1. Systemic Transformative Actions for Improved Productivity
Today begins the last of the presentations for the Curriculum Leadership Academy. In session one, we talked about the importance of preparing the system for transformation, touching on what it took to connect, lead, and influence people within the organization to know what the “core work” is, how to do the work, and why transformative action was the new imperative. Today, we will end the CLA with more in-depth discussion around transformation and what is necessary to design and implement a systemic model and process for transformative actions.
Elizabeth A. Clark, Ed.D.
Associate Superintendent Curriculum and Instruction

2. Schedule for LOL
8:00 - 9:00 Systemic Transformative Actions for Improved Productivity 9:00 - 9:45 Using a Scenario to Address PLC Questions 2 and 3 9:45 – 10:00 Break 10: :30 Book Study 10:30 – 11:00 Preview of Professional Learning Evaluation

3. Vision of Preferred Future
Moving from Current Status to Preferred Future
Current Status
Vision of Preferred Future
Strategic
Action
Effective plc – random acts of improvement will not sustain improvement over time

4. …will not lead to sustained
Random Acts of Improvement
District
Goals & Measures
Aim of the
…will not lead to sustained
improvement over time.
The pressure is on if we desire to be competitive in a global economy, equip our graduates to do knowledge work, problem-solve, work collaboratively, be creative, and innovate. Therefore, random acts of improvement will not lead to sustained improvement over time.

5. Random Acts Leave Children Behind
school starting line
We know and have acknowledged that demographic and societal changes have had and will continue to have an impact on our
current educational system. If we are truly honest with ourselves, we know that our needs have changed, our clientele has changed,
our financial support is under attack, yet schools have not changed in response to these circumstances. We still have an industrial
model with a focus on compulsory attendance, not compulsory learning. Larry Lezotte said it well when he stated that, “Changing
the mission of public education from compulsory attendance with optional learning to compulsory learning represents a significant
paradigm shift.”
teaching
testing

6. Aligned Acts of Improvement
Aim of the
District
District
Goals & Measures
Quality improvement is eliminating random variation around an optimal targeted value.
Quality is defined as controlling random variation and quality improvement is eliminating random variation around an optimal targeted value. Schools will improve when alignment is built into the system, constancy of purpose around goals is at the advocacy level, and there is a commitment to continuous improvement process through the use of data.

7. What do students need to know and be able to do?
PLC in Birdville ISD
Last LOL meeting, we focused on and discussed strategies around Question 1 of the PLC:
What do students need to know and be able to do?

8. PLC in Birdville ISD
This time, we want to focus on and discuss strategies around Question 2 and Question 3 of the PLC:
How do we know if students know and can do what we have taught?
3. How do we respond when students aren’t successful in learning what we have taught?
Remove red from title – system, systemic actions

9. CURRICULUM. DATA. COLLABORATION.
The Work of Leaders…
Building shared responsibility for student learning is an ongoing journey that requires leadership at all levels, organizational and personal alignment, planning and effective teaching.
CURRICULUM. DATA. COLLABORATION.

10. System Curriculum Alignment Model
System Curriculum Alignment Model - Title

11. 3 Levels of Curriculum Alignment Written Curriculum Tested Curriculum
Taught Curriculum
Tested Curriculum
School System
School
Classroom
Articulation
Coordination

12. Dynamic Organizations
Organizations are either improving & evolving or decaying and dying.
Nothing is static. Organizations are either improving and evolving into a new state, or they are decaying and dying. This implies that to be excellent, a continuous and dynamic process is necessary.

13. Continuous Improvement
Process Model

14. Continuous
Improvement
Is the result of a pragmatic, systemic and systematic process driven by customer needs, expectations, and requirements.
In HEB, continuous improvement is embedded into the culture. It represents processes that are used to focus on the customer needs, address the expectations, and requirements for high academic performance of all students.

15. Adhering to a Continuous Improvement Model
Validates the need for improvement
Clarifies organizational purpose, goals and measures
Creates a system-wide and systematic approach to continual improvement
Translates the approach into aligned actions at all levels of the organization
Provides a results orientation based on data
Moves the organization to improve
The HEB Continuous Improvement Model does the following: validate the need for improvement because data are used. It clarifies organizational purpose, goals, and measures. The model is used throughout the organization to adopt and used approaches that are aligned. Measurements are used, results are analyzed, and actions are taken to make necessary improvements.

16. CURRICULUM.DATA.COLLABORATION
Teachers
Are the prime deliverers of the mission of the school system
Are the most important group in the organization in terms of the organization accomplishing its goals
Need professional development to be goal-focused, needs-driven, collaborative, and providers of quality instruction using high leverage strategies based on best practice
CURRICULUM.DATA.COLLABORATION

17. The Transformational Cycle
Rules
Roles
Relationships
Norms
NEW!
The transformation cycle is the essence of deep change. It is in this process that new rules, roles, relationships, and norms emerge and become integrated into the new system.

18. The Transformational Cycle Transformational Phase
Uncertainty
Phase
Insight
Confirmation
Panic
Exhaustion
Experimentation
Synergy
Vision
Mastery
Desire
Illusion
Routinization
Stagnation
Fear of Failure
Routinization Phase
Initiation
Phase
CONNECT. LEAD. INFLUENCE Robert Quinn

19. CI Components System Alignment – Removal of Slack
Systems Improvement - Focus on Results
Systems Integration - Coherency
HEB works toward system alignment, system-wide improvement, and system integration . This requires tightening the system and removing “slack” or ambiguity, creating an environment based upon getting results, and then having system coherency where all parts of the system are working together.

20. NO SURPRISES FOR CHILDREN
“The main thing is to keep the main thing THE MAIN THING.”
Stephen Covey
This is a quote from Stephen Covey that conveys Deming’s idea of “constancy of purpose.” It is easy for school system officials to get lost in the daily demands made upon them. In many large school systems the unplanned “fire fighting” is near totally consuming, preventing system officials from dealing with the issues that will be presented in the next slides regarding internal system variance issues and that are part of the six standards in 50 Ways.
The doctrine of no surprises is to ensure that no matter what content students encounter on a test, they are not surprised because they have been taught that content, in a variety of contexts, in the classroom. 
NO SURPRISES FOR CHILDREN
1-20
1-20
© 2009 CMSi

21. “Most of us seek quantum leaps in our performance levels by following a strategy of incremental investment. This strategy simply does not work. The land of excellence is safely guarded from unworthy intruders. At the gates stand two fearsome sentries—risk and learning. The keys to entrance are faith and courage.”
Robert Quinn

22. Question 2 How do we know if students know and can do what we have taught?

23. RtI in Birdville Goals for today:
Build shared knowledge around Question #3: How do we respond when a student experiences initial difficulty in learning?
Understand RtI roles and responsibilities and begin thinking about implications for your campus.

24. Question #3
Instructional decisions regarding students not making adequate progress should be determined during a Collaborative Conference, based on a preponderance of evidence of student performance and the most appropriate setting for delivering the required intervention.

25. Collaborative Conference
A Collaborative Conference is a group of education professionals coming together to consider student-specific data, brainstorm possible strategies/interventions, and develop a plan of action to address a student-specific need.

26. Professional Learning Community
A collaborative team focused on student learning whose members work interdependently to achieve common goals for which they are mutually accountable.

27. Roles and Responsibilities
Review the roles and responsibilities document, considering implications for your campus
Record each implication on a sticky note and post on wall chart.

28. Potential Point of Confusion
Professional Learning Community
Collaborative Conference
Complete the Venn diagram using the chart paper on your table.
Outline similarities/differences/commonalities of PLCs and Collaborative Conferences
Remember to use information about roles and responsibilities.
Hang diagram on wall for group review.

29. Formative Assessment
Divide and Conquer