Principles that Promote a Culture For Learning Understanding the WHY and the WHAT Chuck Salina Ph.D. Suzann Girtz Ph.D. Gonzaga University

WHY/WHAT/HOW WHY WHAT HOW Equity In Learning - OSPI & District Analytics WHAT Themes and Related Principles that define the work HOW Learning New Behaviors – The Coaching Process

School Change Requires: Effective leadership demonstrates new behaviors to change old beliefs NEW BEHAVIORS BELIEF CONSISTENT MESSAGE

Clarifying the WHAT Before moving to the HOW Culture Leadership Data Systems Collaborative Inquiry/Instruction

Principle 1 Ensure Success for Everyone Connect to the School Adults and students understand how they contribute to the well being of the school, which provides a sense of self worth. Build Powerful Relationships Adults and students support each other in achieving individual and group goals that result In a sense of belonging. Envision Their Future Adults and students have a clear understanding and A positive outlook for what their future holds that Leads to sense of hopefulness.

Principle 2 Organizing our Work is Foundational Supports Academic Press Relational Trust

Principle 2 Organizing our Work is Foundational Supports Supports are grounded in structures that support students, parents and staff, in being successful.

Principle 2 Organizing our Work is Foundational Academic Press Academic press is grounded in the belief and the related expectations that parents, staff, and students are capable and are involved in doing the work.

Principle 2 Organizing our Work is Foundational Relational Trust Feeling Safe Having Something to Offer Putting in Time to Help When teachers feel supported through systems that lead to actions, they are more likely to engage in the real work of teaching and learning.

Academic Press Supports Relational Trust Feeling Safe Having something to offer Providing time and expertise Academic Press Provides specific direction embedded in high standards, goals and belief of success for everyone Supports Provides assistance/ help in meeting expected standards/goals LEARNING C U L T R E F O R Push for more academic press – higher and higher standards Define each person Social Support – we can have systems in place to help students – it is the spirit if intent Do we use data to punish or to diagnose how we might help If this is the only spotlight – scores go DOWN Just social support score slight increase Student to Student is the most powerful Relational Trust is the missing link – it is the clues that holds systems together Salina, Girtz, Eppinga

Principle 3 Change Begins With Systems Implementation District & School-wide Systems Department/Grade Level Systems Starting points in change Classroom Systems Salina, Girtz, Eppinga

Change Begins With Systems Implementation Principle 3 Change Begins With Systems Implementation PROGRAM AND ACTIVITY DRIVEN Current Reality *Academic Achievement Systems *Behavior Management Systems *Social/Emotional Systems Our Ideal Integrated Systems Social Support, Academic Press, Relational Trust

Change Begins With Systems Implementation Principle 3 Change Begins With Systems Implementation District & Schoolwide systems allow teachers and students to understand that the organization is intentional in supporting their work – which leads to a willingness to reengage in the school.

Change Begins With Systems Implementation Principle 3 Change Begins With Systems Implementation Behavioral Management Social-Emotional Academic Achievement

Principle 4 A Culture For Learning is Developed through the interaction of Leadership, Data, Systems and Collaboration

Themes from Outlier Schools Clarifying the WHAT Culture Establish an environment with a clear belief that through a collaborative process and systemic supports each student and staff will be successful in doing the work. Leadership Implement a vision of success for staff and students by reengaging them to their missions through the use of data, collaboration, systems of supports, and resources. Data Continuously collect, analyze, and report evidence using an inquiry process to inform the work at all levels of the district in implementing change that aligns to the mission of helping each student be successful.

Themes from Outlier Schools Clarifying the WHAT Systems Provide supports to students and teachers by meeting academic, social- emotional, and behavioral management needs in an integrated and leveled manner. Collaborative Inquiry & Instruction Engage in collaborative action research to improve teaching and learning through inquiry.

Clarifying the WHAT The Leadership team acts on the planning process; Data is monitored and used to implement and connect teachers and students to Systems; teachers act on their instructional goals through their Collaborative work.

Collaboration& Instruction Team Clarifying the WHAT Leadership Team Leadership action plan that integrates each of the described factors below Data Team Evidence-based processes that assist in monitoring and connecting systems, and collaborative inquiry that supports teaching and learning Schoolwide Systems Behavior Management Social Emotional Achievement Collaboration& Instruction Team Collaborative practice engaged in action research CULTURE FOR LEARNING

New Behaviors and Strategies By Leaders Actualize the Four Principles THE HOW