WWW.THESES.XLIBX.INFO
FREE ELECTRONIC LIBRARY - Theses, dissertations, documentation
 
<< HOME
CONTACTS



Pages:     | 1 |   ...   | 13 | 14 ||

«Rev iew P repar ed by Chr is Ferg uso n, Pr o gra m Ass oci ate with c on trib uti ons fr o m M anic a R a mos, Zen a R udo, and L acy W o od June ...»

-- [ Page 15 ] --

however, having a description does tell educators how to make their school successful. It is the leadership in the system that sets the tone and fosters the willingness to accept and take on improvement efforts.

Marzano describes a series of phases for leadership that promote effective change:

1. Take the pulse of staff to see how they feel and their knowledge and experiences about important issues.

2. Identify and implement an appropriate intervention to address the area of need.

3. Routinely examine the effect of the intervention, particularly in light of achievement gains.

National Center for Family and Community Connections with Schools at SE DL | 800-476-6861 | www.sedl.org/connections/ Page 96 The School-Family Connection: Looking at the Larger Picture, A Review of Current Literature

–  –  –

At first glance, many of Marzano’s statements seem to be school centric; however, in the text detailing each of his factors and influences, the backbone for implementation relies in systemic implementation and systemwide organizational structures.

National Center for Family and Community Connections with Schools at SE DL | 800-476-6861 | www.sedl.org/connections/ Page 97 The School-Family Connection: Looking at the Larger Picture, A Review of Current Literature National Center for Education Accountability. (2002). Showcasing success, rewarding achievement. Austin, TX: National Center for Education Accountability. [One of a series of reports for National Center for Education Accountability, Austin, TX] Study Description: Mixed-method panel review of high-performing schools; publicly available statistical data on the largest school districts in urban centers; student demographic and performance data; onsite observation, interview

Key Findings:

Findings about Processes and Focus of Systemic Work The panel investigated all of the large districts in the U.S. and then developed criteria and selected 108 districts to study more intensively. The report describes examples of best practice that promote

systemic improvement:

1. Districtwide communication of academic objectives and expectations In Houston Independent School District (Texas), the district provides a process for • teachers and grade-level leaders to collaborate regularly with district-level leadership.

In Garden Grove Unified School District (California), the district uses a variety of • strategies to ensure that teachers, family members, community members, and students know and understand the state standards and related academic objectives.

–  –  –

National Center for Family and Community Connections with Schools at SE DL | 800-476-6861 | www.sedl.org/connections/ Page 98 The School-Family Connection: Looking at the Larger Picture, A Review of Current Literature

–  –  –

4. Districtwide procedures for reward, interventions, and adjustable support based on student performance In Houston Independent School District (Texas), the district has created an automatic • data-monitoring tool that signals low performance by a classroom or grade level. As soon as the low-performance site is noted, a team—composed of district, subdistrict, and school leadership—is formed to respond to the situation.

In Atlanta Public Schools (Georgia), the district has created a staff evaluation procedure • for all staff—superintendent, executive directors, academic coaches, and teachers—to determine how well they contribute to the success of all students. The evaluations and accompanying compensation plans for district staff clearly and specifically state how they are held accountable for improving student achievement.

In Boston Public Schools (Massachusetts), the district has developed a process for • directing resources to low-performing students by creating a monitoring process for all intervention strategies.

National Center for Family and Community Connections with Schools at SE DL | 800-476-6861 | www.sedl.org/connections/ Page 99 The School-Family Connection: Looking at the Larger Picture, A Review of Current Literature Shannon, G. S., & Bylsma, (2004). Characteristics of improved school districts: Themes from research. Olympia, WA: Office of the Superintendent of Public Instruction.

Retrieved on October 2, 2006, from http://www.k12.wa.us/research/pubdocs/ DistrictImprovementReport.pdf [published 2006 in Research Brief. Center for Comprehensive School Reform and Improvement]. [One of a series for Center for Comprehensive School Reform and Improvement, Learning Point Associates, Washington, DC] Study Description: Syntheses of research reports; 80 research studies

Key Findings:

Findings about Processes and Focus of Systemic Work The authors describe 13 themes that are common to districts that adopt a systemic approach. They group the themes into four categories. While the third category overtly frames the words “system wide,” each of the categories is reflective of processes that reach across all levels of the educational

community as described below:

–  –  –

National Center for Family and Community Connections with Schools at SE DL | 800-476-6861 | www.sedl.org/connections/ Page 100 The School-Family Connection: Looking at the Larger Picture, A Review of Current Literature Togneri, W. & Anderson, S. E. ( 2003). Beyond islands of excellence: What districts can do to improve instruction and achievement in all schools—a leadership brief.





Washington, DC: Learning First Alliance. [One of a series of reports for Learning First Alliance, Washington, DC] Study description: Mixed-method studies with qualitative data, intra district/school data comparisons; case study of 5 high-poverty districts making steady achievement gains for all students;

individual interviews, 15 school visits, 60 focus groups

Key Findings:

Findings about Processes and Focus of Systemic Work

The report identified seven factors as essential to systemwide improvement efforts:

1. Districts had the courage to acknowledge poor performance and demonstrate the will to seek solutions. They had “key leaders who were willing to accept ownership of difficult challenges and seek solutions without placing blame. The leaders varied by district—school board members, superintendents, community leaders” (p. 10). These leaders were able to aggregate staff resources, commitments, and actions around improving instruction across grade levels, from campus to campus, and at the district level.

2. Districts implemented a systemwide approach to improving instruction that incorporates specific strategies to articulate curriculum and instructional supports. As in other studies, while a systemic approach has to adopt well-defined structures that apply to every level and every staff member, there also has to be a process for flexibility in order to address unique contextual factors for a single campus or student group. Successful leaders are able to find the balance between structure and flexibility.

3. Districts instilled visions that focused on instruction and guided instructional improvement to promote student learning. While a district having a vision is not unusual, in these districts, it was the manner in which districts used their visions to guide their decisions and frame their efforts that made their visions different from the typical school.

4. Districts made decisions based on data, not instinct. At each step in the process, data was used to ground all decisions.

5. Districts adopted new approaches to professional development that involved a coherent and district-organized set of strategies to improve instruction. Districts had to adopt and allow schools to adopt innovative approaches to professional development that aligned closely to the district’s vision for instruction. Strategies included creating principles for professional development that guided decisions about training, fostering networks of National Center for Family and Community Connections with Schools at SE DL | 800-476-6861 | www.sedl.org/connections/ Page 101 The School-Family Connection: Looking at the Larger Picture, A Review of Current Literature instructional experts, supporting systems for new teachers, allocating financial resources strategically, and encouraging and assisting staff in using data.

6. Districts redefined leadership roles. One key difference in their refined definition of leadership roles was the importance for leaders to establish sound relationships with a variety of stakeholder groups. They also redefined the structure of working across levels;

they established collaborations to focus on instructional needs, rather than create power structures.

7. Districts committed to sustaining reform over the long haul. This type of change was not easy for any of the districts. However, three significant challenges had to be addressed in order for the work to be sustained: “Old system structures do not easily support new approaches to professional development. High schools struggle to improve achievement.

Finding funding to support new approaches to instructional improvement remains difficult.” The authors included the following 10 lessons for all districts seeking to implement a systemwide

improvement process:

Districts can make a difference.

• Let the truth be heard.

• Focus on instruction to improve student achievement.

–  –  –

The authors also provided the following recommendations to guide others:

1. Mobilize political will to improve instruction across the district; engage everyone for the long haul.

2. Implement a systemwide approach to improving instruction that specifies the outcomes to be expected, the content to be taught, the data to inform the work, and the supports to be provided.

3. Make professional development relevant and useful.

4. Redefine schools and district leadership roles.

5. Explore ways to restructure the traditional school day and year.

6. Attend to funding.

National Center for Family and Community Connections with Schools at SE DL | 800-476-6861 | www.sedl.org/connections/ Page 102



Pages:     | 1 |   ...   | 13 | 14 ||


Similar works:

«CAREER DAY 2014: LIST OF SPEAKERS BY GROUP ! Business!&!Academic!Administration! Azra!Khan!(Old!Girl,!Class!of!'88)! Coordinator!of!Professional!Development,!Office!of!Instructional!Development,!Dawson! College! Joanne!Miller!(Old!Girl,!Class!of!'79)! Recruiter!. Jessica!Mosher!(Old!Girl,!Class!of!'85)! Editor!in!Chief,!Educational!Publishing! Maeve!Muldowney! Office!of!the!Director!General,!Coordinator!RAC!Services!!(Recognition!of!Acquired! Competencies)!Dawson!College! Business:!PR!&!Sales!...»

«Adaptive Teams of Autonomous Aerial and Ground Robots for Situational Awareness Mong-ying A. Hsieh, Anthony Cowley, James F. Keller, Luiz Chaimowicz, Ben Grocholsky, Vijay Kumar, and Camillo J. Taylor GRASP Laboratory University of Pennsylvania Philadelphia, PA 19104 {acowley,mya,jfkeller,kumar,cjtaylor}@grasp.cis.upenn.edu Yoichiro Endo and Ronald C. Arkin Georgia Tech Mobile Robot Lab College of Computing Georgia Institute of Technology Atlanta, GA 303332 {endo,arkin}@cc.gatech.edu Boyoon...»

«IN STA ABI U LIT S Y AC ION PLA N T ©Copyright Ringers Services, Inc. 2014. All Rights Reserved VISION Ringers Landscaping will be a premiere model for sustainability and environmental stewardship throughout our community and the greater landscaping industry.There is opportunity for the integration of sustainable practices in all of Ringers five main service divisions: Design/Build, Property Maintenance, Tree Care, Fertilizing, and Snow Removal. This report will highlight goals and key...»

«es SUUNTO t6d GUÍA DE MANEJO MODES & VIEWS Training Training Time display 1* display 2* row 1: chrono row 1: date row 1: distance row 2: heart rate row 2: time row 2: speed views: • average views: • altitude views: • weekday heart rate • ascent • seconds • average • calories • dual time speed • EPOC • altitude • chrono • lap time • descent • training effect *) default settings 1 Introducción........................................»

«MORSE THEORY AND CONJUGACY CLASSES OF FINITE SUBGROUPS NOEL BRADY1, MATT CLAY, AND PALLAVI DANI Abstract. We construct a CAT(0) group containing a finitely presented subgroup with infinitely many conjugacy classes of finiteorder elements. Unlike previous examples (which were based on right-angled Artin groups) our ambient CAT(0) group does not contain any rank 3 free abelian subgroups. We also construct examples of groups of type Fn inside mapping class groups, Aut(Fk ), and Out(Fk ) which...»

«Formulário médico de sinistros Dados pessoais Sobrenome: Nome: Data de nascimento (DD/MM/AA): Retorno ao país de residência em (DD/MM/AA): Endereço no país de residência Endereço no país de destino Rua: c/o (nome da família anfitriã): CEP/Cidade: Rua: Estado/Província: CEP/Cidade: País: Estado/Província: Telefone: País: E-Mail: Telefone: Tratamento médico recebido Tipo da doença ou do acidente (por favor, descreva sucintamente como ocorreu o acidente): No caso de doença, ela...»

«Michigan Supreme Court Lansing, Michigan Chief Justice: Justices: Opinion Robert P. Young, Jr. Michael F. Cavanagh Marilyn Kelly Stephen J. Markman Diane M. Hathaway Mary Beth Kelly Brian K. Zahra FILED JULY 26, 2011 STATE OF MICHIGAN SUPREME COURT PEOPLE OF THE STATE OF MICHIGAN, Plaintiff-Appellant/CrossAppellee, v No. 141695 EDWARD MICHAEL KOWALSKI, Defendant-Appellee/CrossAppellant. BEFORE THE ENTIRE BENCH MARY BETH KELLY, J. In this case, we must determine whether defendant’s convictions...»

«Atsushi Akane, 1 M.D.; Kazuo Matsubara, 2 Ph.D.; Hiroaki Nakamura, 23 M.P.; Setsunori Takahashi, 2 Ph.D.; and Kojiro Kimura, 2 M.D. Identification of the Heme Compound Copurified with Deoxyribonucleic Acid (DNA) from Bloodstains, a Major Inhibitor of Polymerase Chain Reaction (PCR) Amplification REFERENCE: Akane, A., Matsubara, K., Nakamura, H., Takahashi, S., and K.imura, K., Identification of the Heme Compound Copurified with Deoxyribonucleic Acid (DNA) from Bloodstains, a Major Inhibitor of...»

«Detection and Analysis of Packet Loss on Underutilized Enterprise Network Links Seung-Hwa Chung, Young J. Won, Deepali Agrawal, Seong-Cheol Hong, and James Won-Ki Hong Dept. of Computer Science and Engineering POSTECH Pohang, Korea {mannam, yjwon, deepali, pluto80, jwkhong}@postech.ac.kr Hong-Taek Ju Kihong Park Dept. of Computer Engineering Dept. of Computer Sciences Keimyung University Purdue University Daegu, Korea West Lafayette, IN, USA juht@kmu.ac.kr park@cs.purdue.edu Abstract ISPs and...»

«FAMSI © 2003: Ivan Šprajc Archaeological Reconnaissance in Southeastern Campeche, México: 2002 Field Season Report With Appendices by Daniel Juárez Cossío and Adrián Baker Pedroza, and Nikolai Grube Research Year: 2002 Culture: Maya Chronology: Classic Location: Campeche, México Sites: Various Table of Contents Abstract Resumen Acknowledgments Introduction Comments on Particular Sites El Mameyal La Victoria Altar de los Reyes El Chismito Los Tambores Balakbal Altamira Other sites...»

«Association of Jewish Libraries REVIEWS February/March 2013 Volume III, No. 1 Editor’s Note Anne Dublin According to a recent article in Digital Book World (http://tinyurl.com/c8cuv7n), the top ten trends in children’s books are: 1. Bullying 2. Science Fiction Fans 3. Intriguing Nonfiction 4. Novels-in-Cartoons 5. Kid Lit on the Screen 6. War 7. Tough Girls 8. Survival Stories 9. Spotlight on Diversity 10. Nature Runs Amok As we try to interest our Jewish youth in reading Jewish books, it...»

«Someone to Care Experiences of leaving care ‘If I had parents to go to, I would go to my parents and ask them for help. Or I’d be with my parents so the strain wouldn’t be so much. But I don’t have anybody. I don’t have anyone to turn to.’ (Mark, 18, London)1 Introduction ‘You need some supporters’ said Nicola, a 20 year old care leaver moving into her own home in an unfamiliar area of Liverpool. Although her parents and other adults in her life had let her down, her tenancy...»





 
<<  HOME   |    CONTACTS
2016 www.theses.xlibx.info - Theses, dissertations, documentation

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.