Florida Secondary School Redesign Initiative:

Eventually, Change Turns

into Work!

Presented by:

Barbara McClamma

Christine Crocco

Senior Program Associates

Essential Questions

• What happens when partners collaborate to provide assistance to districts and schools?

• How has this partnership built capacity for the state of Florida?

• What lessons about school reform can be learned from the Secondary School Redesign Initiative (SSRI)?

Creating the Partnership

"Instead of focusing on their individual agendas, collaborative partnerships establish common goals. In order to address problems that lie beyond any single agency's exclusive purview, but which concern them all, partners agree to pool resources, jointly plan, implementand evaluate new services and procedures, and delegateindividual responsibility for the outcomes of their joint efforts."

- Melaville and Blank

In the beginning…

Mission: Build the capacity of states and districts to meet the requirements of NCLB.

www.ets.org/flicc

Enter…

The Florida Association of School Administrators (FASA) www.fasa.net

International Center for Leadership in Education (ICLE) www.leadered.com

The David C. Anchin Center at USF http://anchin.coedu.usf.edu

FLORIDA SECONDARY SCHOOL REDESIGN INITIATIVE (SSRI) PARTNERSHIP 2006-07

Co-sponsor

Florida and the Islands Comprehensive Center at

ETS (FLICC)•Provide funding for the project

•Participate in selection of schools and coaches

•Coordinate and co-sponsor regional meetings/conferences

•Lead the design and collection of evaluation data

•Disseminate best practices and model programs

•Provide access to resources of the High School

Comprehensive Center

Co-sponsor

Florida Association of School Administrators

(FASA)•Serve as the Project Manager

•Coordinate and promote project with FASA

membership

•Serve as the liaison with FLDE

•Assist in the selection of schools and coaches

•Coordinate and co-sponsor regional meetings and

conferences

•Disseminate results to Florida School Administrators

SSRIProvides trained coaches to support implementation of secondary school redesign in participating schools, using selected resources

from the International Center for Leadership in Education

David C. Anchin Center at USF•Assist in selection of schools and

coaches

•Coordinate communication and planning

of regional institutes

•Design/conduct training for coaches

•Serve as support for coaches

•Coordinate project evaluation

International Center for Leadership in

Education (ICLE)•Lead the curriculum development

•Provide curriculum materials and resources

•Assist with planning regional meetings

•Conduct training for coaches

•Conduct training on secondary redesign at

regional institutes

Consortia•Promote SSRI in their regions

•Assist in selection of schools in

their regions

•Participate as coaches

FLORIDA SECONDARY SCHOOLS

FLDE

DELTA•Provide

funding for

training

Project Goals• Assist secondary schools in addressing the

legislative mandate.

• Improve the capacity of school leadership teams to lead change, educate all students and promote rigor and relevance in the secondary curriculum.

• Develop a cadre of coaches to assist and support the schools.

• Share best practices in areas of secondary redesign, educational leadership, organizational change, and systems thinking.

And…

• Increase state and district capacity to support

secondary school redesign.

How?

Create models for secondary redesign that

Florida districts can replicate.

Lessons Learned: Partnerships

• Come to consensus on priorities/goals

• Negotiate allocation of resources

• Carefully delineate responsibilities

• Maintain ongoing communication

• Schedule dedicated time to meet and discuss decisions and processes

• Monitor progress and make adjustments

Supporting Schools through SSRI

“Every organization – indeed every person –suffers to some degree from a gap between intention and action. Leadership can make the difference.”

- Reeves, 2007

3 major themes in the Legislation

(Florida Secondary Redesign Act):

• Rigorous and Relevant Instruction

• Enhanced Personal Relationships

• Collaborative Leadership

Input

Learning Criteria

Mission Vision

Process

Rigor & RelevanceRelationships

SLCsPLCs

Output

Data Collection

Monitor & Adjust

SSRIFlorida Secondary SchoolRedesign Act

SIP

Input

Learning Criteria

Mission Vision

Process

Rigor & RelevanceRelationships

SLCsPLCs

Output

Data Collection

Monitor & Adjust

SSRIFlorida Secondary SchoolRedesign Act

SIP

Input

Learning Criteria

Mission Vision

Process

Rigor & RelevanceRelationships

SLCsPLCs

Output

Data Collection

Monitor & Adjust

SSRIFlorida Secondary SchoolRedesign Act

SIP

Input

Learning Criteria

Mission Vision

Process

Rigor & RelevanceRelationships

SLCsPLCs

Output

Data Collection

Monitor & Adjust

SSRIFlorida Secondary SchoolRedesign Act

SIP

SSRI Support

• Regional Institutes for professional development of leadership teams

• Coaches who assist school leadership teams and facilitate requests for information and best practices

• On-line curriculum development tools

• Annual conferences to share best practices

Year 1 School Expectations (2006-07)• Commit to continuous improvement. • Use data to drive student achievement.• Obtain agreement of 80% of the faculty.• Attend 3 regional institutes and one summer meeting

with participating schools.• Meet monthly with the coach.• Train faculty in the components of secondary redesign.• Work with the coach to establish professional learning

communities. • Actively involve the principal as a member of the School

Leadership Team. Principal (or designee) must attend regional institutes.

Year 1 Institutes

1. Moving from Promising

to Proven: Using the

Learning Criteria

2. Leadership for Rigor and

Relevance

3. Creating Caring School

Communities

“There’s more to school success than test scores. Use the Learning Criteria to set performance targets and establish relationships for a rigorous and relevant education for all students.”

-Willard R. Daggett

Learning Criteria

• Core Academic Learning

• Stretch Learning

• Student Engagement

• Personal Skill Development

Attend institute

Meet with SSRI Coach to review plans for sharing

with faculty

Share learning and plans with

faculty for inputRevise plans

Begin implementation

Form School Leadership

Team

Meet with SSRI Coach

Building Capacity

Lessons Learned: School Support

• Active templates

• Gaining the commitment of the school leadership

• Significance of district support

• Critical importance of Coaches ▫ Clarify role of the coach (varied according to needs of

schools)▫ Coaches need training and support

Mandates do not ensure implementation!

Sustaining Redesign

“Staying the course means that careful attention is paid to developing the leadership of others in the organization in the interests of continuity and deepening of good direction.”

-Michael Fullan, 2007

Year 2 School Expectations (2007-08)

• Implement Year 1 goals

• Attend the required institute on Using Rigor and Relevance to Create Powerful Instruction

• Commit 6 - 10 teachers to complete Collaborating Online for Rigor and Relevance (CORR)

• Meet monthly with SSRI Coach

• Establish Professional Learning Communities

• Maintain involvement of a consistent core of School Leadership Team members

• Share successful practices with other SSRI schools

Year 2 Institutes1. Using Rigor and Relevance

to Create Powerful Instruction

2. Increasing Collaboration

through Professional

Learning Communities

3. Transitions/9th Grade

Academies

4. Strategies that Work with

Struggling Learners

District Role in Year 2

• Facilitate in-service credit for participation in

SSRI professional development opportunities

• Communicate school initiatives to appropriate

district level personnel

• Share district’s expertise to support school’s

goals

• Assist in securing additional resources for

participating schools

Lessons Learned:

Sustaining Redesign Efforts

• Building systems of support

▫ School

▫ District

▫ State

• Embed processes to maintain focus

▫ Examine data

▫ Planning for success

Feedback and Follow-Through• Ongoing

▫ Monthly reports – coaches▫ Institute evaluations▫ Coach Institute evaluations▫ Coach conference calls▫ Emails/telephone calls ▫ Partner meetings

• End of Year▫ School Questionnaire▫ School Feedback for Coaches▫ Coach Feedback on progress of schools▫ Coach Feedback on Coaching Model

Why must schools redesign?

“If you don't like

change,

you're going to like irrelevance even less.”

-General Eric Shinseki