Providing Vision and Leadership At the District Level

Part 2Susanne Kuresa

Director, Human Resource ServicesLogan City School District

skuresa@lcsd.logan.k12.ut.us435-755-2300

Providing Tiered Instruction and Intervention

How Will We Get There?

How Are We Doing?

• Utah’s Title I Distinguished School of the Year (2006)

• UCIRA and IRA Exemplary Reading Program (2007)

State Language ArtsCriterion-Referenced Test

0

20

40

60

80

100

2003

2004

2005

2006

Practicalities

• Common vision and frame of reference across district, school, and classrooms

• Opportunity for backward design of literacy programs (district and/or school-wide)

• Context for all decisions (human resource allocations, budgets, curriculum adoption, professional development, etc.)

• Incremental (yet cohesive) progress

Potential Pitfalls

• Administrators catch vision and are ready to move forward before teachers have had an opportunity for understanding and buy-in. Principals must be purposeful in bringing faculty along.

• This approach requires different thinking. Therefore all stakeholders must have an operational understanding to avoid a weak-link sabotage.

Potential Pitfalls, cont.

• Change initiatives must be an integral part of all professional development activities.

• Change initiatives must be communicated and evaluated as an expectation for all.

Summary/Reflection

• Four-step process for change• Elements of an effective district-wide

literacy model• Framework for providing literacy

instruction