Presentation on theme: "Dysfunctional schools-Are they beaten or can they be turnaround?"— Presentation transcript:
1Dysfunctional schools-Are they beaten or can they be turnaround? Pierre du PlessisUniversity of Johannesburg
2IntroductionTurnarounds seek to take schools from bad (beaten) to great within a short period.Thousands of schools are deemed in need of improvement, and many districts need expert assistance to fix their troubled schools.Most lack capacityA successful turnaround requires transforming culture expectations and routinesReformers should not hesitate to change principals and school leaders to jump-start the turnaround processReformers need to view school turnarounds as an all-or-nothing proposition to avoid pitfalls caused by unclear or conflicting objectivesTurnarounds are not a time to cherry-pick the more popular or painless components of reform or pursue them incrementally.Unless leaders, staff, districts and departments are deeply and irrevocably committed to making a turnaround work, school reform are likely to fail.
3SUCCESSFUL SCHOOLS INTRODUCTION How do successful schools operate?Must have specific characteristics.Successful or beaten?Do you see the red and green light?Are the learners and staff happy?What is the schools’ image in the community?The ultimate measure of success is a learning community that helps all learners, regardless of background or ability, to achieve high standards of scholarship and citizenship
4Successful Schools Vision A vision clearly articulated statements of goals, principles, and expectations for the entire learning community.A common unifying vision is achieved when administration, teachers, support staff, learners, families, and demographically representative community members are able to clearly communicate that vision through the daily operation of the school district.A vision become a guiding force when all educational decisions are based on its framework and goals
5Successful Schools Vision A clear vision is like a road map. Without a good map it is difficult to determine where you are going and impossible to know when you arrive. Many schools are still lost and beatenA vision allows school leaders to create a compelling view that excites and engages other constituents to join in the educational journey
6Successful Schools Vision-Key ideas Effective schools have a clearly defined vision for the improvement of learning for each and every learnerEmphasis is on the achievement of a broadly defined set of standards that includes academic knowledge, skill, development, and standards of the heartGoals are framed in a way that can be benchmarked through the school year and measured at year endCommunication about the goals as well as progress toward them is a regular part of school activities among all constituents
7Successful Schools Vision Successful schools have a vision that is accompanied by other strategic planning that guides decision making, as well as program implementation components such as:- goal statements, means to accomplish the goals and timelines-Links education standards to teacher expectations and student performance-Fosters district wide expectations and experiences that result in all learners mastering challenging standards at proficient or above levels-Engages the entire learning community to take responsibility for all learners learning-Includes carefully defined terms that are known and supported by all constituents-Is developed with representation from a wide variety of demographic groups-Articulates the learning community’s commitment to both excellence and equity in the school
8Successful Schools Leadership Strong leadership promotes excellence and equity in education and entails projecting, promoting and holding steadfast to the vision, allocating resources, communicating progress, and supporting the people, programs, services, and activities implemented to achieve the schools’ visionAn educational leader is needed to focus efforts on excellence and equity in education
9Successful Schools Leadership: Key ideas Leadership roles are assured by a variety of persons in addition to principals. IDSO’s, including teachers, parents, learners, and community leadersLeaders demonstrate knowledge, respect, and responsiveness to the diverse cultures, contributions, and experiences that are part of the school and societySchool leaders expect- and hold staff accountable for challenging all learners with a rigorous, culturally relevant curriculum and for demonstrating high expectations for each learnerSchool leaders ensure that each school has financial, material, and programmatic resources adequate to provide each learner an equitable opportunity to learn
10Essential practices to turn a dysfunctional school into thriving community School must use a research-based curriculum, aligned with district, state and national standards and taught with fidelity to all learnersSchool environment and culture must be safe, secure and orderly so that learning can happenBoth the amount and quality of instructional time must be increased for all learners, particularly in reading, math and writing, including substantial time for guided practice of acquired skillsStudent achievement must be monitored constantly and consistently, using technology to both assess and analyze dataSchool policies and procedures must support the ongoing implementation of educational best practices-not just on professional development days, but every day of the school year
11Successful Schools Leadership: characteristics Demonstrate flexibility in dealing with change and a willingness to experimentMakes decisions based on attaining the most possible results for learners, rather than adhering to or maintaining an established systemAnalyzes disaggregated data from multiple sources and uses it to inform decisionsUses technology effectively to lesson the load of routine tasks and to provide effective communicationsRecognizes individual differences in staff and learners and provides opportunities to meet their needsFacilitates and builds consensus that guides rather than mandates
12Successful Schools Leadership: characteristics Uses a blend of top-down and bottom-up decision-making processesInspires, persuades, and influences others by their own actions and attitudesStays current on educational researchResponds to the needs of culturally and linguistically diverse learnersMaintains a focus on the possibilities and opportunities instead of barriersCultivate a support for the school and its mission among all segments of the community, school governing body. District, and other concerned groups and individuals
13Successful Schools High Academic Standards High academic standards in each and every subject are the foundation to academic successAcademic standards provide a clear definition of expectations for all learnersStandards serve as a common target for learners, staff and parents
14Successful Schools High standards: Key Ideas Academic standards clearly identify what all learners should know and be able to do across the curriculumBenchmarks provide evidence of progress toward achieving the standardsTo provide learners the opportunity to gain knowledge, skills, and processes identified in the standards.Curriculum, instruction, and climate must be aligned with the standards
15Successful schools High standards: characteristics Expect all students will achieve at high levelLink to local, state, and national standardsEstablish measurable performance indicators and benchmarks for all learnersEmphasize conceptual understanding and the application of knowledge, skills, and processesCommunicate learning expectations to learners and parentsServe as basis for culturally inclusive curriculumAre used by teachers to guide instructional planning and implementation for diverse learnersGuide assessment strategies which inform learners, parents, teachers, and community members about learner achievement
16Successful Schools Standards of the heart In a school standards of the heart help learners to become caring, contributing, productive, and responsible members of societyThis includes: advocating for equity, diversity, fairness, inclusiveness and justice; making responsible decisions; caring about others; contribute to the community; developing personal and interpersonal skills; and developing and adhering to a core set of values.The world of work requires individuals who are capable of managing their own health and well-being, and who have the skills necessary for problem solving, self-direction, self-motivation, self-reflection, lifelong learning, human relations, conflict resolution, and healthy relationships
17Successful Schools Standards of the heart: Key Ideas Families, with support of schools, help learners meet life’s challenges and become healthy, caring and productive citizensSchools are places where youth have access to many significant adults to help them feel collectively and individually valuedHigh expectations for staff and learners include expectations for behavior and result in a positive and safe school environmentSchools are places learners can learn and practice positive interpersonal, cross-cultural, and citizenship skills
18Standards of the heart Characteristics Help learners learn and model a set of values such as respect, honesty, courage and responsibilityCreate a positive school climate, free of stereotyping, harassment, hate, and violence and filled with a concern for justice and fairnessHonor traditionsEncourage youth and adults to use their talentsPromote healthy and positive relationshipsProvide a variety of relevant, multicultural curricular and co-curricular programsEstablish high expectations for learner and staff behavior in the classroom
19Family, school, community Characteristics Include administrative leadership and support for partnershipsProvide well-designed, goal-orientated, and culturally responsive activitiesAre geared to the diverse needs of familiesFoster varied imaginative forms of two-way communicationBuild on strengths within the family school and communityRecognize that not all parents have experienced affirming and respectful relationships with schools and educators
20Family, school, and community partnerships Family and community participation recognizes the important role that families and schools play in helping all children succeed in school and in life. Partners brings their own strengths, skills. Perspectives and knowledge to the educational processResearch clearly shows the important role families play in the success of their child’s learning. School becomes a better place
21Family, school and community Key ideas When parents, learners, teachers and others view one another as knowledgeable partners in education, a caring community forms around learnersPartnerships must be an integral part of the school’s regular workLearners learn and grow at home, at school, and in their communitiesThe best predictor of a learners’ achievement in school is not income and status, but the extent to which the learner’s family is able to (1) create a home environment that encourages learning; (2) communicate high, yet reasonable expectations for their children’s achievement and future careers; and (3) become involved in their children’s education at home, at school and in the community
22Successful schools Professional development Professional development is a continuous learning process across all levels of education for the entire learning communityQuality professional development expands the capacity of the learning community to realize its vision and reach its goalsProfessional development ensures that the school staff have the content, process, knowledge, skills, dispositions, and accountability to help learners achieve high standards
23Professional development Characteristics Focus on individual and organizational development related to improving learner achievementDevelops expertise in both content and processFocuses on teaching and learning for all learnersIs relevant and research-basedIs sustained and supported by modeling, coaching, and specific problem solvingHelps school staff meet the needs of a diverse learner populationIs based on up-to-date knowledge about how learners learnIncludes accountability measures for changing practices based on professional development
24Successful schools Evidence of success Evidence of success is found in the data related to learner achievement, behaviors, programs, demographics and staff perceptionsSuccessful schools gather and use a variety of information to improve teaching and learningEvidence both shapes a school’s goals and documents progressWhile maintaining high standards for all learners, monitoring gaps for historically underserved learners should be a primary goal; this gap should narrow significantly year after year.
25Evidence of success Characteristics Is directly related to preset goals and objectivesIs recent and relevantIncludes academic as well as other learner behavior-related information (for example, truancy, attendance, dropout rates, and discipline referralsBrings about improved achievement results for all learnersIs communicated in an easily understood way to the learning communityIdentifies achievement gaps related to gender, race, ethnicity, disability and income.
26Outstanding teachers: beliefs Transformability rather than the ability of childrenAll children can succeedIntelligence is multifaceted and each intelligence can be developedChildren’s failure to learn is not a sign of a lack of ability but is a challenge to teachingChildren making efforts to learn is an indication of their character not of their lack of abilityTeachers have hope, optimism, enthusiasm and energyTell good storiesAre expert questionersProvide an example of learning themselves
27Outstanding teachers Have an infectious enthusiasm for what is taught Are creative about curriculum and pedagogyAre unpredictable in teachingTeach outside the classroomHave new skills and understandingCapacity to think creatively within disciplinesAbility to tackle problems and issues that do not respect disciplinary boundariesKnowledge and ability to interact civilly and productively with individuals from different cultural backgroundsFostering of tolerance and respect
28ConclusionThe discipline of school success lies in developing strong internal processes for self-monitoring and reflection- not in meeting an artificially imposed schedule of improvement.So how long does it take? A year , two or three years?Educators know deep down that this is not the right question because it implies a finish line or a summit that we will someday reach.But success does not work like this!Some days we may feel like Sisyphus, forever pushing the boulder up the mountain, never to reach the topBut other days we get to what we thought was the summit and realize that still greater things are possible, things we could not see from below.Are you ready for the challenge? Why wait –GO!