Hickory Ridge High School
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Hickory Ridge High School. Hickory Ridge High School. Tanesha Carhart Megan Dubbaneh Jennifer Gaddis Jason Hepokoski Jessica Stricker. A Diamond in the Rough. A Diamond in the Rough. “Learning should be both frustrating and life enhancing …the things we learn the most from

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A diamond in the rough

Hickory Ridge High School

Hickory Ridge High School

Tanesha Carhart

Megan Dubbaneh

Jennifer Gaddis

Jason Hepokoski

Jessica Stricker

A Diamond in the Rough

A Diamond in the Rough


A diamond in the rough

“Learning should be both

frustrating and life enhancing

…the things we learn the most from

tend to scare us a bit too” (p. 444).

McVee, M.B., Bailey, N.M. & Shanahan, L.E. (2008). Technology lite: Advice and reflections for the technology unsavvy. Journal of Adolescent & Adult Literacy, 51(6), 444-448.


The fdma diamond model

The FDMA Diamond Model

Adapted from the American School Counselor Association National Model, our FDMA Diamond model will provide HRHS with a solid basis for reform in areas such as

  • Teacher Empowerment

  • Collegiality

  • Administrative Respect

  • Technology Integration

  • Achieving District Goals

  • Embracing Our Mission, Vision, and Purpose Statements

  • Student Achievement


District goals

District Goals

  • To create conditions whereby purpose, values, information, and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum.


District goals1

District Goals

2.To create a process in the schools that builds on the capacity of everyone in the school, so as to develop the school’s collective intelligence.


District goals2

District Goals

3.To encourage experimentation in implementation.


District goals3

District Goals

4. To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009)


Hickory ridge goals

Long Term

1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis.

2. To utilize progress monitoring results to tailor the curriculum to students' individual needs.

3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology.

4. To further integrate PLCs into the faculty community.

5. To continuously assess the fidelity and progress of the FDMA model.

Hickory Ridge Goals

Short Term Goals

1. To incorporate interactive, learner-centered technology into teachers' lessons at least twice per week and implement online assessments for progress monitoring.

2. To establish a technology committee.

3. To establish PLCs to promote data driven instruction by integrating 21st century technology and to encourage collegiality and collaboration among the faculty.

4. To institute the FDMA model as a permanent and fundamental doctrine of the Hickory High School culture.


Hickory ridge goals1

Long Term

1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis.

2. To utilize progress monitoring results to tailor the curriculum to students' individual needs.

3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology.

4. To further integrate PLCs into the faculty community.

5. To continuously assess the fidelity and progress of the FDMA model.

Hickory Ridge Goals

Long Term Goals

1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis.

2. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology.

3. To further integrate PLCs into the faculty community.

4. To continuously assess the fidelity and progress of the FDMA model.

5. To utilize progress monitoring results to tailor the curriculum to students' individual needs.


Mission

Mission

Hickory Ridge High School endeavors to provide a world-class education, to establish a learner-centered community, and to incorporate 21st century technology into all facets of a progressive curriculum while providing students with meaningful learning experiences.

Foundation


Vision

Vision

To be a world class, technologically advanced school.

Foundation


Purpose

Purpose

To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century.

Foundation


Student achievement

Student Achievement

We will provide a differentiated, constructivist learning environment bolstered by a technologically infused curriculum.

~*~*~*~

“Many school administrators now advocate that teachers put aside notions of traditional teaching in favor of developing learning environments where students share ideas, grapple with the meaning of new information, and defend divergent thinking” (p. 582)

Judson, Eugene. (2006). How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection? Journal of Technology and Teacher Education, 14(3), 581-597.

Foundation


Management system

Management System

  • Organizational structure / method

  • Behavioral Theory

  • Horizontal & Vertical Communication

  • Shared decision making

  • Data driven leadership

Management System


Hickory ridge s organizational structures support our school vision and mission

Hickory Ridge’s organizational structures support our school vision and mission.

Improves school culture and climate.

Participative decision making groups.

Shared leadership & responsibilities.

Old bureaucratic structures have been replaced with our new collaborative structures.


Our organizational philosophy

Our Organizational Philosophy

  • “ No single philosophy, old or new should exclusively guide decisions about schools.” (Ornstein, 2009).

  • Our FDMA Diamond model has combined the organizational theories of :

  • RensisLikert – System 4 Model

  • Kurt Lewin – Behavioral Theory

  • Douglas McGregor – Theory Y

  • Deming – Total Quality Management

Management System


Hickory ridge s organizational structures

Hickory Ridge’s Organizational Structures

RensisLikert’s System 4 Model.

System 1: Closed System (Top Down)

System 2: System

System 3:

System 4: Open System

- Faculty and staff participate in shared decision making. Our motivated staff improves our school culture and climate.


Kurt lewin s behavioral theory

Kurt Lewin’sBehavioral Theory

  • Lewin: Behavior is a function of the interaction between the person and the environment. B=(f*p)

  • Hickory Ridge has a participative type of school decision making. System 4 Model.

  • Our empowered staff takes ownership of important school decisions through organizational structures such as PLC’s.

  • Participative decision making structures.

Management System


Douglas mcgregor s theory y

Douglas McGregor’s Theory Y

  • Theory Y: When staff exercise initiative, self-direction, and self-control on the job they will feel committed to the objectives of the organization.

  • Our empowered Hickory Ridge faculty will enjoy teaching and their enthusiasm will translate into academic gains in their innovative, technology rich classrooms.

Management System


Rensis likert s system 4 management model

Rensis Likert’s System 4 Management Model.

  • Hickory Ridge’s model is a participative group interaction model based on Rensis Likert’s Management Model..

  • Feimen-Nemser & Floden assert that “when teachers are empowered as agents for change, they become active agents rather than passive workers" (1986, p.523).

Management System


System 4

System 4


Rensis likert s system 4

RensisLikert’s System 4


Total quality management

Total Quality Management

  • Total Quality Management approach is recommended for the human resource function of reform. Edwards Deming introduced the theory and application of total quality management (TQM) to the Japanese with outstanding results. Deming’s fourteen principles are (Rebore, 2007, p. 24):

Management System


System 41

System 4


Total quality management1

Total Quality Management

8. Drive out fear9. Break down barriers between departments.10. Eliminate slogans, exhortations, and targets.11. Eliminate management by numerical quotas.12. Remove barriers that prevent job managers and workers from taking pride in their workmanship.13. Institute a vigorous program of education and self improvement.14. Put everybody in the company to work to accomplish transformation.

1. Create Constancy of purpose toward improvement of product and service.2. Adopt the new philosophy3. Cease dependence on inspection to achieve quality.4. End the practice of awarding business on the basis of price tag.5. Improve constantly and forever the system of production and serve, to improve quality and productivity.6. Institute training on the job.7. Institute leadership.


Data driven leadership

Data Driven Leadership

  • Hickory’s administration will analyze our reform data.

  • We will involve all stakeholders in the process.

  • We will make changes based on data analysis to improve our organizational structures.

  • We reward student achievement.

  • We celebrate our successes.

Management System


Human capital

Human Capital

  • Our diamond reform management system has created a school climate that promotes innovation.

  • Staff development especially in technology.

  • Reward innovation and student achievement.

  • Our organizational structures utilize everyone’s capacity in the school.

  • We develop our school’s collective intelligence.

Management System


Hickory s empowered staff delivers reform

  • Allotting specific times for teachers to come together affords professional sharing that may not otherwise occur. - Woods and Weasmer

Once individuals participate energetically, share authority, and engage in meaningful work, they begin to shed most negative emotions and to demonstrate their knowledge. (Shor, 1992, p. 84).

Hickory’s Empowered Staff Delivers Reform

Management System


Hickory ridge s organizational structures1

Hickory Ridge’s Organizational Structures

  • Foster:

  • Administrative Respect

  • Technology Integration


Fdma diamond school symbol

FDMA Diamond School Symbol

  • Our FDMA diamond model will be displayed everywhere.

  • Symbolizes our school reform efforts.

  • On our Sports’ Teams

  • On our Stationary

  • On our Website

  • On our walls & halls

  • We are a Diamond School!


Positive school culture climate

Positive School Culture & Climate

  • Our organizational structures allow us to build coalitions and form alliances with all stakeholders.

  • PLC’s, technology committee,

  • We involve all stakeholders in our school reform efforts.

  • Through collaboration we have created a positive school climate that supports student achievement!


Fdma diamond model

FDMA Diamond Model

  • Our foundation supports our organizational management structures.

  • Our organizational management structures support our instructional delivery.

  • Our FDMA Diamond model supports our school reform efforts.


A diamond in the rough

Delivery Systems

“When teachers are empowered as agents of change they become active agents rather than passive workers.”

-Woods and Weasmer

Maintaining Job Satisfaction


Incorporating technology into curriculum

Incorporating Technology into Curriculum

Delivery Systems

Create a technology Committee consisting of new staff members and veteran staff members

Each classroom was recently wired and has 15 computers

The District wanted to make Hickory High School a technological center


Data driven instruction

Data-Driven Instruction

Delivery Systems

Use of online assessments for immediate feedback and baseline testing

Use for progress monitoring on classroom achievements and standardized testing


Staff support development and empowerment

Staff Support, Development, and Empowerment

Delivery Systems

Technology Committee focus on technologies to be implemented in curriculum

Monthly meetings focusing on a new technology

Sharing ideas between new staff members and veteran teachers


Creating a learning community

Creating a Learning Community

Delivery Systems

Where staff members share information and ideas

Where staff members support each other

Where we empower teachers to become active agents


A diamond in the rough

Woods, A.M. & Weasmer, J. (2004). Maintaining job satisfaction: Engaging professionals as active participants. Clearing House, 77 (3), 118-121.

Delivery Systems

“Not only is it essential for teachers to know that they have contributed to shaping curriculum, but they also need to sense their own roles in the culture of the school. To become stakeholders, they need to know their contributions to the school culture are honored.” (p.118)


Data driven results

Data Driven Results

  • Online tests and quizzes will be completed online using Data Warehouse program.

  • These tests and quizzes will provide us with data which will allow for us to make the necessary gains and improvements in our classrooms.

Accountability


State standards

State Standards

  • Teachers need to be aware of the Sunshine State Standards and how each lesson they’re teaching appropriately meets the standards.

  • The Sunshine State Standards are closely linked to the FCAT assessment and need to be addressed in order for students to show gains on the test.

Accountability


State standards continued

State Standards continued

  • Objectives and standards should be posted in the room in a visible location.

  • Since we have become a technology-driven school, teachers should try to implement technology following the state standards and curriculum whenever possible.

Accountability


Performance evaluations

Performance Evaluations

  • At Hickory Ridge High School we will use the Collier Teacher Assessment System (CTAS), similar to the program used in Collier County Public Schools

  • This evaluation process was established to provide criteria and guidelines for assessing and improving the qualifications and performance of educators.

Accountability


A diamond in the rough

“The purpose of this evaluation system is to provide a multi-strand evaluation process for teachers at every level of experience, it is been proven to be a fair assessment system, provide an opportunity for professional growth, and opportunities for peer support” (Hamblett,1996).

  • CTAS will follow the twelve Educators Accomplished Practices with a big emphasis on Technology.

Accountability


Administrator to teacher

Administrator to Teacher

  • Professional Development Opportunities

    • Workshops

    • Technology development

  • Team Building Activities

  • Teachers will be placed in Professional Learning Communities (PLC’s) to collaborate with staff members, an administrator will be present to monitor this process.

Accountability


Teacher to administrator

Teacher to Administrator

  • Teachers will have an open Door Policy with administrators and know that they are here for the same purpose.

  • “Trust contributes to a positive working environment characterized by honest supportive relationships. It enables the open exchange of ideas and impacts the quality and quantity of information exchanged” (Moye, Henkin & Egley, 2005, p.2)

Accountability


A diamond in the rough

Striking the right

balance


A diamond in the rough

Tightly Coupled Organizations

They are self-correcting rational systems with highly interdependent components.

They have a consensus in goals and the means to accomplish those goals.

They can coordinate activity by disseminating information.

They have predictable problems and the means to address those problems.

Striking the Right Balance


Our district goals include the following

Our district goals include the following:

  • 1. To create conditions whereby purpose, values, information, and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum.2. To create a process in the schools that builds on the capacity of everyone in the school , so as to develop the school’s collective intelligence.

Striking the Right Balance


Our district goals include the following1

Our district goals include the following:

  • 3. To encourage experimentation and implementation.4. To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009)

Striking the Right Balance


Hickory high school short term and long term goals

Hickory High SchoolShort term and long term goals

Short Term1. To incorporate interactive, learner-centered technology into teachers' lessons at least twice per week and implement online assessments for progress monitoring.2. To establish a technology committee.3. To establish PLCs to promote data driven instruction by integrating 21st century technology and to encourage collegiality and collaboration among the faculty.4. To institute the FDMA model as a permanent and fundamental doctrine of the Hickory High School culture.

Striking the Right Balance


Hickory high school short term and long term goals1

Hickory High SchoolShort term and long term goals

  • Long Term 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis.2. To utilize progress monitoring results to tailor the curriculum to students' individual needs.3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology.4. To further integrate PLCs into the faculty community.5. To continuously assess the fidelity and progress of the FDMA model.

Striking the Right Balance


Diamond model framework

Diamond Model Framework

Striking the Right Balance

Foundation

Management System

Delivery System

Accountability


Diamond model promotes

Diamond Model Promotes

  • Advocacy,

  • Leadership

  • Collaboration

  • Systemic Change

  • Foundation

Striking the Right Balance


Foundation

Foundation

  • Beliefs, and Philosophy

  • Mission statement

  • Vision

  • Florida Code of Ethics

  • Florida Ed Leadership Standards

Striking the Right Balance


Delivery

Delivery

  • Relevant curriculum

  • Data Driven

  • Systemic support at all levels

  • Staff Development

  • Staff Empowerment

Striking the Right Balance


Management system1

Management System

  • Behavioral Theory

  • Organizational structure/method

  • Data driven leadership

  • Shared decision making

  • Horizontal Communication

Striking the Right Balance


Accountability

Accountability

  • Data driven results: state standards

  • Performance Evaluations

  • Administration to Teacher

  • Teacher to Adminisration

Striking the Right Balance


A diamond in the rough

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