1. INTERNAL ACCOUNTABILITY AND INSTRUCTIONAL IMPROVEMENT RICHARD ELMORE HARVARD GRADUATE SCHOOL OF EDUCATION DATA WISE INSTITUTE December 2006

2. HOW FREQUENTLY IN YOUR SCHOOL... DO TEACHERS PLAN LESSONS AND UNITS OF INSTRUCTION TOGETHER? DO TEACHERS OBSERVE EACH OTHERS’ PRACTICE? DO ADMINISTRATORS ENGAGE IN OBSERVATIONS OF INSTRUCTIONAL PRACTICE? DO ADMINISTRATORS ENGAGE IN PROFESSIONAL DEVELOPMENT WITH TEACHERS?

3. WHAT HAPPENS WHEN... THE MEETING OCCURS ON TIME BUT ONE PERSON IN THE GROUP HAS NOT DONE THE HOMEWORK? IN A DISCUSSION OF TEACHING PRACTICE ONE MEMBER OF THE GROUP MISREPRESENTS, IN A MAJOR WAY, WHAT HAPPENED IN A CLASSROOM? IT IS CLEAR FROM OBSERVATION THAT A PARTICULAR CYCLE OF PROFSSIONAL DEVELOPMENT HAS NOT RESULTED IN CHANGED PRACTICE?

4. HOW ACCOUNTABILITY WORKS

5. R esponsibility E xpectations A ccountability How accountability works

6. THE PRINCIPLE OF RECIPROCITY: FOR EVERY UNIT OF PERFORMANCE I DEMAND OF YOU, I HAVE AN EQUAL RESPONSIBILITY TO PROVIDE YOU WITH A UNIT OF CAPACITY

7. HOW IMPROVEMENT WORKS

8. TEACHER STUDENT CONTENT THE INSTRUCTIONAL CORE Points of entry for improvement of instruction The culture is present in the academic tasks that students are asked to do If you can’t see it in the core, it’s not there Academic tasks define the real accountability system in your school School improvement © Richard F. Elmore Use by Permission only

9. IMPROVEMENT PROCESSES [A] [B] [C] P/Q T SCHOOL IMPROVEMENT [AYP]

10. TECHNICAL CULTURAL THE WORK OF IMPROVEMENT: FROM TECHNICAL TO CULTURAL © Richard F. Elmore Use by Permission only

11. THE WORK OF IMPROVEMENT: FROM TECHNICAL TO CULTURAL SCHEDULES Structures roles Types of professional development, when Protocols, rubrics Assessments Accountability systems Beliefs about student learning Pedagogical content knowledge Norms for group work Discourse about practice Mutual accountability Distributed leadership TECHNICALCULTURAL © Richard F. Elmore Use by Permission only

12. TECHNICAL CULTURAL THE WORK OF IMPROVEMENT: FROM TECHNICAL TO CULTURAL LEARNING THE WORK USING THE WORK TO CHANGE THE CULTURE LETTING THE CULTURE DRIVE THE WORK © Richard F. Elmore Use by Permission only

13. PRACTICES OF IMPROVEMENT MANAGE TIME: THE SCHEDULE, HOW PEOPLE SPEND THEIR TIME COLLABORATIVE WORK: SET FOCUSED TASKS, EXPECT OBSERVABLE RESULTS TRANSPARENT INSTRUCTION: EVERYONE OBSERVES EVERYONE ELSE SEPARATE THE PRACTICE FROM THE PERSON: WHAT DOES THE PRACTICE DO TO PROMOTE STUDENT LEARNING?