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Focusing School Leadership through Student and Staff Surveys

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www.LeaderEd.com Focusing School Leadership through Student and Staff Surveys Mike Sherwood, Superintendent Webster Community Schools Iowa Dr. Linda Lucey – PowerPoint PPT presentation

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Title: Focusing School Leadership through Student and Staff Surveys


1
Focusing School Leadership through Student and
Staff Surveys  
www.LeaderEd.com
Mike Sherwood, Superintendent Webster Community
Schools Iowa
Dr. Linda Lucey Chief Academic Officer Successful
Practices Network
Linda Williams Curriculum and Assessment
Director Webster Community Schools Iowa
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2
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www.LeaderEd.com
3
Focusing School Leadership through Student and
Staff Surveys
We Learn Student Survey 80,358 We Teach
Instructional Staff Survey 8,554 We Lead Whole
Staff Survey 15,430 We Support Community Survey
- NEW
Linda Lucey, Ph.D - Chief Academic Officer,
Successful Practices Network Mike Sherwood
Superintendent, Webster Community City Schools,
Linda Williams - Curriculum and Assessment
DirectorWebster City Community School District,
Iowa
www.successfulpractices.org
4
Agenda
  • Overview of the We Learn, We Teach, We Lead
    Surveys (Linda L)
  • Webster City Schools (Mike and Linda W)
  • We Support Community Survey (Linda L)

5
OUR WORK IS COMPLEX
  • A test score is not a synonym for what a student
    has learned or a school has accomplished.

6
TO DO THE JOB WELL
  • QUANTITATIVE DATA
  • QUALITATIVE DATA
  • GREAT QUESTIONS

7
  • Rigor
  • Relevance
  • Relationships
  • Leadership
  • Rigor
  • Relevance
  • Relationships
  • Leadership
  • Coherent Vision
  • Instructional Leadership
  • Empowerment

Learn
Student Survey
Teach
Instructional Staff Survey
Lead
Whole Staff Survey
www.successfulpractices.org
8
Learn
  • Grades 6-12 students
  • 60 item survey
  • Rigor, Relevance, Relationships Leadership
  • Select items parallel We Lead and We Teach

9
Teach
  • K-12 Instructional staff
  • 60 item survey
  • Rigor, Relevance, Relationships Leadership
  • Select items parallel We Lead and We Learn

10
  • 60 item Whole Staff Survey
  • Coherent Vision
  • Instructional Leadership
  • Empowerment
  • Goal Focus
  • Decision Based on Reliable Data
  • Curriculum and Instruction
  • Professional Development
  • Fidelity of Implementation
  • Trust
  • Communication
  • Relationships

11
Webster City Community Schools
  • Webster City, IA

12
WELCOME
  • Mr. Mike Sherwood Superintendent
  • Mrs. Linda Williams Curriculum Director

13
Who Are We?
  • School District in Rural North Central Iowa
  • 8 Administrative staff
  • 1 Director of Technology
  • 1 Athletic Director
  • Teaching staff
  • - 92 with Bachelor of Arts
  • - 31 with Masters
  • Support Staff
  • - 2 Behavior Interventionists
  • - 1 Juvenile Court Liaison Officer
  • - 1 School Nurse
  • - 49 Paraprofessionals
  • - 13 Custodians Maintenance
  • - 14 Secretarial Staff
  • - 16 Food Service
  • - 12 Transportation

14
Student Demographics
  • Serve 4 year old preschool thru 12th grade
  • Serve approximately 1700 students
  • Subgroup population
  • - 551 Socio Economic Status
  • - 178 Individual Education Plan
  • - 131 English Language Learner
  • - 130 Title I Reading
  • - 100 Preschool

15
Attendance Centers
  • Preschool Centers - 5
  • Pleasant View Elementary Grades PK-1
  • Sunset Heights Elementary Grades 2-4
  • Middle School Grades 5-8
  • High School Grades 9-12
  • Hamilton Regional High School (Alternative)
  • Iowa Central Community College (Dual Credit)

16
History
  • Dr. Daggett makes the case for change in 2007
  • Rigor, Relevance, and Relationship Framework
  • Administered NESS Survey
  • Joined Successful Practices Network Tom
    Fitzgerald liaison
  • Dale Eggebraaten Reviewed NESS data with staff
  • Attended Model School Conferences
  • Attended Leadership Academy
  • Administrated WE Surveys
  • Ray McNulty Reviewed WE Survey results with
    staff
  • Developed Collaborative PK-12 Teams

17
Objectives of the Webinar
  • Why did we administer the WE Surveys
  • Use of the data
  • Mechanics of survey administration
  • Future plans for change

18
Why WE?
  • Dissatisfaction with resiliency survey
  • Needed data to center discussions
  • Needed data to continue to make the case for
    change

19
Timeline
  • We Lead in September 2008
  • Received results of We Lead at Leadership Academy
    in October 2008
  • Administered We Teach and We Learn in January
    2009
  • Received results of We Teach and We Learn January
    21, 2009
  • Ray McNulty provided a critical analysis and
    strategies for moving forward in February 2009
  • Ongoing conversations among and between
    colleagues
  • Professional Development action plan for the Fall
    of 2009

20
Leadership Structure
  • Board of Education
  • Administrative Team
  • District School Improvement Team
  • Building Improvement Teams
  • Reform Committees
  • School Improvement Advisory Committee
  • Results shared and discussed

21
Using Data
  • Served as the basis for conversations district
    wide
  • Looked at positive and negative results from the
    data
  • The data is a perception at a given point in time
  • Use of survey results are a process not an event

22
Analyzing the Data
  • Identified Similarities and Discrepancies
  • using companion indicators
  • Reviewed Teacher/Student Comparisons on companion
    indicators
  • Used the Analysis Guide to summarize data

23
Similarities
Indicators Total in Agreement Percentage Gap Discrepancy or Similarity
I trust my colleagues will act in my best interest. ---------------------------------------------------------------------------------- I trust that the school administrators will act in my best interest. 59 ----------------------------- 68 9 Similarity
There is strong communication Between school administration and staff. ---------------------------------------------------------------------------------- I communicate effectively with my colleagues. 91 ----------------------------- 86 5 Similarity
This school prepares students to compete in a global economy. ---------------------------------------------------------------------------------- Students who graduate from this school are college and/or workforce 64 ----------------------------- 64 0 Similarity
24
Discrepancies
Indicators Total in Agreement Percentage Gap Discrepancy or Similarity
I solve problems effectively. --------------------------------------------------------------------------------- School administrators solve problems effectively. 88 ----------------------------- 66 22 Discrepancy
School administrators see me as a leader. --------------------------------------------------------------------------------- I see my self as a leader. 58 ----------------------------- 84 26 Discrepancy
The school administration clearly communicates the goals of the school to the staff. --------------------------------------------------------------------------------- My day-to-day actions are aligned with the mission and vision of the school. 73 ----------------------------- 100 27 Discrepancy
25
Teacher/Student Comparisons
National Webster City Community Schools
T Students can apply what I am teaching to their everyday lives. 93 97
S I can apply what I learn to my everyday life. 57 68
26
Teacher/Student Comparisons
National Webster City Community Schools
T I encourage students to explore career pathways. 75 67
S My teachers encourage me to explore different careers. 48 63
27
Teacher/Student Comparisons
National Webster City Community Schools
T I know my students academic interests and goals. 84 77
S My teachers know my academic interests and goals. 35 40
28
We Lead
  • All Statement
  • 89 My day-to-day actions are aligned with the
    mission and
  • vision of this school.
  • 43 Staff morale at this school is high.
  • 95 I am open to new ideas.
  • 34 School administrators implement change
    without
  • undue stress.
  • 83 I have clearly defined objectives that meet
    the needs of
  • students.
  • 28 Administrative procedures interfere with my
    job.

29
We Teach
  • Rigor
  • 94 I encourage students to create original
    solutions to complex
  • problems.
  • 64 Students who graduate from this school are
    college and/or
  • workforce ready.
  • Relevance
  • 97 Students can apply what I am teaching to
    their everyday lives.
  • 61 Staff are expected to do interdisciplinary
    planning and projects.
  • Relationships
  • 88 I am a source of encouragement for my
    students.
  • 52 Bullying is a problem at this school.
  • Leadership
  • 100 My day-to-day actions are aligned with the
    mission and vision
  • of this school.
  • 24 School administration recognizes the
    achievements of the staff.

30
We Learn
  • Rigor
  • 73 In class we discuss and solve problems that
    have more than
  • one answer.
  • 31 My reading ability is measured regularly.
  • Relevance
  • 75 I am expected to use computers and the
    internet to help me
  • learn.
  • 35 My teachers make learning fun.
  • Relationships
  • 82 I have lots of friends at school.
  • 22 My teachers know what I love to do outside of
    school.
  • Leadership
  • 76 The school recognizes school-related
    achievements of
  • students.
  • 28 School administration listens to our
    concerns.

31
District Examples
Positive Results
What are the positive results of the data? What can we do to maintain these items? Who should be held accountable for maintaining these items in the building/district?
76 of us see ourselves as leaders-isnt it ironic that only 39 say the right people are in leadership jobs? I think that allowing teachers to determine as much as what happens in our school as possible fosters the perception that not only admin. can act as leaders. The high school reform team was a good example of this. Staff We need to step up!
32
District Examples
Negative Results
What are the issues/concerns you see in this data? What are some ideas/suggestions you have to improve upon these issues/concerns? Who should be held accountable for making these improvements in this building or district? In your opinion, is all of this data an accurate reflection of what happens in this district? Why/why not?
Administration take action of staff concerns and suggestions. Staff should ask themselves if they have communicated concerns clearly, and admin. could be sure to communicate what actions are taken or reasons why they arent. Staff and administrations I believe this data is an accurate reflection of how the staff feels. I dont believe it is accurate of the administrations intent. I personally feel very supported, but can see that many dont.
33
Middle School Examples
  • Positive Results
  • T - I am a source of inspiration of encouragement
    for my students. 100
  • T - I am proud of this school. 98
  • S - What I learn in school will help me in the
    future. 89
  • S Teachers care if I participate in classes.
    90
  • Challenges
  • Bullying is a problem at this school. S 32 T
    35
  • (The staff followed up with this by surveying the
    students that had some
  • specific questions about bullying (what, when,
    where, etc.) and we are
  • using the data to determine next steps.)
  • T - Students engage in hands-on activities. 98
  • S We do lots of hand-on activities in my
    classes. 61

34
Elementary Examples
  • Examined the results for similarities and
    discrepancies
  • Teachers prioritized the needs to communicate and
    build momentum for clearly defined beliefs about
    teaching and learning.
  • - The schools mission and vision are reviewed
    on a regular basis with the staff. 59
  • - Staff morale at this school is high. 56
  • Fall 2009, teachers will define characteristics
    of a highly qualified professional educator and
    they will hold each other mutually accountable.

35
Professional DevelopmentRigor and Relevance
  • I am encouraged to create original solutions to
    complex problems 56
  • If I were given more challenging work in class, I
    would do it. 56
  • When I graduate, I will be prepared to compete in
    a global economy. 52
  • Ray McNulty will work with staff
  • August, 2009

36
Professional DevelopmentInstructional Strategies
  • My teachers present lessons in different ways.
    66
  • We do lots of hands-on activities in my
  • classes. 49
  • My teachers make learning fun. 50
  • Susan Kovalik will work with staff
  • August, 2009

37
Professional DevelopmentRelationships
  • Bullying is a problem at this school. 36
  • I have a teacher I can talk to about
  • personal issues. 48
  • My teachers make learning fun. 50
  • My teachers know what I love to do outside of
    school. 29
  • Dr. Robert Brooks will work with staff
    September 2009

38
Challenges
  • Took survey cold
  • Staff buy in
  • Interpretation of questions
  • Defensive reactions
  • Perception vs. Reality
  • Time for analysis and discussion
  • Keeping it in front of staff

39
Successes
  • It helped identify Elephants in the Living Room
  • Provided a framework for discussion
  • It is helping us move from our current reality to
    our desired state

40
Celebrations
  • I understand the mission and vision of the
    school. 92
  • My professional objectives are aligned to student
    achievement. 94
  • Professional development is aligned to school
    goals. 84
  • The school environment supports learning. 89
  • Staff are expected to adapt their practices to
    meet the needs of all students. 88
  • Staff are provided with opportunities to network.
    83
  • I am proud of this school. 93

41
Mechanics
  • Grades 6-12 took survey
  • How administered students came during their
    English time to computer lab
  • Students received information and instructions
    about the survey
  • Took survey online
  • Survey took about 15 minutes
  • 91 of the staff participated in the survey

42
Future Plans
  • Community survey
  • Share data with the students
  • Re-administer the WE Survey Suite in October
    2009
  • Ray McNulty, Susan Kovalik, and Dr. Robert Brooks
    to address staff Fall 2009

43
THANK YOU
  • The Suite of WE Surveys has created a valuable
    pool of information that has helped focus our
    conversations concerning leadership and
    instruction in the Webster City Community School
    District. The perceptions and feedback received
    from students, staff, and administrators have
    helped us not only reflect on our professional
    practices, but have raised the bar in our efforts
    to improve the learning and achievement levels of
    everyone in the district.

44
  • Purpose of the We Support Community Survey (Fall
    2009)
  • Expectations of the Community about School
    District around Rigor, Relevance and
    Relationships
  • Perceptions of the Community about
    school/student learning
  • Gauge communication with community to identify
    gaps
  • Identify willingness of community to engage with
    school as a partner
  • Sample items
  • The schools in our community prepare students
    academically for success in life.
  • The schools use resources in the community to
    make education relevant to students.
  • I feel welcome when I visit the school or attend
    school events.

45
How to Reach Me
  • Linda Lucey, Ph.D.
  • 518-723-2077
  • Linda_at_SPNet.us

46
Learn, Teach, Lead
www.successfulpractices.org
47
Questions and Answers
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For more information www.LeaderEd.com
48
Connecting K-12 Schools Nationwide to Support
Sustainable School Improvement
Learn, Teach, Lead
www.SuccessfulPractices.org
49
K-12 Fall SymposiumOctober 23-25, 2009San Diego
www.LeaderEd.com
50
Leadership AcademyJanuary 29-31, 2010New Orleans
www.LeaderEd.com
51
Thank you for attending!We hope you found the
information valuable.
For future webinar dates and topics visit
www.LeaderEd.com
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