1. Achieving High Quality Outcomes for Students through Continuous School Improvement Defining the Culture and Sprit of Schools

2. Teacher as Learner Collegiality Policies Knowledge & Skills Instructional Program Coherence Instructional Practices Family & Student Centered Student Outcomes Leadership Commitment Shared Purpose Community Dispositions Data-based Decision-Making Infrastructure Resources Data-based Decision-Making Research Data-based Decision-Making Family Partnerships DRAFT 11/04

3. Teacher as Learner Collegiality Policies Knowledge & Skills Instructional Program Coherence Instructional Practices Core values Outcomes Leadership Commitment Share Purpose Community Dispositions Data-based Decision-Making Infrastructure Resources Data-based Decision-Making Research Data-based Decision-Making Resources Leadership Commitment Collegiality DRAFT 11/04

4. Literature Supporting the Theory of School Culture

5. What is an Organization? “An organization is a collective entity for accomplishing specific tasks. Every organization has a group of systems-a culture system, a strategic system, a technical system, and a political system.” (Quinn, 1996, p. 60)

6. Designing Professional Development (Guskey, 2002)

7. A Comprehensive Framework for Classroom & School Improvement Leadership and Mobilization Student Engagement and Learning Classroom Improvement Teacher as Learner School Improvement (Fullan & Rolheiser-Bennett, 1990)

8. A Comprehensive Framework for Classroom and School Improvement Leadership and Mobilization (Fullan & Rolheiser-Bennett, 1990)

9. Leading Complex Change (Lippitt, 2003) VISIONCAPABILITIES RESOURCES ACTION PLAN RESTRANT; RESISTANCE VISIONINCENTIVESRESOURCES ACTION PLAN ANXIETY VISIONINCENTIVESRESOURCES FALSE STARTS CAPABILITIES VISIONINCENTIVES ACTION PLAN FRUSTRATION CAPABILITIES INCENTIVESRESOURCES ACTION PLAN CONFUSION CAPABILITIES VISIONINCENTIVESRESOURCES ACTION PLAN SUCCESS CAPABILITIES

10. The Benefits of Complex Change VISIONINCENTIVESRESOURCES ACTION PLAN SUCCESS CAPABILITIES Confidence UNDERSTANDING Engagement Commitment Advocacy (Lippitt, 2003)

11. Clarity of Purpose Leadership Commitments Infrastructure Community Development & Education Allocation of Resources Assessment Mechanisms Knowledge, Skills, & Dispositions Professional Community Instructional Program Coherence Resources Leadership Commitment (Burello, 2004)

12. Research Policy Practice (McGregor & Volgelsberg, 1998)

13. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement (Sugai & Horner, 2002)

14. Effective Support in Schools Building Based Systems Individual Student Systems Classroom Based Systems District-Wide Systems (Sugai & Horner, 2002)

15. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems (Sugai & Horner, 2002)

16. School Systems Family Systems Student Systems Community Systems (Sugai & Horner, 2002)

17. Inclusive Philosophies, Practices, Structures and Policies Build capacity Approach change systematically Link change to policy Use general education as the context (Salisbury, Strieker, Roach, & McGregor, 2001)

18. Resources Burello, L. (2004). District and School Capacity. Fullan, M., Bennett, B., & Rolheiser-Bennett, C. (1990). Linking classroom and school improvement. Educational Leadership, 47(8), 13-19. Guskey, T. R. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press, Inc. Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 50(6), 45-51.

19. Resources Lippitt, M. (2003). Leading Complex Change: Enterprise Management, LTD. McGregor, G. V., R. T. (1998). Inclusive Schooling Practices: Pedagogical and Research Foundations: A Synthesis of the Literature that Informs Best Practices about Inclusive Schooling. Baltimore, MD Paul H. Brookes Publishing Co., Inc.

20. Resources Salisbury, C., Strieker, T., Roach, V., & McGregor, G. (2001). Pathways to Inclusive Practices Systems Oriented, Policy-Linked, and Research-Based Strategies that Work. Retrieved. from http://www.urbanschools.org/publications/consortium_inc lusive.html. http://www.urbanschools.org/publications/consortium_inc lusive.html Sugai, G., & Horner, R. (2002). Overview of School-wide Positive Behavior Support. Paper presented at the OSEP Center on Positive Behavioral Interventions & Supports. Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass.