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Making Education Work by Creating a Culture of Continuous Improvement In Turnaround Schools Title I Conference June 20

Making Education Work by Creating a Culture of Continuous Improvement In Turnaround Schools Title I Conference June 20, 2012 Atlanta, GA Sylvia Hooker Deputy Superintendent for School Turnaround shooker@doe.k12.ga.us 404-232-1431. Transforming Schools.

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Making Education Work by Creating a Culture of Continuous Improvement In Turnaround Schools Title I Conference June 20

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  1. Making Education Workby Creating a Culture of Continuous Improvement In Turnaround Schools Title I Conference June 20, 2012 Atlanta, GA Sylvia Hooker Deputy Superintendent for School Turnaround shooker@doe.k12.ga.us 404-232-1431

  2. Transforming Schools “The quality of a school as a learning community can be measured by how effectively it addresses the needs of “High Performing and Struggling Students” Modified quotation from James Wright

  3. Continuous Improvement “Continuous improvement, the opposite of complacency, is not just a process; it is an attitude or mindset that must be cultivated and reinforced. This attitude stresses quality and rewards those who achieve it. Ellen Henderson, et al., Team Leadership for Student Achievement

  4. Making Education Work for All Students Do not confine your students to your own learning,for they were born in another time. Turnaround Challenge Report

  5. They were born in another time.

  6. What is THE Work? YOUR Work You must be Catalysts to Create the Urgency and Change the Culture • Saturate the discussion of curriculum, instruction, and assessment in every content area. • Discuss the students and their abilities. • Self-reflect to see if your skills and knowledge bank are continuously restocked and retooled.

  7. Turnaround Model

  8. TRANSFORMATION MODEL 9 Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 3/5/2010

  9. RT3 /LAS Non-Negotiables • School Improvement Specialist assigned to the school • Implementation of CCGPS and use Georgia Frameworks in core academic classes • Implement an assessment plan aligned to state standards • Implement short term action plans • Analyze teacher and student attendance data and develop action plans if needed • Analyze student discipline data and develop action plans if needed • Participate in the GAPSS to assess schools strengths/weaknesses to help determine recommendation of one of the turnaround models • Participate in GaDOE professional learning • Hire at least one full-time math coach

  10. RT3 /LAS Non-Negotiables • Implement the new Teacher and Leader Evaluation Systems • Maintain a high-performing principal at the helm of the PLAS with autonomy over staffing and budgets • Increase learning time for those students or student subgroups that need additional time • Actively participate in ALL relevant meetings organized by GaDOE or US ED • Utilize incremental resources made available by the State through RT3 under the assurance of Turning Around Lowest Achieving Schools • Establish a minimum of 60 minutes per week with common planning time for teachers, without reducing time devoted to student instruction. • **Additional time would be established to meet with feeder schools to discuss student needs • Hire at least one full time graduation coach.

  11. Seven Steps for District Leaders • #1: Commit to Success • #2: Choose Turnarounds for the Right Schools • #3: Develop a Pipeline of Turnaround Leaders • #4: Give Leaders the “Big Yes” • #5: Hold Leaders Accountable for Results • #6: Prioritize Teacher Hiring • #7: Proactively Engage the Community

  12. GUIDING QUESTIONS 13 Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 3/5/2010 How will you determine if a particular low-achieving school has the internal capacity to successfully engage in school transformation? What role will the district take to actively prioritize and support transformation of the low-achieving school? How will you recruit and select a skilled transformation leader? What policies need to change to prioritize teacher recruitment and hiring for schools engaged in a transformation effort? What state and district policies and standard operating procedures might impede transformation efforts? How will you track implementation of effective instructional practices as an early indicator of progress?

  13. What is a Transformational, Turnaround School

  14. Turnaround Leaders…. • Personally analyze data about the organizations performance- Georgia Assessment of Performance of School Standards (GAPSS) to identify High Priority Problems that can be fixed quickly • Work with School Improvement Team to develop an action plan so that EVERYONE involved knows specifically what they need todo differently. • This will allow the teachers, staff to focus on changing what they do, rather than worrying about the change.

  15. STRATEGIES: SUPPORT KEY LEADER ACTIONS 16 Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 3/5/2010

  16. STRATEGIES: SUPPORT KEY LEADER ACTIONS 17 Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 3/5/2010

  17. STRATEGIES: CREATE CONDITIONS FOR SUCCESS 18 Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 3/5/2010

  18. STRATEGIES: TRANSFORMATION LEADER RECRUITMENT AND SELECTION 19 Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 3/5/2010

  19. STRATEGIES: TRANSFORMATION LEADERS– WHO ARE THEY AND WHERE DO WE FIND THEM? 20 Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 3/5/2010

  20. Transformational/Turnaround Leaders Concentrate on Big- Fast Payoffs in Year 1 Create a Sense of Urgency Find Internal Supports in your District, Building and Program Who WILL Disturb the Current Culture

  21. STRATEGIES: SUPPORT KEY LEADER ACTIONS 22 WINS Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 3/5/2010 Concentrate on

  22. Turnaround Leaders…. Driving for Results: Year 1 • Turnaround Leaders concentrate on a few changes to achieve early, VISIBLE WINS. • ( Policies and Procedures) • *Attendance (student and teachers) • Discipline ( ISS – OSS) • Teacher duties and responsibilities (In the SIG and staff contract SIG-RT3 Lowest achieving AND Priority Schools • Transportation • Increased Learning Opportunities for all students • Additional instructional support staff • Deviation from organizational norms

  23. SEA Turnaround Support The Office of School Turnaround employs a staff of highly qualified and effective school improvement specialists to…….. 6/4/2014 24

  24. Continuous Improvement Require all staff to change ( Change is not Optional, it is Mandatory) Becomes a way of thinking about everything the leadership team undertakes, encouraging a different perspective about the organization and how it works. Ellen Henderson, et. al., Team Leadership for Student Achievement

  25. Driving for Results SIS may assist in the screening, and reviewing of qualified Teaching Replacements, whenever-wherever necessary It’s about Results! 6/4/2014 26

  26. Office of School Turnaround Guide the Principal, teachers and other support staff through their School Improvement (SI) and Short Term Action Plans (STAP) 6/4/2014 27

  27. Field School Improvement Specialists(SIS) Pauline Talley: GaDOE School Improvement Specialists A Month in the Life- Activity (SIS) Professional Learning Opportunities Review Short Term Action Plans ( STAP ) ( Handout)

  28. Driving for Results Requires that attention be givento who needs what data when and how it is presented and used.

  29. Driving for Results Requires: Turnaround Districts, Leaders, and Schools to…. Work smarter, AND harder, for better results.

  30. What do Leadership Teams at the SEA and LEA Level do? Monitor the Quality of the Work

  31. Lead School Improvement SpecialistDuties and Responsibilities ( GaDOE) Terri Gaspierik: James Cable Quarterly Monitoring (Handout) This Tool will be revised 2012/2013

  32. LEA Leadership Duties and Responsibilities Terri Gaspierik: Assist Central Office Support to assist the Office of School Turnaround in Monitoring School-based Initiatives. ( Removing Barriers)

  33. SEA Leadership Lead School Improvement Specialists: Provide State Oversight of the School Based School Improvement Initiatives (Red Flag Issues)

  34. Turnaround, Transformation, Priority and Targeted Focus Schools Professional Learning Opportunities

  35. Summer Leadership Academy • Purpose • Learning the School Improvement Process • Develop the plan --- PLAN • Implement the plan --- DO • Monitor the plan --- CHECK • Evaluate the plan --- ACT/Re-ACT

  36. SIG, RT3, Priority and Focus SchoolsProfessional Development • Best Practices Conference • Non-Traditional Learning Centers • ( Georgia Alternative Education Association) • National Youth at Risk ( Savannah ) • National Alternative Education Conference • National Dropout Prevention Conference • GraduateFirst ( Graduation Coach Training)

  37. SIG, RT3, Priority and Focus SchoolsProfessional Development • Communities in Schools • Performance Learning Centers • Instructional Coach Consortia • Teaching Support: • Teach For America • The New Teacher Project

  38. PITFALLS TO AVOID IN TRANSFORMING AND TURNING SCHOOLS AROUND 39 Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers 3/5/2010

  39. Transforming Schools “The question is not, Is it possible to educate all children well? But rather, Do we want to do it badly enough?” Deborah Meier

  40. CONTACT INFORMATION Sylvia Hooker, Deputy Superintendent for School Turnaround Sylvia.hooker@doe.k12.ga.us 404-232-1431 Cayanna Good, Associate Superintendent for School Turnaround Cayanna.good@doe.k12.ga.us 404-463-4006 Dr. Patricia Rooks, Director School Improvement Grant (SIG) Schools Patricia.rooks@doe.k12.ga.us 404-656-2572

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