Developing Urgency for College and Career Readiness

College & Career Readiness Series:

Developing a Sense of Urgency for College and Career Readiness

A Performance-based Learning Module for Georgia’s Educational Leaders

Related Modules Developing a Sense of Urgency for College and Career Readiness

Updated 1/19/2012 Page 2 of 20 © 2011-2012 Georgia Leadership Institute for School Improvement (GLISI); Board of Regents of the University System of Georgia (BOR/USG); and Georgia Partnership for Excellence in Education (GPEE). All rights reserved. Not to be used or reproduced without written permission.

Related Modules

Module Series This College and Career Readiness Series includes:


Increasing Academic Rigor to Improve College and Career Readiness

Analyzing and Using College and Career Readiness Data to Improve Student Success Part 1

Analyzing and Using College and Career Readiness Data to Improve Student Success Part 2

Developing Organizational Readiness for Increasing College and Career Success

Related GLISI Modules

Other modules related to this topic include:

Leading a Team to Analyze and Display Data Using Quality Tools

Leading a Team to Develop Performance Foundations

Leading a Team to Develop SMART Goals

Leading Team Discussions

Presenting Student Achievement Data

Sharing Student Achievement Data with Parents

Contents Developing a Sense of Urgency for College and Career Readiness


Contents

Related Modules ....................................................................................................................................... 2

Contents .................................................................................................................................................... 3

Progress Tracker ...................................................................................................................................... 4

Performance Objective(s) ........................................................................................................................ 5

Module Introduction ................................................................................................................................. 6

Topic 1: Identifying the Need ................................................................................................................... 7

Final Practice ........................................................................................................................................... 10

Final Assessment ................................................................................................................................... 14

Recommended Reading and Resources .............................................................................................. 19

Acknowledgments .................................................................................................................................. 20

Progress Tracker Developing a Sense of Urgency for College and Career Readiness


Progress Tracker

Completed Date

Pre

par

ing

Review Performance Objective ________

Review Final Assessment* ________

Lea

rnin

g

Topic 1: Identifying the Need

(See

no

te b

elo

w*)

________

Pra

ctic

e (S

afe)

Final Practice ________

Per

form

ing

Final Assessment ________

* You may proceed to the Final Assessment if you are already proficient in the required knowledge, skills, and behaviors.

Module Completed – Congratulations on Your Performance!**

Date of Final Assessment Performance:

Performer’s Name:

Performer’s Signature:

Performance Coach’s Name:

Performance Coach’s Signature:

**Include this page in the evidence you enter into your portfolio.

Performance Objective(s) Developing a Sense of Urgency for College and Career Readiness


Performance Objective(s)

Given This… Do This… To Meet These Criteria…

One-on-one time with the district superintendent

A copy of the presentation, Developing a Sense of Urgency for College and Career Readiness, (included with this module)

Means of sharing the presentation (paper handout or electronic slideshow)

Beyond the Rhetoric: Improving College Readiness Through Coherent State Policy (included with this module)

Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century (included with this module)

Secure senior leadership support for greater focus on college and career readiness.

The detailed task performance criteria listed in the Performance Checklists in the Topic Practice(s), Final Practice, and Final Assessment

GLISI’s criteria for how to work effectively as a team leader/facilitator, listed in the Performance Feedback Form(s) located in the Final Practice and Final Assessment

Module Introduction Developing a Sense of Urgency for College and Career Readiness


Module Introduction


After nearly a century of being in the lead, there is growing evidence that the U.S. is falling behind many other nations in skills preparedness, academic achievement, and educational attainment. In contrast, the number of jobs requiring postsecondary education is increasing faster than those that rely on a high school diploma or on-the-job training.

This modules series shows school leaders how to raise awareness of the importance of college and career readiness, how to access and analyze postsecondary data, and how to translate findings into initiatives and reforms that improve student achievement.

In this module, you will recruit the support of the district superintendent in leading the charge for college and career readiness.

What Is the Leader’s Role?

Be prepared with the necessary materials and supplies

Schedule and communicate meeting times and locations to participants

Thank the participants, acknowledging everyone's worthwhile contribution to the group and commitment to future actions

Begin With the End in Mind

Research about effective assessment of performance tells us that the learner always performs better when they understand what they should know and be able to do. For this reason, you are encouraged to review the Final Assessment in its entirety in order to:

Understand the knowledge, skills, and behaviors that are being taught and tested in this module

Understand the standards (performance criteria) by which your performance will be assessed

Gauge your current level of performance against what will be expected of you by the end of the module

Prioritize which areas to concentrate on as you work through the module

Topic 1: Identifying the Need Developing a Sense of Urgency for College and Career Readiness


Topic 1: Identifying the Need

Identify the Need Improving college and career readiness of high school graduates begins with a call to action. Perhaps no one is better equipped to lead the charge than the district’s top leader. When superintendents emphasize the need to look beyond graduation rates and AYP to postsecondary achievement in order to tell a complete story of the organization’s accomplishments, the stage is set for creating conditions that support and sustain college and career success.

In this topic, you will recruit senior leadership support for college and career success and associated initiatives in your district.

What Resources are Required?

One-on-one time with the district superintendent

A copy of the presentation, Developing a Sense of Urgency for College and Career Readiness, included with this module

Means of sharing the presentation (paper handout or electronic slideshow)


Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century (included with this module)

How Do I Do It? Read through the steps in the step-action table (see next page)

Study any accompanying examples



Step-Action Table

Step Action

1. Gather presentation materials

Read Beyond the Rhetoric: Improving College Readiness Through Coherent State Policy (included with this module)

Read Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century (included with this module)

Access the presentation, Developing a Sense of Urgency for College and Career Readiness, included with this module (File name: Developing_ Urgency_for_College_and_Career_Readiness.pptx)

Review the presentation to become well-versed with the key points:

o The U.S. is behind nine other countries in percentage of students entering college after high school, with only 64%

o The U.S. is moving to a less educated population

o Georgia postsecondary success rate is lower than the national average

o Only 2.2 out of 10 Georgia high school graduates earn a degree within 6 years

o What college and career readiness is:

Learning to take robust data and turn them into decision systems and actionable information to improve student achievement

Improving your school plans and processes to increase your students’ college and career readiness

Expanding your vision beyond AYP and high school graduation rates

o What college and career readiness is not:

Drowning in more data that do not translate into information

Complying to requirements for initiatives that are not aligned with outcomes for your district, school or students



Step Action

2. Educate the leadership

Schedule a college and career readiness meeting with the district leadership

At the meeting, share the presentation, Developing a Sense of Urgency for College and Career Readiness, with the superintendent and other district leaders as applicable

Also share:

o Beyond the Rhetoric: Improving College Readiness Through Coherent State Policy

o Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century

Explain the charge to improve the college and career readiness of high school graduates:

o Look beyond graduation rates and AYP to postsecondary achievement to tell a complete story of the organization’s success

o Create conditions that support and sustain school practices for graduates’ college and career readiness

o Improve school leader knowledge, skills and practices in using postsecondary achievement data to raise high school graduates’ college and career readiness

3. Secure the superintendent’s support

Request the support of the superintendent (or his or her representative) in leading the charge in order to ensure that the district embraces the challenge

Document the superintendent’s feedback, comments, and concerns related to the project

Document the results of the meeting

Final Practice Developing a Sense of Urgency for College and Career Readiness


Final Practice

Instructions Perform this practice, referring to the topic step-action tables as needed.

Meet with your Performance Coach to review the results and decide what to do next.

Practice Scenario Work on your own to gather materials. Then work with a peer, or other suitable volunteer, to conduct a “dress rehearsal” of your college and career readiness meeting with the district leadership.



Final Practice Performance Checklist

Select one: Performer’s self-assessment Performance Coach’s observations

Performer’s Name:


Date of Performance:

Check off each criterion that is observed. If the performance meets criteria with satisfactory quality, mark Yes. If not, mark No and provide feedback (use the back of the page for more space). Enter this performance into your portfolio when all items are marked Yes and all Feedback Form (next form) items are marked 3 or 4 (or Not Applicable).

Evidence Criteria Proficient? Give Feedback.

1. The college and career readiness meeting has been conducted

The need for greater focus on college and career readiness has been communicated to the superintendent using the following:


Developing a Sense of Urgency for College and Career Readiness (Power Point)

The charge to improve the college and career readiness of high school graduates (three key points from the step-action table, step 2)

Yes

No

2. The superintendent’s support has been requested

The superintendent’s* feedback, comments, and concerns related to the presentation have been documented (*for the purpose of this practice exercise, document feedback from your peer)

The overall results of the meeting have been documented

Yes

No



Final Practice Feedback Form (page 1 of 2)

Performer’s Name:



Use the rubric below to rate only the cross-cutting leadership skills on this page (including write-ins). Enter this performance into your portfolio when all Performance Checklist (previous form) items are marked Yes and all Feedback Form (this form) items are marked 3 or 4 (or Not Applicable).

Performance Levels

1 2 3 4

Emerging

Needs Study and Practice

Few/none of desired behaviors were

adequately displayed.

Developing

Needs Practice

Some but not all of the desired behaviors were adequately displayed.

Proficient

Meets Criteria and Expectations

All desired behaviors were displayed and performed correctly.

Distinguished

Could be Used as a Model to Teach Others

Eligible for Portfolio

How effective was the performer in these Cross-Cutting Skills? Rating

1. Facilitating group interaction and managing participation 1 2 3 4 n/a

2. Assisting the group to meet task criteria 1 2 3 4 n/a

3. Modeling appropriate leadership behaviors 1 2 3 4 n/a

4. Teaching others how to perform the tasks 1 2 3 4 n/a

5. Presenting information clearly and concisely 1 2 3 4 n/a

6. Leveraging technology to increase effectiveness 1 2 3 4 n/a

7. Motivating others to achieve success 1 2 3 4 n/a

8. Using group processes to achieve desired results 1 2 3 4 n/a

9. Other: 1 2 3 4 n/a

Turn the page to provide additional written feedback (required).



Final Practice Feedback Form (page 1 of 2)

Performer’s Name:



If any element was rated less than 3, what needs to be done to score a 3? To score a 4?

What greatest strengths did the leader exhibit through this performance?

What could be done to improve this leader’s performance? Include any criteria on the Performance Checklist that were missed. Be specific.

Were there any significant issues that must be rectified (by additional practice and assessment) before entering this evidence into the Portfolio?

Final Assessment Developing a Sense of Urgency for College and Career Readiness


Final Assessment

When Can I Take the Final Assessment?

Complete the Final Assessment when you are able to sufficiently execute the module’s performance objective(s) according to the:

Task-related criteria on the Final Assessment Performance Checklist

Cross-cutting leadership skills on the Performance Feedback Form

When you take the Final Assessment — either as someone who takes it to “test out” of the module or as someone who has worked through the topics and Final Practice — the underlying assumption is that you are a competent, experienced, performer. This means that the Final Assessment does not include any “helps,” such as step-action tables or worksheets.

When Can I Add the Final Assessment to My Portfolio?

Has your Final Assessment performance met all the criteria on the Final Assessment Performance Checklist and earned at least a 3 on all of the cross-cutting skills on the Final Assessment Feedback Form?

Yes No

Add these items to your Portfolio and talk to your Performance Coach about next steps:

Final Assessment Performance Checklist

Final Assessment Feedback Form

Module Progress Tracker page

Additional artifacts such as documents, slides, video tapes, participant feedback forms, etc.

Do the following as needed before attempting the Final Assessment again when you are ready:

Obtain performance feedback from your Performance Coach

Review relevant topics in the module

Repeat Topic Practices and/or the Final Practice

Pursue additional learning, training and experience



Final Assessment Instructions

1. Gain permission from your supervisor, sponsor, or Performance Coach to complete the Final Assessment in a school setting.

2. Schedule the date, time and location of your session — one that works for you, your Performance Coach, and other participants.

3. Invite a group of 2 - 4 volunteers to assist you. Ideally, you should invite your real work team. (If you are an aspiring leader, this may be a team that you would lead once you enter the leadership role. For an incumbent leader, it should reflect the team or type of team that you are currently leading.)

4. Review the following with your Performance Coach:

Task-related criteria on the Final Assessment Performance Checklist

Cross-cutting leadership skills on the Performance Feedback Form

Final Assessment Scenario (on the next page)

5. Prepare any other materials or information that you and your participants need to have with you on the day of the activity.

6. Perform the Final Assessment as follows:

In a real school or district setting

With a team of teachers, staff, or other leaders as appropriate

Observed by your Performance Coach

7. Retain artifacts from your performance (documents, slides, etc.)

8. Obtain feedback from your Performance Coach about your performance, and discuss next steps.

Final Assessment Scenario

Recruit the support of the district superintendent in leading the charge for college and career readiness by:

Gathering related materials

Meeting with the district superintendent or his/her designee

Requesting support from the district leadership for greater focus on college and career readiness

Documenting feedback and results from the meeting



Final Assessment Performance Checklist

Select one: Performer’s self-assessment Performance Coach’s observations

Performer’s Name:



Check off each criterion that is observed. If the performance meets criteria with satisfactory quality, mark Yes. If not, mark No and provide feedback (use the back of the page for more space). Enter this performance into your portfolio when all items are marked Yes and all Feedback Form (next form) items are marked 3 or 4 (or Not Applicable).

Evidence Criteria Proficient? Give Feedback.

1. The college and career readiness meeting has been conducted

The need for greater focus on college and career readiness has been communicated to the superintendent using the following:


Developing a Sense of Urgency for College and Career Readiness (Power Point)

The charge to improve the college and career readiness of high school graduates (three key points from the step-action table, step 2)

Yes

No

2. The superintendent’s support has been requested

The superintendent’s feedback, comments, and concerns related to the presentation have been documented

The overall results of the meeting have been documented

Yes

No



Final Assessment Feedback Form (page 1 of 2)

Performer’s Name:



Use the rubric below to rate only the cross-cutting leadership skills on this page (including write-ins). Enter this performance into your portfolio when all Performance Checklist (previous form) items are marked Yes and all Feedback Form (this form) items are marked 3 or 4 (or Not Applicable).

Performance Levels

1 2 3 4

Emerging

Needs Study and Practice

Few/none of desired behaviors were

adequately displayed.

Developing

Needs Practice

Some but not all of the desired behaviors were adequately displayed.

Proficient

Meets Criteria and Expectations

All desired behaviors were displayed and performed correctly.

Distinguished

Could be Used as a Model to Teach Others

Eligible for Portfolio

How effective was the performer in these Cross-Cutting Skills? Rating

1. Facilitating group interaction and managing participation 1 2 3 4 n/a

2. Assisting the group to meet task criteria 1 2 3 4 n/a

3. Modeling appropriate leadership behaviors 1 2 3 4 n/a

4. Teaching others how to perform the tasks 1 2 3 4 n/a

5. Presenting information clearly and concisely 1 2 3 4 n/a

6. Leveraging technology to increase effectiveness 1 2 3 4 n/a

7. Motivating others to achieve success 1 2 3 4 n/a

8. Using group processes to achieve desired results 1 2 3 4 n/a

9. Other: 1 2 3 4 n/a

Turn the page to provide additional written feedback (required).



Final Assessment Feedback Form (page 1 of 2)

Performer’s Name:



If any element was rated less than 3, what needs to be done to score a 3? To score a 4?

What greatest strengths did the leader exhibit through this performance?

What could be done to improve this leader’s performance? Include any criteria on the Performance Checklist that were missed. Be specific.

Were there any significant issues that must be rectified (by additional practice and assessment) before entering this evidence into the Portfolio?

Recommended Reading and Resources Developing a Sense of Urgency for College and Career Readiness


Recommended Reading and Resources

Aldeman, Chad (2010). College- and Career-ready: Using Outcomes Data to Hold High Schools Accountable for Student Success. www.educationsector.org/publications/college-and- career-ready.

Acknowledgments Developing a Sense of Urgency for College and Career Readiness


Acknowledgments

Drake Highlander, Author Lead Instructional Design Contractor, Georgia’s Leadership Institute for School Improvement

Mary Anne Charron, Subject Matter Expert Director of Strategic Programs, Georgia Leadership Institute for School Improvement

Dr. Gale Hulme Executive Director, Georgia Leadership Institute for School Improvement

JoAnn Brown Director, Aspiring Leaders Program, Georgia Leadership Institute for School Improvement

Pam Henderson Operations Manager, Georgia Leadership Institute for School Improvement

Documents

Developing Urgency for College and Career Readiness