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Turning Around Chronically Low-Performing Schools

Turning Around Chronically Low-Performing Schools. Nelson Colbert, Science Instructional Specialist Richmond Public Schools Richmond, VA. Strong Leadership. Strong Leadership. Surveyed the needs of the schools to increase high expectations.

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Turning Around Chronically Low-Performing Schools

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  1. Turning Around Chronically Low-Performing Schools Nelson Colbert, Science Instructional Specialist Richmond Public Schools Richmond, VA

  2. StrongLeadership

  3. Strong Leadership • Surveyed the needs of the schools to increase high expectations. • Developed a statement of positive change-“Moving from Good to Great”. • Invited the community, parents, businesses, colleges and universities to provide input in the instructional program.

  4. Strong Leadership • Changed leadership in the administration in central office, schools, and classrooms. • Established a leadership academy/institute to train administrators. • Implemented “Charting the Course”, a process for visiting all schools in the system for monitoring instructional data. • Established leadership teams, consisting of department heads and lead teachers.

  5. Strong Leadership Goals • Increased student achievement. • Provided strong leadership for effective and efficient operations. • Enhanced capacity building professional development. • Increased parent and community satisfaction. • Strengthened collaboration with stakeholders. • Provided safe and nurturing schools.

  6. Improving Instruction

  7. “Quick Wins” for Improving Instruction • Reviewed data for improved instruction. • Created an “Observations Checklist” for immediate feedback. • Created a “Look For” booklet for principals. • Established “Rapid Response” teams based on immediate needs. • Improved security plans for all schools. • Provided elementary teachers with a half-day for weekly planning. • Introduced a 90-minute instructional block in secondary schools.

  8. Improving Instruction • Collected data to set instructional goals: • Teacher and student attendance • Content • Professional development • Benchmark and SOL assessments • Introduced A” Balanced Scorecard” that focused on goals and evaluations. • Revised and aligned the curriculum. • Introduced a system-wide Instructional Model along with Study and Test Taking Skills.

  9. Building a Committed Staff • Staffed middle schools with core content teachers. • Established programs to train and recruit new teachers. • Met with teachers during planning time to assist with instructional planning. • Provided free content classes to elementary teachers. • Provided an incentive plan for new teachers. • Formed SPMT (School Planning-Management Teams) to give staff input .

  10. The End

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