2b lst chapter two - sid managers meeting - ultranet - 20110421

CHAPTER TWOTHE THREE STAGES OF SCHOOL TURNAROUND


Team: Shane Boylan, Anita Brown, Terrie Thompson, Andy Wear


Introduction

• Setting the Scene

• Refer to the accompanying Chapter Two Voki - 1 located on the LST Project Ultranet Design Space


CharacteristicsStage One: stopping the decline and creating conditions for

early improvement

• low levels of student performance

• frequent leadership turnover

• poor staff morale

• staff divisiveness

• low levels of staff collaboration. (O’Day & Bitter, 2003)


Key PointsLessons for Stage One: stopping the decline and creating

conditions for early improvement

• authentically enlisting teachers will require reducing the teachers' sense of being under threat and at great professional risk

• stopping the declining performance of many schools, especially secondary schools, often requires external intervention

• one of the most powerful conditions will be the deprivatisation of teachers' instructional practices. But successful deprivatisation usually depends on the development or recovery of trusting relations among teachers and between teachers and administrators.


CharacteristicsStage Two: ensuring survival and realising early

performance improvements

• a key shift in teachers’ attitude

• leaders gradually move toward much greater delegation and staff involvement. (Slatter, Lovett, & Barlow, 2006)

• increased quantity and quality of professional development focussing on improving or refining teacher’s instructional practices• feelings of increased self and collective efficacy or confidence.


Key PointsLessons for Stage Two: ensuring survival and realising early

performance improvements

• increases in teachers' individual and collective efficacy or confidence about their ability to improve student learning is a key driver in this stage

• professional development for teachers at this stage should aim to improve teacher efficacy as actual teacher capacity.


CharacteristicsStage Three: achieving satisfactory performance and aspiring

to much more.

• a culture of high expectations

• a safe and disciplined environment

• a principal who is a strong instructional leader

• a hard-working and committed staff

• a curriculum that emphasises basic skills but includes serious attention to higher-order thinking as well.(Center for Public Education, 2005)


Key PointsEntering Stage Three: achieving satisfactory performance and

aspiring to much more.

• A turnaround leader must foster the following:

• a willingness to be held responsible for what students learn

• a growing awareness of the long-term nature of the job

• a new realisation about the interdependence of elementary and secondary schools

• awareness of the wide array of factors that produce strong, student performance in the long run.


Three Stages

3. achieving satisfactory performance and aspiring to much more.

2. ensuring survival and realising early performance improvements

1. stopping the decline and creating conditions for early improvement



This lead us to...


Ask Questions• what is the Victorian process for identifying schools that require

intervention (what is our criteria for ‘poor performance’)?

• what kinds of interventions do we offer?

• do these schools get priority to support, resources and professional learning?

• do we offer schools differentiated professional learning based on what stage each school is in?


Insights into some of our work

• Refer to the accompanying Chapter Two video located on the LST Project Ultranet Design Space


Who is leading who?

• Refer to the accompanying Chapter Two Voki - 2 located on the LST Project Ultranet Design Space

2b lst chapter two - sid managers meeting - ultranet - 20110421

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