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An Inside look at District and School Transformation

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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://www.leadandlearn.com/multimedia-resource-center - 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


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