Characteristics of Improving School Districts

Themes from Research

October 2004

G. Sue Shannon and Pete BylsmaOffice of Superintendent of Public Instruction

Context

• No Child Left Behind (NCLB) requires districtto be accountable for all students

• Many districts projected not to make AYP– All groups must meet annual targets– More tested grades means more targets to meet– Rapidly increasing targets, reach 100% in 2014

• Sanctions occur rapidly at district level

• District improvement plan required when not making AYP 2 years in a row in same grade/subject

District Improvement Plan

• Plan must be developed within 3 months of being identified for improvement– Must include staff, parents, and others

• Plan must be implemented by the beginning of the next year

• 10% of district Title I funds must be set aside for professional development activities for teachers working with groups not making AYP target

• Technical assistance provided by state must be research-based

Table Exercise

What makes a good school district?• Individually think of and note 2 or 3

characteristics

• Share your ideas at your table

• Each table shares an idea with the whole group

Study Methodology

• Synthesis of about 80 research studies looking at districts as unit of analysis and change

• In-depth analysis of 23 studies• Identification of 13 themes• Confirmation of themes unique to districts

– Applied differently in districts compared to schools

• Development of definitions and discussion• Questions for dialogue and reflection

Report Overview

• Emerging Themes

• Conceptual Framework

• Definitions & Discussion

• Reflective Questions

• Resource Lists

Focus on All Students Learning

Dynamic & Distributed Leadership

Support for Systemwide Improvement

Effective Use of Data

Strategic Allocation of Resources

Policy and Program Coherence

Clear and Collaborative Relationships

Professional Culture & Collaborative Relationships

Clear Understanding of School & District Roles & Responsibilities

Interpreting and Managing the External Environment

Effective Leadership

Sustained Improvement

Efforts Over Time

Quality Teaching and Learning

High Expectations and Accountability for Adults

Coordinated and Aligned Curriculum and Assessment

Coordinated & Embedded Professional Development

Quality Classroom Instruction

Time

Imp

rove

men

tCHARACTERISTICS OF IMPROVED SCHOOL DISTRICTS – CONCEPTUAL FRAMEWORK

Table Jigsaw

• In table groups pick a facilitator & recorder

• Read assigned characteristic summary

• Discuss– Insights from the research– Challenges facing districts regarding theme– Strategies to meet those challenges

• Record key points on chart paper and report briefly to whole group

Themes from Research

Effective Leadership• Focus on Student Learning

• Dynamic/Distributed Leadership

• Sustain Improvement Efforts

Effective Leadership

• Focus on Student Learning– Focus on all students learning to high

standards– Share beliefs & values, have clear goals,

shared vision of change– Hold all district staff, programs & operations

responsible for student learning

Effective Leadership

• Dynamic/Distributed Leadership– Exhibit dynamic leadership, united in purpose,

visible in schools, interested in instruction– Expand to encompass central office,

principals, teachers leaders & others– Provide moral leadership that moves from

talking to doing, to endure students learn

Effective Leadership

• Sustain Improvement Efforts– View educational improvement as long-term

commitment & processes– Persevere, persist, & stay the course– Help staff internalize the changes

Themes from Research

Quality Teaching and Learning• High Expectations & Accountability for

Adults

• Coordinated & Aligned Curriculum & Assessment

• Coordinated & Embedded Professional Development

• Quality Classroom Instruction

Quality Teaching and Learning

• High Expectations & Accountability for Adults– Hold all adults accountable for student

learning– Expect excellence, monitor performance,

provide feedback– Make high expectations part of personnel

decisions

Quality Teaching and Learning

• Coordinated & Aligned Curriculum & Assessment– Align curriculum with standards, assessment,

policies– Centralize & coordinate curriculum

approaches & decisions– Use multiple measure to assess learning

Quality Teaching and Learning

• Coordinated & Embedded Professional Development– Provide high quality, ongoing professional

development focused on classroom instruction

– Include school-based coaching & support for instruction

– Support professional development based on teaching & learning needs in schools

Quality Teaching and Learning

• Quality Classroom Instruction– Pay close attention to instruction, provide

guidance & oversight to improve teaching & learning

– Develop a common vision of good instruction– Monitor instruction, curriculum, & changes in

practice

Themes from Research

Support for Systemwide Improvement

• Effective Use of Data

• Strategic Allocation of Resources

• Policy and Program Coherence

Support for Systemwide Improvement

• Effective Use of Data– Use data to monitor results, equity,

accountability, & for resource allocation– Use data for instructional decisions &

professional development– Provide time & training to staff to use data

Support for Systemwide Improvement

• Strategic Allocation of Resources– Provide, allocate, reallocate, & find resources

for quality instruction– Provide additional resources to support low

performers– Give schools flexibility within parameters for

resource use

• Policy and Program Coherence– Develop & implement policies that promote

equity & excellence– Review & revise policies as needed to link

programs & practices to goals & ensure coherence

– Monitor coherence of actions & programs to district focus, goals

Support for Systemwide Improvement

Themes from Research

Clear & Collaborative Relationships• Professional Culture & Collaborative

Relationships

• Clear Understanding of School & District Roles & Responsibilities

• Interpreting & Managing the External Environment

Clear and Collaborative Relationships

• Professional Culture & Collaborative Relationships– Build a culture of mutual respect,

collaboration, trust, & shared responsibility– Support school communities of practice for

continuous learning for adults– Develop central offices as professional

learning communities

Clear and Collaborative Relationships

• Clear Understanding of School & District Roles & Responsibilities– Set expectations, decentralize responsibility,

& serve as change agents– Support learning, serve as mentors & help

seek solutions– Balance district authority with school flexibility

& autonomy

Clear and Collaborative Relationships

• Interpreting & Managing the External Environment– Analyze, interpret, & mediate state & federal

policy with local policy– Buffer schools external disturbances &

internal distractions– Mobilize community & business support– Involve family & community