1995

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School Improvement Planning
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When it comes to School Improvement Planning I
think of..

• I Get Around
• Be True to Your School
• Help Me Rhonda
• Good Vibrations

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When it comes to School Improvement Planning I
think of..

• I Get Around
• Networking
• Involving the staff and community
• Consulting and sharing with other principals
• Be True to Your School
• Pride of accomplishments, celebrations of success
• Responsibility to the goals of student learning
• Help Me Rhonda
• Questions where to start, who to involve etc.
• Good Vibrations
• Positive culture, Professional learning teams,
  action research

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AGENDA
Other resources- Action Research, Using Data,
School Effectiveness Factors
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School Based Reform Lessons from a National
U.S. Study identified 3 Common Characteristics

• The most promising efforts focused on the
  classroom - on raising expectations for all
  students, emphasizing problem-solving and
  critical thinking.
• The most successful schools developed and
  sustained a culture in which teachers worked
  collaboratively and actively participated in
  decisions that directly affected their ability to
  improve classroom practices.
• Successful schools took a long-term, strategic
  perspective to build professional capacity.
• Take a moment to discuss the implications of
  these statements and your school improvement
  plans. What do you focus upon? How do you build
  professional capacity?

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Why change is so challenging for schools An
interview with Peter Senge by Dennis Sparks

• This article is in your resource book.
• Number around the table 1- 5. (repeat if
  necessary)
• 1will read Leverage points (83-85)
• 2will read Habits hold us back (85-86)
• 3will read Reflection is necessary (86-87)
• 4will read Unconscious mental models (87-89)
• 5will read Dialogue requires openness (89-90)

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Why change is so challenging for schools

• Read your section.
• Choose a few lines from the text that have
  meaning to you and implications for School
  Improvement Planning.
• Each person will share. (1 minute each)

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Why change is so challenging for schools An
interview with Peter Senge by Dennis Sparks

• Leverage Points
• Are the places where the least amount of effort
  provides the greatest influence of change.
• Profound change cant be imposed it has to be
  nurtured.
• Leverage in schools is engaging teachers,
  principals, and parents in creating something
  new.
• A broad cross section of the community must be
  engaged to address the forces that preserve the
  status quo.

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Why change is so challenging for schools an
interview with Peter Senge by Dennis Sparks

• Unconscious mental models
• Change occurs when we open ourselves to the views
  of others, to engage in real conversations, to
  listen deeply.
• The diversity that matters is the diversity of
  thought.
• If someone is doing something different in the
  classroom, am I truly interested in why and how
  well it is working if its something different
  than I do?
• See students as forces of innovationthey are the
  only ones who see the system as a whole.
• Use student dialogue circles - ask kids to talk
  about their experiences.
• Get the voice of the student out in the open.

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Why change is so challenging for schools an
interview with Peter Senge by Dennis Sparks

• Reflection is necessary
• Ask- What do I really care about? What do I
  really want to create? (as Dufour asks, What
  should students learn? How will I know if they
  are learning? What will I do if they are not
  learning?)
• It is important to consider what you want to
  create, not just what you want to fix.
• These questions and questions like them have no
  substitute when sustaining innovation.
• Vitality comes when we move in the direction of
  what we truly want to bring into reality.
• Believe that every person has the capacity to
  create.

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Why change is so challenging for schools An
interview with Peter Senge by Dennis Sparks

• Habits hold us back
• Every organization is a product of how its
  members think and act.
• The fundamental nature of reality is
  relationships, not things.
• The system does not make people do anything.
• An area of leverage is finding and supporting the
  innovators--someone who says I believe we can do
  something differently here.
• Informal structure is often where the leverage
  for basic change exists.

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Why change is so challenging for schools An
interview with Peter Senge by Dennis Sparks

• Dialogue requires openness
• Leaders need to be patient and really passionate
  about these kinds of discussions and willing to
  make themselves vulnerable.
• A leaders job is to create an environment for
  teachers to continually learn.
• Leaders must be committed to the continuous
  learning of everyone associated with the school.

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• When we visualize our success we begin to change
  behaviours to achieve that success.
• Conzemius and ONeill

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• Clear, measurable goals are at the centre of the
  mystery of a schools success, mediocrity or
  failure.
• S.J. Rosenholz, 1991

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SMARTGOALSare gap closers toward your
vision
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SMART GOALS

• focus on the few things most likely to have the
  greatest impact
• have both short and long term impact
• Align with other key strategic initiatives
• focus on results
• are generally 1 to 3 year goal - change takes
  time

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STRATEGICMEASURABLEATTAINABLERESULTS
BASEDTIMEBOUND
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School Wide SMART GOAL

• Within 3 years 75 of our grade 3 and grade 6
  students will meet the provincial standard in
  reading (or math).

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Indicators

• The skills, knowledge or evidence of performance
  that comprise or lead to proficiency in our goal
  area. e.g., EQAO subtest skill sets, teacher
  continua and other assessments.
• Standards and objectives (weak areas for
  students)
• What indicators should we focus on for the school
  wide SMART goal?

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Measures

• Tools used to monitor progress toward our goal.
  We use them to determine where students are now
  and whether they are improving. Measures are
  specific to the indicators.
• e.g., EQAO tests
• formative reading assessments
• classroom assessments
• for numeracy - timed tests, performance tasks,
  unit tests, pre/post competency tests, etc.

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Targets

• Shorter term incremental steps toward the goal.
• Targets are set for each MEASURE.
• Targets are the attainable performance level we
  would like to see.
• Ask
• Based on the data, what is attainable?
• Based on resources, what is attainable?
• What is a reasonable, yet challenging level of
  improvement we think we can achieve? (Be 80
  sure you can reach the target.)

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Planning
Measures
Targets
Indicators
G O A L
Targets
Measures
Vision

• Methods include
• Instructional changes
• Curriculum alignment
• Assessment development
• Professional Learning

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School Improvement Plan

• Using your own school improvement plan, and the
  graphic organizer on your table,
• REVIEW YOUR PLAN BY ANSWERING THE QUESTIONS
  PROVIDED ON THE PLACEMAT ORGANIZER.
• You may wish to share your thoughts with those at
  your table.

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Making a Difference

• Schools that attend to both strategies
  building a collaborative culture that focuses on
  student learning and creating a system of timely
  interventions for students experience a
  powerful synergy
• p.186 Whatever it Takes

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Characteristics of a Professional Learning
Community

• ? Shared , Values, Mission and Goals
• ? Collaborative TeamsAdministrators and
  Teachers
• ? Parent Partnerships
• ? Action Orientation/Experimentation
• ? Collective Inquiry
• ? Continuous Improvement
• ? Results Oriented

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School Based Reform Lessons from a National
U.S. Study identified 3 Common Characteristics

• The most promising efforts focused on the
  classroom - on raising expectations for all
  students, emphasizing problem-solving and
  critical thinking.
• The most successful schools developed and
  sustained a culture in which teachers worked
  collaboratively and actively participated in
  decisions that directly affected their ability to
  improve classroom practices.
• Successful schools took a long-term, strategic
  perspective to build professional capacity.

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If, as a teacher,

• I present the lessons in a variety of ways
• I seek feedback from my students
• I analyze and evaluate their work in a manner
  that changes my own emphasis, repertoire, and
  timing
• I visit or observe other adults as they teach
• I share the work of my students with colleagues
  for feedback, suggestions, and critiques
• I visit other schools or attend particular
  workshops or seminars or read professional
  literature on aspects of my teaching
• I welcome visitors with experience and expertise
  to observe and provide feedback to me on my
  classroom practice
• I yearly individualized professional development
  plan focused on classroom changes to improve
  student learning
• and finally, I have systemic evaluation of my
  teaching tied to individual, grade/department,
  and schoolwide goals,
• Then
• I have absolutely become better as a teacher.
• Adapted from Carl D. Glickman. Leadership for
  Learning How to Help Teachers Succeed (2002)

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AGENDA
Other resources- Action Research, Using Data,
School Effectiveness Factors
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• Good to great transformation never happened in
  one fell swoop. There was no single defining
  action, no grand program, no one killer
  innovation, no solitary lucky break, and no
  wrenching revolution. Good to great comes by a
  cumulative process step by step, action by
  action, decision by decision, turn by turn of the
  flywheel that adds up to sustained and
  spectacular results.

Good to Great p. 165
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