Transforming the Learning, Teaching, and Leadership Environment

Summer InstitutesSummer Institutes2001

Office of Superintendent of Public Instruction/Association of Washington School Principals

Day 2

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ReviewingReviewingImprovement Improvement

ResultsResults

District P

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District P

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BudgetBudgetCalendarCalendar

$$$$AnnualAnnual

PerformancePerformanceLegislative Session

ExploreExploreLearnLearn

EvaluateEvaluate

OSPI ConferenceOSPI ConferenceExploreExploreEvaluateEvaluate

OSPI / ESD/ District TrainingOSPI / ESD/ District Training

February

JuneJuneAugust

April

May

March

Math

Science

Social Studies

Arts

Health / Fitness

Living

Learning

Working

Relating

Representing

Reasoning

GOAL 3

Reading

Writ

ing

CommunicationsGOAL 1

GOAL 4

GOAL 2

Classroom Based Evidence

of Student Learning

Professional Development

System Indicators

State Level Assessment

Assessment System

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Making the diploma meaningful

Transforming the teaching profession

Transforming school leadership

Engaging parents and the community

Harnessing the power of technology

Creating a safe, civil and healthy learning environment

Coordinating a research agenda

Building a High Performance Education System:

Outputs

All kids with 21st

century diplomas

Processes

Teaching andLeadership

Transformed Learning,

Feedback for Accountability

Classroom AssessmentsWASL/ITBSAlternate Assessments Research Agenda

Inputs

KidsSkilled educatorsLearning goals/EALRsGraduation requirementsCurriculumTechnology

Conditions:Parent Involvement and community support

Learning Environment+

The Journey of Education Reform. . . . . . .

A major culture change

Components of Ed Reform

State Learning Goals

Assessment system

Essential Academic Learning

Requirements

Support , Funding +Flexibility

Accountability = Shared Responsibility

• Professional development

• School improvement plans

• Focused assistance to struggling schools

• Partnership between OSPI, the ESDs, and districts

Principals

Teachers

Parents

Learners

Leaders

Education Leadership Functions

• Information Possibilities

• Organization Possibilities

• Human Possibilities

School Leadership Functions

• Instructional Leadership

• Aligning Resources

• Processing Systems

Classroom Leadership Functions

• Instructional Delivery

• Learner Diagnosis

• Curriculum and Lesson Development

Essential Learning Requirements

Co

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Teacher

LivingLiving

LearningLearning

WorkingWorking

Home Leadership Functions

• Supporting Teacher

• Supervising Child

• Developing Self

Student Leadership Functions

• S-P-R Generative

• S-O-R Discriminating

• S-R Conditioned Responding

Conditions: Strong Parent and Community Involvement

Supportive Learning Environment+

Feedback

Frequent Monitoring(recognition and

support)

Outputs

Achievement of a Clear and

Shared Vision

Processes

Learning,Teaming and Professional Development

Inputs

- High Expectations for all

- Strong Leadership

- Aligned Curriculum and Time for Instruction

- Collaborative Staff

Building a High Performance School:

Characteristics of High Performing Schools

Effective instructional & administrative leadership– Prerequisite to school change– Leadership come in many forms (principal, school &

district staff)

Clear and shared vision/purpose– Everybody knows where they are going and

why– All staff participate in developing the

common focusHigh standards and expectations– Get allall students to do better – Positive attitudes, no excuses– Realize continuous improvement needed over the long haul

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Characteristics of High Performing Schools (cont.)

Changes in curriculum & instruction– Alignment with state standards and assessments– More time found for instruction

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High levels of teamwork– Everybody is involved– Collaboration and communications among allall staff

Frequent monitoring of teaching and learning– Constantly determining who does well and who need help – Recognize success, support those in need.

Characteristics of High Performing Schools (cont.)

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Supportive learning environment– Safe, civil, healthy atmosphere where respect is the norm– Personalized instruction

Increased Parent and Community involvement– Strong partnerships with parents, businesses, community groups and higher education

Emphasis on professional development– Focus, extensive, ongoing– Never comfortable or satisfied with status quo