“ Building a Learning Community” School Development

Past School Development Efforts Challenge for Excellence Provincial School Assessment Project 1995 District School Improvement programs Possible reasons for limited success: - - Not focused on results - - Not staying the course - - Not paying attention to the change process (Kotter 1996) - - Complacency – establish a sense of urgency - - Critical mass - - Vision - - Removing barriers - - Short term wins - - Anchor in culture

Approaches to School Development Each approach has emerged from problems encountered in the previous approach

Approach 1 Planning of school development by senior administration and/or leadership team Planning of school development by senior administration and/or leadership team Assumes that if it is planned by administration and/or leadership team, plans will be executed and change will occur Assumes that if it is planned by administration and/or leadership team, plans will be executed and change will occur

Approach 2 Detailed attention needs to be paid to implementation Detailed attention needs to be paid to implementation Middle management are included in the formulation of plans to gain support and commitment Middle management are included in the formulation of plans to gain support and commitment Assumes that coming up with great plans is not sufficient Assumes that coming up with great plans is not sufficient

Approach 3 Building awareness of the need for change Building awareness of the need for change Creating a climate or culture supportive of desired change Creating a climate or culture supportive of desired change Equipping people throughout the organization with the skills needed to participate in planning and implementation of change Equipping people throughout the organization with the skills needed to participate in planning and implementation of change Assumes that it is essential to create readiness before, planning and implementation Assumes that it is essential to create readiness before, planning and implementation

Approach 4 The organization must be in a state of constant readiness The organization must be in a state of constant readiness Continuous plans that are open and flexible are developed, shared, and embraced by the entire organization Continuous plans that are open and flexible are developed, shared, and embraced by the entire organization Implementation occurs as a process that is dependent upon experimentation rather than a prescribed plan Implementation occurs as a process that is dependent upon experimentation rather than a prescribed plan Over time, successes are institutionalized Over time, successes are institutionalized Change occurs through action learning on an ongoing basis (not re-evaluating only once-a-year) Change occurs through action learning on an ongoing basis (not re-evaluating only once-a-year) Change occurs through action, reflection, and adjusting course throughout the process Change occurs through action, reflection, and adjusting course throughout the process Assumes that change efforts when treated as established programs, and not unfolding processes, almost always fail Assumes that change efforts when treated as established programs, and not unfolding processes, almost always fail

For the past two decades there has been a growing body of research to support the claim that: ‘if schools and school systems are to make meaningful improvements to support teaching and learning, they must increase their organizational learning capacity. ’ ‘if schools and school systems are to make meaningful improvements to support teaching and learning, they must increase their organizational learning capacity. ’ Schools must become: Professional Learning Communities. Professional Learning Communities. (Barth, 2001; Darling-Hammond,1996; Fullan,1998; Leithwood, 2000).

Theory Organizational Learning Organizational Learning Learning Organizations Professional Learning Communities Learning Communities

Five Disciplines Personal Mastery Personal Mastery Mental Models Mental Models Shared Vision Shared Vision Systems Thinking Systems Thinking Team Learning Team Learning Senge, 1990

Characteristics of a Learning Community 1. Shared vision, mission, and values 2. Collective inquiry 3. Collaborative Teams 4. Action orientation and experimentation 5. Continuous improvement 6. Results Orientation Dufour and Eaker 1998 Dufour and Eaker 1998

Defining a Learning Community A school learning community is one that promotes and values learning as an ongoing, active collaborative process with dynamic dialogue by teachers, students, staff, principal, parents, and the school community to improve the quality of learning and life within the school. Speck (1999) A school learning community is one that promotes and values learning as an ongoing, active collaborative process with dynamic dialogue by teachers, students, staff, principal, parents, and the school community to improve the quality of learning and life within the school. Speck (1999)

Learning Communities “Organizations in which all people at all levels are collectively, continually enhancing their capacity to create and pursue overall visions”. (Senge) “… “…principals, teachers, students, and parents learning together can create within their schools an ecology of reflection, growth, and refinement of practice: in short, a community of learners.” Barth (1990) “The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities”. (DuFour & Eaker) (DuFour & Eaker)

3 Dimensions of the Professional Learning Community Kruse, Louis, and Bryk (1995) 1. Characteristics 2. Structural Conditions 3. Human/Social Resources

3 Dimensions of the Professional Learning Community Kruse, Louis, and Bryk (1995) 1. Characteristics: Reflective dialogue Collective focus on student learning Deprivatization of practice Collaboration Shared values and norms

3 Dimensions of the Professional Learning Community Kruse, Louis, and Bryk (1995) 2. Structural Conditions: Time to meet and discuss Physical proximity Interdependent teaching roles Teacher empowerment/school autonomy Communication Structures

3 Dimensions of the Professional Learning Community Kruse, Louis, and Bryk (1995) 3. Human/Social Resources: Support openness to improvement Trust and respect Supportive leadership Socialization Cognitive skill base

Fundamental Principles of School Development Fundamental Principles of School Development School Development: Is focused on student learning and achievement Is focused on student learning and achievement Reflects the uniqueness of the local school environment Reflects the uniqueness of the local school environment Is consistent with, and linked to individual, district, and department plans Is consistent with, and linked to individual, district, and department plans Is a process that builds capacity within a learning community, characterized by honesty, trust, and a collaborative culture where learning is valued by all Is a process that builds capacity within a learning community, characterized by honesty, trust, and a collaborative culture where learning is valued by all

Fundamental Principles of School Development (continued) School Development: Ensures practice is guided by a vision and mission consistent with shared values Ensures practice is guided by a vision and mission consistent with shared values Directs resource allocation and use Directs resource allocation and use Is a cyclical process involving research, Is a cyclical process involving research, reflection, discovery, and renewal reflection, discovery, and renewal

Fundamental Principles of School Development (continued School Development: Is predicated upon the principle of empowerment and shared leadership Is predicated upon the principle of empowerment and shared leadership Involves all members of the learning community Involves all members of the learning community Has accountability as an integral component Has accountability as an integral component

Defining a Learning Community …organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together.

Provincial School Development Process Research based (school effectiveness/school improvement/learning communities) Research based (school effectiveness/school improvement/learning communities) Developed collaboratively with districts Developed collaboratively with districts Steeped in practice and theory Steeped in practice and theory

3-5 YEAR PLAN (Goals) VALUES VISION BUILDING CAPACITY IMPLEMENTATION MONITORING MISSION School Development Cycle COMMUNICATION EXTERNAL REVIEW INTERNAL SCHOOL REVIEW

School Development Cycle BUILDING CAPACITY

Building Capacity Building Capacity for School Development involves: Sharing and discussing related literature Sharing and discussing related literature Building a culture for school development Building a culture for school development Building commitment and motivation Building commitment and motivation Understanding benefits and limitations Understanding benefits and limitations Building leadership capacity Building leadership capacity Developing skill levels in consensus building, team building, shared decision-making Developing skill levels in consensus building, team building, shared decision-making Understanding implications for teaching and learning Understanding implications for teaching and learning Understanding and establishing timelines Understanding and establishing timelines Understanding roles and responsibilities Understanding roles and responsibilities

VALUES VISION BUILDING CAPACITY School Development Cycle

VALUES Values Shared Shared Fundamental convictions Fundamental convictions Used to establish ethical, moral priorities within the educational system Used to establish ethical, moral priorities within the educational system Guides to all behavior Guides to all behavior Reflected in the mission and vision Reflected in the mission and vision

VISION A short statement describing the ideal state a school is striving to achieve

VALUES VISION BUILDING CAPACITY School Development Cycle INTERNAL SCHOOL REVIEW

Internal/External Review Criteria Areas Climate & Culture Teaching- Learning School Organization Leadership 15 Criteria Statements 4 Areas

Internal Review Includes: Student achievement data Student achievement data Teaching and Learning Experience Teaching and Learning Experience School Climate and Culture School Climate and Culture Student Support Services Student Support Services Leadership Leadership Professional Development Professional Development School Councils (partnerships) School Councils (partnerships) Policies Policies Resources (human and financial) Resources (human and financial) Programming Programming Communication Communication School Development Plan School Development Plan Organization/Program delivery Organization/Program delivery Staff deployment Staff deployment Validation of Process Validation of Process

Internal Review Process Establish time lines for internal review Establish data collection teams Gather and organize relevant data (criteria statements) Interpretation of the data Report on the data

Internal Review Handbook Step by step procedure of the process Outline of roles and responsibilities of stakeholders Guides, templates, and samples for criteria statements Surveys/focus group questions for data gathering Guides to finding achievement and demographic data Toolbox of School Development processes, such as building learning communities and building leadership capacity

3-5 YEAR PLAN (Goals) VALUES VISION BUILDING CAPACITY School Development Cycle INTERNAL SCHOOL REVIEW

Goals General statements of desired results to be General statements of desired results to be achieved over time achieved over time Measurable and attainable Measurable and attainable Few in number Few in number Reflected in the school’s mission statement Reflected in the school’s mission statement Focused on student achievement Focused on student achievement Linked to district, provincial and teachers personal Linked to district, provincial and teachers personal professional plans professional plans Results oriented Results oriented Listed in order of priority Listed in order of priority

Objectives Specific targets or milestones set to promote achievement of a particular goal by a specific date Specific targets or milestones set to promote achievement of a particular goal by a specific date Answer both what and when Answer both what and when Express, in measurable, broadly stated terms, what will be done in a reasonable and specified period of time. Express, in measurable, broadly stated terms, what will be done in a reasonable and specified period of time.

Strategies Broad commitments to deploy resources Broad commitments to deploy resources Express broadly the objectives are to be achieved Express broadly how the objectives are to be achieved

Action Plans A detailed description of what is required to accomplish each strategy. Includes: A detailed description of what is required to accomplish each strategy. Includes: Individual responsibility Individual responsibility Target Dates (beginning and ending dates) Target Dates (beginning and ending dates) Monitoring Monitoring Resource requirements Resource requirements Communication methods Communication methods Professional development needs Professional development needs

3-5 YEAR PLAN (Goals) VALUES VISION BUILDING CAPACITY MISSION School Development Cycle INTERNAL SCHOOL REVIEW

MISSION A brief, clear statement reflecting the goals of the school A brief, clear statement reflecting the goals of the school Sets out purpose of the goals Sets out purpose of the goals Anchor points for developing and assessing Anchor points for developing and assessing goals, objectives, and strategies goals, objectives, and strategies Is cyclical Is cyclical

3-5 YEAR PLAN (Goals) VALUES VISION BUILDING CAPACITY MISSION School Development Cycle EXTERNAL REVIEW INTERNAL SCHOOL REVIEW

External Review Conducted every 3-5 years Conducted every 3-5 years Provides feedback to school on validity of the Internal School Review and the School Development Plan Provides feedback to school on validity of the Internal School Review and the School Development Plan Conducted by an individual or team external to the school Conducted by an individual or team external to the school Uses the same provincial criteria statements used in the internal Review Uses the same provincial criteria statements used in the internal Review Involves a school visit Involves a school visit Provides a report to the school, school council, district and department Provides a report to the school, school council, district and department Makes recommendations for change where deemed appropriate Makes recommendations for change where deemed appropriate

Internal/External Review Criteria Areas Climate & Culture Teaching- Learning School Organization Leadership 15 Criteria Statements 4 Areas

External Review Includes: Student achievement data Student achievement data Teaching and Learning Experience Teaching and Learning Experience School Climate and Culture School Climate and Culture Student Support Services Student Support Services Leadership Leadership Professional Development Professional Development School Councils (partnerships) School Councils (partnerships) Policies Policies Resources (human and financial) Resources (human and financial) Programming Programming Communication Communication School Development Plan School Development Plan Organization/Program delivery Organization/Program delivery Staff deployment Staff deployment Validation of Process Validation of Process

External Review Handbook ► Overview (context, purpose, expectations) ► Procedures (before, during, after school visit) ► Responsibilities ► Reporting ► Appendices ► Report template

3-5 YEAR PLAN (Goals) VALUES VISION BUILDING CAPACITY IMPLEMENTATION MONITORING MISSION School Development Cycle EXTERNAL REVIEW INTERNAL SCHOOL REVIEW

Implementing and Monitoring Includes: Continuously monitoring progress and effect Continuously monitoring progress and effect Making necessary adjustments Making necessary adjustments Developing support structures Developing support structures Working in teams and team building Working in teams and team building Involving various stakeholders Involving various stakeholders Professional development Professional development Multi-level monitoring Multi-level monitoring Accountability Accountability Commitment to the Plan Commitment to the Plan Appropriate resourcing Appropriate resourcing

Roles for Implementation and Monitoring School Planning Team Action Teams Administrators Staff Students School Development Program Specialist District Personnel School Councils/Parents Department of Education Other

3-5 YEAR PLAN (Goals) VALUES VISION BUILDING CAPACITY IMPLEMENTATION MONITORING MISSION School Development Cycle COMMUNICATION EXTERNAL REVIEW INTERNAL SCHOOL REVIEW

Communication Plan submitted to the School Council Plan submitted to the School Council Members of the school community are informed about the plan (Websites, newspaper, newsletters, memos, meetings ) Members of the school community are informed about the plan (Websites, newspaper, newsletters, memos, meetings ) Plan submitted to district office, board members Plan submitted to district office, board members Regular School development progress reports (School Council, staff, SD planning team, parents, district office) Regular School development progress reports (School Council, staff, SD planning team, parents, district office) Celebrate successes Celebrate successes Annual School Report (primary means) Annual School Report (primary means)

Annual School Development Report 1. Cover Page 2. Overview of School - Physical Location - Physical Location - Number of Employees/students/classes - Programs and services provided - Some key highlights/special projects - Partnerships Year School Development Plan 4. Report on School Development Plan from Previous Year 5. School Development Plan for Current Year

3-5 YEAR PLAN (Goals) VALUES VISION BUILDING CAPACITY IMPLEMENTATION MONITORING MISSION School Development Cycle COMMUNICATION EXTERNAL REVIEW INTERNAL SCHOOL REVIEW

“The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities”. (Defour & Eaker) “The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities”. (Defour & Eaker)