1. Achieving High Quality Outcomes for Students through Continuous School Improvement Defining the Culture and Sprit of Schools

2. Teacher as Learner Collegiality Policies Knowledge & Skills Instructional Program Coherence Instructional Practices Family & Student Centered Student Outcomes Leadership Commitment Shared Purpose Community Dispositions Data-based Decision-Making Infrastructure Resources Data-based Decision-Making Research Data-based Decision-Making Family Partnerships DRAFT 11/04

3. Teacher as Learner Collegiality Policies Knowledge & Skills Instructional Program Coherence Instructional Practices Core values Outcomes Leadership Commitment Share Purpose Community Dispositions Data-based Decision-Making Infrastructure Resources Data-based Decision-Making Research Data-based Decision-Making Resources Leadership Commitment Collegiality DRAFT 11/04

4. Literature Supporting the Theory of School Culture

5. What is an Organization? “An organization is a collective entity for accomplishing specific tasks. Every organization has a group of systems-a culture system, a strategic system, a technical system, and a political system.” (Quinn, p. 60) Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass.

6. Designing Professional Development Guskey, T. R., (2002). Does it make a difference? Evaluating professional development. Educational Leadership 50(6) 45-51.

7. A Comprehensive Framework for Classroom & School Improvement Leadership and Mobilization Student Engagement and Learning Classroom Improvement Teacher as Learner School Improvement Fullan, M. G., Bennett, B., & Rolheiser-Bennett, C. (1990). Linking classroom and school improvement. Educational Leadership v(n) 13-19.

8. A Comprehensive Framework for Classroom and School Improvement Leadership and Mobilization Fullan, M. G., Bennett, B., & Rolheiser-Bennett, C. (1990). Linking classroom and school improvement. Educational Leadership v(n) 13-19.

9. Leading Complex Change M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD. VISIONCAPABILITIES RESOURCES ACTION PLAN RESTRANT; RESISTANCE VISIONINCENTIVESRESOURCES ACTION PLAN ANXIETY VISIONINCENTIVESRESOURCES FALSE STARTS CAPABILITIES VISIONINCENTIVES ACTION PLAN FRUSTRATION CAPABILITIES INCENTIVESRESOURCES ACTION PLAN CONFUSION CAPABILITIES VISIONINCENTIVESRESOURCES ACTION PLAN SUCCESS CAPABILITIES

10. The Benefits of Complex Change M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD. VISIONINCENTIVESRESOURCES ACTION PLAN SUCCESS CAPABILITIES Confidence UNDERSTANDING Engagement Commitment Advocacy

11. Clarity of Purpose Leadership Commitments Infrastructure Community Development & Education Allocation of Resources Assessment Mechanisms Knowledge, Skills, & Dispositions Professional Community Instructional Program Coherence Resources Leadership Commitment Burello

12. Research Policy Practice McGregor, G. & Volgelsberg, R. T. (1998). Inclusive Schooling Practices: Pedagogical and Research Foundations: A Synthesis of the Literature that Informs Best Practices about Inclusive Schooling. Paul H. Brookes Publishing Co., Inc.

13. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement Sugai, G. & Horner, R. (2002). Overview of School-wide Positive Behavior Support. OSEP Center on Positive Behavioral Interventions & Supports March 21 2002

14. Effective Support in Schools Sugai & Horner Building Based Systems Individual Student Systems Classroom Based Systems District-Wide Systems

15. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems Sugai, G. & Horner, R. (2002). Overview of School-wide Positive Behavior Support. OSEP Center on Positive Behavioral Interventions & Supports March 21 2002

16. School Systems Family Systems Student Systems Community Systems Sugai, G. & Horner, R. (2002). Overview of School-wide Positive Behavior Support. OSEP Center on Positive Behavioral Interventions & Supports March 21 2002

17. Achieving High Quality Outcomes for Students through Continuous School Improvement Defining the Change Theory

18. Delivering Professional Development to change in order to get or Incremental Change to change in order to get or Deep Change Provided over time

19. Literature Supporting the Change Theory

20. What is Change? 1.To make different in some particular way, alter Alter –to make different without changing into something else 2.To make radically different, transform Transform –to change in composition or structure, –to change outward form or appearance, –to change in character or condition Merriam-Webster Online

21. What is Change? Incremental Change –Limited in scope –Often reversible –Extension of the past and does not disrupt past patterns –Still in control Deep Change –Requires new ways of thinking and behaving –Irreversible –Discontinuous of past and distorts existing patterns –Surrendering control Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass.

22. What is Change? Incremental Change –Aim to improve the efficiency and effectiveness of an existing structure –Basic structure is sound, but in need of improvement Deep (Fundamental) Change –Aim to transform and permanently alter the structure –Basic structure is “flawed” in need of a complete “overhaul” Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.

23. When is Incremental Change Appropriate? Innovations come in different sizes –Some changes do not need or result in dramatic differences in practice or the operations of a system The context of the school influences the process of change –The level of change is determined by the effectiveness of: Physical features (resources, schedules, etc.) People factors (attitudes, beliefs, values) Hall, G. E. & Hord, S. M. (2001). Implementing Change Patterns, Principles, and Potholes. Boston: Allyn and Bacon.

24. How Can Deep Change Occur? An organization does not change until the individuals within it change Administrator leadership is essential to long- term change success The context of the school influences the process of change –The intensity of change is determined by the level of change in: Physical features (resources, schedules, etc.) People factors (attitudes, beliefs, values) Hall, G. E. & Hord, S. M. (2001). Implementing Change Patterns, Principles, and Potholes. Boston: Allyn and Bacon.

25. How Can Deep Change Occur? You can’t mandate what matters –What really matters is committed action Individualization and collectivism are both needed –Isolation poses a ceiling effect, while groups are more vulnerable to fads –Need a balance of both to create the synergy of deep change Every person is a change agent Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. New York: Falmer Press.

26. How Can Deep Change Occur? Deep change assumes one person can change the larger system and this can occur when someone cares enough to raise the issues that are not currently recognized. “Culture change starts with personnel change.” p.103“ Organization and personal growth seldom follows a linear plan.” p. 83 Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass.

27. Incremental Change v. Deep Change is Not Determined by Duration “Longevity is too crude a basis for judging success or failure. The standard ignores the question of whether the reform was worthy or even effective.” (Cuban, p. 79) Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.

28. Deep Change and Reform Reform-1 a : to put or change into an improved form or condition b : to amend or improve by change of form or removal of faults or abuses 2 : to put an end to (an evil) by enforcing or introducing a better method or course of action Merriam-Webster Online

29. Deep Change and Reform “Change may or may not be progress.” (Cuban, p 77) Schools have change. Changes have been virtually all in governance, school organization, curriculum, and instruction. Most of the changes were incremental. Many changes are new ways of preserving the overall stability of schooling. Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.

30. Why “Reforms” Might Not Work Over time they were marginalized into incremental changes They were placed as periphery to the system Did the “reform” dramatically change the structure? Did the “reform” address the core values, attitudes, and beliefs, thus changing every individual within the system? Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.

31. Literature Supporting the Delivery of Professional Development

32. Scouts and Pioneers Scouts Pioneers Settlers At Least Five Years Critical Mass Hibbard, 1997

33. CBAM Levels of Concern –Awareness –Informational –Personal –Management –Consequence –Collaboration –Refocusing S.F. Hall & B. W. Rutherford (1975) Levels of use of the innovation: A framework for analyzing innovation adoption. Journal of Teacher Education, 26:1. Levels of Use –Non-use –Orientation –Preparation –Mechanical use –Routine –Refinement –Integration –Renewal Levels of Decision

35. Feedback Spiral of Assessment