A Diamond in the Rough

1. Hickory Ridge High School Hickory Ridge High School Tanesha Carhart Megan Dubbaneh Jennifer Gaddis Jason Hepokoski Jessica Stricker A Diamond in the Rough A Diamond in the Rough

2. “Learning should be both frustrating and life enhancing …the things we learn the most from tend to scare us a bit too” (p. 444). McVee, M.B., Bailey, N.M. & Shanahan, L.E. (2008). Technology lite: Advice and reflections for the technology unsavvy. Journal of Adolescent & Adult Literacy, 51(6), 444-448.

3. The FDMA Diamond Model Adapted from the American School Counselor Association National Model, our FDMA Diamond model will provide HRHS with a solid basis for reform in areas such as • Teacher Empowerment • Collegiality • Administrative Respect • Technology Integration • Achieving District Goals • Embracing Our Mission, Vision, and Purpose Statements • Student Achievement

5. District Goals • To create conditions whereby purpose, values, information, and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum.

6. District Goals 2. To create a process in the schools that builds on the capacity of everyone in the school, so as to develop the school’s collective intelligence.

7. District Goals 3. To encourage experimentation in implementation.

8. District Goals 4. To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009)

9. Long Term 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis. 2. To utilize progress monitoring results to tailor the curriculum to students' individual needs. 3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 4. To further integrate PLCs into the faculty community. 5. To continuously assess the fidelity and progress of the FDMA model. Hickory Ridge Goals Short Term Goals 1. To incorporate interactive, learner-centered technology into teachers' lessons at least twice per week and implement online assessments for progress monitoring. 2. To establish a technology committee. 3. To establish PLCs to promote data driven instruction by integrating 21st century technology and to encourage collegiality and collaboration among the faculty. 4. To institute the FDMA model as a permanent and fundamental doctrine of the Hickory High School culture.

10. Long Term 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis. 2. To utilize progress monitoring results to tailor the curriculum to students' individual needs. 3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 4. To further integrate PLCs into the faculty community. 5. To continuously assess the fidelity and progress of the FDMA model. Hickory Ridge Goals Long Term Goals 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis. 2. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 3. To further integrate PLCs into the faculty community. 4. To continuously assess the fidelity and progress of the FDMA model. 5. To utilize progress monitoring results to tailor the curriculum to students' individual needs.

13. Mission Hickory Ridge High School endeavors to provide a world-class education, to establish a learner-centered community, and to incorporate 21st century technology into all facets of a progressive curriculum while providing students with meaningful learning experiences. Foundation

14. Vision To be a world class, technologically advanced school. Foundation

15. Purpose To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century. Foundation

17. Student Achievement We will provide a differentiated, constructivist learning environment bolstered by a technologically infused curriculum. ~*~*~*~ “Many school administrators now advocate that teachers put aside notions of traditional teaching in favor of developing learning environments where students share ideas, grapple with the meaning of new information, and defend divergent thinking” (p. 582) Judson, Eugene. (2006). How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection? Journal of Technology and Teacher Education, 14(3), 581-597. Foundation

20. Management System • Organizational structure / method • Behavioral Theory • Horizontal & Vertical Communication • Shared decision making • Data driven leadership Management System

21. Hickory Ridge’s organizational structures support our school vision and mission. Improves school culture and climate. Participative decision making groups. Shared leadership & responsibilities. Old bureaucratic structures have been replaced with our new collaborative structures.

22. Our Organizational Philosophy • “ No single philosophy, old or new should exclusively guide decisions about schools.” (Ornstein, 2009). • Our FDMA Diamond model has combined the organizational theories of : • RensisLikert – System 4 Model • Kurt Lewin – Behavioral Theory • Douglas McGregor – Theory Y • Deming – Total Quality Management Management System

23. Hickory Ridge’s Organizational Structures RensisLikert’s System 4 Model. System 1: Closed System (Top Down) System 2: System System 3: System 4: Open System - Faculty and staff participate in shared decision making. Our motivated staff improves our school culture and climate.

24. Kurt Lewin’sBehavioral Theory • Lewin: Behavior is a function of the interaction between the person and the environment. B=(f*p) • Hickory Ridge has a participative type of school decision making. System 4 Model. • Our empowered staff takes ownership of important school decisions through organizational structures such as PLC’s. • Participative decision making structures. Management System

25. Douglas McGregor’s Theory Y • Theory Y: When staff exercise initiative, self-direction, and self-control on the job they will feel committed to the objectives of the organization. • Our empowered Hickory Ridge faculty will enjoy teaching and their enthusiasm will translate into academic gains in their innovative, technology rich classrooms. Management System

26. Rensis Likert’s System 4 Management Model. • Hickory Ridge’s model is a participative group interaction model based on Rensis Likert’s Management Model.. • Feimen-Nemser & Floden assert that “when teachers are empowered as agents for change, they become active agents rather than passive workers" (1986, p.523). Management System

27. System 4

28. RensisLikert’s System 4

29. Total Quality Management • Total Quality Management approach is recommended for the human resource function of reform. Edwards Deming introduced the theory and application of total quality management (TQM) to the Japanese with outstanding results. Deming’s fourteen principles are (Rebore, 2007, p. 24): Management System

30. System 4

31. Total Quality Management 8. Drive out fear9. Break down barriers between departments.10. Eliminate slogans, exhortations, and targets.11. Eliminate management by numerical quotas.12. Remove barriers that prevent job managers and workers from taking pride in their workmanship.13. Institute a vigorous program of education and self improvement.14. Put everybody in the company to work to accomplish transformation. 1. Create Constancy of purpose toward improvement of product and service.2. Adopt the new philosophy3. Cease dependence on inspection to achieve quality.4. End the practice of awarding business on the basis of price tag.5. Improve constantly and forever the system of production and serve, to improve quality and productivity.6. Institute training on the job.7. Institute leadership.

32. Data Driven Leadership • Hickory’s administration will analyze our reform data. • We will involve all stakeholders in the process. • We will make changes based on data analysis to improve our organizational structures. • We reward student achievement. • We celebrate our successes. Management System

33. Human Capital • Our diamond reform management system has created a school climate that promotes innovation. • Staff development especially in technology. • Reward innovation and student achievement. • Our organizational structures utilize everyone’s capacity in the school. • We develop our school’s collective intelligence. Management System

34. Allotting specific times for teachers to come together affords professional sharing that may not otherwise occur. - Woods and Weasmer Once individuals participate energetically, share authority, and engage in meaningful work, they begin to shed most negative emotions and to demonstrate their knowledge. (Shor, 1992, p. 84). Hickory’s Empowered Staff Delivers Reform Management System

35. Hickory Ridge’s Organizational Structures • Foster: • Administrative Respect • Technology Integration

36. FDMA Diamond School Symbol • Our FDMA diamond model will be displayed everywhere. • Symbolizes our school reform efforts. • On our Sports’ Teams • On our Stationary • On our Website • On our walls & halls • We are a Diamond School!

37. Positive School Culture & Climate • Our organizational structures allow us to build coalitions and form alliances with all stakeholders. • PLC’s, technology committee, • We involve all stakeholders in our school reform efforts. • Through collaboration we have created a positive school climate that supports student achievement!

38. FDMA Diamond Model • Our foundation supports our organizational management structures. • Our organizational management structures support our instructional delivery. • Our FDMA Diamond model supports our school reform efforts.

41. Delivery Systems “When teachers are empowered as agents of change they become active agents rather than passive workers.” -Woods and Weasmer Maintaining Job Satisfaction

42. Incorporating Technology into Curriculum Delivery Systems Create a technology Committee consisting of new staff members and veteran staff members Each classroom was recently wired and has 15 computers The District wanted to make Hickory High School a technological center

43. Data-Driven Instruction Delivery Systems Use of online assessments for immediate feedback and baseline testing Use for progress monitoring on classroom achievements and standardized testing

44. Staff Support, Development, and Empowerment Delivery Systems Technology Committee focus on technologies to be implemented in curriculum Monthly meetings focusing on a new technology Sharing ideas between new staff members and veteran teachers

45. Creating a Learning Community Delivery Systems Where staff members share information and ideas Where staff members support each other Where we empower teachers to become active agents

46. Woods, A.M. & Weasmer, J. (2004). Maintaining job satisfaction: Engaging professionals as active participants. Clearing House, 77 (3), 118-121. Delivery Systems “Not only is it essential for teachers to know that they have contributed to shaping curriculum, but they also need to sense their own roles in the culture of the school. To become stakeholders, they need to know their contributions to the school culture are honored.” (p.118)

49. Data Driven Results • Online tests and quizzes will be completed online using Data Warehouse program. • These tests and quizzes will provide us with data which will allow for us to make the necessary gains and improvements in our classrooms. Accountability

50. State Standards • Teachers need to be aware of the Sunshine State Standards and how each lesson they’re teaching appropriately meets the standards. • The Sunshine State Standards are closely linked to the FCAT assessment and need to be addressed in order for students to show gains on the test. Accountability