Academy of Pacesetting Districts January 11 – 12, 2012
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Transcript of Academy of Pacesetting Districts January 11 – 12, 2012
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Academy of Pacesetting DistrictsJanuary 11 – 12, 2012
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Academy ofAcademy of
Pacesetting DistrictsPacesetting Districts
District TeamKickoff Meeting
Overview of the Academy Experience
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District Field Guide
This Field Guide has been provided to help guide you on your journey through the Academy of Pacesetting Districts.CD Included
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Distance Learning Sessions
District Learning Session 1
District Learning Session 2
District Learning Session 3
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Monthly Working Sessions
Each District Academy Team will spend a minimum of one day per month together for Academy purposes, including Distance Learning Sessions and the development of a District Operations Manual
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District Team Summative Meeting
District Academy Teams will come together for a one-day meeting to reflect upon their experience in the Academy, and their year-long work
Agenda includes time for District Academy Teams to present their District Operations Manual, as well as scheduled working sessions to engage in action planning
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How did we get here?
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WOMBAT
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Expected Outcomes
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In The Past …
District Improvement was driven by a district-based leadership team.
Scrutiny of student learning data informed their decisions and plans
An annual Improvement Plan addressed specific subgroups of students and subject areas where annual assessment showed weakness.
The goal was to improve the scores that were low.
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How it Used to Be
Annual Improvement Plan is created and followed for a year, then the cycle starts again
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A New Way
Continuous Improvement based
on Indicators of Effective Practice
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Continuous Improvement Cycle
Implement
PlanAssess
Revise
Monitor
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Following a different path
In addition to scrutiny of student learning data, the district staff’s professional practices that contribute to student outcomes are analyzed.
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A New Goal
The goal of continuous improvement is to not just focus on improvement where the last annual test showed weakness, but to examine professional practices district-wide and seeks to elevate performance across the board, including the most recent areas of deficiency.
“Excellence is the gradual result of alwaysstriving to do better.”
- Pat RileyNBA Coach
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Continuous Improvement
• Instead of creating a plan once a year and then following it, the District Academy Team engages in a continuous improvement process that is always:– Assessing current practice relative to
indicators of effectiveness– Planning immediate steps to full
implementation, and– Monitoring progress.
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WSESU Mission Statement
• The WSESU Mission is to provide a safe, inclusive and supportive environment where all students grow academically, socially, and emotionally, and are challenged to reach their potential as local and global community members.
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Addison Rutland SU Mission Statement
• The Addison Rutland Supervisory Union, in partnership with the wider community, exist to provide a supportive educational community that is physically, emotionally and intellectually safe for all learners and staff members. The ARSU community exists to foster high standards, diversity, individual and collaborative accomplishment, meaningful inquiry, life-long learning, citizenship and self-sufficiency. ARSU is committed to creating a learning community that has high expectations for every student and supports all students as they master challenging curricula.
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Springfield School District Mission Statement
• All students will acquire knowledge, skills, and positive attitudes to enhance their lives by engaging in learning experiences that are inspiring, relevant, and dynamic.
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VT Department of Education Mission Statement
• The State Board and Department of Education provide leadership, support and oversight to ensure that the Vermont public education system enables each student to be successful.
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Martin Luther King did not say “I have a strategic plan.” Instead he shouted, “I Have a Dream,” and he created a crusade.
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Effective Schools
Roots Picus Report• High Expectations• Continuous
Improvement• Leadership• Use of Data• Professional Teaching
Culture• Student Supports• School Climate• Family Engagement
• Talent• High Expectations• Ambitious Goals• Curriculum• Instruction• Use of Data• Multiple
Interventions• School Schedule• Professional Culture• Leadership • Small class Sizes
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0 percentile
50th percentile
100th percentile
Student Performance
Age 8 Age 11
90th percentile
37th percentile
53 percentile points
Student with low-performing teacher
Student with high-performing teacher
The Effect of Teacher Quality
Graph: How the world’s best performing school systems come out on top, September 2007, McKinsey & Company Research: Sanders and Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement , University of Tennessee, 1996
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Michael Fullan“Choosing the wrong drivers
for whole system reform”
• Focusing on Accountability (vs. capacity building)
• Individual Quality (vs. Group Quality)
• Technology (vs. instruction)
• Fragmented (vs. systemic)
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Seven-Step ProcessContinuous School
Improvement
District Support Coaching
Wisdom of the Outsider
Principal as Instructional Leader
Improved Student Learning
Improved Student Outcomes
Power of the Individual
Principal as Protector
Reform from Within
Power of the Collective
Human Capital Social Capital
Putting It All Together
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Effective Leadership for Rapid Turnaround
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Superintendent
Curriculum Coordinator
Teacher Leaders
Principal
Special Ed. Director
Math Leader
ELA Leader
Science Leader
Social Studies Leader
Data Team Leader
Math Team
ELA Team
Science Team
Social Studies Team
Data Team
SU Team Teacher Leaders
Teacher Teams Where in the
process is the school?
1. Identify the Problem
2. Develop a Plan for Change
3. Implement Plan
4. Monitor Implementation
5. Monitor Impact
6. Review New Data
7. Revise, Refine the Plan
Continuous Improvement
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Rapid Improvement is…
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Rapid Improvement is not…
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Effective Rapid Improvement Leaders…
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Effective Rapid Improvement Leaders…
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Self Reflection
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Research Base
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Characteristics of Successful Turnarounds*
*Public Impact (2007). School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational Improvement. Lincoln, IL: Center on Innovation & Improvement www.centerii.org/restructuring/resources/turnarounds.html
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Rapid Improvement Leader Indicators
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National Education Policy Context
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Strategic Resource Principles*
*Miles, K. H., & Frank, S. (2008). The strategic school: Making the most of people, time, and money. Thousand Oaks, CA: Corwin Press.
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Key Resources?
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Resource Utilization
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44
Big questions….
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People: Who impacts students?
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People: Considering Impact…
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People: Recruiting, Hiring, & Managing
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People: Distribution
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People: Specialized
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Time
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Time
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Money
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Gaining Buy-In to Support Change
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Effective Rapid Improvement Leaders put the puzzle together…
…so that students can succeed
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ACADEMY MENTORS