A Diamond in the Rough

Hickory Ridge High School

McVee, M.B., Bailey, N.M. & Shanahan, L.E. (2008). Technology lite: Advice and reflections for the technology unsavvy. Journal of Adolescent & Adult Literacy, 51(6), 444-448.

“Learning should be bothfrustrating and life enhancing

…the things we learn the most from tend to scare us a bit too” (p. 444).

Hickory Ridge High SchoolWe will:

• create a catalyst for needed reform at HRHS• address the conditions that must be created at HRHS if

the school is to be successfully reformed • create a process at this high school that builds on the

capacity of everyone in the school • develop the school’s collective intelligence • create continuous generative learning and staff

engagement s to be successfully reformed

District Goals

1. To create conditions whereby purpose, values, information, and

relationships are meaningfully connected and aligned around the

school system’s desire to develop an integrated, technologically supported

curriculum.

District Goals

2. To create a process in the schools that builds on the capacity of

everyone in the school, so as to develop the school’s collective

intelligence.

District Goals

3. To encourage experimentation in implementation.

District Goals

4. To examine creative ways to distribute power throughout the

school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro,

2009)

Hickory Ridge GoalsLong Term

1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis.

2. To utilize progress monitoring results to tailor the curriculum to students' individual needs.

3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology.

4. To further integrate PLCs into the faculty community.

5. To continuously assess the fidelity and progress of the FDMA model.

Short Term Goals

1. To incorporate interactive, learner-centered technology into teachers' lessons at least twice per week and implement online assessments for progress monitoring.

2. To establish a technology committee.

3. To establish PLCs to promote data driven instruction by integrating 21st century technology and to encourage collegiality and collaboration among the faculty.

4. To institute the FDMA model as a permanent and fundamental doctrine of the Hickory High School culture.

Hickory Ridge GoalsLong Term

1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis.

2. To utilize progress monitoring results to tailor the curriculum to students' individual needs.

3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology.

4. To further integrate PLCs into the faculty community.

5. To continuously assess the fidelity and progress of the FDMA model.

Long Term Goals

1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis.

2. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology.

3. To further integrate PLCs into the faculty community.

4. To continuously assess the fidelity and progress of the FDMA model.

5. To utilize progress monitoring results to tailor the curriculum to students' individual needs.

The FDMA Diamond ModelAdapted from the American School Counselor

Association National Model, our FDMA Diamond model will provide HRHS with a solid

basis for needed reform in areas such as:

• Teacher Empowerment• Collegiality• Administrative Respect• Technology Integration

• Achieving District and School Goals

• Embracing Our Mission, Vision, and Purpose Statements

• Student Achievement

FDMA

MissionMission

Hickory Ridge High School endeavors to Hickory Ridge High School endeavors to provide a world-class education, to provide a world-class education, to

establish a learner-centered community, establish a learner-centered community, and to incorporate 21st century technology and to incorporate 21st century technology into all facets of a progressive curriculum into all facets of a progressive curriculum while providing students with meaningful while providing students with meaningful

learning experiences.learning experiences.

Foundation

VisionVision

To be a world class, technologically To be a world class, technologically advanced school.advanced school.

Foundation

PurposePurpose

To yield technologically confident students To yield technologically confident students and staff who are empowered and and staff who are empowered and

successful life-long learners in the 21st successful life-long learners in the 21st century.century.

Foundation

PhilosophyPhilosophy

We will promote a progressive We will promote a progressive philosophy.philosophy.

Students learn best from real-life examplesStudents learn best from real-life examples LEARN BY DOING!LEARN BY DOING! Thematic UnitsThematic Units Collaborative ProjectsCollaborative Projects Problem Solving and Critical Thinking- *PBL*Problem Solving and Critical Thinking- *PBL*

Foundation

Student AchievementStudent Achievement

We will provide a differentiated, constructivist We will provide a differentiated, constructivist learning environment bolstered by a learning environment bolstered by a

technologically infused curriculum and technologically infused curriculum and guided by the Sunshine State Standards.guided by the Sunshine State Standards.

~*~*~*~~*~*~*~““Many school administrators now advocate that teachers put Many school administrators now advocate that teachers put

aside notions of traditional teaching in favor of developing aside notions of traditional teaching in favor of developing learning environments where students share ideas, learning environments where students share ideas,

grapple with the meaning of new information, and defend grapple with the meaning of new information, and defend divergent thinking” (p. 582).divergent thinking” (p. 582).

FoundationJudson, Eugene. (2006). How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection? Journal of

Technology and Teacher Education, 14(3), 581-597.

Hickory Ridge’s Hickory Ridge’s Management SystemManagement System

Organizational structure / methodOrganizational structure / methodBehavioral TheoryBehavioral TheoryHorizontal & Vertical CommunicationHorizontal & Vertical CommunicationShared decision makingShared decision makingData driven leadershipData driven leadershipPromotes positive school climatePromotes positive school climate

Management System

Hickory Ridge’s organizational Hickory Ridge’s organizational structures support our structures support our

school’s vision and mission. school’s vision and mission.

•Improve school culture and climate.Improve school culture and climate.•Participative decision making groupsParticipative decision making groups..•Shared leadership & responsibilities.Shared leadership & responsibilities.•Old bureaucratic structures have been Old bureaucratic structures have been replaced with our new collaborative replaced with our new collaborative structures. -PLC’s, Technology structures. -PLC’s, Technology committee committee

Management System

Our Organizational Our Organizational PhilosophyPhilosophy

Management System

““No single philosophy, old or new should No single philosophy, old or new should exclusively guide decisions about exclusively guide decisions about schools.”schools.” (Ornstein, 2009, p. 57) (Ornstein, 2009, p. 57)

Our FDMA Diamond model has combined Our FDMA Diamond model has combined the organizational theories of :the organizational theories of :Rensis Likert’s – System 4 ModelRensis Likert’s – System 4 ModelKurt Lewin’s – Behavioral TheoryKurt Lewin’s – Behavioral TheoryDouglas McGregor’s – Theory YDouglas McGregor’s – Theory Y Edwards Deming – Total Quality ManagementEdwards Deming – Total Quality Management

Lewin’s Force-Field AnalysisLewin’s Force-Field Analysis

Unfreeze the organizational Unfreeze the organizational structuresstructures

Introduce our reforms and improved Introduce our reforms and improved organizational structuresorganizational structures

Refreeze our organizational Refreeze our organizational structures and reforms.structures and reforms.

Repeat as necessaryRepeat as necessary

Management System

Kurt Lewin’s Kurt Lewin’s Behavioral TheoryBehavioral Theory

Lewin: Behavior is a function of the Lewin: Behavior is a function of the interaction between the person and the interaction between the person and the environment. B=f(p*e) environment. B=f(p*e) (Owens & Valesky, 2007, p. 21)(Owens & Valesky, 2007, p. 21)

Hickory Ridge has a participative type of Hickory Ridge has a participative type of school decision making. System 4 Model.school decision making. System 4 Model.

Our empowered staff takes ownership of Our empowered staff takes ownership of important school decisions through important school decisions through organizational structures such as PLC’s.organizational structures such as PLC’s.

Participative decision making structures. Participative decision making structures. Management System

Hickory Ridge’s Hickory Ridge’s Collaborative Structures Collaborative Structures

• Rensis Likert’s System 4 Model:Rensis Likert’s System 4 Model:System 1: Explotive - Authoritarian System 1: Explotive - Authoritarian System 2: Benevolent-Authoritarian System 2: Benevolent-Authoritarian System 3: ConsultativeSystem 3: ConsultativeSystem 4: ParticipativeSystem 4: Participative – Hickory Ridge – Hickory Ridge

(Owens &Valesky, 2007, p.215)(Owens &Valesky, 2007, p.215)

Management System

Likert’s participative Likert’s participative group interaction model.group interaction model.

Management System

Rensis Likert’s System 4Rensis Likert’s System 4

Management System

Douglas McGregor’s Douglas McGregor’s Theory YTheory Y

Theory Y: When staff exercise initiative, Theory Y: When staff exercise initiative, self-direction, and self-control on the job self-direction, and self-control on the job they will feel committed to the objectives of they will feel committed to the objectives of the organization. the organization.

Our empowered Hickory Ridge faculty will Our empowered Hickory Ridge faculty will enjoy teaching and their enthusiasm will enjoy teaching and their enthusiasm will translate into academic gains in their translate into academic gains in their innovative, technology rich classrooms. innovative, technology rich classrooms.

Management System

Shared PowerShared Power

When teachers are When teachers are empowered as agents for empowered as agents for

change, they become active change, they become active agents rather than passive agents rather than passive

workers. workers. (Feimen-Nemser & Floden, 1986, p.523)(Feimen-Nemser & Floden, 1986, p.523)

Management System

Total Quality ManagementTotal Quality Management Total Quality Management approach is Total Quality Management approach is

recommended for the human resource function recommended for the human resource function of reform. of reform.

Edwards Deming introduced the theory and Edwards Deming introduced the theory and application of total quality management (TQM) application of total quality management (TQM) to the Japanese with outstanding results to the Japanese with outstanding results (Rebore, 2007, p. 24). (Rebore, 2007, p. 24).

Management System

Deming’s fourteen principles Deming’s fourteen principles 1. Create constancy of purpose 1. Create constancy of purpose

toward improvement of product toward improvement of product and service.and service.

2. Adopt the new philosophy2. Adopt the new philosophy3. Cease dependence on 3. Cease dependence on

inspection to achieve quality.inspection to achieve quality.4. End the practice of awarding 4. End the practice of awarding

business on the basis of price business on the basis of price tag.tag.

5. Improve constantly and forever 5. Improve constantly and forever the system of production and the system of production and serve, to improve quality and serve, to improve quality and productivity.productivity.

6. Institute training on the job.6. Institute training on the job.7. Institute leadership.7. Institute leadership.

8. Drive out fear8. Drive out fear9. Break down barriers between 9. Break down barriers between

departments.departments.10. Eliminate slogans, exhortations, 10. Eliminate slogans, exhortations,

and targetsand targets11. Eliminate management by 11. Eliminate management by

numerical quotas.numerical quotas.12. Remove barriers that prevent 12. Remove barriers that prevent

job managers and workers from job managers and workers from taking pride in their taking pride in their workmanship.workmanship.

13. Institute a vigorous program of 13. Institute a vigorous program of education and self improvement.education and self improvement.

14. Put everybody in the company 14. Put everybody in the company to work to accomplish to work to accomplish transformation.transformation.

Data Driven LeadershipData Driven Leadership Hickory’s administration will analyze our Hickory’s administration will analyze our

reform data. Ongoing progress monitoringreform data. Ongoing progress monitoring We will involve stakeholders in the data We will involve stakeholders in the data

analysis process.analysis process. We will make changes based on data We will make changes based on data

analysis to improve our organizational analysis to improve our organizational structures.structures.

We will reward student achievement.We will reward student achievement. We will celebrate our successes.We will celebrate our successes.

Management System

Human CapitalHuman CapitalOur diamond reform management system has Our diamond reform management system has

created a school climate that encourages created a school climate that encourages continuous learning & promotes innovation. continuous learning & promotes innovation.

Staff development especially in technology.Staff development especially in technology.Reward innovation and student achievement.Reward innovation and student achievement.Our organizational structures utilize everyone’s Our organizational structures utilize everyone’s

capacity in the school.capacity in the school.We develop our school’s collective intelligence.We develop our school’s collective intelligence.

Management System

HICKORY’S EMPOWERED HICKORY’S EMPOWERED STAFF DELIVERS REFORMSTAFF DELIVERS REFORM

Once individuals participate energetically, Once individuals participate energetically, share authority, and engage in meaningful share authority, and engage in meaningful

work, they begin to shed most negative work, they begin to shed most negative emotions and to demonstrate their emotions and to demonstrate their

knowledge. knowledge. (Shor, 1992, p. 84). (Shor, 1992, p. 84). Management

System

Allotting specific times for teachers to come Allotting specific times for teachers to come together affords professional sharing that together affords professional sharing that

may not otherwise occur. may not otherwise occur. (Woods and Weasmer, 2004, p. 120)(Woods and Weasmer, 2004, p. 120)

Hickory Ridge’s Open Hickory Ridge’s Open Management SystemManagement System

• Fosters:Fosters:• Administrative Respect – Open door policy.Administrative Respect – Open door policy.• Technology Integration - CommunicationTechnology Integration - Communication Team Building / Collaboration - CommitteesTeam Building / Collaboration - Committees Teacher Empowerment- Shared DecisionsTeacher Empowerment- Shared Decisions Mission, Vision, & Student AchievementMission, Vision, & Student Achievement Innovation & experimentation Innovation & experimentation

Management System

FDMA Diamond FDMA Diamond School SymbolSchool Symbol

Our FDMA diamond model will be Our FDMA diamond model will be displayed everywhere.displayed everywhere.

Symbolizes our school reform efforts.Symbolizes our school reform efforts. On our sports’ teams.On our sports’ teams. On our stationary. Vision & Mission.On our stationary. Vision & Mission. On our website. Newsletters, multimediaOn our website. Newsletters, multimedia On our walls & halls.On our walls & halls. We are a Diamond School!We are a Diamond School!

Management System

Positive School Culture & Positive School Culture & ClimateClimate

• Our organizational structures allow us to Our organizational structures allow us to build coalitions and form alliances with all build coalitions and form alliances with all stakeholders.stakeholders.

• PLC’s, Technology Committees, Teams PLC’s, Technology Committees, Teams • We involve all stakeholders in our school We involve all stakeholders in our school

reform efforts.reform efforts.• Through collaboration we have created a Through collaboration we have created a

positive school climate that supports positive school climate that supports student achievement! student achievement!

Management System

FDMA Diamond ModelFDMA Diamond Model

• Our foundation supports our Our foundation supports our organizational management organizational management structures. structures.

• Our organizational management Our organizational management structures support our instructional structures support our instructional delivery. delivery.

• Our FDMA Diamond Model supports Our FDMA Diamond Model supports our school reform efforts.our school reform efforts.

Management System

““When teachers are empowered as When teachers are empowered as agents of change they become active agents of change they become active agents rather than passive workers.”agents rather than passive workers.”

-Woods and Weasmer-Woods and WeasmerMaintaining Job Maintaining Job

SatisfactionSatisfaction

Delivery Systems

Incorporating Technology into Incorporating Technology into CurriculumCurriculum

Create a technology Committee consisting Create a technology Committee consisting of new staff members and veteran staff of new staff members and veteran staff membersmembers

Each classroom was recently wired and Each classroom was recently wired and has 15 computershas 15 computers

The District wanted to make Hickory High The District wanted to make Hickory High School a technological centerSchool a technological center

Delivery Systems

Data-Driven InstructionData-Driven InstructionUse of online assessments for immediate Use of online assessments for immediate

feedback and baseline testingfeedback and baseline testingUse for progress monitoring on classroom Use for progress monitoring on classroom

achievements and standardized testingachievements and standardized testing

Delivery Systems

Staff Support, Development, and Staff Support, Development, and EmpowermentEmpowerment

Technology Committee focus on Technology Committee focus on technologies to be implemented in technologies to be implemented in curriculum curriculum

Monthly meetings focusing on a new Monthly meetings focusing on a new technologytechnology

Sharing ideas between new staff members Sharing ideas between new staff members and veteran teachersand veteran teachers

Delivery Systems

Creating a Learning CommunityCreating a Learning CommunityWhere staff members share information Where staff members share information

and ideas and ideas Where staff members support each otherWhere staff members support each otherWhere we empower teachers to become Where we empower teachers to become

active agentsactive agents

Delivery Systems

““Not only is it essential for teachers to know Not only is it essential for teachers to know that they have contributed to shaping that they have contributed to shaping curriculum, but they also need to sense curriculum, but they also need to sense their own roles in the culture of the school. their own roles in the culture of the school. To become stakeholders, they need to To become stakeholders, they need to know their contributions to the school know their contributions to the school culture are honored.” (p.118)culture are honored.” (p.118)

Delivery Systems

Woods, A.M. & Weasmer, J. (2004). Maintaining job satisfaction: Engaging professionals as active participants. Clearing House, 77 (3), 118-121.

Data Driven Results Data Driven Results Online tests and quizzes will be completed Online tests and quizzes will be completed

online using Data Warehouse program.online using Data Warehouse program.These tests and quizzes will provide us These tests and quizzes will provide us

with data which will allow for us to make with data which will allow for us to make the necessary gains and improvements in the necessary gains and improvements in our classrooms.our classrooms.

Accountability

State Standards State Standards Teachers need to be aware of the Teachers need to be aware of the

Sunshine State Standards and how each Sunshine State Standards and how each lesson they’re teaching appropriately lesson they’re teaching appropriately meets the standards.meets the standards.

The Sunshine State Standards are closely The Sunshine State Standards are closely linked to the FCAT assessment and need linked to the FCAT assessment and need to be addressed in order for students to to be addressed in order for students to show gains on the test.show gains on the test.

Accountability

State Standards continuedState Standards continuedObjectives and standards should be Objectives and standards should be

posted in the room in a visible location.posted in the room in a visible location.Since we have become a technology-Since we have become a technology-

driven school, teachers should try to driven school, teachers should try to implement technology following the state implement technology following the state standards and curriculum whenever standards and curriculum whenever possible. possible.

Accountability

Performance Evaluations Performance Evaluations At Hickory Ridge High School we will use At Hickory Ridge High School we will use

the Collier Teacher Assessment System the Collier Teacher Assessment System (CTAS), similar to the program used in (CTAS), similar to the program used in Collier County Public Schools Collier County Public Schools

This evaluation process was established This evaluation process was established to provide criteria and guidelines for to provide criteria and guidelines for assessing and improving the qualifications assessing and improving the qualifications and performance of educators.and performance of educators.

Accountability

“ “The purpose of this evaluation system is to The purpose of this evaluation system is to provide a multi-strand evaluation process provide a multi-strand evaluation process for teachers at every level of experience, it for teachers at every level of experience, it is been proven to be a fair assessment is been proven to be a fair assessment system, provide an opportunity for system, provide an opportunity for professional growth, and opportunities for professional growth, and opportunities for peer support” (Hamblett,1996). peer support” (Hamblett,1996).

CTAS will follow the twelve Educators CTAS will follow the twelve Educators Accomplished Practices with a big Accomplished Practices with a big emphasis on Technology. emphasis on Technology.

Accountability

Administrator to TeacherAdministrator to TeacherProfessional Development OpportunitiesProfessional Development Opportunities

WorkshopsWorkshopsTechnology development Technology development

Team Building Activities Team Building Activities Teachers will be placed in Professional Teachers will be placed in Professional

Learning Communities (PLC’s) to Learning Communities (PLC’s) to collaborate with staff members, an collaborate with staff members, an administrator will be present to monitor administrator will be present to monitor this process. this process.

Accountability

Teacher to Administrator Teacher to Administrator Teachers will have an open Door Policy with Teachers will have an open Door Policy with

administrators and know that they are here administrators and know that they are here for the same purpose. for the same purpose.

““Trust contributes to a positive working Trust contributes to a positive working environment characterized by honest environment characterized by honest supportive relationships. It enables the supportive relationships. It enables the open exchange of ideas and impacts the open exchange of ideas and impacts the quality and quantity of information quality and quantity of information exchanged” (Moye, Henkin & Egley, 2005, exchanged” (Moye, Henkin & Egley, 2005, p.2)p.2)

Accountability

Tightly Coupled Organizations

What we know:What we know: Marzano documents tightly coupled Marzano documents tightly coupled

organizations have four defining characteristics. organizations have four defining characteristics. 1.1. They are self-correcting rational systems with They are self-correcting rational systems with

highly interdependent components.highly interdependent components.2.2. They have a consensus on goal and the They have a consensus on goal and the

means to accomplish those goals.means to accomplish those goals.3.3. They can coordinate activity by disseminating They can coordinate activity by disseminating

information.information.4.4. They have predictable problems and the They have predictable problems and the

means to address those problems. (2009, p. means to address those problems. (2009, p. 13)13)

Tight Coupling =Striking the Right Balance

Diamond Model Framework

Achieving Goals!The Diamond Model is the best for The Diamond Model is the best for

Hickory Ridge High SchoolHickory Ridge High Schoolbecause it promotes:because it promotes:

AdvocacyAdvocacy

LeadershipLeadership

CollaborationCollaboration

Systemic ChangeSystemic Change

FoundationFoundation

HRHS Areas of Growth and Progress

Marzano explains, “The computed correlation between district leadership and student achievement was .24 and statistically significant at the .05

level” (2009, p. 4).

Achievement Guaranteed

The Total Quality Management Approach is one that has produced

successful results. When cross referencing Deming's TQM to Hickory High’s Reform, it can be concluded that

ALL 14 points of TQM are satisfied.

ReferencesReferencesAmerican School Counselors Association. (n.d.). Executive Summary. Cunningham, W. G., & Cordeiro, P. A. (2009). Educational leadership: A bridge to improved practice.

Boston, MA: Pearson. Feiman-Nemser, S. & Floden, R. E. (1986). The cultures of teaching: Handbook of research on

teaching. 3rd ed., 505-26. New York: Macmillan.Gomez, L M, Sherin, M. G., Griesdorn, J., & Finn, L.-E.  (2008). Creating social relationships: The role

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There a Connection? Journal of Technology and Teacher Education, 14(3), 581-597. Kitchen, J. (2009). Relational teacher development: Growing collaboratively in a hoping

relationship. Teacher Education Quarterly, 36(2), 45-62. Lattuca, L.R. (2006). The constructivist pedagogy we're looking for. Journalism & Mass

Communication Educator, 60(4), 354-358. Liesveld, R., Miller, J., Robinson, J. (2005). Teach with your strengths. New York: GALLUP PRESS. Marzano, R. J., & Waters, T. (2009). District Leadership That Works: Striking the Right Balance. IN:

Solution Tree Press.McVee, M.B., Bailey, N.M. & Shanahan, L.E. (2008). Technology lite: advice and reflections for the

technology unsavvy. Journal of Adolescent & Adult Literacy, 51 (6), 444-448.

Moye, M., Henkin,A., Egley,R. (2005). Teacher-principal relationships: Exploring linkages between empowerment and interpersonal trust. Journal of Educational Administration, 43(2/3), 260-278.

Oppenheimer, R.J. (2001). Increasing student motivation and facilitating learning. College Teaching, 49(3), 96-99. 

Ornstein A. C., & Hunkins, F. P. (2009). Curriculum: Foundations, principles, and issues. Boston, MA: Pearson.

Owens, R. G., & Valesky, T. C. (2007). Organizational behavior in education: Adaptive leadership and school reform. Boston, MA: Pearson.

Park, V. & Datnow, A. (2009). Co-constructing distributed leadership: District and school connections in data-driven decision-making. School Leadership & Management, 29(5), 477.

Rebore, R. W. (2007). Human resources administration in education: A management approach. Boston: Pearson Education, Inc.

Richardson, L.M. (2003). Helping teachers participate competently in school leadership. The Clearing House, 76(4), 202-205.

Shor, L. (1992). Empowering education. Chicago, IL: University of Chicago.Woods, A.M. & Weasmer, J. (2004). Maintaining job satisfaction: engaging professionals as

active participants. Clearing House, 77 (3), 118-121.

ReferencesReferences