Supporting continuous improvement in low achieving schools
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Supporting Continuous Improvement in Low Achieving Schools. West Virginia Department of Education Division 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.

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Supporting continuous improvement in low achieving schools

Supporting Continuous Improvement in Low Achieving Schools

West Virginia Department of Education

Division of Educator Quality and System Support

August 3, 2011


Overview

Overview

  • Welcome and Introductions

  • WVDE goals for Improving Achievement in Low Performing Schools

  • Roles and Responsibilities


Wvde school improvement goals

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 improvethe quality of instruction and levels of student engagement

  • Goal 3:Develop comprehensive systems of support for students in low-achieving schools


Personalized learning

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

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

STAKEHOLDER COMMITMENT AND INVOLVEMENT

  • Valuing Education

  • Input and Involvement

  • Developing Personal Advocacy

  • Collective Problem-solving

  • Schools as Community Centers


Accelerating innovation and creativity

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

Roles & Responsibilities of School Improvement Specialists

August 3-4, 2011

SIS Networking Days

Office of Title II, III and System Support


Role one

Role One

LEARNER


Learn

Learn

  • Why do we learn?

  • How do we learn?

  • What do we learn

  • When do we learn?


Why 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 learn1

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 learn2

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 learn3

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 learn4

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

“Learning IS the work.” – Phil Schlecty


Learning1

Learning

How do we learn?


Supporting continuous improvement in low achieving schools

Organizational Learning

Collaborative

Conversations

Data

Collective

Commitment

Psychology of Learning

TRUST

IMPACTS

STUDENT

ACADEMIC

SUCCESS

Student Self

Efficacy

Collective

Efficacy

InstructionalBestPractices (CAI)

Kids See Their Learning

Is Different/Better

“Student Sees Success”

Instructional/Engagement

Change


Learning2

Learning

What do we learn?


7 high quality standards

7 High Quality Standards

  • Positive climate and cohesive culture

  • Effective leadership

  • Curriculum, Instruction and Assessment

  • Student support & family-community connection

  • Educator development

  • Effective management system

  • Continuous improvement


Learning3

Learning

When do we learn?


A career s worth of learning

A Career’s Worth of Learning

10,000 hours?

50,000 hours?


50 000 hours

50,000 Hours +

7 High Quality Standards for Schools


Learning4

Learning

What will help us with the work?


Six levers

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

But What Am I Supposed To DO?

Coaching for School Improvement


Commitments

COMMITMENTS

What will I commit to learn?

What will I commit to do?


Establishing direction through beliefs vision and mission

Establishing Direction through Beliefs, Vision, and Mission

Richard Lawrence

&

Glenna Heinlein

August 4, 2011


Simplexity

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

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


Supporting continuous improvement in low achieving schools

Our Values as A Faculty

“What do we hold dear about education?”

Knowledge of Best Practice

“Do we understand best educational practice and systemic change?”

Organizational Mission

“What is our organization’s purpose?”

Our Beliefs as a Faculty

“What do we think makes a difference for studetns?”

Organizational Vision

“What do we want our organization to look like over the next few years?”

Our Commitment to Best Practices

“How much, and to what, are we committed?”

Baseline Data About Current Practice

“What do we look like as we begin the process?”

Organizational Goals

“How can we accomplish our organization’s vision?”

Assess School Action Plan

“How much of the plan have we accomplished?”

Design Strategies

“What objectives, tasks, responsibilities, and timelines are necessary to accomplish our goals?”

Implement School Action Plan

“How do we collectively implement our action plan?”

Valentine, 2002


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