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Achieving High Quality Outcomes for Students through Continuous
School Improvement Defining the Culture and Sprit of
Schools
Teacher as Learner
Collegiality
Policies
Knowledge &
Skills
Instructional Program
Coherence
Instructional Practices
Family & Student Centered Student Outcomes
Lead
ersh
ip
Com
mitm
ent
Shared Purpose
Community
DispositionsData-based
Decision-Making
Infrastructure
Resources
Data-
base
d
Decisi
on-M
akin
g
Research
Data-based
Decision-Making
Family Partnerships
DRAFT 11/04
Teacher as Learner
Colle
gial
ity
Polic
ies
Knowledge &
Skills
Instructional Program
Coherence
Instructional Practices
Core values
Outcomes
Leadership Commitment
Share Purpose
Community
DispositionsData-based
Decision-Making
Infrastructure
Resources
Data-
base
d
Decisi
on-M
akin
g
ResearchData-based
Decision-Making
Reso
urc
es
Leadership Commitment
Collegiality
DRAFT 11/04
What is an Organization?
• “An organization is a collective entity for accomplishing specific tasks. Every organization has a group of systems-a culture system, a strategic system, a technical system, and a political system.” (Quinn, p. 60)
Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass.
Designing Professional Development
Five Levels of Designing Professional Development
Student Learning Outcomes
Instructional Practices and Policies to Achieve Student Outcomes
Organizational Supports for Practices and Policies
Skills and Knowledge to Implement Practices and Policies
Professional Development Delivery of Skills and Knowledge
Guskey, T. R., (2002). Does it make a difference? Evaluating professional development. Educational Leadership 50(6) 45-51.
A Comprehensive Framework for Classroom & School Improvement
Leadership and Mobilization
Student Engagement and Learning
Classroom
Improvement
Teacher as
Learner
School
Improvement
Fullan, M. G., Bennett, B., & Rolheiser-Bennett, C. (1990). Linking classroom and school improvement. Educational Leadership v(n) 13-19.
A Comprehensive Framework for Classroom and School Improvement
Student Engagement
Classroom Improvement Teacher as Learner School Improvement
Content
Instructional Skills
Instructional Skills
Classroom Management
Technical Repertoire
Teacher as Researcher
Collaboration
Reflective Practices
Collegiality
Shared Purpose
Continuous Improvement
Structure
Leadership and Mobilization
Fullan, M. G., Bennett, B., & Rolheiser-Bennett, C. (1990). Linking classroom and school improvement. Educational Leadership v(n) 13-19.
Leading Complex Change
M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.
VISION CAPABILITIES RESOURCESACTION
PLANRESTRANT;
RESISTANCE
VISION INCENTIVES RESOURCESACTION
PLANANXIETY
VISION INCENTIVES RESOURCES
FALSE
STARTSCAPABILITIES
VISION INCENTIVES ACTION
PLANFRUSTRATIONCAPABILITIES
INCENTIVES RESOURCESACTION
PLANCONFUSIONCAPABILITIES
VISION INCENTIVES RESOURCESACTION
PLANSUCCESSCAPABILITIES
The Benefits of Complex Change
M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD.
VISION INCENTIVES RESOURCESACTION
PLANSUCCESSCAPABILITIES
Confidence
UNDERSTANDING Engagement
Commitment
Advocacy
Clarity of Purpose
Leadership Commitments
Infrastructure Community Development &
Education Allocation of Resources
Assessment Mechanisms
Knowledge, Skills, &
Dispositions
Professional Community
Instructional Program
Coherence
Resources
Leadership Commitment
Burello
Research Policy
PracticeMcGregor, G. & Volgelsberg, R. T. (1998). Inclusive Schooling Practices: Pedagogical and Research Foundations: A Synthesis of the Literature that Informs Best Practices about Inclusive Schooling. Paul H. Brookes Publishing Co., Inc.
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic Achievement
Sugai, G. & Horner, R. (2002). Overview of School-wide Positive Behavior Support. OSEP Center on Positive Behavioral Interventions & Supports March 21 2002
Effective Support in Schools
Sugai & Horner
Building Based
Systems
Individual Student Systems
Classroom Based
Systems
District-Wide Systems
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
Sugai, G. & Horner, R. (2002). Overview of School-wide Positive Behavior Support. OSEP Center on Positive Behavioral Interventions & Supports March 21 2002
School
Systems
FamilySystems
StudentSystems
CommunitySystems
Sugai, G. & Horner, R. (2002). Overview of School-wide Positive Behavior Support. OSEP Center on Positive Behavioral Interventions & Supports March 21 2002
Achieving High Quality Outcomes for Students through Continuous
School Improvement Defining the Change Theory
Delivering Professional Development
to change
in order to get
or Incremental Change
to change
in order to get
or Deep Change
Prov
ided
ove
r tim
e
What is Change?
1. To make different in some particular way, alter
• Alter– to make different
without changing into something else
2. To make radically different, transform
• Transform– to change in
composition or structure,
– to change outward form or appearance,
– to change in character or condition
Merriam-Webster Online
What is Change?
• Incremental Change– Limited in scope– Often reversible– Extension of the past
and does not disrupt past patterns
– Still in control
• Deep Change– Requires new ways
of thinking and behaving
– Irreversible – Discontinuous of past
and distorts existing patterns
– Surrendering control
Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass.
What is Change?
• Incremental Change– Aim to improve the
efficiency and effectiveness of an existing structure
– Basic structure is sound, but in need of improvement
• Deep (Fundamental) Change– Aim to transform and
permanently alter the structure
– Basic structure is “flawed” in need of a complete “overhaul”
Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.
When is Incremental Change Appropriate?
• Innovations come in different sizes– Some changes do not need or result in
dramatic differences in practice or the operations of a system
• The context of the school influences the process of change
– The level of change is determined by the effectiveness of:• Physical features (resources, schedules, etc.)• People factors (attitudes, beliefs, values)
Hall, G. E. & Hord, S. M. (2001). Implementing Change Patterns, Principles, and Potholes. Boston: Allyn and Bacon.
How Can Deep Change Occur?
• An organization does not change until the individuals within it change
• Administrator leadership is essential to long-term change success
• The context of the school influences the process of change
– The intensity of change is determined by the level of change in:
• Physical features (resources, schedules, etc.)• People factors (attitudes, beliefs, values)
Hall, G. E. & Hord, S. M. (2001). Implementing Change Patterns, Principles, and Potholes. Boston: Allyn and Bacon.
How Can Deep Change Occur?
• You can’t mandate what matters– What really matters is committed action
• Individualization and collectivism are both needed
– Isolation poses a ceiling effect, while groups are more vulnerable to fads
– Need a balance of both to create the synergy of deep change
• Every person is a change agentFullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. New York: Falmer Press.
How Can Deep Change Occur?
• Deep change assumes one person can change the larger system and this can occur when someone cares enough to raise the issues that are not currently recognized.
• “Culture change starts with personnel change.” p.103“
• Organization and personal growth seldom follows a linear plan.” p. 83
Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass.
Incremental Change v. Deep Change is Not Determined by Duration
• “Longevity is too crude a basis for judging success or failure. The standard ignores the question of whether the reform was worthy or even effective.” (Cuban, p. 79)
Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.
Deep Change and Reform
• Reform-1 a : to put or change into an improved form or condition b : to amend or improve by change of form or removal of faults or abuses2 : to put an end to (an evil) by enforcing or introducing a better method or course of action
Merriam-Webster Online
Deep Change and Reform
“Change may or may not be progress.” (Cuban, p 77)
• Schools have change.• Changes have been virtually all in
governance, school organization, curriculum, and instruction.
• Most of the changes were incremental.• Many changes are new ways of preserving
the overall stability of schooling.
Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.
Why “Reforms” Might Not Work
• Over time they were marginalized into incremental changes
• They were placed as periphery to the system
• Did the “reform” dramatically change the structure?
• Did the “reform” address the core values, attitudes, and beliefs, thus changing every individual within the system?
Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.
Scouts and Pioneers
ScoutsScouts PioneersPioneers SettlersSettlers
At Least Five Years
Critical Mass
Hibbard, 1997
CBAM
• Levels of Concern– Awareness– Informational– Personal– Management– Consequence– Collaboration– Refocusing
S.F. Hall & B. W. Rutherford (1975) Levels of use of the innovation: A framework for analyzing innovation adoption. Journal of Teacher Education, 26:1.
Levels of Use– Non-use– Orientation– Preparation– Mechanical use– Routine– Refinement– Integration– Renewal
Levels of Decision
Feedback Spiral of Assessment
Take stock of where your
school is
Plan what need to do Implement the
plan
Evaluate the implementation
processAssess the impact
on student learning
Reflect and Reconsider
Consider actions based on
reconsideration
Plan what need to do Implement the
plan
Evaluate the implementation
processAssess the impact on
student learning
Reflect and Reconsider
Consider actions based on
reconsideration
Plan what need to do
Recommended