OIP Reboot and teacher learning Give updates on

OIP Re-boot and teacher learning

• Give updates on support for teachers (2019 PDK Poll) • Provide clarity on the new OIP-Reboot • Present new research on Collaborative Learning and Collaborative Teams

2019 PDK Poll on Education

MODE • The number which appears most often in a set of numbers. 4

Changes in the teacher experience • In 1998 the most common (mode) for years of teaching experience was 15 years • In 2012 the mode was 5 years • The mode in 2018 is 0 -3 years Ingersoll et al. (2018) 5

Frustrated by poor pay and underfunded schools, … ½ of public school teachers nationally have seriously considered leaving the profession in the past few year PDK Poll 2019

51 st year of the PDK poll includes a random national sample of public school teachers for the first time since 2000 PDK Poll 2019

The biggest problem facing local schools for the 18 th consecutive year… lack of financial support for the public schools (including teacher salaries) PDK Poll 2019

PDK Poll 2019

Half of teachers say they’ve seriously considered leaving the profession in recent years • 60% of teachers say they’re unfairly paid, • Seventy-five percent of teachers say the schools in their community are underfunded • 74% of parents and 71% of all adults say they would support a strike by teachers in their community for higher pay • A majority of teachers — 55% — would not want their child to follow them into the profession PDK Poll 2019

PDK Poll 2019

OLAC Leadership Framework Provides Foundation for the Ohio Improvement Process

Ohio’s Strategic Plan Each Child, Our Future

Change to the OIP

OIP is the enactment of Ohio’s Leadership Development Framework

Collaborative Inquiry Collaborative Learning

“The OIP is not compliance-focused; it’s an organizational strategy, ” Ward, J. 2019 Office for Improvement and Innovation, ODE

The OIP as an Organizational Strategy

Components of the OIP 1. Collaborative structures for shared learning at all levels of the system 2. Collaborative Teams a. Shared leadership b. Collective decision making 3. Statewide System of Support (SSo. S) a. State support teams (SSTs)

The Ohio Improvement Process

Step 1: Identifying Needs Engaging in identifying critical needs is the first step. The process begins by collecting and analyzing data.

Step 2 Effective Strategy Selection Research and select evidence-based practices that address identified critical needs. Some of the benefits of selecting an EBP are: An increased likelihood of positive student and adult impact Less wasted time and resources

Step 3 Effective Strategy- Plan for Implementation Co-creates a plan for intentional implementation of the selected Evidence. Based Practice including look-fors to ensure the strategy is supporting student learning as intended.

Step 4 Effective Strategy- Implementation & Monitoring Implementation is the most complex part of the OIP primarily because it requires changes in adult behaviors and practices that are part of the unique culture of every district and every building. The implementation of well-aligned plans resides with the DLT, BLTs, and TBTs. Monitoring is collaborative learning through observing implementation of the practice and its impact on students and their work.

Step 5: Examine, Reflect and Adjust Determine if the evidencebased practices had the expected team outcomes. Examine the implementation of adult practices and the impact on student performance Reflect on successes to replicate and practices to improve Adjust as needed

What outcomes are we trying to achieve with the OIP? • Take a minute and identify the primary outcomes. • Better outcomes for ALL students • More shared accountability for these outcomes • More shared responsibilities for ongoing learning

What level of responsibility do you –as a principal have for instructional improvement in your school?

Better outcomes for students… Comes from better collective inquiry and learning on the part of all staff

The only way to achieve large-scale and sustainable improvement is to invest in collective capacity building through collective learning Harris 2014 34

“We must stop allowing teachers to work alone, behind closed doors and in isolation and instead shift to a professional ethic that emphasizes collaboration” 35 Hattie 2015

What does collective capacity building and collective learning look like? Using the OIP to have ALL staff collectively inquire and learn

If the new OIP- Reboot is about Collaborative learning… What does new research tell us about this topic?

New research on Collaborative Learning

Eight recent studies all found that student achievement was greater in schools where teachers participated in learning communities Ronfeldt 2017

A review of 11 studies suggests that TBTs can increase collaboration among teachers and that a focus on student learning in TBTs is key to their potential to improve student achievement Schleifer, et al 2017

Techers improve at faster rates when working in schools with strong quality collaboration Ronfeldt 2017

More than two-thirds of older and younger teachers in a national survey said they prefer a school characterized by collaboration among teachers Schleifer, et al 2017

Teachers explained that knowing that their colleagues were also trying new activities and were willing to discuss successes and failures inspired them to take risks that they would not have taken otherwise. Schleifer, et al 2017

In a survey of over 9000 teachers, they perceived that the most helpful and effective focus of collaboration… Was in developing instructional strategies Ronfeldt 2017

There Are Many Practices That Have A Significant Effect On Student Performance Hattie, 2009, 2012

Teacher Practices 1. Area Goal setting 2. Feedback 1. d =0. 56 Effect Size 2. d =0. 73 3. Formative assessment 3. d =0. 90 4. Questioning 4. d =0. 43 5. Spaced practice 5. d = 0. 71 6. Classroom discussion Hattie, 2009, 2012 6. d = 0. 82

Classroom Discussion (0. 82) Look-Fors • Teachers ask open-ended questions that can be answered a number of ways • Teacher talk is planned and limited to 10 -12 minute increments (mini-lessons) • Between mini-lessons, students have time to discuss, process, and question their learning • Structures (such as protocols, partner work, peer feedback, etc. ) are used daily • Students are provided time for discussion before graded assessments 47 Sweeney & Mausbach (2019)

What is a good teacher- Hattie (2019) • A good teacher has high expectations • Creates an error-friendly climate • Constantly questions their actions and impacts • Continuously evaluates their teaching • Works with other teachers to understand what they mean by impact and to evaluate that impact

Collaboration assists in critiquing our concept of “Impact” • Questions whether sufficient progress is being made? • Queries our notion of evidence? , and • Helps evaluate the impact we are having on our students? Hattie & Zierer 2019

As a rule, teachers learn better together Than they do alone Hattie & Zierer 2019

Collaboration does more to advance teachers’ instructional practices than other learning opportunities for individual teachers Schleifer, et al 2017

The frequency of collaborative discussion with peers had one of the largest significant effects on teachers’ self-reported changes in instruction. Schleifer, et al 2017

Some of the beneﬁts of Collaborative Inquiry for teachers: • Development of content and pedagogical knowledge and skills to enhance teaching and student learning, • Development of a learning community, and • Opportunities for teacher leadership Deluca et al. 2017

Teachers appreciated the fundamental premise of Collaborative Inquiry: That teachers are experts Deluca et al. 2017

Mindset (Dweck -2019) • Growth Mindsets are not just for students, • A growth mindset for Educators is… • “How do I improve? ” – Individually, and – Collectively? • All educators can get better!

Regardless of which practice you choose, you should… • Provide everyone with a written description of the purpose and the steps ((including “look-fors”) • Have at least one person (e. g. instructional coach) demonstrate the practice • Have every TBT member Implement and assess the practice • Come back together and decide the best way now to use the practice (based on the data) • Compare your findings and discuss what is it about the strategy that causes students to learn? • Continue to use and perfect the strategy until all staff and students are successful

It is NOT about the practices… It’s about HOW those practices help students to learn Jackson, R. R. (2019)57

This is what the OIP is really about • Collaborative Inquiry – (What questions do we have about how our students learn best? ) • Collaborative learning – What have we learned together as teams • How can we provide more effective feedback and support to each other at all levels • Not Compliance