Transforming Districts and Schools

1. Elizabeth B. Kozleski, Associate Dean University of Colorado at Denver & Health Sciences Center TransformingDistricts and Schools A framework to guide culturally responsive and inclusive changes

2. Public Policy/Common Good … inclusive ways of knowing and living offer us the only true way to emancipate ourselves from the divisions that limit our minds and imaginations. bell hooks Equity Access Participation Achievement

3. Educational Challenges • Class • Race • Language • Ability • Research in Practice • Coherence • Sustained, principled change at scale • Sociocultural Perspectives

4. NIUSI Goals • Increase knowledge and understanding of inclusive, culturally and linguistically responsive practices • Synthesize and expand research-based practices • Leverage existing networks • Engage national discourse to improve educational outcomes for ALL urban students. Education for ALL

5. Tools for Change • Policy – Federal, State, Local • Regulation – Federal, State, Local • Incentives and Sanctions • Professional Learning • Technical Assistance • Preservice Education • Information Systems – Accountability and Progress Monitoring • Public Information • Leadership

6. A common framework for understanding change work grounded in the system that we seek to change: public education • Family and community involvement are embedded activity at the district, school and professional levels • School systems are products of the communities and the families that live there

7. Systemic Change • Coherence • People, Policy and Practices • Roles & Responsibilities • Policy • Research Centers • Technical Assistance & Dissemination • SEAs • LEAs • IHEs

8. Activity Arenas People Cultural/Historical Influences Psychological Characteristics Professional/Personal Knowledge & Experience Context Expectations, Culture, Tools, Decision-making, Discourse Action Power, Influence, Privilege, Consent Accountability For Action or Results?

10. Dimensions of Change • Technical • Organizational • Relational • Critical

11. The steady work of Education for All must be grounded in an understanding of • How teachers learn to teach • How school organization affects practice • How districts can support school and practitioner effort, and • Howthese factors affect children's opportunities to learn, participate and succeed educationally.

12. States Districts TA Logic Model Knowledge Base Students & Families Classrooms

13. TA Processes • Meeting Facilitation • Needs Assessments • Program Evaluation • Developing RFPs for discretionary funds • Futures Trend Analysis • Grant Writing • Pilot Site Development • Project Management • Develop indicators of effective practice • Model effective technology • Strategic Planning Process • Needs Analysis

14. Skill Building Workshops Professional Development Topical Forums Design Research Projects Manage Research Efforts Develop Technical Assistance Documents Policy Analysis Documentation for Processes, New Practices University Partnerships Student Outcomes measures Evaluation Design and Analysis Information Systems Uses of Technology Skills: How To

15. Services • Topical Updates • Information Packets • Technical Assistance Documents • Grant Writing Workshops • Developing Media Packets • Data Interpretation • Developing Media Spots • Data Analysis • Electronic Networks • Networks with other State, regional, and national technical assistance networks • Conference Planning • Network school reform policy makers • Facilitate mentoring among SEAs and LEAs • Database Sharing • Web-based data storage

16. NIUSI Website Tools • A replicable GIS information system • Accreditation for Inclusive Schools • A set of high quality action research studies • On Points • Leadership Academies Networks • A network of 100 inclusive, urban PDS schools • A network of at least 1000 building leadership teams across the country www.urbanschools.org

19. Family Participation in Teaching & Learning Professional Organization Rubrics Group Practice & Professional Development The next set of rubrics help assess the work of teachers and other professionals who engage student learning. Make sure that you back up each rating with specific, concrete evidence. Learning Standards Learning Assessment Teaching Design & Practices

20. NIUSITA Tools • A replicable GIS information system • Accreditation for Inclusive Schools • A set of high quality action research studies • On Points • Leadership Academies Networks • A network of 100 inclusive, urban PDS schools • A network of at least 1000 building leadership teams across the country