Characteristics of Improving School Districts Themes from Research

1. Characteristics of Improving School Districts Themes from Research October 2004 G. Sue Shannon and Pete Bylsma Office of Superintendent of Public Instruction

2. Context • No Child Left Behind (NCLB) requires districtto be accountable for all students • Many districts projected not to make AYP • All groups must meet annual targets • More tested grades means more targets to meet • Rapidly increasing targets, reach 100% in 2014 • Sanctions occur rapidly at district level • District improvement plan required when not making AYP 2 years in a row in same grade/subject

3. District Improvement Plan • Plan must be developed within 3 months of being identified for improvement • Must include staff, parents, and others • Plan must be implemented by the beginning of the next year • 10% of district Title I funds must be set aside for professional development activities for teachers working with groups not making AYP target • Technical assistance provided by state must be research-based

4. Table Exercise What makes a good school district? • Individually think of and note 2 or 3 characteristics • Share your ideas at your table • Each table shares an idea with the whole group

5. Study Methodology • Synthesis of about 80 research studies looking at districts as unit of analysis and change • In-depth analysis of 23 studies • Identification of 13 themes • Confirmation of themes unique to districts • Applied differently in districts compared to schools • Development of definitions and discussion • Questions for dialogue and reflection

6. Report Overview • Emerging Themes • Conceptual Framework • Definitions & Discussion • Reflective Questions • Resource Lists

7. CHARACTERISTICS OF IMPROVED SCHOOL DISTRICTS – CONCEPTUAL FRAMEWORK Quality Teaching and Learning High Expectations and Accountability for Adults Coordinated and Aligned Curriculum and Assessment Coordinated & Embedded Professional Development Quality Classroom Instruction Effective Leadership Sustained Improvement Efforts Over Time Focus on All Students Learning Improvement Dynamic & Distributed Leadership Clear and Collaborative Relationships Support for Systemwide Improvement Professional Culture & Collaborative Relationships Effective Use of Data Clear Understanding of School & District Roles & Responsibilities Strategic Allocation of Resources Policy and Program Coherence Interpreting and Managing the External Environment Time

8. Table Jigsaw • In table groups pick a facilitator & recorder • Read assigned characteristic summary • Discuss • Insights from the research • Challenges facing districts regarding theme • Strategies to meet those challenges • Record key points on chart paper and report briefly to whole group

9. Themes from Research Effective Leadership • Focus on Student Learning • Dynamic/Distributed Leadership • Sustain Improvement Efforts

10. Effective Leadership • Focus on Student Learning • Focus on all students learning to high standards • Share beliefs & values, have clear goals, shared vision of change • Hold all district staff, programs & operations responsible for student learning

11. Effective Leadership • Dynamic/Distributed Leadership • Exhibit dynamic leadership, united in purpose, visible in schools, interested in instruction • Expand to encompass central office, principals, teachers leaders & others • Provide moral leadership that moves from talking to doing, to endure students learn

12. Effective Leadership • Sustain Improvement Efforts • View educational improvement as long-term commitment & processes • Persevere, persist, & stay the course • Help staff internalize the changes

13. Themes from Research Quality Teaching and Learning • High Expectations & Accountability for Adults • Coordinated & Aligned Curriculum & Assessment • Coordinated & Embedded Professional Development • Quality Classroom Instruction

14. Quality Teaching and Learning • High Expectations & Accountability for Adults • Hold all adults accountable for student learning • Expect excellence, monitor performance, provide feedback • Make high expectations part of personnel decisions

15. Quality Teaching and Learning • Coordinated & Aligned Curriculum & Assessment • Align curriculum with standards, assessment, policies • Centralize & coordinate curriculum approaches & decisions • Use multiple measure to assess learning

16. Quality Teaching and Learning • Coordinated & Embedded Professional Development • Provide high quality, ongoing professional development focused on classroom instruction • Include school-based coaching & support for instruction • Support professional development based on teaching & learning needs in schools

17. Quality Teaching and Learning • Quality Classroom Instruction • Pay close attention to instruction, provide guidance & oversight to improve teaching & learning • Develop a common vision of good instruction • Monitor instruction, curriculum, & changes in practice

18. Themes from Research Support for Systemwide Improvement • Effective Use of Data • Strategic Allocation of Resources • Policy and Program Coherence

19. Support for Systemwide Improvement • Effective Use of Data • Use data to monitor results, equity, accountability, & for resource allocation • Use data for instructional decisions & professional development • Provide time & training to staff to use data

20. Support for Systemwide Improvement • Strategic Allocation of Resources • Provide, allocate, reallocate, & find resources for quality instruction • Provide additional resources to support low performers • Give schools flexibility within parameters for resource use

21. Support for Systemwide Improvement • Policy and Program Coherence • Develop & implement policies that promote equity & excellence • Review & revise policies as needed to link programs & practices to goals & ensure coherence • Monitor coherence of actions & programs to district focus, goals

22. Themes from Research Clear & Collaborative Relationships • Professional Culture & Collaborative Relationships • Clear Understanding of School & District Roles & Responsibilities • Interpreting & Managing the External Environment

23. Clear and Collaborative Relationships • Professional Culture & Collaborative Relationships • Build a culture of mutual respect, collaboration, trust, & shared responsibility • Support school communities of practice for continuous learning for adults • Develop central offices as professional learning communities

24. Clear and Collaborative Relationships • Clear Understanding of School & District Roles & Responsibilities • Set expectations, decentralize responsibility, & serve as change agents • Support learning, serve as mentors & help seek solutions • Balance district authority with school flexibility & autonomy

25. Clear and Collaborative Relationships • Interpreting & Managing the External Environment • Analyze, interpret, & mediate state & federal policy with local policy • Buffer schools external disturbances & internal distractions • Mobilize community & business support • Involve family & community