1. 4. School Improvement through Systematic Planning
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2. The Principal’s Role in Planning
The most effective principals have a clear sense of purpose and priorities and are able to enlist the support of others toward these ends.
Ubben p.59
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3. Gathering Baseline Data
Demographic Data
Outcome Data
Stakeholder Survey Data
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4. Determining Vision and Mission
Framework for Establishing Beliefs or Vision Statements
Evaluative Criteria Framework
Effective Schools Framework
Essential Schools Framework
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5. School Improvement through Systematic Planning
Clarifying Expectations for Student Learning
Process
Analysis of Instructional and Organizational Effectiveness
Best Practices
Document current practices
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6. The School Improvement Process focuses on continuous improvement because
It is a systems’ approach to school improvement.
It assists a school to more easily identify and prevent problems in attaining its desired mission.
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7. The Quality School Improvement Process (QSIP) is designed to:
Improve student learning and the performance of students.
Strengthen the capacity of a school’s staff to support student learning and improve student performance.
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8. Why Plan?
“If you don’t know where you are going, you’ll end up somewhere else.”
Yogi Berra
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9. The Planning Phase Purpose
To develop and/or refine and implement a planning framework that includes the seven required components and a collaboratively developed action plan for school improvement (SIP).
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10. Seven Required Components of Effective Planning Frameworks
Stakeholders’ participation.
A profile of students, school and community.
Beliefs’ and Mission statements.
Clearly defined student performance expectations.
An analysis of instructional and organizational effectiveness.
An action plan for school improvement (SIP).
An implementation process with monitoring and annual assessments.
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11. DEVELOPING THE PROFILE FOCUS QUESTION
Part 1
DEVELOPING THE PROFILE FOCUS QUESTION
How can we best describe the students and community served in our school?
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12. DEFINING BELIEFS AND MISSION
Purpose of Part 2
DEFINING BELIEFS AND MISSION
Provides a process for the development of a set of beliefs and a mission statement that defines the purpose for the school.
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13. DEFINING BELIEFS AND MISSION FOCUS QUESTIONS
Part 2
DEFINING BELIEFS AND MISSION FOCUS QUESTIONS
What do we believe about teaching and learning?
What is the primary purpose of our school?
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14. DEFINING DESIRED RESULTS FOR STUDENT LEARNING
Purpose of Part 3
DEFINING DESIRED RESULTS FOR STUDENT LEARNING
Provides a process for the development of goals focused on improvement in student learning.
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15. Part 3 DEFINING DESIRED RESULTS FOR STUDENT LEARNING
FOCUS QUESTIONS
What is our vision of a well-educated student from our school?
What do we expect students to know and be able to do as a result of their learning?
How well are our students performing in relation to the desired results for their learning?
What are our priorities for improving student learning?
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16. ANALYZING INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS
Purpose of Part 4
ANALYZING INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS
Provides a process for using effective school research to analyze instructional and organizational practices and set goals for improvement of the school.
Focusing on the effectiveness of the school.
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17. ANALYZING INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS OF
Part 4
ANALYZING INSTRUCTIONAL AND ORGANIZATIONAL EFFECTIVENESS OF
THE SCHOOL
FOCUS QUESTIONS
To what extent do the instructional practices and organizational conditions in our school help or hinder the achievement of our mission and desired results for student learning?
How can we improve the instructional and organizational effectiveness of our school?

18. DEVELOPING THE ACTION PLAN
Purpose of Part 5
DEVELOPING THE ACTION PLAN
Provides a process for prioritizing target areas and developing action plans to the achieve improvement goals.
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19. DEVELOPING THE ACTION PLAN FOR SCHOOL IMPROVEMENT (SIP)
Part 5
DEVELOPING THE ACTION PLAN FOR SCHOOL IMPROVEMENT (SIP)
FOCUS QUESTION
What action steps can be taken to help us more fully achieve our mission, improve student learning, and strengthen the instructional and organizational effectiveness of our school?
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20. IMPLEMENTING THE PLAN AND DOCUMENTING RESULTS
Purpose of Part 6
IMPLEMENTING THE PLAN AND DOCUMENTING RESULTS
Provides a process for monitoring the action plan, assessing student performance and sustaining the commitment to continuous improvement.
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21. IMPLEMENTING THE PLAN AND
Part 6
IMPLEMENTING THE PLAN AND
DOCUMENTING RESULTS
FOCUS QUESTIONS
How can we most effectively implement our action plan for school improvement?
What measures should we use to assess the effectiveness
of the plan in terms of growth in student learning and improvement?
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22. The Implementation Phase
In Summary…
THE
QUALITY
SCHOOL
IMPROVEMENT
PROCESS =
The Planning Phase
The Peer Review Phase
The Implementation Phase
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23. Developing the School Improvement Plan and Preparing for the Implementation Phase
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24. SIP Goals To provide school personnel with a planning process focused
on improving student achievement.
To provide a planning process that integrates and unifies improvement efforts.
To build the school’s capacity to sustain improvement.
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25. Integrated Planning Principal and Success Teacher for All Evaluation
School
Improvement
Process
State of
Tennessee
Success
for All
SACS
Principal and
Teacher
Evaluation
System
Title I
Blue
Ribbon
Schools
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26. SIP OVERVIEW Step 7 Step 6 School Profile Student Performance Data
Demographic Data
Stakeholders Perspective
Step 5
Implementation
Take action and
document evidence of
Progress to improve
Student Learning
School Performance
Step 1
Action Plan
Goals for
Improving:
Student Learning
School Performance
Step 2
Mission Statement
List of Beliefs
Priorities for Improving
Student Learning
Step 3
Step 4
Priorities for Improving
School Performance
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27. Action Planning Project Management Problem Analysis
Generating Action Plans
The Project Planning Document
Putting the Plan into Operation
Establishing Target Dates
The Project Calendar: Gantt Charting
The Master Project Document
Monitoring and Evaluating the Project
Summative Evaluation
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28. Developing Action Plan
School Improvement Process
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29. Action Plan for Improvement
Goal Statement…based on data analysis in parts 3 and 4
Current Performance Level… description of current data collected in parts 1 and 3
Expectations or Results… levels of improvement sought
Performance Indicators…what proficiency looks like
Evaluation of Goal…tools for assessing the goal
Strategies for implementation… action steps that are to be initiated
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30. Developing the Action Plan
Establish or review priorities for student learning
and school performance.
Write goal statements for each priority.
Describe performance indicators for each goal.
Identify current performance levels for each goal.
Define assessment tools to monitor goal achievement.
Establish benchmarks for improvement.
Design strategies for improvement.
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31. Step One: Identifying Priorities
What are your school’s priorities for improving student
learning and school performance?
Review of Process to Identifying Priorities
- Review the Analysis of Student and School Performance
Data (Parts 1, 3, and 4)
-  Determine the top priorities that will be considered in the action plan

32. Step Two: Writing the Goal Statement
Write a goal statement for each priority for improving student learning and school performance.
Ensure consistency with beliefs and mission.
Eliminate emphasis on test or assessment measures.
Emphasize achievement in learning area.
Sample Goal Statements:
- “Students will demonstrate reading proficiency at or
above expected grade level.”
- “Instructional strategies and activities will be implemented to increase and improve students’ active participation in their learning.”

33. Step Three: Defining Performance Indicators
What are performance indicators’ of students achievement
of the goals for their learning? Of the school’s achievement
of the goals for improvement?
Provide a specific description of observable and assessable
behaviors.
Describe what proficiency in the skill area looks like.
Example:
- Goal: Students will demonstrate proficiency in reading comprehension.
- Performance Indicator: Students re-read texts to confirm
or to question others’ interpretation of the same text.
(Grade 8 Level)
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34. Step Four: Describing Current Performance Levels
What are the assessment and evaluation measures currently employed by your
school to asses the extent to which students are achieving the goals for their
learning? To which the school is achieving the goals for improvement?
Current Performance Levels: School year student performance data
indicate that:
- 60% of 8th grade students passed the district Reading Exam
- 45% of 8th grade students scored above the 50th percentile on the TCAP
- 59 of 8th grade students showed a 20 point gain from pre- to post-test data
- 62% of 8th grade students demonstrated a grade level improvement
in reading samples submitted to reading portfolio
- 72% of 8th grade students passed the Basic Literacy Test
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35. Step Five: Defining Assessment Tools
How does your school plan to assess the extent to which the goals for improving student learning (or school performance) are achieved?
Identify assessment measures that:
- Represent diverse modes of evaluation
- Can be replicated at regular intervals
- Provide a clear description of performance in achieving the stated goal
Sample: Assessment Tools
- TCAP
- Reading Portfolios
- Pre and Post-Testing
- Summer Reading Program
- Basic Literacy Test
- Accelerated Reader
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36. Step Six: Establishing Benchmarks for Improvement
What are the benchmarks for improvement that your school has established to monitor the extent to which the goals for improving student learning (or school performance) are achieved?
Sample Benchmarks for Improvement: School Year
- TCAP
Increase from 45% to 47% of 8th grade students scoring
above the 50th percentile on the TCAP
- Basic Literacy Test
Increase from 72% to 74% of 8th grade students passed
the Basic Literacy Test
- Accelerated Reader
ESTABLISH BASELINE DATA
- Reading Inventories
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37. Developing the Action Plan
Sample School Performance Goal
Priority…Actively engaging students in their learning.
Goal Statement…Instructional strategies and activities will be implemented to increase and improve students’ active participation in their learning.
Performance Indicators…Teachers provide instruction that involves frequent interactions with students.
Current Performance Level…77% of instruction is lecture-style based on the results of the instructional Climate Survey.
Assessment Tools…Teacher and Evaluation Instruments.
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38. Designing Strategies for Improvement
Step 7 – Design strategies for improvement for each goal that includes the following components:
- Resources
- Professional development
- Timeline
- Monitoring system
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39. Step Seven: Designing Strategies for Improvement
What are the action steps that need to be initiated to achieve the goals for improving student learning?
Each action step should consist of a strategy to be initiated, additionally school personnel should consider and identify:
- strategies that target the performance indicators related to the goal;
- the resources necessary to implement the strategy;
- the professional development needs associated with the strategy;
- a timeline to initiate the strategy;
- a monitoring system to evaluate the effectiveness of the strategy.
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40. Designing Strategies Strategies:
- Are activities or practices implemented in pursuit of the goal;
- cause or guide the desired learning, improvement, or change; and
- are a means to achieve student and organizational goals.
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41. Criteria for Designing Strategies
Based on research or best practice
Aligned with goal attributes
Describe a specific action
Written to maximize staff involvement
Written to maximize student impact
Are challenging, worthwhile, and feasible
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42. Resources to Select Strategies
Professional literature, Internet or Web-based
Conferences, seminars, workshops
Collegial networking, dialogue, and sharing
Collaborative study and action research
Reflection in practice

43. Impact of Strategies
Strategies can address changes or improvements in:
Curriculum
Instruction
Assessment
Climate or culture
Organization or structure
Resources
Policies or procedures
Professional development
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44. Strategies for Improvement
Experience Shows!
Honor and Empower Staff
- To figure out how to use the strategy
- As a tool to teach their subject and grade
Powerful Strategies
- Are cross-curricular
- Provide for cross grade implementation
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45. Sample Strategy
Goal Statement: Students will demonstrate proficiency in reading comprehension at or above expected grade level.
Performance Indicator: Students can relate what they read to their own lives.
Strategy: Increase the amount and type of material that students read.
Resource: Accelerated Reader.
Professional Development Needs: Workshop on the Accelerated Reader Program.
Timeline: School Year Five Year Plan
Monitoring System: Grade level review of the Accelerated Reader Program, Individual teacher feedback on Charting Progress Worksheet, Principal and Teacher Evaluation Instruments.
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46. Implementation Phase “The essence and success of planning and
preparation is measured by the ability to
implement the intended.”
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47. Major Tasks of the Implementation Phase
Implement the action plan
Document growth in:
- Student learning
- Instructional effectiveness
Organizational effectiveness
Update School Profile annually
Conduct an annual analysis of the school’s progress in meeting the goals of the action plan.
Make adjustments to action plan including strategies for improvement, as necessary.
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48. Charting Progress Annually adjust strategies, if needed, and chart and
report progress
Goal Statement
Benchmark(s)
Strategies
- “What did we do?”
Evidence
- “What are the results?”
Next Steps
- “What needs to be accomplished?”
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49. Establishing a Monitoring System
Teacher-Level
What specific activities or instructional strategies have you implemented in your classroom related to achieving the goal?
What is your perception as to the effectiveness of the strategies or activities?
What are the results, to date, of your efforts?
What needs to happen next?
What needs or assistance do you have in order to make progress towards the goal?
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50. Establishing a Monitoring System
Grade-, Team-, or Department-Level
What activities or strategies have been implemented to address the goal?
What results, to date, have been realized?
What are the next steps planned in your area?
What additional assistance or support do you need in your program area?
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51. Establishing a Monitoring System
School-Level
- What activities or strategies have been implemented to address the goal?
What results, to date, have been realized?
What will happen next to continue pursuit of the goal?
What adjustments, if any, have been made to your school improvement action plan?
What additional assistance or support do you need at the school level?
Copyright © Allyn & Bacon 2007

52. Sample Progress Report
Goal Statement: Students will demonstrate proficiency in reading comprehension at or above expected grade level.
Performance Indicator: Students can relate what they read to their own lives.
Strategy: Increase the amount and type of material that students read.
WHAT DID YOU DO?
_________________________________________________
WHAT WERE THE RESULTS?
WHAT STEPS NEED TO BE ACCOMPLISHED NEXT?
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53. Advantages of the SIP Focuses on improving student performance
Builds a school’s capacity to sustain improvement
Designed for schools based on research
Unifies the efforts of the schools and the district
Consistent and supportive of other initiatives
Supports and drives accountability comprehensively
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54. Indicators of SIP Success
Planning Phase
- have autonomy
- provide for early involvement
- establish a project chronicler
Planning to Implementation Phase
- “think big, start small”
- build trust
- achieve critical mass
- sustain effort through fatigue and turnover
- create opportunities for celebration
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55. A process is only a process; it is the people who adapt it to
Achieving Success
A process is only a process;
it is the people who adapt it to
their particular circumstances
who make it work.
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56. helping students succeed
A partnership
helping students succeed
and schools improve…
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57. The New Paradigm of Change Fullan 91
1. YOU CAN'T MANDATE WHAT MATTERS
2. CHANGE IS A JOURNEY, NOT A BLUEPRINT
3. PROBLEMS ARE OUR FRIENDS
4. VISION AND STRATEGIC PLANNING COME LATER
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58. The New Paradigm of Change Fullan
5. INDIVIDUALISM AND COLLECTIVISM MUST HAVE EQUAL POWER
6.NEITHER CENTRALIZATION OR DECENTRALIZATION WORKS
7. CONNECTION WITH WIDER ENVIRONMENTS IS CRITICAL
8. EVERY PERSON IS CHANGE AGENT
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