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

2. 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

3. 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

4. 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
Write ideas on chart paper, post on walls

5. 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

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

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

8. 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

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

10. 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

11. 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

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

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

14. 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

15. 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

16. 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

17. 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

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

19. 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

20. 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

21. Support for Systemwide Improvement
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

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

23. 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

24. 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

25. 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