School Development

“

Building a Learning Community”

Past School Development Efforts

Challenge for Excellence Provincial School Assessment Project 1995 District School Improvement programs Possible reasons for limited success: Not focused on results Not staying the course Not paying attention to the change process (Kotter 1996) Complacency – establish a sense of urgency Critical mass Vision Removing barriers Short term wins Anchor in culture

Approaches to School Development

Each approach has emerged from problems encountered in the previous approach

Approach 1

 Planning of school development by senior administration and/or leadership team  Assumes that if it is planned by administration and/or leadership team, plans will be executed and change will occur

Approach 2

 Detailed attention needs to be paid to implementation  Middle management are included in the formulation of plans to gain support and commitment  Assumes that coming up with great plans is not sufficient

Approach 3

 Building awareness of the need for change  Creating a climate or culture supportive of desired change  Equipping people throughout the organization with the skills needed to participate in planning and implementation of change  Assumes that it is essential to create readiness before, planning and implementation

Approach 4

  The organization must be in a state of constant readiness Continuous plans that are open and flexible are developed, shared, and embraced by the entire organization    Implementation occurs as a process that is dependent upon experimentation rather than a prescribed plan Over time, successes are institutionalized Change occurs through action learning on an ongoing basis (not re-evaluating only once-a-year)  Change occurs through action, reflection, and adjusting course throughout the process  Assumes that change efforts when treated as established programs, and not unfolding processes, almost always fail

For the past two decades there has been a growing body of research to support the claim that: ‘if schools and school systems are to make meaningful improvements to support teaching and learning, they must increase their organizational learning capacity.

’ Schools must become: Professional Learning Communities.

(Barth, 2001; Darling-Hammond,1996; Fullan,1998; Leithwood, 2000).

Theory

Organizational Learning Learning Organizations Professional Learning Communities Learning Communities

Five Disciplines

 Personal Mastery  Mental Models  Shared Vision  Systems Thinking  Team Learning Senge, 1990

Characteristics of a Learning Community

1.

2.

3.

4.

5.

6.

Shared vision, mission, and values Collective inquiry Collaborative Teams Action orientation and experimentation Continuous improvement Results Orientation Dufour and Eaker 1998

Defining a Learning Community

A school learning community is one that promotes and values learning as an ongoing, active collaborative process with dynamic dialogue by teachers, students, staff, principal, parents, and the school community to improve the quality of learning and life within the school.

Speck (1999)

3 Dimensions of the Professional Learning Community

Kruse, Louis, and Bryk (1995) 1.

2.

3.

Characteristics Structural Conditions Human/Social Resources

3 Dimensions of the Professional Learning Community

Kruse, Louis, and Bryk (1995) 1. Characteristics: Reflective dialogue Collective focus on student learning Deprivatization of practice Collaboration Shared values and norms

3 Dimensions of the Professional Learning Community

Kruse, Louis, and Bryk (1995) 2. Structural Conditions: Time to meet and discuss Physical proximity Interdependent teaching roles Teacher empowerment/school autonomy Communication Structures

3 Dimensions of the Professional Learning Community

Kruse, Louis, and Bryk (1995) 3. Human/Social Resources: Support openness to improvement Trust and respect Supportive leadership Socialization Cognitive skill base

Fundamental Principles of School Development

School Development:

 Is focused on student learning and achievement  Reflects the uniqueness of the local school environment  Is consistent with, and linked to individual, district, and department plans  Is a process that builds capacity within a learning community, characterized by honesty, trust, and a collaborative culture where learning is valued by all

Fundamental Principles of School Development (continued)

School Development:

 Ensures practice is guided by a vision and mission consistent with shared values  Directs resource allocation and use  Is a cyclical process involving research, reflection, discovery, and renewal

Fundamental Principles of School Development (continued

School Development:

 Is predicated upon the principle of empowerment and shared leadership  Involves all members of the learning community  Has accountability as an integral component

Defining a Learning Community

…organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together.

Provincial School Development Process

 Research based (school effectiveness/school improvement/learning communities)  Developed collaboratively with districts  Steeped in practice and theory

BUILDING CAPACITY COMMUNICATION IMPLEMENTATION MONITORING VALUES VISION School Development Cycle INTERNAL SCHOOL REVIEW EXTERNAL REVIEW 3-5 YEAR PLAN

(Goals)

MISSION

BUILDING CAPACITY School Development Cycle

Building Capacity

Building Capacity for School Development involves:          Sharing and discussing related literature Building a culture for school development Building commitment and motivation Understanding benefits and limitations Building leadership capacity Developing skill levels in consensus building, team building, shared decision-making Understanding implications for teaching and learning Understanding and establishing timelines Understanding roles and responsibilities

BUILDING CAPACITY School Development Cycle VALUES VISION

VALUES

Values      Shared Fundamental convictions Used to establish ethical, moral priorities within the educational system Guides to all behavior Reflected in the mission and vision

VISION

A short statement describing the ideal state a school is striving to achieve

BUILDING CAPACITY VALUES VISION School Development Cycle INTERNAL SCHOOL REVIEW

15 Criteria Statements 4 Areas

School Organization Internal/External Review Criteria Areas Teaching Learning Leadership Climate & Culture

              

Internal Review Includes:

Student achievement data Teaching and Learning Experience School Climate and Culture Student Support Services Leadership Professional Development School Councils (partnerships) Policies Resources (human and financial) Programming Communication School Development Plan Organization/Program delivery Staff deployment Validation of Process

Internal Review Process



Establish time lines for internal review



Establish data collection teams

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Gather and organize relevant data (criteria statements)

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Interpretation of the data

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Report on the data

Internal Review Handbook

 Step by step procedure of the process  Outline of roles and responsibilities of stakeholders  Guides, templates, and samples for criteria statements  Surveys/focus group questions for data gathering  Guides to finding achievement and demographic data  Toolbox of School Development processes, such as building learning communities and building leadership capacity

BUILDING CAPACITY VALUES VISION School Development Cycle INTERNAL SCHOOL REVIEW 3-5 YEAR PLAN

(Goals)

Goals

        General statements of desired results to be achieved over time Measurable and attainable Few in number Reflected in the school’s mission statement Focused on student achievement Linked to district, provincial and teachers personal professional plans Results oriented Listed in order of priority

Objectives

 Specific targets or milestones set to promote achievement of a particular goal by a specific date  Answer both what and when  Express, in measurable, broadly stated terms, what will be done in a reasonable and specified period of time.

Strategies

 Broad commitments to deploy resources  Express broadly how the objectives are to be achieved

Action Plans

 A detailed description of what is required to accomplish each strategy. Includes:       Individual responsibility Target Dates (beginning and ending dates) Monitoring Resource requirements Communication methods Professional development needs

BUILDING CAPACITY VALUES VISION School Development Cycle INTERNAL SCHOOL REVIEW 3-5 YEAR PLAN

(Goals)

MISSION

MISSION

    A brief, clear statement reflecting the goals of the school Sets out purpose of the goals Anchor points for developing and assessing goals, objectives, and strategies Is cyclical

EXTERNAL REVIEW BUILDING CAPACITY VALUES VISION School Development Cycle INTERNAL SCHOOL REVIEW 3-5 YEAR PLAN

(Goals)

MISSION

External Review

       Conducted every 3-5 years Provides feedback to school on validity of the Internal School Review and the School Development Plan Conducted by an individual or team external to the school Uses the same provincial criteria statements used in the internal Review Involves a school visit Provides a report to the school, school council, district and department Makes recommendations for change where deemed appropriate

15 Criteria Statements 4 Areas

School Organization Internal/External Review Criteria Areas Teaching Learning Leadership Climate & Culture

External Review Includes:

               Student achievement data Teaching and Learning Experience School Climate and Culture Student Support Services Leadership Professional Development School Councils (partnerships) Policies Resources (human and financial) Programming Communication School Development Plan Organization/Program delivery Staff deployment Validation of Process

External Review Handbook

► ► ► ► ► ► Overview (context, purpose, expectations) Procedures (before, during, after school visit) Responsibilities Reporting Appendices Report template

IMPLEMENTATION MONITORING BUILDING CAPACITY VALUES VISION School Development Cycle INTERNAL SCHOOL REVIEW EXTERNAL REVIEW 3-5 YEAR PLAN

(Goals)

MISSION

Implementing and Monitoring



Includes:

         

Continuously monitoring progress and effect Making necessary adjustments Developing support structures Working in teams and team building Involving various stakeholders Professional development Multi-level monitoring Accountability Commitment to the Plan Appropriate resourcing

          

Roles for Implementation and Monitoring

School Planning Team Action Teams Administrators Staff Students School Development Program Specialist District Personnel School Councils/Parents Department of Education Other

BUILDING CAPACITY COMMUNICATION IMPLEMENTATION MONITORING VALUES VISION School Development Cycle INTERNAL SCHOOL REVIEW EXTERNAL REVIEW 3-5 YEAR PLAN

(Goals)

MISSION

Communication

      Plan submitted to the School Council Members of the school community are informed about the plan (Websites, newspaper, newsletters, memos, meetings ) Plan submitted to district office, board members Regular School development progress reports (School Council, staff, SD planning team, parents, district office) Celebrate successes Annual School Report (primary means)

Annual School Development Report

1. Cover Page 2. Overview of School - Physical Location - Number of Employees/students/classes - Programs and services provided - Some key highlights/special projects - Partnerships 3. 3-5 Year School Development Plan 4. Report on School Development Plan from Previous Year 5. School Development Plan for Current Year

BUILDING CAPACITY COMMUNICATION IMPLEMENTATION MONITORING VALUES VISION School Development Cycle INTERNAL SCHOOL REVIEW EXTERNAL REVIEW 3-5 YEAR PLAN

(Goals)

MISSION

“The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities”. (Defour & Eaker)