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

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

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

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

Third Key Trend Importance of “Relationships” in learning and deeply understanding the students who struggle in our systems. (Hattie 20122 Wiggins 2004) Greene County Transformation Team 2012

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

The SIP Process: Greene County Transformation Team 2012

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

NC Transformation: Greene County Transformation Team 2012

NC Framework for Action: Transformation Greene County Transformation Team 2012

Greene County Transformation Team 2012

Greene County Transformation Team 2012

Greene County Transformation Team 2012

Greene County Transformation Team 2012

Greene County Transformation Team 2012

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

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

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

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

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

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

What accounts for student learning? Greene County Transformation Team 2012

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

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

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

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

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

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

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

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

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

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

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

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

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

What does the research say? Doug Reeves (2012) ttp://www.leadandlearn.com/multimedia-resource-center - navigation-top Greene County Transformation Team 2012

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

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

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

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

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

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