Westview report cover - University of Texas at Austin

Conducted by

The University of Texas at Austin Principalship Program Cohort

July 2007

A Case Study Report of Westview Middle School

Pflugerville Independent School District

Pflugerville, Texas

A Case Study Report of Westview Middle School

Pflugerville Independent School District

Pflugerville, Texas

Conducted by

The University of Texas at Austin

Principalship Program Cohort

July 2007

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Table of Contents

Executive Summary ......................................................................................................1

Foreword .......................................................................................................................2

History ...........................................................................................................................2

Methodology..................................................................................................................2 Study Design .........................................................................................................2 Qualitative Sources ................................................................................................3 Quantitative Sources ..............................................................................................3 Participants ............................................................................................................3 Data Analysis.........................................................................................................3 Limitations of the Data...........................................................................................3

Student Demographics at Westview .............................................................................4 Student Demographics by Campus, District, and State: A Comparison...................5 Teaching and Changes in Student Demographics ...................................................6 Summary ...............................................................................................................7

Theoretical Framework ................................................................................................7

Theme One: Collective Ownership—Communication, Collaboration, and Community....................................................................................................................8

Communication......................................................................................................8 Collaboration .........................................................................................................9 Community............................................................................................................9 What The Experts Say.......................................................................................... 10 Summary ............................................................................................................. 11

Theme Two: Teacher Support and Morale................................................................ 12 Teacher Support................................................................................................... 12 Teacher Morale.................................................................................................... 13 What the Experts Say........................................................................................... 13

Teacher Support.......................................................................................... 13 Teacher Morale........................................................................................... 14

Summary ............................................................................................................. 14

Theme Three: Student Discipline ............................................................................... 15 Disciplinary Structures and Systems .................................................................... 15 Disciplinary Consequences .................................................................................. 15 Consistency.......................................................................................................... 16 What Teachers Want............................................................................................ 17 What the Experts Say........................................................................................... 17 Summary ............................................................................................................. 18

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Theme Four: Student Care—Needs and Programs................................................... 18 Student Needs ...................................................................................................... 18

Student Motivation ..................................................................................... 18 Student Recognition.................................................................................... 19

Programs.............................................................................................................. 19 Wildcat Hour .............................................................................................. 19 After-School Programs ............................................................................... 19

What the Experts Say........................................................................................... 20 Student Motivation ..................................................................................... 20 Student Recognition.................................................................................... 20 Advisory and After-School Programs.......................................................... 20

Summary ............................................................................................................. 21

Recommendations ....................................................................................................... 21

Conclusion ................................................................................................................... 23

Afterword: Impact of the Study on the Cohort.......................................................... 24

2007 Principalship Cohort Members.......................................................................... 25

Appendix...................................................................................................................... 26 Standardized Testing Overview............................................................................ 27 Race and Ethnicity ............................................................................................... 28 Gender ................................................................................................................. 33 Economically Disadvantaged Students................................................................. 37 TAKS Similar Schools Comparisons.................................................................... 38 Demographics...................................................................................................... 45 Discipline............................................................................................................. 47

References.................................................................................................................... 54

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Table of Figures

Figure 1. Changes in Westview student demographics from 2002 to 2006 by percent .....4

Figure 2. Change in student demographics by campus, district, and state, 2002-2006 by percent.................................................................................................................5

Figure 3. Percentage of student English Language Learners by campus, district, and state, 2002- 2006 .................................................................................................7

Figure 4. Percentage of student disciplinary actions taken at Westview, 2005-2006..... 16

Figure 5. 6th grade students’ passing rates for all tests by race and ethnicity by percent. 28



Figure 8. 6th grade students’ passing rates for reading test by race and ethnicity by percent............................................................................................................... 29



Figure 11. 6th grade students’ passing rates for math test by race and ethnicity by percent.......................................................................................................................... 31



Figure 14. TAKS passing rates of male students for all tests by percent........................ 33

Figure 15. TAKS passing rates of female students for all tests by percent..................... 34

Figure 16. TAKS passing rate for male students on math test by percent ...................... 35

Figure 17. TAKS passing rate for female students on math test by percent ................... 36

Figure 18. Math TAKS passing rates for economically disadvantaged students by grade and percent ........................................................................................................ 37

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Figure 19. Reading TAKS passing rates for economically disadvantaged students by grade and percent............................................................................................... 37

Figure 20. Similar schools TAKS passing rates for African American students, 2004-2006 by percent ................................................................................................. 38

Figure 21. Similar schools TAKS passing rates for Latino students, 2004-2006 by percent............................................................................................................... 39

Figure 22. Similar schools TAKS passing rates for white students, 2004-2006 by percent.......................................................................................................................... 40

Figure 23. Similar schools TAKS passing rates for male students, 2004-2006 by percent.......................................................................................................................... 41

Figure 24. Similar schools TAKS passing rates for female students, 2004-2006 by percent............................................................................................................... 42

Figure 25. Similar schools TAKS passing rates for economically disadvantaged students, 2004-2006 by percent ........................................................................................ 43

Figure 26. Similar schools TAKS passing rates for LEP students, 2004-2006 by percent.......................................................................................................................... 44

Figure 27. Changes in campus demographics from 2002 to 2006 by percent................. 45

Figure 28. Comparative demographic changes, 2002-2006 by percent .......................... 46

Figure 29. Number of code of conduct violations from 2005 to 2007............................ 47

Figure 30. Types and frequency of disciplinary actions for all students by percent........ 48

Figure 31. Number of assaults committed against non-employees................................. 49

Figure 32. Number of referrals issued by race and ethnicity, 2005-2006 by percent ...... 50

Figure 33. Comparison of disciplinary actions and referrals by ethnicity and race, 2005-2006 by percent ................................................................................................. 51

Figure 34. Type of referral by race and ethnicity, 2005-2006 by percent....................... 52

Figure 35. Type of disciplinary action taken by race and ethnicity, 2005-2006 by percent.......................................................................................................................... 53

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EXECUTIVE SUMMARY

Themes:

Recommendations:

Collective Ownership: Teachers cited several examples of good collaboration and communication. However, they also expressed a need for improvement in inter- and intra-departmental communication. Additionally, teachers expressed a need to find ways to create stronger partnerships with parents and the business community.

• Create Professional Learning Communities (PLCs)

• Increase parental outreach • Partner with local businesses • Provide time for job-embedded staff

development that focuses on curriculum, instruction, or assessment and allows for collaboration.

Teacher Support and Morale: Teacher interviews revealed a willingness to work hard for student achievement and to learn from and support other staff members.

• Assess teacher needs and build on the strengths of staff

• Provide leadership opportunities for teachers

• Facilitate faculty collaboration • Provide forums that allow staff to voice

opinions and concerns freely

Student Discipline: Teacher interviews revealed a need for clearly communicating student behavioral expectations and a desire for administrative support. Teachers also acknowledged a willingness to receive additional discipline training.

• Create a school-wide discipline plan that prevents and remediates misbehaviors and recognizes positive behaviors

• Teach behavioral expectations to all students and train faculty members how to teach these expectations

Student Care: Interviews revealed a need to provide effective programs for motivating and recognizing students. Teachers also reported deep caring for their students, but stated there is little time for students and teachers to form meaningful relationships, and no time for students to socialize with their peers.

• Implement an advisory program that is well-planned, welcomes teacher input, provides guidance and student support, and is in line with the mission of the school

• Positively recognize the entire student body

• Implement a culturally-responsive curriculum.

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FOREWORD Through a partnership between The University of Texas and Pflugerville Independent School District, the 2007 Principalship Cohort conducted a case study of Westview Middle School. As researchers, we interviewed Westview teachers, staff, and administrators in order to collect information and report findings back to the community. Our findings reflect only the perspectives of Westview staff and the data of available reports; due to limitations of time, we were not able to collect data from parents. Nevertheless, these findings can serve as a starting point for improvement, growth, and action at Westview.

HISTORY Pflugerville lies at the epicenter of one of the fastest-growing corridors in the United States (Austin Business Journal, 2007). Although a small community of German settlers for its first 50 years, Pflugerville became much more diverse with the arrival of the M-K-T Rail in 1904 and again with the arrival of major highway systems in the latter half of the 20th century. The area was incorporated in 1970 as better transportation systems made the town more accessible (Von-Maszewski, 1989). As the economy boomed in the 1980’s, Pflugerville grew 596%, one of the highest rates in the nation at the time, increasing the population from 744 people to 4,444 (City of Pflugerville, 2007). This speed of development necessitated that Pflugerville’s Independent School District (ISD) open a new middle school campus to the west of I-35 to serve growing residential areas. The resulting campus was Westview Middle School, which opened in 1988. Situated between I-35 and MoPac highways and surrounded by major state, university, service, light industrial, and high-tech employers, the Westview community is a part of many worlds and serves a variety of students. The student population has become increasingly ethnically diverse over time, making Westview a minority-majority school and an institution where students of many different cultural heritages interact. The continued growth of this diverse suburban area will encourage further change at Westview in the future.

METHODOLOGY Study Design We use both qualitative and quantitative data in this study to examine successes and current needs for improvement at Westview Middle School. While the centerpiece of the study was a series of interviews with staff, we also gathered other qualitative and quantitative data from state and district annual reports and school artifacts.

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Qualitative Sources We conducted interviews with Westview staff, campus administrators, and district administrators. In addition, we studied Westview yearbooks, photographs, and other school artifacts, and we took a tour of the campus. Prior to conducting interviews, we developed protocols governing the structure and content of each interview. In accordance with The University of Texas Institutional Review Board (IRB) regulations, we informed participants of the scope and purpose of our study, and subjects were required to sign a consent form. We recorded interviews only with the participants’ permission. Quantitative Sources We collected data from the following Texas Education Agency (TEA) Reports:

• 2005-2006 Westview Academic Excellence Indicator System (AEIS) Report • 2004-2005 Westview Academic Excellence Indicator System Report • 2003-2004 Westview Academic Excellence Indicator System Report • 2002-2003 Westview Academic Excellence Indicator System Report • 2006-2007 Public Education Information Management System (PEIMS) Report • 2005-2006 Public Education Information Management System Report • 2004-2005 Public Education Information Management System Report

We also collected data from the 2005-2006 Westview Middle School Campus Improvement Plan, a Pflugerville ISD Report.

Participants We contacted Westview staff members by phone using a roster provided by the principal. We asked additional teachers to participate after a meeting held at the school in June 2007. District administrators, campus level administrators, and 33 staff members were interviewed for the purpose of the inquiry. Faculty and staff participants hailed from a range of disciplines, grade levels, and support positions. Data Analysis In reviewing interview transcripts and analyzing the qualitative data, we identified four distinct themes: collective ownership, teacher support and morale, student discipline, and student care. Researchers divided into four teams with each team concentrating on a different theme. Our teams triangulated (Patton, 2000) these themes across the interviews and other data sources in order to determine common and unique experiences and verify our findings. We also consulted quantitative data from AEIS reports to support the qualitative findings.

Limitations of the Data Efforts were made to gather as much information as possible; however, there are limitations to the scope of the inquiry. We did not conduct interviews with parents and follow-up interviews with staff. The information collected from teachers was self-reported and therefore subject to personal bias. Furthermore, TAKS data for the 2006-

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2007 school year were unavailable at the time of this report. Finally, since we conducted research during the summer, we did not have the opportunity to conduct classroom observations.

STUDENT DEMOGRAPHICS AT WESTVIEW In interviews, Westview staff members made several comments about the increase in the diversity of their student population. Staff members believe that this shift in student demographics has led to more challenges between and among students and staff than in the past. AEIS reports from the Texas Education Agency corroborate staff comments regarding demographic shifts, and the changing demographics at Westview mirror the country as a whole. Banks (2001) remarks, “As The United States [faces] its largest influx of immigrants along with an increasing amount of U.S.-born ethnic minorities, the nation must be prepared to make the necessary adjustments to face the changing ethnic textures of its citizens” (p. 195). Figure 1 illustrates these demographic shifts at Westview from 2002 through 2006.

Figure 1. Changes in Westview student demographics from 2002 to 2006 by percent

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As Figure 1 demonstrates, Latino and African American populations have increased while the white and Asian/Pacific Islander populations have decreased over a four-year period. There has also been a significant increase in the number of economically disadvantaged students at Westview; in 2006, 54% of Westview students were classified as economically disadvantaged as compared to only 32.5% just four years earlier. A question for further exploration is what, if any, connection exists between the change in

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student racial and ethnic demographics and the increase in students identified as economically disadvantaged. Student Demographics by Campus, District, and State: A Comparison

According to AEIS reports, the changes in demographics experienced at Westview are not unique to the campus. Similar demographic trends are evident for the Pflugerville ISD and Texas schools as a whole during the same four-year period, although some of the most dramatic shifts remain at the campus level. Figure 2. Change in student demographics by campus, district, and state, 2002-2006 by percent

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As illustrated in Figure 2, the percentage of white students decreased and the percentage of African-American, Latino, and economically disadvantaged populations increased across the board at Westview Middle School, Pflugerville ISD, and Texas schools, indicating overall demographic trends. The greatest shift in demographics from 2002 to 2006 was the growing number of economically disadvantaged students, which increased by 66% at Westview, exceeding the district increase of 60%, and far outpacing a state increase of 10% for the same time period. In 2002, the Texas Education Agency reported that 274 out of the 844 students enrolled at Westview were economically disadvantaged.

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In 2006, 456 out of the 845 students enrolled were reported as economically disadvantaged. This shift supports Westview staff members’ comments about their students’ lack of resources. Some staff noted that the students come to school “without basic needs” such as pencils and paper, and they also expressed that the free and reduced lunch count is “high.” These statements, as well as other remarks such as “We [teachers] need training on poverty” likely stem from the dramatic change in the socio-economic status of the students enrolled at Westview. With the rapid economic shifts in student demographics that have occurred at Westview, two questions arise. First, what efforts should be made to address the basic needs of students that stem from a lack of financial resources? Second, what can Westview do to ensure that economically disadvantaged students have the opportunity to participate in extra-curricular activities that require extra supplies, equipment, after-school transportation, and financial support from parents? Teaching and Changes in Student Demographics The impact of a more diverse student body is felt first and foremost by those who encounter it daily. As Howard (2003) notes, “The shift in ethnic demographics has important implications for schools and more importantly classroom teachers” (p. 195). Westview staff noted the implications of changes in the student population on their teaching practices. One teacher commented, “Some teachers [are] not used to teaching the kind of student body we have.” Changing populations can also translate to a higher student mobility rate as a result of families moving because of housing or job availability. Such changes can be frustrating for faculty, administrators, and staff. Howard remarks, “Teachers need to understand that racially diverse students frequently bring cultural capital to the classroom that is often times drastically different from mainstream norms and world views” (p. 197). This cultural capital includes new or different social practices, ideologies, language, and behavior which may require the Westview staff to reconsider its pedagogical and social practices. Figure 3 identifies an overall increase in English Language Learners (ELLs) at Westview, the Pflugerville ISD, and Texas schools.

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Figure 3. Percentage of student English Language Learners by campus, district, and state, 2002- 2006

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The population of ELLs at Westview follows the trend of more ELLs on district and state levels. From 2002 to 2006, the population of Westview Middle School ELLs increased 140% (from 42 out of 844 students in 2002 to 105 out of 845 students in 2006) compared to the district increase of 50%. From this increase, several questions arise. Since current students come from so many different countries, how will the increasing racial and ethnic diversity influence teaching and learning practices at Westview? What types of staff development and training will be offered to ensure that the Westview staff is prepared to work with all of its students? How will Pflugerville promote its image as a multi-cultural district to attract staff from diverse backgrounds? Summary After reviewing the data included in the AEIS data report from 2002 to 2006, it is evident that the student population of Westview is changing ethnically, racially, mobility-wise and socio-economically. These shifting demographics provide a challenge and an opportunity. A more diverse student population puts extra demands on school staff, but with the right training and an emphasis on the rich cultural capital that students of different backgrounds bring to the table, Westview can capitalize on the diversity of their learners.

THEORETICAL FRAMEWORK Before interviews for this study began, we identified a theoretical framework to guide our study. Bolman and Deal (2002) suggest that effective leaders view difficult situations through four frames: the political frame, the human resource frame, the structural frame, and the symbolic frame. By reframing our study from these perspectives, we could interpret and organize our data collaboratively and effectively.

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The political frame emphasizes the importance of networking with all stakeholders—in the case of this study, teachers, administrators, staffers, students, parents, and community members. It also stresses the importance of realizing the scarcity of school resources when compared to the needs and demands of these stakeholders. The human resource frame describes the importance of valuing “the individual needs and motives” of all involved stakeholders (p. 4). In this study, looking at the data through this framework highlights the importance of appreciation, integrity, and the power to make decisions to teachers and administrators who work diligently to improve their school environment. The structural frame’s emphasis is on establishing clear expectations for stakeholders through institutional guidelines and policies (p. 4). Effective schools recognize the need to implement logical, necessary, and fair policies that ultimately benefit the students, not just the adults. The symbolic frame stresses the importance of human and institutional traditions, celebrations, customs, and beliefs. When viewing school practices through a symbolic framework, an institution ideally “becomes a joyful way of life rather than a sterile or toxic place of work” (p. 4). THEME ONE: COLLECTIVE OWNERSHIP—COMMUNICATION, COLLABORATION, AND

COMMUNITY Interviews with the Westview faculty and staff reveal opportunities in three distinct areas: communication, collaboration, and community. Since there cannot be effective communities without communication or collaboration, these topics occasionally overlap in the discussions that follow. Our interviews reveal that staff members hold contrasting views about the school workplace—some staff members feel they have the chance to share ideas with administrators and each other, but others feel they lack opportunities for collaboration and communication at Westview. Communication We asked interviewees questions about their relationships with parents and the Westview community. Their answers can be categorized into three main topics: interpersonal communication (teacher-to-teacher, teacher-to-student, teacher-to-parent, and teacher-to-administration), opportunities for sharing their voices (both for teachers and students), and information dissemination. Several teachers reported positive communication within their department. However, the majority of teachers reported difficulty communicating outside of their department; one teacher reported, “staff-wise, communication was not so free-flowing.” Regarding communication between teachers and administrators, some teachers feel they can directly address the principal, whereas others feel that they could not talk to administration.

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Likewise, teachers think students have little opportunity to find their voice in the school community. Although “Wildcat Hour” and the student newspaper were cited as places where students can express their opinions, several teachers indicated that these two avenues of communication are not enough. Several interviewees feel that information is not disseminated in an effective manner among the staff. Other teachers also reported difficulty communicating within their discipline if they teach multiple grade levels. Collaboration When asked about collaboration at Westview, teachers responded in two main areas: teacher-to-teacher collaboration and the induction and retention of faculty. Interviews reveal that some teachers feel a sense of collaboration while others feel disconnected from their peers. For example, one staff member commented, “The math department is very cooperative and family centered.” Other teachers reported feeling comfortable asking particular staff members for help with school-related issues. One staff member stated, “Overall the staff at Westview is friendly.” However, not all teachers reported satisfaction with collaboration at Westview. One teacher noted that the science department does not work as a cohesive unit and feels the presence of an “in” crowd and an “out” crowd with the administration. Most teachers perceived that there is a high turnover rate in their ranks. Several teachers commented that they feel new teachers are not adequately supported. One staff member stated, “New teachers were not introduced at faculty meetings. I don’t know how new teachers made it.” Community We identified three distinct components of community articulated in staff interviews: business, parents, and school. Two businesses were identified as partners. One teacher commented that business community members want to be involved but are not sure how to help or get involved. About half of interviewees stated that the Parent Teacher Organization has few members and little influence at the school. One teacher stated, “There wasn’t always something for parents to do. Volunteering was not a streamlined process.” Similar to the teacher-to-teacher issues in collaboration, some interviewees feel the school community is fragmented. Referring to the entire school community, one teacher reported, “This has not been a team effort.” A few teachers specifically reported that they do not feel trusted by the administration. However, one teacher noted that they are treated as professionals by administrators. In conclusion, the themes of communication, collaboration, and community that arise from interviews of Westview staff indicate a set of systems that do not interact effectively and efficiently. Combined, these three components indicate a lack of a sense of

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collective ownership—the positive and equal interaction between all stakeholders in a school—at Westview. A strong sense of collective ownership embraces communication that empowers all voices, collaboration that encompasses all contributions, and a sense of community that fosters positive relationships among all members working toward a common goal. At Westview, partnerships with stakeholders that are not deliberate or focused may be depleting the resources of the school and staff, potentially decreasing their ability to address student achievement. The following recommendations are aimed at creating a stronger sense of collective ownership at Westview. What The Experts Say Bolman and Deal (2002) identify the human resource frame as a way to recognize and capitalize on the talents of members in a community. Research from DuFour and Eaker (1998) shows that exemplary schools are comprised of teachers and leaders who share inspiration and bring direction to their environment. The idea of a “professional learning community” (PLC) is being adopted by many schools and districts around the world to foster collective ownership (DuFour & Eaker, 1998). A PLC is an environment in which “the teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit” (Hord, 1997, p. 7).

Highly functional PLCs provide a means for shared decision-making, teacher empowerment, and collective ownership that will ultimately increase student learning and achievement scores. Viewing issues of community through the political framework, it becomes clear that local businesses can serve as community resources that complement school resources. Many schools successfully implement “Partners in Education” programs, a practice that dates back to the 1950s (Merenda, 1989). Under this model, partnerships with businesses can supplement school resources (human and capital) and complement academic goals. Through such partnerships, members of the business community can become mentors for students, provide student internships or job training, give guest presentations, offer financial contributions, donate goods or supplies, distribute coupons or discounts, sponsor career day field trips, sponsor visiting teachers (or principals), or tutor students in need. Consistent with the tenets of the symbolic frame, all stakeholders in a school’s community should be valued and celebrated. Although the interviews indicate teachers are frustrated because they perceive a lack of support from parents, this perception is an institutional one and may be due to participants’ assumption of a family deficit model (Finders & Lewis, 1994). This perspective assumes that children who do not succeed in school have parents who do not get involved in school activities and who cannot or will not support school goals at home (Cairney, 2000). Parents often encourage their children, are sympathetic, reassuring, and understanding and show a high level of commitment to their child and his or her education, but this may not be evident to school staff because they do not see the parents actively participating at the school level (Vandegrift & Greene, 1992).

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Aronson (1996) discusses ways to involve seemingly hard-to-reach parents, particularly those from low socio-economic brackets and non-native cultures. Aronson suggests several methods for increasing participation, namely practicing facilitative leadership and shared decision-making, increasing effective interactions with culturally- and linguistically-diverse parents, creating simple activities to get parents involved, and concentrating on programs for the parents who are currently involved. Parents involved in one school activity are more likely to participate in other ways including field trips, classroom help, and decision-making (Vandegrift & Greene, 1992.) Two proven ways to increase quality parental involvement include building a network center at the school that provides a home base for parents as well as having parent facilitators who are liaisons between the school, family, and community. These two strategies create empowered parents who “can become strong allies in school improvement efforts” (Clark & Dorris, 2007, p. 50). Parent liaisons integrated into the community can help bridge relationships where there are language barriers or other factors that prevent a parent from participating at the school level. Frey and Pumpian (2006) advise, “Successful partnerships bring a vast array of new and needed resources to the school. However, poorly designed collaborations can exhaust a school’s resources instead of enhance them and can divert attention rather than help a school stay focused.” From a structural standpoint, it is imperative that schools carefully create systems which promote successful collaborations. Such success can be best achieved through the cooperation of teachers, parents, and administrators—not through regulations alone (Darling-Hammond, 1996). Communication is known to many as the “key” to success. It is therefore no surprise that communication is an essential ingredient as it relates to the connection and collaboration of all groups that represent the school community.

Summary By interviewing teachers and staff members, we found that communication, collaboration and community are areas for growth and development at Westview Middle School. Interviewees cited several examples of good collaboration and communication at the school; however, overall they expressed the need for improvement in both inter- and intra-departmental communication. Additionally, teachers expressed a desire for stronger partnerships with parents and the business community. Creating professional learning communities, improving parental outreach, and partnering with businesses are three steps toward creating a strong sense of collective ownership in the school.

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THEME TWO: TEACHER SUPPORT AND MORALE The data collected from interviews with Westview Middle School staff reveal that overall, teachers are willing to work hard to help students excel. They have developed working relationships within their departments and teams, and they agree to support their colleagues with time, ideas and resources. The staff enjoy their coworkers and express a desire to learn from and share expertise with them. Some teachers expressed concerns about irrelevant professional development, micromanagement in some areas, a lack of attention, inadequate and inconsistent communication systems, and incidents of isolation and personal conflict. Viewing the data through the human resource frame indicates two areas of high interest: teacher support and morale.

Teacher Support Respondents indicated that professional development (PD), new teacher mentoring, and support from administration are important to them. Westview respondents indicated a lack of consistency or planning on the campus and district level; many reported that PD feels like “a waste of time” and is “not practical.” Interviewees feel that the faculty meeting agendas are too long and lacked relevance in certain subject areas. Some PD topics teachers recommended include exploring Ruby Payne’s A Framework for Understanding Poverty (2003), team building exercises, working with students of different cultures, literacy training, de-escalation training, and approaches to classroom management. One teacher indicated, “We are not trained as well as I think we should to work with people of different cultures.” Respondents also expressed that PD activities need to strike a balance between team-building and instruction-based strategies. Teachers say they do not want to be pulled out of class for PD or have one department targeted for extra PD. Respondents feel that agendas for weekly after-school meetings are too long to fully address all the issues included in them, shortchanging the most important ones. A suggestion that surfaced repeatedly during the interviews was mentoring for new teachers. Most staff members recommended an induction process to assist teachers with grading and attendance, as well as providing more mentoring opportunities and formally introducing new faculty members to the rest of the staff. Respondents reported that new teachers are forced to “survive” on their own. “I don’t know if there are mentors here,” one faculty member explained. Several respondents remarked about the loss of “good” teachers due to lack of support for newcomers and the feeling that they were “just thrown into a classroom.” Some Westview staff reported requesting help from administration in getting their reciprocal teaching certificates but receiving little. Others expressed the need for administration to participate in parent conferences and for clear expectations concerning the roles and responsibilities of department chairs and team leaders. Teachers welcomed more opportunities to be observed by and receive feedback from administration, especially in non-TAKS subject areas. There was some concern among teachers that administration is not fair or consistent. Many commented on the appearance of bias or “playing favorites” on behalf of administrators.

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Teacher Morale Many teachers voiced a desire to strengthen relationships, receive recognition, and garner respect in an effort to raise teacher morale. Although interviewees stated that they “enjoyed coming to work,” they also cited the negative influence of cliques, gossip and incidents of “some teachers running the school.” Respondents generally shared a good working relationship with their department members; however, many similar comments like “I just went to my own area” and “other departments aren’t so friendly” reflected several departments’ disconnection from the rest of the school. Some teachers feel that duties are not assigned fairly and that some departments receive more attention than others. Teachers expressed a desire for opportunities to get to know their coworkers better through both structured team building activities and informal gatherings. Employees consistently asked for recognition of the time, effort, and dedication they put into their jobs. Many respondents expressed the desire for recognition in the form of verbal acknowledgement. Additionally, they want recognition through respect for their time and efforts; as one teacher put it, “I wish they recognized how hard we worked.” Several teachers said they did not have an opportunity to share their expertise with each other and many sought to collaborate. For example, one teacher reported that the school “hired an outside person to train on something I was certified to train.” What the Experts Say From the human resource perspective, high levels of stress, poor working conditions, and lack of support are three primary reasons teachers cite for leaving the profession (Educator Support Network, 2007). Teacher support is something which will “encourage teacher autonomy and initiative, but, on the other hand, recognize that teacher research occurs within the context of broad-based efforts of school improvement” (Cochran-Smith & Lyttle, 1990, p. 5). According to Leighton (1949), morale is best defined as “the capacity of a group of people to pull together persistently and consistently in pursuit of a common purpose” (p. 463). Teacher Support Educational literature describes the evolution of professional development from simple “sit and get” modules to collaborative campus teams working together to design and implement learning opportunities specifically geared toward the needs of teachers and students. DuFour states, “Staff development programs should be designed to develop thoughtful professionals who have the ability to assess and revise their own actions in order to improve the likelihood of success for their students” (p. 265). Having respect for teachers’ time, voices, and collaborative efforts in their professional development helps foster a successful teacher support network on a school campus.

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DuFour’s theory of education is summarized in conclusions made by Newmann and Wehlage (1995), who state a professional community among teachers is a necessary component for school improvement. This is supported by practical application in a study by McLaughlin and Talbert (2001). They found that high school teachers who succeeded in engaging students with challenging academic work developed innovative practices to do the same in their professional communities (Johnson, 2006). Teacher Morale Teacher retention can also be improved through increased morale. According to Adams’ Equity Theory, when teachers perceive an equal balance between job input (such as enthusiasm and hard work) and job output (such as salary, benefits, and recognition), they feel supported and morale improves (Ololube, 2006). Some school morale-boosting programs are already enjoying success. Many Texas schools have implemented programs such as Texas’ Induction Year Programs (IYP) in an attempt to curb the significant number of new teachers who leave the profession within their first five years. The general idea is based on the use of comprehensive induction, which goes beyond mentoring by itself. Comprehensive induction consists of “a combination of high quality mentoring, professional development and support, scheduled interaction with other teachers in the school and in the community at large, and formal assessments for new teachers during at least their first two years of teaching” (Smith & Ingersoll, 2004, p. 3). The focus of the program works more toward “practical issues such as classroom management, communication skills, and discipline” (DePaul, p. 2). By taking mentoring to a multi-faceted level of assessment and a well-organized schedule for communication, it incorporates new teachers into the culture of a school and connects veteran teachers with new faculty. Teacher feelings of consistency and ownership also lead to increased morale. Plans for teacher retention and morale are normally based upon the idea of increasing teacher leadership in schools. According to Katzenmeyer and Moller (2001), “teachers who are leaders lead within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, and influence others towards improved educational practice” (Harris & Muijs, 2002, p. 4). Katzenmeyer and Moller classify teacher leadership into three stages: leadership of students or other teachers, leadership of operational tasks, and leadership through decision-making or partnership (p. 4). As referenced earlier, professional learning communities foster morale through participation in a collaborative effort. DuFour (1998) states, “Educators hunger for evidence that they are successful in their work, that they are part of a significant collective endeavor, and that their efforts are making a difference in the lives of their students” (p. 282). Summary On the subjects of support and morale, we discovered that teachers had a desire to work hard for student achievement and a willingness to learn from and support other staff

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members. By assessing the needs and building on the strengths of the staff, teachers can learn and grow in a safe, supportive environment. Giving teachers a voice, developing effective professional development projects, providing teachers with leadership opportunities, and facilitating staff collaboration can all contribute to a healthy school environment with strong teacher morale.

THEME THREE: STUDENT DISCIPLINE Interviews with Westview faculty and staff identified student discipline as a major concern, revealing a general perception of inconsistency in the way behavioral issues were treated from classroom to classroom and by the administration. Teachers indicated frustration with the perceived ineffectiveness of disciplinary consequences handed down to students. Staff also recognized a lack of rewards, privileges, and recognition for students who maintained appropriate behavior.

Disciplinary Structures and Systems Nearly every teacher mentioned Foundations and Etiquettes in Westview’s discipline system. Faculty members offered vague descriptions of the Foundations and Etiquette system, but indicated that some training had occurred prior to last year. Some descriptions included phrases such as: “For any situation we had a list of procedures, how things should look… you modeled those with the students so they could actually see the proper way [to behave].” The Etiquette program identified specific behaviors for the hallway, the lunchroom, and other common areas. Teachers who had been with Westview for more than a year agreed that Foundations “had great strengths” and helped with decreasing behavior problems but explained, “It didn’t seem to be stressed as… last year.” They also indicated a lack of training on Foundations and Etiquettes for teachers new to the school, and sentiments such as “I’m not certain how it works, I need further training” were echoed more than once. Disciplinary Consequences Many teachers referenced the school’s five-step process when addressing consequences for misbehaviors in the classroom. Evidence of the process was visible during the campus walk-through. The disciplinary consequences at Westview are, in progressive order:

1. Warning 2. Writing assignment 3. Detention 4. Saturday detention 5. Office referral

Faculty members feel empowered by the freedom to assign detentions and consequences, but admitted to some frustration with consequences assigned by campus administrators, including In-School Suspensions (ISS). Interviewees generally find ISS is not much of a

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deterrent for misbehaving students; one teacher stated, “It’s like a get-out-of-class free card.” Other teachers echoed this sentiment with comments such as, “ISS is a joke” and “the kids are happy to go there.” Figure 4 shows the percentage of disciplinary actions taken during the 2005-06 school year. Figure 4. Percentage of student disciplinary actions taken at Westview, 2005-2006

The action issued most frequently was ISS, with Saturday detention and suspension following. The disciplinary action issued the least was parent contact, including a letter and/or phone call, representing only .3% of the disciplinary actions taken. Consistency Although there is a campus disciplinary system in place at Westview, most teachers noted frequent inconsistencies with implementation of the system throughout the school. While some teachers believe that they are consistent with their interpretations of expectations and consequences in their own classrooms, others feel that students are not treated consistently from one class to the next. One teacher noted, “I’m not a consistent enforcer myself… [it depends] on the kid.” Teachers expressed that some students can “get away with” more than others, especially those students who misbehave frequently. “[Certain kids are] given up on as a lost cause. Once they realized they had been given up on, they knew they could get away with anything.” Additionally, faculty members assumed administrators are overwhelmed and therefore cannot not handle the high numbers of student referrals. They also feel administrators “back off” of consequences when parents got involved.

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In spite of these frustrations, most teachers feel that behavioral problems have decreased over the past year. Typically, faculty members voiced lack of respect from students as their main concern. Many teachers feel that the dress code is still an issue along with hallway and cafeteria behaviors. Despite the behavioral issues mentioned above, most teachers agreed that “the kids are good.” One teacher summarized campus behavior in this way: “95% of the problems are caused by 10% of the population.”

What Teachers Want Overall, staff members communicated a lack of support from administration regarding disruptive student behaviors that impede learning in the classroom. Teachers expressed a need for more training on discipline and a desire for increased support from other staff members.

What the Experts Say Using the structural frame, we can objectively view the steps required for implementing a successful discipline plan. A school can address discipline by creating a proactive school-wide discipline plan and communicating regulations and consequences to teachers, students, and parents (Colvin 2007; Gaustad 1992). The components of such a discipline plan include a purpose statement, a school-wide statement of behavioral expectations, teaching behavioral expectations in the classroom, maintaining the expectations, correcting problem behaviors when they arise, and sustaining the disciplinary plan for the long haul (Colvin, 2007). A purpose statement is important to the school-wide discipline plan so that all stakeholders are working toward the same goal. “A school must consistently enforce the plans they create to maintain a student’s respect for the school’s discipline system” and minimize feelings of frustration on behalf of the faculty (Gaustad, 1992). Teachers and administrators can ensure consistent implementation of discipline plans through open and continuous communication, faculty training, re-teaching, continued dialogue, and checking disciplinary data for consistency. A successful discipline plan involves change from a human resources perspective. According to Gaustad (1992), problem behavior can arise simply because appropriate, positive behavior hasn’t been exemplified in the classroom. Schools must work to help students realize alternatives to misbehaviors they may display. This can be achieved through modeling, role-playing, and classroom discussions. Furthermore, research has shown that punishment does not necessarily motivate students to display good behavior. Rather than focusing on generic punishments, which can perpetuate bad behavior by ignoring the causes of that behavior, teachers and administrators should seek to remediate and prevent the behavior through logical consequences (Glenn, Lott, & Nelson, 2000). Logical consequences are related to the misbehavior and reasonable given the scope of the behavior. For example, a student who is excessively tardy would be expected to make up the missed class time. Additionally, a student who is disrespectful would lead a conversation about appropriate means of communication.

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When a misbehavior consistently disrupts the learning environment, one logical consequence may be to remove the student and place him or her in an In-School Suspension (ISS). Although ISS received mixed reviews during the interviews, “ISS Programs that include guidance, support, planning for change, and opportunities to build new skills have been demonstrated to be effective in improving individual student behavior and thus increasing school order” (Cotton, 2001).

Summary Teacher interviews revealed a need for clearly communicating student behavioral expectations and a desire for administrative support. Teachers also acknowledged a willingness to receive additional discipline training. Through the consistent implementations of a school-wide discipline plan, staff members become empowered to teach and correct positive student behaviors.

THEME FOUR: STUDENT CARE—NEEDS AND PROGRAMS Looking back at the demographic data presented earlier in this report, it is clear that demographic changes in the student population present pressing issues at Westview Middle School. In interviews, teachers expressed the challenges that accompany such a changing student population. Two themes that emerged from their comments were attention to student needs and the improvement of campus programs for students.

Student Needs In interviews, teachers identified motivation and recognition as two areas of prominent need among the student body. By expressing these needs, the staff members at Westview reflect a desire to provide effective programming in order to assure their students a chance at success. Student Motivation Some of the staff members described the Westview students as “kids [who] just don’t want to come to school.” Many staff members used words and phrases such as “apathetic,” “challenging,” and “lack of motivation” when speaking of their students. Other teachers reported that the students don’t seem to take “any pride in the fact that they go to Westview.” Despite the display of school colors, pep rallies, dances, and a well-supported athletics program, students still show apathy toward their school. Racial and socio-economic divides separate students into “haves” and “have nots” with no forum to discuss their differences or discover what they have in common. In contrast to the negative terminology used to describe students, teachers also expressed an interest in creating a “school where it’s fun to learn.” They recognized that “the biggest thing [is] getting the kids to care,” and they “hope to get [a positive atmosphere] back.” Most importantly, they know they need to learn “how to motivate kids.” The staff

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acknowledged their responsibility for reaching all students, but they need help in figuring out ways to reach and motivate them. Student Recognition Teachers recognize that methods of student recognition do currently exist, such as an end-of-the-year award ceremony, behavior awards, dances, an eighth grade field trip, and Westfest. However, several teachers say that, “good kids that excel are pushed aside.” The staff feels that “there is a lot of recognition for athletes” and that the school “spend[s] more time on low-performing students.” One staff member stated, “Student achievement is not acknowledged enough,” and another recommended “more recognition for students that are getting good grades.” The Westview faculty wants all students to feel supported and acknowledged in a more consistent manner throughout the school year with awards for honor roll, attendance, athletics, and other student achievements. “[We want to] let them know we do care, [that] we pay attention to their success,” says one teacher.

Programs It was evident in interviews that Westview faculty care deeply for their students. Many teachers echoed the sentiment, “We care about them beyond the TAKS.” Still, there is very little time during the school day for students and teachers to form meaningful relationships. “Students need opportunities to bond with teachers,” one teacher shared. The staff also noted that there is virtually no time for students to socialize with their peers. “We have a lot of structure. Kids never have time to hang out with friends.” Programs that promote relationships between students and staff appear to be under-utilized at Westview. The need for student motivation and recognition for jobs well done are opportunities for building a positive school climate. Teachers also recognized that current programs to increase parental involvement at the school are proving ineffective. Wildcat Hour Many teachers reported that “e-time,” which is built into the schedule as an advisory period, is generally used for tutoring and pulling students out of class. They also said that not all teachers have a group of students during e-time. All teachers identified “Wildcat Hour” as an effective program for getting to know students, but they admitted that it died for lack of an advocate who would organize the program. When Wildcat Hour was scheduled, teachers were “told about it the day before, like on the announcements, and then we weren’t given any curriculum to go with it. We didn’t really know what to do with [the students].” Several teachers agreed with the comment, “Wildcat Hour was supposed to be the first and fourth week of the six weeks,” but it “just stopped with no explanation” after two or three sessions. After-School Programs Faculty members also reported that many students did not go home after school, yet there are very few after-school programs available to them. “I know there was a skate club for

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awhile. There was a guitar club.” Generally, these were the only after school activities that teachers could recall. One teacher remarked, “I think some of our kids really need that after school activity, because they don’t always have somebody to go home to.” Teachers generally feel that students would be better served with organized programming. “Kids stay after school and don’t have activities or tutoring outside of sports and band.” Teachers stated that the reason teachers are reluctant to host an after school activity is because there is no incentive for staying late and because there is no late transportation home for the students. What the Experts Say Student Motivation The human resource frame can be used to consider student motivation. The reasons some students lack motivation are not easy to pinpoint, but current demographic trends sweeping the district, state, and nation may indicate one source of student disengagement. Particularly, if a teacher lowers expectations for minority students, student expectations, aspirations, and motivations can be adversely affected (Ford, 2001). Therefore, experts recommend that all students be held to high educational expectations. Also, students would benefit from curriculum adjustments in response to recent demographic shifts in their classrooms. In using examples and lessons which reflect diverse backgrounds, a culturally-responsive curriculum helps empower minority students. At the same time, white students are empowered by knowing more about their classmates’ traditions and backgrounds (Ford, 2001). By employing the tenets of a culturally-responsive pedagogy, teachers can oftentimes form good relationships with their students and subsequently increase student motivation. Student Recognition Students are a human resource, and in order for staff to build upon that resource, students must be symbolically recognized in substantial ways. Experts suggest recognition of academic achievement should occur both within the classroom and at the school level. Some examples of classroom recognition include displaying student work in prominent places on campus and inviting parents and other staff members to view student presentations in class (Designing effective projects, 2007). Some examples of school-wide recognition include sponsoring events and performances to which the community is invited, posting student projects to the school website, recognizing students via e-mail, and initiating a buddy project where younger and older students exchange work with one another (Designing effective projects, 2007). By providing students with multiple venues to celebrate their various accomplishments, schools create a culture of excellence where students aspire to this kind of recognition. Advisory and After-School Programs Bolman and Deal’s structural frame is useful in considering different types of student programming.

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One type of programming that has proven effective is teacher-student and student-student advisory groups. By incorporating structured advisory time into the school schedule, teachers and students will have the opportunity to connect on a completely different level. Research has shown that, in the past, “advisory programs helped students grow emotionally and socially, contributed to a positive school climate, helped students learn about school and getting along with their classmates, and enhanced student-teacher relationships” (Anafara, 2006). According to the National Middle School Association, advisory groups should meet from one to five times a week and should follow a curriculum focused on “common problems, needs, interests, or concerns of [young adolescents]” (Anafara, 2006). The structured regularity of an advisory group will allow students to develop a relationship with “at least one adult at school to act as the student’s advocate,” (Anafara, 2006). The benefits of support and structure also hold true for after-school programs. If an after-school program is to be successful on the student level, then the campus must provide for support for this type of programming, including but not limited to compensation for adults who stay after school and transportation for students who need it. Symbolically, when advisory programs are implemented effectively, “student self-concept improves, dropout rates decrease, and school climate becomes more positive,” (Anafara, 2006). Students also develop a stronger sense of collective ownership in the school. After-school programs can also symbolically communicate a sense of care. By providing an array of programs that are “locally relevant and well used,” schools communicate to students that they care for them both inside and outside of the classroom (Horsch & Hart, 2000, p. 3). Summary Considering the radical shift in student demographics over the last several years and the lack of programming for students, there is a clear need at Westview for attention to student care. Cultivating time and opportunities for students to connect with each other and staff will help them excel and achieve. Also, by investigating the best practices for creating culturally-responsive classrooms, administration and teachers can foster a more sensitive and effective learning environment for its diverse student body. When a campus discovers unique ways to celebrate its students’ learning and their diverse ways of displaying it, students become more invested in the learning process and school culture.

RECOMMENDATIONS Listed below are recommendations and points for further inquiry. These can be viewed through Bolman and Deal’s (2002) four frames: political (P), human resource (HR), structural (ST), and symbolic (SY). Frames are indicated in parentheses next to each bulleted point; many of the recommendations fit into more than one frame.

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1. Agree on student expectations and clearly communicate those expectations to the

faculty, students, and parents. (ST, HR) 2. Teach behavioral expectations to all students and train faculty members on how to

teach these expectations. (ST, HR) 3. Create discipline plans that prevent and remediate misbehaviors and reward positive

behaviors. (ST, HR) 4. Use data to evaluate behavioral consequences for efficacy and adjust as necessary

to promote logical consequences. (HR, ST, SY) 5. Implement an advisory program that it is well planned, contains teacher input,

provides guidance and student support, and is in line with the mission of the school. (HR, ST, SY)

6. Investigate programming and curriculum that can be used to structure advisory time

and promote a shared pedagogy and vision. (P, HR, SY) 7. Conduct assessments and surveys (in the parents' first language if possible) of what

parents need and expect of the school community. (P, HR) 8. Promote parent-teacher organizations or committees to work collaboratively for the

benefit of the students and to create a broad forum for school improvement. (P, SY, HR)

9. Conduct home/community visits in which parents are able to speak freely about

their expectations and concerns for their children and to inform parents of school activities. (P, HR, SY)

10. Host family nights at school to introduce parents to ideas children are learning in

their classes and to share interactive journals. (P, HR, SY) 11. Create a more culturally-responsive curriculum. (HR, SY, P) 12. Keep expectations high for all students. (P, HR, ST, SY) 13. Distribute recognition to the entire student body. (HR, SY) 14. Generate a greater focus on academic recognition within the classroom and on a

school-wide basis. (HR, SY) 15. Connect with local community to learn more about the cultural activities,

backgrounds, and beliefs of students and parents. (P, SY)

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16. Foster teacher leadership through mentoring programs, operational tasks, and decision-making committees. (HR, ST, SY)

17. Create professional learning communities through teacher collaboration. (HR, ST,

SY) 18. Use the expertise of teachers in staff development. (ST, HR, SY) 19. Provide time for job-embedded staff development that focuses on curriculum,

instruction, or assessment and allows for collaboration. (HR) 20. Ensure staff development is data-driven. (HR, ST)

CONCLUSION As members of the 2007 Principalship Cohort, we have sought to conduct strong and relevant research borne of the insights we received from the Westview family. This case study report is intended to offer an overview of the school’s successes while also identifying areas that faculty, staff, and administration can help improve. From the answers, suggestions, and questions posed in our interviews with Westview staff, we identified four themes among responses:

1. Collective ownership of Westview—communication, collaboration, and community

2. Teacher support and morale 3. Student discipline 4. Student care and diversity

Results of the interviews found communication, collaboration, and community to be areas of opportunity at Westview. Establishing professional learning communities, increasing parental outreach, and partnering with businesses is a step toward creating collective ownership. Collective ownership, when implemented with identifiable goals, can create a positive and dynamic interaction between all stakeholders in the school. On the theme of support and morale, some teachers expressed concerns about irrelevant professional development, micromanagement, inadequate communication systems, and incidents of isolation and personal conflict. Giving teachers a voice, providing leadership opportunities for teachers, and facilitating collaboration among staff will all contribute to a healthy school environment and help improve teacher morale. Westview faculty and staff identified inconsistent treatment of student misbehavior and ineffective disciplinary consequences as major concerns. Through the consistent implementation of a school-wide discipline plan and the support of administrators, teachers become empowered to teach positive student behaviors and fairly correct bad

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behavior. Using logical consequences rather than boilerplate punishments to discipline students can improve disciplinary consistency and effectiveness. Many teachers mentioned care for students as their anchor for instructional practice at Westview. Two areas for growth within student care that emerged are attention to student needs and campus programs. When student needs are recognized and addressed and campus programs are functioning at their capacity, staff can help students of all levels achieve personal and academic success. Our collaborative inquiry immediately leads us to believe that continuous improvement is essential to any school desiring meaningful progress. It is the cohort’s hope that this report will serve as a tool for reflection and springboard for future discussion.

AFTERWORD: IMPACT OF THE STUDY ON THE COHORT The mission of The University of Texas at Austin Principalship program is to “transform educators into insightful, thriving leaders who strive to make schools successful for all children, regardless of student backgrounds or differences.” This process begins with the Fundamentals of Educational Administration (FEA) coursework during the first summer of the program. The core work in the FEA sequence is the development of a collaborative inquiry process with a public school in the community. The concrete product developed in this process is a report and presentation that provides the school with new sources of data and research to consider in site-based planning and evaluation of campus practices. This process has provided us with an invaluable experience. We have learned to listen to all members of the school community, reflect upon the needs of those members, and research educational practices to bring into our own schools. As a result of the collaborative inquiry at Westview, many of us expressed an increased appreciation for the importance of communication, developing effective programs and systems, and the peril of making assumptions about our subjects and colleagues. In reflecting on the impact of the study on the cohort, a majority of the members stated that they have a greater understanding of the significant role of communication in shaping a school’s effectiveness. One member of the cohort said, “It taught me the importance of letting people talk and the art of listening for the message in their words.” The importance of listening to all individuals involved in the educational process was a recurring theme in our evaluative statements. The sum of our realizations during the cohort experience is the conviction that “all voices are important.” We gained a greater appreciation of the need for dynamic communication, which necessitates effective listening skills. This claim was echoed in the statement, “[The cohort] allowed me to reflect closely on the importance of listening to teachers, staff, etc. In doing so, it created an openness in communication and served as a pathway for efficient community building.”

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Another impact on the cohort members was a greater awareness of the risk of making assumptions about our subjects. One cohort member states, “This study made me focus on eliminating all of my assumptions and opinions about schools and teachers in order to really hear what they said.” One person reflected, “I have also learned that there are big differences between perception and reality, and a good principal can look in-between and see the truth.” As we continue to work as leaders in education, we carry on with a greater commitment to representing our data and subjects without bias. The opportunity to conduct research at Westview provided us with a deeper realization of the impact of leadership on a professional learning community. One cohort member “learned how distributional leadership effectively works with a group of leaders who have to accomplish one task.” On a more personal note, one member of the group noted, “I now look at schools through a refreshed set of eyes; not ones of haziness, but of clarity and hope.” Another reflected, “This study has forced me to think and reflect a lot more deeply on my educational philosophy. I find myself preparing to try and become the best instructional leader possible.” It is with great appreciation for the openness and hospitality of the Westview community that we take away these insights in order to better serve students, staff, and families. We walk away from this experience with a newfound sense of purpose and vision for our own school communities.

2007 PRINCIPALSHIP COHORT MEMBERS

Nicole Bevilacqua Lalla Beachum Brendan Hale Ryan Hopkins Jodi Leckbee Wendy Mills

Crystal Mitchell Kristi Pryor

Pedro Sanchez Dina Schaefer Josh Silberman

Sam Soto Shenique Spears

Nicole Whetstone

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APPENDIX

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This appendix contains ancillary statistical information on standardized testing, demographics, and discipline. We include these data to provide additional information for discussion and planning among teachers, administrators, staff, and parents. Standardized Testing Overview A review of the TAKS passing rates from 2004 through 2006 reveals some general trends in student achievement. Information from 2003, the initial year of TAKS testing, was not included in the analysis because of the differences in the accountability system in place that year. Information from 2002 was not included because it was the final year of TAAS testing and was not a viable comparison. Test results from 2007 have not been included because the data are still in the preliminary reporting stages, thereby potentially skewing data. TAKS passing rates were compared by grade levels, subject tested, ethnicity, gender, economically disadvantaged status, Limited English Proficient (LEP) status and mobility status. Data from Westview Middle School was compared with passing rates from a comparison group of like middle schools in other districts. The analysis consisted of graphing the passing rates and finding trends. Overall, the 6th graders have the highest passing rates of all grades. Passing rates decrease over the three years for nearly all demographic groups. The achievement gap between African American, Latino, White, and Asian/Pacific Islander demographic groups widens as students progress through middle school. African American and Latino students in the 8th grade have the lowest passing rates among ethnic groups divided by grade level. Males and female students experience decreased passing rates, but we did not have data that broke the gender results by ethnic group for cross-reference. Economically disadvantaged students experienced lower passing rates, as did LEP students. In order to stimulate discussion of improving student achievement, we offer the following questions as guides for dialogue about the data:

• What trends exist for subpopulations of students? • Is there evidence of an achievement gap by ethnicity, gender, language, mobility,

socioeconomic status, or other variables? • How might student mobility impact TAKS passing rates? • How will Westview staff and administrators respond to the data? • What form will the dialogue about student achievement take?

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Race and Ethnicity Figures 5 through 13 break down the student passing rates on the TAKS test for 2004-2006 by grade level, subject, year taken, ethnicity, and race. Figure 5. 6th grade students’ passing rates for all tests by race and ethnicity by percent

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Figure 7. 8th grade students’ passing rates for all tests by race and ethnicity by percent

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Figure 11. 6th grade students’ passing rates for math test by race and ethnicity by percent

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Gender Figures 14 through 17 show TAKS passing rates by gender. Passing rates for each grade on all tests is compared as well as the passing rates for math TAKS. Reading TAKS is not shown because there are not any large discrepancies to indicate the need for future investigation. Figure 14. TAKS passing rates of male students for all tests by percent

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Figure 15. TAKS passing rates of female students for all tests by percent

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Figure 16. TAKS passing rate for male students on math test by percent

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Figure 17. TAKS passing rate for female students on math test by percent

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Economically Disadvantaged Students Figures 18 and 19 demonstrate the performance of students who are economically disadvantaged by TEA standards. The graphs are broken into grade level comparisons for the years between 2004 and 2005 for the Math and Reading TAKS.

Figure 18. Math TAKS passing rates for economically disadvantaged students by grade and percent

Figure 19. Reading TAKS passing rates for economically disadvantaged students by grade and percent

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TAKS Similar Schools Comparisons Reviewing the TEA Campus Comparison Group of 41 schools for 2003-2004, we identified traditional middle schools in Texas with student demographics similar to Westview. Our goal was to identify schools with like statistics in all six demographic categories, however, no schools met this criterion. As a result, we adjusted our target to schools meeting four of six categories within five percentage points. Using this standard, we identified a comparison group of middle schools in the following school districts: Houston ISD, Humble ISD, Pasadena ISD and Pflugerville ISD (PISD’s other middle school). Figures 20 through 26 compare TAKS data from Westview with data from these similar schools. Figure 20. Similar schools TAKS passing rates for African American students, 2004-2006 by percent

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Figure 21. Similar schools TAKS passing rates for Latino students, 2004-2006 by percent

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Figure 22. Similar schools TAKS passing rates for white students, 2004-2006 by percent

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Figure 23. Similar schools TAKS passing rates for male students, 2004-2006 by percent

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Figure 24. Similar schools TAKS passing rates for female students, 2004-2006 by percent

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Figure 25. Similar schools TAKS passing rates for economically disadvantaged students, 2004-2006 by percent

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Figure 26. Similar schools TAKS passing rates for LEP students, 2004-2006 by percent

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Demographics Figures 27 and 28 illustrate the change in demographic populations over a period of time at Westview Middle School. Many people interviewed indicated dramatic shifts in the “face of Westview” which is demonstrated through this series of charts. The data are from the Texas Education Agency (TEA) website under Accountability reports.

Figure 27. Changes in campus demographics from 2002 to 2006 by percent

0

5

10

15

20

25

30

35

40

45

50

55

60

2002 2003 2004 2005 2006

African

American

Latino

White

Asian/Pacific

Islander

Econ Dis

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Figure 28 compares the student population at Westview Middle School to that of the entire Pflugerville district and the State of Texas. Figure 28. Comparative demographic changes, 2002-2006 by percent

-40

-20

0

20

40

60

80

African

American

Latino White Asian/ Pacific

Islander

Econ Dis

Campus

District

State

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Discipline Figures 29 through 35 identify discipline issues at Westview Middle School. The data were compiled using AEIS reports from the Texas Education Agency and campus data for the 2005-2006 school year.

Figure 29. Number of code of conduct violations from 2005 to 2007

This figure shows the number of violations of the code of conduct reported from 2005 to 2006. The violations rose from 631 to 1,116, and from 1,116 to 1,336 from 2006 to 2007.

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Figure 30. Types and frequency of disciplinary actions for all students by percent

This graph shows the percentage of disciplinary actions taken during the 2005-06 school year. The action issued most frequently was In School Suspension (ISS) followed by Saturday Detention and Suspension . The least used disciplinary action was Parent Contact including letter and/or phone call with only .3%.

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Figure 31. Number of assaults committed against non-employees

The number of assaults, shown in figure 15, that were reported from 2005 to 2006 rose from 5 to 11, and from 11 to 14 from 2006 to 2007.

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Figure 32. Number of referrals issued by race and ethnicity, 2005-2006 by percent

This graph shows the percentage of referrals by race and ethnicity compared to the percentage of each population. African Americans make up 25% of the school population and received 36.9% of referrals. Latino students are 42% of students and received 49.4% of referrals. Asian students account for 9.5% of the students and received 1.3% of referrals issued. White students make up 23% of students and received 12.4% of referrals.

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Figure 33. Comparison of disciplinary actions and referrals by ethnicity and race, 2005-2006 by percent

Figure 33 compares number of referrals to the disciplinary actions taken. There were 2,603 referrals issued and 2,029 disciplinary actions taken. African American and Latino students received a higher percentage of disciplinary actions (37% and 50% respectively) compared to the percentage of referrals issued than did White or Asian/Pacific Islander students.

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Figure 34. Type of referral by race and ethnicity, 2005-2006 by percent

Figure 34 demonstrates the types of offenses reported in referrals by race and ethnicity.

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Figure 35. Type of disciplinary action taken by race and ethnicity, 2005-2006 by percent

Figure 35 shows the disciplinary actions taken by race and ethnicity.

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