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Supporting Continuous Improvement in Low Achieving Schools
West Virginia Department of EducationDivision of Educator Quality and System Support
August 3, 2011
Overview
• Welcome and Introductions
• WVDE goals for Improving Achievement in Low Performing Schools
• Roles and Responsibilities
WVDE School Improvement Goals
• Goal 1: Build the capacity of the SEA and LEAs to drive transformative interventions in low-achieving schools
• Goal 2: Strengthen teacher and leader effectiveness in low-achieving schools in order to improve the quality of instruction and levels of student engagement
• Goal 3: Develop comprehensive systems of support for students in low-achieving schools
PERSONALIZED LEARNING
• Student Voice
• Relationships
• Knowing Needs and Strengths
• Attending to the Whole Child
• Customization
• Student Self-Direction
• Success Assessed Through Student Growth
ELEVATING TEACHERS AND LEARNING
• Honoring and Celebrating
• Teacher Voice and Leadership
• Providing Time, Resources and Supports
• Needs-Based Professional Development
• Compensation
STAKEHOLDER COMMITMENT AND INVOLVEMENT
• Valuing Education
• Input and Involvement
• Developing Personal Advocacy
• Collective Problem-solving
• Schools as Community Centers
ACCELERATING INNOVATION AND CREATIVITY
• Fostering Creativity
• Removing Barriers
• Expansion of Promising Practice
• Twenty-four Seven Digital Learning
• Promoting Diverse Learning Venues
Roles & Responsibilities of School Improvement
Specialists
August 3-4, 2011SIS Networking Days
Office of Title II, III and System Support
Role One
LEARNER
Learn
•Why do we learn?•How do we learn?•What do we learn•When do we learn?
Why We Learn
We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. - Ron Edmonds
Why We Learn
We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. - Ron Edmonds
Why We Learn
We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. - Ron Edmonds
Why We Learn
We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. - Ron Edmonds
Why We Learn
We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. - Ron Edmonds
Learning
“Learning IS the work.” – Phil Schlecty
Learning
How do we learn?
DataCollaborativeConversations
CollectiveCommitment
Collective Efficacy
Instructional/EngagementChange
Kids See Their LearningIs Different/Better
“Student Sees Success”
Student SelfEfficacy
IMPACTSSTUDENT
ACADEMICSUCCESS
TRUST
Organizational Learning
Instructional Best Practices (CAI)
Psychology of Learning
Learning
What do we learn?
7 High Quality Standards
1. Positive climate and cohesive culture2. Effective leadership3. Curriculum, Instruction and Assessment4. Student support & family-community
connection5. Educator development6. Effective management system7. Continuous improvement
Learning
When do we learn?
A Career’s Worth of Learning
10,000 hours?
50,000 hours?
50,000 Hours +
7 High Quality Standards for Schools
Learning
What will help us with the work?
Six Levers
• Developing relationships
• Establishing focus & coherence
• Creating collaborative learning cultures
• Initiating & sustaining change
• Maximizing capacity
• Promoting data-informed decisions
But What Am I Supposed To DO?
Coaching for School Improvement
COMMITMENTS
What will I commit to learn?
What will I commit to do?
Establishing Direction through Beliefs, Vision, and Mission
Richard Lawrence&
Glenna HeinleinAugust 4, 2011
Simplexity
“I wouldn’t give a fig for simplicity on this side of
complexity but I would give my life for simplicity on the other side of complexity.” –
Oliver Wendell Holmes
Learning IS the Work
“There is only one way to get depth and that is at home through learning in the setting in which you work.” - Michael Fullen
Organizational Organizational MissionMission
“What is our organization’s
purpose?”
Knowledge of Best PracticeKnowledge of Best Practice“Do we understand best educational
practice and systemic change?”
Organizational VisionOrganizational Vision
“What do we want our organization to look like over
the next few years?”
Assess School Assess School Action PlanAction Plan
“How much of the plan have we
accomplished?”
Baseline Data About Baseline Data About Current PracticeCurrent Practice
“What do we look like as we begin the process?”Organizational GoalsOrganizational Goals
“How can we accomplish our organization’s vision?”
Design StrategiesDesign Strategies“What objectives, tasks,
responsibilities, and timelines are necessary to accomplish
our goals?”
Implement School Implement School Action PlanAction Plan
“How do we collectively implement our action
plan?”
Our Beliefs as a Our Beliefs as a FacultyFaculty
“What do we think makes a difference
for studetns?”
Our Values as A Our Values as A FacultyFaculty
“What do we hold dear about
education?”
Our Commitment to Our Commitment to Best PracticesBest Practices
“How much, and to what, are we committed?”
Valentine, 2002