Breaking Ranks: The Comprehensive Framework for School Improvement

1. Breaking Ranks: The Comprehensive Framework for School Improvement Dick Flanary, Senior DirectorLeadership Programs and Services flanaryd@nassp.org 2011 Model Schools Conference Nashville,Tennessee June 26–29,2011

2. Breaking Ranks: The Comprehensive Framework for School Improvement 2011 1996 2004 2006 2009 2010

3. The Breaking Ranks Framework Why a new Breaking Ranks publication? The Breaking Ranks II and Breaking Ranksin the Middle publications are aboutmiddle-level and high school. The latest publication provides a K–12 view. The education environment has changed significantly. Here are a few of theissues we face:

4. Increased Accountability

5. Percent of Schools Not Making AYP Center on Education Policy. Education Week. May 11, 2011.

6. U.S.

7. Alarming Dropout Rates

8. Graduation Rates

9. Projected Number of Non-Graduates for Class of 2011 1,154,132 Diplomas Count. Beyond High School, Before Baccalaureate. Education Week. June 9, 2011

10. Changing Demographics

11. Generational Differences

12. Globalization

13. Technology

14. Hi-FiWi-FiCloud

15. New Roles & Expectationsfor Schools and School Leaders PRINCIPAL VICE PRINCIPAL VIRTUE LEADER

16. Increased Ambiguity

17. 2011 Millennials Rising The Next Great Generation. Howe & Strauss 2000

21. Changing Paradigm • While you slept, the national educational paradigm shifted from guaranteeing universal access to guaranteeing universal performance. • Regardless of what you hear about international education performance comparisons, no other country guarantees universal performance. • Of all the nations participating in the PISA assessment, the U.S. has, by far, the largest number of students living in poverty, 21.7%. Denmark and Finland have a 2.4% and 3.4% poverty rate.

22. Programme for International Student Assessment (PISA) Results • U.S. students in schools with 10% or less poverty are number one in the world. • U.S. students in schools with 10-24% poverty are third behind Korea and Finland. • U.S. students in schools with 25-50% poverty are tenth in the world. • U.S. students in schools with greater than 50% poverty are near the bottom. Riddile, Mel. The Principal Difference: A School Leadership Blog.

23. www.nassp.org

24. What is a Framework

25. The Breaking Ranks Framework is Not:

26. “Please stop waiting for a map. We reward those who draw maps, not those who follow them.” -Seth Godin-

28. The Breaking Ranks Framework • Why does your school need to improve? • What needs to improve? • How do we improve our school? • Who? Do YOU and YOUR TEAM have what it takes to create a culture for change?

29. The Architecture of the Breaking Ranks® Framework Recommendations Core Areas Cornerstones Leadership Assessment Curriculum, Instruction & Assessment Collaborative Leadership Equity 12 recommendations 9 recommendations Relationships Improved Student Performance Culture Instruction Personalizing your School Environment Curriculum 8 recommendations Organization Professional Development

30. Organizing Schools for ImprovementLessons From Chicago Recent research determined five critical factors to sustainable school improvement Conducted by the Carnegie Foundation for the Advancement of Teaching 400 Chicago schools over 20 years Organizing Schools for Improvement: Lessons from Chicago. The Carnegie Foundation for the Advancement of Teaching (2011)

31. Organizing Schools for ImprovementLessons From Chicago Parent Community Ties Student Centered Learning-Climate Leadership and Governance School = Success Professional Capacity Instructional Guidance Organizing Schools for Improvement: Lessons from Chicago. The Carnegie Foundation for the Advancement of Teaching (2011)

32. Breaking Ranks Framework Alignment Personalization Personalization Parent Community Ties Student Centered Learning-Climate Leadership and Governance School = Professional Capacity Instructional Guidance Success Curriculum Instruction & Assessment Collaborative Leadership Organizing Schools for Improvement: Lessons from Chicago. The Carnegie Foundation for the Advancement of Teaching (2011)

33. Michael Fullan’s Views on School Improvement In order to lead successful change school leaders must: • Approach school reform with a moral purpose (Why) • Understand change (What) • Build relationships (Who) • Then, build knowledge (How) Once these steps are accomplished, school leaders can establish coherency.

34. Corporate America’s Views on Effective Leadership • Coach and develop for results (Who) • Drive performance (Why) • Inspire loyalty and trust (Who) • Manage work (What) • Partner within and across teams (How) • Influence through personal power (Who) • Select talent (Who) Developmental Dimensions International (DDI)

35. The Breaking Ranks Framework The WHY of School Improvement

36. Why Do you believe that every child can learn? Do you believe that your beliefs drive your actions? If this is the case, our actions have produced the following results: In America, the educational system has traditionally educated a third of the students, schooled a third and allowed a third to fall through the cracks. ” We have a moral imperative to educate every student.

37. The Breaking Ranks Framework The WHAT of School Improvement

38. Culture Isn’t a Destination

39. The Breaking Ranks Framework The How of School Improvement

40. The road from “what” to “how” Collaborative Leadership Curriculum, Instruction, & Assessment Improved Student Performance Personalizing your school environment

41. The road from “what” to “how” Collaborative Leadership Curriculum, Instruction, & Assessment Improved Student Performance Personalizing your school environment

42. A Process Circle for Guiding Change

43. The Who of School Improvement

44. Who • All school leaders, not just principals and assistant principals, must accept responsibility for the task and for taking the steps to make it school improvement happen. • Second, relying exclusively on principals and assistant principals, no matter what their commitment or their capacity for reform, will lead to the creation of systems that perpetuate mediocrity.

45. “10 Skills” is about…

46. Build on your strengths – Manage your weaknesses Lead with your strengths

47. Three Schools Profiled in Breaking Ranks • Douglas Taylor SchoolChicago, Il • Urban Pre K-8, 97% Poverty & 88% Hispanic population • Pocomoke Middle SchoolPocomoke City, Maryland • Shared leadership and partnerships with the community. Featured on Today Show • Forest Grove High SchoolForest Grove, Oregon • High poverty, highly diverse 2000 students with 90% proficiency in math and reading

48. Douglas Taylor SchoolChicago, Il Dr. William Truesdale, Principal • A Pre-K -8 urban school with 97% or more students eligible for free and reduced lunch and 88% Hispanic population. • A program of whole school improvement in the five fundamentals of school success: Instructional Leadership, Instruction Learning Climate, Professional Capacity and Parent Community Partnerships. • Taylor School’s mission is to offer an intensive and rigorous literature and writing program aligned to the Illinois Learning Standards. • The goal of all Taylor students is to become confident, capable readers, who will read for pleasure and knowledge for the rest of their lives and who are able to write well for a variety of purposes. Session #31 Monday – 10:15 Tuesday – 9:30 Wednesday – 9:30 Bayou D Bayou AB Bayou D

49. Pocomoke Middle SchoolPocomoke City, Maryland Caroline Bloxom, Principal • This school has gained national attention as they used the concepts set forth in the Breaking Ranks Framework • The school, with its commitment to shared leadership and partnerships with the community, has leveraged those resources into a comprehensive program that provides for the complete development of each student. • Ann Curry, two “Today Show” producers and a camera crew were onsite at Pocomoke Middle School this fall to highlight the programs and services that are contributing to the school’s success. Session #35 Tuesday – 8:00 Tuesday – 9:30 Wednesday – 8:00 Bayou D Bayou D Bayou C

50. Forest Grove High SchoolForest Grove, Oregon Karen Robinson, Principal John O'Neill, Director of Achievement • High poverty and highly diverse comprehensive high school of nearly 2000 students. • Oregon's Closing the Achievement Gap award two years running and for meeting AYP. • This year they close in on 90% of all students meeting state expectations in math and reading. • Honors biology class that is open to all students who wish to take it. • A reading workshop for struggling readers. Session # 44 Monday – 11:30 Tuesday – 2:30 Wednesday – 8:00 Canal A Canal A Canal A