Transcript Document
Building a District System of Support for Academies
Academy Development and Structure - Academy Leadership
Roman Stearns, ConnectEd Mike Henson, NAF
Agenda
Introductions, Expectations, and Outcomes What is a Systemic Approach?
Why Systems? What Do Systems Look Like?
Are We Ready? Q & A
Introductions & Expectations
Who are you?
o Role, school, district What to you expect to gain from this session?
o In a sentence
Outcomes
Participants will understand the need for a system of support to ensure sustainability of career academies be able to articulate the difference between programmatic and systemic strategies have a grasp of the various elements of a district-wide system have an initial understanding of the implications for moving to a systems approach have a sense of their district’s readiness to implement a system of academies
What is a Systemic Approach?
Designed to involve, serve, and support all students, teachers, administrators, staff, business and community leaders Designed for the long-term to be scalable and sustainable Involves shifting policies, procedures, structures, leadership, and culture Some examples…
Problem Statement
Principal Support.
Site principal does not adequately understand academy needs and therefore does not provide the level of support necessary for high quality implementation
Collaboration Time.
Academy teachers do not have adequate collaboration time to design, monitor, and evaluate multidisciplinary projects, examine data, and address student intervention needs
Programmatic solution
Principal Support.
A district administrator or external support provider takes the principal under his/her wing to promote awareness; or replace the principal with someone who is more supportive
Collaboration Time.
On an academy-by academy basis, negotiate scheduling solutions and/or union waivers that would allow for additional planning time
Systemic Solution
Principal Support.
Establish an ongoing principal leadership development program that systematically builds awareness and capacity of site administrators to deeply understand, support, and provide bold leadership that promotes high quality academy implementation
Collaboration Time.
Establish in district-wide policies and practices common planning time for academy teams of teachers as a priority when developing master schedules
Why systems?
Historically, academies have been too
person dependent
and, as such,
susceptible
deterioration when the leader leaves to Academies have often been developed
in spite of
the system, rather than
with support
from it It’s the only way to move away from “pilot program” or “special project” status, and toward the
primary strategy
for secondary education
Fundamental Beliefs
The district is committed to
improving
academies the educational experience and outcomes for
all
students through the use of career-themed The district is committed to
open choice
and
equity
for
ALL
students High school graduation and college and career readiness are a K-12 and
community responsibility
What Do Systems Look Like?
Small group activity o What are the
implications
of shifting to a more systemic approach to supporting academies?
o 8 table groups o 3-5 members each o 20 minutes to grapple with question:
How would district structures, culture, leadership, policies, and practices need to shift in order to…
Systemic Elements
1.
Equity, access, and choice 2.
High quality instruction 3.
Accountability systems 4.
Staffing 5.
Work-based learning 6.
Middle school career exploration 7.
Extended learning 8.
Facilities and budget planning
Report Out
What are the
two
most compelling ideas that emerged from your group?
OR What would be the
two
most critical implications for a district interested in moving to a more systemic approach to academy implementation?
Are You Ready?
Complete surveys independently Table discussion: One person at a time, share one “high” result and one “low” result; for each… o How ready are you?
o How do you know? i.e., What’s the evidence?
Readiness Assessment Guiding Questions
LEADERSHIP, EQUITY, AND SYSTEMS ALIGNMENT
Does the district have stable and bold leadership?
Is there evidence of a commitment to equity?
Are there effective communication channels throughout the district and out to the community?
Are there potential local, regional partners who are also engaged in similar work to build regional capacity?
Readiness Assessment Guiding Questions
CULTURE
Is there evidence of a culture of schools being student-centered?
Is there a culture of data use, inquiry and continuous improvement among adults?
Does the district have an inclination towards systems rather than programs?
Does the district and community value innovative approaches?
Is there evidence of commitment to and experience with collaboration with community, civic, business and postsecondary partners?
Readiness Assessment Guiding Questions
PRACTICE
Is there widespread dissatisfaction with status quo and eagerness to improve student outcomes?
Are foundational building blocks already in place in the District? i.e., What is the current state of career and technical education programs and funding?
Q & A
Contact Information
Mike Henson
(646) 584-1477
Roman Stearns
ConnectEd [email protected]
(510) 849-4945