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