Post on 16-Mar-2018
transcript
4/6/2017
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Stamford Public Schools
Studying District Culture
Through Survey Data
March 2, 2017
Copyright 2017 by The Iowa Association of School Boards/Connecticut Lighthouse
4/6/2017
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Expected Outcomes
�Renewed understanding of the 7 Conditions
�How the Conditions Survey gauges the
presence of the 7 Conditions in the district
� Study the results of the Conditions Survey
Survey Data
� What Conditions for Success exist?
� What are our shared Beliefs?
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Participation
Stamford
RolesSurveys
Completed
Surveys
Started
Board Member 8 11
Building-Level Admin 27 34
District Central Office 16 19
Teacher 351 492
Total 402 556
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Aggregate Conditions Means, C1-C7
Stamford
Condition 1: Connections Across the System 2.36
Condition 2: Knowing What it Takes to Change Achievement 2.9
Condition 3: Workplace Support 2.86
Condition 4: Professional Development 2.47
Condition 5: A Balance Between District-Wide Direction and Building-
Level Autonomy2.79
Condition 6: A Strong Community Connection 2.63
Condition 7: Distributed Leadership 2.6
Aggregate Conditions Means by Role
Stamford
Condition 1: Connections Across the System
Condition 2: Knowing What it Takes to Change Achievement
Condition 3: Workplace Support
Condition 4: Professional Development
Condition 5: A Balance Between District-Wide Direction and Building-Level Autonomy
Condition 6: A Strong Community Connection
Condition 7: Distributed Leadership
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The 7 Conditions
1
Connections Across the System
�A self renewing professional community with
appropriately shared decision making
�School personnel feel connected and an important
part of the system
�Sense of a shared purpose
What does it look like?
What Indicators should we see as evidence of this Condition?
�Shared decision making
�Flow of information
�Emphasis on continuous improvement
�Connectedness
�Shared purpose
�Moral purpose
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Condition 1: Connections Across the System
Stamford
Question/Role Board MemberDistrict Central
OfficeBuilding-Level
AdminTeacher
C1Q12) Resources (people, time, money) in the district are aligned to the improvement goals.
1.62 2.38 2.44 2.02
C1Q20) The board of education considers information from many sources when making decisions.
2.50 3.18 2.58 2.25
C1Q29) Everyone has an opportunity (regardless of whether they represent the board, administration, teachers, or support staff) to become involved in decision making.
2.00 2.40 2.56 2.16
C1Q36) Continuous instructional improvement is the focus of all groups in this school district.
2.25 2.75 2.92 2.87
Open Ended Questions:
Condition 1
C1Q11. Describe how decisions are made in
the district. (379)
• Top/Down (242) 64%
• Collaboratively (55)
• Using data (17)
• No clear decision making process(65)
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C1Q11 Representative Comments• We follow what central office dictates.
• Decisions have been made in the past from Top Down
• Top down. Administrators downtown dictate to the administrators at the building level. Building principals have some input in how to improve the needs of the population. Teachers have little input.
• I am not clear on the decision making process in my district. As a teacher, it seems like every year or two there is a new plan, program or strategy to improve student performance without a clear explanation as to why we are making change.
The 7 Conditions
2
Knowing What it Takes to Change Achievement
�Developing a culture for learning
�Organizational structure that supports that
culture
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What does it look like?
What indicators should we see as evidence?� Use of data
� Support for staff learning
� Focus on implementation and outcomes
� District-wide alignment of vision and goals
� Alignment of curriculum, instruction and assessment
� Focus on teaching and learning – PD
� Allocation of resources
� Clear focus
� Systemic change
Condition 2: Knowing What it Takes to Change Achievement
Stamford
Question/Role Board MemberDistrict Central
OfficeBuilding-Level
AdminTeacher
C2Q5) Our district has a small number of clear and focused goals for improving student achievement.
2.25 2.69 2.30 2.56
C2Q13) Our improvement goals are based on data and information about student learning.
3.12 3.13 3.19 3.11
C3Q22) Time is designated regularly in the work calendar (day/week/month) for small groups/teams to meet and work together to improve instruction and student learning.
3.50 2.93 3.15 2.98
C2Q37) Student achievement improves as a result of professional development inthis school district.
2.43 2.88 3.23 2.86
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Open Ended Questions:
Condition 2
C2Q19. Describe how teaching and learning
get better in your district. (257)
• PD (68 - 26%)
• Collaboration (61 – 24%)
• Quality teaching/instruction (34)
• Data Teams (24)
• Strong leadership (21)
• Don’t know (20)
• It doesn’t (17)
Condition 2 Question 19
Representative reponses
• Through effective training of our teachers
• We’ve gotten better PD and our curriculum is tighter than ever so there’s
more consistency between teachers and grade levels.
• Teaching gets better through a balance of effective, meaningful
professional development, active use of the development, and time to
reflect and discuss methods, scores, and new learning.
• IDT and more collaboration with colleagues
• Efficient collaboration and planning time
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What are the top 1or 2 improvement goals for this district? (294)
• Improve Student Achievement (109– 37%)
• Improve climate and culture (67)
• Close the achievement gap (51)
• Improve test scores (30)
• Not clear/Don’t know (24)
• Improve attendance (13)
Condition 2: Question 28
C2 Q28 Representative Comments
• Increase reading and math scores
• Every student is being prepared for college.
Improvement in reading, writing and math
scores.
• Literacy gains, specifically in our black,
Hispanic, and EL populations.
• I’d have to look at the website to find out.
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The 7 Conditions
3
Workplace Support
�Support to staff focused on improving student
learning
What does it look like?
What Indicators should we see as
evidence?� Efficacy
� Time allocation
� Collaborative practices
� Transparency & shared responsibility
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Condition 3: Workplace Support
Stamford
Condition 3: Workplace Support
Stamford
Question/Role Board MemberDistrict Central
OfficeBuilding-Level
AdminTeacher
C3Q6) Staff members are confident in their ability to make significant improvement in student learning.
2.29 2.44 2.93 3.08
C3Q14) Teachers and administrators are currently organized into small groups/teams that exist to improve student learning.
3.12 2.92 3.08 3.03
C3Q22) Time is designated regularly in the work calendar (day/week/month) for small groups/teams to meet and work together to improve instruction and student learning.
3.50 2.93 3.15 2.98
C3Q30) Teams in this district are interdependent with other groups all working to improve student learning.
2.14 2.33 2.42 2.45
C3Q45) Teachers, administrators and the board in this district see working collaboratively as an important part of improving student achievement.
2.25 3.13 3.00 2.72
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C3 Q35 Of all the leadership groups that exist in your
district, name the one or two that have the biggest
influence on improving instruction? (89)
• Building administrators (59/229 – 26%)
• Data Teams (48)
• Teachers/Staff (41)
• Central Office Administrators (34)
• Don’t know/not sure (32)
• Curriculum Committees (15)
C3 Q5 Representative Comments
• Administrative teams at the school level can
make a significant impact on student learning.
• Building Leaders/Principals, District Data Team
• Teachers have the biggest influence on
improving student learning.
• The leadership groups that currently exist
have no positive influence on student
learning.
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The 7 Conditions
4
Professional Development
�Purpose
�Process
�Professional learning
What does it look like?
What Indicators should we see as
evidence?
�Embedded PD
�Reflective & linked to content, instruction &
outcomes
�Evidence based
�Impacts student learning
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Condition 4: Professional Development
Stamford
Condition 4: Professional Development
Stamford
Question/Role Board MemberDistrict Central
OfficeBuilding-Level
AdminTeacher
C4Q23) Staff members participate in professional development as a part of a team.
2.83 3.12 3.33 3.15
C4Q31) Professional development activities are focused on learning a limited number of new instructional practices through ongoing training over time with a system to support implementation.
2.00 2.31 2.12 2.13
C4Q39) Student achievement improves as a result of professional development in this school district.
2.50 3.21 2.77 2.34
C4Q46) Professional development as conducted in this district is a good use of the district's resources.
2.50 2.87 2.54 2.09
C4Q54) Professional development in this district focuses on student needs, over adult needs and preferences.
2.25 2.80 2.80 2.60
C4Q59) Professional development is a priority in this district and is supported with adequate time and resources.
2.75 2.60 2.60 2.20
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C4 Q43 Describe the impact of your professional
development experiences over the past year on
improving instruction. (275)
• Very little impact/ none (165/275 – 60%)
• Positive/Improving (110/275 – 40%)
Q43 C4 Representative comments
• Little classroom application of strategies taught in
PD's.
• The PD is a travesty overall. It doesn't allow for
personal growth and teachers expressing WHAT they
need for PD.
• The social studies PD I received in the last three years
has been better than I received in the 11 years prior.
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The 7 Conditions
5
A Balance Between District-wide Direction &
Building Level Autonomy
�Focus & direction based on district & school-level
data
�District focus – flexibility at the school level
�Equity
What does it look like?
What Indicators should we see as
evidence?
�Relentless use of data & information
�District-wide alignment
�Use of action research processes
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Condition 5: A Balance Between District-Wide Direction and Building-Level Autonomy
Stamford
Condition 5: A Balance Between District-Wide Direction and Building-Level Autonomy
Stamford
Question/Role Board MemberDistrict Central
OfficeBuilding-Level
AdminTeacher
C5Q4) School building leaders have some autonomy in making decisions based on student data.
3.75 3.19 3.30 3.12
C5Q8) In this district there is a clear districtwide direction and focus for improving student learning.
2.12 2.88 2.41 2.49
C5Q16) In this district there is a balance between districtwide direction and building level autonomy for improving student learning.
2.38 2.80 2.67 2.34
C5Q24) There is strong agreement that decisions in our district must be based on data.
3.00 3.12 3.23 3.08
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C5 Q62 Describe how district leaders and
building leaders work together. (151)
• Don’t know/not sure (54 – 36%)
• They meet and communicate regularly (44)
• Collaboratively (22– 15%)
• Building leaders told what to do (22)
• They don’t (9)
C5 Q62 Describe how district leaders and
building leaders work together.
• This is not information available to teachers, such as myself. There are meetings but the information is often not brought back to the building sites and teaching staff.
• It is unclear to me how they collaborate. There seems to be a lot of dissatisfaction. I have worked in this district K – 12 and the sentiment has been the same across the board.
• They meet regularly, I think, but I don’t know what is discussed.
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The 7 Conditions
6
A Strong Community Connection
� How to generate community involvement
� Shared responsibility for improvement
What does it look like?
What Indicators should we see as
evidence?� Close connection to the community
�Distinctions between professional & lay communities
are “blurred”
� Community involvement in district functions
�District responsive to community needs
� Shared responsibility for district success
� Frequent acknowledgement of community support
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Condition 6: A Strong Community Connection
Stamford
Condition 6: A Strong Community Connection
Stamford
Question/Role Board MemberDistrict Central
OfficeBuilding-Level
AdminTeacher
C6Q9) The school district aggressively seeks community involvement.
2.62 2.88 2.69 2.86
C6Q25) Community members are well informed about student achievement.
1.62 2.53 2.64 2.62
C6Q38) Community members take responsibility for helping to ensure the school district meets its improvement goals.
1.50 2.36 2.30 2.09
C6Q47) This school district communicates openly about needed improvements as well as strengths.
2.62 2.87 2.65 2.45
C6Q60) Community members believe that high standards of achievement are reasonable expectations for all students.
2.43 3.07 3.26 3.07
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Open Ended Question: Condition 6
C6Q53 Describe how community
members are involved in school
improvement (251)
• PTO/PTAC/SpEd PAC (53– 21%)
• Don’t know (41 – 16%)
• Volunteers (38)
• They are not/very little (28)
• Corporate support (19)
• Community agencies (17)
• Parents (13)44Copyright 2006 by The Iowa School
Boards Foundation
C6 Q53 cont’d
• School Governance Council (12)
• Fund raising/grants (12)
• Mentoring (10)
• Board of Education (8)
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C6 Q53: Representative comments
• Principally through Parent Teacher Organizations at the
school and district levels.
• Parental involvement seems to decrease as students
enter higher grades.
• I see minimal community involvement.
• Grants, participation in big school events, donations.
The 7 Conditions
7
Distributed Leadership
�Broad-based leadership
�Strong, dynamic & sensitive
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What does it look like?
What Indicators should we see as evidence?
�Found & supported at all levels
�Focus on “what we do well”
�Collaborative, collegial & democratic
�Focused on solving problems
Condition 7: Distributed Leadership
Stamford
Question/Role Board MemberDistrict Central
OfficeBuilding-Level
AdminTeacher
C7Q18) The leadership in this district keeps the focus on the priority student learning goals in order to succeed.
2.67 2.69 3.04 2.66
C7Q26) Leaders in this district help others solve problems and create solutions.
2.71 2.94 3.08 2.37
C7Q40) Leaders in this district create a sense of urgency for improvement.
1.88 3.07 2.88 2.88
C7Q50) There is shared leadership in this school district.
1.88 2.60 3.04 2.45
C7Q56) The board team can describe the level of student achievement in the district.
2.75 3.00 2.53 2.40
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Open Ended Question: Condition 7
C7Q61 Describe the role of leaders within the
system. (358)
• Negative/No leadership (54 – 15%)
• Instructional leadership/supervision/
motivating teachers (33 – 9%)
• Support teachers/instruction – inspire (33 –
9%)
• Setting & communicating the
mission/vision/goals/direction (11)
• Combined 12% 50
C7Q61 Cont’d
• Day to day management (11)
• Maintain order(7)
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C7 Q61 Representative comments
• They run the show. . . Underlings are never asked for input.
• I’m not sure of their role, once they leave the classroom to become “leaders” they forget what it’s like to be in there.
• To inform, support, and guide instruction with parents, teachers, students, and community members
• To guide, influence, and support the teachers by providing positive environments and timely/updated materials and strategies that will improve student learning
• To lead with wisdom and information. To usher innovation.
Stamford Public Schools
Studying District Culture
Through Survey Data
Part 2
April 6, 2017
Copyright 2017 by The Iowa Association of School Boards/Connecticut Lighthouse
4/6/2017
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Beliefs Survey - Beliefs Statement Averages
Stamford
Beliefs Survey - Beliefs Statement Averages
Stamford
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Beliefs Survey - Beliefs Statement Averages
Stamford
Beliefs Survey - Beliefs Statement Averages
Stamford
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Beliefs Survey - Students Achieving at or above Grade Level (BQ44 and BQ48)
Stamford
BQ48) Percentages of Expectations of Student Future Acheivement
Stamford
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Q48) Expectations of Student Achievement by Role
Stamford
BQ48) Reasons for Perception of Expected Achievement
Stamford
RoleBoard
Member
Building-Level Admin
District Central Office
Teacher Total
Feedback from graduates of our school district 3 2 39 44
I believe all children are capable of learning 7 17 11 185 220
Results of state and/or national standardized tests 5 11 7 133 156
We have quality teachers 8 14 4 172 198
The number of our graduates who go on to college 4 4 2 67 77
The parent participation and support in our school district
2 6 2 69 79
Our class size 2 3 2 60 67
Other 2 7 3 43 55
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Stamford
Q63) In your district, what would it take for all students to achieve at a higher level?
RoleBoard
MemberBuilding-
Level Admin
District Central Office
Teacher Total
Parental Support 8 21 9 287 325
More State Funds 8 15 6 169 198
Quality instruction 4 24 13 171 212
Combined Admin/Teacher Support 7 23 12 214 256
More 1x1 / Smaller Class 7 17 9 297 330
Student Willingness 7 16 5 244 272
Other 3 8 3 77 91
Q64) What has the biggest impact on student learning?
RoleBoard
Member
District Central Office
Building-Level Admin
Teacher Total
The student's parents 8 9 16 270 303
The student him/herself 6 9 16 253 284
Family income 5 3 6 78 92
Student's racial or ethnic background 2 33 35
The student's teachers 6 16 25 253 300
The school administration 3 6 13 97 119
The school board 2 4 4 42 52
Other 2 7 42 51
So what…Now what?
�How can these data be used?
�What is the most compelling issue to address?
�What becomes your focus?