Raising Student Achievement in a Focus District
A successful school improvement process begins with genuine and candid conversations on policies, instructional strategies, academic performance, behavioral strategies, engagement of stakeholders, etc. and the impact they have had on the district’s progress the past 5 years. The conversation though difficult is not intended to point fingers or lay blame, but to begin developing a “shared vision” that is not only shared, but supported by stakeholders — teachers, administrators, support staff, Board of Education, parents, community members.
It includes discussion of the district’s readiness for systemic change whose purpose is to improve the system that currently exists by giving stakeholders active leadership roles in shaping it. At times, this process can be “messy” because it requires re-examining the reasons why we do what we do and the effectiveness of those actions. If what has been done for years is not impacting learning the way we want, we must challenge ourselves to consider other alternatives. For many, this is uncomfortable and threatening because it upsets what people have become accustomed to. For stakeholders to engage in the work that needs to be done, there must be an understanding and acknowledgment of the “what” and “why” of the changes that are needed. Administrators would be key in leading this work. I would work collaboratively with them in identifying their needs and providing ongoing guidance and support. Likewise, professional development might also be helpful for the Board of Education so they have a good understanding of change theory and its challenges.
Teaching and learning based upon research-based interventions embedded in a positive school climate is at the heart of the work. So too, is the belief that all students can learn. Some students may need varying degrees of support, extended time, personalized learning opportunities, mentoring, etc., but they are capable of learning. We need to support them in developing a growth mindset so they begin to believe their futures can be brighter than their pasts. To increase student engagement and minimize loss of instructional time, restorative practice should be explored. Many districts are experiencing fewer suspensions as a result of implementing restorative practices that foster safe learning environments through constructive conflict resolution.
Rather than launching too quickly into the school improvement process, entry planning (Barry Jentz) is good place to begin. Entry planning provides the new superintendent with time to begin understanding the culture and values of the community. It provides opportunities for the new superintendent to meet with stakeholder groups (school district and city) soliciting their insights and suggestions while gaining a historical perspective of the school district. In addition, the process includes a review of documents; K-12 curriculum, district assessment program, APPR plan, budget materials for the past 5 years, BOE policies, NYS Report card for the past 5 years, data related to intervention programs, mobility rates, public communications including district and school newsletters, all available local assessment data (formative assessments), union contracts, code of conduct, office referral/school suspension data, behavioral approach(es), etc. A draft of the First 100 Days would be presented to the Board of Education and administrators for their input and guidance. Once revised, implementation would begin. Periodic reports would be made to the Board, shared publicly and posted on the district’s website.
The Board of Education generally has established goals.
Although I do not know the process used to identify these goals, I am assuming staff, administrators, superintendent and the Board of Education reviewed the progress made on district and school previous year’s plans which served as focus areas for the current year along with other areas identified after an analysis of the data.
Supporting the concept of distributive leadership, each school should have a school leadership team comprised of the principal, several parents, and representatives (preferably volunteers) from each grade (or someone with familiarity of the grade’s curriculum), special area and special education.
To begin the process, each grade level/team/department and then the entire faculty reviews Board goals and analyzes building data (academic and behavioral), does an analysis of local and state assessments, identifies focus areas. This feedback would be provided to the school leadership team as they gather the information from all groups and begin crafting the building’s plan. The district and school plans relate to the Board goals and should be written using SMART goals (Specific, Measurable, Attainable, Relevant and Time Bound) because it will facilitate measuring outcomes to determine progress and the degree to which the goals have been met.
Once drafted the school leadership team will share it with the faculty for further revision and gain consensus. Ideally, each grade/team/subject area would have formed professional learning communities that meet regularly to share student progress, plan additional support for students, collaborate/share effective strategies and monitor student progress student by student. On a quarterly basis, progress on the plan including anonymous climate surveys by students, staff and parents would be funneled to the school leadership team. Based on the feedback, adjustments could be made to the plan. Any changes should be shared and discussed with the entire faculty. This reinforces that everyone is working together as a cohesive team and achieves buy-in.
The district’s plan is developed in a similar way. Volunteer representation from each school, an administrator(s), community members/parents, Board member(s) and consideration of others who would be interested comprise the team. Consideration should be given to inviting representatives from higher education if a relationship has been established. Once the plan has been drafted, it should be shared with the Board for input and approval. Then it becomes the district’s work.
The district plan along with the school plans should be shared at faculty meetings, PTA meetings, posted on the website and shared with the community. This further supports the shared vision where everyone is focused on the work and their collective roles in achieving the goals. Together the district and school improvement plans constitute the district’s strategic plan which is the blueprint for action. (Attached please see Binghamton’s district plan.)
In order to make true systemic change, we must take a holistic view of students — each and every student. Food insecurities, emotional trauma, cultural diversity, mobility and issues related to mental and physical health all impact a student’s ability to succeed. We must be mindful of the impact they have on academic achievement and embed appropriate professional development (research from Pedro Noguera (NYU) and Eric Jensen) that is supported in a risk-free climate where classroom coaching gives teachers opportunities to hone their skills. Staff need opportunities to transfer and apply new learning in a critical-free environment.
Change is difficult. Someone once told me when a new concept is proposed, one third will think it’s a great idea and want to go with it. Another third will be skeptical and need more information, but they are open to the idea. Yet another will be totally resistant and no amount of information or explanation will convince them. Basically, I have found this to be true so it’s important to work with people who find merit in the changes and the others will come along when they see students experiencing success.
The work requires persistence and focus. At times, people can become so frustrated they become resistant to the change. However, it’s important to remind everyone that resistance, frustration and sometimes chaos are all part of the change process (Fullan). If people persevere, maintain focus and are patient, true systemic change that benefits students and impacts their futures can be realized and that is the reason we chose education as our profession.
- Marion H. Martinez, Ed.D.
