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Turnaround Leadership: Saying No to the Status Quo

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Turnaround Leadership: Saying No to the Status Quo

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    1. Turnaround Leadership: Saying No to the Status Quo

    3. Introductions When you were little, who was your favorite superhero and why? What has been a real success for you this year? What do you hope to get out of next two days?

    4. Part I: What is Turnaround?

    5. Learning Targets Develop an understanding for the school turnaround concept Build a common language for turnaround leadership Understand the research and history of “what works” Identify and apply 5 proven strategies Identify and apply the 2 most effective leader actions

    7. Turnaround Leadership is Not…

    8. The Turnaround Model

    9. The Leadership Wobble Board

    10. The School Leadership Wobble Board

    11. A Promise Kept, A School Renewed Locke High School From US Department of Education Web site http://www.ed.gov/blog/2010/01/a-promise-kept-a-school-renewed-locke-high-schools-turn-around/

    12. From the Experts How Principals Can Help Doing What Works From the US Department of Education Web site Focus on instruction http://dww.ed.gov/School-Turnaround/Focus-on-Instruction/learn/index.cfm?T_ID=21&P_ID=45

    13. Turnaround is a dramatic and comprehensive intervention in a low-performing school that: (1) produces significant gains in achievement within two years; and (2) readies the school for the longer process of transformation into a high-performance organization. School Turnaround Field Guide (Kutash, et al., 2010)

    14. The Story of School Turnaround to Date: Marginal Change = Marginal Results

    15. Number of Schools with Most Extreme Designation - 2009

    17. Washington’s Challenge: How to move what is happening… …from here to here.

    18. Voices of Turnaround From US Department of Education Web site Forest Grove High School Forest Grove, Oregon http://www.ed.gov/blog/2010/05/voices-of-reform/

    19. Key question

    20. “Instead of helping some kids beat the odds… …why don’t we just change the odds?” Geoffrey Canada, Founder, Harlem Children’s Zone (2004)

    21. Part II: How Do Turnaround Schools Get Results?

    22. What To Do… Learn from schools that are proving it can be done…. …and identify the challenges that have limited the impact of traditional reform strategies.

    23. How Do High-Performing, High-Poverty Schools Do It? They foster a student’s readiness to learn, focus staff’s readiness to teach, and expand their readiness to act.

    24. Understanding where even “comprehensive” school improvement has focused, and where it has stopped short.

    25. From the Experts Turning Around Chronically Low-Performing Schools Doing What Works From the US Department of Education Web site Four recommended practices: Committed staff Improved leadership Focus on instruction Quick wins http://dww.ed.gov/School-Turnaround/topic/index.cfm?T_ID=21

    26. Part III: How Do Turnaround Leaders Get Results?

    27.

    28. Top 5 Actions for Successful Leaders of Turnarounds

    29. A Closer Look Expert Groups Count off 1 to 5. Each group will: Investigate its assigned leadership action Respond to the four Guiding Questions Prepare a chart/NLR Select a spokesperson to share the expert chart

    30. Guiding Questions What are the critical elements of your component? How is your component applied in turnaround schools? What are potential barriers to implementing your component? What are possible solutions? What is the role of central office in creating and supporting structures for this component?

    31. Quick wins Signaling the need for change Focusing on instruction Operational flexibility Committed staff

    32. Quick Wins Early Visible Meaningful

    33. “Quite frankly, in schools in need of dramatic turnaround, a strong infusion of hope, expectation, discipline, and candor…can provide the jolt that gets early improvement which the other work must be built upon and sustain.” Sam Redding, Director for Center for Innovation and Improvement. In Northwest Education, NWREL, 2009

    34. #1 Most Effective Leadership Action Developing Effective Quick Wins

    35. Signaling the Need for Change with Strong Leadership

    36. Moral Imperative

    37. Signaling the Need for Change: Find the Right Words WHY: Status of the school and the moral imperative WHAT: The mission and basic action steps HOW: The people will work, and what resources will be allocated FACILITATION NOTES: THE CONTENT OF THIS LETTER IS HINGED IN WHY THE SCHOOL IS ENTERING INTO THIS ENDEAVOR; WHAT THE MISSION AND NEW ACTIONS/ORGANIZATIONS WILL BE; AND HOW THE PEOPLE AND RESOURCES WILL BE USED. THESE INITIAL DOCUMENTS ARE IMPERATIVE IN SIGNALING THE STRONG LEADERSHIP AND THE NEW FOCUS OF THE SCHOOL. PRINCIPAL PARTICIPANTS SHOULD USE THE MODULE TIME TO SHARE AND RECORD SOUNDBITES, STRONG WORDS, DATA POINTS AND FOCI, AND ANYTHING ELSE THEY CAN USE TO HELP COMMUNICATE THIS AMBITIOUS CHANGE FOR THEIR OWN COMMUNITY. TAKE LOTS OF NOTES! RECORD QUESTIONS FOR THE PARKING LOT. PARTICIPANTS WILL GET TIME FOR REVISION AS THE MODULE PROGRESSES. FACILITATION NOTES: THE CONTENT OF THIS LETTER IS HINGED IN WHY THE SCHOOL IS ENTERING INTO THIS ENDEAVOR; WHAT THE MISSION AND NEW ACTIONS/ORGANIZATIONS WILL BE; AND HOW THE PEOPLE AND RESOURCES WILL BE USED. THESE INITIAL DOCUMENTS ARE IMPERATIVE IN SIGNALING THE STRONG LEADERSHIP AND THE NEW FOCUS OF THE SCHOOL. PRINCIPAL PARTICIPANTS SHOULD USE THE MODULE TIME TO SHARE AND RECORD SOUNDBITES, STRONG WORDS, DATA POINTS AND FOCI, AND ANYTHING ELSE THEY CAN USE TO HELP COMMUNICATE THIS AMBITIOUS CHANGE FOR THEIR OWN COMMUNITY. TAKE LOTS OF NOTES! RECORD QUESTIONS FOR THE PARKING LOT. PARTICIPANTS WILL GET TIME FOR REVISION AS THE MODULE PROGRESSES.

    38. Voices of Turnaround From US Department of Education Web site blog Johnson Public School Chicago, Illinois http://www.ed.gov/blog/2010/03/whats-possible-turning-around-americas-lowest-achieving-schools/

    39. #2 Most Effective Leadership Action Signal the need for change by deviating from the norm

    40. New vs. Continuing Principal New: Credibility as a change agent New: No existing relationships to dismantle New: Opportunity to bring in principal with “change leader” skills Continuing: Knows school/community environment Continuing: Existing relationships to build on Continuing: May need to “reinvent” self as a change agent

    41. From the Experts Signaling change through improved leadership Doing What Works From the US Department of Education Web site Three key concepts: Appoint a new principal to change leadership practices in the school. Improved leadership Signal change with new practices implemented by the current leader. Publicly announce changes and anticipated actions http://dww.ed.gov/School-Turnaround/Improved-Leadership/learn/index.cfm?T_ID=21&P_ID=44

    42. Action Steps/Draft I Where are you now? What are your top priorities for change? What possible strategies are available? What resources already exist?

    43. Turnaround Leadership - Day 1

    44. Turnaround Leadership – Day 2

    45. Focus on Instruction

    46. Turnaround Schools and Instruction Reflect individually on the following (5 minutes) What do we expect leaders to do to maintain a consistent focus on instruction in turnaround schools? What is our goal for leadership actions in order to maintain the instructional focus? Share your thoughts with table partners.

    47.

    48. From the Experts Focus on Instruction Doing What Works From the US Department of Education Web site http://dww.ed.gov/School-Turnaround/Focus-on-Instruction/learn/index.cfm?T_ID=21&P_ID=45&intID=804&t=1#learn

    49. Building a Committed Staff

    50. Building a Committed Staff is an Intentional Process “Great leaders first get the right people on the bus, the wrong people off the bus, the right people in the right seats...” Good to Great: Why Some Companies Make the Leap… and Others Don’t (Collins, 2001)

    51. The Journey of Change

    52. Roles in Implementation Sponsor - Individual (group) who has the power to sanction the change Agent - Individual (group) who facilitates the development and execution of the implementation Advocate - Individual (group) wanting a change without sufficient power to sanction it Managing at the Speed of Change (Connor, 1992)

    53. From the Experts Committed Staff Doing What Works From the US Department of Education Web site http://dww.ed.gov/School-Turnaround/Committed-Staff/learn/index.cfm?T_ID=21&P_ID=47

    54. Building a Committed Staff “Feedback is the breakfast of champions.” The One Minute Manager (Blanchard & Johnson, 1981)

    55. Operational Flexibility

    56. Stages of Implementation (NIRN) Sustainability Innovation Full Implementation Initial Implementation Installation Exploration Implementation Science: A Synthesis of the Literature (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2006)

    57. Effective personnel Effective instruction Use of data Effective discipline Clear focus/priorities Aligned curriculum Targeted interventions Teamwork/Distributive Leadership Parent involvement Improved organizational structure

    58. Parental involvement Central office support Targeted interventions Community partnerships Effective discipline Effective instruction Instructional specialists

    59. Teamwork Use of achievement data More time on instruction Inventions with struggling students Targeted professional development Focused short-term plans

    60. Teamwork Use of achievement data More time on instruction Inventions with struggling students Targeted professional development Focused short term plans

    61. Voices of Turnaround From US Department of Education Web site blog Rural Transformation West Carter Middle School Olive Hill, Kentucky http://www.ed.gov/blog/2010/07/illuminating-positive-change-rural-transformation-at-west-carter-middle-school/

    62. Part IV: Looking to the Future

    63. Scenario Planning Prepare a plan and accompanying story. Plan: Create a chart/drawing/NLR that includes: Words you will use to signal the change Intended Quick Wins Impact on students, achievement, community Outline of implementation Story: Prepare a 1 - 3 minute story of your school to share as if you were a ……

    64. Gallery Walk

    65. Looking to the Future “Turnaround schools are about getting off the road to perdition, and on the road of precision.” However… “The road to precision is not one of prescription. It is a matter of being best equipped with the capacity to increase chances…” --Michael Fullan, 2006

    66. Thank You For more information, please visit our Web site: http://www.k12.wa.us/Improvement/WIIN/ For questions, please call (360) 725-6374 or send us an email at wiin@k12.wa.us

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