Stepping Back to Move ForwardDR. JENNIFER POLINCHOCK, DIRECTOR OF TEACHING & LEARNING

CENTENNIAL SCHOOL DISTRICTJANUARY 2014

Where are we?

• Curriculum

• Instruction

• Assessment

• Professional Development• Teachers

• Principals

• Support Staff

How did we get here?

• Consolidation

• PSSA & Keystone

• PDE Teacher Effectiveness Evaluation System

• Dynamics of Leadership

How do we honor what we know?

• Change Process

• Complex Systems & Organizations

The Change Process

• Set explicit goals though a moral purpose

• Develop strategic models of planning and engagement

• Communicate vision, communicate often

• Mobilize people by creating a sense of urgency, ownership, and empowerment

• Embrace resistance and confront obstacles

• Generate short-term and long-term gains

• Celebrate successes

Understanding Change

SKILLS INCENTIVE RESOURCES ACTION PLAN = CONFUSION

VISION INCENTIVE RESOURCES ACTION PLAN = ANXIETY

VISION SKILLS INCENTIVE RESOURCES = FALSE STARTS

VISION SKILLS INCENTIVE ACTION PLAN = FRUSTRATION

VISION SKILLS RESOURCES ACTION PLAN = GRADUAL CHANGE

VISION SKILLS INCENTIVE RESOURCES ACTION PLAN =CHANGE

Managing Complex Change

Delores & Ambrose, 1987

Complex Systems & Organizations

• Mutual trust

• Effective communication

• Distributed and collaborative leadership

• Inclusive and attentive

• Responsive and reflective thinking and planning

• Model expected practices

Structures for Initiating a Change

Recommending Committee

Action Committee

Parent & Community

Forums

Internal Task Force

Informational Meetings

CRT/Coordinator, Principal/Administrative & Focus Group Meetings

Internal Stakeholders Teachers &

Administrators

Parents, Community

& Board Members

Representatives: Teachers, Principals, Supervisors, Cabinet,

Parents, Community & Board Members

Representatives from the Action

Committee

What is curriculum?

• A curriculum is the written document that includes the goals for learning, course content, instructional methodology, resources, and assessments.

• Vertical and horizontal articulation

• Aligned to PA Core and academic standards

• Developmentally appropriate

• Addresses the needs of diverse learners

• Integrates 21st Century learning

• Provides for embedded differentiation

Where do we want to be?

• By stepping back, we can move forward.

• Build capacity within our principals and teachers

• Create a culture of collaboration and learning

• Create a shared vision focused on student learning and achievement

• Provide a rigorous curriculum

• Apply best practices in teaching and leading

How do we become who we want to be?

• First, we build capacity.

• Re-establish systems and procedures

• Establish a standard of professionalism and excellence in teaching

• Create a collaborative and reflexive culture

• Second, we follow through with an implementation plan.

• Use strategic planning

• Implement with on-going monitoring and evaluation

Year 1

• Assess of Current Curriculum and Program to Identify Priority Areas• Curriculum Mapping

• Vertical sequence

• Alignment to PA Core and Academic Standards

• Resources

• Publication dates

• Alignment to curricular and instructional needs

• Middle School Program

• Instructional time

• Differentiated opportunities to support all learners

• Elementary Report Cards

• Performance and skill indicator language

Year 1

• Building Capacity for Professional Development• Assess current professional development needs

• Access to district professional development

• Structures and time for professional development

• Establish a cadre of teacher-leaders

• Team meetings with CRTs and coordinators

• Departmental curriculum meetings

• Professional development specialists

• Develop a collaborative culture

• Professional learning communities

• Support on-going initiatives (PiiC & PLN)

Year 1

• Implement Teacher Effectiveness Evaluation

• Differentiated Supervision Model

• Classroom Observation

• Action Research

• Peer Coaching

• Reflective Practices in Teaching

• Walkthroughs and Feedback

Year 1

• Create a System for Data-driven Instruction

• Review current district-wide and curriculum-embedded assessments

• Establish protocols for identifying students’ needs

• Establish systems for using data to drive instruction and make curriculum decisions

• Analyze state and local student assessment results

• Data teams at the building and district levels

• Data warehouse

• Inter-departmental Coordination

• Curriculum, Supervision, and Instruction Meetings

• Curriculum Council Meetings

Year 2

• Establish a Professional Learning Community

• Empower teacher-leaders to collaborate with administration to set goals for curriculum renewal, integrating technology in instruction, and professional development

• Lead Teacher Model

• Professional Development Specialists

• Create a series of differentiated professional development modules that incorporates reflective practices and collaboration focused on student learning

• Summer Academy

• After-school Study Groups

• Building-based Initiatives

Year 2

• Establish a Curriculum Renewal Cycle

• Create a 5-year cycle for minor renewal projects

• Create a proposal cycle for new initiatives that includes curriculum writing, professional development, and resource acquisition

• Implement a K-12 Assessment Protocol to Drive Instruction

• Develop curriculum-embedded assessments & student learning objectives (SLO)

• Create models for data team meetings at the building and district levels

Year 2

• Focus on Best Practices in Instruction

• Monitor and adjust the implementation of the Teacher Effectiveness Evaluation System and Differentiated Supervision Model

• Implement the revised induction program for new teachers

• Implement and Monitor Year 1 Initiatives

• Elementary Report Cards

• Middle School Program

• K-12 Gifted Program

• On-going program implementations (Everyday Math, science alignment, etc.)

Year 2

• Implement Principals Effectiveness Evaluation System

• Focus on building-level instructional leadership

• Develop leadership capacity among and between administrators

• Integration of Technology in Instruction

• Develop a shared vision for the use of technology and models of instructional delivery

• Provide differentiated professional development that is specific to curriculum areas

Year 3 and Beyond

• Integrate strategic and systemic thinking

• Monitor and adjust current initiatives

• Develop new initiatives through collaborative models

• Ingrain routines and protocols

• Communicate with all constituencies