Stepping Back to Move ForwardDR. JENNIFER POLINCHOCK, DIRECTOR OF TEACHING & LEARNING
CENTENNIAL SCHOOL DISTRICTJANUARY 2014
Where are we?
• Curriculum
• Instruction
• Assessment
• Professional Development• Teachers
• Principals
• Support Staff
How did we get here?
• Consolidation
• PSSA & Keystone
• PDE Teacher Effectiveness Evaluation System
• Dynamics of Leadership
The Change Process
• Set explicit goals though a moral purpose
• Develop strategic models of planning and engagement
• Communicate vision, communicate often
• Mobilize people by creating a sense of urgency, ownership, and empowerment
• Embrace resistance and confront obstacles
• Generate short-term and long-term gains
• Celebrate successes
Understanding Change
SKILLS INCENTIVE RESOURCES ACTION PLAN = CONFUSION
VISION INCENTIVE RESOURCES ACTION PLAN = ANXIETY
VISION SKILLS INCENTIVE RESOURCES = FALSE STARTS
VISION SKILLS INCENTIVE ACTION PLAN = FRUSTRATION
VISION SKILLS RESOURCES ACTION PLAN = GRADUAL CHANGE
VISION SKILLS INCENTIVE RESOURCES ACTION PLAN =CHANGE
Managing Complex Change
Delores & Ambrose, 1987
Complex Systems & Organizations
• Mutual trust
• Effective communication
• Distributed and collaborative leadership
• Inclusive and attentive
• Responsive and reflective thinking and planning
• Model expected practices
Structures for Initiating a Change
Recommending Committee
Action Committee
Parent & Community
Forums
Internal Task Force
Informational Meetings
CRT/Coordinator, Principal/Administrative & Focus Group Meetings
Internal Stakeholders Teachers &
Administrators
Parents, Community
& Board Members
Representatives: Teachers, Principals, Supervisors, Cabinet,
Parents, Community & Board Members
Representatives from the Action
Committee
What is curriculum?
• A curriculum is the written document that includes the goals for learning, course content, instructional methodology, resources, and assessments.
• Vertical and horizontal articulation
• Aligned to PA Core and academic standards
• Developmentally appropriate
• Addresses the needs of diverse learners
• Integrates 21st Century learning
• Provides for embedded differentiation
Where do we want to be?
• By stepping back, we can move forward.
• Build capacity within our principals and teachers
• Create a culture of collaboration and learning
• Create a shared vision focused on student learning and achievement
• Provide a rigorous curriculum
• Apply best practices in teaching and leading
How do we become who we want to be?
• First, we build capacity.
• Re-establish systems and procedures
• Establish a standard of professionalism and excellence in teaching
• Create a collaborative and reflexive culture
• Second, we follow through with an implementation plan.
• Use strategic planning
• Implement with on-going monitoring and evaluation
Year 1
• Assess of Current Curriculum and Program to Identify Priority Areas• Curriculum Mapping
• Vertical sequence
• Alignment to PA Core and Academic Standards
• Resources
• Publication dates
• Alignment to curricular and instructional needs
• Middle School Program
• Instructional time
• Differentiated opportunities to support all learners
• Elementary Report Cards
• Performance and skill indicator language
Year 1
• Building Capacity for Professional Development• Assess current professional development needs
• Access to district professional development
• Structures and time for professional development
• Establish a cadre of teacher-leaders
• Team meetings with CRTs and coordinators
• Departmental curriculum meetings
• Professional development specialists
• Develop a collaborative culture
• Professional learning communities
• Support on-going initiatives (PiiC & PLN)
Year 1
• Implement Teacher Effectiveness Evaluation
• Differentiated Supervision Model
• Classroom Observation
• Action Research
• Peer Coaching
• Reflective Practices in Teaching
• Walkthroughs and Feedback
Year 1
• Create a System for Data-driven Instruction
• Review current district-wide and curriculum-embedded assessments
• Establish protocols for identifying students’ needs
• Establish systems for using data to drive instruction and make curriculum decisions
• Analyze state and local student assessment results
• Data teams at the building and district levels
• Data warehouse
• Inter-departmental Coordination
• Curriculum, Supervision, and Instruction Meetings
• Curriculum Council Meetings
Year 2
• Establish a Professional Learning Community
• Empower teacher-leaders to collaborate with administration to set goals for curriculum renewal, integrating technology in instruction, and professional development
• Lead Teacher Model
• Professional Development Specialists
• Create a series of differentiated professional development modules that incorporates reflective practices and collaboration focused on student learning
• Summer Academy
• After-school Study Groups
• Building-based Initiatives
Year 2
• Establish a Curriculum Renewal Cycle
• Create a 5-year cycle for minor renewal projects
• Create a proposal cycle for new initiatives that includes curriculum writing, professional development, and resource acquisition
• Implement a K-12 Assessment Protocol to Drive Instruction
• Develop curriculum-embedded assessments & student learning objectives (SLO)
• Create models for data team meetings at the building and district levels
Year 2
• Focus on Best Practices in Instruction
• Monitor and adjust the implementation of the Teacher Effectiveness Evaluation System and Differentiated Supervision Model
• Implement the revised induction program for new teachers
• Implement and Monitor Year 1 Initiatives
• Elementary Report Cards
• Middle School Program
• K-12 Gifted Program
• On-going program implementations (Everyday Math, science alignment, etc.)
Year 2
• Implement Principals Effectiveness Evaluation System
• Focus on building-level instructional leadership
• Develop leadership capacity among and between administrators
• Integration of Technology in Instruction
• Develop a shared vision for the use of technology and models of instructional delivery
• Provide differentiated professional development that is specific to curriculum areas