Empowering School Leaders: Research-Based Strategies for Rapid Improvement

1. Academy of Pacesetting Districts Distance Learning Session 3 Rapid Improvement Support

2. Sponsored by With assistance from New England Comprehensive Center Center on Innovation & Improvement 2

3. Meeting Agenda 10:00 – 10:15 Welcome and Introductions 10:15 – 10:45 Discussion of Readings 10:45 – 11:30 Indicators: Taking the Lead Empowering School Leaders 11:30 -- 11:45 Work on District Manual 11:45 – 12:00 Homework, Next Meeting 3

4. Welcome and Introductions • SEA facilitators • NECC staff • District Academy Team introductions 4

5. Discussion of Readings

6. Let’s Communicate

7. Taking the Lead 7

8. Indicator 12 The district intervenes early when a school is not making adequate progress. 8

9. ‘significant changes’ school’s staffing governance ‘begin by having the right people in place’ staff reassignments Handbook on Restructuring and Substantial School Improvement Authors of Section 2, Module 2: Gordon Cawelti and Nancy Protheroe turnaround principals 9

10. District Intervention • Well-developed and communicated policies and procedures • Intervene in a timely fashion in schools making little progress • Use of contracted service providersas an intervention strategy 10

11. Discussion:District Contact & Intervention • What policies need to be in place regarding district intervention? • What evidence is available to help identify what help is needed and where to target it? • How is the nature of the intervention (e.g., staff replacement, contracted services, intensive assistance) determined? • Should you assign specific central office people to specific schools? How will this be done? • What responsibilities (and authority) are appropriate for district contact persons? 11

12. Indicator 22 The district ensures that school improvement and restructuring plans include research-based, field-proven programs, practices, and models. 12

13. Supporting Improvement withResearch-Based Practices • Choose one with evidence of success • Look for alignment district’s goals the needs of its student population • Training • Monitor fidelity of implementation • Consider policy flexibility to implement practices proven to work with previously low-performing students 13

14. “Studies of high-performing school districts highlight the key to raising student achievement: improvement must begin in the classroom. By working to get research-based teaching strategies shown to be effective into every classroom, districts make use of a powerful lever for improvement.” Handbook on Restructuring and Substantial School Improvement Authors of Section 2, Module 2: Gordon Cawelti and Nancy Protheroe 14

15. Push Research-Based StrategiesInto Every Classroom Effective teachers: • Plan instruction so opportunities to learn are maximized. • Provide a supportive learning environment. • Use techniques - such as providing cues and advance organizers, connecting to prior learning, etc. - that encourage active learning. • Teach to mastery, using a variety of forms of assessment to measure progress of individual students as well as the class as a whole. 15

16. Discussion:Research-based Practices • How does your district help schools learn about and implement research-based practices? • What is the district doing to ensure research-based practices are being used in classrooms? 16

17. Indicator 27 The district is prepared for setbacks, resistance, and obstacles on the path to substantial improvement. 17

18. Before Change is Undertaken District Leaders Must: • Engage the larger community in needs assessment and planning • Communicate clearly and forcefully the vision for reform • Face the reality of the challenges to be overcome • Get buy in within the school system and the larger community 18

19. During the Process ofSchool Reform The Superintendent Must: • Work with the School Board to present a united front • Maintain community morale when/if the situation appears to worsen in the initial stage of reform • Silence nay-sayers by showing speedy successes • Use failure to initiate problem-solving • Report on status of reform efforts frequently and publicly 19

20. Discussion:Keep the Faith, Baby • How do your district leaders gain and sustain support for reform initiatives? • What are some examples of how to use failure to stimulate more successful efforts? 20

21. Empowering School Leaders 21

22. Indicator 31 District policies and procedures clarify the scope of site-based decision making granted a school and are summarized in a letter of understanding. 22

23. “Clear understanding district expectations for schools parameters of school autonomy • School efforts toward district goals must be nonnegotiable • Determine and clearly communicate to school personnel the types of decisions they are authorized to make about resource allocation and staff assignments” Handbook on Restructuring and Substantial School Improvement Authors of Section 2, Module 2: Gordon Cawelti and Nancy Protheroe 23

24. Indicator 24 The district ensures that an empowered change agent (typically the principal) is appointed to head each restructuring school. 24

25. Putting in Place a Change Agent is a Key District Responsibility “Decades of research have documented that leadership is a crucial determinant of school success (Waters, Marzano, & McNulty, 2003). Research indicates that school leader differences explain about 25 percent of differences in student learning accounted for by school, directly or indirectly (Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004; Waters et al., 2003).” School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational Improvement Prepared by: Public Impact for the Center on Innovation & Improvement 25

26. Putting in Place a Change Agent is a Key District Responsibility “Drawing from research on high-performing organizations in the corporate world, a district would begin by having the right people in place in a significantly underperforming school before major restructuring efforts are undertaken.” Handbook on Restructuring and Substantial School Improvement Authors of Section 2, Module 2: Gordon Cawelti and Nancy Protheroe

27. Indicator 15 The district allows school leaders reasonable autonomy to do things differently in order to succeed. 27

28. Districts May Allow Flexibility Regarding: • Scheduling • Transportation • Discipline • Curriculum • Support Services • Regulatory Requirements 28

29. Discussion:Leadership and Autonomy • What process does your district use in selecting effective change agents to turnaround underperforming schools? • In what areas are leaders in reforming schools given autonomy? Are there inter-school differences? • How has your district resolved the tension between granting autonomy to permit changes and maintaining tight district controls? 29

30. Team Reflection on Current Status of Implementation Each District Academy Team will now take 15 minutes to review each indicator covered in this session and assign an implementation rating Rating scale: 0 = No Development or Implementation 1 = Limited Development or Implementation 2 = Full Implementation 30

31. Reflection Worksheet * Rating scale: 0 = No Development or Implementation 1 = Limited Development or Implementation 2 = Full Implementation 31

32. Discussion:Status of Implementation • Which Indicators are strengths in your current district operations? • Which Indicators need improved performance in your current district operations? • What are next steps in developing a District Operations Manual relative to the Indicators in DL 3? 32

33. Work on District Operations Manual for District System of Support • Read Wise Ways® • Indicators 15, 22, 27, and 31 • View on Doing What Works (http://dww.ed.gov) • Data-Driven Decision Making - Turning Around Chronically Low Performing Schools • Quick Wins Homework Assignment 33

34. Wrap Up • Reflections on DL 3 session • Reminder: District Team Summative Meeting scheduled for • Mentor Interaction with Academy Mentor to be held before District Team Summative Meeting 34

35. Key Contact Information ken.remsen@state.vt.us debora.price@state.vt.us lisa.mazzitelli@state.vt.us carol.duley@state.vt.us 35

36. Thanks for your participation Thanks to NECC and Ira Glick for webinar services and support 36