The Pathway to Transforming Our Schools The Pathway to Transforming Our Schools 1 Mississippi...

The Pathway to The Pathway to Transforming Transforming Our SchoolsOur Schools

The Pathway to The Pathway to Transforming Transforming Our SchoolsOur Schools

1Mississippi Department of Education, Office of School Recovery, October 2010

Dr. Kim Benton, Bureau ManagerMississippi Department of EducationOffice of School Recovery

Conditions for Rapid ImprovementConditions for Rapid ImprovementConditions for Rapid ImprovementConditions for Rapid Improvement


We HaveWe HaveWe HaveWe Have

Mississippi Department of Education, Office of School Recovery, October 2010 3

““How Do We How Do We Rapidly, Radically, Rapidly, Radically, Improve Academic Performance Improve Academic Performance

for Students? “for Students? “

Now…Now…

Recognizing the Sense of Urgency, the Recognizing the Sense of Urgency, the District Has Taken Bold StepsDistrict Has Taken Bold Steps

Recognizing the Sense of Urgency, the Recognizing the Sense of Urgency, the District Has Taken Bold StepsDistrict Has Taken Bold Steps

• Core district leaders and the school board decided on an improvement effort that will lead to rapid gains and transformtransform the school.


School Change Strategies

3/5/2010Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers

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TRANSFORMATION THEORY OF ACTION

Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers6

DEFINITION: TRANSFORMATION MODEL

Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 7

KEY COMPONENTS


School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational Improvement (2007). http://www.centerii.org/survey/

Leader Actions

http://www.centerii.org/survey/

Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers

9


“Here is what we are going to do. This is why we are using this approach. This is what we envision our school to look like as a result of

our action.”

“Here is what we are going to do. This is why we are using this approach. This is what we envision our school to look like as a result of

our action.”

Why is this message important?


“[One superintendent] apologized that the district had, for years, provided their community’s children with such a substandard education. He took responsibility for the district’s poor performance and pledged to do a better job” (Steiner, 2009, p. 20).


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Recognizing the Sense of Urgency, the Recognizing the Sense of Urgency, the District Takes Bold StepsDistrict Takes Bold Steps

Recognizing the Sense of Urgency, the Recognizing the Sense of Urgency, the District Takes Bold StepsDistrict Takes Bold Steps

• District expectations and the core message is clearly communicated multiple times and in multiple formats.

• Who should “Drive” “Drive” the transformation?• The driving force behind school improvement

will be the Superintendent / School Board Superintendent / School Board Principals Principals with support from district level leaders and departments.


Rapidly Improving Districts and Rapidly Improving Districts and Schools Have….Schools Have….


• Strategically allocated human and fiscal resources to support teaching and learning.

• Restructured district and/or school functions, policies and procedures to support district and school improvement efforts.

• Communicated a vision for school improvement with specific measurable goals.

• Established a focus on equity, equal access, and shared responsibility.




• Established a system to coordinate and monitor all school improvement initiatives to determine program effectiveness.

• Aligned pacing guides, assessments and lesson plans with state curriculum frameworks and grade level proficiency standards.

• Data collection and analysis processes in place that drive all instructional decisions.




• Taken advantage of internal and external expertise to build the staff’s capacity to deliver quality instruction through job embedded professional development and instructional coaching opportunities.

• Engaged teachers and principals in continuous problem solving related to teaching and learning / instructional improvement (SHARED DECISION MAKING).

• Focused on improving relationships among adults and among adults and students.




• Fostered an environment that engenders positive attitudes, trust, respect, open dialogue, and a willingness to change.

• Kept the focus on “First Things First” – whatever it takes to improve and for our children to ATTAINATTAIN proficiency.

• Developed a school culture where shared responsibility and accountability for results permeate the school.– Business as Usual has been redefined


Driving for Results: Decision Making

• In considering how to best use SIG funds, decision makers consider whether or not the choice that they are making is going to ensure success for all students.

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Mississippi Department of Education. Office of School Recovery, October

2010

Driving Question #1

• Will this choice drive results for students?– Will the proposed use of funds drive

improved results for students, including students in poverty, students with disabilities, and English language learners?

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Mississippi Department of Education, Office of School Recovery, October

2010

Driving Question #2

• Will this choice increase capacity?– Will the proposed use of funds increase

educators’ long-term capacity to improve results for students?

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Mississippi Department of Education, Office of School Recovery, October 2010

Driving Question #3

• Will this choice accelerate reform?– Will the proposed use of funds advance

state, district, or school improvement plans?

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Driving Question #4

• Will this choice improve student achievement and be sustainable?– Will the proposed use of funds avoid

recurring costs that districts and schools are unprepared to assume when this funding ends?

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Driving Question #5

• Will this choice foster continuous improvement?– Will the proposed use of funds include

approaches to measure and track implementation and results and create feedback loops to modify or discontinue strategies based on evidence?

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The District Shifts From…The District Shifts From…


•systematic and intentional•proactive•well-executed

•multiple, face-to-face contacts with many people

Source : NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers

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KEY COMPONENTS


School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational Improvement (2007). http://www.centerii.org/survey/

Leader Actions

http://www.centerii.org/survey/

COMPETENCIES OF A TRANSFORMATION LEADER/ PRINCIPAL

3/5/2010Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 26


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“Being very specific about required steps and the necessary actions to carry them out helps capable staff members make the change, and puts those who do not change on notice” (Kowal, Rosch, Hassel, & Hassel, 2009, p. 19).


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“Being very specific about required steps and the necessary actions to carry them out helps capable staff members make the change, and puts those who do not change on notice” (Kowal, Rosch, Hassel, & Hassel, 2009, p. 19).


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“ “One of the leader’s most important One of the leader’s most important

initial actions in a turnaround is to initial actions in a turnaround is to clarify for all employees what ‘success’ clarify for all employees what ‘success’ will be and what is needed to get there” will be and what is needed to get there” (Kowal et al., 2009, p. 12).(Kowal et al., 2009, p. 12).

“ “One of the leader’s most important One of the leader’s most important

initial actions in a turnaround is to initial actions in a turnaround is to clarify for all employees what ‘success’ clarify for all employees what ‘success’ will be and what is needed to get there” will be and what is needed to get there” (Kowal et al., 2009, p. 12).(Kowal et al., 2009, p. 12).


Leader ActionsLeader Actions“ “ THE BIG FIVE”THE BIG FIVE”Leader ActionsLeader Actions“ “ THE BIG FIVE”THE BIG FIVE”


KEY LEADER ACTION #1

Establish S.M.A.R.T. Performance Goals

S – SpecificM – MeasurableA – AttainableR – RealisticT – Timely / Tangible

Establish S.M.A.R.T. Performance Goals

S – SpecificM – MeasurableA – AttainableR – RealisticT – Timely / Tangible


SIG Performance IndicatorsSIG Performance IndicatorsSIG Performance IndicatorsSIG Performance Indicators– Instructional day– Participation rates on state assessments for all subgroups– Dropout rate– Student attendance rate– Discipline incidents– Truancy– Percentage of students participating in advanced coursework– Teacher performance levels on evaluation system– Teacher attendance– Student academic proficiency, all subgroups , all assessments– Student academic growth, all subgroups, all assessments– Percent of seniors taking ACT and average score– Achievement gaps in proficiency and growth for subgroups

– Instructional day– Participation rates on state assessments for all subgroups– Dropout rate– Student attendance rate– Discipline incidents– Truancy– Percentage of students participating in advanced coursework– Teacher performance levels on evaluation system– Teacher attendance– Student academic proficiency, all subgroups , all assessments– Student academic growth, all subgroups, all assessments– Percent of seniors taking ACT and average score– Achievement gaps in proficiency and growth for subgroups


SMART or not so SMART??SMART or not so SMART??

• Benton High School will increase the ACT composite score from 19.2 in 2010 to 20.2 in 2011.

• Benton High School will increase student achievement by 10% from 2010 to 2011.

• Miller Middle School will decrease the percentage of discipline referrals from 60% in 2010 to 10% in 2011.

• Miller Middle School will decrease the number of discipline referrals for fighting from 28% in 2010 to 10% in 2011.

• Benton High School will increase the ACT composite score from 19.2 in 2010 to 20.2 in 2011.

• Benton High School will increase student achievement by 10% from 2010 to 2011.

• Miller Middle School will decrease the percentage of discipline referrals from 60% in 2010 to 10% in 2011.

• Miller Middle School will decrease the number of discipline referrals for fighting from 28% in 2010 to 10% in 2011.


KEY LEADER ACTION#2

Concentrate on Concentrate on

WINSWINS36


37Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers

KEY LEADER ACTION#3


Start the Way You Want to Finish

• Start the Way You Want to Finish• Positive Messages

– Morning Announcements and Pledge– Culture of “I Can”, “We Will”

• “If life experiences can change poor kids for the worse, can’t life experiences also change them for the better?” – Eric Jensen

– Collective Efficacy• “If I have the belief that I can do it, I will surely achieve the

capacity to do it, even if I may not have at the beginning.” - Ghandi

– Visibility and Modeling– Encouragement and Looking for Pockets of Success

• Start the Way You Want to Finish• Positive Messages

– Morning Announcements and Pledge– Culture of “I Can”, “We Will”

• “If life experiences can change poor kids for the worse, can’t life experiences also change them for the better?” – Eric Jensen

– Collective Efficacy• “If I have the belief that I can do it, I will surely achieve the

capacity to do it, even if I may not have at the beginning.” - Ghandi

– Visibility and Modeling– Encouragement and Looking for Pockets of Success


CourageCourage• Makes difficult decisions.• Confronts poor

performance.• Communicates with

honesty.• Is more concerned with

what’s right than who’s right.

• Makes difficult decisions.• Confronts poor

performance.• Communicates with

honesty.• Is more concerned with

what’s right than who’s right.

Respect Respect • Respects people enough to

tell them what they need to hear.

• Provides feedback on improvement while maintaining the self-esteem of the person receiving it.

• Respects people enough to value their opinions and to seek their input.

• Respects people enough to tell them what they need to hear.

• Provides feedback on improvement while maintaining the self-esteem of the person receiving it.

• Respects people enough to value their opinions and to seek their input.


Being honest and considerate does not change the resolve of the leader or the necessity of change. It does, however, create an atmosphere that is more likely to support the change effort in the long run.


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Staying the Course

• When you are making progress, not everyone will be cheering.

• Peaks and Valleys of Improvement• Admit that YOU don’t have all of the answers• Keep the Focus – Persevere, Buffer

Distractions • Keep your Word

• When you are making progress, not everyone will be cheering.

• Peaks and Valleys of Improvement• Admit that YOU don’t have all of the answers• Keep the Focus – Persevere, Buffer

Distractions • Keep your Word

Instructional Quality

• EVERYONE can Improve– Lead by Example – Where can you improve?

• How do you respond to constructive feedback?

• Would this teacher/ instruction be acceptable for my child?

• Assign staff for the benefit of children, not what is best for adults

• Take a Risk and Encourage “Out of the Box”, QUALITY instruction

• EVERYONE can Improve– Lead by Example – Where can you improve?

• How do you respond to constructive feedback?

• Would this teacher/ instruction be acceptable for my child?

• Assign staff for the benefit of children, not what is best for adults

• Take a Risk and Encourage “Out of the Box”, QUALITY instruction

Confronting the Status Quo

• Reflection: Holding Up the Mirror– “This is a Safe Place”

• How do you create such an environment?

– Are you satisfied with the results you have been getting?

– Allow teachers to track their students’ progress forward / backward

– Look at multiple sources of classroom data– Find strengths, but be honest about weaknesses

• Reflection: Holding Up the Mirror– “This is a Safe Place”

• How do you create such an environment?

– Are you satisfied with the results you have been getting?

– Allow teachers to track their students’ progress forward / backward

– Look at multiple sources of classroom data– Find strengths, but be honest about weaknesses


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What Is Possible When What Is Possible When We Leverage Strong We Leverage Strong

Leadership and Leadership and Collaborative Collaborative Engagement?Engagement?

What Is Possible When What Is Possible When We Leverage Strong We Leverage Strong

Leadership and Leadership and Collaborative Collaborative Engagement?Engagement?


“It felt like a new school,” said one teacher (Brinson & Rhim, 2009, p. 34).


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Think About It…Think About It…

• “Always be willing to take a chance. Look what it did for Rocky.”

• "I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It's when you know you're licked before you begin but you begin anyway and you see it through no matter what. You rarely win, but sometimes you do." - Harper Lee, To Kill a Mockingbird

• “Always be willing to take a chance. Look what it did for Rocky.”

• "I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It's when you know you're licked before you begin but you begin anyway and you see it through no matter what. You rarely win, but sometimes you do." - Harper Lee, To Kill a Mockingbird

ReferencesReferences

ReferencesReferences

Brinson, D., & Rhim, L. M. (2009). Breaking the habit of low performance: Successful school restructuring stories. Retrieved from http://www.centerii.org/survey

Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., Redding, S., Darwin, M. (2008, May). IES Practice Guide: Turning around chronically low-performing schools. U.S. Department of Education: National Center for Educational Evaluation and Regional Assistance.

Kowal, J., Rosch, J., Hassel, E. A., & Hassel, B. C. (2009). Performance-based dismissals: Cross-sector lessons for school turnarounds. Retrieved from www.centerii.org

Lane, B. (2009). Exploring the pathway to rapid district improvement. Retrieved from www.centerii.org

National Network of State School Improvement Leaders (NNSSIL). (2010). Communicating about school reform. Retrieved from www.centerii.org

National Network of State School Improvement Leaders (NNSSIL). (2010). School Improvement Grant (SIG) Intervention Models. Retrieved from www.centerii.org

Public Impact. (2007). School turnarounds: A review of the cross-sector evidence on dramatic organizational improvement. Retrieved from www.centerii.org


http://www.centerii.org/






Dr. Kim Benton, Bureau Manager Mrs. Linda Reeves, CPAMississippi Department of Education Mississippi Department of EducationOffice of School Recovery Office of School RecoveryP. O. Box 771 P.O. Box 771Jackson, MS 39205-0771 Jackson, MS 39205-0771601-359-1879 [email protected] [email protected]

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Office of School Recovery

mailto:[email protected]

mailto:[email protected]

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