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Priority School (SIG) TA Session Cohort IV

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C Corbett Education Consulting LLC Virginia Department of Education Priority School (SIG) TA Session Cohort IV VDOE Office of School Improvement – PowerPoint PPT presentation

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Title: Priority School (SIG) TA Session Cohort IV


1
Priority School (SIG) TA Session Cohort IV
C Corbett Education Consulting LLC
Virginia Department of Education
VDOE Office of School Improvement Holiday Inn
Airport Sandston, VA February 19, 2014 Julie
Corbett, jcorbett_at_corbetteducation.com,
312-479-7119
2
3 Year Process to Build Capacity
3
Shifting State Role Compliance to Support
4
Sample Organizational Structure
  • How often does the ILP team, the schools
    principal (and/or leadership team), and the
    external Lead Partner meet?
  • What does an action plan look like?
  • Objective action step(s) by whom with help
    from status report due deadline
  • Tool School restructuring What Works When,
    Learning Point Associates, 2010, tool 13

Superintendent
External Lead Partner Project Manager
VDOE
ILP Team (crucial district staff
Internal Lead Partner
Field Staff
VDOE Contractor
Key
School Principal Leadership Team
Transformation Team Members
5
Division of Responsibilities
  • Whos responsible for what?
  • How do the entities hold each other accountable?
  • How do the entities share specific
    responsibilities?
  • Are all of the roles covered?
  • Are the right people on the bus?
  • Are the right people in the right positions on
    the bus?
  • VDOE, External Lead Turnaround Partner, Internal
    Lead Partner, school principal, leadership team,
    supporting partners
  • Transformation plan creation
  • Instruction
  • Non-instructional support services
  • Building/campus operations
  • IT/Data
  • Finance/budgets
  • Facilities
  • Human Resources
  • Extra-curricular activities
  • Evaluation of progress
  • State and federal compliance
  • Enforcement of consequences

Lead Partner, Mass Insight Education and
Research Institute, 2010
6
Roles Responsibilities
  • Lead collaborative school-based improvement team
  • Develop leadership skills of strong teachers and
    junior administrators
  • Communicate regularly with all other team members
    to ensure school needs are addressed
  • Act as the Change Leader
  • Provide overall guidance, timeline, resources,
    support for implementation
  • Provide additional staff and capacity building
    services, with decreasing intensity over time
  • Have the authority direct contact with the
    superintendent to make timely decisions
  • Communicate with superintendent school board
    about process and changes
  • Facilitate changes within the district to allow
    autonomy at the school level
  • Monitor implementation of all action steps, work
    of partners, and obligations noted in the MOU
  • Communicate needs from the field to the VDOE
  • Share learnings with other facilitators
  • Connect the local team to other supports and
    services at VDOE (help streamline the system)

7
Strands Indicators (Transformation Model)
Strand Content Area of Indicators
A Establishing Orienting the District Transformation Team 4
B Moving Toward School Autonomy 6
C Selecting a Principal Recruiting Teachers 8
D Working with Stakeholders Building Support for Transformation 7
E Contracting with External Providers 8
F Establishing Orienting the School Transformation Team 2
G Leading Change 6
H Evaluating, Rewarding, and Removing Staff 22
I Providing Rigorous Staff Development 11
J Increasing Learning Time 8
K Reforming Instruction 11
TA01, TA02, TA03 3
Total 96
8
Expectations
  • Work in the best interest of the students
  • Contribute to a collaborative environment
  • Challenge the status quo
  • Attend participate in all required Technical
    Assistance sessions, meetings and conference
    calls
  • Implement with fidelity
  • Everyone must do the work
  • Ensure efforts are aligned work towards the
    same goals
  • Over communicate with each other outsiders
  • Work towards sustainability
  • Picking and choosing indicators is not an
    option, all 93 must be included in the overall
    plan, but focus on the ones that directly address
    the schools needs

9
5 Whys (and a What)
10
5 Whys (and a What)
11
5 Whys (and a What)
12
5 Whys (and a What)
13
5 Whys (and a What)
14
5 Whys (and a What)
So, what are we going to do about it?
15
5 Whys (and a What)
  1. We spend too much time talking about personal
    things and sharing stories.

2. We dont have a focus for our meetings.
Prioritization Strategic plan Develop focus
3. We arent organized and dont have an agenda.
Templates Meeting Norms
4. We dont have a process for developing an
agenda
Templates Meeting Norms
5. Because we dont know whos in charge.
Clarification of roles responsibilities
16
5 whys and a what
  • Select a problem or issue youre currently
    struggling with
  • Work through the 5 whys
  • Connect to Indistar indicators
  • What are you going to do about the root cause?
  • How are you going to address each level of the
    whys?
  • Who is accountable and responsible for changing
    the conditions?
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