The Pathway to
Transforming
Our Schools
Dr. Kim Benton, Bureau Manager
Mississippi Department of Education
Office of School Recovery
Mississippi Department of Education,
Office of School Recovery, October 2010
1
Conditions for Rapid Improvement
Catalyzing Event
• Increases the sense of urgency
• Facing the brutal facts
Minimal Threshold
of Capacity
• School Board /
Superintendent support
• Courage to recruit principals
and teachers to change status
quo
Window of
Opportunity
• Galvanized support and
urgency for change
• Funding, policy changes
Mississippi Department of Education,
Office of School Recovery, October 2010
2
We Have
Now…
“How Do We Rapidly, Radically,
Improve Academic Performance
for Students? “
Mississippi Department of Education,
Office of School Recovery, October 2010
3
Recognizing the Sense of Urgency, the
District Has Taken Bold Steps
• Core district leaders and the school board
decided on an improvement effort that will
lead to rapid gains and transform the school.
Mississippi Department of Education,
Office of School Recovery, October 2010
4
School Change Strategies
Turnaround
Restart
Closure
Transformation
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
3/5/2010
5
TRANSFORMATION
THEORY OF ACTION
Existing configuration of leadership and
instructional personnel has not created a learning
environment in which students are succeeding…
To dramatically change the environment for the
benefit of the children currently enrolled in the
school, the adults must change…
Under transformation, change entails literal
change of leadership as well as behavioral change
by instructional personnel
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
6
DEFINITION: TRANSFORMATION MODEL
Teachers and Leaders
• Replace principal
• Implement new
evaluation system
• Developed with
staff
• Uses student
growth as a
significant factor
• Identify and reward
staff who are
increasing student
outcomes; support
and then remove
those who are not
• Implement strategies
to recruit, place and
retain staff
Instructional and
Support Strategies
• Select and implement
an instructional
model based on
student needs
• Provide jobembedded
professional
development
designed to build
capacity and support
staff
• Ensure continuous
use of data to inform
and differentiate
instruction
Time and Support
Governance
• Provide increased
learning time
• Staff and students
• Provide ongoing
mechanism for
community and
family engagement
• Partner to provide
social-emotional and
community-oriented
services and supports
• Provide sufficient
operating flexibility to
implement reform
• Ensure ongoing
technical assistance
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
7
KEY COMPONENTS
Leader
District
Capability/
Governance/
Competencie
Support
s
Leader
Capabilities
Actions
Effective
school
practice
Substantively
improved
outcomes
District
Leader
governance/
Actions
environment
School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational Improvement
(2007). http://www.centerii.org/survey/
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
8
The District Reaches Out to the Community
9
Convey both the need and the vision
Communicate the benefits to students
Engage parents, students, staff, and the
community – “We” not “Us vs. Them”
Meet the community in the community
“Outreach should not only ‘sell the school’ but also ‘sell the
fact that change must and has come to the school’” (IES,
2008, p.12).
Mississippi Department of Education,
Office of School Recovery, October 2010
9
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
“Here is what we are going to do. This is why
we are using this approach. This is what we
envision our school to look like as a result of
our action.”
Why is this message important?
Mississippi Department of Education,
Office of School Recovery, October 2010
10
They Can Handle “The Truth”
11
Explain even
the toughest
decisions, such
as school
closure
Accept
responsibility
for
improvement
Don’t make
excuses for the
past and
present
Demonstrate
the promise of
better
education for
students
“[One superintendent] apologized that the district had, for years,
provided their community’s children with such a substandard
education. He took responsibility for the district’s poor performance
and pledged to do a better job” (Steiner, 2009, p. 20).
Mississippi Department of Education,
Office of School Recovery, October 2010
11
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
Recognizing the Sense of Urgency, the
District Takes Bold Steps
• District expectations and the core message is
clearly communicated multiple times and in
multiple formats.
• Who should “Drive” the transformation?
• The driving force behind school improvement
will be the Superintendent / School Board
Principals with support from district level
leaders and departments.
Mississippi Department of Education,
Office of School Recovery, October 2010
12
Rapidly Improving Districts and
Schools Have….
• Strategically allocated human and fiscal
resources to support teaching and learning.
• Restructured district and/or school functions,
policies and procedures to support district and
school improvement efforts.
• Communicated a vision for school
improvement with specific measurable goals.
• Established a focus on equity, equal access,
and shared responsibility.
Mississippi Department of Education,
Office of School Recovery, October 2010
13
Rapidly Improving Districts and
Schools Have….
• Established a system to coordinate and
monitor all school improvement initiatives to
determine program effectiveness.
• Aligned pacing guides, assessments and
lesson plans with state curriculum frameworks
and grade level proficiency standards.
• Data collection and analysis processes in place
that drive all instructional decisions.
Mississippi Department of Education,
Office of School Recovery, October 2010
14
Rapidly Improving Districts and
Schools Have….
• Taken advantage of internal and external
expertise to build the staff’s capacity to deliver
quality instruction through job embedded
professional development and instructional
coaching opportunities.
• Engaged teachers and principals in continuous
problem solving related to teaching and learning
/ instructional improvement (SHARED DECISION
MAKING).
• Focused on improving relationships among
adults and among adults and students.
Mississippi Department of Education,
Office of School Recovery, October 2010
15
Rapidly Improving Districts and
Schools Have….
• Fostered an environment that engenders
positive attitudes, trust, respect, open
dialogue, and a willingness to change.
• Kept the focus on “First Things First” –
whatever it takes to improve and for our
children to ATTAIN proficiency.
• Developed a school culture where shared
responsibility and accountability for results
permeate the school.
– Business as Usual has been redefined
Mississippi Department of Education,
Office of School Recovery, October 2010
16
Driving for Results: Decision Making
• In considering how to best use SIG
funds, decision makers consider whether
or not the choice that they are making is
going to ensure success for all students.
Mississippi Department of Education.
Office of School Recovery, October 2010
17
Driving Question #1
• Will this choice drive results for students?
– Will the proposed use of funds drive
improved results for students, including
students in poverty, students with
disabilities, and English language learners?
Mississippi Department of Education,
Office of School Recovery, October 2010
18
Driving Question #2
• Will this choice increase capacity?
– Will the proposed use of funds increase
educators’ long-term capacity to improve
results for students?
Mississippi Department of Education,
Office of School Recovery, October 2010
19
Driving Question #3
• Will this choice accelerate reform?
– Will the proposed use of funds advance
state, district, or school improvement plans?
Mississippi Department of Education,
Office of School Recovery, October 2010
20
Driving Question #4
• Will this choice improve student
achievement and be sustainable?
– Will the proposed use of funds avoid
recurring costs that districts and schools are
unprepared to assume when this funding
ends?
Mississippi Department of Education,
Office of School Recovery, October 2010
21
Driving Question #5
• Will this choice foster continuous
improvement?
– Will the proposed use of funds include
approaches to measure and track
implementation and results and create
feedback loops to modify or discontinue
strategies based on evidence?
Mississippi Department of Education,
Office of School Recovery, October 2010
22
The District Shifts From…
Mississippi Department of Education,
Office of School Recovery, October 2010
23
The Bottom Line for the District
24
Communication about
serious school reform
must be:
District leaders and
boards must be:
• clear, transparent, timely, and unwavering.
• unified
• equipped to explain the brutal facts as well as a clear
vision of what will be better for students
Communication with
the media must be:
•systematic and intentional
•proactive
•well-executed
Communication with
stakeholders must
include:
•multiple, face-to-face contacts with many people
Mississippi Department of Education,
Office of School Recovery, October 2010
Source : NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
24
KEY COMPONENTS
Leader
District
Capability/
Governance/
Competencie
Support
s
Leader
Capabilities
Actions
Effective
school
practice
Substantively
improved
outcomes
District
Leader
governance/
Actions
environment
School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational Improvement
(2007). http://www.centerii.org/survey/
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
25
COMPETENCIES OF A TRANSFORMATION LEADER/
PRINCIPAL
Driving for Results – the transformation leader’s strong desire to achieve outstanding
results and the task-oriented actions required for success.
Influencing for Results – motivating others and influencing their thinking and behavior to
obtain results. Transformation leaders cannot accomplish change alone, but instead must
rely on the work of others.
Problem Solving – including analysis of data to inform decisions; making clear, logical
plans that people can follow; and ensuring a strong connection between school learning
goals and classroom activity.
Showing Confidence to Lead – staying visibly focused, committed, and self-assured
despite the barrage of personal and professional attacks common during turnarounds.
Source: Public Impact (2008). School Turnaround Leaders: Competencies for Success.
Prepared for NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
26
3/5/2010
27
If you try to change a school without
understanding it, you will fail.
Mississippi Department of Education,
Office of School Recovery, October 2010
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
27
The Right Turnaround Leader Will
28
Communicate an honest, compelling vision of where we are and where we
can and will be
Drive for Results
• Vivid picture of what success will look like
• What the changes will mean for students
• Set specific learning goals rather than vague promises
• Monitor student performance and program implementation
using with multiple, disaggregated data sources
“Being very specific about required steps and the necessary actions to carry them out
helps capable staff members make the change, and puts those who do not change on
notice” (Kowal, Rosch, Hassel, Mississippi
& Hassel,
2009, p. 19).
Department of Education,
Office of School Recovery, October 2010
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
28
29
The school leader must embody the
vision as well as dedication to the
work that will ensure a better
education for students.
“Walk the Talk”
Mississippi Department of Education,
Office of School Recovery, October 2010
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
29
The Vision is Non-Negotiable
30
Support the vision with sound data
Engage everyone in a “culture of candor”
Make objective decisions about personnel with:
• Clear expectations
• Data about each person’s demonstration of effective
practice
• Data about learning outcomes for students
“Being very specific about required steps and the necessary actions to carry them out
helps capable staff members make the change, and puts those who do not change on
notice” (Kowal, Rosch, Hassel, & Hassel, 2009, p. 19).
Mississippi Department of Education, Office of School Recovery, October 2010
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
30
“One of the leader’s most important
initial actions in a turnaround is to
clarify for all employees what ‘success’
will be and what is needed to get there”
(Kowal et al., 2009, p. 12).
Mississippi Department of Education, Office of School Recovery, October 2010
31
Leader Actions
“ THE BIG FIVE”
Mississippi Department of Education,
Office of School Recovery, October 2010
32
KEY LEADER ACTION
#1
Establish S.M.A.R.T. Performance Goals
S – Specific
M – Measurable
A – Attainable
R – Realistic
T – Timely / Tangible
Mississippi Department of Education,
Office of School Recovery, October 2010
33
SIG Performance Indicators
–
–
–
–
–
–
–
–
–
–
–
–
–
Instructional day
Participation rates on state assessments for all subgroups
Dropout rate
Student attendance rate
Discipline incidents
Truancy
Percentage of students participating in advanced coursework
Teacher performance levels on evaluation system
Teacher attendance
Student academic proficiency, all subgroups , all assessments
Student academic growth, all subgroups, all assessments
Percent of seniors taking ACT and average score
Achievement gaps in proficiency and growth for subgroups
Mississippi Department of Education,
Office of School Recovery, October 2010
34
SMART or not so SMART??
• Benton High School will increase the ACT
composite score from 19.2 in 2010 to 20.2 in
2011.
• Benton High School will increase student
achievement by 10% from 2010 to 2011.
• Miller Middle School will decrease the
percentage of discipline referrals from 60% in
2010 to 10% in 2011.
• Miller Middle School will decrease the number of
discipline referrals for fighting from 28% in 2010
to 10% in 2011.
Mississippi Department of Education,
Office of School Recovery, October 2010
35
KEY LEADER ACTION
#2
Concentrate on
Early
Visible
Meaningful
WINS
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
36
Deviate from Norms
Break organization
norms or rules to
deploy new tactics
needed for early wins
Discard failed rules
and routines when
they inhibit success
(e.g., “Cage busting”)
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
37
KEY LEADER ACTION
#3
1. Analyze and
Problem Solve
2. Drive for
Results
3. Influence
Inside and
Outside
4. Measure
and Report
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
38
KEY LEADER ACTION
#4 Want to Finish
Start the Way You
• Start the Way You Want to Finish
• Positive Messages
– Morning Announcements and Pledge
– Culture of “I Can”, “We Will”
• “If life experiences can change poor kids for the worse, can’t
life experiences also change them for the better?” – Eric
Jensen
– Collective Efficacy
• “If I have the belief that I can do it, I will surely achieve the
capacity to do it, even if I may not have at the beginning.” Ghandi
– Visibility and Modeling
– Encouragement and Looking for Pockets of Success
KEY LEADER ACTION
#5
Courage
• Makes difficult decisions.
• Confronts poor
performance.
• Communicates with
honesty.
• Is more concerned with
what’s right than who’s
right.
Respect
• Respects people enough to
tell them what they need to
hear.
• Provides feedback on
improvement while
maintaining the self-esteem
of the person receiving it.
• Respects people enough to
value their opinions and to
seek their input.
Demonstrate Leadership Qualities
41
Optimism
Honesty
Consideration
Being honest and considerate does not change the resolve of the
leader or the necessity of change. It does, however, create an
atmosphere that is more likely to support the change effort in the
long run.
Mississippi Department of Education, Office of School Recovery, October 2010
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
41
Staying the Course
• When you are making progress, not everyone
will be cheering.
• Peaks and Valleys of Improvement
• Admit that YOU don’t have all of the answers
• Keep the Focus – Persevere, Buffer
Distractions
• Keep your Word
Instructional Quality
• EVERYONE can Improve
– Lead by Example – Where can you improve?
• How do you respond to constructive feedback?
• Would this teacher/ instruction be acceptable
for my child?
• Assign staff for the benefit of children, not
what is best for adults
• Take a Risk and Encourage “Out of the Box”,
QUALITY instruction
Confronting the Status Quo
• Reflection: Holding Up the Mirror
– “This is a Safe Place”
• How do you create such an environment?
– Are you satisfied with the results you have been
getting?
– Allow teachers to track their students’ progress
forward / backward
– Look at multiple sources of classroom data
– Find strengths, but be honest about weaknesses
The Principal Signals that Change Has Come By:
45
Including stakeholders, teachers, parents, community members
and students, while pressing forward with change
Being clear up front about what is expected of everyone
Achieving “quick wins” to demonstrate that change has come
and that substantial improvement is possible
Building a competent and committed staff
Engaging families by demonstrating mutual respect, meeting them
where they are, and linking parents to their role in their children’s
learning
Mississippi Department of Education, Office of School Recovery, October 2010
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
45
What Is Possible When
We Leverage Strong
Leadership and
Collaborative
Engagement?
Mississippi Department of Education,
Office of School Recovery, October 2010
46
Leverage Strong Leadership and Collaborative Engagement
47
Immersion in
every detail of
how the school
operates
Engagement of
everyone in
making change
Attention to
details
Results for
students
“It felt like a new school,” said one teacher
(Brinson & Rhim, 2009, p. 34).
Source: NNSSIL by Center on Innovation & Improvement and Council of Chief State School Officers
Mississippi Department of Education, Office of School Recovery, October 2010
47
Think About It…
• “Always be willing to take a chance. Look what it
did for Rocky.”
• "I wanted you to see what real courage is, instead
of getting the idea that courage is a man with a gun
in his hand. It's when you know you're licked before
you begin but you begin anyway and you see it
through no matter what. You rarely win, but
sometimes you do."
- Harper Lee, To Kill a Mockingbird
References
Brinson, D., & Rhim, L. M. (2009). Breaking the habit of low performance: Successful
school restructuring stories. Retrieved from http://www.centerii.org/survey
Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., Redding, S., Darwin, M.
(2008, May). IES Practice Guide: Turning around chronically low-performing
schools. U.S. Department of Education: National Center for Educational Evaluation
and Regional Assistance.
Kowal, J., Rosch, J., Hassel, E. A., & Hassel, B. C. (2009). Performance-based dismissals:
Cross-sector lessons for school turnarounds. Retrieved from www.centerii.org
Lane, B. (2009). Exploring the pathway to rapid district improvement. Retrieved from
www.centerii.org
National Network of State School Improvement Leaders (NNSSIL). (2010).
Communicating about school reform. Retrieved from www.centerii.org
National Network of State School Improvement Leaders (NNSSIL). (2010). School
Improvement Grant (SIG) Intervention Models. Retrieved from www.centerii.org
Public Impact. (2007). School turnarounds: A review of the cross-sector evidence on
dramatic organizational improvement. Retrieved from www.centerii.org
Mississippi Department of Education,
Office of School Recovery, October 2010
49
Office of School Recovery
Dr. Kim Benton, Bureau Manager
Mississippi Department of Education
Office of School Recovery
P. O. Box 771
Jackson, MS 39205-0771
601-359-1879
kbenton@mde.k12.ms.us
Mrs. Linda Reeves, CPA
Mississippi Department of Education
Office of School Recovery
P.O. Box 771
Jackson, MS 39205-0771
601-359-1879
lreeves@mde.k12.ms.us
50