First Presenter's Institution

New York City Department of Education

Second Presenter's Institution

The Core Collaborative Learning Network

Third Presenter's Institution

NA

Fourth Presenter's Institution

NA

Fifth Presenter's Institution

NA

Location

Session 8 (Ballroom D)

Strand #1

Academic Achievement & School Leadership

Strand #2

Social & Emotional Skills

Relevance

This proposal aligns with 2 strands: 1) Academic Achievement and School Leadership and 2) Social and Emotional Skills. The Public School 13 PLC Modelembodies the concept of distributive leadership through empowering teachers to drive their own professional learning through quality peer facilitation, peer coaching and collaborative inquiry focused on evidence-based, learner centered practices. All teams in the building are relentless in their pursuit of expanding student ownership and agency through deep implementation of the formative assessment process: 1) communicating clear learning intentions 2) co-constructing success criteria with students 3) engage students in active questioning 4) leveraging feedback from multiple sources 5) strengthening self-peer assessment, goal setting and reflection. PS 13 has made significant gains in narrowing the achievement gap with students in high risk settings by cultivating a learning culture where students take risks, learn from their mistakes and focus on progress. They have also integrated SEL strategies while students are engaged in the formative assessment process with an aim of cultivating emotionally capable, socially capable learners.

Brief Program Description

The notion of empowerment is at the core of The Public School 13 learning culture. Empowerment is about creating conditions for strengthening efficacy school wide – for students, for teachers, for teams – for the COLLECTIVE! Learn how The Public School 13 cultivates teacher leadership through collaborative inquiry with a laser-like focus on expanding student ownership and agency.

Summary

The Public School 13, in the NYC DOE, has been on a 5-year journey to expand student ownership and agency through deep implementation of the formative assessment process: 1) leveraging learning progressions 2) clarifying learning goals 3) co-constructing success criteria 4) expanding feedback from multiple sources using self and peer assessment and 5) guiding students in the goal setting and revision process. PS 13 engages teams in collaborative inquiry using an evidence-based model (Impact Teams) grounded in the Visible Learning Synthesis of Educational Research. Teams collaborate together to understand their impact on student learning by using a practical 3-step framework: Evidence • Analysis • Action. Teams analyze multiple sources of evidence (student work, observations, student voice data, etc.) so they know they are making impact. They scale up their collective expertise to cultivate and strengthen efficacy for all learners in the system. PS 13 has made significant gains and have narrowed the achievement gap with students in high-risk settings. The PS 13 community believes collectively that they can make a difference for every student that walks through the door. This pervasive belief propels learning forward so students become assessment capable, emotionally capable, socially capable, self-directed learners. When teachers are empowered to drive their own professional learning, they strengthen teacher agency. The Public School 13 PLC Model (Impact Teams) has been designed so teachers act purposefully and constructively to direct their professional growth and contribute to the growth of their colleagues. After all, if we want to empower students to take ownership of their learning, we must empower teacher teams to take ownership of their professional growth.

Evidence

The Public School 13 PLC Model (Impact Teams) is grounded in the ground-breaking Visible Learning Synthesis of educational research by researcher, Professor John Hattie. This groundbreaking research synthesized the findings from 800 meta-analysis of 50,000 research studies involving more than 150 million students and it built a story about the power of teachers and of feedback, and constructed a model of learning and understanding by pointing out what works best in improving student learning outcomes. Since then, John Hattie has continued to collect and aggregate meta-analyses to the Visible Learning database. His latest dataset synthesizes more than 1,600 meta-analyses of more than 95,000 studies involving more than 300 million students. This is the world’s largest evidence base into what works best in schools to improve learning.

The model operationalizes the following influences that are known to accelerate student learning.

  1. Teacher-Student Relationships .52 Effect Size
  2. Metacognitive Strategies .55 Effect Size
  3. Feedback .66 Effect Size
  4. Reciprocal Teaching .74 Effect Size
  5. Teacher Clarity .75 Effect Size
  6. Classroom Discussion .82 Effect Size
  7. Assessment Capable Learners 1.33 Effect Size

Collective Teacher Efficacy 1.39 Effect Size

PS 13 has worked for the last 5 years to operationalize the influences that matter most in accelerating student learning.

Format

Individual Presentation

Biographical Sketch

Paul Martuccio has been the principal of THE Public School 13 in Rosebank, Staten Island, New York for the past ten years. Painted with a broad stroke, he experiments within the disciplines of both systemic and organizational leadership, and, at a more granular level, enjoys developing and working alongside instructional teams that aggressively pursue answers to questions that afford ALL students the ability to achieve to their greatest potential. Paul is a Cahn Fellow, Teacher’s College, Columbia University (2013). He led his school as they earned the National Title I Distinguished School Award (October, 2012). He’s received the Outstanding Administrator Award from St. John’s University (April, 2011), The Louis P. DeSario Educator of the Year Award, United Activities Unlimited, Highest Honor, (April, 2013), The Hank Murphy Award, Distinguished Educational Leader, Wagner College, (June, 2016), The Patrick F. Daly Award, The Office of the Borough President, (September, 2017), and #NYC Schools Tech Summit Award (July 2018). Most recently, Paul was part of a team that presented at the National ASCD Conference in Chicago around Impact Teams and Innovation.

Within his district, Paul leads a learning partner principal’s group comprised of elementary, intermediate and high school level principals. He is a member of the Guiding Coalition for Inquiry Teams, participates in the Star Factor Coaching program for leadership development, and maintains an Elementary School Basketball League of twenty schools serving approximately 600 students.

Paul holds master’s degrees from both Wagner College in Education and Mercy College in Educational Leadership. His undergraduate work was completed at Regis University. Paul is currently working with his learning community around Social Emotional Learning and is an avid cross-fitter outside of his professional life. He currently resides in Staten Island with his wife Donna and four children.

Dr. Paul Bloomberg is the founder and Chief Learning Officer for the Core Collaborative, a professional learning network that specializes in student-centered approaches to learn­ing. The Core Collaborative supports over 1500 schools nationally and internationally. Paul is the co-author of the best-selling book, Leading Impact Teams: Building a Culture of Efficacy published by Corwin Press, the co-author of the EmpowerED Learner Toolkit published by Schoolwide Publishing and a lead author on Peer Power! Unite Learn and Prosper; Activate and Assessment Revolution by Mimi & Todd Press. Paul also serves on the advisory board for Spiire, a network made up of individuals, coaches and thought leaders committed to growing the potential of LGBTQI community.

Prior to founding The Core Collaborative, he was the former director of TIDES (Transformative Inquiry Design for Effective Schools & Systems), a nonprofit in San Diego focusing on inquiry-based learning. Paul is a former principal and instructional leader and has directly supported multiple, successful school turn-around and school innovation efforts nationally. Paul has also served as a Distinguished Professional Development Associate for the Leadership & Learning Center, founded by Douglas Reeves and has served as a Visible Learning Consultant for Professor John Hattie.

Paul’s passion is partnering with professional learning teams and sys­tems in an effort to empower ALL stakeholders to take ownership of their learning. He is deeply committed to enhancing student success and believes that we all share the responsibility for social justice, equity and inclusion. Paul resides in Brooklyn with his husband Tony and his two sons, Alex and Taylor.

Keyword Descriptors

Self/Peer Assessment, Agency, Executive Function, Social Emotional Learning

Presentation Year

March 2020

Start Date

3-11-2020 9:45 AM

End Date

3-11-2020 11:00 AM

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Mar 11th, 9:45 AM Mar 11th, 11:00 AM

Empowering Teacher Teams to Expand Student Ownership

Session 8 (Ballroom D)

The notion of empowerment is at the core of The Public School 13 learning culture. Empowerment is about creating conditions for strengthening efficacy school wide – for students, for teachers, for teams – for the COLLECTIVE! Learn how The Public School 13 cultivates teacher leadership through collaborative inquiry with a laser-like focus on expanding student ownership and agency.