000 132 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

The Power of I 133 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Rigor At All Levels Students can do no better than the assignments they are given. Dr. Katie Haycock, Education Trust 134 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Must have rigor and personal support Locate PM, Module 8 #2 Scan the tool and discuss with your team how the tool could be used in your school 135 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Student Responsibility for Learning Go to BRIM, p. 177 Read the indicators of Personalized Learning at the bottom 136 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Helping Students Take Responsibility for Learning Personalized schools promote the achievement of standards for all students. Personalized learning begins with individual interests so that each student becomes engaged in learning. Teachers get to know each student’s strengths, weakness, and interests. With the school’s support, students become self-directed learners who can use learning to manage their lives. As students pursue an increasingly independent pathway, parents can assume new roles as guides and mentors in the learning experience. 137 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

As students explore real options for their futures in the community, community members become involved in the schools in a meaningful way. Adults in the school model and benefit from stronger professional and student relationships. Students learn to set goals and measure success for themselves against common standards. Students advance to the next grade level upon demonstrating high performance in a variety of ways, not simply through norm-based tests. Reaching all students depends on reaching each one. 138 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Module 9: Cornerstone Strategies –Tying It All Together In Your School 139 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Alice in Wonderland “One day Alice came to a fork in the road and saw a Cheshire cat in a tree. “Which road do I take? ’ she asked. ‘Where do you want to go? ’ was his response. ‘I don’t know, ’ Alice answered. “Then, ” said the cat, ‘it doesn’t matter. ’” 140 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

If you don’t now where you’re going you might end up someplace else. Yogi Berra 141 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Each school approaches change from a different perspective Regardless of approach, research indicates some common strategies that have proven successful in implementing some or all of the 30 recommendations 142 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Cornerstone Strategies (p. 8) Key concepts: 1. essential learnings, rigor, real world relevance, mastery, aligned curriculum, effective teaching 2. dynamic teacher teams, common planning time, frequent high quality interactions between teachers and students. 143 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Cornerstone Strategies Key concepts: 3. structured planning time, curriculum aligned across grades/schools, students’ academic, developmental, social, and personal needs, focus on transition 4. advisory in which students plan and assess academic, personal & social development with an adult 144 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Cornerstone Strategies Key concepts: 5. teachers assess individual learning needs of students, teachers tailor instructional strategies and multiple assessments accordingly 6. teachers implement schedules to ü ü ü 145 teach in the ways students learn best facilitate teaming facilitate planning Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Cornerstone Strategies Key concepts: 7. leadership systems for involvement in decision-making by students, teachers, family members, and the community, effective communication among these groups. 8. all social, economic, and racial/ethnic groups have open and equal access to challenging activities and learning. 146 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Cornerstone Strategies Key concepts: 9. professional development program that: ü is school-wide ü is comprehensive ü Is ongoing ü aligns staff personal learning plans with the requisite capacity in content, instructional strategies, and student developmental factors. 147 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Nine Cornerstone Strategies Reading Activity 148 Group # Strategy/Supporting Actions 1 Cornerstone 1 9 – 10 2 Cornerstone 2 10 – 11 3 Cornerstone 3 11 – 12 4 Cornerstone 4 12 – 13 5 Cornerstone 5 14 – 15 6 Cornerstone 6 15 – 16 7 Cornerstone 7 17 – 18 8 Cornerstone 8 18 – 19 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform Read Pages

There is no definitive answer for school reform that fits all schools as to where to start Structure, culture, and instruction are often starting points for systemic change The three are highly connected However, before change can be institutionalized, the culture must change 149 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Culture and Professional Learning Communities¹ Mission Why do we exist? What are we here to do together? Is the mission embedded? Can the faculty, staff, community articulate the vision? ¹Richard Du. Four and Robert Eaker, Professional Learning Communities at Work, Solution Tree: Bloomington, Indiana, 1998. 150 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Vision What is our direction? If we are true to our mission, what will we become? The lack of a compelling vision is a major obstacle to school reform. Vision has little impact unless shared, accepted, and connected to the personal vision of teachers. 151 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Values or Guiding Principles How the faculty and staff intend to make sure the vision is implemented. Identify the attitudes, behaviors, and commitments necessary to implement the vision. No more than 10 statements. All students will learn. All students will be connected to an adult they can see themselves becoming. All students will participate in extracurricular activities. 152 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Stories Culture is partly determined by the stories you, your faculty, your students, your parents, and your community tell What stories do you tell? Change your stories to change your culture 153 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Entry Points Using one or more of the Cornerstone Strategies as an entry point will enable you to focus on change in more than one of the core areas and to implement several BRIM recommendations 154 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Return to your original group Each group will now participate in a simulated activity See PM, Module 9 #1 155 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Decrease drop-out rates Priority Initiative 156 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Module 10: Next Steps Planning Guide – Determining Possible Entry Points See PM, Module 10 #1 Next Steps Planning Guide – Determining Possible Entry Points Refer back to PM Module 9 #1 Tying It All Together 157 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

“You have to change enough quickly enough so that gravity can not drag you back. ” ~ Theodore Sizer 158 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Success breeds success! To generate and sustain change, there must be some early successes Look at PM, Module 9 #1 Tying It All Together – evaluate the strategies and specifics you wrote and classify them as Quick Wins, Moderately Difficult, or Major Tasks List your strategies on PM, Module 10 #1 Follow Directions (10 minutes) Remember to consider complex change factors discussed earlier 159 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Managing Complex Change Accountability – Capacity building Action Plan e Fiscal and g Resources Human n Collaboration a h Capacity building Incentive Moral Purpose C Get basics right Skills Build Capacity Moral purpose Vision Big picture influence 160 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Debrief in teams of four. For the next 25 minutes, each of you will share your priority with your group using a feedback loop. You will present your priority data point and the strategies for addressing it to your group. Explain what would work in your school and why each is listed as a quick win, moderate, or difficult task. Each person will have three minutes for the description. In the next minute, each of your colleagues will provide feedback on your work and offer additional strategies 161 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Group Debrief How did talking about your ideas with a colleague and getting feedback strengthen or alter your plans? What are your next steps? 162 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Cornerstone Strategy 9: Staff Development Go to PM, Module 10 #1, page 2 Staff Development underpins all other strategies Staff Development must focus on the knowledge, skills, and attitudes needed for success Read directions for activity 163 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

NASSP Contact Dick Flanary Director, Professional Development Services 1 -800 -253 -7746, ext. 294 Flanary. D@principals. org 164 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

VASSP Contact Roger Jones Director, VASSP Center for Educational Leadership at Lynchburg College 1 -434 -544 -8444 jones@lynchburg. edu Janice Koslowski, Principal 571 252 2150 janice. koslowski@loudoun. k 12. va. us 165 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Goal To help ensure your success as a middle level leader as you engage in systemic reform to improve student performance through the recommendations in Breaking Ranks in the Middle : Strategies for Leading Middle Level Reform. 166 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Accessing web resources Go to ftp: //ftp. principals. org/ User name: brim Password: !!brim 5% (the password is case sensitive – and – the two exclamation marks are part of the password!) After typing name and password, click the Log On button, you will see folders. Open the folder from which you need materials to find documents you may download. To download a file, copy the file to your desktop or another location you designate on your computer. When NASSP modifies or updates material, it will be added to the ftp site. Please do not share the user name and/or password. 167 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Module Reflection 1. What insights have I gained from these modules? (content, feelings, connections, recollections, etc. ) 2. How might I use this information with the Leadership team or the faculty? Consider the modules just completed. Reflect on the uses of the content, the resources and people needed. Write your thoughts that best capture these ideas and processes on the Reflection Form in the Participant Materials. 168 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform

Final Activity Complete the Evaluation and Feedback Document located at the end of your participation materials. 169 Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform