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Preview ERIC ED544636: School Improvement. Noteworthy Perspectives

Note worthy P E R S P E C T I V E S School Improvement Table of Contents Introduction: The Science & Art of Schooling Three school improvement mistakes (and how to avoid them) .......................................................................1 Turning failure into opportunity ........................................................................................................................3 Creating a culture of high expectations ...........................................................................................................6 Focusing on the basics in beat-the-odds schools ............................................................................................7 Creating conditions for leadership effectiveness: The district’s role ...............................................................12 The primacy of superintendent leadership .....................................................................................................16 Understanding resistance: Lessons from a river ...........................................................................................21 Selecting the right data .................................................................................................................................23 A different kind of community .......................................................................................................................26 Montview Elementary: A lesson in sustainability ..........................................................................................28 Think systemically, act systematically ...........................................................................................................29 Balance the “science” and “art” of school improvement: McREL’s Success in Sight ..............................................................................................................................32 In 2006, McREL published Noteworthy Perspectives: Success in Sight. It tells the story of a school using McREL’s approach to school improvement. It includes guidelines for a school to use in its planning process and “Tips” developed out of McREL’s broad experience with school improvement. Download at http://www.mcrel.org/topics/products/229 Contact McREL to order additional copies of Noteworthy Perspectives: School Improvement at: Mid-continent Research for Education and Learning 4601 DTC Blvd., Suite 500 Denver, CO 80237 P: 303.337.0990 • 800.781.0156 • F: 303.337.3005 E-mail: [email protected] • Web site: www.mcrel.org © 2008 McREL Introduction: The S cience & A rt of Schooling In McREL’s 2003 Annual Report, Advancing the Science and Art We open with Bryan Goodwin and Ceri Dean’s pointed of Education, we wrote this: “Three School Improvement Mistakes (and How to Avoid Them).” The authors assert that there are three common, Educators today have more than 30 years worth of yet avoidable, mistakes many schools make when trying to research about what works and what does not in schools implement their school improvement efforts. and classrooms. . . . [However], it would be a mistake to conclude that we can universally boost student On page 7, we offer a McREL policy brief wherein achievement solely by advancing this new science of Laura Lefkowits and Carolyn Woempner describe steps a education. As parents and teachers know, every student school board might take to improve the environment (and is unique, defying one-size-fits-all solutions. Effective ultimately the performance) of low-performing, high-needs educators. . . know how to create learning environments schools. that are both challenging and supportive. This intangible, Beginning on page 16, we have reprinted highlights of affective quality of effective teachers is what some call McREL’s research on effective school district leaders as it the art of education. appeared in The School Administrator magazine. In the years that followed this report, McREL staff Collectively, these articles represent some of McREL’s best members wrote more than 100 published articles in thinking and research to date on what it takes to improve practitioner and peer-reviewed journals describing what school performance and student achievement. We hope we know from four decades of research on effective these articles provide you with some new insights and schools as well as years of practical experience working to fresh perspectives on how to balance the science and art of help educators raise student performance: that improving effective schooling to support the success of all students. schools is both a “science” and an “art.” This idea is the common thread running through this unique issue of Noteworthy Perspectives, which brings together several previously published articles from McREL. Three school improvement mistakes (and how to avoid them) By Bryan Goodwin and Ceri Dean head-on a “purposeful community,” one that rather than comes together around a clear focus serving up and does what it takes to accomplish a “cocktail” its goals. of In an era of accountability, culture symptom- and climate may seem like “soft” treating Despite having well- medications. concerns that are disconnected to intentioned, thoughtful Digging beneath the surface of pressing needs to demonstrate gains improvement plans, many school-level data might reveal, for with “hard” data, such as student schools still struggle to raise student example, that most teachers haven’t achievement. Our research and performance—often because their actually implemented the school’s experience in working with schools improvement efforts are doomed to reading program and are unwittingly that have demonstrated significant failure from the very start by three using a “chicken feed” approach to gains in student achievement and common, yet avoidable, mistakes. teaching, throwing out knowledge other hard data, however, suggests that addressing soft issues such as to students, expecting some will get Mistake #1: culture, environment, attitudes and it and others won’t. Providing more Treating the Symptoms, Not beliefs, are at the heart of every time for reading instruction might the Underlying Problem successful improvement effort. By help, but it probably won’t create the some estimates, up to 85 percent of Everyone knows cough syrup desired effect until teachers are aware publicly traded companies market doesn’t cure you; it just treats your of their practices and know how value is related to “intangible” assets, symptoms. But all too often, like to change their teaching strategies. namely the talents, dispositions, and cough syrup, school improvement To achieve that, the school needs ideas of its employees. As a similar plans attempt to treat the symptoms, to focus on building a culture of metric likely applies to the value but not the root causes of low high expectations for teachers and schools bring to student learning, student achievement. For example, students alike. improvement efforts should focus if a school’s data show that it has an Mistake #2: on not just tangible assets, but also unacceptably low number of students who are proficient in reading, it can Focusing Only on Tangibles (and perhaps more importantly) be easy to rush to a solution, such as and Ignoring Intangibles intangible assets. creating 90-minute literacy blocks to Digging deeper into data often reveals Mistake #3: provide additional time for reading that school culture, teacher attitudes Biting Off More Than You instruction. But what if the real and beliefs, and other norms and Can Chew issue is something deeper—such values are at the heart of low school as widespread, low expectations performance. McREL research We recently examined several for student performance? Will suggests that a key distinction improvement plans from around a 90-minute literacy block really between high- and low-performing the country and found that most provide the cure? schools is that high-performing plans focus not on one or two clearly defined efforts, but rather sweeping schools work to create a “culture of Herein lies the rub with data-driven efforts with multiple goals and several high expectations.” Similarly, in our decision making. Data, by itself, is action items related to each goal. own Balanced Leadership® reports no more instructive than tea leaves. Indeed, some plans we reviewed and program for school leaders, we Schools must dig below the surface to identified 30–40 actions for a single refer to the importance of creating get at the real issues and address them year—that’s one per week! That’s far 1 Noteworthy Perspectives: School Improvement too many initiatives for school faculty do next. And when they are in the Kaizen declares that “every defect and staff to keep in their heads or process of doing this, they must not is a treasure”—that is, making, and take seriously. As a result, usually very overlook culture. By paying attention uncovering mistakes is all part of the little happens. to both technical processes as well improvement process. In their own as issues related to school culture, improvement efforts, schools should One way for schools to focus their they will eventually find that their be thoughtful and intentional and efforts with a “less-is-more” approach improvement efforts have become give 100 percent to the effort, yet be is to engage in a “fractal experience.” comprehensive and systemic. In our willing to learn from their mistakes. A fractal experience is a small-scale, report Success in Sight: A Comprehensive In the end, the only real improvement short-term effort that results in quick, Approach to School Improvement, we refer mistake a school can make is to do measurable gains in achievement. to the approach of taking one step at nothing at all. These “quick wins” encourage school a time as “thinking systemically and staff to undertake ever more complex acting systematically.” This article originally appeared in and substantive improvement efforts McREL’s quarterly magazine, that have the dramatic affect of Learn From Your Mistakes Changing Schools (Spring 2007) and transforming a school’s culture. In Japan, successful companies, such was reprinted in the Fall 2008 issue In short, rather than attempting to as Toyota, adhere to the concept of of the Australian journal, Leader- do many things and doing none of “kaizen”—that is, the continuous ship in focus. them well, schools should identify process of taking frequent and small the one or two big things they will steps on the path to improvement. Noteworthy Perspectives: School Improvement 2 Turning Failure Into Opportunity By Mike Galvin and Danette Parsley Faculty and staff sat in stunned a high level of community support enabling them to target their silence as the principal and pride. There is great continuity particular needs and keep building delivered the news: Alcester- in this community: Looking through on their progress long after McREL Hudson Elementary School had photographs of graduating classes of consultants leave. been designated a school “in need Alcester-Hudson dating back to the Three years after beginning their of improvement.” After two years 1950s, one can see the parents and improvement efforts, staff members of declining test scores at the school, extended family members of many at Alcester-Hudson have indeed in 2001 the state of South Dakota current students and faculty members. developed their own capacity for was requiring the faculty to develop a When we first visited Alcester- continual improvement. Student school improvement plan for review Hudson, we were impressed by the achievement has risen dramatically: and approval by the state. Failure pride that teachers showed in their In 2004, 94 percent of students to improve could lead to a series of school. However, they were clearly achieved “proficient” status on South increasingly severe consequences. devastated by their new label of Dakota’s standardized math test and “Looking back, going on school “underperforming,” and were unsure 100 percent tested as “proficient” on improvement status was the best how to follow through on their desire the state’s reading test. In 2001—the thing that ever happened to us,” said to improve. year Alcester-Hudson was labeled Kathy Johannsen, the school’s test, as needing improvement—only While staff members at Alcester- technology, and school improvement 55 percent of students tested as Hudson were considering their next coordinator. “But at the time, we proficient in reading and 45 percent as course of action, our team at Mid- were surprised, embarrassed, and proficient in math. As a result of this continent Research for Education humiliated.” jump in achievement, the school has and Learning (McREL) was launching received the state’s highest rating of The McREL Approach a project with the South Dakota “distinguished.” Department of Education to build The small neighboring communities statewide capacity for helping local We believe that Alcester-Hudson of Alcester and Hudson sit amid schools in need of improvement. dramatically raised student fertile farms in the southeast corner of Alcester-Hudson Elementary School achievement through six key practices: South Dakota. The two communities became part of this project, and consolidated their schools several • Distributing leadership. as project consultants, we became years ago. The student population partners with the school in a school • Developing shared expectations for of Alcester-Hudson Elementary, a improvement process that would not K–6 school with 150 students, is 95 students. only significantly raise test scores but percent white, with 26 percent of • Getting hooked on data. also create lasting structural changes. students eligible for free or reduced- price lunch. In many ways, the school McREL’s approach is to ground • Focusing on one problem at a time. and community are characteristic of school change strategies in each • Building a professional learning small farming communities in the school’s local context. We aim to teach community. upper Midwest. Along with a slowly local school teams how to use data and declining student population and a research to solve their own problems. • Turning a problem into an degree of geographic isolation, the This strategy helps educators develop opportunity for growth. school embodies strong traditions and their own capacity for improvement, 3 Noteworthy Perspectives: School Improvement Distributing Leadership doors each morning and do their to determine changes in student own thing during the day. We noticed learning. Data also became a vehicle True school improvement requires right away that teachers were using for noting success and celebrating widespread, shared commitment to the math program differently in each the achievements of the staff. Today, the effort and a sizable group willing classroom and that teachers of the instruction in the school revolves to make a plan and carry it out. One same grade level had differing levels around data. of McREL’s first recommendations of expectations for students’ reading. to Alcester-Hudson was to form a Teachers grew so adept at using data We encouraged the staff to take a school leadership team that would that they were able to use formative “balcony view”—to step back and manage the steps of the improvement assessments to monitor each student’s look at their teaching practice as part process, beginning with writing the learning in relation to state and district of a group effort with shared goals improvement plan. The principal content standards. Midway through and standards for students. With the chose a representative group of the 2003–2004 school year, the benefit of an outside perspective, the teachers, parents, paraprofessionals, McREL consultants asked the staff faculty members began to see how and school board members. Forming to use formative assessment data to many aspects of their school culture— this team proved to be an effective predict performance on the upcoming including their autonomy as teachers— way to develop leadership capacity. In state test. The teachers predicted that got in the way of working together to 2002, because of decreased funding, student scores would decline; they make a difference. the school district eliminated the believed that as teachers they may have principal’s position at Alcester-Hudson, Teachers on the leadership team let up on some of the efforts that had combining the positions of elementary began to take a hard look at student led to their initial success in 2002. This principal and district superintendent. achievement data to determine prediction energized the teachers to The Alcester-Hudson leadership team where they should focus their recommit to their shared agreements, became the source of continuity in improvement efforts. The leadership and in 2004, student scores on the school leadership. team proposed a number of “shared state math and reading tests again agreements,” which various groups showed improvement. After an initial awkward period during of teachers discussed and in most which teachers hesitated to take charge cases accepted, to be consistent across Focusing On One Problem at a Time and act collectively, the group gelled their classrooms. For example, all Too often, data—far from and teachers began offering to lead in teachers in the school agreed to teach empowering schools—leave schools different ways. In one of the first such mathematics for one hour and 15 and teachers feeling overwhelmed, instances, a leadership team member minutes each day; follow timelines for realizing that they need to make drastic enlisted several colleagues to plan completing various portions of the improvements but unsure where to and carry out a math games night to math curriculum; implement a rigorous begin. As a result, schools often try to further the goal of increased parental schedule of formative and summative make too many improvements at once, involvement. Most teachers at the assessments in reading and math; and drafting comprehensive improvement school are now comfortable taking use guided reading strategies in grades plans that change instructional the initiative to start new projects and K–3. One challenge for faculty was programs, alter scheduling, and invite other teachers to join them. figuring out how to handle situations revamp organizational and support Team membership changed as the in which a faculty member was not structures. Such plans throw original members cycled off and abiding by these shared agreements. everything but the kitchen sink at the new members joined. In the third The leadership team proposed—and problem; in trying to do everything year, the school reached a milestone all teachers agreed—to use regularly at once, they often do nothing well in distributed leadership when team scheduled meetings to check in with and bring little or no gains in student members realized that none of one another about whether everyone achievement. the original members remained on was adhering to the shared agreements The leadership team at Alcester- the team. At that point, the group and how they could support one Hudson used data to focus on one formalized membership arrangements, another in doing so. problem at a time. For example, creating a policy of staggered two-year Getting Hooked on Data teachers in the primary grades jointly terms of service. agreed on specific minimum test Early on in the improvement process, Developing Shared Expectations scores in reading comprehension the staff at Alcester-Hudson learned (using the Developmental Reading As is true in many public schools, the cycle of school improvement: Assessment to measure reading) teachers at Alcester-Hudson were Study data, form hypotheses, plan and as achievement targets for all initially almost entirely autonomous. implement changes in instruction, students at each grade level. After They tended to close their classroom reallocate resources, and remeasure Noteworthy Perspectives: School Improvement 4 a year of consistently focusing on others used strategies successfully, they systemic effort to forge a stronger instructional goals and discussing became more aware of the learning learning environment. As Kathy student achievement, the teachers were potential of all students. At the Johannsen observed, gratified (but not surprised) to see beginning of the work, we often heard I knew we were a school marked scores on the state standardized tests teachers attribute student achievement for improvement by the state and rise significantly. With these “quick to factors in the home environment that we needed to improve our wins” under their belts, the teachers or participation in special programs. standardized test scores. But it’s consulted the data again, derived a As teachers shared strategies and much more than that. The school new focus for their improvement proposed new ideas to get students improvement process . . . improves efforts, and consulted the research for “off the list,” such comments became a lot more than just your test scores. guidance about next steps. less frequent. Instead, conversations It improves literally every aspect focused on changes that teachers Building a Professional could make in their instruction. Staff of the school—how we interact Learning Community members also celebrated together with each other as staff members, how we work with kids, what we’re During initial discussions about when formative assessment data teaching those kids, and the climate reallocating resources to support allowed them to remove a student of our school. their improvement goals, the from the list. teachers developed a scheduling At the beginning of the process, With a structure that guided strategy that allowed them to meet Alcester-Hudson relied heavily on discussion, the teachers made great monthly in instructional teams McREL’s expertise; the leadership progress in learning new strategies (K–3 and 4–6) on what they called team and the consultants typically met and became a cohesive professional “Working Wednesdays.” During this for a half-day each month to work on learning community. But creating uninterrupted two-hour block of time, whichever aspect of the improvement and maintaining that structure classroom, special education, and plan needed the most attention. As the was challenging at times. At first, Title I teachers met as a whole group work progressed, the leadership team teachers were not used to publicly to discuss instructional strategies and gained expertise in curriculum and discussing their students’ progress the needs of individual students who instruction and in working together or speaking openly about challenges were not meeting the standards. They as a team. Over time, the team in the classroom. They also had little drew up lists of students who needed became more self-directed in making experience engaging in structured and help to meet standards, which they decisions and scheduling group work. focused discussions as a group, and posted on the walls of their meeting Gradually, members of the leadership early meetings did not go well. As time room to consult together from time team took over coordinating Working went on, the Alcester-Hudson teachers to time. The teachers also used Wednesdays. realized that assigning roles (such as Working Wednesdays for just-in-time facilitator and note taker) and setting professional development—short As we end our active involvement an agenda in advance helped them use learning opportunities that arose in Alcester-Hudson’s improvement their time effectively. They established from discussions about student process, the school leaders are focusing a format of spending the first half of needs. At one meeting, a teacher on the future—and so are we. From the meeting talking about individual asked for advice about assessing a the beginning, our goals went beyond student progress and suggesting student with ADHD who seemed to helping the school make its required strategies and the other half engaged understand the math concepts but adequate yearly progress to helping it in professional development activities had problems demonstrating that become a true learning organization tied to student learning issues that had competency on a paper-and-pencil test. that could sustain changes and make surfaced in previous meetings. Colleagues offered ideas for making new ones. Because of its hard work, accommodations to testing, but many the Alcester-Hudson community now Turning a Problem into teachers felt a need to learn more has the skills to tackle any kind of a Chance for Growth about teaching students with attention challenge that might come its way. To be effective and sustainable, school problems. The special education improvement needs to focus on teacher offered to provide instructional specific problems at the beginning of Parsley, D. & Galvin, M. Turning strategies for teachers to help them the process but be broad and systemic failure into opportunity. Educational meet the needs of these students. by the end. The Alcester-Hudson Leadership, vol. 62, Summer 2005. Working Wednesdays played a staff’s original perception of the Copyright © 2005 by Association for Supervision and Curriculum Devel- significant role in making teachers improvement process as a way to get opment. Used with permission. Learn aware of their own attitudes about off the “needing improvement” list more about ASCD at www.ascd.org. student learning. As teachers saw how quickly evolved into a comprehensive, 5 Noteworthy Perspectives: School Improvement

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