2. McVee, M.B., Bailey, N.M. & Shanahan, L.E. (2008). Technology lite: Advice and reflections for the technology unsavvy. Journal of Adolescent & Adult Literacy, 51(6), 444-448.

3. Hickory Ridge High School We will: create a catalyst for needed reform at HRHS address the conditions that must be created at HRHS if the school is to be successfully reformed create a process at this high school that builds on the capacity of everyone in the school develop the school’s collective intelligence create continuous generative learning and staff engagement s to be successfully reformed

4. District Goals 1.To create conditions whereby purpose, values, information, and relationships are meaningfully connected and aligned around the school system’s desire to develop an integrated, technologically supported curriculum.

5. District Goals 2.To create a process in the schools that builds on the capacity of everyone in the school, so as to develop the school’s collective intelligence.

6. District Goals 3.To encourage experimentation in implementation.

7. District Goals 4. To examine creative ways to distribute power throughout the school so as to improve respect and each person’s opportunity to make a difference (Cunningham & Cordeiro, 2009)

8. Hickory Ridge Goals Long Term 1. To yield technologically confident students and staff who are empowered and successful life- long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis. 2. To utilize progress monitoring results to tailor the curriculum to students' individual needs. 3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 4. To further integrate PLCs into the faculty community. 5. To continuously assess the fidelity and progress of the FDMA model. Short Term Goals 1. To incorporate interactive, learner-centered technology into teachers' lessons at least twice per week and implement online assessments for progress monitoring. 2. To establish a technology committee. 3. To establish PLCs to promote data driven instruction by integrating 21st century technology and to encourage collegiality and collaboration among the faculty. 4. To institute the FDMA model as a permanent and fundamental doctrine of the Hickory High School culture.

9. Hickory Ridge Goals Long Term 1. To yield technologically confident students and staff who are empowered and successful life- long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis. 2. To utilize progress monitoring results to tailor the curriculum to students' individual needs. 3. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 4. To further integrate PLCs into the faculty community. 5. To continuously assess the fidelity and progress of the FDMA model. Long Term Goals 1. To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century by continuous inclusion of learner-centered technology in the curriculum on a daily basis. 2. To maintain the technology committee as a forum in which to share ideas and ways to utilize technology. 3. To further integrate PLCs into the faculty community. 4. To continuously assess the fidelity and progress of the FDMA model. 5. To utilize progress monitoring results to tailor the curriculum to students' individual needs.

10. The FDMA Diamond Model Adapted from the American School Counselor Association National Model, our FDMA Diamond model will provide HRHS with a solid basis for needed reform in areas such as: Teacher Empowerment Collegiality Administrative Respect Technology Integration Achieving District and School Goals Embracing Our Mission, Vision, and Purpose Statements Student Achievement

12. F F D D M M A A

15. Mission Hickory Ridge High School endeavors to provide a world-class education, to establish a learner-centered community, and to incorporate 21st century technology into all facets of a progressive curriculum while providing students with meaningful learning experiences. Foundation

16. Vision To be a world class, technologically advanced school. Foundation

17. Purpose To yield technologically confident students and staff who are empowered and successful life-long learners in the 21st century. Foundation

18. Philosophy We will promote a progressive philosophy. Students learn best from real-life examples Students learn best from real-life examples LEARN BY DOING! LEARN BY DOING! Thematic Units Thematic Units Collaborative Projects Collaborative Projects Problem Solving and Critical Thinking- *PBL* Problem Solving and Critical Thinking- *PBL* Foundation

20. Student Achievement We will provide a differentiated, constructivist learning environment bolstered by a technologically infused curriculum and guided by the Sunshine State Standards. ~*~*~*~ “Many school administrators now advocate that teachers put aside notions of traditional teaching in favor of developing learning environments where students share ideas, grapple with the meaning of new information, and defend divergent thinking” (p. 582). Foundation Judson, Eugene. (2006). How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection? Journal of Technology and Teacher Education, 14(3), 581-597.

23. Hickory Ridge’s Management System Organizational structure / method Organizational structure / method Behavioral Theory Behavioral Theory Horizontal & Vertical Communication Horizontal & Vertical Communication Shared decision making Shared decision making Data driven leadership Data driven leadership Promotes positive school climate Promotes positive school climate Management System

24. Hickory Ridge’s organizational structures support our school’s vision and mission. Improve school culture and climate. Improve school culture and climate. Participative decision making groups. Participative decision making groups. Shared leadership & responsibilities. Shared leadership & responsibilities. Old bureaucratic structures have been replaced with our new collaborative structures. -PLC’s, Technology committee Old bureaucratic structures have been replaced with our new collaborative structures. -PLC’s, Technology committee Management System

25. Our Organizational Philosophy Management System “No single philosophy, old or new should exclusively guide decisions about schools.” (Ornstein, 2009, p. 57) “No single philosophy, old or new should exclusively guide decisions about schools.” (Ornstein, 2009, p. 57) Our FDMA Diamond model has combined the organizational theories of : Our FDMA Diamond model has combined the organizational theories of : Rensis Likert’s – System 4 Model Rensis Likert’s – System 4 Model Kurt Lewin’s – Behavioral Theory Kurt Lewin’s – Behavioral Theory Douglas McGregor’s – Theory Y Douglas McGregor’s – Theory Y Edwards Deming – Total Quality Management Edwards Deming – Total Quality Management

26. Lewin’s Force-Field Analysis Unfreeze the organizational structures Unfreeze the organizational structures Introduce our reforms and improved organizational structures Introduce our reforms and improved organizational structures Refreeze our organizational structures and reforms. Refreeze our organizational structures and reforms. Repeat as necessary Repeat as necessary Management System

27. Kurt Lewin’s Behavioral Theory Lewin: Behavior is a function of the interaction between the person and the environment. B=f(p*e) (Owens & Valesky, 2007, p. 21) Lewin: Behavior is a function of the interaction between the person and the environment. B=f(p*e) (Owens & Valesky, 2007, p. 21) Hickory Ridge has a participative type of school decision making. System 4 Model. Hickory Ridge has a participative type of school decision making. System 4 Model. Our empowered staff takes ownership of important school decisions through organizational structures such as PLC’s. Our empowered staff takes ownership of important school decisions through organizational structures such as PLC’s. Participative decision making structures. Participative decision making structures. Management System

28. Hickory Ridge’s Collaborative Structures R Rensis Likert’s System 4 Model: System 1: Explotive - Authoritarian System 2: Benevolent-Authoritarian System 3: Consultative System 4: Participative – Hickory Ridge (Owens &Valesky, 2007, p.215) Management System

29. Likert’s participative group interaction model. Management System

30. Rensis Likert’s System 4 Management System

31. Douglas McGregor’s Theory Y Theory Y: When staff exercise initiative, self-direction, and self-control on the job they will feel committed to the objectives of the organization. Theory Y: When staff exercise initiative, self-direction, and self-control on the job they will feel committed to the objectives of the organization. Our empowered Hickory Ridge faculty will enjoy teaching and their enthusiasm will translate into academic gains in their innovative, technology rich classrooms. Our empowered Hickory Ridge faculty will enjoy teaching and their enthusiasm will translate into academic gains in their innovative, technology rich classrooms. Management System

32. Shared Power When teachers are empowered as agents for change, they become active agents rather than passive workers. (Feimen-Nemser & Floden, 1986, p.523) Management System

33. Total Quality Management Total Quality Management approach is recommended for the human resource function of reform. Total Quality Management approach is recommended for the human resource function of reform. Edwards Deming introduced the theory and application of total quality management (TQM) to the Japanese with outstanding results (Rebore, 2007, p. 24). Edwards Deming introduced the theory and application of total quality management (TQM) to the Japanese with outstanding results (Rebore, 2007, p. 24). Management System

34. Deming’s fourteen principles 1. Create constancy of purpose toward improvement of product and service. 2. Adopt the new philosophy 3. Cease dependence on inspection to achieve quality. 4. End the practice of awarding business on the basis of price tag. 5. Improve constantly and forever the system of production and serve, to improve quality and productivity. 6. Institute training on the job. 7. Institute leadership. 8. Drive out fear 9. Break down barriers between departments. 10. Eliminate slogans, exhortations, and targets 11. Eliminate management by numerical quotas. 12. Remove barriers that prevent job managers and workers from taking pride in their workmanship. 13. Institute a vigorous program of education and self improvement. 14. Put everybody in the company to work to accomplish transformation.

35. Data Driven Leadership Hickory’s administration will analyze our reform data. Ongoing progress monitoring Hickory’s administration will analyze our reform data. Ongoing progress monitoring We will involve stakeholders in the data analysis process. We will involve stakeholders in the data analysis process. We will make changes based on data analysis to improve our organizational structures. We will make changes based on data analysis to improve our organizational structures. We will reward student achievement. We will reward student achievement. We will celebrate our successes. We will celebrate our successes. Management System

36. Human Capital Our diamond reform management system has created a school climate that encourages continuous learning & promotes innovation. Our diamond reform management system has created a school climate that encourages continuous learning & promotes innovation. Staff development especially in technology. Staff development especially in technology. Reward innovation and student achievement. Reward innovation and student achievement. Our organizational structures utilize everyone’s capacity in the school. Our organizational structures utilize everyone’s capacity in the school. We develop our school’s collective intelligence. We develop our school’s collective intelligence. Management System

37. HICKORY’S EMPOWERED STAFF DELIVERS REFORM Once individuals participate energetically, share authority, and engage in meaningful work, they begin to shed most negative emotions and to demonstrate their knowledge. (Shor, 1992, p. 84). Management System Allotting specific times for teachers to come together affords professional sharing that may not otherwise occur. (Woods and Weasmer, 2004, p. 120)

38. Hickory Ridge’s Open Management System Fosters: Fosters: Administrative Respect – Open door policy. Administrative Respect – Open door policy. Technology Integration - Communication Technology Integration - Communication Team Building / Collaboration - Committees Team Building / Collaboration - Committees Teacher Empowerment- Shared Decisions Teacher Empowerment- Shared Decisions Mission, Vision, & Student Achievement Mission, Vision, & Student Achievement Innovation & experimentation Innovation & experimentation Management System

39. FDMA Diamond School Symbol Our FDMA diamond model will be displayed everywhere. Our FDMA diamond model will be displayed everywhere. Symbolizes our school reform efforts. Symbolizes our school reform efforts. On our sports’ teams. On our sports’ teams. On our stationary. Vision & Mission. On our stationary. Vision & Mission. On our website. Newsletters, multimedia On our website. Newsletters, multimedia On our walls & halls. On our walls & halls. We are a Diamond School! We are a Diamond School! Management System

40. Positive School Culture & Climate Our organizational structures allow us to build coalitions and form alliances with all stakeholders. Our organizational structures allow us to build coalitions and form alliances with all stakeholders. PLC’s, Technology Committees, Teams PLC’s, Technology Committees, Teams We involve all stakeholders in our school reform efforts. We involve all stakeholders in our school reform efforts. Through collaboration we have created a positive school climate that supports student achievement! Through collaboration we have created a positive school climate that supports student achievement! Management System

41. FDMA Diamond Model Our foundation supports our organizational management structures. Our foundation supports our organizational management structures. Our organizational management structures support our instructional delivery. Our organizational management structures support our instructional delivery. Our FDMA Diamond Model supports our school reform efforts. Our FDMA Diamond Model supports our school reform efforts. Management System

44. “When teachers are empowered as agents of change they become active agents rather than passive workers.” -Woods and Weasmer Maintaining Job Satisfaction Delivery Systems

45. Incorporating Technology into Curriculum Create a technology Committee consisting of new staff members and veteran staff members Create a technology Committee consisting of new staff members and veteran staff members Each classroom was recently wired and has 15 computers Each classroom was recently wired and has 15 computers The District wanted to make Hickory High School a technological center The District wanted to make Hickory High School a technological center Delivery Systems

46. Data-Driven Instruction Use of online assessments for immediate feedback and baseline testing Use of online assessments for immediate feedback and baseline testing Use for progress monitoring on classroom achievements and standardized testing Use for progress monitoring on classroom achievements and standardized testing Delivery Systems

47. Staff Support, Development, and Empowerment Technology Committee focus on technologies to be implemented in curriculum Technology Committee focus on technologies to be implemented in curriculum Monthly meetings focusing on a new technology Monthly meetings focusing on a new technology Sharing ideas between new staff members and veteran teachers Sharing ideas between new staff members and veteran teachers Delivery Systems

48. Creating a Learning Community Where staff members share information and ideas Where staff members share information and ideas Where staff members support each other Where staff members support each other Where we empower teachers to become active agents Where we empower teachers to become active agents Delivery Systems

49. “Not only is it essential for teachers to know that they have contributed to shaping curriculum, but they also need to sense their own roles in the culture of the school. To become stakeholders, they need to know their contributions to the school culture are honored.” (p.118) Delivery Systems Woods, A.M. & Weasmer, J. (2004). Maintaining job satisfaction: Engaging professionals as active participants. Clearing House, 77 (3), 118-121.

52. Data Driven Results Online tests and quizzes will be completed online using Data Warehouse program. Online tests and quizzes will be completed online using Data Warehouse program. These tests and quizzes will provide us with data which will allow for us to make the necessary gains and improvements in our classrooms. These tests and quizzes will provide us with data which will allow for us to make the necessary gains and improvements in our classrooms. Accountability

53. State Standards Teachers need to be aware of the Sunshine State Standards and how each lesson they’re teaching appropriately meets the standards. Teachers need to be aware of the Sunshine State Standards and how each lesson they’re teaching appropriately meets the standards. The Sunshine State Standards are closely linked to the FCAT assessment and need to be addressed in order for students to show gains on the test. The Sunshine State Standards are closely linked to the FCAT assessment and need to be addressed in order for students to show gains on the test. Accountability

54. State Standards continued Objectives and standards should be posted in the room in a visible location. Objectives and standards should be posted in the room in a visible location. Since we have become a technology- driven school, teachers should try to implement technology following the state standards and curriculum whenever possible. Since we have become a technology- driven school, teachers should try to implement technology following the state standards and curriculum whenever possible. Accountability

55. Performance Evaluations At Hickory Ridge High School we will use the Collier Teacher Assessment System (CTAS), similar to the program used in Collier County Public Schools At Hickory Ridge High School we will use the Collier Teacher Assessment System (CTAS), similar to the program used in Collier County Public Schools This evaluation process was established to provide criteria and guidelines for assessing and improving the qualifications and performance of educators. This evaluation process was established to provide criteria and guidelines for assessing and improving the qualifications and performance of educators. Accountability

56. “The purpose of this evaluation system is to provide a multi-strand evaluation process for teachers at every level of experience, it is been proven to be a fair assessment system, provide an opportunity for professional growth, and opportunities for peer support” (Hamblett,1996). “The purpose of this evaluation system is to provide a multi-strand evaluation process for teachers at every level of experience, it is been proven to be a fair assessment system, provide an opportunity for professional growth, and opportunities for peer support” (Hamblett,1996). CTAS will follow the twelve Educators Accomplished Practices with a big emphasis on Technology. CTAS will follow the twelve Educators Accomplished Practices with a big emphasis on Technology. Accountability

57. Administrator to Teacher Professional Development Opportunities Professional Development Opportunities Workshops Workshops Technology development Technology development Team Building Activities Team Building Activities Teachers will be placed in Professional Learning Communities (PLC’s) to collaborate with staff members, an administrator will be present to monitor this process. Teachers will be placed in Professional Learning Communities (PLC’s) to collaborate with staff members, an administrator will be present to monitor this process. Accountability

58. Teacher to Administrator Teachers will have an open Door Policy with administrators and know that they are here for the same purpose. Teachers will have an open Door Policy with administrators and know that they are here for the same purpose. “Trust contributes to a positive working environment characterized by honest supportive relationships. It enables the open exchange of ideas and impacts the quality and quantity of information exchanged” (Moye, Henkin & Egley, 2005, p.2) “Trust contributes to a positive working environment characterized by honest supportive relationships. It enables the open exchange of ideas and impacts the quality and quantity of information exchanged” (Moye, Henkin & Egley, 2005, p.2) Accountability

61. Tightly Coupled Organizations What we know: What we know: Marzano documents tightly coupled organizations have four defining characteristics. Marzano documents tightly coupled organizations have four defining characteristics. 1. They are self-correcting rational systems with highly interdependent components. 2. They have a consensus on goal and the means to accomplish those goals. 3. They can coordinate activity by disseminating information. 4. They have predictable problems and the means to address those problems. (2009, p. 13)

62. Tight Coupling =Striking the Right Balance Diamond Model District Goals School Goals

63. Diamond Model Framework Management Systems Accountability Delivery System Foundation Beliefs and Philosophy, Mission, Vision, Fl. Ed Ethics, Fl. Ed Leadership Standards Relevant curriculum, data driven, system support, staff development, and empowerment Theory, Organizational method, data driven leadership, shared decision making and horizontal communication. Data driven state standards, performance evaluation, administration to teacher, teacher to administration

64. Achieving Goals! The Diamond Model is the best for Hickory Ridge High School because it promotes: AdvocacyLeadershipCollaboration Systemic Change Foundation

65. HRHS Areas of Growth and Progress FOUNDATION Student Achievement Progressivism Constructivist Classroom MANAGEMENT SYSTEMS Positive Administrative Leadership Vision Likerts 4 McGregor Y Shared Leadership Collaboration DELIVERY Tech committees Technologically infused classrooms On-line baseline testing 15 classroom computers per instruction ACCOUNTABILITY Data Warehouse Progress Monitoring PLCs Data Driven Results Gains Marzano explains, “The computed correlation between district leadership and student achievement was.24 and statistically significant at the.05 level” (2009, p. 4).

66. Achievement Guaranteed The Total Quality Management Approach is one that has produced successful results. When cross referencing Deming's TQM to Hickory High’s Reform, it can be concluded that ALL 14 points of TQM are satisfied.

69. References American School Counselors Association. (n.d.). Executive Summary. Cunningham, W. G., & Cordeiro, P. A. (2009). Educational leadership: A bridge to improved practice. Boston, MA: Pearson. Feiman-Nemser, S. & Floden, R. E. (1986). The cultures of teaching: Handbook of research on teaching. 3 rd ed., 505-26. New York: Macmillan. Gomez, L M, Sherin, M. G., Griesdorn, J., & Finn, L.-E. (2008). Creating social relationships: The role of technology in preservice teacher preparation. Journal of Teacher Education, 59(2), 117-132. Hamblett, A. (1996). Collier teacher assessment system. Judson, Eugene. (2006). How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection? Journal of Technology and Teacher Education, 14(3), 581-597. Kitchen, J. (2009). Relational teacher development: Growing collaboratively in a hoping relationship. Teacher Education Quarterly, 36(2), 45-62. Lattuca, L.R. (2006). The constructivist pedagogy we're looking for. Journalism & Mass Communication Educator, 60(4), 354-358. Liesveld, R., Miller, J., Robinson, J. (2005). Teach with your strengths. New York: GALLUP PRESS. Marzano, R. J., & Waters, T. (2009). District Leadership That Works: Striking the Right Balance. IN: Solution Tree Press. McVee, M.B., Bailey, N.M. & Shanahan, L.E. (2008). Technology lite: advice and reflections for the technology unsavvy. Journal of Adolescent & Adult Literacy, 51 (6), 444-448.

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