Transcript Supporting LASS High Schools Session # 6

Supporting LASS High Schools
Session # 7
LEADERSHIP
&
SUSTAINABILITY
Lakeshore Alliance for Student Success, Inc
Edward Schoenfelt, Executive Director
56 S. Washington Street, Ste. 302
Valparaiso, IN 46383-5565
Thursday, April 29, 2010 9:00 a.m. CST
8 Elements of HS Improvement:
A Mapping Framework
1.
2.
3.
4.
5.
6.
7.
8.
July 21, 2015
Leadership & Governance
Rigorous Curriculum & Instruction
Assessment & Accountability
Teacher Quality & Professional Dev
Student & Family Support
Stakeholder Engagement
Organization & Structure
Sustainability
LEADERSHIP & GOVERANCE
Required to exercise leadership & approaches to governance that:







As the leader you have the knowledge, time, interpersonal skills to work with
teachers to define power standards and instructional goals and demonstrate
teaching strategies
Do you promote distributed leadership, encourage multiple roles for teacher
leaders and tackling organizational change where necessary
Have do you incorporated alternative structures to address management,
discipline, and functions of running the high school
Will you shift the focus to support comprehensive HS improvement centered
on strengthening the instructional core
Enact policy, codify a vision, a mission, and/or strategic plans for scaled-up
and sustainability
Have you refined your strategies and skills to lead and support organizational
change
Understand decision making authority at all levels and recognize the
expectations, requirements, compensation, and recognitions of faculty and
staff
July 21, 2015
RIGOROUS CURRICULUM &
INSSTRUCTION




July 21, 2015
All are responsible that your students have
access to rigorous content & instruction that:
Align to local state and national standards that
look towards DOK, skills, and abilities needed for
students to thrive in this global model
Use research based inst strategies i.e.
scaffolding, DI, and double dosing for all students
As the leader you have the knowledge, time,
interpersonal skills to work with teachers to define
power standards and instructional goals and
demonstrate teaching strategies
ASSESSMENT &
ACCOUNTABILITY






Include formative assessment embedded in instruction
May include school-based portfolios, projects, benchmarks
exams, as well as end-of course exams, state standards-based
assessments, and high-stakes competency or course exit
exams
Constant feedback and instructors who adjust lessons so data
can be used to adapt, plan, improve skills of each students
adapting to their needs
Continuous progress monitoring through both formal and
informal assessments
Early identification of students with special needs a d those at
risk of failure so that placement and tiered interventions
appropriately meet student needs
Reward teacher who are accountable to assessment
July 21, 2015
TEACHER QUALITY&
PROFESSIONAL DEVELOPMENT




July 21, 2015
Are based on standards for staff development and
adult learning and pass quality reviews
Are embedded at the school and classroom levels
and are connected and offered throughout the
school year
Promote effect classroom management skills
Increase the abilities and opportunities for
teachers to work together to improve classroom
practice and help all students connect information
across disciplines and programs such as title 1,
special education, and services for English
language learners.
STUDENT & FAMILY SUPPORT





July 21, 2015
Incorporate formal and informal guidance
programs, including peer and professional
counseling and mentoring
Include attendance and behavior monitoring and
support systems, such as Positive Behavior
Intervention and Supports (PBIS)
Foster a positive school climate including safe
schools and respectful environments (antibullying)
Support students as they transition into and out of
high school
Respect and honor the strengths and resources of
the students family and community
Organization & Structure




July 21, 2015
Support teacher organization changes beyond
traditional department structures, such as
common planning periods, professional learning
communities and co-teaching
Provide increased opportunities to learn, such as
virtual courses, dual enrollment opportunities, and
work-based internships
Incorporates alternative time/schedule
approaches, such as block scheduling, year round
schooling, and work based internships
Support the difficult process of culture change as
roles, responsibilities, relationships, and patterns
of engagement change
STAKEHOLDER ENGANGEMENT




July 21, 2015
Acknowledge ad draw on the strengths of the
various stakeholder groups
Designed with contingencies of stakeholders in
mind
Foster relationships among high schools, middlelevel and elementary schools and postsecondary
e.g. dual enrollment agreements, the workforce,
families and communities
Engage the interests, needs, skills, and resources
of it’s multiple stakeholders, such as school staffs,
students, partners, and family members,
guardians, community organizations and
members, and business partners.
SUSTAIANABILITY





July 21, 2015
Grow both the physical and human capital within
the system for implementation of HS reform
Continuously upgrade facilities, tools, and
materials to keep pace with the changing
economy, technology, and citizenship
expectations
Adequately staff the initiatives and acknowledge
the need for workload equalization and or
reduction
Provide appropriate time and necessary fiscal
support for initiatives to be implemented and take
hold
Continuously develop teacher knowledge and
skills to incorporate these changes into their
instruction
Stay On Message
LEADERSHIP
July 21, 2015
Inform Decisions
Through - Data Systems
PICK ONE THING!!!
July 21, 2015
References

Marsh, J. (2000) Connecting districts to policy dialog: A review of literature on the relationship of
districts with states, schools, and communities. Seattle, WA: Center for the Study of Teaching
and Policy

Dr. Susan E. Szachowicz, Principal, Brockton High School, 470 Forest Avenue,
Brockton, MA 02301, 508-580-7633, [email protected]

National High School Center at the American Institutes for Research, betterhighschools.org

Newmann, F.M., & Wehlage, G.G. (1995) Successful school restructuring. Madison, WI Center
on Organization and Restructuring of Schools.

Snipes, J., Doolittle, F., & Herlihy., C (2002). Foundations for success: Case studies of how
urban school systems improve student achievement (report prepared for the Council of the
Great City Schools). New York: MDRC.

Mr. Edward Schoenfelt, Executive Director, LASS, Inc. Valparaiso, IN 46383-5565
www.mvsc.k12.in.us/lass
[email protected]
July 21, 2015