CommunityLeadership Community Leadership FEDTRAIN 2015 Warren Logee Nick Caruso Robert King...

Community LeadershipFEDTRAIN 2015

Warren LogeeNick CarusoRobert King

Copyright 2015 by The Iowa School Boards Foundation/Connecticut Lighthouse

• Introduction to Lighthouse• Overview:

• History• Beliefs• Conditions

• Community Leadership

Agenda

The Work That Only the Board Can Do!

A shift is occurring where boards are spending more

time on the performance of the students than on the

management of the system.

“If you’re talking about stuff that has nothing to do with student

achievement, you’re talking about the wrong stuff”

Warren Logee

Why We Have To Work Differently

Old Rules New Rules

1. Some students will learn “it” and some won’t.

2. If they don’t learn “it”, it’s their fault.

1. All students will learn “it”.

2. If they don’t learn “it”, the policy-makers and professionals have to take responsibility.

7

From: Teach Like a Champion by Doug Lemov

Do School Boards affect student achievement?

Fundamental Questions

Are School Boards different in high and low achieving districts?

Do School Boards affect student achievement?

Fundamental Questions

Nutmeg

#16 - Currently #18 - Can be Expected0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

87%92%

80%

92%

76%81%

Beliefs Survey - Students Achieving at or above Grade Level by Role(Questions 16 & 18)

High Achieving School District, Winter 2010

Board Members n=9 Administrators n=7 Teachers n=106

% o

f S

tud

en

ts

Nutmeg

• Connections across the system• Knowing what it takes to change achievement• Workplace support• Professional development• Data & information to support school sites• Community connection• Distributed leadership

Seven Conditions:

Nutmeg Public Schools

Emerging Understandings About the Role of the Board. . .

• Set clear expectations• Create conditions for success• Hold the system accountable to the

expectations• Build public will• Learn together as a board team

The Role of the Board. . .

The 7 Conditions6

A Strong Community Connection

How to generate community involvement

Shared responsibility for improvement

What does it look like?

What Indicators should we see as evidence?Close connection to the communityDistinctions between professional & lay communities are “blurred”Community involvement in district functionsDistrict responsive to community needsShared responsibility for district successFrequent acknowledgement of community support

A. Fully AchievedB. Mostly AchievedC. Partially AchievedD. Beginning to Achieve

For the following assessment; please use the Electronic Polling Devices (Clickers) to answer the questions on the screen. You can hit the button more than once – it will only record the vote once.

4. We view our communication with staff and the community as a two-way process.


Fully

Ach

ieved

Mostl

y Ach

ieved

Partiall

y Ach

ieved

Beginning t

o Ach

ieve

0% 0%0%0%

7. We provide opportunities for community input into key actions for the board.


Fully

Ach

ieved

Mostl

y Ach

ieved

Partiall

y Ach

ieved

Beginning t

o Ach

ieve

0% 0%0%0%

9. We build partnerships with the business community and others that promote high student

achievement as the top priority.


Fully

Ach

ieved

Mostl

y Ach

ieved

Partiall

y Ach

ieved

Beginning t

o Ach

ieve

0% 0%0%0%

11. We recognize, as a board, that our leadership responsibilities extend beyond the district to include

state and national issues.


Fully

Ach

ieved

Mostl

y Ach

ieved

Partiall

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ieved

Beginning t

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Community LeadershipPart II

Developing an Action Plan


Expected Outcomes

Develop a common understanding about community engagement

Assess the current state of community engagement in the community

Develop a framework of a community engagement plan

InformInvolveInvest

Communication

PURPOSE: INFORM CONSULT INVOLVE COLLABORATE

OBJECTIVE Provided the public with information

Obtain public feedback

Work directly with the public throughout the

processPartner with the public in decision-making

PROMISE TO THE PUBLIC:

We will keep you informed

Provide feedback on how public input

influenced the decision

Ensure public concerns & issues are reflected in

the alternatives

Incorporate public advice & recommendations into the decision

EXAMPLE TOOLS:Fact sheetsWeb sites

Open houses

Public commentFocus groups

SurveysPublic meetings

WorkshopsDeliberative polling

Citizen Advisory CommitteesSynergy-building

Participatory decision-making

Public Participation Spectrum

Illinois Association of School Boards

It’s not going to get better until the community has the belief and expectation that

our students should all achieve at a high level.

Warren Logee

“The purpose of community engagement is to ensure that school improvement is done with the community, not to the community.”

Source: The Reform Support Network: Strategies for Community Engagement in School Turnaround, March 2014.

How: • Establish an Engagement Office staffed with

professionals who have roots in the community.• Require each school to develop engagement plans or

incorporate the same in their school improvement plans.

• Foster teacher/parent home visits.• Sponsor community meetings with key stakeholders

and various community organizations and groups.

1. Make Engagement a Priority and Establish an Infrastructure.

“Authentic engagement is a substantive give-and-take with those who have a vested interest in the decisions being made.”

Source: Hanover Research: Community Engagement and Education Advocacy by School Boards, August, 2013.

What does it look like: • It is an ongoing, continuous, and long-term process. • It uses a variety of strategies to reach the full community. • It involves “listening to” and “deliberating with” members of the

public.• It seeks to find common ground among the stakeholders.• It centers on policy concerns rather than day-to-day decisions.• It is often a new way of doing business for a board and community.

6. Community engagement must be intentional, strategic, and sustained over time.

“Seeking—and hearing—the community’s voice and enlisting its support is an effective strategy for balancing competing interests

and moving toward a productive consensus within the school system and in the wider community.”

Source: The Key Work of School Boards: Collaboration and Community Engagement.

“Research has established a clear and convincing link between parental involvement and student academic achievement.”

Source: Hanover Research: Effective Family and Community Engagement Strategies, March 2014.

Review the results of the last session and identify 4 key priorities which will form

the foundation of a Community Engagement Plan.

1. What is the purpose of the community engagement plan?

2. What steps will the board support to achieve each of the priority areas.

What are policy implications affected

by this plan?

What?

Who? Where?

When?

How?

Why?

www.connecticutlighthouse.org


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