Soaring Above the Summit: A Framework for Leading School ...

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Soaring Above the Summit:

A Framework for

Leading School Transformation

AASA National Conference on Education

Dr. Betty Molina Morgan

February 18, 2011

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Improvement is a pNecessity…

Not an Option

Rod PaigeSecretary of Education, 2002

The time for excuse-making has come to an end.

3

V

Arne Duncan, Secretary of Education

Race to the Top

2009

Great

Soaring Above the Summit

Average

Good

Stage V

4

Delineate

Develop

C t

Specific outcomes

Human capital/people resources

A culture of highCreate

Monitor

Pursue

A culture of high expectations/no excuses

What is important to the system

Innovations that can yield returns for students

Delineate

Develop

C t

Specific outcomes



Monitor

Pursue




I. DDelineate Specific Outcomes

Key Elements:• If you don’t know where you’re going, you may not

wind up where you want to be

• Begin with the end in mind (Covey)

• What will success look like?• What will success look like?

• Shared central values

• Collaborative focus on outcomes

• What gets resourced, gets done

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SShared Central Values:

“I“In our work, we have found that successful companies place a great deal of emphasis on values ”deal of emphasis on values.

-Terry Deal and Allan Kennedy

“I“If we know what we want children to know and be able to do upon completion of their formal education, other decisions begin to fall into place.”

-Chester Finn, We Must Take Charge

“B“Begin with the end in mind.”-Stephen Covey

Delineate

Develop

C t

Specific outcomes



Monitor

Pursue




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II. DDevelop Human Capital/People Resources

Key Elements:

• Change from the “inside out”

• Everyone needs to be a leader

• Self discipline (Collins) and self auditing

• Manage your own morale (Pritchett)

• Managing vs. leading

• Everyone in the right seat in the boat rowing in the same direction

• Organizational flow

• Recruiting quality staff

Component II:Develop Human Capital/“People” Resources

Procedures and materials do not bring about change, people do.

“95% of my assets95% of my assets drive out of the gate everyday and it’s my job to bring them back.”

Jim GoodknightCEO, SAS Company“60 Minutes”

Effective Leadership is the Key to Successis the Key to Success

Focus on “Leadership” at all levels of the school system

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Soaring Above the Summit

Everyone needs to have the skills to help the team reach thereach the summit.

BBuild Internal Capacity for Continuous Improvement

•• EExpect all staff members to lead the vision and mission

•• PPlace continuous improvement as a high priority in the work dayp y y

•• PProvide tools and ideas to support continuous improvement in all areas of responsibility

•• FFoster excellent team work, developing different team leaders

•• EEnsure effective supervision

Foundational Information

Assessment of Key Instructional Process

Systems

Isolation and Identification of Priority Needs

Recommendations

Gather and createcomposite view of school

(district, dept., etc.)

Assess instructional “risk” elements.

Determine successes and challenges.

Formulate strategic action plan based on the

principles such as “Good to Great.”

Review of master planning strategies and process.

Diagnose underlying causes.

Analyze historical data for trends and patterns.

Establish & prioritize goals associated with identified

initiatives.

School Transformation Audit Process

initiatives.

Examine curriculumimplementation &

alignment.

Catalog instructionalpractices.

Create a “dashboard” view of current needs.

Develop implementation process and timeline.

Assess instructional methodologies.

Review performance and achievement data.

Prioritize gaps.

Incorporate innovative strategies from a menu of

research-based best practices.

Consider major internal & external reports

Assess strong and weak data points.

Identify resources available to meet priority needs.

Develop an accountability system to monitor progress outcomes (benchmarks).

Evaluate professional development initiatives &

practices.Measure teacher quality.

Assess the capability of existing organizational and services to meet the needs

of students.

Use technology and “data warehousing” for

monitoring results.EMM Leadership Developed by B. Morgan

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TTeacher Leadership Responsibility Program (TLRP)

• Encourages teachers to take on leadership responsibilities• Recognizes and rewards teacher leadership• Provides differentiated compensation to teachers for assuming

leadership activities or differentiated responsibilities over and above regular classroom teaching responsibilities

• Does not replace the current salary scale• Allows teachers to earn a specified number of Value Added

Leadership Units (VALU), or “points,” for each leadership responsibility they assume

• Provides stipends to teachers based on accumulated VALU• Was developed and is administered collaboratively by a team of

teachers and administrators• Is completely voluntary for teachers• Encourages teachers to develop creative and innovative leadership

activities that support student or teacher learning

TTeacher Leadership Responsibility Program (TLRP)(continued)

Examples of Leadership Responsibilities and Activities that Earn VALU: Provides professional development to fellow

teachers

Leads a study group related to a pedagogical issue at the school or system level

Develops and leads parent workshops Develops and leads parent workshops

Serves on a system-wide task force that will present recommendations for implementation

Serves as acting principal or principal designee for specified period

Serves as mentor or demonstration teacher

Serves as bullying prevention coordinator

The Purpose of Leadership

• When do we manage and when do we lead?

• How do we recognize management vs. leadership of schools?

• Is there a purpose for each in transforming schools?

• What is the purpose of school leadership?

• How can leadership become focused on school improvement?

• How are organizational visioning and student achievement

related?

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Jim Collins, Good to Great

LLeaders vs. Managers

“M“Managers do things right; leaders do right things.”

P t D k L d hi 101--Peter Drucker, Leadership 101

Managers v. Leaders

1. Do things right 1. Do right things

2. Keep balance & equilibrium

3. Maintain the status quo

2. Create chaos (chaos theory)

3. Leaders get things done

5. Supervise, develop, and give feedback to increase productivity

quo

4. Conserve Resources

5. Evaluate productivity

done4. Use resources to

accomplish goals (what gets resourced gets accomplished)

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Clear Vision and Do “Right” Things

“If there is any spark of genius in the leadership function . . . it is theability, a kind of magic, to assemble – out of all the variety of images, signals, forecasts, and alternatives – a clearly articulated vision of the future that is at once . . . easily understood, and energizing.”

Warren Benis and Burt Nanus

Delineate

Develop

C t

Specific outcomes


A culture of high Create

Monitor

Pursue

expectations/no excuses



III. CCreate a Culture of High Expectations and No Excuses

Key Elements:• Professional learning community

• Policies promoting world-class standards

• Curriculum revision and structured implementation

• A focus on effectivenessA focus on effectiveness

• Instructional improvement through the classroom-focused improvement process (CFIP) – M. Hickey

• Instructional leadership and supervision

• Benchmarking

• Creation of specialized positions

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WCPSCode of Conduct WCPS Dress Code

WCPS Academic Integrity Policy

Anti-Bullying Policy/Civility Initiative

TTwenty Five Rules of Considerate Conduct

1. Pay Attention2. Acknowledge Others3. Think the Best4. Listen5. Be Inclusive6. Speak Kindly7. Don’t Speak Ill8. Accept and Give Praise9. Respect Even a Subtle No

17. Assert Yourself18. Avoid Personal Questions19. Care For Your Guests20. Be a Considerate Guest21. Think Twice Before Asking for

Favors22. Refrain From Idle Complaints23. Accept and Give Constructive9. Respect Even a Subtle No

10. Respect Others’ Opinions11. Mind Your Body12. Be Agreeable13. Keep It Down and

Rediscover Silence14. Respect Other People’s

Time15. Respect Other People’s

Sense16. Apologize Earnestly

23. Accept and Give Constructive Criticism

24. Respect the Environment and Be Gentle

25. Don’t Shift Responsibility

P.M. Forni,Choosing Civility

CClassroom-Focused Improvement ProcessWWashington County Public SchoolsSSystem-Wide Implementation

WCPSWashington

County Public Schools

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WWhat it looks like:The CFIP Cycle at the Classroom Level

•• GGrade/Department Team plans the lesson objectives, strategies, and assessments based on data from assessments of the preceding lesson

•• TTeam members teach the objectives to their students and assess their level of understanding by various means

•• TTeam jointly examines the assessment results, makes flexible grouping decisions for follow-up instruction, and identifies individual students who require intervention

•• TTeam determines scope of instruction for next lesson based on assessment data from the preceding lesson

TTypical School Improvement Compared to Classroom-Focused Improvement Process

Typical School ImprovementClass-Focused Improvement Process

Process established at district level

Process designed at team level

Linear and prescriptiveNon-linear/non-prescriptive: P-D-S-A model

Annual strategic plan Short-cycle strategic plan

Impact on total school Impact on students in class

School improvement team develops

Grade-level team develops

Purpose: Meet adequate yearly progress (AYP)

Purpose: Adjust instructional practices

Results determined at the end of the year

Results determined when unit is taught

BBenchmark Assessments

• Items matched to specific learning objectives

• Stored on-line via Performance Matters©

Systemy

• Results are analyzed by student achievement specialists and department chairs to identify interventions needed

• Teaching strategies developed and shared

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Delineate

Develop

C t

Specific outcomes



Monitor

Pursue




IV. MMonitor What is Important to the System

Key Elements:• Data-driven decision making

• Regular assessment and “dip-sticking”/Dashboards

• Data warehousing

• Role of Student Achievement SpecialistRole of Student Achievement Specialist

• Teacher self monitoring

• Supervision of progress

• Focus on achievement outcomes

Monitoring Function

We will subsequently argue that leading (a school, a small business, or a Fortune 100 company) is primarily paying attention.

Tom Peters and Nancy Austin, A Passion for Excellence

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“D“Do not mistake activity for achievement.”

-John Wooden

HHow Do You Know A Change Is An Improvement?

AAlways ask:–– WWhat are we accomplishing? (Goals)

–– WWhat results are we trying to achieve? (Outcomes)

HHow are we measuring improvement?–– HHow are we measuring improvement? (Assessment and Accountability)

MMonitor for Results . . . WWCPS’ PhilosophyTThe monitoring of student achievement must go beyond the simple administration of standardized tests . . .

TThe systematic collection and analysis of a variety y yof data must be a major component of any effort to create excellent schools, and must become a daily ritual in classrooms . . .

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TTeacher-Level Reports

“Any school or district can jump-start its improvement effort by reviewing its own data. This review will reveal a surprising number ofsurprising number of ‘positive deviants,’ teachers and teams who now perform quietly but exceptionally. These people – make no mistake – are literally closing the achievement gap, sometimesconsiderably” (Schmoker, 2006, p.12).

Scores by Objective‐ illustrates student performance by content objective

Student nameStudent name

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Item Analysis‐ Provides an analysis of student performance by objective for a

given benchmark

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College Prep‐ Shows student performance on various college‐readiness assessments

Student nameStudent name

SStudent Achievement SpecialistPosition/“Teacher Leaders”

TThe creation of a position at each school, that was specifically designed to help

teachers ensure that individual studentsteachers ensure that individual students progress, was a major achievement

booster.

StudentStudent Achievement Specialists

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SStudent Achievement Specialists - Literacy

• Serve as ELA/English department leader• Work and plan side-by-side with teachers in a coaching/peer collaboration model• Provide ongoing support to ensure understanding and implementation of the Maryland State

Curriculum/Washington County Essential Curriculum• Facilitate the use of a variety of instructional, assessment, and evaluative approaches• Improve students’ reading achievement levels in collaboration with classroom teachers• Provide support and help with scheduling academic interventions for identified students• Provide support in analyzing and interpreting formal and informal assessment data and facilitate

the use of these data as a guide for effective instruction to improve students’ skills and measured achievement levels

• Provide support in understanding the disaggregated data to implement instructional strategies to lessen the existing performance gaps in subgroups (racial/ethnic groups, economically g p g p g p ( g p , ydisadvantaged students, students with disabilities, and English language learners)

• Coordinate staff development in support of Maryland School Assessments and the requirements of ESEA and Bridge to Excellence

• Coordinate a network of literacy resources (i.e., professional library, model lessons, items from county meetings)

• Promote a culture of collaboration among ELA/English staff and among the building staff at large

• Communicate school and county literacy expectations to school community• Demonstrate courteous and professional demeanor to all stakeholders of Washington County

Public Schools• Perform other duties as assigned

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Delineate

Develop

C t

Specific outcomes



Monitor

Pursue



Innovations that can yield returns for

students

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V. PPursue Innovations that Can Yield Returns for Students

Key Elements:• Program changes

• “Zero-basing” schools

• Differentiated payDifferentiated pay

• Magnets and specialized programs

• External partnerships

• Research-based practices

RRestructuring Schools: The Ultimate “Extreme Makeover”

“Out of chaos comes change.”Phyllis Wheatley

“Leaders move organizations from where they are, to where they need to be.”

Noah Tichy

RRewarding Performance/Differentiated Pay

EEveryone does not have the same level ofresponsibility or challenge, nor do they deliver the same performance, yet we pay them all the same and give the same raises to everyone, g y ,regardless of productivity.

WWe must provide differentiated pay fordifferentiated work and performance.

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BBarbara Ingram School for the Arts

“Programs like the (Barbara Ingram) School for the Arts respond to the 21st century’s demand for a creative combination of ability and opportunity. Schools that meet this challenge will have prepared theirhave prepared their students well; schools that fall short - or do not even try -condemn their students to careers of lost opportunities.”-Brien Poffenberger

President,

Washington County Chamber of Commerce

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Afternoon Transportation Network for High School Programs

Barbara Ingram School for the Arts (BISFA) Depart 3:40 PM

Arrive 4:00 PMSHHS

Hancock High School (HHS) North Hagerstown High School (NHHS)

Depart 4:18 PMArrive 4:41 PM

SHSDepart 4:30 PMArrive 4:45 PM

SHHS


BHS


SHS


NHHS


WHS

Depart 4:30Arrive 5:25/4:52

PMHHS via CSHS

Barr Construction Institute (BCI)

Depart TBD PMWCTHS

Magnet/Signature Programs

Barbara Ingram School for the Arts

Washington County Technical High

South Hagerstown High School (SHHS)

Washington County Technical High School

(WCTHS)


HHS


SHHS

Clear Spring High School (CSHS)

Williamsport High School (WHS)


SHHS

Boonsboro High School (BHS)

Smithsburg High School(SHS)


WHS


BHS


NHHS


SHS


CSHS


HHS


SHHS

Depart 4:00 PMArrive 4:23/4:48

PMHHS via CSHS


WHS


BHS

Depart 4:00 PMArrive 4:17/4:41

PMSHS via NHHS


HHS

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Morning Transportation Network for High School Programs

Includes BISFA Students

Hancock High School (HHS)Buses Depart

Clear Spring High School

Barbara Ingram School for the Arts (BISFA)

Buses Arrive 9:10 AM

To SHHS via CSHS

7:10 AM

To WCTHS8:20 AM

North Hagerstown High School (NHHS)Buses Depart

To BISFA8:43 AM

To SHHS7:54 AM

To WCTHS8:40 AM

Magnet/Signature Programs

Barbara Ingram School for the Arts

Washington County Technical High

Barr Construction Institute (BCI)

Williamsport High School (WHS)

Buses Depart

p g g(CSHS)

Buses Depart

South Hagerstown High School (SHHS)Buses Depart

To WCTHS8:40 AM

To SHHS7:50 AM

To BISFA8:40 AM

To SHHS7:50 AM

To BISFA8:40 AM

via WCTHS

To WCTHS8:40 AM

To WHS8:20 AM

Washington County Technical High School

(WCTHS)Buses Arrive 9:00 AM

Smithsburg High School (SHS)

Buses Depart

To BISFA8:45 AM

To SHHS via NHHS

7:23 AM

To WCTHS8:40 AM

To WCTHS8:40 AM

To BISFA8:45 AM

To NHHS8:20 AM

To CSHS8:20AM

To SHHS7:45 AM

To BISFA8:42 AM

To WCTHS8:40 AM

To BCITBD AM

Boonsboro High School (BHS)

Buses Depart

To BISFA9:00 AM

WHS/HHS

78

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World ClassEducation(Max ROI)

High Achievement &

Continual Growth

Organized for SuccessOrganized for Success

Maintenance of Effort

Organizational Survival

Eliminating the Gap/Bending the Trendg

Reaching “World Class” Status

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WCPS MSA ReadingGrade 5 FARMS

86.290

100

Actual Performance Projection Based on Performance from 2003 to 2004

dvanced

56.458.1

66.5

70.373.0

79.8

50

60

70

80

2003 2004 2005 2006 2007 2008 2009

Percent Proficien

t / Ad

WCPS MSA ReadingGrade 5 SWD

71.874.0

78.4

80

100

Actual Performance Projection Based on Performance from 2003 to 2004*

vanced

39.137.0

46.850.9

55.1

20

40

60

2003 2004 2005 2006 2007 2008 2009 2010

Percent Proficien

t / Adv

*Projection reflects a 2% increase since a continual decrease would be unlikely.

WCPS MSA ReadingGrade 7 Hispanic

81.8

85.990

100


dvanced

63.4

59.0

67.5

72.1

50

60

70

80

2004 2005 2006 2007 2008 2009

Percent Proficien

t / Ad


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WCPS AP & IB Performance TrendNumber of Scores 3 or Higher (AP) and 4 or Higher (IB)

713

771

835

954

700

800

900

1000


ents

164 164

210 198 215 230

288

392

514

584

113 128

100

200

300

400

500

600

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Number of Stud

*Data from July 2010 Scores CD from College Board (5 scores not reported by College Board)

WCPS AP & IB Participation TrendNumber of Different Test Takers

646

765

814818

942

983

700

800

900

1000

Actual Participation Projection Based on Participation from 1995 to 1996

ents

167 179217

173197 211

248 258

350

487

100

200

300

400

500

600

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010*

Number of Stud


WCPS AP & IB Participation TrendNumber of Exams

13171401

1499

1678

1930

1400

1600

1800

2000

Actual Participation Projection Based on Participation from 1995 to 1996

ents

251 264333

258317 337

409 409

564

828

1152

200

400

600

800

1000

1200

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Number of Stud


30

90.090

100

den

ts

Goal/AMO State WCPS

WCPS GRADUATION RATE(Compared to State and Goal)

92.5 ‐ 6th highest in MD

81.0 81.0

83.2 83.2 83.2

85.5 85.5

85.5

87.8 87.8 87.8

70

80

90

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Per

cen

t o

f S

tud

86.6

WCPS HISPANIC GRADUATION RATE(Compared to State and Goal)

90.0

94.4

90

100

nts

Goal/AMO State WCPS

81.0

81.0

83.2 83.2 83.2

85.5 85.5 85.5

87.8 87.8 87.8

80.8

70

80

90

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Percent of Studen

WCPS DROPOUT RATE (Compared to State and Goal)

3 81 3 81 3 814

5

6

ud

ents

Goal/AMO State WCPS

3.81 3.81 3.813.54 3.54 3.54

3.27 3.27 3.273.00

0

1

2

3

4

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Per

cen

t o

f S

tu

G

O

O

D

2.50

1.80 ‐ 9th lowest in MD

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WCPS HISPANIC DROPOUT RATE(Compared to State and Goal)

6

7

8

ts

Goal/AMO State WCPS

3.81 3.81 3.813.54 3.54 3.54

3.27 3.27 3.273.00

3.71

0.410

1

2

3

4

5

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Percent of Student

G

O

O

D

Proficient

WCPS AYP Reading Proficiency (Grades 3-12) for Various Subgroups Compared to Goal

Percent of Students P

roficient

WCPS AYP Reading Proficiency Grades 3-12(Compared to State and Goal)

87.6

84.3

Percent of Students Pr

32

Proficient

WCPS AYP Math Proficiency (Grades 3-12) for Various Subgroups Compared to Goal

Percent of Students P

roficient

68.4

WCPS AYP Math Proficiency Grades 3-12 (Compared to State and Goal)

Percent of Students Pr

53.9

WCPS Test-Taker Trend(Hispanic Subgroup)

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Hispanic AYP Proficiency(Whole-System)

70

80

90

100

59.963.0 61.2

66.4 64.6

75.170.7

77.872.6

78.874.6

dvanced

2005 2006 2007 2008 2009 2010

0

10

20

30

40

50

60

Reading Math

54.9

Percent Proficien

t/Ad

WCPS Math and Reading AYP Trend(Hispanic Subgroup)

Whole-System AYP Gap AnalysisReading

signated Group

Difference between All and Des G

OOD

Never a Gap

Source: www.mdreportcard.org

Never a Gap

Represents a 52% gap closure

All Students’ Proficiency 2005 = 77.92009 = 87.6

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Whole-System AYP Gap AnalysisMathematics

signated Group

40% gap closure

Difference between All and Des G

OOD

Gap

Completely Closed

Never a Gap

Never a Gap

Source: www.mdreportcard.org

All Students’ Proficiency 2005 = 75.42009 = 87.5

40% gap closure

Eastern Elem. MSA MathGrade 5 All Students

4 1

78.580.4

83.184.4

80

100


Advanced

Performance After

48.051.3

61.8

74.1

40

60

2003 2004 2005 2006 2007 2008 2009 2010

Percent Proficien

t / A Performance After

First Year of Restructuring

Bester Elem. MSA MathGrade 4 FARMS

85.783.9

89.7 89.7

80

100


dvanced

Performance After First Year of

Restructuring

55.758.8

40

60

2004 2005 2006 2007 2008 2009

Percent Proficien

t / A

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Western Heights Middle MSA ReadingGrade 6 SWD

66.7

80

100


dvanced Performance After

First Year of Restructuring

42.1

13.0

33.3

51.5

0

20

40

60

2005 2006 2007 2008 2009

Percent Proficien

t / A


g

E. Russell Hicks Middle MSA MathGrade 6 FARMS

86.189.0

80

90

100


Advanced

47.1

51.4

60.0

70.5

40

50

60

70

2004 2005 2006 2007 2008 2009

Percent Proficien

t / A

Smithsburg Middle MSA ReadingGrade 6 SWD

65.0

94.7

80

100


dvanced

30.025.9

38.9

47.4

0

20

40

60

2004 2005 2006 2007 2008 2009

Percent Proficien

t / Ad


36

106

107

Dr. Elizabeth Molina Morgan

[email protected]@yahoo.com

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