1. An Inside look at District and School Transformation
GREENE COUNTY’s Transformation Plan
Greene County Transformation Team 2012

2. The primary aim of education is not only to enable students to do well in school, but to help them do well in the lives they lead outside of school.
Greene County Transformation Team 2012

3. Desired Outcome: To view change as Systems Thinking
With views from:
District Level
School Level
Classroom Level
Student Voices
Greene County Transformation Team 2012

4. Is this us?
Schools with a record of failure typically exhibit signs of dysfunction such as: discipline problems, tardiness and absenteeism, a lack of collaboration, low morale, and strained relations with staff are some common features of failing schools. These schools usually serve the most-disadvantaged students, who come to school with a variety of unmet social needs. Turning them around requires an ability to respond to some of these needs and to transform the school culture.
Greene County Transformation Team 2012

5. Third Key Trend
Importance of “Relationships” in learning and deeply understanding the students who struggle in our systems.
(Hattie Wiggins 2004)
Greene County Transformation Team 2012

6. K-12 Literacy Plan GC Strategic Plan Strategic Leadership
District Level
Superintendent’s
Goals
CCS/ES
NC and USED
Transformation
Greene County Transformation Team 2012

7. The SIP Process:
Greene County Transformation Team 2012

8. We believe:
Successful transformation cannot be accomplished by a mandate. Rather, positive learning environments develop through internal accountability, shared vision, buy-in around clear goals and procedures, and the development of community.
Greene County Transformation Team 2012

9. NC Transformation:
Greene County Transformation Team 2012

10. NC Framework for Action: Transformation
Greene County Transformation Team 2012

11. Greene County Transformation Team 2012

12. Greene County Transformation Team 2012

13. Greene County Transformation Team 2012

14. Greene County Transformation Team 2012

15. Greene County Transformation Team 2012

16. “Develop our people: Build capacity”
Broaden the definition of learning in our schools and districts to include adults.
Greene County Transformation Team 2012

17. The Teaching Profession…
“By definition, a profession is the work of persons who possess a body of knowledge, skills and practices that must be continually tested and upgraded with colleagues. A professional field, as opposed to a technical one, is one that prizes constant dissatisfaction with one’s own practice.” (Carl Glickman, 2002)
“is a founding member of The Forum for Education and Democracy, a progressive education policy center, and serves on the steering committee of the National Campaign for the Civic Mission of Schools, co-chaired by Sandra Day O’Connor and Roy Romer. Carl is the author of 13 books on school leadership, educational renewal, and the moral imperative of education.” ASCD blurb
Greene County Transformation Team 2012

18. Our focus must be on the way we teach and learn: Collegiality
Concrete and precise talk about teaching
Planning and making materials together
Observing one another
Teaching one another about the practice of teaching
Asking for and providing one another with assistance
Little and Rosenholtz
Greene County Transformation Team 2012

19. Themes
Classroom Instruction must be outstanding and align Relationships, Rigor, Relevance (3R’s) with 21st Century Learning (4 C’s)
You Need a Strategic Systems Approach:
Instructional leadership
Greene County Transformation Team 2012

20. Instructional Leadership
Skillful Teaching
Student Achievement
Instructional Leadership
Strategic Leadership
Greene County Transformation Team 2012

21. SkillfulTeaching How students learn Instructional strategies Content
Relationships
Assessment to guide instruction
Rigor and relevance
Greene County Transformation Team 2012

22. What accounts for student learning?
Greene County Transformation Team 2012

23. Hattie’s Observable Learning: Effect Size
1.0 indicates one standard deviation typically associated with advancing children’s achievement by two or more years (improving the rate of learning by 50%)
Hattie set a bench mark of .40 as the minimal desired effect
Hattie 2011
Greene County Transformation Team 2012

24. Student Feedback
"Academic feedback is more strongly and consistently related to achievement than any other teaching behavior.  This relationship is consistent regardless of grade, socioeconomic status, race or school setting.” Grant Wiggins 2004
"When feedback and corrective procedures are used, most students can attain the same level of achievement as the top 20% of students”
Grant Wiggins. 1998
Greene County Transformation Team 2012

25. Some Key data Student expectations of self 1.44
Providing formative evaluation .90
Teacher Clarity .75
Class size .21
Retention .16
(HATTIE 2011)
Greene County Transformation Team 2012

26. Skillful Teaching
Embrace rigorous and relevant expectations for all students (+.75)
Build strong relationship with students (+.72)
Possess depth of content knowledge and make it relevant to students (+.69)
Facilitate rigorous and relevant instruction based on how students learn (+1.28)
Use assessments to guide and differentiate instruction (+.90)
Demonstrate expertise in use of instructional strategies, technology, and best practices (+.60)
Use Varied, ongoing Assessments to Inform and differentiate Instruction (+.90)
Make content meaningful to l
learners (+.69)
Cultivate
Caring
relationship with students (+.72)
Engage in Targeted and Sustained Professional Growth (+.62)
Embrace rigorous and relevant expectations for all students (+.75)
Greene County Transformation Team 2012

27. Instructional Leadership
Literacy Instruction
Data-driven SIP & PLTs
CCS Curriculum
Teacher Efficacy: Provide professional growth
High expectations
Greene County Transformation Team 2012

28. Instructional Leadership
Provide opportunities for focused professional collaboration and growth
Facilitate data-driven decision making to inform instruction
Use research to establish urgency for higher expectations
Align curriculum to standards
Integrate literacy and math across all content areas
Use Data to Guide Instruction
Create Teacher Selection, Support and Evaluation System
Integrate Literacy and Math across Curriculum
Align Curriculum to Standards
Use Data to set High Expectations
Greene County Transformation Team 2012

29. Third Key Trend Systems Thinking! Strategic Leadership is
Greene County Transformation Team 2012

30. Third Key Trend Implementing the CCS/ES
Greene County Transformation Team 2012

31. Strategic Leadership Build leadership Selection, support, evaluation
Structure and systems
Build leadership
Selection, support, evaluation
Vision Mission
Data systems
Culture
Greene County Transformation Team 2012

32. Strategic Leadership Create a culture Establish a shared vision
Align organizational structures and systems to vision
Build leadership capacity
Align teacher / administrator selection, support, and evaluation
Support decision making with data systems
Adjust the Organizational Structure
Leverage Data Systems
Greene County Transformation Team 2012

33. INSTRUCTIONAL LEADERSHIP
STUDENT
LEARNING
-----
ACHIEVEMENT
Knowledge
Base on
Teaching
CCS/ES and
Performance
Standards
SKILLFUL TEACHING
District Goals
North Carolina
Evaluation
System
Coaching
Skills
INSTRUCTIONAL LEADERSHIP
STRATEGIC LEADERSHIP
Shared
Leadership
Collaboration
Collegiality
SIP
Accountability
Greene County Transformation Team 2012

34. Instructional Leadership
Skillful Teaching
Student Achievement
Instructional Leadership
Strategic Leadership
Greene County Transformation Team 2012

35. Characteristics of 90 90 90 schools
Laser-like focus on student achievement
Collaborative scoring of real student work
Nonfiction writing—restoring the balance
Multiple opportunities for success: Feedback!
Greene County Transformation Team 2012

36. What does the research say?
Doug Reeves (2012)
ttp:// - navigation-top
Greene County Transformation Team 2012

37. Third Key Trend A K-12 Literacy Plan
Greene County Transformation Team 2012

38. VISION graduate all students with literacy skills
ensure success for college and career readiness
global society

39. MISSION ensure high quality, balanced literacy instruction
every Pre-K through 12 classroom
students can access a literacy rich society

40. MEASURABLE GOALS understand purpose of district framework
evaluate status of literacy instruction
make recommendations for best practices
create district outline of literacy expectations
establish timeline and action steps for implementation

41. DELIVERABLES implementation review rubrics goal committee data
balanced literacy framework
implementation plan

42. Instructional Leadership
Skillful Teaching
Student Achievement
Instructional Leadership
Strategic Leadership
Greene County Transformation Team 2012