Achieving High Quality Outcomes for Students through Continuous School Improvement Defining the Culture and Sprit of Schools

Achieving High Quality Outcomes for Students through Continuous

School Improvement Defining the Culture and Sprit of

Schools

Teacher as Learner

Collegiality

Policies

Knowledge &

Skills

Instructional Program

Coherence

Instructional Practices

Family & Student Centered Student Outcomes

Lead

ersh

ip

Com

mitm

ent

Shared Purpose

Community

DispositionsData-based

Decision-Making

Infrastructure

Resources

Data-

base

d

Decisi

on-M

akin

g

Research

Data-based

Decision-Making

Family Partnerships

DRAFT 11/04

Teacher as Learner

Colle

gial

ity

Polic

ies

Knowledge &

Skills


Coherence

Instructional Practices

Core values

Outcomes

Leadership Commitment

Share Purpose

Community

DispositionsData-based

Decision-Making

Infrastructure

Resources

Data-

base

d

Decisi

on-M

akin

g

ResearchData-based

Decision-Making

Reso

urc

es


Collegiality

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

Leadership and Mobilization

Student Engagement and Learning

Classroom

Improvement

Teacher as

Learner

School

Improvement

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

Instructional Skills

Instructional Skills

Classroom Management

Technical Repertoire

Teacher as Researcher

Collaboration

Reflective Practices

Collegiality

Shared Purpose

Continuous Improvement

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

M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.

VISION CAPABILITIES RESOURCESACTION

PLANRESTRANT;

RESISTANCE

VISION INCENTIVES RESOURCESACTION

PLANANXIETY

VISION INCENTIVES RESOURCES

FALSE

STARTSCAPABILITIES

VISION INCENTIVES ACTION

PLANFRUSTRATIONCAPABILITIES

INCENTIVES RESOURCESACTION

PLANCONFUSIONCAPABILITIES


PLANSUCCESSCAPABILITIES

The Benefits of Complex Change

M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.


PLANSUCCESSCAPABILITIES

Confidence

UNDERSTANDING Engagement

Commitment

Advocacy

Clarity of Purpose

Leadership Commitments

Infrastructure Community Development &

Education Allocation of Resources

Assessment Mechanisms

Knowledge, Skills, &

Dispositions

Professional Community


Coherence

Resources


Burello

Research Policy

PracticeMcGregor, 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.

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

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

Sugai & Horner

Building Based

Systems

Individual Student Systems

Classroom Based

Systems

District-Wide Systems

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems


School

Systems

FamilySystems

StudentSystems

CommunitySystems


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

Prov

ided

ove

r tim

e

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

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

Merriam-Webster Online

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


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 long-term 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.


• 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 agentFullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. New York: Falmer Press.


• 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


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)


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 abuses2 : 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.


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?


Literature Supporting the Delivery of Professional Development

Scouts and Pioneers

ScoutsScouts PioneersPioneers SettlersSettlers

At Least Five Years

Critical Mass

Hibbard, 1997

CBAM

• Levels of Concern– Awareness– Informational– Personal– Management– Consequence– Collaboration– Refocusing

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.

Levels of Use– Non-use– Orientation– Preparation– Mechanical use– Routine– Refinement– Integration– Renewal

Levels of Decision

Feedback Spiral of Assessment

Take stock of where your

school is

Plan what need to do Implement the

plan

Evaluate the implementation

processAssess the impact

on student learning

Reflect and Reconsider

Consider actions based on

reconsideration

Plan what need to do Implement the

plan

Evaluate the implementation

processAssess the impact on

student learning

Reflect and Reconsider

Consider actions based on

reconsideration

Plan what need to do

Documents

Achieving High Quality Outcomes for Students through Continuous School Improvement Defining the Culture and Sprit of Schools