Academy of Pacesetting Districts January 11 – 12, 2012

Academy of Pacesetting Districts Academy of Pacesetting Districts District Team Kickoff Meeting Overview of the Academy Experience

District Field Guide This Field Guide has been provided to help guide you on your journey through the Academy of Pacesetting Districts. CD Included

Distance Learning Sessions District Learning Session 1 District Learning Session 2 District Learning Session 3

Monthly Working Sessions  Each District Academy Team will spend a minimum of one day per month together for Academy purposes, including Distance Learning Sessions and the development of a District Operations Manual

District Team Summative Meeting  District Academy Teams will come together for a one-day meeting to reflect upon their experience in the Academy, and their year-long work  Agenda includes time for District Academy Teams to present their District Operations Manual, as well as scheduled working sessions to engage in action planning

How did we get here?

WOMBAT

Expected Outcomes

In The Past …  District Improvement was driven by a district-based leadership team.  Scrutiny of student learning data informed their decisions and plans  An annual Improvement Plan addressed specific subgroups of students and subject areas where annual assessment showed weakness.  The goal was to improve the scores that were low.

How it Used to Be  Annual Improvement Plan is created and followed for a year, then the cycle starts again

A New Way  Continuous Improvement based on Indicators of Effective Practice

Continuous Improvement Cycle Implement Plan Assess Revise Monitor

Following a different path  In addition to scrutiny of student learning data, the district staff’s professional practices that contribute to student outcomes are analyzed.

A New Goal  The goal of continuous improvement is to not just focus on improvement where the last annual test showed weakness, but to examine professional practices district-wide and seeks to elevate performance across the board, including the most recent areas of deficiency. “Excellence is the gradual result of always striving to do better.” - Pat Riley NBA Coach

Continuous Improvement Instead of creating a plan once a year and then following it, the District Academy Team engages in a continuous improvement process that is always: –Assessing current practice relative to indicators of effectiveness –Planning immediate steps to full implementation, and –Monitoring progress.

WSESU Mission Statement The WSESU Mission is to provide a safe, inclusive and supportive environment where all students grow academically, socially, and emotionally, and are challenged to reach their potential as local and global community members.

Addison Rutland SU Mission Statement The Addison Rutland Supervisory Union, in partnership with the wider community, exist to provide a supportive educational community that is physically, emotionally and intellectually safe for all learners and staff members. The ARSU community exists to foster high standards, diversity, individual and collaborative accomplishment, meaningful inquiry, life-long learning, citizenship and self- sufficiency. ARSU is committed to creating a learning community that has high expectations for every student and supports all students as they master challenging curricula.

Springfield School District Mission Statement All students will acquire knowledge, skills, and positive attitudes to enhance their lives by engaging in learning experiences that are inspiring, relevant, and dynamic.

VT Department of Education Mission Statement The State Board and Department of Education provide leadership, support and oversight to ensure that the Vermont public education system enables each student to be successful.

Martin Luther King did not say “I have a strategic plan.” Instead he shouted, “I Have a Dream,” and he created a crusade.

Effective Schools Roots Picus Report High Expectations Continuous Improvement Leadership Use of Data Professional Teaching Culture Student Supports School Climate Family Engagement Talent High Expectations Ambitious Goals Curriculum Instruction Use of Data Multiple Interventions School Schedule Professional Culture Leadership Small class Sizes

0 percentile 50 th percentile 100 th percentile Student Performance Age 8Age th percentile 37 th percentile 53 percentile points Student with low-performing teacher Student with high-performing teacher The Effect of Teacher Quality Graph: How the world’s best performing school systems come out on top, September 2007, McKinsey & Company Research: Sanders and Rivers, Cumulative and Residual Effects of Teachers on Future Student Academic Achievement, University of Tennessee, 1996

Michael Fullan “Choosing the wrong drivers for whole system reform” Focusing on Accountability (vs. capacity building) Individual Quality (vs. Group Quality) Technology (vs. instruction) Fragmented (vs. systemic)

Seven-Step Process Continuous School Improvement District Support Coaching Wisdom of the Outsider Principal as Instructional Leader Improved Student Learning Improved Student Outcomes Power of the Individual Principal as Protector Reform from Within Power of the Collective Human Capital Social Capital Putting It All Together

Effective Leadership for Rapid Turnaround

Superintendent Curriculum Coordinator Teacher Leaders Principal Special Ed. Director Math Leader ELA Leader Science Leader Social Studies Leader Data Team Leader Math Team ELA Team Science Team Social Studies Team Data Team SU Team Teacher Leaders Teacher Teams Where in the process is the school? 1.Identify the Problem 2.Develop a Plan for Change 3.Implement Plan 4.Monitor Implementation 5.Monitor Impact 6.Review New Data 7.Revise, Refine the Plan Continuous Improvement

Rapid Improvement is…

Rapid Improvement is not…

Effective Rapid Improvement Leaders…

Self Reflection

Research Base

Characteristics of Successful Turnarounds* *Public Impact (2007). School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational Improvement. Lincoln, IL: Center on Innovation & Improvement

Rapid Improvement Leader Indicators

National Education Policy Context

Strategic Resource Principles* *Miles, K. H., & Frank, S. (2008). The strategic school: Making the most of people, time, and money. Thousand Oaks, CA: Corwin Press.

Key Resources?

Resource Utilization

44 Big questions….

People: Who impacts students?

People: Considering Impact…

People: Recruiting, Hiring, & Managing

People: Distribution

People: Specialized

Time

Money

Gaining Buy-In to Support Change

Effective Rapid Improvement Leaders put the puzzle together… …so that students can succeed

ACADEMY MENTORS