heather zavadsky, ph.d. bringing school reform to scale: moving from islands of greatness to...
TRANSCRIPT
Heather Zavadsky, Ph.D.
Bringing School Reform to Scale:Moving From Islands of Greatness
to Successful Systems
Reform to Scale Districts
Aldine ISD – TX58,831 students3X finalist;2009 winner
Boston PS – MA56,388 students4X finalist; 2006 winner
Reform to Scale Districts
Garden Grove USD – CA48,802 students3X finalist;2004 winner
Long Beach USD – CA90,663 students4X finalist;2003 winner
Reform to Scale Districts
Norfolk PS – VA 35,610 students2X finalist;2005 winner
Raising Achievement and Narrowing Gaps
Aldine All Levels Math 2007District and State (AA, Hisp,
Low)
Raising Achievement and Narrowing Gaps
Boston High School Math 03-07 District vs. State White/Hispanic
Gap
Raising Achievement and Narrowing Gaps
Garden Grove Middle School Reading 03-07
District vs. State Non-Low/Low-Income Gap
Raising Achievement and Narrowing Gaps
Long Beach All Levels Math
District and State (AA, Hisp, Low)
Raising Achievement and Narrowing Gaps
Norfolk Elementary Reading 03-07 District vs. State White/African
American Gap
Common Reform ObstaclesLack of focus and alignmentLayering on solutionsFailure to monitor and manage reformLack of long-term planningPoor communicationDeficit mind-setUnclear or unbalanced decision-making
structures; centralization vs. decentralization.
Why Reform is DifficultThere is no silver bullet or quick fixesDistricts and schools are complex systemsContext mattersDemands are increasing while budgets are
decreasing
District is Key for Reform to Scale Coordinate planning, communication, resources,
and supports across the systemCreate collective ownership and accountability
for student progressCreate an aligned coherent educational programCreate consistency for mobile student
populationsCreate system equityReform moves beyond one great teacher,
principal or school
Systems Approach
Creates alignment. Connects the K-12 “pipeline.”Supports highly mobile students.Generates improvement beyond one
teacher, classroom, and/or school.Increases communication, efficiency and
supports.
“School system instead of a system of schools”
-Tom Payzant
3 Levels
NCEA Best Practice Framework
5 Themes
Curriculum and Academic GoalsCreate a clear and specific curriculum by
mapping backwards from the end point to the beginning point.
Communicate curriculum system-wide; support and monitor implementation.
Create benchmark or quarterly assessments to monitor mastery of the curriculum as often as possible.
Align school and academic goals and keep them few in number.
Staff Selection and Capacity Building
Hire and retain the right staff through comprehensive and streamlined HR processes.
Provide staff with multiple supports.Provide instructional supports directly in the
classroom.Encourage collaborative work.Maintain stable leadership.Train district and school leaders on curriculum
and instructional strategies. Create leadership opportunities and consider
how to distribute leadership throughout the system.
Instructional Programs, Practices, and Arrangements
Select, pilot and monitor programs through a structured process informed by data.
Tie program selection to district and school goals.
Provide programs that can address diverse student needs.
Implement instructional strategies that focus on higher level thinking skills and increase academic rigor
Monitoring, Analysis, and Use of DataBuild a comprehensive data
management system that is easily accessible.
Provide adequate training on data-use.Consider adopting a structured
walkthrough process.Provide a tool or process for analyzing
all monitoring systems at different levels.
Build a culture of trust that uses data to inform decisions and instruction.
Recognition, Intervention, and AdjustmentProvide an array of interventions to support
struggling schools, teachers, and students.Focus interventions with prevention in mind.Use as many “in-school” interventions as
possible. Align out-of-school interventions with the
regular instructional program. Measure interventions throughout the
school year as well as at the end of the year.
Stakeholder EngagementConsider meaningful ways to involve
various external and internal stakeholders.Keep stakeholders informed.Be sure work with stakeholders is well-
coordinated with district and school goals and messages.
Consider long-term sustainability when engaging with external stakeholders.
What Districts Can DoExamine practices through the framework
themes and levels. Adopt a long-term focus that includes high
standards.Focus on doing a few things well. Monitor constantly to assess progress
towards goals.Build supports for sustainability.Use a customer-service approach.Use a model or conceptual framework to
organize systemic reform.
What Higher Education Can DoDevelop reciprocal meaningful partnerships
with K-12 systems. Find out if your teacher and leadership
preparation programs are meeting the needs of K-12 systems.
Create more educational researchers that understand data.
Partner with K-12 in conducting, interpreting and helping others apply research.
What States Can DoProvide fully aligned rigorous standards
that will prepare students for college and the workforce.
Provide districts with the means to attract and retain teachers.
Provide districts with adequate data and data systems.
Spend time observing in K-12 systems and talking to educators to understand their needs and concerns.
