WASA/AWSP Preconference June 30, 2019

1. A Systems Approach to Supporting Student Success & Teacher EfficacyPowerless to Powerful: Leadership for School Improvement WASA/AWSP Preconference June 30, 2019

2. A Systems Approach to Supporting Student Success & Teacher EfficacyChange FrameworksInto the Schools In Collaboration With Dixie Grunenfelder Office of System & School Improvement Chuck Salina: Professor Emeritus, Gonzaga Suzann Girtz: Chair Teacher Ed., Gonzaga Sunnyside School District Ryan Maxwell: Principal Sunnyside HS Dave Martinez: Assistant Principal Sunnyside HS Julie Perez: Principal Sierra Vista Middle School Tyler Rice: Principal Harrison Middle School Maria Hernandez: Principal Outlook Elementary Miguel Puente:Assistant Principal Outlook Elementary Heidi Hellner-Gomez: Assistant Superintendent

3. Resources

4. Objectives

5. Values-Driven System Improvement

6. Equity Statement: Each student, family, and community possesses strengths and cultural knowledge that benefit their peers, educators, and schools. Ensuring educational equity: Goes beyond equality; it requires education leaders to examine the ways current policies and practices result in disparate outcomes for our students of color, students living in poverty, students receiving special education and English Learner services, students who identify as LGBTQ+, and highly mobile student populations. Requires education leaders to develop an understanding of historical contexts; engage students, families, and community representatives as partners in decision-making; and actively dismantle systemic barriers, replacing them with policies and practices that ensure all students have access to the instruction and support they need to succeed in our schools.

7. Office of System & School Improvement

8. Our Journey

9. Frameworks Comparison

10. System & School Improvement Network Education Partners • SBE • WASA • WSSDA • AWSP • WEA • WSCA Continuous Improvement Partners • Math • English Language Arts • Students with Disabilities • English Learners • Multi-Tiered System of Support • Learning Alternatives • Change Management • Data

11. District Role in the Work

12. A strong system foundation at the upper level allows the local system to accommodate anticipated changes and unexpected changes. We can make it through change without shattering the system.

13. OSSI Focus

14. Assignment for the Day Listen for the key themes in the work through a system lens. At the end of the day, we will discuss and report out what you heard.

15. Overview • The Why Content • Overview and Implications of the Research from Outlier Schools • Conceptual Framework • The What • Academic Press • Social Support • Relational Trust • Action Framework • The How • Data • Collaborative Inquiry • Systems • Leadership Planning • Putting It All Together • Ideas to Action

16. Overview and Implications From Outlier Schools Part I Reaffirming our Why What Gives Your Professional Life Purpose and Meaning?

17. Washington State Research • Positive outliers: increasing achievement, decreasing opportunity gap – TheWHY • Common Language, simplicity, and other commonalities within context of successful schools in our state

18. Culture for Learning Only the organizations that have a passion for learning will have enduring influence. Covey, 2000

19. A Culture for LearningEnsures Success for Everyone

20. Culture forLearning Establish an environment that demonstrates a clear belief that, through a collaborative process and systematic supports, each student and staff will be successful in doing the work.

21. Effective Schools and Developing a Culture for Learning

22. VIDEO Michael Jr: Know Your Why

23. Learned Helplessness TPEP IAB’s State Testing Federal Mandates Changing Demographics School Requirements

24. Organizational Trust & Teacher Efficacy A culture for learning requires an environment that demonstrates a clear belief that, through a collaborative process and systematic supports, each student and staff will be successful in doing the work.

25. A Conceptual Framework The “What” of School Change ...the basis for the work of school change Part II

26. A Conceptual Framework - The WHAT

27. Conceptual Framework Survey: Academic Press • Before we discuss Academic Press, open your survey and JUST readthe Academic Press section • If you’d like to engage with the survey, think of either your leadership team or who you supervise in order to respond to the prompts

28. Academic Press Academic press is grounded in the belief and the related expectations that parents, staff, and students are capable and are involved in doing the work.

29. Academic Press is developed when…

30. What People Have Said About Academic Press “It shows us that we can do it.” "This year is better than last … is keeping everyone on their toes. Everyone wants to come to school.” "Making folks earn it motivates them to come.” "If you raise standards really high they can be met. I didn’t think that before.” "AP chemistry is a month ahead of where it was last year. I get morefinished in class; I have less homework.”

31. Gentle Reminder Regarding Academic Press • High Expectations in each other withoutBelief? • Belief in each other without High Expectations?

32. VIDEO • Academic Press – Expect & Believe

33. My Current Insight? • Turn and Talk • Strengths • Growth • Planning

34. Conceptual Framework Survey: Support • Before we discuss Support, open your survey and JUST read the Supportsection. • If you’d like to engage with the survey, think of either your leadership team or who you supervise in order to respond to the prompts

35. Support Support is grounded in systems that care for people Including students, parents, staff, and their overall well-being.

36. Support is developed when…

37. What People Have Said About Support “They (teachers) used to tell us we could do it but now they are putting in the time to help you. Now they are really doing it.” "They take the time to show us that we are doing better.” "We used to think that we couldn’t do it. Now we know we can.” "I got caught up on work (during Griz time) my grade went from a D to a B.” "We have more connections with teachers this year. They are like parents. I am not saying that they didn’t care before but now we are able to form bonds.” "Last year we would take tests and not do well. (the teachers would provide) one example and move on now we can really learn it.”

38. Support VIDEO • Mystery Video! Video Title <link>

39. My Current Support Insight? • Turn and Talk • Strengths • Growth • Planning

40. Conceptual Framework Survey: Relational Trust • Before we discuss Relational Trust, open your survey and JUST read the Relational Trust section. • If you’d like to engage with the survey, think of either your leadership team or who you supervise in order to respond to the prompts

41. Relational trust Definition Relational Trust Relational Trust • Feeling Safe – not necessarily comfortable • Having Something to Offer • Putting in Time to Help

42. Relational Trust is developed when…

43. Leadership/Organizational Trust Graduation Rates

44. Teacher Efficacy & School Culture“I” versus “They”

45. Conceptual Framework Relational Trust Feeling Safe Having something to offer Providing time and expertise THE WHAT Learning C u l t u r e f o r

46. Our Core Belief at P2PWhen leaders live the Conceptual Framework they are being their BEST When leaders Believe & Expect that people can do the work (academic press) Support people intentionally (support) Trust in one another that fosters growth in a safe environment (relational trust) A culture for learning will emerge where teachers will engage with their peers and students, leading to everyone’s success

47. My Current Insight? Coaches Handbook Pages 11-19 • Turn and Talk • Strengths • Growth • Planning

48. The Action Framework The “How” of School Change …to move forward in building a culture for learning Part III

49. The Action Framework: The How Leadership Planning and actions that reengage staff and students to their missions based on factors below Culture for Learning

50. Coaches Handbook & Framework Structure