breaking ranks ii: leading and supporting high school reform janice ollarvia distinguished principal...
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Breaking Ranks II:Leading and Supporting High
School Reform
Janice OllarviaDistinguished Principal for Secondary School Reform
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Breaking Ranks II:Leading and Supporting High
School Reform
Developed for “Preparing America’s Future”-Regional H.S.
Summits
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Session Outcomes
Understand the need/rationale for Breaking Ranks II and how
it differs from the 1996 Breaking Ranks report.
Review the program elements of Breaking Ranks II.
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Session Outcomes
Identify and understand the challenges for Districts and States.Identify and understand the ways that Districts and States
can support Principals who “break ranks.”
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How the Reports Differ:
BR I (1996): A manifesto, a series of 82 recommendations for high school reform.
BR II (2204): A hands-on field guide, 31 recommendations, examples, tools and tips.
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BRII Outlines Strategies for Transforming H.S. In 3 Areas:
Collaborative Leadership and Professional Learning Communities
PersonalizationCurriculum, Instruction and Assessment
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Breaking Ranks II
Principals can use BRII as a guide to creating 21st century high schools: more student-centered and more personalized in programs, support services, and intellectual rigor.
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Why “Break Ranks” in Our High Schools?
High drop-out rates.
Widening achievement gaps.
Disengaged students.
Graduates unprepared for post-secondary education and/or training.
Lack of academic rigor for all except a few students.
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Breaking Ranks II:
Calls on high school principals to take responsibility for increasing the academic achievement of all students.
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Critical Point #1
•All principals, not just a few early reformers,
must accept responsibility for the
task and for taking the steps to make it
happen.
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Critical Point #2
• Relying exclusively on principals—no matter their
commitment to or capacity for reform—will lead to the creation of a few high
performing schools within systems that allow and even
perpetuate mediocrity.
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Systemic Improvement Of H.S.:The Challenge for Districts and
States
Lack of Overall Capacity
Lack of Experience with High School Reform
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Supporting Systemwide Change:
Recommendations for Districts, States and the Federal Government to Help High School Principals Break Ranks:
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Supporting Systemwide Change:
Currently, “the district administrator is the single most important individual for setting the expectations and tone of the pattern of school change.”
Michael Fullan
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Where should district and state administrators begin?
Focus on instruction, teaching and learning.
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Where should district and state administrators begin?
Create conditions for collaborative teacher and principal professionalism.
Mobilize parents and community.
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Where Should District and State Administrators Begin?
Ensure coherent articulation with middle schools and local post-secondary institutions.
Utilize data strategically.
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Where Should District and State Administrators Begin?
USE DISTRICT RESOURCES TO HIRE, PROMOTE AND SUPPORT OUTSTANDING TEACHERS AND ADMINISTRATORS!!
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Helpful Features of Breaking Ranks II
Multiple examples-urban, rural and suburban-of schools successfully implementing recommendations.
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Helpful Features of Breaking Ranks II
Honest recognition of the implementation challenges paired with multiple strategies for success.
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Helpful Features of Breaking Ranks II
Tools, rubrics and surveys to help principals and schools with self-assessment.