Working Systemically:The District’s Role In School

Improvement

An Overview

Some Questions…

• What IS Working Systemically?

• Why is it important?

• What is a model for working systemically?

• What are essential leadership competencies to be able to work systemically?

Historical Perspective on School Reform

Examples: Purchasing a new reading or math program; working only on curriculum, or instruction, or assessment

(Sashkin & Egermeier, 1993)

Fix the parts Transfer innovations

Historical Perspective on School Reform

Examples: Pre-service/in-service training;sending teachers to training events or “one-shot” workshops

(Sashkin & Egermeier, 1993)

Fix the people Improve teacher/administrator knowledge and skills

Historical Perspective on School Reform

Examples: Implementing strategic planning process; new school reform models

(Sashkin & Egermeier, 1993)

Fix the school Apply organizational development approaches to schools only

An Approach Informed by Research…

Fix the system• Integrated and interrelated improvement of

the parts, the people, and the organization

• Interrelationships and interdependence between the organization’s internal system and the external system

• Change in one part of the system is accompanied by change in another part

(Jenlink, Reigeluth, Carr, & Nelson, 1996)

So, What’s a System?

A group of linked parts that work together toward a common end.

(Redding, 2006)

What’s a School System?

• A group of schools, organized into a district, and each school is a part in the system.

• But each school itself also operates as a system with its own parts and subsystems, working toward its own ends.

(Redding, 2006)

For districts and schools, a systemic approach means…• Unifying the vision and goals of what

schools should be like

• Establishing a coherent system of curriculum, instruction, and assessment aligned with goals

• Restructuring the governance system state develops outcomes and accountability schools determine means to achieve outcomes

(Smith & O’Day, 1991).

What Working Systemically IS NOT

Empower ed Individuals / Schoo l sNo Syst emic Appro ac h

What Working Systemically IS NOT

Dist ri ct ’s Pur pos e Cl ear /Schoo l s’ P ur pose C l ear

St il l No S yst emic Appr oa ch

Distric t

School s

What Working Systemically IS

Cl assr ooms

School s IncreasedStudent

Achievement

Di s tric t

Dis t ric t ’s Pu rp os e C le a r/ S ch oo l s ’ P ur po s e Cle arCo mmon F oc u s o n S t ud en t A ch ieve men tE a c h Mu t u al l y Su pp o r t iv e

Background

• Grant awarded in 2000; ended in 2005

• Developed and tested a systemic model designed to improve student achievement in low-performing districts and schools

• Collaborated with the Charles A. Dana Center in Austin

Background

• 49 schools in 23 districts

• Arkansas, Louisiana, New Mexico, Oklahoma, and Texas

• Rural, suburban, and urban settings

Ways of Explaining Reality. . .

(Senge, 2000)

Three Key Learnings

Learning 1:

To increase student learning, districts should check first for alignment of curriculum, instruction, and assessment to standards

(SEDL & Charles A. Dana Center, 2005)

Three Key Learnings

Learning 2:

Districts and schools need to focus on improvement efforts that are small enough to be manageable, but large enough to make a difference

(SEDL & Charles A. Dana Center, 2005)

Three Key Learnings

Learning 3:

Leadership at all levels of the system needs to allocate resources of time, personnel, and energy

(SEDL & Charles A. Dana Center, 2005)

What it takes to work systemically: • Shared vision

• Shared and supportive decision making

• Accountability for all by all

• Focus on teaching and learning

• Strong collaborative cultures

• Professional growth

• Innovation and constant improvement

Model for Working

Systemically

2007 TXCC Forum Focus

• Levels The “who”

• Components The “what”

• Competencies The “how”

2007 TXCC Forum Focus

• Levels The “who”

• Components The “what”

• Competencies The “how”

Working Systemically Competencies

• Creating coherence

• Collecting, interpreting, and using data

• Ensuring continuous professional learning

• Building relationships

• Responding to changing conditions

References

Jenlink, P.M., Reigeluth, C.M., Carr, A.A., & Nelson, L.M. (1996). An expedition for change: Facilitating the systemic change process in school districts. Tech Trends, 41(1), 21-30.

Redding, S. (2006). The mega system: Deciding. Learning. Connecting. A handbook for continuous improvement within a community of the school. Lincoln, IL: Academic Development Institute.

Sashkin, M., & Egermeier, J. (1993). School change models and processes: A review and synthesis of research and practice. Washington, DC: U.S. Department of Education.

SEDL & Charles A. Dana Center. (2005). Working systemically to increase student achievement: An overview. Austin, TX: SEDL.

Senge, P. (2000). Schools that learn. New York: Doubleday.Smith, J., & O’Day, J. (1991). Putting the pieces together: Systemic school

reform. CPRE Policy Brief. New Brunswick, NJ: Eagleton Institute of Politics.