Hickory Ridge High School Tanesha Carhart Megan Dubbaneh Jennifer Gaddis Jason Hepokoski Jessica Stricker A Diamond in the Rough

“Learning should be both frustrating and life enhancing …the things we learn the most from tend to scare us a bit too” (p. 444). McVee, M.B., Bailey, N.M. & Shanahan, L.E. (2008). Technology lite: Advice and reflections for the technology unsavvy. Journal of Adolescent & Adult Literacy, 51(6), 444-448.

The FDMA Diamond Model Adapted from the American School Counselor Association National Model, our FDMA Diamond model will provide HRHS with a solid basis for reform in areas such as Teacher Empowerment Collegiality Administrative Respect Technology Integration Achieving District Goals Embracing Our Mission, Vision, and Purpose Statements Student Achievement

District Goals To create conditions whereby purpose, values, information, and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum.

District Goals 2. To create a process in the schools that builds on the capacity of everyone in the school, so as to develop the school’s collective intelligence. 6

3. To encourage experimentation in implementation. District Goals 3. To encourage experimentation in implementation. 7

District Goals 4. To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009) 8

Hickory Ridge Goals Short Term Goals 1. To incorporate interactive, learner-centered technology into teachers' lessons at least twice per week and implement online assessments for progress monitoring. 2. To establish a technology committee. 3. To establish PLCs to promote data driven instruction by integrating 21st century technology and to encourage collegiality and collaboration among the faculty. 4. To institute the FDMA model as a permanent and fundamental doctrine of the Hickory High School culture. Long Term 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis. 2. To utilize progress monitoring results to tailor the curriculum to students' individual needs. 3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 4. To further integrate PLCs into the faculty community. 5. To continuously assess the fidelity and progress of the FDMA model.

Hickory Ridge Goals Long Term Goals 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis. 2. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 3. To further integrate PLCs into the faculty community. 4. To continuously assess the fidelity and progress of the FDMA model. 5. To utilize progress monitoring results to tailor the curriculum to students' individual needs. Long Term 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis. 2. To utilize progress monitoring results to tailor the curriculum to students' individual needs. 3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 4. To further integrate PLCs into the faculty community. 5. To continuously assess the fidelity and progress of the FDMA model.

Mission Hickory Ridge High School endeavors to provide a world-class education, to establish a learner-centered community, and to incorporate 21st century technology into all facets of a progressive curriculum while providing students with meaningful learning experiences. Foundation

To be a world class, technologically advanced school. Vision To be a world class, technologically advanced school. Foundation

Purpose To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century. Foundation

Student Achievement We will provide a differentiated, constructivist learning environment bolstered by a technologically infused curriculum. ~*~*~*~ “Many school administrators now advocate that teachers put aside notions of traditional teaching in favor of developing learning environments where students share ideas, grapple with the meaning of new information, and defend divergent thinking” (p. 582) Judson, Eugene. (2006). How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection? Journal of Technology and Teacher Education, 14(3), 581-597. Foundation

Hickory Ridge’s Management System Organizational structure / method Behavioral Theory Horizontal & Vertical Communication Shared decision making Data driven leadership Promotes positive school climate Management System

Hickory Ridge’s organizational structures support our school’s vision and mission. Improve school culture and climate. Participative decision making groups. Shared leadership & responsibilities. Old bureaucratic structures have been replaced with our new collaborative structures. -PLC’s, Technology committee

Our Organizational Philosophy “ No single philosophy, old or new should exclusively guide decisions about schools. (Ornstein, 2009) Our FDMA Diamond model has combined the organizational theories of : Rensis Likert’s – System 4 Model Kurt Lewin’s – Behavioral Theory Douglas McGregor’s – Theory Y Edwards Deming – Total Quality Management Management System

Hickory Ridge’s Collaborative Structures Rensis Likert’s System 4 Model. System 1: Closed System (Top Down) System 2: System System 3: System 4: Open System - Faculty and staff participate in shared decision making. Our motivated staff improves our school culture and climate.

Kurt Lewin’s Behavioral Theory Lewin: Behavior is a function of the interaction between the person and the environment. B=(f*p) (Owens & Valesky) Hickory Ridge has a participative type of school decision making. System 4 Model. Our empowered staff takes ownership of important school decisions through organizational structures such as PLC’s. Participative decision making structures. Management System

Likert’s participative group interaction model. Management System

Rensis Likert’s System 4

Douglas McGregor’s Theory Y Theory Y: When staff exercise initiative, self-direction, and self-control on the job they will feel committed to the objectives of the organization. Our empowered Hickory Ridge faculty will enjoy teaching and their enthusiasm will translate into academic gains in their innovative, technology rich classrooms. Management System

Shared Power When teachers are empowered as agents for change, they become active agents rather than passive workers" (1986, p.523). Feimen-Nemser & Floden

Total Quality Management Total Quality Management approach is recommended for the human resource function of reform. Edwards Deming introduced the theory and application of total quality management (TQM) to the Japanese with outstanding results. (Rebore, 2007, p. 24): Management System

Deming’s fourteen principles 8. Drive out fear 9. Break down barriers between departments. 10. Eliminate slogans, exhortations, and targets. 11. Eliminate management by numerical quotas. 12. Remove barriers that prevent job managers and workers from taking pride in their workmanship. 13. Institute a vigorous program of education and self improvement. 14. Put everybody in the company to work to accomplish transformation. 1. Create constancy of purpose toward improvement of product and service. 2. Adopt the new philosophy 3. Cease dependence on inspection to achieve quality. 4. End the practice of awarding business on the basis of price tag. 5. Improve constantly and forever the system of production and serve, to improve quality and productivity. 6. Institute training on the job. 7. Institute leadership.

Data Driven Leadership Hickory’s administration will analyze our reform data. Ongoing progress monitoring We will involve stakeholders in the data analysis process. We will make changes based on data analysis to improve our organizational structures. We will reward student achievement. We will celebrate our successes. Management System

Human Capital Our diamond reform management system has created a school climate that encourages continuous learning & promotes innovation. Staff development especially in technology. Reward innovation and student achievement. Our organizational structures utilize everyone’s capacity in the school. We develop our school’s collective intelligence. Management System

Hickory’s Empowered Staff Delivers Reform Once individuals participate energetically, share authority, and engage in meaningful work, they begin to shed most negative emotions and to demonstrate their knowledge. (Shor, 1992, p. 84). Allotting specific times for teachers to come together affords professional sharing that may not otherwise occur. - Woods and Weasmer Management System

Hickory Ridge’s Organizational Structures Foster: Administrative Respect Technology Integration Team building / Collaboration Teacher Empowerment Mission, Vision, & Student Achievement

FDMA Diamond School Symbol Our FDMA diamond model will be displayed everywhere. Symbolizes our school reform efforts. On our sports’ teams. On our stationary. Vision & Mission. On our website. Newsletters, multimedia On our walls & halls. We are a Diamond School!

Positive School Culture & Climate Our organizational structures allow us to build coalitions and form alliances with all stakeholders. PLC’s, technology committee, We involve all stakeholders in our school reform efforts. Through collaboration we have created a positive school climate that supports student achievement!

FDMA Diamond Model Our foundation supports our organizational management structures. Our organizational management structures support our instructional delivery. Our FDMA Diamond Model supports our school reform efforts.

“When teachers are empowered as agents of change they become active agents rather than passive workers.” -Woods and Weasmer Maintaining Job Satisfaction Delivery Systems

Incorporating Technology into Curriculum Create a technology Committee consisting of new staff members and veteran staff members Each classroom was recently wired and has 15 computers The District wanted to make Hickory High School a technological center Delivery Systems

Data-Driven Instruction Use of online assessments for immediate feedback and baseline testing Use for progress monitoring on classroom achievements and standardized testing Delivery Systems

Staff Support, Development, and Empowerment Technology Committee focus on technologies to be implemented in curriculum Monthly meetings focusing on a new technology Sharing ideas between new staff members and veteran teachers Delivery Systems

Creating a Learning Community Where staff members share information and ideas Where staff members support each other Where we empower teachers to become active agents Delivery Systems

“Not only is it essential for teachers to know that they have contributed to shaping curriculum, but they also need to sense their own roles in the culture of the school. To become stakeholders, they need to know their contributions to the school culture are honored.” (p.118) Woods, A.M. & Weasmer, J. (2004). Maintaining job satisfaction: Engaging professionals as active participants. Clearing House, 77 (3), 118-121. Delivery Systems

Data Driven Results Online tests and quizzes will be completed online using Data Warehouse program. These tests and quizzes will provide us with data which will allow for us to make the necessary gains and improvements in our classrooms. Accountability

State Standards Teachers need to be aware of the Sunshine State Standards and how each lesson they’re teaching appropriately meets the standards. The Sunshine State Standards are closely linked to the FCAT assessment and need to be addressed in order for students to show gains on the test. Accountability

State Standards continued Objectives and standards should be posted in the room in a visible location. Since we have become a technology-driven school, teachers should try to implement technology following the state standards and curriculum whenever possible. Accountability

Performance Evaluations At Hickory Ridge High School we will use the Collier Teacher Assessment System (CTAS), similar to the program used in Collier County Public Schools This evaluation process was established to provide criteria and guidelines for assessing and improving the qualifications and performance of educators. Accountability

“The purpose of this evaluation system is to provide a multi-strand evaluation process for teachers at every level of experience, it is been proven to be a fair assessment system, provide an opportunity for professional growth, and opportunities for peer support” (Hamblett,1996). CTAS will follow the twelve Educators Accomplished Practices with a big emphasis on Technology. Accountability

Administrator to Teacher Professional Development Opportunities Workshops Technology development Team Building Activities Teachers will be placed in Professional Learning Communities (PLC’s) to collaborate with staff members, an administrator will be present to monitor this process. Accountability

Teacher to Administrator Teachers will have an open Door Policy with administrators and know that they are here for the same purpose. “Trust contributes to a positive working environment characterized by honest supportive relationships. It enables the open exchange of ideas and impacts the quality and quantity of information exchanged” (Moye, Henkin & Egley, 2005, p.2) Accountability

Striking the right balance

Tightly Coupled Organizations They are self-correcting rational systems with highly interdependent components. They have a consensus in goals and the means to accomplish those goals. They can coordinate activity by disseminating information. They have predictable problems and the means to address those problems. Striking the Right Balance

Our district goals include the following: 1. To create conditions whereby purpose, values, information, and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum. 2. To create a process in the schools that builds on the capacity of everyone in the school , so as to develop the school’s collective intelligence. Striking the Right Balance

Our district goals include the following: 3. To encourage experimentation and implementation. 4. To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009) Striking the Right Balance

Hickory High School Short term and long term goals Short Term 1. To incorporate interactive, learner-centered technology into teachers' lessons at least twice per week and implement online assessments for progress monitoring. 2. To establish a technology committee. 3. To establish PLCs to promote data driven instruction by integrating 21st century technology and to encourage collegiality and collaboration among the faculty. 4. To institute the FDMA model as a permanent and fundamental doctrine of the Hickory High School culture. Striking the Right Balance

Hickory High School Short term and long term goals Long Term 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis. 2. To utilize progress monitoring results to tailor the curriculum to students' individual needs. 3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 4. To further integrate PLCs into the faculty community. 5. To continuously assess the fidelity and progress of the FDMA model. Striking the Right Balance

Diamond Model Framework Foundation Management System Delivery System Accountability Striking the Right Balance

Diamond Model Promotes Advocacy, Leadership Collaboration Systemic Change Foundation Striking the Right Balance

Foundation Beliefs, and Philosophy Mission statement Vision Florida Code of Ethics Florida Ed Leadership Standards Striking the Right Balance

Delivery Relevant curriculum Data Driven Systemic support at all levels Staff Development Staff Empowerment Striking the Right Balance

Management System Behavioral Theory Organizational structure/method Data driven leadership Shared decision making Horizontal Communication Striking the Right Balance

Accountability Data driven results: state standards Performance Evaluations Administration to Teacher Teacher to Adminisration Striking the Right Balance

Teach With Your Strengths 68