1 / 76

If a school is not in a constant state of improvement, then it is in a state of decline. There is no in between.

Effective Schools: Effective School Boards. AASBDirector of Membership Services. Today's Agenda. Effective Schools ResearchIowa Lighthouse StudyMaking It Work at Home. Creating

jeb
Download Presentation

If a school is not in a constant state of improvement, then it is in a state of decline. There is no in between.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. If a school is not in a constant state of improvement, then it is in a state of decline. There is no in between.

    2. Effective Schools: Effective School Boards AASB Director of Membership Services

    3. Today’s Agenda Effective Schools Research Iowa Lighthouse Study Making It Work at Home

    4. Creating & Sustaining Effective Schools How can you tell whether a school is effective?

    5. Creating & Sustaining Effective Schools What makes a school effective?

    6. Effective Schools Research The school has a clear mission. Staff understand & are committed to the goals, priorities, assessments and accountability. Staff accept responsibility for students’ learning. The school has high expectations. There is a climate of high expectations. Staff believe & demonstrate that all students can master essential content.

    7. The principal is an instructional leader. Principal understands & applies effective instructional characteristics in managing the instructional program. Student progress is frequently monitored. Staff measure students’ mastery of skills frequently using a variety of assessments to improve individual student’s performance and the instructional program. Effective Schools Research

    8. The school allocates significant time for instruction. Teachers allocate significant classroom time for instruction on essential skills. For a high percent of this time, students are engaged in teacher-directed learning activities. The school has a safe, orderly environment. The school has a purposeful, businesslike atmosphere & the climate is not oppressive. Effective Schools Research

    9. Parents understand and support the school’s basic mission. Parents have the opportunity to play an important role in helping the school achieve its mission. Effective Schools Research

    10. Iowa Lighthouse Study Premise: To identify links between what school boards do and the achievement of students in schools.

    11. Iowa Lighthouse Study Key Findings Similarities Caring about children. Peaceable relationships. Opinion on superintendent. Tension in site-based management. Learning gap existed. Primarily homegrown staff.

    12. Iowa Lighthouse Study Key Findings Differences Elevating vs. Accepting Belief Systems Understanding Focus on School Renewal Action in Buildings and Classrooms

    13. If we truly believed every child could learn under the proper circumstances, we would be relentless in the search of those circumstances… If we truly believed all schools could ensure the success of all children, then failure of even a single child would be cause for great alarm and immediate, forceful intervention. -- Robert Slavin

    14. Iowa Lighthouse Study Key Findings Activity Elevating or Accepting Beliefs

    15. Effective Schools Research: Conditions for School Renewal Shared Leadership. Continuous Improvement and Shared Decision Making. Ability to Create and Sustain Initiatives.

    16. Effective Schools Research: Conditions for School Renewal Supportive Workplace for Staff. Staff Development. Support for School Sites through Data and Information. Community Involvement.

    17. Iowa Lighthouse Study Shared Leadership Moving Knowledgeable about: learning conditions in schools alternatives for improving education needs of students

    18. Iowa Lighthouse Study Shared Leadership Moving Could cite specific initiatives and how the board contributed to it. Described clear direction and focus on specific goals related to reading. Cited specific staff work on goals. Described what was happening in the classroom.

    19. Iowa Lighthouse Study Shared Leadership Stuck Could not describe written goals or how they were being implemented. Felt it wasn’t their job to know about instruction. Described classroom happenings based on child/spouse experiences.

    20. Iowa Lighthouse Study Continuous Improvement Moving Had internal desire for improvement. Believed all children could learn and cited specific ways learning had improved through board initiatives. Expect to see improvements quickly.

    21. Iowa Lighthouse Study Continuous Improvement Stuck Cited external reasons to improve. Focused on “factors” which kept students from learning (poverty, lack of parental support). Believed student improvement would take years.

    22. Iowa Lighthouse Study Ability to Create & Sustain Initiatives Moving Cited specific ways board goals were communicated to staff. Conducted goal setting exercises in which the board and superintendent learned and solved problems together. Regularly studied issues with superintendent prior to making decision.

    23. Iowa Lighthouse Study Ability to Create & Sustain Initiatives Stuck Couldn’t cite clear ways board actions and goals were linked to those of staff. Expected superintendent to learn, interpret information and recommend solutions.

    24. Iowa Lighthouse Study Ability to Create & Sustain Initiatives Stuck Had vague, if any, idea of how teachers and administrators interacted or how teamwork was linked to goals or initiatives. Didn’t discuss learning together beyond staff presentations.

    25. Iowa Lighthouse Study Supportive Workplace for Staff Moving Expressed confidence in staff. Identified specific ways staff was recognized. Believed changes could happen with existing staff.

    26. Iowa Lighthouse Study Supportive Workplace for Staff Stuck Rarely praised staff and tended to make negative comments. Believed new staff, more involved parents, higher income families to impact student achievement.

    27. Iowa Lighthouse Study Staff Development Moving Described staff development activities and link between teacher training and achievement goals. Believed staff development focused on student needs was important.

    28. Iowa Lighthouse Study Staff Development Stuck Described staff development as chosen by individual teachers or as required for teacher certification. Unaware of staff development plan. Made disparaging comments about staff development.

    29. Iowa Lighthouse Study Support for School Sites through Data & Information Moving Received information from variety of sources. Shared information at board table. Based decisions on student needs as indicated by data. Talked about regularly receiving information.

    30. Iowa Lighthouse Study Support for School Sites through Data & Information Moving Used process for making decisions: study, learning, reading, listening, receiving data, questions, discussing, deciding, evaluating.

    31. Iowa Lighthouse Study Support for School Sites through Data & Information Stuck Received information primarily from superintendent. Expressed concerns that all information was not shared equally.

    32. Iowa Lighthouse Study Support for School Sites through Data & Information Stuck Made decisions based on personal experience or anecdotal use of data. Made decisions based on discussion of the superintendent’s recommendation.

    33. Iowa Lighthouse Study Community Involvement Moving Sought ways to connect with and listen to community. Could cite specific ways parents were involved and indicated a desire for more involvement.

    34. Iowa Lighthouse Study Community Involvement Stuck Blamed parents’ lack of interest and education as a barrier to student learning but didn’t name efforts to change. Frustrated with lack of involvement but didn’t think much could be done.

    35. Iowa Lighthouse Study Superintendents Moving Put in processes to focus on improvement; shared information freely and frequently; involved others in decision making. Set with board system goals based on student needs; school goals linked to these.

    36. Iowa Lighthouse Study Superintendents Moving Central office, principal and teachers are working together. System actions reflect community needs. Held high expectations for all students. Had initiatives focused on student learning needs and improving achievement.

    37. Iowa Lighthouse Study Superintendents Stuck Mandated changes/hands off approach; cautious, deliberative in sharing information; decisions made with limited input. Viewed goals and improvement plans as means to an end of improving student learning; goals disconnected from actions.

    38. Iowa Lighthouse Study Superintendents Stuck Stressed need to hold principals and teachers accountable for improved scores. Frustrated with lack of community involvement. Made excuses for why some students didn’t learn. Stressed initiatives involving facilities or student discipline.

    39. Iowa Lighthouse Study Staff Moving Recited clear system goals and expectations for student performance. Linked building goals to system goals. Believed the board would listen to them and was supportive. Felt administrative support and had network support.

    40. Iowa Lighthouse Study Staff Moving Eager to use data to improve student learning. Believed it was unacceptable to give up on a student. Engaged in professional development that was student focused, more collective and linked to board goals.

    41. Iowa Lighthouse Study Staff Stuck Didn’t have a clear idea of how to raise test scores. Unaware of board goals for student learning. Couldn’t identify board members. Stressed independence and isolation and indicated networking wasn’t working.

    42. Iowa Lighthouse Study Staff Stuck Rarely used data to improve student learning. Thought others (not them) would give up on a child.

    43. An Understanding of How Education Gets Better

    44. An Understanding of How to Create Support Around Personnel

    45. An Emphasis on Building A Human Organization

    46. An Understanding of the Role of Staff Development

    47. An Understanding of How to Support School Sites in the Renewal Process

    48. An Understanding of How to Generate Community Involvement

    49. Integrated Leadership

    50. Conditions for Productive Change Group Activity Envelopes Process sheet

    51. Conditions for Productive Change How are these indicators alike? 2, 14, 23, 29

    52. Conditions for Productive Change How are these indicators alike? 3, 9, 21, 24

    53. Conditions for Productive Change Does anyone have a group similar to this? 1, 8, 15, 20

    54. Conditions for Productive Change Does anyone have a group similar to this? 4, 10, 16, 22, 27

    55. Conditions for Productive Change Does anyone have a group similar to this? 5, 11, 25, 26

    56. Conditions for Productive Change Does anyone have a group similar to this? 6, 13, 17, 19

    57. Conditions for Productive Change Does anyone have a group similar to this? 7, 12, 18, 28

    58. Guiding and Supporting School Improvement Efforts What should be the role of the school board?

    59. Role/Responsibility of the Board... Set the expectations – Clearly define the outcomes Hold the system accountable to the outcomes Ensure conditions exist within the system so the expectations can be met Build the public will

    60. Role/Responsibility of the Board... Return on Investment Provides a “Blue-Print” Systemic Effect

    61. Role/Responsibility of the Board... Mandate adopt goals that will improve student achievement address educational inequities provisions for assessing progress ensure student achievement goals have been met

    62. Role/Responsibility of the Board... Mandate adopt goals that will improve student achievement address educational inequities provisions for assessing progress ensure student achievement goals have been met Moral Imperative Pressure & Support

    63. Role/Responsibility of the Board... Reciprocity of Accountability “Equal and complementary responsibility to assure you have the capacity to do what I am asking you to do.” “. . .educate me on the process of learning how to do it. . .”

    64. Role/Responsibility of the Board...

    65. Application: Rely on internal and external data and information - not just opinions. (external information includes research, knowledge, best thinking in the field)

    66. Application: What are the most important outcomes (accomplishments) related to the topic? Focus on your greatest hopes, not the means for getting there.

    67. Application: Identify your top three outcomes and provide a rationale to the team. Listen to understand - not to defend your priorities.

    68. Application: It may take several weighted voting processes and lots of discussion to identify the few areas that are most important to your team.

    69. Application: Something I heard or learned that intrigued me … Questions I have and where I might find answers … Ways I can use this when I get home …

    70. If a school is not in a constant state of improvement, then it is in a state of decline. There is no in between.

    71. Conditions for Productive Change Continuous Improvement and Shared Decision Making A self-renewing professional community with appropriately shared decision making. School personnel feel they are an important part of the system.

    72. Conditions for Productive Change Ability to Create & Sustain Initiatives An understanding of how education gets better, how to make and support an initiative. School personnel have a sense of belonging/sharing in initiatives. They feel part of a vertical/horizontal team.

    73. Conditions for Productive Change Supportive Workplace for Staff An understanding of how to create support around personnel so they can succeed in their role. School personnel have a sense of being in a supportive context.

    74. Conditions for Productive Change Staff Development An understanding of the role of staff development in productive change. School personnel have an understanding of the purpose and process of staff development. School personnel grow professionally in the system.

    75. Conditions for Productive Change Support for School Sites through Data and Information An understanding of how to support school sites in the renewal process. Relentless use of data and information. School personnel are part of a site generated renewal effort.

    76. Conditions for Productive Change Community Involvement An understanding of how to generate community involvement. School personnel feel they are connected to the larger community.

    77. Conditions for Productive Change Shared Leadership Strong but sensitive leadership that is able to develop direction and focus from a realistic perspective. School personnel work in an integrative leadership context. There is direction and influence from dynamic leaders.

More Related