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Sugar Creek High School
Transcript of Sugar Creek High School
Initiation Phase Understanding Change:
Fullan’s Theories of Change Continuation Retention of Staff
Recruitment of Minority Staff
Incentives/ Compensation Plan
Monitoring/ Mentoring- meaningful feedback
Hiring to build capacity and future leaders Teacher Quality Extended day programs
Extended year programs
Adjustment of Master Schedule/flexible scheduling
Student Attendance Monitoring
Staff collaboration/planning time Increased
Learning Time Professional Learning Communities
Student Performance Folders/Portfolios
Improved Instructional Leadership
Comprehensive Assessment Program
Data Room with multi-points of data (grad, att, dis, student work, district assess) Data Driven Instruction Comprehensive Needs Assesement/CampusImprovement Plan/90
Systematic Approach- Rigor/Relevance
Day Action Planning
Professional Learning Communities
Instructional Best Practices
Data driven instruction
Professional Development (SIOP, Seidlitz, etc. )
National Network of Partnership Schools- http://www.csos.jhu.edu/p2000/sixtypes.htm
National Council for Community and Education Partnerships- http://www.edpartnerships.org Academic Performance Academic Performance
Quality Data to Drive Instruction
Increased Learning Time
Family and Community Engagement
Teacher Quality Implementation
Critical Success Factors TAIS
Process -Helps set the direction and priorities for the school or district
-Creates a common language to ensure everyone is on the same page
-Helps keep the school or district’s decision-making focused
-Aligns priorities for the school or district
when plans are written down, communication is clearer Strategic Planning
Clear vision and focus
Create framework for support and monitoring
Alignment of curriculum and assessment
Investment of teacher and leadership development
Sense of efficacy
Commitment to operational flexibility Roles
Implementation Teacher attrition is high and teachers have minimal experience.
The school administration is transient and recent changes made have made the school very vulnerable.
Language barriers now exist that had not been present or a large-scale concern in the past.
The emotional and cultural needs of students are not being addressed. Sugar Creek High School
Initiating Factors Background Team Building
Vision/Mission- short and long term action plan
Principal Advisory Committee (with students)
Behavior management plan with expectations in all common areas and a a progressive discipline system.
Professional Development-cultural/relationship focus (Ruby Payne http://www.ahaprocess.com/About_Us/Ruby_Payne.html
Capturing Kids Hearts
Love and Logic
Extracurricular-clubs, programs, organizations School
Climate Parent Resource Center and Workshops
Adult Education- Parenting, ESL, GED
Career Day/College Day
Business Partnerships- Job shadowing, tutoring, mentors
Parent Volunteers and Contracts
Service Learning and Community Outreach
Access to community services Family and Community Engagement Monitoring
Effective use of data/resources
Job embedded professional development
Outreach for support
Using the past to make decisions
for the future by using the "ATE" formula. Leadership
Effectiveness Dedicated to Excellence in Education A Presentation by:
Amy Vosburg-Wallace, Lacey Padgett,
and Jennifer Collier Sugar Creek High School Sugar Creek High School has experienced a great deal of change over the past several decades. The general structure and climate of the school mirrors that of the town. The population is more diverse and needs have changed. Sugar Creek High School continues to operate as if these changes have not occurred, even though it is no longer considered a white middle-class community. Immediate changes were made in school administration, but the district providing clear direction on how the school should transform to positively affect student achievement and the overall success of the school is an area of need. School Climate
Increased Learning Time
Family and Community Involvement
•Competence- The entire staff will continuously reflect on current practices and make decisions that help to promote best practices for the success of all students.
•Accountability- School leaders will work to foster trust with the community and staff will work to develop trusting relationships with each other, students, and parents.
•Openness- Campus leadership and staff will promote an open door policy and a campus that is nonthreatening and available to students, parents, and the community.
• Language- The campus will encourage open communication between parents and the community by providing opportunities for them to be involved and to voice their opinions and to be active participants in the learning process.
•Values- Clearly establish goals and values that are apparent to all- leaders, staff, students, and community.
•Perspective- The school community must celebrate the success of the past, recognize our current situation, and plan for the future.
•Power- The campus will promote personal growth and develop the leadership skills of staff through professional development opportunities and campus activities.
•Humility- The leadership and staff will work to serve the students and the community of Sugar Creek High School. Leadership Effectiveness
Moving Forward to the Future-
Five F’s of Change-Master
•Fast- School leaders must develop trust and a culture that will quickly adapt to change.
•Focused- Each member of the school community must be identified as a change agent and they must understand what role they play in the success of the school.
•Fluid- There must be open communication between the leadership, staff, students and community to allow for change to happen more readily.
•Flexible- Leadership must be flexible and ready to adjust to meet the needs of all students and the entire learning community.
•Futurized- There must be a desire to constantly improve and to grow as a campus in order to provide students with the greatest chances for success. “Man is the only animal that laughs and weeps; for he is the only animal that is stuck with the difference between what things are, and what they ought to be.” --William Hazlitt Teacher Roles
Implementation Roles Implementation Community and Family Epstein's Six Steps of Involvement
Learning at Home
School Decision Making
Collaboration with Community Agencies National Council on Teacher Quality- nctq.org Ongoing professional development and support for current and new staff members
Ensure that changes/reforms are embedded into school schedule and budget
Utilize continuous improvement process
Reinforce goals to ensure a common understanding and direction
Develop recruitment, retention and succession plan We don't have to look far to see non profit groups bringing personal, organizational, and community values together. Compassionate
Celebrate "Change is a process, not an event." --Fullan, 2007 Initiation Phase-
Leading up to and including decision to proceed with
implementation Implementation Phase-
Putting into practice the new ideas from the initiation phase to the organization expected to change. Continuation Phase-
Sustaining programs or practices that were implemented in the implementation phase Critical Success Factors to Consider During Initiation Phase District Strategic Planning School Strategic Planning Campus Improvement Planning Organizational Framework Operational Flexibility Mission building SMART Goals aligned to District Goals Shared, common vision Goals and objectives Strategies/Activities Resources Specific timelines Persons Responsible District Principal Set direction
Develop and monitoring people
Redesign organization Improve communication
Create purposeful interactions
Ongoing professional development
Implement Professional Learning Communities through:
de-privatization of practice
collective focus on student learning
collaboration Bethel's Leadership Qualities
Leadership Effectiveness http://www.timeandlearning.org/ Bethel, S.M. (2009). A new breed of leader: 8 leadership qualities
that matter most in the real world. New York, New York: Berkley
Bottoms, G., & Schmidt-Davis, J. (2010). The three essentials:
Improving schools requires district vision, district and state
support, and principal leadership. New York: Southern Regional
Education Board (SREB)/Wallace Foundation.
Dufour, R., & Marzano, R. (2011). Leaders of learning.
Bloomington: Solution Tree Press.
Epstein, J. (1995). School/family/community
partnerships. Phi Delta Kappan, 76, 701-712. References Free Management Library. (2012, September 14). All
about strategic planning. Retrieved from http://managementhelp.org/strategicplanning/index.html
Fullan, M. (2010). All systems go. Thousand Oaks:
Fullan, M. (2007). The new meaning of educational
change. 4th Ed. New York, New York:
Teachers College Press.
Texas Center for District and School Support & Texas
Education Agency. (2012, September 9). Systems for
continuous school and district improvement.
Retrieved from https://tcdss.net
Whitaker, T. (2003). What Great Principals Do
Differently. Larchmont, New York: Eye on Education. References “Tell me to what you pay attention and I will tell you who you are.” ~Jose Ortega y Gassett Two Ways to Improve Our Schools Get Better
Teachers Improve the
We Have Teacher Quality Whitaker, T. (2003). What Great Principals Do
Differently. Larchmont, New York: Eye on Education. Never mistake activity for achievement.
- Coach John Wooden Long/Short Term Goals Brambrick-Santoyo, P. (2010). Driven by data: A
practical guide to improve instruction.