Situation: Building a Highly Effective Instructional ...
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RESEARCH POSTER PRESENTATION DESIGN © 2015 www.PosterPresentations.com The purpose of this study was to implement new school-wide systems to increase student achievement and teacher collaboration, build a highly effective leadership team, and transform the entire school culture, thus revitalizing the professional learning community of the elementary school . PURPOSE METHODOLOGY Results from the 4S Professional Learning Community Assessment, parent survey, and focus groups revealed the perceptions of staff and parents about new practices and structures of the professional learning community. 79% of all stakeholders indicated on the surveys and focus groups that they “agree” or ‘strongly agree” that our school is functioning as a highly effective team. Many of the parents expressed satisfaction with the increase in home/school connections and asked for more school-wide academic events and parent trainings. Academic performance data, Measure of Academic Progress (MAP), indicated positive growth trends in reading and math for grades Kindergarten through grade 6. Increased staff collaboration time and engagement in 12 week Cycles of Professional Learning DATA COLLECTION AND RESULTS CROWE’S MODEL OF CHANGE CONCLUSIONS AND RECOMMENDATIONS Conclusion: Based on the findings, the TCP activities improved the culture of the school and met the indicators of success as measured by the comprehensive evaluation. The student test data, focus groups, and survey results from all stakeholders indicate significant progress towards closing the achievement gap and improving how the school team functions as a professional learning community. Recommendations: For 2016-17, recommendations include periodic updates of the communication plan for parent stakeholders, development of a staff succession plan, and increased opportunities for parent workshops. More school-wide academic activities and building capacity for parent leadership within the professional learning community will be incorporated into the ongoing strategic plan for improvement. In the photo above, parents attended a technology training, learning how to access online academic resources to support their children in meeting school-wide academic goals, including scoring at higher percentages on quarterly school district assessments. REQUIRED INITIATIVES Contact Information Kathy R. Crowe, Principal Almond Elementary School, FUSD [email protected] 909-357-5130 The study was a mixed method design, consisting of the following: Online surveys, focus groups and one to one interviews Transformational Leadership Team self - assessments Appreciative Inquiry Logic Model ., SWOT, Internal and External Scans Student Achievement Data Kathy R. Crowe, Doctoral Candidate Transformational Leadership Project Revitalizing the Professional Learning Community Leader attuned with self and others Build trust in the organization Determine the problem Examine internal and external factors affecting change Input provided from key employees Develop a plan of action and share the vision Execute plan of action and course correct as needed Celebrate success at every stage of the plan Evaluate and seek feedback Program: Revitalizing the Professional Learning Community by Kathy Crowe_______________ Logic Model Situation: Building a Highly Effective Instructional Leadership Team within the PLC Inputs Outputs Outcomes -- Impact Activities Participation Short Medium Long Become a high functioning Professional Learning Community- data driven culture, systematic improvements, and an organization that has moved beyond “good” to “great”. Establish an Instructional Leadership Team – a diverse team with a various talents and experiences. Conduct monthly team meetings. Alignment of resources – people, budget, school structure and scheduling to complete the work necessary for revitalizing our Professional Learning Community. Instructional Leadership Team attend 5 trainings with the consultant, paid for by the school district. Team will learn how to examine school-wide systems through a data driven process. Data will serve as a guide to begin improvement in areas indicating the greatest need. Team will also learn to use conflict as a positive impact on the organization. Principal will build leadership capacity among the Instructional Leadership Team. Each member will also become the grade level leader, guiding the work of implementing Common Core State Standards; 21 st Century Learning Self-Evaluations occur at key points during our trainings to monitor progress of implementation. Evaluations will include an online survey and small focus groups. Principal Teachers Intervention Support Teacher EL Coordinator Parents Empowerment of teachers in staff – feelings of ownership and sharing ideas and thoughts with the school leader leads to greater support of a transformational changes project Shared understanding of the high yield instructional practices that supports effective implementation of the Common Core State Standards. School-wide expectations are established. Teachers begin implementation of key instructional strategies and follow school-wide protocols of the Professional Learning Community Mobilization of the entire school community - establishment of goals, short and long term Consistent protocols for school-wide data analysis, interactions with students, parents, and staff Teams of staff working collaboratively to address problems and topics of concern. Improved student achievement – significant increase in formative assessments, NWEA Measure of Academic Progress, taken three times per year by students in grades Kindergarten through grade six. Meeting annual requirements for the State assessment, Smarter Balanced Assessment. Sustainable culture of change – systems and strategies continue even with different leadership and staff. Professional educators working collectively and purposefully to create and sustain a culture of learning for all students and adults.( Huffman & Hipp, 2010) Assumptions External Factors Students deserve a world class educational system to prepare them for college and careers during adulthood. In order to address the rigorous instructional shifts in CCSS, a strategic plan of action must be in place in order to achieve desired results. Politics of the Department of Education and the school district influence the instructional initiatives at the school site. Budget allocations and alignment will influence the decisions of the school site principal. Strongly Agree 14% Agree 65% Strongly Disagree 8% Disagree 13% PLC SURVEY Required Initiatives in Revitalizing the Professional Learning Community Leadership: Created a school site TCLT with key personnel to support the changes; Building leadership capacity among the TCLT members utilizing organizational development strategies, monthly school site meetings; TCLT members also served as peer coaches, called "multipliers", leading the work with grade level teams. Political : Teacher's Union impacted the decision making process at the school site. Required finding common ground and as a result, my actions aligned with the current contract and school district policies. Culture: Align core values to teaching practices and school environment, which requires a paradigm shift in how instruction is delivered to students. The organization needs to move away from ineffective practices or outdated instructional delivery that does not achieve the desired results; Accelerate student growth and development through classroom activities that address the needs of 21st Century Learners. Training: Includes teachers and instructional support staff trained Common Core Standards, how 21st Century students learn; high yield instructional strategies for diverse learners; ongoing process of professional learning experiences aligned with the most current research for teaching and learning. Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade Spring 2016 148.8 171.3 177.7 190.5 190.7 203.3 213 Winter 2016 142 163.8 169.9 183.9 187.8 201.9 210.3 Fall 2015 135.7 149.6 160.2 177.7 182.4 199 204 0 50 100 150 200 250 RIT SCORES MEASURE OF ACADEMIC PROGRESS TEST - READING
Transcript of Situation: Building a Highly Effective Instructional ...
RESEARCH POSTER PRESENTATION DESIGN © 2015
www.PosterPresentations.com
The purpose of this study was to implement new school-wide systems to increase student achievement and teacher collaboration, build a highly effective leadership team, and transform the entire school culture, thus revitalizing the professional learning community of the elementary school.
PURPOSE
METHODOLOGY
Results from the 4S Professional Learning Community Assessment, parent survey, and focus groups revealed the perceptions of staff and parents about new practices and structures of the professional learning community.
79% of all stakeholders indicated on the surveys and focus groups that they “agree” or ‘strongly agree” that our school is functioning as a highly effective team.
Many of the parents expressed satisfaction with the increase in home/school connections and asked for more school-wide academic events and parent trainings.
Academic performance data, Measure of Academic Progress (MAP), indicated positive growth trends in reading and math for grades Kindergarten through grade 6.
Increased staff collaboration time and engagement in 12 week Cycles of Professional Learning
DATA COLLECTION AND RESULTS
CROWE’S MODEL OF CHANGE
CONCLUSIONS AND RECOMMENDATIONS
Conclusion: Based on the findings, the TCP activities improved the culture of the school and met the indicators of success as measured by the comprehensive evaluation. The student test data, focus groups, and survey results from all stakeholders indicate significant progress towards closing the achievement gap and improving how the school team functions as a professional learning community.
Recommendations: For 2016-17, recommendations include periodic updates of the communication plan for parent stakeholders, development of a staff succession plan, and increased opportunities for parent workshops. More school-wide academic activities and building capacity for parent leadership within the professional learning community will be incorporated into the ongoing strategic plan for improvement.
In the photo above, parents attended a technology training, learning how to access online academic resources to support their children in meeting school-wide academic goals, including scoring at higher percentages on quarterly school district assessments.
REQUIRED INITIATIVES
Contact Information
Kathy R. Crowe, Principal
Almond Elementary School, FUSD
909-357-5130
The study was a mixed method design, consisting of the following:
Online surveys, focus groups and one to one interviews
Transformational Leadership Team self-assessments
Appreciative Inquiry
Logic Model., SWOT, Internal and External Scans
Student Achievement Data
Kathy R. Crowe, Doctoral Candidate
Transformational Leadership Project
Revitalizing the Professional Learning Community
Leader attuned with self and
others
Build trust in the organization
Determine the problem
Examine internal and external
factors affecting change
Input provided from key
employees
Develop a plan of action and share
the vision
Execute plan of action and course correct as needed
Celebrate success at every stage of
the plan
Evaluate and seek feedback
Program: Revitalizing the Professional Learning Community by Kathy Crowe_______________ Logic Model Situation: Building a Highly Effective Instructional Leadership Team within the PLC
Inputs Outputs Outcomes -- Impact
Activities Participation Short Medium Long
Become a high functioning Professional Learning Community- data driven culture, systematic improvements, and an organization that has moved beyond “good” to “great”. Establish an Instructional Leadership Team – a diverse team with a various talents and experiences. Conduct monthly team meetings. Alignment of resources – people, budget, school structure and scheduling to complete the work necessary for revitalizing our Professional Learning Community.
Instructional Leadership Team attend 5 trainings with the consultant, paid for by the school district. Team will learn how to examine school-wide systems through a data driven process. Data will serve as a guide to begin improvement in areas indicating the greatest need. Team will also learn to use conflict as a positive impact on the organization. Principal will build leadership capacity among the Instructional Leadership Team. Each member will also become the grade level leader, guiding the work of implementing Common Core State Standards; 21st Century Learning Self-Evaluations occur at key points during our trainings to monitor progress of implementation. Evaluations will include an online survey and small focus groups.
Principal Teachers Intervention Support Teacher EL Coordinator Parents
Empowerment of teachers in staff – feelings of ownership and sharing ideas and thoughts with the school leader leads to greater support of a transformational changes project Shared understanding of the high yield instructional practices that supports effective implementation of the Common Core State Standards. School-wide expectations are established. Teachers begin implementation of key instructional strategies and follow school-wide protocols of the Professional Learning Community
Mobilization of the entire school community - establishment of goals, short and long term Consistent protocols for school-wide data analysis, interactions with students, parents, and staff Teams of staff working collaboratively to address problems and topics of concern.
Improved student achievement – significant increase in formative assessments, NWEA Measure of Academic Progress, taken three times per year by students in grades Kindergarten through grade six. Meeting annual requirements for the State assessment, Smarter Balanced Assessment. Sustainable culture of change – systems and strategies continue even with different leadership and staff. Professional educators working collectively and purposefully to create and sustain a culture of learning for all students and adults.( Huffman & Hipp, 2010)
Assumptions
External Factors
Students deserve a world class educational system to prepare them for college and careers during adulthood. In order to address the rigorous instructional shifts in CCSS, a strategic plan of action must be in place in order to achieve desired results.
Politics of the Department of Education and the school district influence the instructional initiatives at the school site. Budget allocations and alignment will influence the decisions of the school site principal.
Strongly Agree14%
Agree65%
Strongly Disagree8%
Disagree13%
PLC SURVEY
Required Initiatives in
Revitalizing the Professional
Learning Community
Leadership: Created a school site TCLT with key personnel to support the
changes; Building leadership capacity among the TCLT members utilizing
organizational development strategies, monthly school site meetings; TCLT
members also served as peer coaches, called "multipliers", leading the work
with grade level teams.
Political : Teacher's Union impacted the decision making process at the
school site. Required finding common ground and as a result, my actions
aligned with the current contract and school district policies.
Culture: Align core values to teaching practices and school environment, which
requires a paradigm shift in how instruction is delivered to students. The organization needs to move away from
ineffective practices or outdated instructional delivery that does not
achieve the desired results; Accelerate student growth and development through
classroom activities that address the needs of 21st Century Learners.
Training: Includes teachers and instructional support staff trained
Common Core Standards, how 21st Century students learn; high yield instructional strategies for diverse
learners; ongoing process of professional learning experiences
aligned with the most current research for teaching and learning.
Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade
Spring 2016 148.8 171.3 177.7 190.5 190.7 203.3 213
Winter 2016 142 163.8 169.9 183.9 187.8 201.9 210.3
Fall 2015 135.7 149.6 160.2 177.7 182.4 199 204
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MEASURE OF ACADEMIC PROGRESS TEST - READING
