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Florida Secondary School Redesign Initiative: Eventually, Change Turns into Work !

Florida Secondary School Redesign Initiative: Eventually, Change Turns into Work !. Presented by: Barbara McClamma Christine Crocco Senior Program Associates. Essential Questions. What happens when partners collaborate to provide assistance to districts and schools?

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Florida Secondary School Redesign Initiative: Eventually, Change Turns into Work !

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  1. Florida Secondary School Redesign Initiative: Eventually, Change Turns into Work! Presented by: Barbara McClamma Christine Crocco Senior Program Associates

  2. Essential Questions • What happens when partners collaborate to provide assistance to districts and schools? • How has this partnership built capacity for the state of Florida? • What lessons about school reform can be learned from the Secondary School Redesign Initiative (SSRI)?

  3. Creating the Partnership "Instead of focusing on their individual agendas, collaborative partnerships establish common goals. In order to address problems that lie beyond any single agency's exclusive purview, but which concern them all, partners agree to pool resources, jointly plan, implement and evaluate new services and procedures, and delegateindividual responsibilityfor the outcomes of their joint efforts." - Melaville and Blank

  4. In the beginning… Mission: Build the capacity of states and districts to meet the requirements of NCLB. www.ets.org/flicc

  5. Enter… The Florida Association of School Administrators (FASA) www.fasa.net International Center for Leadership in Education (ICLE) www.leadered.com The David C. Anchin Center at USF http://anchin.coedu.usf.edu

  6. SSRI Provides trained coaches to support implementation of secondary school redesign in participating schools, using selected resources from the International Center for Leadership in Education Co-sponsor Florida and the Islands Comprehensive Center at ETS (FLICC) • Provide funding for the project • Participate in selection of schools and coaches • Coordinate and co-sponsor regional meetings/conferences • Lead the design and collection of evaluation data • Disseminate best practices and model programs • Provide access to resources of the High School Comprehensive Center Co-sponsor Florida Association of School Administrators (FASA) • Serve as the Project Manager • Coordinate and promote project with FASA membership • Serve as the liaison with FLDE • Assist in the selection of schools and coaches • Coordinate and co-sponsorregional meetings and conferences • Disseminate results to FloridaSchool Administrators FLDE DELTA • Provide funding for training David C. Anchin Center at USF • Assist in selection of schools and coaches • Coordinate communication and planning of regional institutes • Design/conduct training for coaches • Serve as support for coaches • Coordinate project evaluation International Center for Leadership in Education (ICLE) • Lead the curriculum development • Provide curriculum materials and resources • Assist with planning regional meetings • Conduct training for coaches • Conduct training on secondary redesign at regional institutes Consortia • Promote SSRI in their regions • Assist in selection of schools in their regions • Participate ascoaches FLORIDA SECONDARY SCHOOLS FLORIDA SECONDARY SCHOOL REDESIGN INITIATIVE (SSRI) PARTNERSHIP 2006-07

  7. Project Goals • Assist secondary schools in addressing the legislative mandate. • Improve the capacity of school leadership teams to lead change, educate all students and promote rigor and relevance in the secondary curriculum. • Develop a cadre of coaches to assist and support the schools. • Share best practices in areas of secondary redesign, educational leadership, organizational change, and systems thinking. And…

  8. Increase state and district capacity to support secondary school redesign. How? Create models for secondary redesign that Florida districts can replicate.

  9. Lessons Learned: Partnerships • Come to consensus on priorities/goals • Negotiate allocation of resources • Carefully delineate responsibilities • Maintain ongoing communication • Schedule dedicated time to meet and discuss decisions and processes • Monitor progress and make adjustments

  10. Supporting Schools through SSRI “Every organization – indeed every person – suffers to some degree from a gap between intention and action. Leadership can make the difference.” - Reeves, 2007

  11. 3 major themes in the Legislation (Florida Secondary Redesign Act): • Rigorous and Relevant Instruction • Enhanced Personal Relationships • Collaborative Leadership

  12. Florida Secondary School Redesign Act SSRI Mission Vision SIP Process Rigor & Relevance Relationships SLCs PLCs Output Data Collection Input Learning Criteria Monitor & Adjust

  13. Florida Secondary School Redesign Act SSRI Mission Vision SIP Process Rigor & Relevance Relationships SLCs PLCs Output Data Collection Input Learning Criteria Monitor & Adjust

  14. Florida Secondary School Redesign Act SSRI Mission Vision SIP Process Rigor & Relevance Relationships SLCs PLCs Output Data Collection Input Learning Criteria Monitor & Adjust

  15. Florida Secondary School Redesign Act SSRI Mission Vision SIP Process Rigor & Relevance Relationships SLCs PLCs Output Data Collection Input Learning Criteria Monitor & Adjust

  16. SSRI Support • Regional Institutes for professional development of leadership teams • Coaches who assist school leadership teams and facilitate requests for information and best practices • On-line curriculum development tools • Annual conferences to share best practices

  17. Year 1 School Expectations (2006-07) • Commit to continuous improvement. • Use data to drive student achievement. • Obtain agreement of 80% of the faculty. • Attend 3 regional institutesand one summer meeting with participating schools. • Meet monthly with the coach. • Train faculty in the components of secondary redesign. • Work with the coach to establish professional learning communities. • Actively involve the principal as a member of the School Leadership Team. Principal (or designee) must attend regional institutes.

  18. Year 1 Institutes • Moving from Promising to Proven: Using the Learning Criteria • Leadership for Rigor and Relevance • Creating Caring School Communities

  19. “There’s more to school success than test scores. Use the Learning Criteria to set performance targets and establish relationships for a rigorous and relevant education for all students.” -Willard R. Daggett

  20. Learning Criteria • Core Academic Learning • Stretch Learning • Student Engagement • Personal Skill Development

  21. Form School Leadership Team Meet with SSRI Coach Building Capacity

  22. Lessons Learned: School Support • Active templates • Gaining the commitment of the school leadership • Significance of district support • Critical importance of Coaches • Clarify role of the coach (varied according to needs of schools) • Coaches need training and support Mandates do not ensure implementation!

  23. Sustaining Redesign “Staying the course means that careful attention is paid to developing the leadership of others in the organization in the interests of continuity and deepening of good direction.” -Michael Fullan, 2007

  24. Year 2 School Expectations (2007-08) • Implement Year 1 goals • Attend the required institute on Using Rigor and Relevance to Create Powerful Instruction • Commit 6 - 10 teachers to complete Collaborating Online for Rigor and Relevance (CORR) • Meet monthly with SSRI Coach • Establish Professional Learning Communities • Maintain involvement of a consistent core of School Leadership Team members • Share successful practices with other SSRI schools

  25. Year 2 Institutes • Using Rigor and Relevance to Create Powerful Instruction • Increasing Collaboration through Professional Learning Communities • Transitions/9th Grade Academies • Strategies that Work with Struggling Learners

  26. District Role in Year 2 • Facilitate in-service credit for participation in SSRI professional development opportunities • Communicate school initiatives to appropriate district level personnel • Share district’s expertise to support school’s goals • Assist in securing additional resources for participating schools

  27. Lessons Learned: Sustaining Redesign Efforts • Building systems of support • School • District • State • Embed processes to maintain focus • Examine data • Planning for success

  28. Feedback and Follow-Through • Ongoing • Monthly reports – coaches • Institute evaluations • Coach Institute evaluations • Coach conference calls • Emails/telephone calls • Partner meetings • End of Year • School Questionnaire • School Feedback for Coaches • Coach Feedback on progress of schools • Coach Feedback on Coaching Model

  29. Why must schools redesign? “If you don't like change, you're going to like irrelevance even less.” -General Eric Shinseki

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