1. Transforming the Learning, Teaching, and Leadership Environment Summer Institutes 2001 Office of Superintendent of Public Instruction/Association of Washington School Principals Day 2

2. July January September October November December District implementation ReviewingImprovementResults District Planning BudgetCalendar$$AnnualPerformance Legislative Session ExploreLearnEvaluate OSPI Conference ExploreEvaluate OSPI / ESD/ District Training February June August April May March

3. Math Science Social Studies Arts Health / Fitness Living Learning Working Relating Representing Reasoning GOAL 3 Reading Writing Communications GOAL 1 GOAL 4 GOAL 2

4. Classroom Based Evidence of Student Learning Professional Development System Indicators State Level Assessment Assessment System

5. 12345671234567 Making the diploma meaningful Transforming the teaching profession Transforming school leadership Engaging parents and the community Harnessing the power of technology Creating a safe, civil and healthy learning environment Coordinating a research agenda

6. Building a High Performance Education System: Outputs All kids with 21st century diplomas Processes Teaching and Leadership Transformed Learning, Feedback for Accountability Classroom Assessments WASL/ITBS Alternate Assessments Research Agenda Inputs Kids Skilled educators Learning goals/EALRs Graduation requirements Curriculum Technology Conditions: Parent Involvement and community support Learning Environment +

7. The Journey of Education Reform....... A major culture change

8. Components of Ed Reform State Learning Goals Assessment system Essential Academic Learning Requirements Support, Funding +Flexibility

9. Accountability = Shared Responsibility Professional development School improvement plans Focused assistance to struggling schools Partnership between OSPI, the ESDs, and districts

10. Principals Teachers Parents Learners Leaders

11. Education Leadership Functions Information Possibilities Organization Possibilities Human Possibilities

12. School Leadership Functions Instructional Leadership Aligning Resources Processing Systems

13. Classroom Leadership Functions Instructional Delivery Learner Diagnosis Curriculum and Lesson Development

14. Essential Learning Requirements Content Teacher Living Learning Working

15. Home Leadership Functions Supporting Teacher Supervising Child Developing Self

16. Student Leadership Functions S-P-R Generative S-O-R Discriminating S-R Conditioned Responding

17. Conditions: Strong Parent and Community Involvement Supportive Learning Environment + Feedback Frequent Monitoring ( recognition and support ) Outputs Achievement of a Clear and Shared Vision Processes Learning,Teaming and Professional Development Inputs - High Expectations for all - Strong Leadership - Aligned Curriculum and Time for Instruction - Collaborative Staff Building a High Performance School:

18. Characteristics of High Performing Schools Effective instructional & administrative leadership –Prerequisite to school change –Leadership come in many forms (principal, school & district staff) Clear and shared vision/purpose –Everybody knows where they are going and why –All staff participate in developing the common focus High standards and expectations all – Get all students to do better – Positive attitudes, no excuses – Realize continuous improvement needed over the long haul 1 2 3

19. Characteristics of High Performing Schools (cont.) Changes in curriculum & instruction –Alignment with state standards and assessments –More time found for instruction 4 5 6 High levels of teamwork – Everybody is involved all – Collaboration and communications among all staff Frequent monitoring of teaching and learning – Constantly determining who does well and who need help – Recognize success, support those in need.

20. Characteristics of High Performing Schools (cont.) 7 8 9 Supportive learning environment – Safe, civil, healthy atmosphere where respect is the norm – Personalized instruction Increased Parent and Community involvement – Strong partnerships with parents, businesses, community groups and higher education Emphasis on professional development –Focus, extensive, ongoing –Never comfortable or satisfied with status quo