Every Iowa learner will achieve success in life as a result of... Collaborative Leadership An Update...

Every Iowa learner will achieve success in life as a result of ...

Collaborative Leadership

An Update on System-wide Work


2013-2014 Highlights


Outcomes of AEA CompactImplementation Results:

• Alignment of the internal AEA system

• Alignment of AEA/DE systems

• AEAs are delivering on state-wide commitments to the state


Outcomes of AEA Compact

Implementation Results:

• Alignment of the internal AEA systemo First Iteration of System Policies Developedo Alignment of By-laws, Policies and Procedures






o Collective commitment across AEAs and the DE to work as a unified system

o Agreement that the role of the DE is to set direction and lead and the role of the AEAs is to implement

o Agreement that LEAs are integral, and need to be included in collaborative work

o Commitment to focus efforts and resources on selected priorities






• AEAs are delivering on system-wide commitments to the stateo Priority Focus areas established:

Early literacy and Closing the achievement gaps

o Implementing through local school, AEA, DE collaborative


Alignment of AEA System

Policy and Procedures


● Creation of policy, which will both guide everyday practice, and produce consistency across the state-wide AEA system.

● Ongoing, highly engaged conversation.● Multiple revisions and visitation of how policy interacts with both

current and desired practice.

How do thoughts and good intentions become reality?


Comments from your board representatives


● What do we see as the strengths of this work?● What else should be considered going forward?● What questions do we still have?

Let’s process...time to talk and listen

Alignment of LEA/AEA and DE Systems

Collaborating for Iowa’s Kids (C4K)


● What do you know about this work?

● What do you wish you knew about this work?

● Any celebrations to report?

C4K

Phase One Statewide Results: Winter

54 public districts and non-public buildings in Phase One

4 districts/non-public buildings (7.4%) had 80% or more of their students meet benchmark

Average percent of students meeting benchmark: 63

87 public and non-public buildings in Phase One

6 buildings (6.9%) had 80% or more of their students meet benchmark

Average percent of students meeting benchmark: 63%

Phase One Building Needs Distribution: Winter

•% of schools needing intensive universal tier support (less than 60% of students meeting benchmark)

34%

•% of schools needing targeted universal tier support (60-79% of students meeting benchmark)

59%

•% of schools needing no additional universal tier support (80% or more of students meeting benchmark)

7%

● Potential collaborators can gain from partnering together.

● However, in trying to meet their own needs individually, they take actions that undermine the success of the other.

● Undermining the success of the other is unintentional (although it appears deliberate).

Accidental Adversaries: Summary of Dynamics

● How do you want to define IDE success? What should be its unique contributions?

● How do you want to define AEA System success? What should be its unique contributions?

● How will IDE’s success contribute to AEA System success?

● How will AEA System success contribute to IDE success?

IDE-AEA (System): Prospects for Partnership

● When IDE has problems achieving results, what does it do to get back on track?

● How do these actions unwittingly undermine AEA System success?

● When the AEA System has problems achieving results, what does it do to get back on track?

● How do these actions unwittingly undermine IDE success?

IDE-AEA (System): Accidental Adversaries

We believe that the relationships among four key components comprise the system that will result in an effective partnership for student success. Our theory of success can be articulated in the following slides.

These relationships will produce a virtuous cycle of success. We represent the relationships in our core theory using a causal loop diagram found in Figure 1.

Theory of Success

1. We define success for the Iowa Department of Education by the quality of guidance and governance provided to the overall educational system. As the quality of guidance and governance for the system increases (Department of Education success), we believe that will cause an increase in the clarity of direction and outcomes for students and educators.

2. An increase in the clarity of direction and outcomes will cause an increase in the level of AEA System success. We define AEA System success as quality educators in quality school systems.

Theory of Success Articulated

3. An increase in the level of AEA System success will cause an increase in the level of the Iowa education system coherence and equity.

4. An increase in system coherence and equity will cause an increase in the level of Department of Education success.

Theory of Success Articulated


● What do we see as the strengths of this work?

● What else should be considered going forward?

● What questions do we still have?

Let’s process...time to talk and listen


Alignment of AEA System

Delivering on State-wide Commitments

•Need to reflect the new realities created by the re-design efforts of the previous two years:

I.The New Compact

II.Change in how the AEA Chiefs function as a system

III.Change in relationships and responsibilities of chiefs and joint directors and director groups

IV.Collaborating for Kids(C4K) Structure and Process


Redefining Relevancy: The First Two Years of The Redesign of the AEA State System as a Community of Practice

Authored by Troyce L. Fisher, Ed. D., and E Robert Stephens, Ph. D. February 2014

Special Thanks to Connie Johnson, AEA System Communications Director


Relevancy of the AEA State System needed to be redefined


Position AEAs to play a critical role in upcoming statewide educational efforts by:● Strengthening the AEA system so that it can devote collective

organizational and human capital capacity to address state priorities● Changing how the AEA system conducts planning and decision-making

activities to be more efficient, effective, and equitable● Staying cognizant that we are a regional system and most initiatives

are best delivered regionally, and most innovation occurs regionally● Continue to focus commitment to support services for students with

special needs

Goal of the Redesign Effort


Objective#1 – Strengthen how the State System conducts it work in order to capitalize on its full potential as a well-functioning, effective community of practice, in order that it...

Objective #2 – Be successful in undertaking a bold, unprecedented role of assuming co-ownership of the academic achievement of all students.

Objectives of the Redesign Effort


● Adopt a set of guiding principles.● Select an organizational change model that would honor the guiding

principles.● Structure the effort into a series of manageable activities.

Strategy of the Redesign Effort


Major Implementation Challenges of the Redesign Process

● Changing role of the State AEA Board of Directors● Redefining and clarifying the role of the Chief Administrators in

the system – recommend policy to the Board, provide leadership in setting direction, identify goals and objectives, monitor progress, guide a move to a more performance-based, results-oriented culture

● Deeply engage professional staff in program planning and evaluation

● Reciprocal accountability with LEAs for student achievement● Planned abandonment of what the system needs to stop

doing


● Development of Mission, Vision, Values, Guiding Principles● Operationalizing the Community of Practice

5 Parts of the Redesign (non-Sequential) Part 1 – Becoming a Community of Practice


● How data was collected?● How the data was used to make improvements?

Part 2 – Maximizing Relationships between Chiefs and the Directors


A year of study produced 4 outcomes, as follows:● A collective commitment to work as a unified system;● An agreement that the DE sets direction and the AEAs role is to

implement;● An agreement that LEAs are critical to the decision-making process and

need to be included in C4K; and● A commitment to focus efforts on selected priorities beginning with

improving early literacy

Part 3 – Re-Defining Relationships with the Department of Education (Collaborating for Iowa’s Kids)


● Implications of historically ‘escaping’ accountability for student achievement

● New Compact establishes in writing a commitment to co-own student achievement results

● Reciprocal Accountability agreements with Phase 1 schools – design and implementation

Part 4 – Increasing Accountability to LEAs


Part 5 - Creating a New Governance Model

Establishment of the Policy Manual


What questions do you have?


In summary...and with thanks

Every Iowa learner will achieve success in life as a result of... Collaborative Leadership An Update...

Documents

Transcript of Every Iowa learner will achieve success in life as a result of... Collaborative Leadership An Update...