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Creating System Capacities to Initiate and Sustain Improvements Grand Prairie ISD Strategic Planning Session February

Session Objectives. To better understand the beliefs, frameworks, standards for increasing student engagementTo review the compliance/commitment philosophical balance required for achieving and maintaining excellenceTo examine the role changes for becoming a learning organizationTo affirm the val

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Creating System Capacities to Initiate and Sustain Improvements Grand Prairie ISD Strategic Planning Session February

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    1. Creating System Capacities to Initiate and Sustain Improvements Grand Prairie ISD Strategic Planning Session February 15, 2005 Presenter Dr. John Horn Senior Associate, Schlechty Center for Leadership in School Reform

    2. Session Objectives To better understand the beliefs, frameworks, standards for increasing student engagement To review the compliance/commitment philosophical balance required for achieving and maintaining excellence To examine the role changes for becoming a learning organization To affirm the value of integrated strategic planning for capacity building

    3. A word about the Schlechty Center for Leadership in School Reform Founded by Philip Schlechty in 1988 Author, educator, speaker, sociologist Focused on enhancing student engagement Provides support for school leaders engaged in reform for continuous improvement Sponsor of school & superintendent networks A partner with Texas Association of School Administrators ---July 2004

    4. America’s Success Story: Public Schools More students learning to higher levels than any time in our history The perception of failure is augmented by the reality of future expectations “Good Old Days” ???

    5. United States Statistics for Adults (25+)

    6. The Compelling Question from Texas School Leaders today is:

    8. The GREAT SCHOOLS of the future will be those who: Depend on commitment, not compliance Embark on a journey of changing the School culture (beliefs, values, lore, norms, etc.} School structures (Rules, roles, relationships} Use standards, frameworks,and protocols Develop systems and system capacities Nurture engagement as the core business of schools Cultivate leaders at all levels

    12. Major Improvement Strategies of Recent Times: Develop strategic plans Define and align the curriculum Align the assessments Buy or design and implement programs Train teachers Effective teaching practices -Classroom management-Using achievement data Apply technology Increase involvement activities Collect and analyze achievement data Enforce accountability requirements Offer extrinsic incentives for performance

    13. The FOCUS (Core Business) of schools must shift to …Creating interesting and engaging work for students on the content we want them to learn. More students must be more engaged more of the time Students are in charge of their attention and commitment---not the teacher Student attention, commitment and effort depend on the quality of the work that is given them to do Consistency of work quality is determined by application of design standards

    19. Profiles of Student Engagement— (The typical school system is designed for compliance and to exploit engagement.)

    21. There are five ways that students respond or adapt to school-related tasks and activities: Engagement (High Attention and Commitment) Strategic Compliance (High Attention and Low Commitment) Ritual Compliance (Low Attention and Low Commitment) Retreatism (No Attention and No Commitment) Rebellion (Diverted Attention)

    23. Engagement The student sees the activity as personally meaningful. The student’s level of interest is sufficiently high that he persists in the face of difficulty. The student finds the task sufficiently challenging that she believes she will accomplish something of worth by doing it. The student’s emphasis is on optimum performance and on “getting it right.”

    24. Students who are engaged: Learn at high levels and have a profound grasp of what they learn Retain what they learn Can transfer what they learn to new contexts

    37. Assessing District Capacity

    38. Assessing District Capacity

    50. Alignment of Goals

    52. Questions & Observations

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