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8/14/2019 PROFESIONALISME GURU- CHARATERISTICS OF IMPROVING SCHOOL DISTRICTS
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Characteristics of
Improving School DistrictsThemes from Research
October 2004
G. Sue Shannon and Pete Bylsma
Office of Superintendent of Public Instruction
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Context
No Child Left Behind(NCLB) requires districtto be accountable for all students
Many districts projected not to make AYP
All groups must meet annual targets More tested grades means more targets to meet
Rapidly increasing targets, reach 100% in 2014
Sanctions occur rapidly at district level
District improvement plan required when not making
AYP 2 years in a row in same grade/subject
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District Improvement Plan
Plan must be developed within 3 months of being
identified for improvement
Must include staff, parents, and others
Plan must be implemented by the beginning ofthe next year
10% of district Title I funds must be set aside for
professional development activities for teachersworking with groups not making AYP target
Technical assistance provided by state must be
research-based
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Table Exercise
What makes a good school district?
Individually think of and note 2 or 3
characteristics Share your ideas at your table
Each table shares an idea with the
whole group
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Study Methodology
Synthesis of about 80 research studies looking
at districts as unit of analysis and change
In-depth analysis of 23 studies
Identification of 13 themes
Confirmation of themes unique to districts
Applied differently in districts compared to schools
Development of definitions and discussion
Questions for dialogue and reflection
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Report Overview
Emerging Themes
Conceptual Framework
Definitions & Discussion Reflective Questions
Resource Lists
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Focus on All
Students Learning
Dynamic & Distributed
LeadershipSupport for
Systemwide
Improvement
Effective Use of Data
Strategic Allocation of Resources
Policy and Program
Coherence
Clear and
Collaborative
Relationships
Professional Culture &
Collaborative Relationships
Clear Understanding of School &
District Roles & Responsibilities
Interpreting and Managing
the External Environment
Effective
Leadership
Sustained
Improvement
Efforts Over Time
Quality Teaching and Learning
High Expectations and
Accountability for AdultsCoordinated and Aligned
Curriculum and Assessment
Coordinated & Embedded
Professional Development
Quality Classroom Instruction
Time
Improvement
CHARACTERISTICS OF IMPROVED SCHOOL DISTRICTS CONCEPTUAL FRAMEWORK
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Table Jigsaw
In table groups pick a facilitator & recorder
Read assigned characteristic summary
Discuss Insights from the research
Challenges facing districts regarding theme
Strategies to meet those challenges Record key points on chart paper and
report briefly to whole group
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Themes from Research
Effective Leadership
Focus on Student Learning
Dynamic/Distributed Leadership Sustain Improvement Efforts
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Effective Leadership
Focus on Student Learning
Focus on all students learning to high
standards
Share beliefs & values, have clear goals,
shared vision of change
Hold all district staff, programs & operations
responsible for student learning
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Effective Leadership
Dynamic/Distributed Leadership
Exhibit dynamic leadership, united in purpose,
visible in schools, interested in instruction
Expand to encompass central office,
principals, teachers leaders & others
Provide moral leadership that moves from
talking to doing, to endure students learn
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Effective Leadership
Sustain Improvement Efforts
View educational improvement as long-term
commitment & processes
Persevere, persist, & stay the course
Help staff internalize the changes
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Themes from Research
Quality Teaching and Learning
High Expectations & Accountability for
Adults Coordinated & Aligned Curriculum &
Assessment
Coordinated & Embedded ProfessionalDevelopment
Quality Classroom Instruction
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Quality Teaching and Learning
High Expectations & Accountability for
Adults
Hold all adults accountable for studentlearning
Expect excellence, monitor performance,
provide feedback
Make high expectations part of personnel
decisions
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Quality Teaching and Learning
Coordinated & Embedded Professional
Development
Provide high quality, ongoing professionaldevelopment focused on classroom
instruction
Include school-based coaching & support for
instruction
Support professional development based on
teaching & learning needs in schools
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Quality Teaching and Learning
Quality Classroom Instruction
Pay close attention to instruction, provide
guidance & oversight to improve teaching &learning
Develop a common vision of good instruction
Monitor instruction, curriculum, & changes in
practice
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Themes from Research
Support for Systemwide
Improvement
Effective Use of Data Strategic Allocation of Resources
Policy and Program Coherence
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Support for Systemwide
Improvement
Effective Use of Data
Use data to monitor results, equity,
accountability, & for resource allocation Use data for instructional decisions &
professional development
Provide time & training to staff to use data
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Support for Systemwide
Improvement
Strategic Allocation of Resources
Provide, allocate, reallocate, & find resources
for quality instruction Provide additional resources to support low
performers
Give schools flexibility within parameters for
resource use
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Policy and Program Coherence
Develop & implement policies that promote
equity & excellence Review & revise policies as needed to link
programs & practices to goals & ensure
coherence
Monitor coherence of actions & programs todistrict focus, goals
Support for Systemwide
Improvement
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Themes from Research
Clear & Collaborative Relationships
Professional Culture & Collaborative
Relationships Clear Understanding of School & District
Roles & Responsibilities
Interpreting & Managing the ExternalEnvironment
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Clear and Collaborative
Relationships
Professional Culture & Collaborative
Relationships
Build a culture of mutual respect,collaboration, trust, & shared responsibility
Support school communities of practice for
continuous learning for adults
Develop central offices as professional
learning communities
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Clear and Collaborative
Relationships
Clear Understanding of School & District
Roles & Responsibilities
Set expectations, decentralize responsibility,& serve as change agents
Support learning, serve as mentors & help
seek solutions
Balance district authority with school flexibility
& autonomy
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Clear and Collaborative
Relationships
Interpreting & Managing the External
Environment
Analyze, interpret, & mediate state & federalpolicy with local policy
Buffer schools external disturbances &
internal distractions
Mobilize community & business support
Involve family & community