Internal Coherence

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Internal Coherence

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1. Internal Coherence Building organizational capacity for instructional improvement Michelle Forman and Richard F. Elmore SERP – Boston Field Site Denver May 1, 2010 MY NAME IS MICHELLE FORMAN, DOCTORAL STUDENT AT HARVARD GRADUATE SCHOOL OF EDUCATION BEEN WORKING W/ RICHARD ON THE INTERNAL COHERENCE COMPONENT OF THE SERP PROJECT FOR PAST 4 YEARS MY NAME IS MICHELLE FORMAN, DOCTORAL STUDENT AT HARVARD GRADUATE SCHOOL OF EDUCATION BEEN WORKING W/ RICHARD ON THE INTERNAL COHERENCE COMPONENT OF THE SERP PROJECT FOR PAST 4 YEARS

2. Internal Coherence The leadership practices, efficacy beliefs, and ability to act collectively on organizational goals that are associated with a faculty’s capacity to use internal and external resources for powerful collective ends. INTERNAL COHERENCE CONSTRUCT HAS CLOSE AFFILIATION W/ ORGANIZATIONAL CAPACITY, EVOLVED OUT OF RICHARD’S WORK ON THE PELP COHERENCE FRAMEWORK AND ON HIS CONSTRUCT OF INTERNAL ACCOUNTABILITY BASICALLY REFERS TO A FACULTY’S ABILITY TO PRODUCE AN ORGANIZATIONAL RESPONSE TO ANY INTERVENTION FIND NEWMANN’S DEF ORG CAPACITY Newmann (2000) summarizes organizational capacity as “the collective power of the full staff to improve student achievement schoolwide” (Newmann et al., 2000). In his synthesis of ideas from different lines of research on school improvement, Newmann defines organizational capacity as including: teachers' professional knowledge and skills; a schoolwide professional community; the availability of technical and financial resources; effective leadership; and the organizational autonomy to act according to demands of local context (Newmann & King, 1997; Newmann et al., 2000) Carrying capacity languageINTERNAL COHERENCE CONSTRUCT HAS CLOSE AFFILIATION W/ ORGANIZATIONAL CAPACITY, EVOLVED OUT OF RICHARD’S WORK ON THE PELP COHERENCE FRAMEWORK AND ON HIS CONSTRUCT OF INTERNAL ACCOUNTABILITY BASICALLY REFERS TO A FACULTY’S ABILITY TO PRODUCE AN ORGANIZATIONAL RESPONSE TO ANY INTERVENTION FIND NEWMANN’S DEF ORG CAPACITY Newmann (2000) summarizes organizational capacity as “the collective power of the full staff to improve student achievement schoolwide” (Newmann et al., 2000). In his synthesis of ideas from different lines of research on school improvement, Newmann defines organizational capacity as including: teachers' professional knowledge and skills; a schoolwide professional community; the availability of technical and financial resources; effective leadership; and the organizational autonomy to act according to demands of local context (Newmann & King, 1997; Newmann et al., 2000) Carrying capacity language

3. Initial Challenge (2006) Develop - an assessment for identifying the level of internal coherence in a school - an intervention strategy for strengthening a school’s internal coherence to support low-performing schools’ adoption of Word Generation. INTERNAL COHERENCE PROJECT BORN FROM AN INITIAL CONVO WORD STUDY PROGRAM, REGARDLESS OF POWER OF INTERVENTION, ATOMIZED, INCOHERENT ORG - TEACHERS IMPLEMENT – OR NOT – INDIVIDUAL BELIEF SYSTEMS, VARYING DEGREES FIDELITY – OR NOT – NO ACCOUNTABILITY, NO MONITORING EFFECT NO CHANCE EFFECTIVE IMPLEMENTATION LEAD TO WHOLE SCHOOL IMPROVEMENT OVER TIME RE SIGNED ON TO DEVELOP AN ASSESSMENT PROCESS (IC ASSESSMENT PROTOCOL) AND ACCOMPANYING INTERVENTION STRATEGY BUILD COHERENCE These components were envisioned to be mutually reinforcing. As the IC component supported the organization in implementing and sustaining the literacy program, the cross-curricular WG would serve as a platform for the IC work of developing connective tissue and organizational processes among members of the organization (Donovan, 2007). INTERNAL COHERENCE PROJECT BORN FROM AN INITIAL CONVO WORD STUDY PROGRAM, REGARDLESS OF POWER OF INTERVENTION, ATOMIZED, INCOHERENT ORG - TEACHERS IMPLEMENT – OR NOT – INDIVIDUAL BELIEF SYSTEMS, VARYING DEGREES FIDELITY – OR NOT – NO ACCOUNTABILITY, NO MONITORING EFFECT NO CHANCE EFFECTIVE IMPLEMENTATION LEAD TO WHOLE SCHOOL IMPROVEMENT OVER TIME RE SIGNED ON TO DEVELOP AN ASSESSMENT PROCESS (IC ASSESSMENT PROTOCOL) AND ACCOMPANYING INTERVENTION STRATEGY BUILD COHERENCE These components were envisioned to be mutually reinforcing. As the IC component supported the organization in implementing and sustaining the literacy program, the cross-curricular WG would serve as a platform for the IC work of developing connective tissue and organizational processes among members of the organization (Donovan, 2007).

4. Evolution of the Project IC Assessment of two WG schools, coherence intervention in one (2006-2007) Collaborate with Academic Superintendents on IC Assessment in 21 schools, and PD grounded in Assessment data (2007-2009) Incorporate Instructional Rounds process with district leadership to promote coherence at BPS (2009-2010) OVERVIEW EVOLUTION OF THE WORK WITH BOSTON STARTED WORK DIRECTLY IN ONE WORD GEN SCHOOL MOVED FOCUS INTO COLLABORATIVE WORK W/ DISTRICT INCORPORATED A FOCUS ON COHERENCE-BUILDING AT CENTRAL OFFICE WILL TAKE YOU THROUGH THE STAGES OF THE PROJECTOVERVIEW EVOLUTION OF THE WORK WITH BOSTON STARTED WORK DIRECTLY IN ONE WORD GEN SCHOOL MOVED FOCUS INTO COLLABORATIVE WORK W/ DISTRICT INCORPORATED A FOCUS ON COHERENCE-BUILDING AT CENTRAL OFFICE WILL TAKE YOU THROUGH THE STAGES OF THE PROJECT

5. The IC Assessment Protocol 1. TEACHER SURVEY* - Instructional leadership - Individual and collective efficacy - Organizational processes *Under revision FIRST: IC ASSESSMENT PROTOCOL HAS 3 COMPONENETS, 1st TEACHERS SURVEY ALL TEACHERS IN A SCHOOL, 3 DOMAINS (IL, CE, OP), PERCEPTIONS ORGANIZATIONAL PREDICTORS OF IMPROVEMENT FROM START, INTENDEND BE A CLINICAL ASSESSMENT RATHER THAN PURELY RESEARCH-ORIENTED DESIGNED GENERATE INFO ON SCHOOL CAN BE USED BY PRINCIPALS, FACULTY AND DISTRICT SUPERVISORS TO INFORM DECISIONS RE SCHL IMPRV Nonetheless, under revision to tighten connection between questions and conceptual framework GODDARD FIRST: IC ASSESSMENT PROTOCOL HAS 3 COMPONENETS, 1st TEACHERS SURVEY ALL TEACHERS IN A SCHOOL, 3 DOMAINS (IL, CE, OP), PERCEPTIONS ORGANIZATIONAL PREDICTORS OF IMPROVEMENT FROM START, INTENDEND BE A CLINICAL ASSESSMENT RATHER THAN PURELY RESEARCH-ORIENTED DESIGNED GENERATE INFO ON SCHOOL CAN BE USED BY PRINCIPALS, FACULTY AND DISTRICT SUPERVISORS TO INFORM DECISIONS RE SCHL IMPRV Nonetheless, under revision to tighten connection between questions and conceptual framework GODDARD

6. CURRENT ITERATION OF SURVEY, FOUND SERP WEBSITE, LOOKS LIKE ALL BUT HANDFUL Q’S FROM ESTABLISHED SCALES – SASS, CCSR, GODDARDS CE, EDMONDSON ORG LEARNING RE RECIPROCAL ACCOUNTABILITY, LATERAL ACCOUNTABILITY, SPECIFICS OF WORK TEACHERS DO IN TEAMSCURRENT ITERATION OF SURVEY, FOUND SERP WEBSITE, LOOKS LIKE ALL BUT HANDFUL Q’S FROM ESTABLISHED SCALES – SASS, CCSR, GODDARDS CE, EDMONDSON ORG LEARNING RE RECIPROCAL ACCOUNTABILITY, LATERAL ACCOUNTABILITY, SPECIFICS OF WORK TEACHERS DO IN TEAMS

7. The IC Assessment Protocol 2. CLASSROOM OBSERVATION: - Level of task students asked to do - Variability of task level across classrooms 3. TEACHER & PRINCIPAL INTERVIEWS: - Context, programs, projects, competing commitments - Contextualize, corroborate survey data IN ADDITION TO SURVEY, PROTOCOL CONTAINS CLASSROOM OBSERVATION AND INTERVIEW COMPONENTS OBSERRVATION: HANDFUL CLASSROOMS, SELECTED BY P’PAL, CROSS GRADE AND CONTENT AREAS, NON-EVALUATIVE, PROVIDE SNAPSHOT INSTRUCTIONAL LIFE IN SCHOOL, FOCUS ON TASK, VARIABILITY ROOM TO ROOM INTERVIEW: 4-6 TEACHERS AND PRINCIPALS, TCHERS: CONFIDENTIAL, CORROBORATE / CONTEXTUALIZE SURVEY DATA PPALS: DIRECT EVIDENCE FROM LEADERS ON INDIV / ORG PREDICTORS OF CAPACITY FOR IMPROVEMENT OVER TIME TCHER SAMPLE Q’S: WHEN YOU’RE DECIDING WHAT TO TEACH ON A GIVEN DAY, WHAT FACTORS DO YOU TAKE INTO CONSIDERATION? DESCRIBE FOR ME WHAT YOUR GRADE-LEVEL TEAM DID IN IT’S LAST MEETING? WHAT WOULD YOU SAY ARE THE MOST IMPORTANT FACTORS IN DETERMINING HOW MUCH STUDENTS LEARN? P’PAL SAMPLE Q’S: DESCRIBE WHAT SPECIAL PROGRAMS OR PROJECTS THE SCHOOL IS CURRENTLY ENGAGED IN. HOW DO THEY FIT WITH THE OVERALL GOALS OF THE SCHOOL? WHAT ROLE DO YOU SEE GRADE-LEVEL TEAMS PLAYING IN DECISIONS ABOUT WHAT IS TAUGHT IN CLASSROOMS? IN ADDITION TO SURVEY, PROTOCOL CONTAINS CLASSROOM OBSERVATION AND INTERVIEW COMPONENTS OBSERRVATION: HANDFUL CLASSROOMS, SELECTED BY P’PAL, CROSS GRADE AND CONTENT AREAS, NON-EVALUATIVE, PROVIDE SNAPSHOT INSTRUCTIONAL LIFE IN SCHOOL, FOCUS ON TASK, VARIABILITY ROOM TO ROOM INTERVIEW: 4-6 TEACHERS AND PRINCIPALS, TCHERS: CONFIDENTIAL, CORROBORATE / CONTEXTUALIZE SURVEY DATA PPALS: DIRECT EVIDENCE FROM LEADERS ON INDIV / ORG PREDICTORS OF CAPACITY FOR IMPROVEMENT OVER TIME TCHER SAMPLE Q’S: WHEN YOU’RE DECIDING WHAT TO TEACH ON A GIVEN DAY, WHAT FACTORS DO YOU TAKE INTO CONSIDERATION? DESCRIBE FOR ME WHAT YOUR GRADE-LEVEL TEAM DID IN IT’S LAST MEETING? WHAT WOULD YOU SAY ARE THE MOST IMPORTANT FACTORS IN DETERMINING HOW MUCH STUDENTS LEARN? P’PAL SAMPLE Q’S: DESCRIBE WHAT SPECIAL PROGRAMS OR PROJECTS THE SCHOOL IS CURRENTLY ENGAGED IN. HOW DO THEY FIT WITH THE OVERALL GOALS OF THE SCHOOL? WHAT ROLE DO YOU SEE GRADE-LEVEL TEAMS PLAYING IN DECISIONS ABOUT WHAT IS TAUGHT IN CLASSROOMS?

8. Pilot Phase 1 Administer assessment in 2 schools characterized as low-performing in concert with introduction of Word Generation Extensive work in most underperforming school, including full faculty PD and ongoing support for leadership practice, teacher team and ILT function and overall organizational processes IN FIRST PILOT PHASE, ADMINSTERED PROTOCOL (SURVEY, INTERVIEWS, OBSERVATIONS) IN 2 SCHOOLS LAUNCHING WORD GEN (NOV 2006) ONE SCHOOL SHOWED HIGH INT COHERENCE, AND ONE LOW FIRST PASS AT IC INTERVENTION STRATEGY IN THE MOST UNDERPERFING, PRACTICES ON SLIDE IN FIRST PILOT PHASE, ADMINSTERED PROTOCOL (SURVEY, INTERVIEWS, OBSERVATIONS) IN 2 SCHOOLS LAUNCHING WORD GEN (NOV 2006) ONE SCHOOL SHOWED HIGH INT COHERENCE, AND ONE LOW FIRST PASS AT IC INTERVENTION STRATEGY IN THE MOST UNDERPERFING, PRACTICES ON SLIDE

9. Question 15b. The principal involves the staff members before making important decisions. n=36 FULL DAY, FULL FAC PD – WESTFIELD PRESENTED SURVEY RESULTS, SIMPLE DESCRIPTIVE STATISTICS, 10 MOST POWERFUL GRAPHS + RESEARCH FRAMEWORK TO FULL FACULTY AND PRINCIPAL DELIVER INFO ABOUT CAPACITY OF THEIR ORG TO DO THE WORK, UNDERSTANDING WHY OVERWHELMING # OF PAST INTERVENTIONS LAUNCHED IN THEIR BUILDING HAD FAILED PRODUCE IMPROVEMENT FOLLOW SURVEY RESULTS W/ SERIES PROTOCOLS DESIGNED TEACHERS IN THEIR TEAMS COLLECTIVELY IDENTIFY STRATEGIES TO ADDRESS SCHOOLWIDE PROBLEMS OF PRACTICE, MAKE COMMITMENTS TO EACH OTHER ABOUT IMPLEMENTING THESE STRATEGIES IN THEIR CLASSROOMS AND RETURNING TO THE TEAM WITH RESULTS CHECKED IN WITH VARIOUS SUPPORTS THROUGHOUT THE YEAR – PROBLEMATIC! OVERALL, LARGELY PROBLEMATIC APPROACH: PUT SERP IN BUSINESS CONSULTANT TO SCHOOLS, WHERE IMPROVEMENT WORK SHOULD HAVE BEEN DONE B/T SCHOOLS AND DIST SUPERVISORES, DIST SUPTS WHO NEED CACITY TO LEAD THIS WORK, AND DIST SUPTS TO WHOM SCHOOLS ARE ACCOUNTABLE COME TO CONSENSUS ON 3 INSTRUCTIONAL PRACTICES THAT MIGHT ADDRESS THE PROBLEM, MAKE COMMITMENTS TO EACH OTHER TO IMPLEMENT THEM IN THEIR CLASSROOM AND MONITOR THEIR EFFECT I DID FURTHER STUDY OF FACULTY RESPONSE TO OUR INTERVENTION AT THIS SCHOOL, AND FOUND TRICKY PAIR THIS WORK WITH WORD GEN, TENSION AROUND FOSTERING OWNERSHIP OF THE WORK V. EXTERNAL, TOP-DOWN IMPOSITION FULL DAY, FULL FAC PD – WESTFIELD PRESENTED SURVEY RESULTS, SIMPLE DESCRIPTIVE STATISTICS, 10 MOST POWERFUL GRAPHS + RESEARCH FRAMEWORK TO FULL FACULTY AND PRINCIPAL DELIVER INFO ABOUT CAPACITY OF THEIR ORG TO DO THE WORK, UNDERSTANDING WHY OVERWHELMING # OF PAST INTERVENTIONS LAUNCHED IN THEIR BUILDING HAD FAILED PRODUCE IMPROVEMENT FOLLOW SURVEY RESULTS W/ SERIES PROTOCOLS DESIGNED TEACHERS IN THEIR TEAMS COLLECTIVELY IDENTIFY STRATEGIES TO ADDRESS SCHOOLWIDE PROBLEMS OF PRACTICE, MAKE COMMITMENTS TO EACH OTHER ABOUT IMPLEMENTING THESE STRATEGIES IN THEIR CLASSROOMS AND RETURNING TO THE TEAM WITH RESULTS CHECKED IN WITH VARIOUS SUPPORTS THROUGHOUT THE YEAR – PROBLEMATIC! OVERALL, LARGELY PROBLEMATIC APPROACH: PUT SERP IN BUSINESS CONSULTANT TO SCHOOLS, WHERE IMPROVEMENT WORK SHOULD HAVE BEEN DONE B/T SCHOOLS AND DIST SUPERVISORES, DIST SUPTS WHO NEED CACITY TO LEAD THIS WORK, AND DIST SUPTS TO WHOM SCHOOLS ARE ACCOUNTABLE COME TO CONSENSUS ON 3 INSTRUCTIONAL PRACTICES THAT MIGHT ADDRESS THE PROBLEM, MAKE COMMITMENTS TO EACH OTHER TO IMPLEMENT THEM IN THEIR CLASSROOM AND MONITOR THEIR EFFECT I DID FURTHER STUDY OF FACULTY RESPONSE TO OUR INTERVENTION AT THIS SCHOOL, AND FOUND TRICKY PAIR THIS WORK WITH WORD GEN, TENSION AROUND FOSTERING OWNERSHIP OF THE WORK V. EXTERNAL, TOP-DOWN IMPOSITION

10. Pilot Phase 2 Shift focus from schools to district Administer assessment in 21 schools characterized as underperforming – over 700 teachers surveyed, response rates >70% Co-design, with district supervisors, full day PD for 21 principals and district leadership around school profiles generated by IC assessment 2007-2008 SY, ALTERED APPROACH: WORK COLLABORATIVELY WITH DISTRICT: CAO AND TEAM 12 ACADEMIC SUPERINTENDENTS READ FROM SLIDE GREAT IMPROVEMENT PD engages practitioners in understanding their own organizations, building principal capacity to lead faculty in making collective decisions about instructional practice and school improvement, and supporting district supervisors’ practices in supporting principals in this work 2007-2008 SY, ALTERED APPROACH: WORK COLLABORATIVELY WITH DISTRICT: CAO AND TEAM 12 ACADEMIC SUPERINTENDENTS READ FROM SLIDE GREAT IMPROVEMENT PD engages practitioners in understanding their own organizations, building principal capacity to lead faculty in making collective decisions about instructional practice and school improvement, and supporting district supervisors’ practices in supporting principals in this work

11. School Profile HAVING ADMINISTERED IC PROTOCOL TO 21 SCHOOLS, PRESENT DATA MORE ELABORATED FASHION COMPILED SURVEY AND QUALITATIVE DATA ON EACH SCHOOL INTO A SCHOOL-LEVEL IC PROFILE ~20 PAGES – BREIF TEXT ON RESEARCH FIRST THREE DOMAINS (INST LDRSHIP, COLL EFF AND ORG PROCESSES) ONES USE GOING FORWARD SCHOOL-LEVEL MEANS ON EACH CONSTRUCT SITUATED W/I HIGHEST AND LOWEST PERFORMING SCHOOLS – BY CONSTRUCT – IN POPULATION OF 21 STANDARD DEVIATIONS FROM THE MEAN SAMPLE SCHOOL IN BLUE – LOW CAPACITY ORGANIZATION HAVING ADMINISTERED IC PROTOCOL TO 21 SCHOOLS, PRESENT DATA MORE ELABORATED FASHION COMPILED SURVEY AND QUALITATIVE DATA ON EACH SCHOOL INTO A SCHOOL-LEVEL IC PROFILE ~20 PAGES – BREIF TEXT ON RESEARCH FIRST THREE DOMAINS (INST LDRSHIP, COLL EFF AND ORG PROCESSES) ONES USE GOING FORWARD SCHOOL-LEVEL MEANS ON EACH CONSTRUCT SITUATED W/I HIGHEST AND LOWEST PERFORMING SCHOOLS – BY CONSTRUCT – IN POPULATION OF 21 STANDARD DEVIATIONS FROM THE MEAN SAMPLE SCHOOL IN BLUE – LOW CAPACITY ORGANIZATION

12. IC Professional Development Provide school profiles to district leaders Workshop: School leadership and their supervisors jointly discuss data On-site: Supervisors support principal work with teacher teams, instructional leadership teams, discuss data and make commitments Enthusiastic response from school and district participants GAVE PROFILES TO DISTRICT SUPERVISORS, WITH THEM DEVELOPED A PD “EVENT” FOR SUPTS AND 21 PRINCIPALS IN PD PRINCIPALS AND SUPERVISORS JOINTLY DISCUSSED THEIR DATA FROM PROFILES GOALS WORKSHOP MAKE P’PALS AWARE OF SCHOOL DATA, OF RSRCH BASE, PROVIDE RATIONALE FOR DISTRICT APPROACH TO SUPPORTING IMPROVEMENT IN MONTHS TO COME HOPE WAS THAT WKSHP LEAD TO SECOND STAGE WHERE SCHOOLS (ON-SITE) IN COLLAB W/ CENTRAL OFFICE SUPERVISORS, ID SPECIFIC, SCHOOL-WIDE PROB OF PRAC TO SERVE AS FOCUS OF IMPROVEMENT WORK OVER NEXT YEAR GAVE PROFILES TO DISTRICT SUPERVISORS, WITH THEM DEVELOPED A PD “EVENT” FOR SUPTS AND 21 PRINCIPALS IN PD PRINCIPALS AND SUPERVISORS JOINTLY DISCUSSED THEIR DATA FROM PROFILES GOALS WORKSHOP MAKE P’PALS AWARE OF SCHOOL DATA, OF RSRCH BASE, PROVIDE RATIONALE FOR DISTRICT APPROACH TO SUPPORTING IMPROVEMENT IN MONTHS TO COME HOPE WAS THAT WKSHP LEAD TO SECOND STAGE WHERE SCHOOLS (ON-SITE) IN COLLAB W/ CENTRAL OFFICE SUPERVISORS, ID SPECIFIC, SCHOOL-WIDE PROB OF PRAC TO SERVE AS FOCUS OF IMPROVEMENT WORK OVER NEXT YEAR

13. Preliminary Findings Much more variability in internal coherence among nominally low-performing schools than expected State monitoring contributes nothing to the process of improvement Programmatic versus strategic views of improvement common Low internal coherence among Academic Superintendents Instructional Rounds CLASSIFICATION OF SCHOOLS BY EXTERNAL MSRS OF PERFORMANCE CONCEALS A LOT – SLIDE! SAW SCHOOLS IN POP OF 21 FROM VERY HIGH ORG CAPACITY – PRELIMINARY HYPOTHESIS: STUCK, NOT SURE WHERE TO FOCUS CONSIDERABLE POTENTIAL FOR VALUE-ADDED BUMP IN IMPROVEMENT TO VERY EXTREMELY LOW - WOULD NEED EXTENSIVE, EXPLICIT WORK ON ORGANIZATION BUILDING BEFORE ANY INTERVENTION COULD BE EFFECTIVELY IMPLEMENTED OR SUSTAINED SLIDE – STATE MONITORING PROVIDED LABEL UNDERPERFRORMING, THAT WAS IT RARE SCHOOL THAT HAD AN OVERARCHING IMPROVEMENT STRATEGY DRIVING DISCRETE IMPROVEMENT EFFORTS IN THE SCHOOL FINALLY, ONGOING MEETINGS W/ DISTRICT SUPERVISORS, B/C CLEAR THAT FOLLOW UP TO THE PD TAKING VERY DIFFERENT PATHS FROM AC SUPT TO AC SUPT – DECIDED WANTED TO EXTEND PROJECT TO WORK ON THEIR OWN COHERENCE AS A LEADERSHIP TEAM: BEGAN IR IN SERVICE TO THIS GOAL, BPS CAO TEAM FORMED AN INSTRUCTIONAL ROUNDS NETWORK, ANOTHER FACET OF RE’S WORK Planning for this PD led to discussion among Academic Superintendents of atomized nature their practice supervising schools. Chose IR process as strategy to bring them into alignment around supporting schools. Focus of IR focus on actual instructional task teachers set for students. CLASSIFICATION OF SCHOOLS BY EXTERNAL MSRS OF PERFORMANCE CONCEALS A LOT – SLIDE! SAW SCHOOLS IN POP OF 21 FROM VERY HIGH ORG CAPACITY – PRELIMINARY HYPOTHESIS: STUCK, NOT SURE WHERE TO FOCUS CONSIDERABLE POTENTIAL FOR VALUE-ADDED BUMP IN IMPROVEMENT TO VERY EXTREMELY LOW - WOULD NEED EXTENSIVE, EXPLICIT WORK ON ORGANIZATION BUILDING BEFORE ANY INTERVENTION COULD BE EFFECTIVELY IMPLEMENTED OR SUSTAINED SLIDE – STATE MONITORING PROVIDED LABEL UNDERPERFRORMING, THAT WAS IT RARE SCHOOL THAT HAD AN OVERARCHING IMPROVEMENT STRATEGY DRIVING DISCRETE IMPROVEMENT EFFORTS IN THE SCHOOL FINALLY, ONGOING MEETINGS W/ DISTRICT SUPERVISORS, B/C CLEAR THAT FOLLOW UP TO THE PD TAKING VERY DIFFERENT PATHS FROM AC SUPT TO AC SUPT – DECIDED WANTED TO EXTEND PROJECT TO WORK ON THEIR OWN COHERENCE AS A LEADERSHIP TEAM: BEGAN IR IN SERVICE TO THIS GOAL, BPS CAO TEAM FORMED AN INSTRUCTIONAL ROUNDS NETWORK, ANOTHER FACET OF RE’S WORK Planning for this PD led to discussion among Academic Superintendents of atomized nature their practice supervising schools. Chose IR process as strategy to bring them into alignment around supporting schools. Focus of IR focus on actual instructional task teachers set for students.

14. Current IC Strategy Work in collaboration with Boston district leadership to foster internal coherence in Boston schools and Central Office DIAGNOSTIC OPENS UP DISCOURSE BETWEEN PRINCIPALS AND DISTRICT AROUND IMPROVEMEMT IN MORE SPECIFIC, USEFUL FASHION THAN LOW-PERFORMING POINTS TO ISSUES OF * INSTRUCTIONAL LEADERSHIP, * FACULTY INVOLVEMENT IN SCHOOL DECISION-MAKING ISSUES THAT ARE ACTIONABLE AVAILABILITY OF INTERNAL CAPACITY DATA AS WELL AS STUDENT PERFORMANCE DATA HELPS DISTRICT LEADERSHIP MAKE JUDGEMENTS AROUND HOW MUCH RESOURCES WANT TO INVEST IN SCHOOLS W/ LOW PERFORMANCE AND LOW CAPACITY, V. IN SCHOOLS THAT ARE STUCK BUT HAVE CAPACITY TO MOVE ERA OF LIMITED RESOURCES DIAGNOSTIC OPENS UP DISCOURSE BETWEEN PRINCIPALS AND DISTRICT AROUND IMPROVEMEMT IN MORE SPECIFIC, USEFUL FASHION THAN LOW-PERFORMING POINTS TO ISSUES OF * INSTRUCTIONAL LEADERSHIP, * FACULTY INVOLVEMENT IN SCHOOL DECISION-MAKING ISSUES THAT ARE ACTIONABLE AVAILABILITY OF INTERNAL CAPACITY DATA AS WELL AS STUDENT PERFORMANCE DATA HELPS DISTRICT LEADERSHIP MAKE JUDGEMENTS AROUND HOW MUCH RESOURCES WANT TO INVEST IN SCHOOLS W/ LOW PERFORMANCE AND LOW CAPACITY, V. IN SCHOOLS THAT ARE STUCK BUT HAVE CAPACITY TO MOVE ERA OF LIMITED RESOURCES

15. Future Direction Administer assessment in 15 schools identified by the district Continue to focus support on district leadership Codify process for replication in BPS and other districts Website in construction Transfer capacity to lead IC assessment process to BPS by close of 2012 school year

16. District Response to ICP I think the development we saw in practice at the Mattahunt in terms of how the ILT really works to deconstruct and analyze the tasks that the teachers have prepared focuses their effort to better understand how tasks predict performance.

17. District Response to ICP When I was doing a diagnostic assessment for the Greenwood when the superintendent designated it a Turnaround School this past November, I used Richard's text on IR with the principal, my coaches and several of her teachers and actually did instructional rounds work at the school to gather qualitative data for my diagnostic report. All in all, I would say that both the IC training I have received together with Richard's IR work with us has most definitely played a large role in our work at the Greenwood.

18. Practitioner Response to ICP T: Yes, we’ve gone through this over and over as she said, but this time I really believed it was going to do something. I: Why did you believe it? Why was it a hopeful experience for you? T: Because [the principal] put herself up there and she allowed people to say things and it was tough for her. And I thought that her doing that meant, and Dr. Elmore being involved meant that we were going to do things differently… [that it] would not become teachers need to teach more. THAT BEING SAID, ONE EXCITING FINDING MY FOLLOW-UP WORK W/ THIS SCHOOL: QUOTE FROM VETERAN SCHOOL, 20 YEARS, CONTRASTING SERP WORK COUNTLESS INTERVENTIONS SCHOOL HAD SEEN OVER YEARS CLASSIC, JUSTIFIABLY CYNICAL PRACTITIONERS CHRONICALLY UNDER-PERFROMING SCHOOL, 12 INITIATIVES RUNNING THAT YEAR ALONE NUMEROUS TEACHERS AT SCHOOL EXCITED BY SURVEY DATA, BY A SHIFT IN FOCUS FROM “TEACHERS JUST NEED TO SWITCH TO THIS PROGRAM” OR TEACH MORE UNITS TO IMRPOVE THE SCHOOL, TO IC WORK, COLLECTIVE ISSUES & LEADERSHIP ISSUES OF THE ORGANIZATION AS A WHOLE IF ONLY TEACHERS WILL TEACH THIS BOOK OR THIS MANY CHAPTERS IN A WEEK, THEN SCHOOL’S UNDERPERFORMANCE WILL GO AWAYTHAT BEING SAID, ONE EXCITING FINDING MY FOLLOW-UP WORK W/ THIS SCHOOL: QUOTE FROM VETERAN SCHOOL, 20 YEARS, CONTRASTING SERP WORK COUNTLESS INTERVENTIONS SCHOOL HAD SEEN OVER YEARS CLASSIC, JUSTIFIABLY CYNICAL PRACTITIONERS CHRONICALLY UNDER-PERFROMING SCHOOL, 12 INITIATIVES RUNNING THAT YEAR ALONE NUMEROUS TEACHERS AT SCHOOL EXCITED BY SURVEY DATA, BY A SHIFT IN FOCUS FROM “TEACHERS JUST NEED TO SWITCH TO THIS PROGRAM” OR TEACH MORE UNITS TO IMRPOVE THE SCHOOL, TO IC WORK, COLLECTIVE ISSUES & LEADERSHIP ISSUES OF THE ORGANIZATION AS A WHOLE IF ONLY TEACHERS WILL TEACH THIS BOOK OR THIS MANY CHAPTERS IN A WEEK, THEN SCHOOL’S UNDERPERFORMANCE WILL GO AWAY

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