Characteristics of Improving School Districts Themes from Research October 2004 G. Sue Shannon and Pete Bylsma Office of Superintendent of Public Instruction

Context No Child Left Behind (NCLB) requires district to be accountable for all students Many districts projected not to make AYP –All groups must meet annual targets –More tested grades means more targets to meet –Rapidly increasing targets, reach 100% in 2014 Sanctions occur rapidly at district level District improvement plan required when not making AYP 2 years in a row in same grade/subject

District Improvement Plan Plan must be developed within 3 months of being identified for improvement –Must include staff, parents, and others Plan must be implemented by the beginning of the next year 10% of district Title I funds must be set aside for professional development activities for teachers working with groups not making AYP target Technical assistance provided by state must be research-based

Table Exercise What makes a good school district? Individually think of and note 2 or 3 characteristics Share your ideas at your table Each table shares an idea with the whole group

Study Methodology Synthesis of about 80 research studies looking at districts as unit of analysis and change In-depth analysis of 23 studies Identification of 13 themes Confirmation of themes unique to districts –Applied differently in districts compared to schools Development of definitions and discussion Questions for dialogue and reflection

Report Overview Emerging Themes Conceptual Framework Definitions & Discussion Reflective Questions Resource Lists

Focus on All Students Learning Dynamic & Distributed Leadership Support for Systemwide Improvement Effective Use of Data Strategic Allocation of Resources Policy and Program Coherence Clear and Collaborative Relationships Professional Culture & Collaborative Relationships Clear Understanding of School & District Roles & Responsibilities Interpreting and Managing the External Environment Effective Leadership Sustained Improvement Efforts Over Time Quality Teaching and Learning High Expectations and Accountability for Adults Coordinated and Aligned Curriculum and Assessment Coordinated & Embedded Professional Development Quality Classroom Instruction Time Improvement CHARACTERISTICS OF IMPROVED SCHOOL DISTRICTS – CONCEPTUAL FRAMEWORK

Table Jigsaw In table groups pick a facilitator & recorder Read assigned characteristic summary Discuss –Insights from the research –Challenges facing districts regarding theme –Strategies to meet those challenges Record key points on chart paper and report briefly to whole group

Themes from Research Effective Leadership Focus on Student Learning Dynamic/Distributed Leadership Sustain Improvement Efforts

Effective Leadership Focus on Student Learning –Focus on all students learning to high standards –Share beliefs & values, have clear goals, shared vision of change –Hold all district staff, programs & operations responsible for student learning

Effective Leadership Dynamic/Distributed Leadership –Exhibit dynamic leadership, united in purpose, visible in schools, interested in instruction –Expand to encompass central office, principals, teachers leaders & others –Provide moral leadership that moves from talking to doing, to endure students learn

Effective Leadership Sustain Improvement Efforts –View educational improvement as long-term commitment & processes –Persevere, persist, & stay the course –Help staff internalize the changes

Themes from Research Quality Teaching and Learning High Expectations & Accountability for Adults Coordinated & Aligned Curriculum & Assessment Coordinated & Embedded Professional Development Quality Classroom Instruction

Quality Teaching and Learning High Expectations & Accountability for Adults –Hold all adults accountable for student learning –Expect excellence, monitor performance, provide feedback –Make high expectations part of personnel decisions

Quality Teaching and Learning Coordinated & Aligned Curriculum & Assessment –Align curriculum with standards, assessment, policies –Centralize & coordinate curriculum approaches & decisions –Use multiple measure to assess learning

Quality Teaching and Learning Coordinated & Embedded Professional Development –Provide high quality, ongoing professional development focused on classroom instruction –Include school-based coaching & support for instruction –Support professional development based on teaching & learning needs in schools

Quality Teaching and Learning Quality Classroom Instruction –Pay close attention to instruction, provide guidance & oversight to improve teaching & learning –Develop a common vision of good instruction –Monitor instruction, curriculum, & changes in practice

Themes from Research Support for Systemwide Improvement Effective Use of Data Strategic Allocation of Resources Policy and Program Coherence

Support for Systemwide Improvement Effective Use of Data –Use data to monitor results, equity, accountability, & for resource allocation –Use data for instructional decisions & professional development –Provide time & training to staff to use data

Support for Systemwide Improvement Strategic Allocation of Resources –Provide, allocate, reallocate, & find resources for quality instruction –Provide additional resources to support low performers –Give schools flexibility within parameters for resource use

Policy and Program Coherence –Develop & implement policies that promote equity & excellence –Review & revise policies as needed to link programs & practices to goals & ensure coherence –Monitor coherence of actions & programs to district focus, goals Support for Systemwide Improvement

Themes from Research Clear & Collaborative Relationships Professional Culture & Collaborative Relationships Clear Understanding of School & District Roles & Responsibilities Interpreting & Managing the External Environment

Clear and Collaborative Relationships Professional Culture & Collaborative Relationships –Build a culture of mutual respect, collaboration, trust, & shared responsibility –Support school communities of practice for continuous learning for adults –Develop central offices as professional learning communities

Clear and Collaborative Relationships Clear Understanding of School & District Roles & Responsibilities –Set expectations, decentralize responsibility, & serve as change agents –Support learning, serve as mentors & help seek solutions –Balance district authority with school flexibility & autonomy

Clear and Collaborative Relationships Interpreting & Managing the External Environment –Analyze, interpret, & mediate state & federal policy with local policy –Buffer schools external disturbances & internal distractions –Mobilize community & business support –Involve family & community