Achieving High Quality Outcomes
for Students through Continuous
School Improvement
Defining the Culture and Sprit of
Schools
Instructional
Practices
Family & Student Centered
Student Outcomes
Shared Purpose
DRAFT
11/04
Instructional
Practices
Core values
Share Purpose
Outcomes
DRAFT
11/04
Literature Supporting the
Theory of School Culture
What is an Organization?
• “An organization is a collective entity for
accomplishing specific tasks. Every
organization has a group of systems-a
culture system, a strategic system, a
technical system, and a political system.”
(Quinn, p. 60)
Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco:
Jossey-Bass.
Designing Professional
Development
Five Levels of Designing Professional Development
Student Learning Outcomes
Instructional Practices and Policies to Achieve Student Outcomes
Organizational Supports for Practices and Policies
Skills and Knowledge to Implement Practices and Policies
Professional Development Delivery of Skills and Knowledge
Guskey, T. R., (2002). Does it make a difference? Evaluating professional development.
Educational Leadership 50(6) 45-51.
A Comprehensive Framework for Classroom & School Improvement
Student Engagement and Learning
Classroom
Teacher as
School
Improvement
Learner
Improvement
Leadership and Mobilization
Fullan, M. G., Bennett, B., & Rolheiser-Bennett, C. (1990). Linking classroom and school
improvement. Educational Leadership v(n) 13-19.
A Comprehensive Framework for
Classroom and School Improvement
Student Engagement
Classroom Improvement
Teacher as Learner
School Improvement
Content
Technical Repertoire
Collegiality
Instructional Skills
Teacher as Researcher
Shared Purpose
Instructional Skills
Collaboration
Continuous Improvement
Classroom Management
Reflective Practices
Structure
Leadership and Mobilization
Fullan, M. G., Bennett, B., & Rolheiser-Bennett, C. (1990). Linking classroom and school
improvement. Educational Leadership v(n) 13-19.
Leading Complex Change
VISION
CAPABILITIES
INCENTIVES
RESOURCES
ACTION
PLAN
SUCCESS
CAPABILITIES
INCENTIVES
RESOURCES
ACTION
PLAN
CONFUSION
INCENTIVES
RESOURCES
ACTION
PLAN
ANXIETY
RESOURCES
ACTION
PLAN
RESTRANT;
RESISTANCE
ACTION
PLAN
FRUSTRATION
VISION
VISION
CAPABILITIES
VISION
CAPABILITIES
INCENTIVES
VISION
CAPABILITIES
INCENTIVES
RESOURCES
FALSE
STARTS
M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.
The Benefits of Complex Change
VISION
CAPABILITIES
UNDERSTANDING
Confidence
INCENTIVES
RESOURCES
ACTION
PLAN
SUCCESS
Advocacy
Engagement
Commitment
M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.
Infrastructure
Leadership
Commitments
Community
Development &
Education
Allocation of
Resources
Clarity of
Purpose
Assessment
Mechanisms
Knowledge,
Skills, &
Dispositions
Leadership
Commitment
Professional
Community
Instructional
Program
Coherence
Resources
Burello
Practice
McGregor, G. & Volgelsberg, R. T. (1998). Inclusive Schooling Practices: Pedagogical
and Research Foundations: A Synthesis of the Literature that Informs Best Practices
about Inclusive Schooling. Paul H. Brookes Publishing Co., Inc.
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Sugai, G. & Horner, R. (2002). Overview of School-wide Positive Behavior Support
OSEP Center on Positive Behavioral Interventions & Supports March 21 2002
.
Effective Support in Schools
District-Wide Systems
Building
Based
Systems
Classroom
Based
Systems
Individual
Student
Systems
Sugai & Horner
Classroom
Setting Systems
School-wide
Systems
Sugai, G. & Horner, R. (2002). Overview of School-wide Positive Behavior Support
OSEP Center on Positive Behavioral Interventions & Supports March 21 2002
.
Family
Systems
Community
Systems
Sugai, G. & Horner, R. (2002). Overview of School-wide Positive Behavior Support
OSEP Center on Positive Behavioral Interventions & Supports March 21 2002
.
Achieving High Quality Outcomes
for Students through Continuous
School Improvement
Defining the Change Theory
Delivering Professional Development
to change
in order to get
or Incremental
Change
to change
in order to get
or Deep Change
Literature Supporting the
Change Theory
What is Change?
1. To make different in
some particular way,
alter
• Alter
– to make different
without changing into
something else
Merriam-Webster Online
2. To make radically
different, transform
• Transform
– to change in
composition or
structure,
– to change outward
form or appearance,
– to change in
character or
condition
What is Change?
• Incremental Change
– Limited in scope
– Often reversible
– Extension of the past
and does not disrupt
past patterns
– Still in control
• Deep Change
– Requires new ways
of thinking and
behaving
– Irreversible
– Discontinuous of past
and distorts existing
patterns
– Surrendering control
Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco:
Jossey-Bass.
What is Change?
• Incremental Change
– Aim to improve the
efficiency and
effectiveness of an
existing structure
– Basic structure is
sound, but in need of
improvement
• Deep (Fundamental)
Change
– Aim to transform and
permanently alter the
structure
– Basic structure is
“flawed” in need of a
complete “overhaul”
Cuban, L. (1996). Myths about changing schools and the case of special education.
Remedial & Special Education (17) (2) 75-82, 128.
When is Incremental Change
Appropriate?
•
Innovations come in different sizes
– Some changes do not need or result in
dramatic differences in practice or the
operations of a system
•
The context of the school influences the
process of change
– The level of change is determined by the
effectiveness of:
•
•
Physical features (resources, schedules, etc.)
People factors (attitudes, beliefs, values)
Hall, G. E. & Hord, S. M. (2001). Implementing Change Patterns, Principles,
and Potholes. Boston: Allyn and Bacon.
How Can Deep Change Occur?
•
•
•
An organization does not change until the
individuals within it change
Administrator leadership is essential to longterm change success
The context of the school influences the
process of change
–
The intensity of change is determined by the level of
change in:
•
•
Physical features (resources, schedules, etc.)
People factors (attitudes, beliefs, values)
Hall, G. E. & Hord, S. M. (2001). Implementing Change Patterns, Principles,
and Potholes. Boston: Allyn and Bacon.
How Can Deep Change Occur?
•
You can’t mandate what matters
–
•
•
What really matters is committed action
Individualization and collectivism are both
needed
–
Isolation poses a ceiling effect, while groups are
more vulnerable to fads
–
Need a balance of both to create the synergy of
deep change
Every person is a change agent
Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. New York:
Falmer Press.
How Can Deep Change Occur?
•
Deep change assumes one person can
change the larger system and this can occur
when someone cares enough to raise the
issues that are not currently recognized.
•
“Culture change starts with personnel change.”
p.103“
•
Organization and personal growth seldom
follows a linear plan.” p. 83
Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco:
Jossey-Bass.
Incremental Change v. Deep Change
is Not Determined by Duration
•
“Longevity is too crude a basis for
judging success or failure. The standard
ignores the question of whether the
reform was worthy or even effective.”
(Cuban, p. 79)
Cuban, L. (1996). Myths about changing schools and the case of special education.
Remedial & Special Education (17) (2) 75-82, 128.
Deep Change and Reform
• Reform-1 a : to put or change into an
improved form or condition b : to amend or
improve by change of form or removal of
faults or abuses
2 : to put an end to (an evil) by enforcing
or introducing a better method or course of
action
Merriam-Webster Online
Deep Change and Reform
“Change may or may not be progress.” (Cuban,
p 77)
• Schools have change.
• Changes have been virtually all in
governance, school organization,
curriculum, and instruction.
• Most of the changes were incremental.
• Many changes are new ways of preserving
the overall stability of schooling.
Cuban, L. (1996). Myths about changing schools and the case of special education.
Remedial & Special Education (17) (2) 75-82, 128.
Why “Reforms” Might Not Work
• Over time they were marginalized into
incremental changes
• They were placed as periphery to the system
• Did the “reform” dramatically change the
structure?
• Did the “reform” address the core values,
attitudes, and beliefs, thus changing every
individual within the system?
Cuban, L. (1996). Myths about changing schools and the case of special education.
Remedial & Special Education (17) (2) 75-82, 128.
Literature Supporting the Delivery
of Professional Development
Scouts and Pioneers
Scouts
Pioneers
Settlers
Critical Mass
At Least Five Years
Hibbard, 1997
CBAM
• Levels of Concern
–
–
–
–
–
–
–
Awareness
Informational
Personal
Management
Consequence
Collaboration
Refocusing
Levels of Use
Levels of Decision
S.F. Hall & B. W. Rutherford (1975) Levels of use of the
innovation: A framework for analyzing innovation adoption.
Journal of Teacher Education, 26:1.
–
–
–
–
–
–
–
–
Non-use
Orientation
Preparation
Mechanical use
Routine
Refinement
Integration
Renewal
Feedback Spiral of Assessment
Plan what need
to do
Consider actions
based on
reconsideration
Plan what need
to do
Consider actions
based on
reconsideration
Reflect and
Reconsider
Plan what
need to do
Take stock of
where your
school is
Implement the
plan
Assess the
impact on
student learning
Evaluate the
implementation
process
Implement the
plan
Reflect and
Reconsider
Assess the impact
on student
learning
Evaluate the
implementation
process