the building blocks of district site leadership teams
DESCRIPTION
RSDSS, Region 2 Staff. The Building Blocks of District Site Leadership Teams. Learning Objectives. At the end of this session you will be able to: Understand the purpose of a District Site Leadership Team (DSLT) Recognize the building blocks for establishing a DSLT - PowerPoint PPT PresentationTRANSCRIPT
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RSDSS, Region 2 Staff
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At the end of this session you will be able to:
Understand the purpose of a District Site Leadership Team (DSLT)
Recognize the building blocks for establishing a DSLT
Identify the major responsibilities of a DSLT
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PURPOSE
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Identifies priorities to support site leadership teams by promoting funding, visibility and political support for school improvement initiatives
Advises and supports development, implementation and monitoring of the LEA Plan
Communicates district priorities to all stakeholders
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A direct correlation exits between district leadership and student achievement.
“Findings suggest that district leadership has a measurable effect on student achievement.”
(Marzano and Waters – 2009)
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“ More collegiality won’t cut it. Even discussions about curricular issues or popular strategies can feel good but go nowhere. The right image to embrace is a group of teachers who meet regularly to share, refine and assess the impact of lessons and strategies continuously to help increasing numbers of students learn at higher levels.”
M. Schmoker, Results Now, 2006, p. 178
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Have the right structure and people
Establish normsHave a common processPeriodically self-evaluateHave the right tools and data – authentic work
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District Level
Building or Site Level
Instructional Level
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District Leadership Teams: Varies. Either all or a representative sample of administrators and
teacher leaders from all grade spans, including special services and EL
May include a representative of the teachers union/association
Site Leadership Teams Composed of teacher and administrative leadership of a
building. Many times the teachers are the chairs of departments or the
leaders of Instructional Data Teams.
Instructional Leadership Teams: Grade level or discipline-based teams Includes all primary instructional providers Administrative representation, as needed
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Other:• Superintendent’s Cabinet• Academic coach(es)• Counseling staff• Student services representative• EL/migrant representative• Special Education Director
District Leadership
Team
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Strong people Those who hold a large vision, but
understand details Ability to coalesce into a team Effective group participation skills Skeptic vs. Blocker
Skeptic: Demands the team think clearly, Identifies issues other team members might not consider, Reflects a point of view shared by others
Blocker: Seeks control, Requires constant attention,Retards the process of the team
Source: B. McKeever, Nine Lessons of Effective School Leadership Teams, 2003
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Source: B. McKeever, Nine Lessons of Effective School Leadership Teams, 2003
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Independent of the level of collaboration, all teams should practice certain norms or characteristics
Accountable to colleaguesSupport colleaguesOn time for meetingsSupport team decisions Positive, Reliable, PreparedParticipate fully in meetingsBelieve all students can learn
The Leadership and Learning Center http://www.leadandlearn.com/
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“When individuals work through a process to create explicitly stated norms, and then commit to honor those norms, they increase the likelihood they will begin to function as a collaborative team rather than as a loose collection of people working together.”
Learning By Doing, p. 10316
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BehavioralProcess
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A commitment to developing skills that help us work effectively with others:
Communication Listening Conflict Resolution Participation
A commitment to increasing our level of awareness with regard to potential areas of improvement.
A commitment to a full, honest, and transparent accounting of the current state of affairs at our site/district.
An awareness of our own behaviors and work-style preferences and their impact on others, so we can adjust our behaviors and help the group address the needs of all team members.
A willingness to share our background and experiences.
A willingness to work together for a common purpose: continuous school improvement.
A commitment to a positive perspective, letting go of excuses and moving toward solutions.
A commitment to share hope and passion for improvement.18
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• Process • Agendas – yes. Partially based on district
leadership team agendas. Monitoring school goals and WASC status. Facilitator prepares. Started at end of the previous meeting.
• Facilitation – rotated.• Decision making – consensus (all can live
with and support the decision)• Minutes – Prior meeting facilitator does
minutes. Distributed to staff within one week by email (hard copy to boxes), previewed first by SLT three school days after the meeting by email
• Communication – facilitator does so at the staff meeting
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Meeting Structure and Expectations
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StructuredReview of dataFocus on LEA Plan, priorities, and goals
ScheduledSuggested monthly, at least quarterly
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DSLT members must share common understanding of the critical areas of focus (e.g. intervention, full implementation, English-Language Development [ELD]) and current reality.
Understandings must be consistent with the California Content Frameworks.
Common understandings assist the DSLT in developing consistent district actions to support the critical areas of focus.
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Facilitator Guides the discussion of the group.Prepares the agenda.
Time Keeper
Reminds team of time remaining. Follows timeframes on the agenda.
Note Taker Takes notes for the team.Distributes notes to the team.
Task Monitor
Keeps the team on course. Refocuses.Reminds team of tasks and purposes, as needed.
Participant Is engaged. Listens. Questions. Contributes. Commits.
Other?
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“The research finds that organizations that are successful in continuous improvement have made continuous improvement a defining element of their cultures, their identities, and their goals…..While maintaining consistency with the core values and identity of the organization, one accomplishment leads to another – the work is never done.”
M. Smylie, Continuous School Improvement, 2010, p. 89
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A district leadership team’s major focus is to build the capacity of district staff to participate in a continuous improvement planning process. The focus of this process is on student achievement and creating cultural norms to support it.
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The following phases help to develop the knowledge and skills necessary for continuous improvement:
Readiness Taking Stock Goal setting Research and action plan Implementation Monitoring Recommending changes, as necessary
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READINESS
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Leadership teams can change the culture of their district by engaging in a continuous improvement planning process. Teams can influence organizational culture.
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Environment
Activities and BehaviorsSkills
Competencies
Beliefs and Values
Identity
Surface
Structures
Action (Target of
Most Professional Development
Deep
Structures
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TAKING STOCK
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Organize and present data for the needs assessment
Review and analyze data to identify priority areas of focus
Identify priority areas of focus
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Include:At least three years of dataData disaggregated by student
subgroups, as well as whole districtData by district, school, course, and
grade spanComparative data including schools,
district, county and state, including similar school comparisons
Local context data
DATA
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AYP & APISTARCAHSEECELDTLocal Diagnostic AssessmentsLocal Benchmark AssessmentsDropout rates / Graduation rateDemographicsSuspensions/Expulsions
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Academic Program Survey (APS)District Assessment Survey
(DAS)English Learner Subgroup Self-
Assessment (ELLSA)Inventory for Support and
Services for Students with Disabilities (ISS)
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Use student achievement data to identify underperforming student groups
Use state program evaluation tools to evaluate the LEA’s instructional program.
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All students achieve grade
level standards
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GOAL SETTING
AND
ACTION PLANNING
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Using needs assessment data to identify areas of greatest need – SMART goals
Use the goal setting process to set goals that align with the LEA Plan
Develop goals that focus on student achievement and classroom instruction
Communicate expectations to stakeholders
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We need to be tight about: Research based effective
practices that have high correlation to improved results
Ensuring goals are enacted at every school
Administrators explicit and implicit support
Tight – Loose Leadership
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Focus on Learning Guaranteed and Viable Curriculum Balanced and Coherent System of Assessments System Wide Intervention System
Focus on Collaboration Shared Mission, Vision, Values/Commitments, and
Goals High Performing, Collaborative Teams Intentional Collaboration
Focus on Results Data Mindset: Efficacy and Transparency Data Management, Collection and Analysis Responsibilities for Actions to Improve Results
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Guaranteed and Viable Curriculum – materials adoption training
Balanced and Coherent System of Assessments – benchmarks assessments
System Wide Intervention System – criteria for entry and exit
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Shared Mission, Vision, Values/Commitments, and Goals – develop common agreements
High Performing, Collaborative Teams – Team norms and protocols
Intentional Collaboration - Calendar for collaboration
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Data Mindset: Efficacy and Transparency – Data dashboards
Data Management, Collection and Analysis - establishing a system with measures of effectiveness
Responsibilities for Actions to Improve Results - Action research
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What?Who?When?Funding?Progress Monitoring?
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• Time• Money• Personnel• Professional Learning• Materials
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IMPLEMENTATION
AND
MONITORING
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Several new research studies provide clear evidence that when it comes to achievement and equity, planning and processes are less important than implementation, execution, and monitoring.
Douglas Reeves (The Learning
Leader, 2006)
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Implementation Progress on goals and action steps Accountability for timeline
EffectivenessMeasure as demonstrated through student achievement
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Implementation for the action steps for the district instructional
program Possible methods
▪ Annually evaluating principals ▪ Classroom visits and instructional observations
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Effectiveness As demonstrated through student
achievement Is there a student achievement monitoring
system Are learning needs of special populations
being met? Is there a system in place to quickly
identify when the learning needs are being met?
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Build in a process to revise the plan based on monitoring progress of the plan and student results
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Results become the topic of regular meetings
Celebrate progressKeep stakeholders informed
Parent newsletters District Committees Superintendent emails to staff
Regular reports to the Board
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Dimension Key Questions
Relationship
• Do team members feel supported?• Do team members trust each other?• Do team members feel valued?
Process
• Is the process clear and logical?• Is the process efficient?• Is the process appropriate for the task?
Results
• Are the results of high quality?• Are the results timely?• Do the results meet the expectations we established? 56
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Are we building a collaborative culture?
Trust
Student centered
A listening atmosphere
Concern about add-on programs
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