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KEYS and other NEA Initiatives KEYS 2.0 GAE Training January 14-15, 2009. Jacques Nacson, Ph.D. Senior Policy Analyst National Education Association Center for Great Public Schools NEA New Products & Programs [email protected] Propositions.

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Keys and other nea initiatives keys 2 0 gae training january 14 15 2009

KEYS and other NEA InitiativesKEYS 2.0 GAE Training January 14-15, 2009

Jacques Nacson, Ph.D.

Senior Policy Analyst

National Education Association

Center for Great Public SchoolsNEA New Products & Programs

[email protected]


Propositions
Propositions

  • KEYS and other NEA initiatives such as TEF, C.A.R.E. and PEP/FSCP may support a “systemic approach” to school quality and accountability

  • Accountability and capacity building are at the intersections of TEF, KEYS, C.A.R.E. and PEP/FSCP

  • NEA’s KEYS provides the standards for and the opportunity to improve the “soft” measures of school capacity building and, thus, extends the concept of school accountability




Tef necessary but is it sufficient
TEF: Necessary but is it Sufficient?

  • Can you have adequate and sustainable funding and still have some schools that are low performing?

  • Alternatively, are there some or a few high performing schools that are essentially under funded?

  • What explains the difference?


Likely outcomes of adequate school funding
Likely Outcomes of Adequate School Funding

  • Highly qualified teachers and ESPs

  • Safe and healthy places for learning

  • A modern infrastructure

  • Sufficient and appropriate resources for learning

  • Adequate physical and psychological supports

  • Opportunities to reduce class size

  • More diversified programs

  • Pre-k and all day kindergarten


Bottom line
Bottom Line

“Adequate and equitable school funding is the first step toward building school capacity to ensure equal opportunity for all children”


Critical elements of school capacity that adequate funding does not ensure
Critical Elements of School Capacity that Adequate Funding Does Not Ensure

  • Program coherence

  • Staff cohesion, mutual trust and collegial supports

  • Distributive leadership and shared authority, responsibility and accountability

  • Effective and productive staff professional development

  • Strong parental and community involvement and support

  • Systemic approach to school organization and effective teaching and learning


The nea keys 2 0 in support of district and school capacity building and internal accountability
The NEA KEYS 2.0: In Support of District and School Capacity Building and Internal Accountability

What is KEYS?

  • Deliberative process for school improvement

  • Research-based and data-driven

  • Consistent with the NEA’s GPS Criteria

  • Begins with the use of a valid and reliable online school assessment tool or survey completed by the school community that yields scores on 42 indicators of school quality that correlate with high student achievement

  • The 42 indicators are grouped into 6 keys


The nea six keys of school quality
The NEA Six “Keys” of School Quality Building and Internal Accountability

The 42 indicators are clustered into six essential “Keys” that define the standards for school quality:

1. Shared understanding and commitment to high goals (5 Indicators)

2. Open communication and collaborative problem solving (9 Indicators)

3. Continuous assessment for teaching and learning (5 Indicators)


The nea six keys of school quality1
The NEA Six “Keys” of School Quality Building and Internal Accountability

4. Personal and professional learning (11 Indicators)

5. Resources to support teaching & learning (5 Indicators)

6. Curriculum and instruction

(7 Indicators)



Tef and keys expanding the definition of school capacity
TEF and KEYS: Expanding the Definition of School Capacity capacity?

TEF’s Definition

KEYS’ Definition

Effective distributed leadership

Mutual trust and respect

Collegial, professional culture and community

Collaborative problem solving

Program coherence

Shared responsibility and accountability

Strong parental support

Knowledge-based decisions

Effective professional development

  • Teacher quality

  • School infrastructure

  • Educational resources

  • Technology

  • Class size

  • Pre-K and all day k

  • Special programs

  • Proven educational programs and practices


TEF and KEYS: A Natural Partnership for School Capacity Building and Accountability

KEYS

TEF

Together TEF and KEYS provide the conditions that support and ensure that schools develop the capacity to achieve internal accountability and meet external accountability requirements.


Consider how keys and c a r e may be connected culture abilities resilience effort
Consider How KEYS and C.A.R.E. may be Connected Building and Accountability(Culture, Abilities, Resilience, Effort)


How are keys and c a r e similar
How are KEYS and C.A.R.E. Similar? Building and Accountability

  • Both are designed to support our members’ efforts to improve student learning, increase student achievement and narrow or close the achievement gaps

  • Both involve applications of research findings to school and classroom settings

  • Both address elements of internal school accountability and a system perspective of school functioning (KEYS vis-à-vis school wide conditions and C.A.R.E. related to classroom interactions between teacher and students)

  • Both require building state affiliate capacity for successful implementation


Framework for c a r e initiative
Framework for C.A.R.E. Initiative Building and Accountability

School Organization: leadership, policies and practices

Curriculum, Instruction and Assessment

Cultural, Economic

And Language

Differences

Cornerstones for

Decisionmaking

Effort

and

Motivation

Abilities and Potential

Unrecognized

and

Underdeveloped

Knowledge

Based Themes

Resilience

Staff

Development

Community,

Family

and

School

Engagement

Source: Dr. Belinda Williams


C a r e themes

Culture Building and Accountability:

The sum total of one’s experiences, knowledge, skills, beliefs, values, language, and interests. Learning is greatest when the cultures of home and school connect.

Resilience:

Displayed when protective factors alter a person’s response to risk (poverty, crime, etc.) factors in the environment. Resilient students exhibit social competence, problem solving skills, and a sense of future.

Abilities:

Intelligence is modifiable and multidimensional. Abilities are developed through cultural experiences; culture affects thoughts and expression.

Effort:

The energy used in reaching a goal. Maximized when students receive educator encouragement and high expectations for quality work.

.

C.A.R.E. Themes


A new vision of the learner who experiences achievement gaps
A New Vision of the Learner Who Experiences Achievement Gaps Building and Accountability

  • Deficit View:. Culturally deprived. Failing or low achieving. At-risk. Unmotivated

  • Asset View:. Culturally enriched. Unrecognized abilities . Resilient. Engaged


How does keys support c a r e activities
How does KEYS support C.A.R.E. activities? Building and Accountability

  • By measuring and improving its cornerstone conditions and C.A.R.E. issues!

  • Table activity: Which KEYS Indicators are most relevant for each of the four C.A.R.E. Cornerstones? Which KEYS Indicators suggest that teachers and ESP might need C.A.R.E. training


Consider How KEYS and PEP/FSCP May Be Connected Building and Accountability(Public Engagement Program/Family School Community Partnership)


Family school community partnership
Family School community Partnership Building and Accountability

  • Assess the attitudes, actions and behaviors of the school community to develop a plan of action for change

  • Increase parental involvement by developing home learning environments and family learning activities

  • Involve Education Support Professionals to develop successful partnerships with families and the community

  • Creating partnerships as a process not an event!


How keys supports pep fscp
How KEYS Supports PEP/FSCP Building and Accountability

  • New KEYS 2.0 parent and community surveys are available as school assessment tools

  • Parents and community members’ perceptions of school organization and functioning may be compared to the perceptions of teachers and ESPs:-Shared understanding and commitment to high goals and shared responsibility for student learning-Sense of welcome and comfort at school-Frequency and type of communications and involvement-Parent-school trust and school outreach to parents


How keys supports pep fscp bottom line
How KEYS Supports PEP/FSCP Building and Accountability(Bottom Line)

KEYS data provide valuable information regarding the efforts and the successes of the school to involve parents and community members in decisions about school operations and in the work of the school


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