providing vision and leadership at the district level part 2 susanne kuresa director, human resource...
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Providing Vision and Leadership At the District Level
Part 2Susanne Kuresa
Director, Human Resource ServicesLogan City School District
skuresa@lcsd.logan.k12.ut.us435-755-2300
Providing Tiered Instruction and Intervention
How Will We Get There?
How Are We Doing?
• Utah’s Title I Distinguished School of the Year (2006)
• UCIRA and IRA Exemplary Reading Program (2007)
State Language ArtsCriterion-Referenced Test
0
20
40
60
80
100
2003
2004
2005
2006
Practicalities
• Common vision and frame of reference across district, school, and classrooms
• Opportunity for backward design of literacy programs (district and/or school-wide)
• Context for all decisions (human resource allocations, budgets, curriculum adoption, professional development, etc.)
• Incremental (yet cohesive) progress
Potential Pitfalls
• Administrators catch vision and are ready to move forward before teachers have had an opportunity for understanding and buy-in. Principals must be purposeful in bringing faculty along.
• This approach requires different thinking. Therefore all stakeholders must have an operational understanding to avoid a weak-link sabotage.
Potential Pitfalls, cont.
• Change initiatives must be an integral part of all professional development activities.
• Change initiatives must be communicated and evaluated as an expectation for all.
Summary/Reflection
• Four-step process for change• Elements of an effective district-wide
literacy model• Framework for providing literacy
instruction
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