1. School Improvement Conference April 27, 2006 Framing the Framework Dr. Yvonne Caamal Canul, Director Office of School Improvement

2. My School has a School Improvement Planning Process YESNO I understand the school improvement process YESNO STOP

3. School Improvement Framework For today… For today… Don’t think about “the plan”Don’t think about “the plan” Don’t think about NCLBDon’t think about NCLB Don’t think about EdYES!Don’t think about EdYES! Don’t think about complianceDon’t think about compliance Don’t think about external accountabilityDon’t think about external accountability Think about coherenceThink about coherence

4. School Improvement Framework For Today… For Today… Think about the language we use to describe continuous school improvementThink about the language we use to describe continuous school improvement Think about the conversations we have that are about teaching and learningThink about the conversations we have that are about teaching and learning Think about the systems we have in place that encourage and foster a shared understanding about continuous improvementThink about the systems we have in place that encourage and foster a shared understanding about continuous improvement

5. Think about how the SI Framework can help us develop and sustain Think about how the SI Framework can help us develop and sustain INTERNAL ACCOUNTABILITY Today is about helping you in the journey towards developing mental models, a shared understanding, and protocols of practice about school improvement Today is about helping you in the journey towards developing mental models, a shared understanding, and protocols of practice about school improvement School Improvement Framework

6. SIF for Internal Accountability SIF: A blueprint for building an internal accountability system SIF: A blueprint for building an internal accountability system

7. Basic Assumptions About Accountability Schools address accountability using their own internal standards – Schools address accountability using their own internal standards – BEFORE policy or legislation created accountability standards. Internal accountability precedes and determines external accountability. Internal accountability precedes and determines external accountability. R. Elmore

8. Basic Assumptions About Accountability Highly aligned and coherent accountability systems have shared protocols for guiding their accountability discussions. Highly aligned and coherent accountability systems have shared protocols for guiding their accountability discussions. Highly aligned and coherent accountability systems don’t need external accountability standards. Highly aligned and coherent accountability systems don’t need external accountability standards. R. Elmore

9. Elements of Internal Accountability Systems Responsibility How individuals view their own participation in the organization – role, function, practices, responsibility, work. How the organization describes the work, practices, and participation of the individual in the organization. ExpectationsAccountability The routines, practices, processes, protocols that organize the work. R. Elmore

10. Coherence in Accountability Coherence is the degree to which an individual describes the system as others do and in accordance with how the organization accounts for the work. All are on the same page and describe “protocols of practice” in similar ways. Coherence is the degree to which an individual describes the system as others do and in accordance with how the organization accounts for the work. All are on the same page and describe “protocols of practice” in similar ways. Demonstrated “protocols of practice” can help determine the extent to which coherence is possible. Demonstrated “protocols of practice” can help determine the extent to which coherence is possible. The culture of teaching is not based on “protocols of practice”, but rather craft and context. The culture of teaching is not based on “protocols of practice”, but rather craft and context. R. Elmore

11. Low Internal Accountability Default Culture of Accountability Default Culture of Accountability Individual responsibility trumps expectationsIndividual responsibility trumps expectations Individual level, wide variabilityIndividual level, wide variability Low transparencyLow transparency Weak norms of practiceWeak norms of practice Low agency – not responsible for results, assignment of causality with other forcesLow agency – not responsible for results, assignment of causality with other forces Atomized organizations when pushed by external accountability become more atomizedAtomized organizations when pushed by external accountability become more atomized E A R R. Elmore

12. High Internal Accountability Professional Accountability Professional Accountability Large intersectionLarge intersection High alignment between individuals and organizationHigh alignment between individuals and organization High level of coherenceHigh level of coherence High transparencyHigh transparency Explicit norms, processes, structures of accountability and protocols of practiceExplicit norms, processes, structures of accountability and protocols of practice High support, focusedHigh support, focused High agency – if I can’t WE canHigh agency – if I can’t WE can R A E R. Elmore

13. Identify their core technology Identify their core technology Content/CurriculumContent/Curriculum Teacher/InstructionTeacher/Instruction Student/LearningStudent/Learning Focus discourse on evidence Focus discourse on evidence Depersonalize practice Depersonalize practice Develop protocols of practice Develop protocols of practice Distribute voice and leadership Distribute voice and leadership Create continuity and depth over time Create continuity and depth over time Effective Internal Accountability Systems C S T R. Elmore

14. Effective Internal Accountability Systems Have a language to describe what they do. Have a language to describe what they do. Have a capacity to discuss the core technology of the organization. Have a capacity to discuss the core technology of the organization. Have processes that guide practice. Have processes that guide practice. Have norms that encourage everyone to speak once before anyone speaks twice. Have norms that encourage everyone to speak once before anyone speaks twice. Have norms that encourage rotating leadership. Have norms that encourage rotating leadership. Can remove “history” from deep dialogue. Can remove “history” from deep dialogue. R. Elmore

15. SIF as Shared Language Have a language to describe what they do. Have a language to describe what they do. SIF as shared lexiconSIF as shared lexicon Have a capacity to discuss the core technology of the organization. Have a capacity to discuss the core technology of the organization. SIF has 5 strands, 12 standards, 26 benchmarksSIF has 5 strands, 12 standards, 26 benchmarks Have processes that guide practice. Have processes that guide practice. SIF has rubrics for 90 characteristicsSIF has rubrics for 90 characteristics SIF describes the core technology in a language we ALL can share and provides processes to guide the practice of school improvement. SIF describes the core technology in a language we ALL can share and provides processes to guide the practice of school improvement. SIF was written BY educators FOR educatorsSIF was written BY educators FOR educators SIF is research-basedSIF is research-based

16. SIF Guides Internal Accountability SIF can provide schools with internal accountability standards, benchmarks, processes, and focused inquiry. SIF can provide schools with internal accountability standards, benchmarks, processes, and focused inquiry. SIF helps put guideposts around the conversation about continuous improvement. SIF helps put guideposts around the conversation about continuous improvement. SIF can help everyone understand their role in the core technology of schools. SIF can help everyone understand their role in the core technology of schools. SIF can help the organization discuss their expectations for how we frame our thinking about our work. SIF can help the organization discuss their expectations for how we frame our thinking about our work.

17. The Future of the Framework Collective Construct Collective Construct Foundation for Assistance Foundation for Assistance Statewide Internal Accountability Statewide Internal Accountability Support for COHERENCE Support for COHERENCE

18. Thank You OSI Advisory Group SIF Work Groups OSI Staff The State Board of Education for endorsing this vision Our colleagues who have embraced this journey