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Hickory Ridge High School. Tanesha Carhart Megan Dubbaneh Jennifer Gaddis Jason Hepokoski Jessica Stricker. 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).

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slide1

Hickory Ridge High School

Tanesha Carhart

Megan Dubbaneh

Jennifer Gaddis

Jason Hepokoski

Jessica Stricker

A Diamond in the Rough

slide2

“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.

hickory ridge high school
Hickory Ridge High School

We will:

  • create a catalyst for needed reform at HRHS
  • address the conditions that must be created at HRHS if the school is to be successfully reformed
  • create a process at this high school that builds on the capacity of everyone in the school
  • develop the school’s collective intelligence
  • create continuous generative learning and staff engagement s to be successfully reformed
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.

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 needed reform in areas such as:

  • Teacher Empowerment
  • Collegiality
  • Administrative Respect
  • Technology Integration
  • Achieving District and School Goals
  • Embracing Our Mission, Vision, and Purpose Statements
  • Student Achievement
slide12

A

Model

Diamond

D

M

F

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

philosophy
Philosophy

We will promote a progressive philosophy.

Students learn best from real-life examples

LEARN BY DOING!

Thematic Units

Collaborative Projects

Problem Solving and Critical Thinking- *PBL*

Foundation

student achievement
Student Achievement

We will provide a differentiated, constructivist learning environment bolstered by a technologically infused curriculum and guided by the Sunshine State Standards.

~*~*~*~

“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

hickory ridge s management system
Hickory Ridge’s Management System
  • Organizational structure / method
  • Behavioral Theory
  • Horizontal & Vertical Communication
  • Shared decision making
  • Data driven leadership
  • Promotes positive school climate

Management System

hickory ridge s organizational structures support our school s vision and mission

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

Improve school culture and climate.

Participative decision making groups.

Shared leadership & responsibilities.

Old bureaucratic structures have been replaced with our new collaborative structures. -PLC’s, Technology committee

Management System

our organizational philosophy
Our Organizational Philosophy
  • “No single philosophy, old or new should exclusively guide decisions about schools.”(Ornstein, 2009, p. 57)
  • Our FDMA Diamond model has combined the organizational theories of :
    • Rensis Likert’s – System 4 Model
    • Kurt Lewin’s – Behavioral Theory
    • Douglas McGregor’s – Theory Y
    • Edwards Deming – Total Quality Management

Management System

lewin s force field analysis
Lewin’s Force-Field Analysis

Management System

Unfreeze the organizational structures

Introduce our reforms and improved organizational structures

Refreeze our organizational structures and reforms.

Repeat as necessary

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*e) (Owens & Valesky, 2007, p. 21)
  • 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

hickory ridge s collaborative structures

Hickory Ridge’s Collaborative Structures

Rensis Likert’s System 4 Model:

System 1: Explotive - Authoritarian

System 2: Benevolent-Authoritarian

System 3: Consultative

System 4: Participative – Hickory Ridge

(Owens &Valesky, 2007, p.215)

Management System

rensis likert s system 4
RensisLikert’s System 4

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

shared power
Shared Power

Management System

When teachers are empowered as agents for change, they become active agents rather than passive workers.

(Feimen-Nemser & Floden, 1986, p.523)

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 (Rebore, 2007, p. 24).

Management System

deming s fourteen principles
Deming’s fourteen principles

8. Drive out fear

9. 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 philosophy

3. 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. Ongoing progress monitoring
  • We will involve stakeholders in the data analysis process.
  • We will make changes based on data analysis to improve our organizational structures.
  • We will reward student achievement.
  • We will celebrate our successes.

Management System

human capital
Human Capital

Management System

Our diamond reform management system has created a school climate that encourages continuous learning & 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.

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, 2004, p. 120)

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 open management system
Hickory Ridge’s Open Management System

Management System

  • Fosters:
  • Administrative Respect – Open door policy.
  • Technology Integration - Communication
  • Team Building / Collaboration - Committees
  • Teacher Empowerment- Shared Decisions
  • Mission, Vision, & Student Achievement
  • Innovation & experimentation
fdma diamond school symbol
FDMA Diamond School Symbol

Management System

Our FDMA diamond model will be displayed everywhere.

Symbolizes our school reform efforts.

On our sports’ teams.

On our stationary. Vision & Mission.

On our website. Newsletters, multimedia

On our walls & halls.

We are a Diamond School!

positive school culture climate
Positive School Culture & Climate

Management System

  • Our organizational structures allow us to build coalitions and form alliances with all stakeholders.
  • PLC’s, Technology Committees, Teams
  • 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

Management System

  • Our foundation supports our organizational management structures.
  • Our organizational management structures support our instructional delivery.
  • Our FDMA Diamond Model supports our school reform efforts.
slide44

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

slide49

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

slide56
“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

tightly coupled organizations
Tightly Coupled Organizations
  • What we know:
    • Marzano documents tightly coupled organizations have four defining characteristics.
      • They are self-correcting rational systems with highly interdependent components.
      • They have a consensus on goal 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. (2009, p. 13)
achieving goals
Achieving Goals!

The Diamond Model is the best for

Hickory Ridge High School

because it promotes:

Advocacy

Leadership

Collaboration

Systemic Change

Foundation

hrhs areas of growth and progress
HRHS Areas of Growth and Progress

Marzano explains, “The computed correlation between district leadership and student achievement was .24 and statistically significant at the .05 level” (2009, p. 4).

slide66

Achievement Guaranteed The Total Quality Management Approach is one that has produced successful results. When cross referencing Deming's TQM to Hickory High’s Reform, it can be concluded that ALL 14 points of TQM are satisfied.

slide67

Developing

A Vision

slide68

Teacher Empowerment:

Teach With Your Strengths

references
References

American School Counselors Association. (n.d.). Executive Summary.

Cunningham, W. G., & Cordeiro, P. A. (2009). Educational leadership: A bridge to improved practice. Boston, MA: Pearson.

Feiman-Nemser, S. & Floden, R. E. (1986). The cultures of teaching: Handbook of research on teaching. 3rd ed., 505-26. New York: Macmillan.

Gomez, L M, Sherin, M. G., Griesdorn, J., & Finn, L.-E.  (2008). Creating social relationships: The role of technology in preservice teacher preparation. Journal of Teacher Education, 59(2), 117-132.

Hamblett, A. (1996). Collier teacher assessment system.

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.

Kitchen, J. (2009). Relational teacher development: Growing collaboratively in a hoping relationship. Teacher Education Quarterly, 36(2), 45-62.

Lattuca, L.R. (2006). The constructivist pedagogy we're looking for. Journalism & Mass Communication Educator, 60(4), 354-358.

Liesveld, R., Miller, J., Robinson, J. (2005). Teach with your strengths. New York: GALLUP PRESS.

Marzano, R. J., & Waters, T. (2009). District Leadership That Works: Striking the Right Balance. IN: Solution Tree Press.

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.

references1
References

Moye, M., Henkin,A., Egley,R. (2005). Teacher-principal relationships: Exploring linkages between empowerment and interpersonal trust. Journal of Educational Administration, 43(2/3), 260-278.

Oppenheimer, R.J. (2001). Increasing student motivation and facilitating learning. College Teaching, 49(3), 96-99. 

Ornstein A. C., & Hunkins, F. P. (2009). Curriculum: Foundations, principles, and issues. Boston, MA: Pearson.

Owens, R. G., & Valesky, T. C. (2007). Organizational behavior in education: Adaptive leadership and school reform. Boston, MA: Pearson.

Park, V. & Datnow, A. (2009). Co-constructing distributed leadership: District and school connections in data-driven decision-making. School Leadership & Management, 29(5), 477.

Rebore, R. W. (2007). Human resources administration in education: A management approach. Boston: Pearson Education, Inc.

Richardson, L.M. (2003). Helping teachers participate competently in school leadership. The Clearing House,76(4), 202-205.

Shor, L. (1992). Empowering education. Chicago, IL: University of Chicago.

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

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