School Context and Demographics
Monroe Christian School is a private, Christian school that provides education for preschool
through grade eight students. Presently Monroe Christian has an enrollment of 160 students.
There is one class for each grade level with the exception of preschool and kindergarten which
each have two classes. Monroe Christian offers education from a Christian perspective; however
the denominations represented are diverse.
Monroe Christian is located in Monroe, Washington. The school reflects the ethnic makeup
of the surrounding community with 95% of the student community being white and not
Hispanic. The next largest student population is the Hispanic population at 2%. The remainder
of the student population is made up of black, Asian, and Native American. As in the larger
community the school services middle-upper class families. The school has 10% of the
enrollment that are eligible for the state’s free lunch program. Parents of the students pay tuition
for each child enrolled.
Monroe Christian School has 8 full-time teachers. Two part-time teachers work in the
preschool classes and a part-time teacher provides music education. The school has a full-time
principal and a full-time administrative assistant as well as secretarial staff. The staff at Monroe
Christian is largely a veteran staff with 74% of its staff having greater than 8 years of teaching
experience, and 50% of its staff having over 8 years of experience teaching at Monroe Christian.
Monroe Christian has just been working on becoming an accredited institution. Many school
improvement goals are connected with this overarching goal, but primarily the staff has worked
on curriculum mapping. Presently a visiting accreditation site team has recommended the school
for accreditation. Full accreditation should come in 2011. The Iowa Basic Tests put Monroe
Christian’s overall academic scores at 87.7 range in the National percentage. This means we are
within 1 percentage point of our peer schools in the Northwest Christian Schools International.
The school has a few areas that lag behind their peer schools. Math computation and spelling are
5 or greater points behind peer schools.
Population surveyed
The School Staff Survey of School Characteristics was distributed to 12 members of the
school staff; however no names were placed on the surveys. Both staff and administration were
asked to fill out the survey. All 12 surveys were returned to me.
Survey results
Using the raw scores, I found the mean, median and mode for each of the nine characteristics.
These measures of central tendency were within .1 of each other in each category, indicating that
the results are reliable. I then converted the raw scores to percentages for clear comparison.
Vision
When all categories were averaged, 82 percent of the staff agreed completely and 18% of the
staff agreed mostly that Monroe Christian has a clear focus overall. Since Monroe Christian is
presently working at becoming an accredited school, the school has worked to clearly articulate
its vision and mission. It is not surprising that the staff as well as the families represented by the
school have a clear sense of its purpose. An area of concern is the subcategory “the school’s
primary emphasis is improving student learning.” 64% agree completely and 36% agreed mostly
with this statement. I think this could be due to individual understandings of the school’s vision.
Although it would appear as though the area of vision would not be a main focus for
improvement, it would be interesting to have a staff discussion about this subcategory.
Leadership, Family and Community Involvement, and Learning Environments
In the areas of leadership, family and community involvement, and learning environments
the staff perception was positive and not very diverse. When all categories are averaged, 67% of
the MCS staff ‘agree completely’ that MCS has effective leadership. 32% of the MCS staff
‘agree mostly’ that MCS has effective leadership. 48% of the MCS staff ‘agree completely’ that
family and community are important to student learning. 35% of the MCS staff ‘agree mostly’
when all categories are averaged. In the category learning environment 52% of the MCS staff
‘agree completely’ that the school has a safe stimulating environment. 40% of the MCS staff
‘agree mostly’ that MCS has a safe environment. This is probably not surprising because of the
small size of the school. In a small school leadership is distributed by necessity. Lack of extra
support staff necessitates that the teachers function as a team Similarly it is also not surprising
that family and community involvement is high in a small school. Since we lack bus service,
parents must provide transportation for the student. Education then becomes a family affair.
Parents have ample access to the teacher, and the teacher is able to share student needs and make
suggestions to parents. The staff also had quite high perceptions of the school’s learning
environment. The school is viewed as a safe, caring community. They see it as a school where
each child’s needs are known and met.
The survey however does suggests that staff believes we could provide more information to
parents on how to help their student succeed. The most diverse perceptions about leadership
were in area of leadership holding staff accountable for student learning. This same concern is
seen in the area of monitoring teaching and learning and teacher feedback. This is an area of
concern that the staff and administration is working on as a part of the accreditation process. In
the area of learning environment some diversity among the staff is seen in their perception of
discipline and student respect. These concerns were noted mainly by the junior high school
teaching staff.
Areas of Greater Need
The survey revealed many areas of need. Not surprisingly, most of these areas are the same
issues we have discussed in accreditation work the school is doing. Professional development of
assessment, instructional strategies and the research behind them are real needs the staff
perceives the school to have.
Standards /Expectations
The school staff had diverse opinions in this area. When all categories of standards and
expectation are averaged, 57% of the MCS staff ‘agree mostly’ that MCS has high academic
standards. 28% of the MCS staff ‘agree completely’ that MCS has high academic standards
however the perceptions were quite diverse. While it is clear that most of the staff perceives the
curriculum to be challenging and rigorous, there is diverse thinking concerning the idea that all
students can learn complex concepts. 50% of the staff agrees mostly with the statement and 34%
agreed moderately. The diverse ideas focus on the teacher’s role. Is our responsibility to ensure
that every student is taught; or is our responsibility to ensure that every student learns? (DuFour
2005) The guidelines for the OPSI suggest that this is an area where collaborative learning
strategies for the staff could be effective.
Alignment to the standards
Survey results showed very diverse staff perceptions. When all categories are averaged, 52% of
the MCS staff ‘agrees mostly’ that the planned and actual curriculum at MCS is aligned. 27%
of the MCS staff ‘agree completely’ that MCS has aligned the curricula. The staff is in the
process of learning the standards and aligning instructional materials to the standards. As noted
on the survey, the staff does not seem to have a sense of confidence in their understanding of the
standards, nor do they have a sense that their instructional materials reflect alignment. This is
the focus of present staff development work. Further work must also be done in the area of
understanding the research behind strategies and best practices. It should be noted that the
question about the WASL was changed to reflect the Iowa Test of Basic Skills.
Monitoring of teaching and learning
Monitoring of teaching and learning is an area on the survey that shows the most diversity.
Teacher evaluation has been an area of discussion and improvement. This year the school is
beginning its second year of formal teacher evaluation. The process is new to the administration
and new to the staff. Perceptions of the feedback on evaluations are rather low at this point, but I
anticipate this to change as each staff member gets used to the evaluation process. Staff
perception of feedback given to students was also quite diverse. The staff would benefit from
professional development focused on assessment.
Professional Development, & Collaboration and Communication
Closely related to monitoring teaching and learning are the areas of collaboration and
professional development. There is much diversity of staff perception of these areas largely
because some areas of school need could be addressed by a more aggressive approach to
professional development. When all categories of the professional development section are
averaged, 45% of the MCS staff ‘agree moderately’ that the staff training at MCS is adequate.
20% of the MCS staff ‘agree slightly’ and ‘agree mostly’ that MCS has adequate staff training
while in the area of collaboration 52% of the MCS staff ‘agree completely that the staff at MCS
works as a team. 36% of the MCS staff ‘agree mostly’ that MCS shows a spirit of teamwork.
Small schools make for good team work. As noted from the results of the collaboration survey,
the staff at Monroe Christian feels as though it does a good job of working as a team to discuss
teaching issues, solve school related problems, and communicate with families. But as also seen
in the results of the survey, collaboration does not extend to collaborative planning, peer
observation and feedback (as noted in monitoring teaching and learning), or staff led professional
development activities. Monetary issues have stopped the school from allocating more teaching
time and funds for professional development. This will be a difficult problem to overcome since
it is the staff development that is needed to help the staff move forward in areas of assessment,
alignment to standards, and collaboration itself.
Conclusion
Overall the staff perception of vision, leadership, learning environment, and family and
community involvement were positive perceptions and a reason for celebration. The staff
perceives itself as needing more opportunities for professional development. This perception is
echoed in the staff perception on assessment, and alignment to standards. At this time
professional development should be focused on developing learning strategies and the research
behind those strategies. The staff also sees a need to work on student feedback. This area would
work nicely with collaborative strategies in evaluating student work
Reference
DuFour, R., Eaker, R., DuFour R. (2005). On common ground: The power of professional learning
communities. Bloomington, Indiana; National Education Service.
OSPI. (2007). Nine characteristics of high-performing schools: A research-based resource for school and
districts to assist with improving student learning. Office of Superintendent of Public Instruction.
Olympia, Washington. Retrieved November 2010 from
NineCharacteristics.pdf%26href%3D%2F%2540%2540%2FBA7A44E367EBEF17DC62D8288CA856AE%
2Fcourses%2F1%2FEDU6600_Y8201011%2Fcontent%2F_603909_1%2FNineCharacteristics.pdf
Action Plan
1 The spelling study group will form a book
study group to study best practices. Next the
book study group will form a leaning circle
(Lovett & Gilmore 2003) to analyze present
spelling data in Monroe Christian and analyze
causes of spelling difficulties based on best
practices information.
The groups will
 As a book study group, the book
Spelling: Approaches to Teaching and
Assessment by Peter Westwood will be
read and discussed.
 As a learning circle, the group will
study present Iowa Basics Spelling
data and classroom data.
 Analyze causes of difficulty using best
practices information.
 Individual teachers: will try out 2 new
learning strategies in each classroom
and present data to the group.
 The learning circle will study data
results of strategies.
2. The learning circle group will evaluate
present student materials in light of best
practices.
3 The group will preview spelling curriculum
other than those presently used and make
recommendation to the administration about
future spelling curriculum material.
Description of Proposed Action/Activity
(What is going to be done to address this goal?)
Student learning increases as
teacher performance and
development increase. (DarlingHammond, 2003 Marzano 2003)
Through the collaborative practice
of book study as it pertains to best
practices, and group analysis of
data, a deeper level of learning
occurs for the teachers
(Cayaso,Fegan & McAlister, 2004)
High performing schools use
research-based curriculum and
learning strategies. Improving
spelling practice then must be
based on research practices.
(Clements, 2007 ; OSPI, 2007)
Research/Rationale For Activity
(Explain how best practices and
needs assessment data justify this
activity)
Goal Champion (Who will take the lead?): Spelling Study Group –Chairperson
Iowa Test of Basic Skills
test scores will improve.
Classroom average of
student weekly spelling test
scores will improve.
Student daily work will
show fewer spelling errors.
Results
(What will be the evidence
of the impact on the goal)
All teachers
grades 2-5
Person(s)
Impacted
(Who will be
involved?)
Bimonthly
meetings –1
hour each
Books:
Spelling:
Approaches to
Teaching and
Assessment by
Peter
Westwood X
5= $100
Resources
(What will be
needed?)
May 2011
evaluate
present
curriculum
materials and
make
recommendatio
ns for materials
and strategies
for 2012 school
year.
March 2011
Data study
begins.
January 2011
Book study
begins.
Timeline
(When will the
activity occur?)
List SMART Goal: Grades 2-5 will increase the spelling scores on the Iowa Test of Basics Skills by 2% points on the 2012 test and again by 2% on
the 2013 test
References:
Clements, D.H. (2007). Curriculum research: Toward a framework for “research-based” curricula. Journal
for Research in Mathematics . Education, 38(1). 35-70. Retrieved from
http://gse.buffalo.edu/fas/clements/files/Clements_CRF.pdf
Cayuso, E., Fegan, C., & McAlister, C.U. (Eds.) (2007). Designing teacher study groups fieldbook: A guide
for success. Gainesville, FL: Maupin House.
Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational
Leadership, 60 (8), 6-13.
Lovett, S., & Gilmore, A. (2003). Teacher’s learning journeys: The quality learning circle as a model of
professional development. School Effectiveness and School Improvement, 14(2), 189-211.
Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association
for Supervision and Curriculum Development
OSPI. (2007). Nine characteristics of high-performing schools: A research-based resource for school and
districts to assist with improving student learning. Office of Superintendent of Public Instruction.
Olympia, Washington. Retrieved November 2010 from
NineCharacteristics.pdf%26href%3D%2F%2540%2540%2FBA7A44E367EBEF17DC62D8288CA856AE%
2Fcourses%2F1%2FEDU6600_Y8201011%2Fcontent%2F_603909_1%2FNineCharacteristics.pdf
Action Plan
1 All science and social studies teachers will
attend a professionally led workshop on what
essential questions are, the research behind
using essential questions and improved student
learning, and the process for writing essential
questions.
2 Following the workshop the staff will work in
Whole-Faculty Study Groups. (Murphy & Lick
(2005) Group 1 will consist of K-grade 3
teachers. Group 2 will consist of grade 4-8
teachers.
The groups will
a) Discuss learnings from the workshop and
prepare a list of clarifying questions for the
presenter.
b) Work through at least 3 essential
questions for common units the teachers share.
c) Meet with both study groups to evaluate
essential questions developed collaboratively.
Questions will be evaluated on developmental
appropriateness, relevance to student, and real
world and school mission impact.
3. Individual teachers will develop essential
questions for at least 2 units of study and have
them ready for discussion and evaluation by
their collaborative group on a monthly basis
until all units have been covered
4. When both groups have finished, the work
will be evaluated by both groups.
Collaboratively the group will determine if the
questions prepare students for the next level of
learning. (DuFour, 2005)
Description of Proposed Action/Activity
(What is going to be done to address this goal?)
Research/Rationale For Activity
(Explain how best practices and
needs assessment data justify this
activity)
Whole faculty study groups have
an organizational focus, focusing
on the primary goal of schools.
(Zepeda, 2008)
Essential questions
1
cause genuine and relevant inquiry
into the big ideas and core content;
2 provokes deep thought, lively
discussion, sustained inquiry, and
new understanding as well as more
questions;
3 requires
students to consider alternatives,
weigh evidence, support their
ideas, and justify their answers
(Wiggins 2007)
Student t and adult work reflect
depth and higher-order thinking
prompted by essential questions.
Student and adult work reflect
depth and higher-order thinking
prompted by essential questions.
(Coalition of Essential Schools.
(2010)
Use of effective questioning
techniques leads to higher order
thinking. Higher-order thinking
skills can lead to immediate and
long-term improvements in
achievement and can transfer to
other disciplines. (Marzano, 2001)
Goal Champion (Who will take the lead?): Administrator
Overall test scores will
improve in the content areas
of science and social
studies. Since essential
questions focus learning on
deep understandings of the
content area, the learning
will be deeper and there will
be more transfer from grade
to grade.
Higher level thinking data
will show improvement.
The academic material the
student is learning is
focused on their basic
understanding of who they
are and how the learning fits
within that understanding.
This will encourage the
student to think about and
research the academic area
on their own.
Results
(What will be the evidence
of the impact on the goal)
Administrator
Person(s)
Impacted
(Who will be
involved?)
All science
and social
studies
teachers on the
staff.
Collaborative
work. 1 hour a
month
Teacher
workdays—3
Murdock Grant
money to pay
professional
curriculum
workshop
leader.
Resources
(What will be
needed?)
May 2012
maps with
essential
questions
presented to
administrator
March 2011
professional
workshop
presentations.
May 2011November
2011
collaborative
groups develop
questions.
March 2012
Science
curriculum
maps with
essential
questions and
social studies
curriculum
maps with
essential
questions are
presented for
review by the
faculty.
Timeline
(When will the
activity occur?)
List SMART Goal: 100% of the teachers in grades 1-5 as well as the junior high science and social studies teachers will have essential questions
written for each instructional unit in science and in social studies.
References:
Coalition of Essential Schools. (2010) http://www.essentialschools.org/benchmarks/8
DuFour, R., Eaker, R., DuFour R. (2005). On common ground: The power of
professional learning communities. Bloomington, Indiana; National Education Service.
Marzano, R. (2001). What works in schools: Translating research into action.
Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, G. (2008). Understanding by design. Alexandria, VA: Association for Supervision
and Curriculum Development. Retrieved from Big ideas, an authentic e-journal: Web site:
http://www.authenticeducation.org/bigideas/article.lasso?artId=53