I love the DVD 212 degrees produced by Simple Truths. After presenting the scientific fact that it takes one extra degree to turn boiling water into steam, you are taken on a journey to answer a simple question: What if you gave 99% effort to everything in life? How would life change without that extra degree of effort? How would your professional development change if you put forth that extra degree of effort?
The Education Trust showcased several schools that are turning up the steam in accelerating student achievement in a 2005 study entitled, Gaining Traction. These schools are reaching low-income and minority students who enter high school below grade level and turning those challenges into academic greatness. Eighty percent of these students enter and graduate from four year colleges and universities. Adding steam to their furnaces, parental involvement is NOT a factor in student success. Since parents were marginally involved in the schools, they factored them completely out of the equation. I've included a summary of the points that stood out to me from the report below. What the results give you is the outline of a successful school wide professional development plan. Are you producing "steam" in your school professional development? How could you incorporate any of these concepts into your team's efforts?
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School Culture |
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In school policy documents the clear focus is on academics and not rules. (i.e. Student Handbook)
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Teachers and Administration talk the talk and walk the walk consistently. (They share a common vision for student achievement and discuss it consistently throughout the school year.)
In Average Schools, the school mission and vision are posted on the school website and at the entrance of the school, but no one in the school lives it. |
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Teachers embrace external standards and assessments. In courses where these assessments do not exist, they create them.
In Average schools, teachers tolerate testing. |
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Academic Focus |
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Barriers to high-level course taking are removed. Students are encouraged to take academically challenging courses. (For example, criteria for Gifted, Honors, and Advanced Placement exist, but are not used to limit student entrance into these courses.)
Average schools post hurdles to gain access to the most challenging courses. |
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Assessment data is used for future planning (Curriculum mapping, PGPs, and teacher assignments). The Professional Growth Plan is a living document used by the principal in individual Data Chats with each teacher on a consistent basis.
In average schools, assessment data is used to measure past student achievement. |
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Teachers in these schools are less likely to tailor their instruction to the academic level of their students.
Differentiated instruction is used only as a supplement to assist their students in mastery of state standards. |
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Support |
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Support is given in a way that keeps students on track with their college prep requirements.
Average schools provide support that delays entry into courses at grade level making it harder for students to complete college prep requirements. |