PROFESIONALISME GURU- CHARATERISTICS OF IMPROVING SCHOOL DISTRICTS

8/14/2019 PROFESIONALISME GURU- CHARATERISTICS OF IMPROVING SCHOOL DISTRICTS

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Characteristics of

Improving School DistrictsThemes from Research

October 2004

G. Sue Shannon and Pete Bylsma

Office of Superintendent of Public Instruction


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Context

No Child Left Behind(NCLB) requires districtto be accountable for all students

Many districts projected not to make AYP

All groups must meet annual targets More tested grades means more targets to meet

Rapidly increasing targets, reach 100% in 2014

Sanctions occur rapidly at district level

District improvement plan required when not making

AYP 2 years in a row in same grade/subject


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District Improvement Plan

Plan must be developed within 3 months of being

identified for improvement

Must include staff, parents, and others

Plan must be implemented by the beginning ofthe next year

10% of district Title I funds must be set aside for

professional development activities for teachersworking with groups not making AYP target

Technical assistance provided by state must be

research-based


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Table Exercise

What makes a good school district?

Individually think of and note 2 or 3

characteristics Share your ideas at your table

Each table shares an idea with the

whole group


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Study Methodology

Synthesis of about 80 research studies looking

at districts as unit of analysis and change

In-depth analysis of 23 studies

Identification of 13 themes

Confirmation of themes unique to districts

Applied differently in districts compared to schools

Development of definitions and discussion

Questions for dialogue and reflection


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Report Overview

Emerging Themes

Conceptual Framework

Definitions & Discussion Reflective Questions

Resource Lists


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Focus on All

Students Learning

Dynamic & Distributed

LeadershipSupport for

Systemwide

Improvement

Effective Use of Data

Strategic Allocation of Resources

Policy and Program

Coherence

Clear and

Collaborative

Relationships

Professional Culture &

Collaborative Relationships

Clear Understanding of School &

District Roles & Responsibilities

Interpreting and Managing

the External Environment

Effective

Leadership

Sustained

Improvement

Efforts Over Time

Quality Teaching and Learning

High Expectations and

Accountability for AdultsCoordinated and Aligned

Curriculum and Assessment

Coordinated & Embedded

Professional Development

Quality Classroom Instruction

Time

Improvement

CHARACTERISTICS OF IMPROVED SCHOOL DISTRICTS CONCEPTUAL FRAMEWORK


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Table Jigsaw

In table groups pick a facilitator & recorder

Read assigned characteristic summary

Discuss Insights from the research

Challenges facing districts regarding theme

Strategies to meet those challenges Record key points on chart paper and

report briefly to whole group


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Themes from Research

Effective Leadership

Focus on Student Learning

Dynamic/Distributed Leadership Sustain Improvement Efforts


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Focus on Student Learning

Focus on all students learning to high

standards

Share beliefs & values, have clear goals,

shared vision of change

Hold all district staff, programs & operations

responsible for student learning


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Dynamic/Distributed Leadership

Exhibit dynamic leadership, united in purpose,

visible in schools, interested in instruction

Expand to encompass central office,

principals, teachers leaders & others

Provide moral leadership that moves from

talking to doing, to endure students learn


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Sustain Improvement Efforts

View educational improvement as long-term

commitment & processes

Persevere, persist, & stay the course

Help staff internalize the changes


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High Expectations & Accountability for

Adults Coordinated & Aligned Curriculum &

Assessment

Coordinated & Embedded ProfessionalDevelopment



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High Expectations & Accountability for

Adults

Hold all adults accountable for studentlearning

Expect excellence, monitor performance,

provide feedback

Make high expectations part of personnel

decisions


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Coordinated & Embedded Professional

Development

Provide high quality, ongoing professionaldevelopment focused on classroom

instruction

Include school-based coaching & support for

instruction

Support professional development based on

teaching & learning needs in schools


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Pay close attention to instruction, provide

guidance & oversight to improve teaching &learning

Develop a common vision of good instruction

Monitor instruction, curriculum, & changes in

practice


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Support for Systemwide

Improvement

Effective Use of Data Strategic Allocation of Resources

Policy and Program Coherence


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Improvement

Effective Use of Data

Use data to monitor results, equity,

accountability, & for resource allocation Use data for instructional decisions &

professional development

Provide time & training to staff to use data


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Improvement

Strategic Allocation of Resources

Provide, allocate, reallocate, & find resources

for quality instruction Provide additional resources to support low

performers

Give schools flexibility within parameters for

resource use


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Policy and Program Coherence

Develop & implement policies that promote

equity & excellence Review & revise policies as needed to link

programs & practices to goals & ensure

coherence

Monitor coherence of actions & programs todistrict focus, goals


Improvement


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Clear & Collaborative Relationships

Professional Culture & Collaborative

Relationships Clear Understanding of School & District

Roles & Responsibilities

Interpreting & Managing the ExternalEnvironment


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Clear and Collaborative

Relationships

Professional Culture & Collaborative

Relationships

Build a culture of mutual respect,collaboration, trust, & shared responsibility

Support school communities of practice for

continuous learning for adults

Develop central offices as professional

learning communities


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Relationships

Clear Understanding of School & District

Roles & Responsibilities

Set expectations, decentralize responsibility,& serve as change agents

Support learning, serve as mentors & help

seek solutions

Balance district authority with school flexibility

& autonomy


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Relationships

Interpreting & Managing the External

Environment

Analyze, interpret, & mediate state & federalpolicy with local policy

Buffer schools external disturbances &

internal distractions

Mobilize community & business support

Involve family & community

PROFESIONALISME GURU- CHARATERISTICS OF IMPROVING SCHOOL DISTRICTS

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