Grow – “Foster a Growth Mindset and Move the Dial”
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Continuous growth as teachers and leaders is essential to our school transformation model. We categorize this growth phase into three main components.
Measuring Performance and Implementation
First, we guide schools to develop measurement strategies of both student achievement and teacher implementation data constantly. This means that the School Transformation Team needs to regularly (at least monthly) compare student learning to teacher practices to understand the impact that the transformation plan is having. Both types of data must be analyzed frequently, and in tandem, in order for effective progress monitoring. In our experience, schools that only measure student achievement are unable to understand what components of the transformation plan are and are not causing the observed changes in student achievement.
As a component of this phase in school transformation, we provide a third-party perspective to the internal team’s perspective in a monthly data-driven status review. These sessions include creating 30-day plans to ensure that monthly data collection drives continuous fine tuning to the overall transformation plan.
Developing Teaching Skills
Second, effective transformation schools achieve maximum impact by developing the skills of the teaching faculty with regular whole school, small group, and individualized professional development. We have seen the most improvement when schools commit to a minimum of 80 professional development (PD) hours for each teacher. Research indicates that 80 hours is the minimum number of PD hours required for a teacher to change a core teaching practice.
Developing Leadership Skills
Finally, we target teacher and principal growth with the highest leverage, most impactful practices. For teachers, we leverage Hattie’s lists of evidence-based strategies to select and train on those that have “High Impact” effect sizes. We focus closely on implementing these strategies with a shared understanding of their meaning across classrooms, as we’ve found the implementation of these strategies matter almost more than their effect size. For principals and other administrators, we select and train on those practices that are within the “zone of desired effects.” Not surprisingly, we focus principal attention on leading teacher learning and development because principals who focus on this leadership function produce more than double the impact on student learning as typical principals.
Below is a summary of our recommended scope of to achieve effective school transformation. Ed Direction will:
- Provide weekly, on-site coaching in the classroom for every teacher
- Provide weekly leadership coaching for school administrators
- Conduct on-site, job-imbedded professional learning
- At least 80-hours per educator per year
- Whole-group, small-group, and individual-level training
- Enable lesson study, peer coaching, and other effective collaboration techniques in existing or newly created PLCs