Gardner-Webb University Value Added Model Educational Transformation

Gardner-Webb University Value Added Model Educational Transformation1University Strengths Center for Innovative Leadership DevelopmentLeadership Group of the CarolinasLeadership ConferencesExpanding Graduate ProgramsDoctoral CohortsPublications and TextCollaboration with UNC Department of Public Policy2Clinical ModelConfront Poor TeachingBuild Sustainable CulturesTailored to Individual Needs3Leaders must Read the culture. Assess the culture. Reinforce or transform the culture4Increased student achievement, motivation, teacher productivity, and satisfaction correlate positively with healthy school cultures.5How would you define the word CULTURE?

How would you describe the culture of your school/school district?6CLIMATEFeel of the organizationAffective nature of communication, interactions, leader behaviorsCULTUREInstitutionalized expectationsDeep, unwritten codePlayout of climate over time7Larry D. Coble, School Leadership Services8When leading changeDeal with PEOPLE firstThe INNOVATION second8Larry D. Coble, School Leadership Services9New Skills for LeadersAnticipatoryVisioningValue CongruenceEmpowermentSelf-Understanding9Larry D. Coble, School Leadership Services10How Organizational NormsCan Be ShapedPrimary StrategiesWhat leaders pay attention to, measure, and control.How leaders react to critical incidents and organizational crises.The behavior that leaders consciously model, teach, and coach.The criteria that leaders use to allocate rewards and status.10Larry D. Coble, School Leadership Services11Practical Strategies for Shaping School CultureLearn the existing culture.Establish communication linkages.Meet teacher needs.Create opportunities for renewal.Practice leadership.Hire the right people.11The Model DomainsDispositionsProfessional ExperienceOrganizational StructuresShared Decision-Making StrategiesReflective Practice12Theoretical ConceptsIndividual Efficacy leads to Collective EfficacyCultures are based on Interactions, Routines, and LanguageLeadership Behaviors lead to Transformation

13Plan of ActionGrowth PlansAction ResearchEmpowerment and Efficacy Training14Organizational FocusLeadershipGeneral OrganizationCurriculum and InstructionProfessional DevelopmentGeneral ManagementStakeholder Involvement15Leadership KEY QUESTION: Does the leadership in the school reflect both a deep understanding of contemporary practices--including distributed leadership involving faculty and other stakeholders--as well as a total commitment to success at the highest levels for all students?

16General OrganizationKEY QUESTION: Is the school organized in such a manner as to assure a rigorous and relevant education for all students, with a curriculum that assures equity for all students?

17Curriculum and InstructionKEY QUESTION: Does the overall curriculum mirror contemporary organization in a way that focuses on high levels of success for all students, and does the instructional program mirror best practices?

18Professional Development Staff UtilizationKEY QUESTION: Is there an effective process of teacher recruitment, successful means of teacher retention, and a comprehensive program of professional development? Are all integrated into the culture of the school? Is work towards a PLC evident? 19General ManagementKEY QUESTION: Is the school organized and managed in an effective manner which reflects a total commitment to supporting teachers, serving student needs, and using best practices from both the academic and business sectors? And do all of the policies and procedures of the schools support the goal of a superior middle school where success for all students is the rule?

20Stakeholder InvolvementKEY QUESTION: Is the entire educational community aware of practices and procedures needed to support and sustain a systematic effort to assure that every student receives a superior middle school education which will lead to success in high school and beyond?

21Assessments of OutcomesPre and Post Indexes on Measures of the DomainsStudent Perceptions of Classroom CulturesTeacher Perceptions of Organizational CultureGrowth Indicators in Standardized Assessments with qualitative validationLongitudinal Measures22Questions to AnswerDoes the degree of relationship between cultural measures and student growth in standardized test results provide for continuous growth that is sustainable?23What are the true variables of organizational growth that is sustainable?24Does the model facilitate a viable method to address and confront poor teaching?25Is the model clinical enough to provide a true prescriptive approach to school reform?26Are there other domains of the learning culture that need to be a part of the model?27How significant are leadership behaviors in the development of an environment that nurtures and sustains student and faculty growth as these behavior relate to the five domains?28Reporting PlansMeta-AnalysisYearly Executive SummariesYearly Justifications to Adjustments Full Data Analysis29Questions and Reflections30