4Connecting the Strategic Plan to Each Student District - Strategic PlanDistrict Mission, Vision, Goals, TargetsSchool Improvement PlanMission, Vision, SMART Goals,Initiatives, InterventionsGrade Level, Department CollaborationTeam Protocols, Goals and InterventionsEssential Questions of a PLC
5District School Improvement Model What are the essential components of a school improvement model in your school district?How are they implemented?Are they standardized throughout each school?How do you guarantee the district curriculum is being taught?
6“The real voyage of discovery consists, not of seeking new landscapes, but in seeing through new eyes” Marcel Proust
7Traditional Model of School Improvement InstructionAssessmentFOR LearningQPAQNCACurriculumMappingLiteracy
8School Improvement/Professional Development & PLC’s Professional Learning CommunitiesStudent SupportFoundation, Collaboration, Results OrientationInterventions, SMART GoalsProfessional Development PlanProfessional Learning CommunitiesGradeLevel orDept.Grade Level or Dept.GradeLevel orDept.GradeLevel orDept.GradeLevel orDept.GradeLevel orDept.GradeLevel orDept.GradeLevel orDept.Unit/CurriculumDesignUnit/CurriculumDesignAssessmentAssessmentLiteracyLiteracyInstructionInstruction
9Mission, Vision, Values, Goals Process for School Improvement Foundation for School ImprovementProfessional Learning CommunitiesFoundation, Collaboration, Results OrientationInterventions, SMART GoalsProfessional Learning CommunitiesStudent SupportFoundation, Collaboration, Results OrientationInterventions, SMART GoalsMission, Vision, Values, GoalsProcess for School ImprovementCollaborative teams throughout the district – grade level and departmentalDeveloped team protocols to allow teams to function as teams vs. groupsSchool Improvement Plans – alignment
10Professional Development Plan Professional Learning Communities School Professional Development Plans Aligned to District Initiatives and School Improvement PlansFocused Professional Development Embedded within the Collaborative TeamProfessional Development InitiativesAssessment FOR LearningCurriculum MappingLiteracyInstruction
11Curriculum Mapping What we want students to learn? Curriculum Management SystemCurriculumDiary Mapping (content, skills, assessments)Read ThroughAligned to State Standards/Indicators
12Assessment Assessment FOR Learning Measures of Academic Progress (MAP) Five Keys to Highly Effective AssessmentClear PurposeClear Targets – knowledge, skills, reasoning and productsGood DesignSound CommunicationStudent InvolvementAssessment MethodsMeasures of Academic Progress (MAP)
14Instruction Permeates throughout the initiatives Teacher “tool kit” Researched Based Strategies
15INTERVENTION PYRAMID Problem Solving Team District Interventions Special Education Placement Screening and Evaluationfor Special EducationProblem Solving TeamDistrict InterventionsSystematic School InterventionsHow does the school respond when students don’t get it?Grade Level / Department/Classroom Interventions - SMART GoalsEarly Interventions – What do we need to know prior to the start of school?
16District Interventions AVIDREAD 180Larsen MathPersonal Plans of ProgressHigh School AdvisoryK-12 Reading ContinuumLanguage ProgramEarly Intervention Summer School
17Implementation of Professional Development Embedding Professional DevelopmentHow do we act as a team?Establish Team ProtocolsWhat do students need to know?Curriculum Mapping and Unit DesignHow do we know students have learned?Assessment For LearningWhat do we do if they haven’t learned?Instruction/InterventionsWhat do we do if they have learned?Differentiation
18Aligning the School Improvement Plans to the School Improvement Process Mission - Why we exist?Vision - What we want to become?SMART Goals - Specific, Measurable, Attainable, Results Oriented, Time-boundInitiatives - What do we need to do to reach the desired results? (District and School)InterventionsCollaboration
19Developing a School Improvement Plan Model PlansRubricHow do we begin?
20Culture What is culture? How do we define culture in a PLC? How is culture defined in your school?
21Pyramid of Intervention Strategies Least RestrictiveMost Restrictive
22InterventionsAs a school – How do you respond when a student doesn’t learn?As a department – How do you respond when a student doesn’t learn?As a teacher – How do you respond when a student doesn’t learn?
23INTERVENTION PYRAMID Problem Solving Team District Interventions Special Education Placement Screening and Evaluationfor Special EducationProblem Solving TeamDistrict InterventionsSystematic School InterventionsHow does the school respond when students don’t get it?Grade Level / Department/Classroom Interventions - SMART GoalsEarly Interventions – What do we need to know prior to the start of school?
24Using the Data Protocol to Identify Student Learning Problems Triangulate Student Learning Data123Aggregate / Summary ReportsDisaggregated resultsStrand / IndicatorItem Analysis/Curriculum mapsStudent Work/Classroom Assessments(12) Describe how the process “drills down” into data to identify student problems.The Data Protocol is most effective when used within a PLC to develop Grade-level or Departmental interventions.StudentLearningProblem
25Strategic Plan Mission, Vision, Goals Initiatives Instruction Data Driven DecisionsProfessional Learning CommunitiesPyramidofInterventions
26District Data School Data Grade/Department Data Teacher SPEDStrategic PlanPersonalized Learning & Academic GrowthDistrict DataDistrict Interventions(Read 180, Advisories)School Improvement PlanSchool GoalsSchool DataKSA, MAPSchool Interventions(Structured Study Hall, etc.)Professional Learning CommunitiesDepartment/Grade Level GoalsGrade/Department DataCommon Assessments, Curriculum MapsDept./Grade level Interventions(13) Explain how data on each level is used to develop interventions to promote student learning and show how the pyramid of interventions is supported by the process. Show how teachers support their PLC goals, which support the school improvement plan, which in turn supports the district strategic plan.TeacherDataFormative Assessments, Student work, etc.Instruction, Literacy, Unit Design, Interventions, etc.
27Team Protocol Timeline Week 2 – Team Norms / ConsensusWeek 4 – Team VisionWeek 6 – SMART GoalWeek 8 – Team InterventionsWeek 9 –
29Leading and Following through Change What are the implications for leaders? What should we be doing?What are the implications for followers? What should they be doing?What are the implications for the system? What gets in the way of moving forward?
30Myth vs. Realities of Change Myth – Everyone wants to embrace change because the organization wants to changeRealitiesMost people act first in their own self interest, not in the interest of the organizationMost people do not want to understand the What and Why of organizational changeMost people engage in organizational change because of their own pain, not because of the merits of changeJerry Patterson, Coming Even Clearer About Organizational Change
31Leading through Change All my life, I assumed that somebody, somewhere knew the answer to the problem. I thought politicians knew but refused to do it … but now I realize that nobody knows the answer. (Senge, 1990)
32How has the concept of our leadership practice changed?
33How has the leadership model changed? From hierarchical leadership-decisions are best made at the toptodistributive leadership-enlisting more of the professional staff to assume leadership rolesservant leadership-a sincere desire to work in service to the needs of othersstewardship-holding in trust the authority and responsibilities we have been given
34What did Jim Collins find in their five year research project on great organizations? Any system is designed to produce exactly what it produces.To change performance, we must change the system, and this requires new approaches to leadership.Good is the enemy of great!
35What did Jim Collins find in their five year research project on great organizations? The good to great organizations did not focus principally on what to do; they focused equally on what not to do and what to stop doing.They created a culture of discipline where disciplined people meant less hierarchy, bureaucracy, control.
36What did Jim Collins find in their five year research project on great organizations? They had leadership that was a blend of humility and professional will.They believed that you first had to get the right people on the bus, the wrong people off the bus, and the right people in the right seats and then figure out where to drive.They realized that the concept of “good is the enemy of great” is not just an organizational problem – it is a human problem.
37What did Jim Collins find in their five year research project on great organizations? They put their best people on their biggest opportunities, not their biggest problems.They created a climate where truth was heard through questions, dialogue, autopsies not blame, and red flags.They created from complexity a single organizing idea that unified and guided everything.
38Michael Fullan’s lessons for leading complex change? Give up the idea that the pace of change will slow downCoherence making is a never-ending proposition and is everyone’s responsibilityChanging context is the focusPremature clarity is a dangerous thing
39Michael Fullan’s - lessons for leading complex change? The public’s thirst for transparency is irreversibleYou can’t get large-scale reform through bottom-up strategies – but beware of the trapMobilize the social attractors – moral purpose, quality relationships, quality knowledgeCharismatic leadership is negatively associated with sustainability
40What is the overriding theme present in all research on improving student and teacher success and in reforming our schools to help all students learn?Leadership!!!
41Having thought about these attributes of great leaders and understood that leaders are made “more by themselves than any external means”, what is the evolution of your professional practice at this point in your career? How would you characterize your current practice?
42Change is Complex!Any significant innovation, if it is to result in true change, requires individual implementers to work out their own meaning.Michael Fullan