Leading Learning Through Teacher-Based Teams -handout

Leading Learning through
Teacher-Based Teams
2012 Research Guidance

OLAC Summit 2012
June 29, 2012
Brian McNulty, Ph.D.


Dr. Brian McNulty is Vice President, Leadership Development
for The Leadership and Learning Center.

Brian brings 30 years of experience as a nationally recognized
educator in leadership development to his current position at the
Leadership and Learning Center. Prior to this he served as the
Vice President for Field Services at the Mid-continent Research
for Education and Learning (McREL). Before coming to McREL,
he was an Assistant Superintendent for Adams County School
District 14, and the Assistant Commissioner of Education, for the
Colorado Department of Education.

Brian's work and writing have been featured in books, scholarly journals and periodicals
throughout the world. An author of more than 40 publications, Brian's most recent books include,
Leaders Make It Happen with Laura Besser (an AASA member book) and School Leadership
that Works: from Research to Results, an ASCD best selling publication co-authored with
Robert Marzano and Tim Waters.

Although Dr. McNulty is well known as a both a researcher and a keynote speaker, his primary
work has focused on long-term intensive partnerships with schools, districts, state education
agencies and educational service agencies in applying the current research to field based
problems. His recent research has focused on developing continuous improvement frameworks
based on data and inquiry.

Brian can be reached at: BMcNulty@LeadandLearn.com.

The Leadership and Learning Center
317 Inverness Way South, Suite 150
Englewood, Colorado 80112
Toll Free: 1.866.399.6019
International: +1.303.504.9312
Fax: 303.504.9417
LeadandLearn.com

Leading Learning through
Teacher-Based Teams

2012 Research Guidance

Outcomes
• Explore the challenges, issues,
and practices associated with
continuous improvement in
schools and districts
• Make recommendations for
specific actions

How many of you are
satisfied with the results
you are getting right now?

Discuss with your
shoulder partner.

© 2012 The Leadership and Learning Center Page 1
All rights reserved. Copy only with permission. Leadership Keynote
www.leadandlearn.com Columbus, Ohio • June 29, 2012

How do we get better
outcomes?

Through better:
1.
1 Teaching and Learning
2. Leadership and Learning
3. Collaborative Learning at all
levels

1. Where does more powerful
teaching come from?

a. Learning and using more
p
powerful teaching
g
practices
b. Teacher-Based Teams

a. What does highly effective
instruction, or “best practices”
look like?


Rosenshine (2012)
American Educator AFT

1. Begin the lesson with a short review
of previous learning.
2. Present new material in small steps
with student practice after each step
ith st dent step.
3. Ask a large number of questions and
check the responses of all students.
4. Provide models.
5. Guide student practice.

Rosenshine (2012)

6. Check for student understanding.
7. Obtain a high success rate.
8 Provide scaffolds for difficult tasks.
8. tasks
9. Require and monitor independent
practice.
10. Engage students in weekly and
monthly review.

We have known quite a bit about
instruction for quite a while

• However, we continue to support
the idea that all instructional
practices are equal
ti l
• They are not!!!


Visible Learning &
Visible Learning for Teachers
John Hattie Ph.D. (2009, 2012)
What is the typical
effect across

900+ meta-analyses
50,000+ studies
240+ million
students

95% of all the effect sizes in
education are positive.

The most significant finding
from the evidence is that
almost any intervention can
claim that “it works in terms
it works”
of making some difference in
student learning.


Distribution of Effects

25,000.00
Numb of Effects

20,000.00
ber

15,000.00
15 000 00

10,000.00

5,000.00

0.00

Hattie (2009, 2012)

So we all profess to using
“
“research-based practices ”
hb d ti

Example of Negative Effect
• What is one educational
practice that has been studied
extensively and consistently
y y
found to have a negative effect
on student performance that
we continue to use every year
in our schools and districts?


Influences on Achievement

0.30 0.40
0.50
0.20
0.60

0.10 0.70

0 Zone of
0.80
desired
effects
0.90

1.00

Hattie (2009, 2012)

Rank Order the Following
Area Rank Order
1. Teacher subject matter
knowledge
2. Teacher / student
relationship
3. Professional
development
4. Class size

There are many practices that
have a significant effect on
g
student performance.


Contributions from the Teacher
Area Effect Size
1. Goal setting 1. d = 0.56
2. Mastery learning 2. d = 0.58
3. Questioning 3. d = 0.43
4. Reciprocal teaching 4. d = 0.74
5. Direct instruction 5. d = 0.59

Hattie (2009, 2012)

Contributions from the Teacher
Area Effect Size
1. Spaced practice 1. d = 0.71
2. Peer tutoring 2. d = 0.55
3. Study skills (outlines, 3. d = 0.59
notes, reviewing,
mnemonics)
4. Self-verbalizing and 4. d = 0.64
questioning

.
Hattie (2009, 2012)

Which of the following
matters most?

• Ability grouping
• Teaching to learning style
• Whole language
• Co-teaching or team teaching


The biggest effect on student
learning occurs when
teachers become learners of
their own teaching, and when
teaching
students become their own
teachers.

Hattie (2009)

What works best for students is
similar to what works best for
teachers:
• Attention to setting challenging
learning intentions
• Clarity about what success means
• Attention to learning strategies for
developing conceptual
understanding
Hattie (2009)

If students are not doing
enough thinking,
something is seriously
wrong with the instruction.

Hattie, 2009


A Caution:
The Question of Specificity

Providing feedback to
teachers
regarding effective instruction
necessitates articulating a
broad array of strategies
organized into a
comprehensive framework.

Marzano, , R. J., (2009)

2. Teacher-Based Teams


What Do We Know About
Teacher-Based Teams–
TBTs?

Largest Leadership Study to Date
• Nine states
• 43 school
districts
• 180 schools
• Data from a total
of 8,391 teachers
and 471 school
administrators

Findings


Findings
• Collective leadership has a
stronger influence on student
learning than any individual
source of leadership
• Higher-performing schools award
greater influence to teacher
teams
Leithwood and Seashore-Louis, 2012

Teacher Teams had Positive
Effects On:
• Teacher knowledge and skills
• Teacher motivation
• Teacher work setting

All of which had positive effects
on student achievement.
Leithwood and Seashore-Louis, 2012

When professional
community focuses on the
quality of student learning,
teachers adopt instructional
practices to enhance student
learning.

Leithwood and Seashore Louis (2012)


Higher performing schools
award greater influence than
lower performing schools to
l f i h l t
teacher teams.


A growing body of evidence
suggests that when teachers
collaborate to pose and answer
q
questions informed by data from
y
their own students, their
knowledge grows and their
practice changes.

David (2008, 2009)

In a comprehensive five-year study
of over 1,500 schools, they found
that when teachers formed
professional learning
communities, achievement
increased in math, reading,
science, and history and absentee
and dropout rates decreased.
Darling-Hammond, L., et al. 2009


With teachers operating in
grade-level teams that meet
regularly, the school creates
structures for examining student
progress, as well as for creating
a more coherent curriculum and
allowing teachers to learn from
one another.

Darling-Hammond, L., 2010

Collaborative inquiry is among the
most promising strategies for
strengthening teaching and learning.

The biggest risk, however,
is not providing the necessary
leadership and support.

David, J. L. (2008, 2009)


“Time for collaboration by itself,
even when administratively
supported, was unlikely to
improve achievement unless
additional conditions were in
place to structure its
effectiveness.”

Saunders, W. M., et al. (2010)

Provided the
right conditions, leadership,
and protocols, teachers will make
use of collaborative time in ways
that improve achievement.

Saunders, W. M., et al. (2010)

Protocols that articulate specific inquiry
functions are critical:
• Jointly and recursively identifying appropriate
and worthwhile goals for student learning
• Finding or developing appropriate means to
assess student progress towards the goals
• Bringing to the table the expertise of
g g p
colleagues
• Planning, preparing, and delivering lessons
• Using evidence from the classroom to evaluate
instruction
• Reflecting on the process to determine
next steps
Gallimore et al. (2009)


“With a balance of administrative
support and pressure, teacher
groups are more likely to persist
in addressing problems long
enough to make a causal
g
connection between
instructional decisions and
achievement gains.”

Gallimore et. al. (2009)

Positive outcomes are unlikely
in the absence of building
leadership that supports and
holds teacher teams accountable
for sustaining the inquiry process
g q yp
until they see tangible results.


Critical Components for
Effective TBTs
Structures are Essential:
– Regular times
– Active facilitation
– Protocols
– Leadership


Professional community
appears to foster collective
learning of new practices

provided there is
principal leadership.


2.
2 Leadership and Learning

Principal Leadership


When principals serve
effectively as instructional
leaders, student achievement
l d t d t hi t
increases.

Leithwood and Seashore-Louis (2012)

Instructional Leadership includes
Two Complementary Approaches
that are Both Necessary:

1. A focus on classroom practice
2.
2 Shared leadership (through
teacher teams – TBTs and BLT)
to create a learning organization


Both of these factors were
significant in terms of the
schools overall achievement.



A highly significant factor of
whether or not professional
community exists in the
school is strong leadership
by the principal.


Leadership Dimension Average Effect
Size
4. Promoting and participating in 0.84
teacher learning and
development

Robinson et al. (2011)

The average impact of this
leadership practice is 2X the
effect of any other other
leadership practice!


Direct participation in the
learning enables principals to
more fully understand the
challenges, opportunities,
and conditions teachers need
to be successful.

Robinson (2007, 2008, 2011)

3. Collaborative Inquiry and
Learning (capacity building)
at all levels

“By using an inquiry-based
team framework,
achievement scores
rose from the worst
to the best in the district.”



One thing you should
remember

Is the concept of
collective capacity

Fullan, (2010)

And the one that ultimately
counts is

collective,
collective
collaborative capacity.

Fullan, (2010).

Only collective action will be
strong enough to change the
system.
s stem

Fullan (2010)


Collaborative Inquiry and Learning
• Develop teams at each level of the
system (Classroom, Building, and
District levels)
• Share responsibility and accountability
for progress (in actions and outcomes)
• Develop capacity by providing
differentiated professional
development

Inquiry and Learning
The BIG questions:
• Are you making progress and
why?
• If you are not making progress,
why?

The centerpiece of action
should be based on
instruction.
learning and instruction

Fullan (2011)


Strong shared and
instructional leadership,
strong professional
community, and strong
y, g
instruction
moderate the effects of
concentrated poverty.


All of the successful
school systems
have come to
trust and respect teachers
teachers.

Fullan (2010)

Improving practice can only be
done by teachers, not to teachers.

Wurtzel (2007)


Leadership is a Balance of

Support

Pressure

Questions and Discussion

303.504.9312, Ext. 211
BMcNulty@leadandlearn.com
leadandlearn.com


References

Darling-Hammond, L., and Richardson, N., (2009b). Teacher learning: What
matters. Educational Leadership. 66 (5) 46-53. ASCD. Arlington VA.
Darling-Hammond, L., (2010). The flat world and education: how America's
commitment to equity will determine our future. Teacher College Press. NY,NY

David, J. L. (2008/2009). What the research says about…Collaborative inquiry.
Educational Leadership, 66 (4) 87-88. ASCD. Alexandria, VA.

Fullan, M., (2010). All systems go: the change imperative for whole system
reform. Corwin. Thousand Oaks California
Gallimore, R. R., Ermeling, B.A, Saunders, W.M & Goldenberg, C. (2009)
"Moving the Learning of Teaching Closer to Practice: Teacher Education
Implications of School-Based Inquiry Teams." The Elementary School
Journal.Volume 109, Number 5. The University of Chicago. Pp.537-553.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating
to achievement. New York: Routledge.
Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning.
New York: Routledge.
Leithwood, K. & Seashore Louis, K., (2012) Linking Leadership to Student
Learning. Jossey-Bass. San Francisco CA,
Marzano, R. J., (2009). Setting the record straight on “high yield” strategies. Phi
Delta Kappan. 91 (1), 30-37.
Robinson, V., M., J.(2007). School leadership and student outcomes: identifying
what works and why. Australian Council of Educational Leadership (ACEL),
Winmallee Australia. #41
Robinson, V. M.J., Lloyd, C. A., &. Rowe, K.J., (2008).The Impact of Leadership
on Student Outcomes: An Analysis of the Differential Effects of Leadership
Types. Educational Administration Quarterly; 44;(5)pp 635-674.
Robinson, V., (2011) Student-centered leadership. San Francisco:
Jossey-Bass.

Rosenshine, B., (2012)Principles of Instruction: Researched-based strategies
that all teachers should know. American Educator. Vol. 36. No.1 Spring. Pp. 12-
39


Saunders, W.M., Goldenberg, C.N., & Gallimore, P. (2009). Increasing
achievement by focusing on grade-level teams: A prospective, quasi-
experimental study of title I schools. American Educational Research Journal. 44
(4). Pp 10006- 1033.
Wurtzel, J. (2007). The professional, personified. Journal of Staff Development,
28 (4).


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