Working Systemically: The District’s Role In School Improvement An Overview

Some Questions… What IS Working Systemically? Why is it important? What is a model for working systemically? What are essential leadership competencies to be able to work systemically?

Historical Perspective on School Reform Examples: Purchasing a new reading or math program; working only on curriculum, or instruction, or assessment ( Sashkin & Egermeier, 1993) Fix the parts Transfer innovations

Historical Perspective on School Reform Examples: Pre-service/in-service training; sending teachers to training events or “one-shot” workshops (Sashkin & Egermeier, 1993) Fix the people Improve teacher/administrator knowledge and skills

Historical Perspective on School Reform Examples: Implementing strategic planning process; new school reform models (Sashkin & Egermeier, 1993) Fix the school Apply organizational development approaches to schools only

An Approach Informed by Research… Fix the system Integrated and interrelated improvement of the parts, the people, and the organization Interrelationships and interdependence between the organization’s internal system and the external system Change in one part of the system is accompanied by change in another part (Jenlink, Reigeluth, Carr, & Nelson, 1996)

So, What’s a System? A group of linked parts that work together toward a common end. (Redding, 2006)

What’s a School System? A group of schools, organized into a district, and each school is a part in the system. But each school itself also operates as a system with its own parts and subsystems, working toward its own ends. (Redding, 2006)

For districts and schools, a systemic approach means… Unifying the vision and goals of what schools should be like Establishing a coherent system of curriculum, instruction, and assessment aligned with goals Restructuring the governance system state develops outcomes and accountability schools determine means to achieve outcomes (Smith & O’Day, 1991).

What Working Systemically IS NOT

What Working Systemically IS

Background Grant awarded in 2000; ended in 2005 Developed and tested a systemic model designed to improve student achievement in low-performing districts and schools Collaborated with the Charles A. Dana Center in Austin

Background 49 schools in 23 districts Arkansas, Louisiana, New Mexico, Oklahoma, and Texas Rural, suburban, and urban settings

Ways of Explaining Reality...

(Senge, 2000)

Three Key Learnings Learning 1: To increase student learning, districts should check first for alignment of curriculum, instruction, and assessment to standards (SEDL & Charles A. Dana Center, 2005)

Three Key Learnings Learning 2: Districts and schools need to focus on improvement efforts that are small enough to be manageable, but large enough to make a difference (SEDL & Charles A. Dana Center, 2005)

Three Key Learnings Learning 3: Leadership at all levels of the system needs to allocate resources of time, personnel, and energy (SEDL & Charles A. Dana Center, 2005)

What it takes to work systemically: Shared vision Shared and supportive decision making Accountability for all by all Focus on teaching and learning Strong collaborative cultures Professional growth Innovation and constant improvement

Model for Working Systemically

2007 TXCC Forum Focus Levels The “who” Components The “what” Competencies The “how”

2007 TXCC Forum Focus Levels The “who” Components The “what” Competencies The “how”

Working Systemically Competencies Creating coherence Collecting, interpreting, and using data Ensuring continuous professional learning Building relationships Responding to changing conditions

References Jenlink, P.M., Reigeluth, C.M., Carr, A.A., & Nelson, L.M. (1996). An expedition for change: Facilitating the systemic change process in school districts. Tech Trends, 41(1), Redding, S. (2006). The mega system: Deciding. Learning. Connecting. A handbook for continuous improvement within a community of the school. Lincoln, IL: Academic Development Institute. Sashkin, M., & Egermeier, J. (1993). School change models and processes: A review and synthesis of research and practice. Washington, DC: U.S. Department of Education. SEDL & Charles A. Dana Center. (2005). Working systemically to increase student achievement: An overview. Austin, TX: SEDL. Senge, P. (2000). Schools that learn. New York: Doubleday. Smith, J., & O’Day, J. (1991). Putting the pieces together: Systemic school reform. CPRE Policy Brief. New Brunswick, NJ: Eagleton Institute of Politics.