Supporting
Continuous Improvement
in Low Achieving Schools
West Virginia Department of Education
Division of Educator Quality and System Support
August 3, 2011
Overview
• Welcome and Introductions
• WVDE goals for Improving Achievement
in Low Performing Schools
• Roles and Responsibilities
WVDE School Improvement Goals
• Goal 1: Build the capacity of the SEA and
LEAs to drive transformative interventions in
low-achieving schools
• Goal 2: Strengthen teacher and leader
effectiveness in low-achieving schools in
order to improve the quality of instruction
and levels of student engagement
• Goal 3: Develop comprehensive systems of
support for students in low-achieving
schools
PERSONALIZED LEARNING
• Student Voice
• Relationships
• Knowing Needs and Strengths
• Attending to the Whole Child
• Customization
• Student Self-Direction
• Success Assessed Through Student Growth
ELEVATING TEACHERS AND LEARNING
• Honoring and Celebrating
• Teacher Voice and Leadership
• Providing Time, Resources and Supports
• Needs-Based Professional Development
• Compensation
STAKEHOLDER COMMITMENT
AND INVOLVEMENT
• Valuing Education
• Input and Involvement
• Developing Personal Advocacy
• Collective Problem-solving
• Schools as Community Centers
ACCELERATING INNOVATION
AND CREATIVITY
• Fostering Creativity
• Removing Barriers
• Expansion of Promising Practice
• Twenty-four Seven Digital Learning
• Promoting Diverse Learning Venues
Roles & Responsibilities
of School Improvement
Specialists
August 3-4, 2011
SIS Networking Days
Office of Title II, III and System Support
Role One
LEARNER
Learn
•Why do we learn?
•How do we learn?
•What do we learn
•When do we learn?
Why We Learn
We can, whenever and wherever
we choose, successfully teach all
children whose schooling is of
interest to us. We already know
more than we need to do that.
Whether or not we do it must
finally depend on how we feel
about the fact that we haven’t so
far. - Ron Edmonds
Why We Learn
We can, whenever and wherever
we choose, successfully teach all
children whose schooling is of
interest to us. We already know
more than we need to do that.
Whether or not we do it must
finally depend on how we feel
about the fact that we haven’t so
far. - Ron Edmonds
Why We Learn
We can, whenever and wherever
we choose, successfully teach all
children whose schooling is of
interest to us. We already know
more than we need to do that.
Whether or not we do it must
finally depend on how we feel
about the fact that we haven’t so
far. - Ron Edmonds
Why We Learn
We can, whenever and wherever
we choose, successfully teach all
children whose schooling is of
interest to us. We already know
more than we need to do that.
Whether or not we do it must
finally depend on how we feel
about the fact that we haven’t so
far. - Ron Edmonds
Why We Learn
We can, whenever and wherever
we choose, successfully teach all
children whose schooling is of
interest to us. We already know
more than we need to do that.
Whether or not we do it must
finally depend on how we feel
about the fact that we haven’t so
far. - Ron Edmonds
Learning
“Learning IS the work.” – Phil Schlecty
Learning
How do we learn?
Organizational Learning
Collaborative
Conversations
Data
Collective
Commitment
Psychology of Learning
Student Self
Efficacy
IMPACTS
STUDENT
ACADEMIC
SUCCESS
Collective
Efficacy
Instructional Best Practices (CAI)
Kids See Their Learning
Is Different/Better
“Student Sees Success”
Instructional/Engagement
Change
Learning
What do we learn?
7 High Quality Standards
1.
2.
3.
4.
Positive climate and cohesive culture
Effective leadership
Curriculum, Instruction and Assessment
Student support & family-community
connection
5. Educator development
6. Effective management system
7. Continuous improvement
Learning
When do we learn?
A Career’s Worth of Learning
10,000 hours?
50,000 hours?
50,000 Hours +
7 High Quality Standards for Schools
Learning
What will help us with the work?
Six Levers
• Developing relationships
• Establishing focus & coherence
• Creating collaborative learning cultures
• Initiating & sustaining change
• Maximizing capacity
• Promoting data-informed decisions
But What Am I Supposed To DO?
Coaching for School Improvement
COMMITMENTS
What will I commit to learn?
What will I commit to do?
Establishing Direction through
Beliefs, Vision, and Mission
Richard Lawrence
&
Glenna Heinlein
August 4, 2011
Simplexity
“I wouldn’t give a fig for
simplicity on this side of
complexity but I would give
my life for simplicity on the
other side of complexity.” –
Oliver Wendell Holmes
Learning IS the Work
“There is only one way to get
depth and that is at home
through learning in the
setting in which you work.” Michael Fullen
Our Values as A
Faculty
“What do we hold
dear about
education?”
Our Beliefs as a
Faculty
“What do we think
makes a difference
for studetns?”
Knowledge of Best Practice
“Do we understand best educational
practice and systemic change?”
Organizational Vision
Our Commitment to
Best Practices
“How much, and to
what, are we
committed?”
“What do we want our
organization to look like over
the next few years?”
Assess School Action
Plan
“How much of the
plan have we
accomplished?”
Organizational Goals
“How can we accomplish
our organization’s vision?”
Implement School
Action Plan
“How do we collectively
implement our action
plan?”
Design Strategies
“What objectives, tasks,
responsibilities, and timelines
are necessary to accomplish
our goals?”
Organizational
Mission
“What is our
organization’s
purpose?”
Baseline Data About
Current Practice
“What do we look like as
we begin the process?”
Valentine, 2002