“ building a learning community” school development

““Building a Learning Building a Learning Community”Community”

School Development

Past School Development Past School Development EffortsEfforts

Challenge for ExcellenceChallenge for ExcellenceProvincial School Assessment Project 1995Provincial School Assessment Project 1995District School Improvement programsDistrict School Improvement programs

Possible reasons for limited success:- Not focused on results- Not staying the course- Not paying attention to the change process (Kotter

1996)- Complacency – establish a sense of urgency- Critical mass- Vision- Removing barriers- Short term wins- Anchor in culture

Approaches to School Approaches to School DevelopmentDevelopment

Each approach has emerged from problems Each approach has emerged from problems encountered in the previous approachencountered in the previous approach

Approach 1Approach 1

Planning of school development by senior Planning of school development by senior administration and/or leadership teamadministration and/or leadership team

Assumes that if it is planned by Assumes that if it is planned by administration and/or leadership team, administration and/or leadership team, plans will be executed and change will plans will be executed and change will occuroccur


Detailed attention needs to be paid to Detailed attention needs to be paid to implementationimplementation

Middle management are included in the Middle management are included in the formulation of plans to gain support and formulation of plans to gain support and commitmentcommitment

Assumes that coming up with great plans is Assumes that coming up with great plans is not sufficientnot sufficient


Building awareness of the need for changeBuilding awareness of the need for change

Creating a climate or culture supportive of desired Creating a climate or culture supportive of desired changechange

Equipping people throughout the organization with the Equipping people throughout the organization with the skills needed to participate in planning and skills needed to participate in planning and implementation of change implementation of change

Assumes that it is essential to create readiness before, Assumes that it is essential to create readiness before, planning and implementationplanning and implementation


The organization must be in a state of constant readinessThe organization must be in a state of constant readiness

Continuous plans that are open and flexible are developed, Continuous plans that are open and flexible are developed, shared, and embraced by the entire organizationshared, and embraced by the entire organization

Implementation occurs as a process that is dependent upon Implementation occurs as a process that is dependent upon experimentation rather than a prescribed planexperimentation rather than a prescribed plan

Over time, successes are institutionalized Over time, successes are institutionalized

Change occurs through action learning on an ongoing basis Change occurs through action learning on an ongoing basis (not re-evaluating only once-a-year) (not re-evaluating only once-a-year)

Change occurs through action, reflection, and adjusting Change occurs through action, reflection, and adjusting course throughout the processcourse throughout the process

Assumes that change efforts when treated as established Assumes that change efforts when treated as established programs, and not unfolding processes, almost always failprograms, and not unfolding processes, almost always fail

For the past two decades there has been a For the past two decades there has been a growing body of research to support the claim growing body of research to support the claim that:that:

‘ ‘if schools and school systems are to make if schools and school systems are to make meaningful improvements to support teaching and meaningful improvements to support teaching and learning, they must increase their organizational learning, they must increase their organizational learning capacity.learning capacity.’ ’

Schools must become:Schools must become:

Professional Learning CommunitiesProfessional Learning Communities..

(Barth, 2001; Darling-Hammond,1996; Fullan,1998; Leithwood, 2000).(Barth, 2001; Darling-Hammond,1996; Fullan,1998; Leithwood, 2000).

TheoryTheory

Organizational Learning Organizational Learning

Learning OrganizationsLearning Organizations

Professional Learning CommunitiesProfessional Learning Communities

Learning CommunitiesLearning Communities

Five DisciplinesFive Disciplines Personal MasteryPersonal Mastery

Mental Models Mental Models

Shared Vision Shared Vision

Systems ThinkingSystems Thinking

Team LearningTeam Learning Senge, 1990 Senge, 1990

Characteristics of a Learning Characteristics of a Learning CommunityCommunity

1.1. Shared vision, mission, and valuesShared vision, mission, and values

2.2. Collective inquiryCollective inquiry

3.3. Collaborative TeamsCollaborative Teams

4.4. Action orientation and experimentationAction orientation and experimentation

5.5. Continuous improvementContinuous improvement

6.6. Results OrientationResults Orientation Dufour and Eaker 1998Dufour and Eaker 1998

Defining a Learning Defining a Learning CommunityCommunity

A school learning community is one A school learning community is one that promotes and values learning as that promotes and values learning as an ongoing, active collaborative an ongoing, active collaborative process with dynamic dialogue by process with dynamic dialogue by teachers, students, staff, principal, teachers, students, staff, principal, parents, and the school community parents, and the school community to improve the quality of learning and to improve the quality of learning and life within the school. life within the school. Speck (1999)Speck (1999)

3 Dimensions of the 3 Dimensions of the Professional Learning Professional Learning Community Community Kruse, Louis, and Bryk Kruse, Louis, and Bryk (1995)(1995)

1.1. CharacteristicsCharacteristics

2.2. Structural ConditionsStructural Conditions

3.3. Human/Social ResourcesHuman/Social Resources

3 Dimensions of the 3 Dimensions of the Professional Learning Professional Learning

Community Community Kruse, Louis, and Bryk (1995)Kruse, Louis, and Bryk (1995)

1. Characteristics:1. Characteristics:

Reflective dialogueReflective dialogue

Collective focus on student learningCollective focus on student learning

Deprivatization of practiceDeprivatization of practice

CollaborationCollaboration

Shared values and normsShared values and norms



2. Structural Conditions:2. Structural Conditions:

Time to meet and discussTime to meet and discuss

Physical proximityPhysical proximity

Interdependent teaching rolesInterdependent teaching roles

Teacher empowerment/school Teacher empowerment/school autonomyautonomy

Communication StructuresCommunication Structures



3. Human/Social Resources:3. Human/Social Resources:

Support openness to improvementSupport openness to improvement

Trust and respectTrust and respect

Supportive leadershipSupportive leadership

SocializationSocialization

Cognitive skill baseCognitive skill base

Fundamental Principles of Fundamental Principles of School DevelopmentSchool Development

School Development:School Development:

Is focused on student learning and Is focused on student learning and achievementachievement

Reflects the uniqueness of the local Reflects the uniqueness of the local school environment school environment

Is consistent with, and linked to Is consistent with, and linked to individual, district, and department plansindividual, district, and department plans

Is a process that builds capacity within a Is a process that builds capacity within a learning community, characterized by learning community, characterized by honesty, trust, and a collaborative honesty, trust, and a collaborative culture where learning is valued by allculture where learning is valued by all

Fundamental Principles of School DevelopmentFundamental Principles of School Development (continued)(continued)

School Development:School Development: Ensures Ensures practicepractice is guided by a vision is guided by a vision

and mission consistent with shared and mission consistent with shared valuesvalues

Directs resource allocation and useDirects resource allocation and use

Is a cyclical process involving research,Is a cyclical process involving research, reflection, discovery, and renewalreflection, discovery, and renewal

Fundamental Principles of School DevelopmentFundamental Principles of School Development (continued(continued

School Development:School Development:

Is predicated upon the principle of Is predicated upon the principle of empowerment and shared empowerment and shared leadershipleadership

Involves all members of the learning Involves all members of the learning communitycommunity

Has accountability as an integral Has accountability as an integral componentcomponent

Defining a Learning Defining a Learning CommunityCommunity

……organizations where people organizations where people continually expand their capacity to continually expand their capacity to create the results they truly desire, create the results they truly desire, where new and expansive patterns of where new and expansive patterns of thinking are nurtured, where thinking are nurtured, where collective aspiration is set free, and collective aspiration is set free, and where people are continually where people are continually learning to see the whole together.learning to see the whole together.

Provincial School Development Provincial School Development ProcessProcess

Research based (school Research based (school effectiveness/school effectiveness/school improvement/learning communities)improvement/learning communities)

Developed collaboratively with Developed collaboratively with districtsdistricts

Steeped in practice and theory Steeped in practice and theory

3-5 YEAR PLAN(Goals)


VALUES VISION VALUES VISION

BUILDING CAPACITYBUILDING CAPACITY

IMPLEMENTATIONMONITORING


MISSION MISSION

SchoolDevelopment

Cycle

COMMUNICATIONCOMMUNICATION

EXTERNAL REVIEW

INTERNAL SCHOOLREVIEW


SchoolDevelopment

Cycle

BUILDING CAPACITY

Building CapacityBuilding Capacity

Building Capacity for School Development involves:Building Capacity for School Development involves:

Sharing and discussing related literatureSharing and discussing related literature Building a culture for school developmentBuilding a culture for school development Building commitment and motivationBuilding commitment and motivation Understanding benefits and limitations Understanding benefits and limitations Building leadership capacityBuilding leadership capacity Developing skill levels in consensus building, team Developing skill levels in consensus building, team

building, shared decision-makingbuilding, shared decision-making Understanding implications for teaching and learningUnderstanding implications for teaching and learning Understanding and establishing timelinesUnderstanding and establishing timelines Understanding roles and responsibilitiesUnderstanding roles and responsibilities



SchoolDevelopment

Cycle

VALUESVALUES

ValuesValues Shared Shared Fundamental convictionsFundamental convictions Used to establish ethical, moral Used to establish ethical, moral

priorities within the educational priorities within the educational systemsystem

Guides to all behaviorGuides to all behavior Reflected in the mission and visionReflected in the mission and vision

VISIONVISION

A short statement describing the ideal A short statement describing the ideal state a school is striving to achievestate a school is striving to achieve



SchoolDevelopment

CycleINTERNAL SCHOOL

REVIEWINTERNAL SCHOOL

REVIEW

LeadershipLeadership

SchoolOrganization

SchoolOrganization

Teaching-Learning

Teaching-Learning

Climate&

Culture

Climate&

Culture

Internal/External ReviewCriteria Areas


15 Criteria Statements 4 Areas

Internal Review Includes:Internal Review Includes: Student achievement dataStudent achievement data Teaching and Learning ExperienceTeaching and Learning Experience School Climate and Culture School Climate and Culture Student Support ServicesStudent Support Services LeadershipLeadership Professional DevelopmentProfessional Development School Councils (partnerships)School Councils (partnerships) PoliciesPolicies Resources (human and financial)Resources (human and financial) Programming Programming CommunicationCommunication School Development PlanSchool Development Plan Organization/Program deliveryOrganization/Program delivery Staff deploymentStaff deployment Validation of ProcessValidation of Process

Internal Review ProcessInternal Review Process

Establish time lines for internal review

Establish data collection teams

Gather and organize relevant data (criteria statements)

Interpretation of the data

Report on the data

Internal Review HandbookInternal Review Handbook

Step by step procedure of the process

Outline of roles and responsibilities of stakeholders

Guides, templates, and samples for criteria statements

Surveys/focus group questions for data gathering

Guides to finding achievement and demographic data

Toolbox of School Development processes, such as building learning communities and building leadership capacity





SchoolDevelopment



REVIEW

GoalsGoals General statements of desired results to beGeneral statements of desired results to be achieved over timeachieved over time Measurable and attainableMeasurable and attainable Few in numberFew in number Reflected in the school’s mission statement Reflected in the school’s mission statement Focused on student achievementFocused on student achievement Linked to district, provincial and teachers Linked to district, provincial and teachers

personalpersonal professional plansprofessional plans Results orientedResults oriented Listed in order of priorityListed in order of priority

Objectives Objectives

Specific targets or milestones set to Specific targets or milestones set to promote achievement of a particular promote achievement of a particular goal by a specific dategoal by a specific date

Answer both what and whenAnswer both what and when Express, in measurable, broadly stated Express, in measurable, broadly stated

terms, what will be done in a reasonable terms, what will be done in a reasonable and specified period of time.and specified period of time.

StrategiesStrategies

Broad commitments to deploy Broad commitments to deploy resourcesresources

Express broadly Express broadly how the objectives the objectives

are to be achievedare to be achieved

Action PlansAction Plans

A detailed description of what is required A detailed description of what is required to accomplish each strategy. Includes: to accomplish each strategy. Includes: Individual responsibilityIndividual responsibility Target Dates (beginning and ending dates)Target Dates (beginning and ending dates) MonitoringMonitoring Resource requirements Resource requirements Communication methodsCommunication methods Professional development needsProfessional development needs





MISSION MISSION

SchoolDevelopment



REVIEW

MISSIONMISSION

A brief, clear statement reflecting the A brief, clear statement reflecting the goals of the schoolgoals of the school

Sets out purpose of the goalsSets out purpose of the goals Anchor points for developing and Anchor points for developing and

assessingassessing

goals, objectives, and strategiesgoals, objectives, and strategies Is cyclicalIs cyclical





MISSION MISSION

SchoolDevelopment

Cycle

EXTERNAL REVIEW



External ReviewExternal Review

Conducted every 3-5 yearsConducted every 3-5 years Provides feedback to school on validity of the Internal Provides feedback to school on validity of the Internal

School Review and the School Development PlanSchool Review and the School Development Plan Conducted by an individual or team external to the Conducted by an individual or team external to the

schoolschool Uses the same provincial criteria statements used in Uses the same provincial criteria statements used in

the internal Reviewthe internal Review Involves a school visitInvolves a school visit Provides a report to the school, school council, Provides a report to the school, school council,

district and departmentdistrict and department Makes recommendations for change where deemed Makes recommendations for change where deemed

appropriateappropriate

LeadershipLeadership

SchoolOrganization

SchoolOrganization

Teaching-Learning

Teaching-Learning

Climate&

Culture

Climate&

Culture



15 Criteria Statements 4 Areas

External Review Includes:External Review Includes:

Student achievement dataStudent achievement data Teaching and Learning ExperienceTeaching and Learning Experience School Climate and Culture School Climate and Culture Student Support ServicesStudent Support Services LeadershipLeadership Professional DevelopmentProfessional Development School Councils (partnerships)School Councils (partnerships) PoliciesPolicies Resources (human and financial)Resources (human and financial) Programming Programming CommunicationCommunication School Development PlanSchool Development Plan Organization/Program deliveryOrganization/Program delivery Staff deploymentStaff deployment Validation of Process Validation of Process

External Review HandbookExternal Review Handbook

► Overview (context, purpose, Overview (context, purpose, expectations)expectations)

► Procedures (before, during, after Procedures (before, during, after school visit)school visit)

► Responsibilities Responsibilities ► ReportingReporting► AppendicesAppendices► Report template Report template







MISSION MISSION

SchoolDevelopment

Cycle

EXTERNAL REVIEW



Implementing and Implementing and MonitoringMonitoring

Includes:Includes:

Continuously monitoring progress and effectContinuously monitoring progress and effect Making necessary adjustmentsMaking necessary adjustments Developing support structuresDeveloping support structures Working in teams and team buildingWorking in teams and team building Involving various stakeholdersInvolving various stakeholders Professional developmentProfessional development Multi-level monitoringMulti-level monitoring AccountabilityAccountability Commitment to the PlanCommitment to the Plan Appropriate resourcingAppropriate resourcing

Roles for Implementation and Roles for Implementation and MonitoringMonitoring

School Planning Team Action Teams Administrators Staff Students School Development Program Specialist District Personnel School Councils/Parents Department of Education Other







MISSION MISSION

SchoolDevelopment

Cycle


EXTERNAL REVIEW



Communication Communication

Plan submitted to the School Council Plan submitted to the School Council Members of the school community are informed Members of the school community are informed

about the plan (Websites, newspaper, about the plan (Websites, newspaper, newsletters, memos, meetings )newsletters, memos, meetings )

Plan submitted to district office, board membersPlan submitted to district office, board members Regular School development progress reports Regular School development progress reports

(School Council, staff, SD planning team, (School Council, staff, SD planning team, parents, district office) parents, district office)

Celebrate successesCelebrate successes Annual School Report (primary means) Annual School Report (primary means)

Annual School Development Annual School Development ReportReport

1. Cover Page1. Cover Page

2. Overview of School2. Overview of School - Physical Location- Physical Location

- Number of Employees/students/classes- Number of Employees/students/classes

- Programs and services provided- Programs and services provided

- Some key highlights/special projects- Some key highlights/special projects

- Partnerships - Partnerships

3. 3-5 Year School Development Plan3. 3-5 Year School Development Plan

4. Report on School Development Plan from Previous Year4. Report on School Development Plan from Previous Year 5. School Development Plan for Current Year5. School Development Plan for Current Year







MISSION MISSION

SchoolDevelopment

Cycle


EXTERNAL REVIEW



““The most promising strategy The most promising strategy for sustained, substantive for sustained, substantive school improvement is school improvement is developing the ability of developing the ability of school personnel to function school personnel to function as professional learning as professional learning communities”. communities”. (Defour & (Defour & Eaker)Eaker)

“ building a learning community” school development

Documents

process change

change efforts

year change

institutionalized change

implementation slide

change process kotter

change building awareness

culture slide