1. Presented at the AERA Annual Meeting, April 29, 2013
Lessons Learned from Three Urban Middle Schools Engaged in the Turnaround Process
Eric
Eric Barela, Ph.D.
Dana McCurdy, MPH
Presented at the AERA Annual Meeting, April 29, 2013

2. Turnaround
Taking a school from consistently under-performing to consistently meeting and exceeding expectations for their students
Working with existing human capital to bring about and sustain transformative change from within
Focus: middle school turnaround
Eric

3. Research Questions
How do urban middle school leadership practices change to guide the turnaround process? How do systems for professional learning drive changes in the adult capacity needed to turn around urban middle schools? How does an urban middle school’s core instructional program change as a result of the turnaround process?
Eric

4. Results-oriented Leadership
Effective leaders can incite dramatic turnaround efforts in as little as 1 year
(Elmore, 2000)
Guided by a clear vision & a clear plan
Instructional leadership that allows staff to deliver on clear goals and high expectations
Fosters a culture of continuous improvement through consistent examination of data
Eric

5. Systems for Professional Learning
When teachers receive high quality PD and are supported to use it, instructional quality improves (Darling-Hammond & Richardson, 2009; Fullan, 2006)
Relevant and actionable PD
Protected time for quality collaboration
Support from instructional coaches and leaders
Eric

6. Core Instructional Program
Effective teaching can counteract the effects of poverty (Sanders, et al., 1997), potentially eliminating its effects on achievement in 5 years (Rivkin, et al., 2001)
Rigorous, standards-based curriculum
Teaching to each student rather than all students
Consistent use of assessment data to monitor student and teacher progress
Eric

7. Why Middle School?
Often neglected segment of P-20 education (Jackson & Davis, 2000)
Middle grade students are more likely to drop out without consistency in academic environment (Balfanz, et al., 2007)
Very few case studies examining turnaround efforts at secondary schools (Schaffer, et al., 2012)
Eric

8. Our Study
Examining turnaround efforts of 3 urban middle schools partnering with PSI
Focused on:
results-oriented leadership
systems for professional learning
core instructional program
Outcomes
adult capacity to engage in transformative practice
student achievement
Eric

9. PSI
External support provider partnering with schools and districts engaged in turnaround work
Supporting elementary, middle, and K-8 schools in SF Bay Area and Western Michigan
PSI works hand in hand with teachers and leaders to strengthen teaching, learning, and achievement in under-performing public schools and districts.
Providing 3.5 days/wk of on-the-ground support to schools and districts as part of multiyear partnerships
Eric

10. Multisite case study design
Method
Multisite case study design
STR Process
Classroom observations
Teacher focus groups
Leadership interviews
Document Review
PSI strategy plans
PSI progress reports
Theory of Action docs
Interviews
7 PSI staff
3 school leaders
Dana
Multisite case study design
Interviews (how many and with who)
STR process (observations, focus groups, principal interviews)
Document review (types of documents)
Timeline of data collection
2010
2011
2012
2013

11. Sample Description School A School B School C # students 378 626 595
% African American
22% 2%
% Latino
57%
86%
% EL
41%
47%
% Eligible for Free/Reduced Lunch
75%
82%
95%
2010 % Proficient/ Advanced CST
17.6%
27.9%
32.9%
Dana

12. Results-oriented Leadership Systems for Professional Learning
Findings
Results-oriented Leadership
Systems for Professional Learning
Core Instructional Program
School Climate/Culture
Dana-All findings slides

13. Results-oriented Leadership
Clearly and consistently communicates school’s vision
School A had a clear communication plan
Models Results-oriented Cycles of Inquiry (ROCI)
Monitor progress toward goals
Drive continuous improvement
School C could not reflect and adjust practice
Is an instructional leader and distributes instructional leadership
School B principal engaged in weekly classroom walkthroughs
Dana

14. Systems for Professional Learning
Protected teacher collaboration time where collaboration actually occurs
School A collaborated, School B shared, School C did not protect collaboration time
PD designed from within
School A tapped into staff expertise
School A created action plans
Principal steps in as instructional coach in the absence of resources
Dana

15. Core Instructional Program
Aligns curricula, instruction, and assessments around school vision
Empowers teachers to work toward solutions
School B and School C are in the same district
School C teachers felt overwhelmed while School B teachers got beyond admiring the problem
Leverage quick wins
School A turned schoolwide achievement growth into a mindset shift to focus on English Learners
Dana

16. School Climate/Culture
Relational trust among teachers and leaders is critical
Align resources to realize school vision and goals
Resources to those who need most support
Teachers who buy into turnaround efforts
Dana

17. Turnaround Status of Sample Schools
School A
On the verge of becoming a “stay around” school (Leithwood, et al., 2010)
Dramatic student achievement growth
School B
Not as far along as School A, but is aware of effective practices needed to move further
School C
On the verge of decline
Eric

18. Next Steps
Increase number of case studies and expand to new geographies as PSI scales up
Examine potential prerequisites for sustainability of turnaround efforts
Mindsets and relationships
Recruitment and retention plans
Capacity and skills
Systems and structures
Eric