A Diamond in the Rough

1. Hickory Ridge High School Tanesha Carhart Megan Dubbaneh Jennifer Gaddis Jason Hepokoski Jessica Stricker 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. Hickory Ridge High School We will: • create a catalyst for needed reform at HRHS • address the conditions that must be created at HRHS if the school is to be successfully reformed • create a process at this high school that builds on the capacity of everyone in the school • develop the school’s collective intelligence • create continuous generative learning and staff engagement s to be successfully reformed

4. 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.

5. 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.

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

7. 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)

8. 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.

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 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.

10. 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 needed reform in areas such as: • Teacher Empowerment • Collegiality • Administrative Respect • Technology Integration • Achieving District and School Goals • Embracing Our Mission, Vision, and Purpose Statements • Student Achievement

12. A Model Diamond D M F

15. 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

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

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

18. Philosophy We will promote a progressive philosophy. Students learn best from real-life examples LEARN BY DOING! Thematic Units Collaborative Projects Problem Solving and Critical Thinking- *PBL* Foundation

20. Student Achievement We will provide a differentiated, constructivist learning environment bolstered by a technologically infused curriculum and guided by the Sunshine State Standards. ~*~*~*~ “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

23. Hickory Ridge’s Management System • Organizational structure / method • Behavioral Theory • Horizontal & Vertical Communication • Shared decision making • Data driven leadership • Promotes positive school climate Management System

24. Hickory Ridge’s organizational structures support our school’s vision and mission. Improve school culture and climate. Participative decision making groups. Shared leadership & responsibilities. Old bureaucratic structures have been replaced with our new collaborative structures. -PLC’s, Technology committee Management System

25. Our Organizational Philosophy • “No single philosophy, old or new should exclusively guide decisions about schools.”(Ornstein, 2009, p. 57) • Our FDMA Diamond model has combined the organizational theories of : • Rensis Likert’s – System 4 Model • Kurt Lewin’s – Behavioral Theory • Douglas McGregor’s – Theory Y • Edwards Deming – Total Quality Management Management System

26. Lewin’s Force-Field Analysis Management System Unfreeze the organizational structures Introduce our reforms and improved organizational structures Refreeze our organizational structures and reforms. Repeat as necessary

27. Kurt Lewin’sBehavioral Theory • Lewin: Behavior is a function of the interaction between the person and the environment. B=f(p*e) (Owens & Valesky, 2007, p. 21) • 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

28. Hickory Ridge’s Collaborative Structures Rensis Likert’s System 4 Model: System 1: Explotive - Authoritarian System 2: Benevolent-Authoritarian System 3: Consultative System 4: Participative – Hickory Ridge (Owens &Valesky, 2007, p.215) Management System

29. Likert’s participative group interaction model. Management System

30. RensisLikert’s System 4 Management System

31. 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

32. Shared Power Management System When teachers are empowered as agents for change, they become active agents rather than passive workers. (Feimen-Nemser & Floden, 1986, p.523)

33. 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 (Rebore, 2007, p. 24). Management System

34. Deming’s fourteen principles 8. Drive out fear 9. 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 philosophy 3. 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.

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

36. Human Capital Management System Our diamond reform management system has created a school climate that encourages continuous learning & 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.

37. Allotting specific times for teachers to come together affords professional sharing that may not otherwise occur. (Woods and Weasmer, 2004, p. 120) 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

38. Hickory Ridge’s Open Management System Management System • Fosters: • Administrative Respect – Open door policy. • Technology Integration - Communication • Team Building / Collaboration - Committees • Teacher Empowerment- Shared Decisions • Mission, Vision, & Student Achievement • Innovation & experimentation

39. FDMA Diamond School Symbol Management System Our FDMA diamond model will be displayed everywhere. Symbolizes our school reform efforts. On our sports’ teams. On our stationary. Vision & Mission. On our website. Newsletters, multimedia On our walls & halls. We are a Diamond School!

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

41. FDMA Diamond Model Management System • Our foundation supports our organizational management structures. • Our organizational management structures support our instructional delivery. • Our FDMA Diamond Model supports our school reform efforts.

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

45. 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

46. 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

47. 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

48. 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

49. 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)