Knowledgeable and SkillfulKnowledgeable and Skillful Leadership Leadership

“Only the organizations that have a passion for learning

will have an enduring influence.”

(Covey, 1996)Summer Institute

July 2005Ronni Ephraim

Chief Instructional Officer

Los Angeles Unified School Dist.

What we do has significant impact What we do has significant impact on studentson students The professional practice of The professional practice of educators and the culture they educators and the culture they create in their schools has a create in their schools has a significant impact on studentssignificant impact on students Developing the leadership Developing the leadership capacity of teachers and capacity of teachers and administrators is the best strategy administrators is the best strategy for sustained school improvementfor sustained school improvement

Assumptions

The Power of Collaborative Leadership

The most promising strategy for sustained, school improvement is building the capacity of the school personnel to function collaboratively. But collaboration alone will not guarantee school improvement.

The path to change in the classroom lies within and through a clear and enacted “Theory of Action”

LAUSD Theory of LAUSD Theory of ActionActionKey ElementsKey Elements Managed Curriculum with Managed Curriculum with

accountable variationaccountable variation Highly Skilled InstructionHighly Skilled Instruction Collaborative LeadershipCollaborative Leadership Professional Development Professional Development

/Coaching/Coaching Periodic Assessment / Use of DataPeriodic Assessment / Use of Data PersonalizationPersonalization

AssumptionsAssumptions

You cannot lead what you You cannot lead what you don’t knowdon’t know

Competence brings Competence brings commitmentcommitment

Leadership comes from Leadership comes from many role groups in a schoolmany role groups in a school

High School New High School New Teachers Survey - ELATeachers Survey - ELAFormal and Informal LeadershipFormal and Informal Leadership

Principal

Dept.

Chair

Resource

High School New High School New Teachers Survey - Teachers Survey - MathMathFormal and Informal LeadershipFormal and Informal Leadership

Dept. Chair

Principal

Resource

Characteristics of Leadership That Works

• Shared mission, vision, values, goals

• Collaborative teams

• Collective inquiry into “best practice” and our “current reality” – looking at the gaps

• Action oriented, experimentation

• Results oriented decision making

• Accountability

Accountable Variation

Effective leaders don’t simply encourage schools to go off and do whatever they want, but rather establish clear parameters and priorities that enable schools to work within established boundaries in a creative and autonomous way. (Dufour)

In LAUSD we call this “accountable variation”.

Assumptions

• The cultural shift the District is making requires that we initiate new programs and procedures and that we STOP DOING much of what we have done traditionally.

• This requires the school leaders to begin new learning to lead the work. Leaders must demonstrate the discipline to discontinue practices that are often the norm.

The Need to Stop Doing!

Most of us have an ever-expanding “to do” list, trying to build momentum by doing, doing, doing – and doing more. And it rarely works. Those who build “good-to-great organizations, however, made as much use of “stop doing” lists as “to do” lists. They had the discipline to stop doing all of the extraneous junk.

Jim Collins

Trying to Stop!Trying to Stop!

Large staff meetings focused on Large staff meetings focused on announcements or one-shot announcements or one-shot professional development speakersprofessional development speakers

Coaching of strategies across all Coaching of strategies across all disciplinesdisciplines

Evaluating teachers without specific, Evaluating teachers without specific, agreed upon goals and accountabilitiesagreed upon goals and accountabilities

Sending individual teachers to Sending individual teachers to conferences which lead to more private conferences which lead to more private practicepractice

Moving TowardsMoving Towards

Common, coherent curriculum and the Common, coherent curriculum and the use of curricular guidesuse of curricular guides

Content specific professional Content specific professional development and content specific development and content specific coachingcoaching

Department meetings instead of “big Department meetings instead of “big audience” meetingsaudience” meetings

Linking budgets to goals – Conference Linking budgets to goals – Conference attendance by teams with attendance by teams with accountability for actionaccountability for action

Professional Professional DevelopmentDevelopment Leaders do not provide professional Leaders do not provide professional

development and development and HOPEHOPE that teachers that teachers will implement new learningswill implement new learnings

Leaders plan and provide professional Leaders plan and provide professional development and development and EXPECTEXPECT action, action, reflection, and additional professional reflection, and additional professional development that leads the school development that leads the school towards its goalstowards its goals

A Powerful Guiding Principle

Great organizations simplify a complex world into a single organizing idea or guiding principle. This guiding principle makes the complex simple, helps focus the attention and energy of the organization on the essentials, and becomes the frame of reference for ALL decisions.

Jim Collins

The BIG IDEA

The guiding leadership principle must be that the purpose of school is to ensure high levels of learning for all students.

Will focus the attention and energy of the school on learning

The frame of reference for all decisions will become, “what is the impact on learning?”

Making the Complex SimpleMaking the Complex Simple

““If we could truly establish high levels If we could truly establish high levels of learning for ALL students as the of learning for ALL students as the guiding principle of our school, and guiding principle of our school, and if we were willing to honestly if we were willing to honestly confront the honest facts of the confront the honest facts of the current reality in our school, the current reality in our school, the right decisions about what to do and right decisions about what to do and what to stop doing often become what to stop doing often become evident.” evident.” Richard DuFourRichard DuFour

“To Do” List

Clarify what each student must learn by course, grade level, and unit of instruction by engaging teachers, administrators, central staff and local district teams in an ongoing process to build shared knowledge of essential learning.

“Stop Doing” List

• Recognize that the “intended” curriculum and the “implemented” curriculum are likely to be different.

•Stop teaching anything but the “intended” curriculum.

We Need to Decide…We Need to Decide…

Learn what?Learn what? What procedures do we need to What procedures do we need to

put in place at our school to be put in place at our school to be sure EVERY teacher is sure EVERY teacher is knowledgeable about what they knowledgeable about what they need to ensure students know?need to ensure students know?

How will we provide teachers time How will we provide teachers time to build shared knowledge about to build shared knowledge about the “intended” curriculumthe “intended” curriculum

The Leaders Role in The Leaders Role in CurriculumCurriculum

The best designed curriculum has no The best designed curriculum has no impact unless it is taught (intended vs. impact unless it is taught (intended vs. implemented)implemented)

The likelihood of implementation The likelihood of implementation increases if teachers feel ownership of increases if teachers feel ownership of the curriculumthe curriculum

Ownership is directly related to Ownership is directly related to competence and engagement and timecompetence and engagement and time

The greatest engagement occurs in the The greatest engagement occurs in the smallest part of the organization to which smallest part of the organization to which people belongpeople belong

Nested Learning Nested Learning Communities Communities (Institute for Learning)(Institute for Learning)

I will not hold you accountable for that I will not hold you accountable for that which I am not willing to teach youwhich I am not willing to teach you

TeachersTeachers

School-based administratorsSchool-based administrators

Directors who supervise principalsDirectors who supervise principals

Local district superintendents and staffLocal district superintendents and staff

Central office staffCentral office staff

Superintendent RomerSuperintendent Romer

Critical Corollary Questions:Critical Corollary Questions:If we believe all kids can If we believe all kids can

learn:learn: What is it we What is it we

expect them to expect them to learn?learn?

How will we know How will we know when they have when they have learned it?learned it?

How will we How will we respond when respond when they don’t?they don’t?

Team Learning ProcessTeam Learning Process

Clarify common outcomes by Clarify common outcomes by course or by grade levelcourse or by grade level

Develop common pacingDevelop common pacing Develop common assessments at Develop common assessments at

least 4 times per yearleast 4 times per year Establish specific, measurable goalsEstablish specific, measurable goals Analyze resultsAnalyze results Identify improvement strategiesIdentify improvement strategies

StudentStudent Class #1Class #1 Class #2Class #2 Class #3Class #3 Class #4Class #4 TotalsTotals

11 5050 9090 100100 7070

22 6060 9090 100100 7070

33 7070 9090 8080 8080

44 9292 9090 100100 8080

55 9090 9090 100100 100100

66 100100 100100 9292 4040

77 9090 100100 8080 7070

88 9090 8282 8383 5050

99 8383 100100 100100 8080

1010 6060 9292 9090 7070

1111 9292 100100 9090 5050

1212 8383 100100 100100 5050

1313 9292 100100 8080 100100

1414 9090 9090 8080 100100

1515 100100 100100 9090 100100

1616 8080 100100 8080

1717 9090 9292

1818 100100

AverageAverage 84%84% 95%95% 90%90% 74%74% 86%86%

Three Essentials ofThree Essentials ofUsing Assessment DataUsing Assessment Data

Can we agree on the criteria by Can we agree on the criteria by which we will judge the quality of which we will judge the quality of our students’ work?our students’ work?

Can we agree that assessment Can we agree that assessment data tells us about our teaching?data tells us about our teaching?

Can we agree that assessment Can we agree that assessment data tells leaders about their data tells leaders about their leading and what next steps must leading and what next steps must be?be?

Leaders ask….Leaders ask….If we believe all children can If we believe all children can

learn:learn: What is it we expect them to learn?What is it we expect them to learn? How will we know when they have learned How will we know when they have learned

it?it? How will we respond when they don’t How will we respond when they don’t

learn?learn?In school where teachers and administrators In school where teachers and administrators

are both leading they grapple with these are both leading they grapple with these questions because they believe they have questions because they believe they have

a responsibility to ensure a responsibility to ensure ALL children learn.ALL children learn.

“To Do” List

Create systems to monitor each student’s learning on a timely basis and to ensure individual students receive additional time and support when they experience difficulty in mastering essential learnings.

“Stop Doing” List

Stop leaving it up to each teacher to decide how to respond when students don’t learn.In most schools we are very

loose on this! The harsh reality is that most students play LOTTO….What they learn is a function of who they have as a teacher.

Three Focus QuestionsThree Focus Questions What is the response of the school What is the response of the school

when it becomes apparent that the when it becomes apparent that the student is not being successful?student is not being successful?

If you are the student, what If you are the student, what message does the school seem to message does the school seem to be sending you?be sending you?

Given the practices and Given the practices and procedures of this school, what procedures of this school, what conclusions can you draw conclusions can you draw regarding its assumptions about regarding its assumptions about the purpose of the school?the purpose of the school?

Our Own “To Do” ListsOur Own “To Do” ListsOur Own “Stop Doing” Our Own “Stop Doing”

ListsListsThink about your own school now.Think about your own school now.

What do you need to put on your “to do” What do you need to put on your “to do” list?list?

Is there a pyramid of intervention in place?Is there a pyramid of intervention in place?What do you need to put on your “stop What do you need to put on your “stop

doing” list?doing” list?Are teachers working in isolation?Are teachers working in isolation?

Given your faculty…Will this be easy or Given your faculty…Will this be easy or difficult? Why?difficult? Why?

A Systematic Response to A Systematic Response to Students Who Are Not Students Who Are Not

LearningLearning At three weeks……At three weeks…… At six weeks……At six weeks…… At 12 weeks……At 12 weeks…… At 18 weeks……At 18 weeks……

The difference between The difference between

intervention and remediationintervention and remediation

is that intervention isis that intervention is

timely and purposeful !timely and purposeful !

What is your school plan for students who are not learning?

Assess Your Response to Assess Your Response to Students Who Are Not Students Who Are Not

LearningLearning Is it Is it TIMELYTIMELY? How quickly are you able to ? How quickly are you able to

identify the kids who need extra time and identify the kids who need extra time and support?support?

Is it Is it DIRECTIVEDIRECTIVE rather than invitational? rather than invitational? Are students invited to attend Are students invited to attend intervention or does your system ensure intervention or does your system ensure it?it?

Is it Is it SYSTEMATICSYSTEMATIC? Do students receive ? Do students receive this intervention according to a school-this intervention according to a school-wide plan rather than at the discretion of wide plan rather than at the discretion of individual teachers?individual teachers?

Is it Is it MEANINGFULMEANINGFUL? Is it aligned to what ? Is it aligned to what the data tells you the student needs?the data tells you the student needs?

Leaders Ensure Time to Leaders Ensure Time to Work TogetherWork Together

We can achieve our We can achieve our fundamental purpose fundamental purpose

of high levels of of high levels of learning for ALL learning for ALL

students only if we students only if we work together. We work together. We

cultivate an cultivate an accountable, accountable,

collaborative culture collaborative culture through the through the

development of high development of high performing teams.performing teams.

Leaders guide the school to

agree on purpose!

Teacher IsolationTeacher Isolation

The crush…of our myriad daily events The crush…of our myriad daily events and duties kept us from collaborating and duties kept us from collaborating on such obvious and challenging on such obvious and challenging concerns as how to teach concerns as how to teach composition more effectively, and composition more effectively, and how to make literature more how to make literature more exciting…and so we worked exciting…and so we worked consciously and unconsciously toward consciously and unconsciously toward our own goals, within the limitations our own goals, within the limitations of what each of us knew or did not of what each of us knew or did not know. know. Mike Shmoker - Results Mike Shmoker - Results

Need for a Collaborative Need for a Collaborative CultureCulture

Through our ten-year study, Through our ten-year study, whenever we found an effective whenever we found an effective school or an effective department school or an effective department within a school, within a school, without exceptionwithout exception that school or department has that school or department has been a part of a collaborative, been a part of a collaborative, accountable team. accountable team. Milbrey Milbrey McLaughlinMcLaughlin

Need for a Collaborative Need for a Collaborative CultureCulture

Improving schools requires Improving schools requires collaborative cultures…Without collaborative cultures…Without collaborative skills and collaborative skills and relationships, it is not possible to relationships, it is not possible to learn and to continue to learn as learn and to continue to learn as much as you need to know to much as you need to know to improve.improve.

Michael FullanMichael Fullan

Need for a Collaborative Need for a Collaborative CultureCulture

Creating a collaborative culture is Creating a collaborative culture is the single most important factor the single most important factor for successful schools for successful schools improvement initiatives and the improvement initiatives and the first order of business for those first order of business for those seeking to enhance the seeking to enhance the effectiveness of their schools.effectiveness of their schools.

Eastwood and LewisEastwood and Lewis

Need for a Collaborative Need for a Collaborative CultureCulture

If schools want to enhance their capacity to If schools want to enhance their capacity to boost student learning, they should work boost student learning, they should work on building collaborative culture. When on building collaborative culture. When groups, rather than individuals, are seen groups, rather than individuals, are seen as the main units for implementing as the main units for implementing curriculum, instruction, and assessment, curriculum, instruction, and assessment, they facilitate development of shared they facilitate development of shared purposes for student learning and purposes for student learning and collective responsibility to achieve it. collective responsibility to achieve it. Fred NewmanFred Newman

Why All the Quotes?Why All the Quotes?

We have to remind all of the people We have to remind all of the people that we work with that there is a that we work with that there is a lot of research to support the lot of research to support the importance of vision, goal setting, importance of vision, goal setting, and collaboration.and collaboration.

There is no research to support the There is no research to support the notion that the best way to notion that the best way to support ALL students is for support ALL students is for teachers to work in isolation!teachers to work in isolation!

Advantages of Working in Advantages of Working in Collaborative TeamsCollaborative Teams

Gains in student achievementGains in student achievement Higher quality solutions to problemsHigher quality solutions to problems Increased confidence among all staffIncreased confidence among all staff Teachers and administrators support Teachers and administrators support

one another’s strengths and one another’s strengths and accommodate weaknessesaccommodate weaknesses

More support for new teachersMore support for new teachers Ability to test new ideasAbility to test new ideas Expanded pool of ideas, methods, and Expanded pool of ideas, methods, and

materials materials Judith Warren LittleJudith Warren Little

“To Do” List

Create systems and procedures to develop the collective capacity of staff to work together interdependently as members of collective teams.

“Stop Doing” List

Stop allowing teachers to work in isolation.

Stop settling for

“collaboration lite”.

Defining Key TermsDefining Key Terms

If one of the critical leadership steps is If one of the critical leadership steps is developing the capacity of staff to developing the capacity of staff to function as members of “collaborative function as members of “collaborative teams”, it is imperative that there is a teams”, it is imperative that there is a clear understanding of termsclear understanding of terms

Define “team”. How does it differ from Define “team”. How does it differ from department, grade level, or work department, grade level, or work group?group?

Define “collaboration”Define “collaboration”

Norms for Norms for High Performing TeamsHigh Performing Teams

Willingness to consider matters from another’s Willingness to consider matters from another’s perspectiveperspective

Accurate understanding of spoken and unspoken Accurate understanding of spoken and unspoken feelings and concerns of team membersfeelings and concerns of team members

Willingness to confront a team member that violates Willingness to confront a team member that violates normsnorms

Communicating positive regard, caring, and respectCommunicating positive regard, caring, and respect Willingness and ability to evaluate a team’s own Willingness and ability to evaluate a team’s own

effectivenesseffectiveness Seeking feedback about and evidence of team Seeking feedback about and evidence of team

effectiveness from internal and external sourceseffectiveness from internal and external sources Maintaining a positive outlook and attitudeMaintaining a positive outlook and attitude Proactive problem-solvingProactive problem-solving Awareness of how the group contributes to the Awareness of how the group contributes to the

purpose and goals of the larger organization – Team purpose and goals of the larger organization – Team goals must link to school goal.goals must link to school goal.

Keys to Effective TeamsKeys to Effective Teams

Collaboration embedded in routine Collaboration embedded in routine practicespractices

Time for collaboration built into the Time for collaboration built into the school dayschool day

Teams focus on key questionsTeams focus on key questions Products of collaboration made explicitProducts of collaboration made explicit Team norms guide collaborationTeam norms guide collaboration Teams pursue specific and measurable Teams pursue specific and measurable

performance goalsperformance goals Teams have access to relevant infoTeams have access to relevant info

Parameters for CollaborationParameters for CollaborationTimeTime

Cannot keep students at home Cannot keep students at home Cannot increase costsCannot increase costs Cannot significantly impact Cannot significantly impact

instructional timeinstructional time

Timeline for Team Products Timeline for Team Products of Collaborationof Collaboration

By the end of the 2By the end of the 2ndnd week – Team Norms week – Team Norms By the end of the 4By the end of the 4thth week – Goals week – Goals By the end of the 6By the end of the 6thth week – Common week – Common

OutcomesOutcomes By the end of the 8By the end of the 8thth week – Learning Walk week – Learning Walk By the end of the 10By the end of the 10thth week – Assessment week – Assessment By the end of the 11By the end of the 11thth week – Analysis of week – Analysis of

student performance on assessment and student performance on assessment and intervention actionsintervention actions

Shifting from Developing Shifting from Developing Individuals Individuals to Developing Collective to Developing Collective CapacityCapacity Our traditional view of teachers Our traditional view of teachers

as autonomous, independent sub-as autonomous, independent sub-contractors has made the contractors has made the individual teacher the focus of individual teacher the focus of school improvementschool improvement

- staff development- staff development

- teacher evaluation- teacher evaluation

Identify a SMART Goal Identify a SMART Goal for Your School for Your School

(Paul Meyers – Attitude is Everything_(Paul Meyers – Attitude is Everything_

SStrategic and Specifictrategic and Specific MMeasurableeasurable AAttainablettainable RResults-orientedesults-oriented TTime Boundime Bound

Before a Learning Walk teachers should be setting goals (1-3) for a specific period of time. Once these are established the team works together to meet their goals. The LW serves as a means to verify that goals are met. Student assessment is another way to assess the success of the SMART goal process!

Are These SMART Goals?Are These SMART Goals?Goal Statements need to focus on Goal Statements need to focus on

student learning not what teachers do.student learning not what teachers do.

By the end of the 2003-04 school year we By the end of the 2003-04 school year we will:will:

Implement three new reading Implement three new reading strategies aligned with the skills and strategies aligned with the skills and concepts outlined in the standardsconcepts outlined in the standards

Increase the use of cooperative Increase the use of cooperative learning by 25%learning by 25%

Increase the percentage of 11th grade Increase the percentage of 11th grade students meeting or exceeding the students meeting or exceeding the benchmark for algebra and functions on benchmark for algebra and functions on our next assessment from 81% to 90%our next assessment from 81% to 90%

Shifting from Developing Shifting from Developing Individuals Individuals to Developing Collective to Developing Collective CapacityCapacity

We cannot supervise We cannot supervise teachers to excellence.teachers to excellence.We must create the We must create the

supportive conditions for supportive conditions for teachers to develop teachers to develop

excellence!excellence!

Contrasting Approaches to Contrasting Approaches to Professional DevelopmentProfessional Development

Incentives forIncentives for Incentives for Incentives forindividuals to attend individuals to attend pursuing programs pursuing programsa wide variety ofa wide variety of directly linked to directly linked tocourses and/orcourses and/or school and district school and districtWorkshopsWorkshops goals goals

Individuals select fromIndividuals select from Collaborative Collaborative learninglearning

potpourri of offeringspotpourri of offerings

External focusExternal focus Internal focus – job Internal focus – job embedded embedded

The Learning LeaderThe Learning Leader

Learning Leaders shift the school Learning Leaders shift the school improvement efforts from the improvement efforts from the supervision and evaluation of supervision and evaluation of

individual teachers to an individual teachers to an emphasis on building the capacity emphasis on building the capacity

of teams of teachers to take of teams of teachers to take responsibility for their own responsibility for their own

learning.learning.

Individual Growth Does Not Individual Growth Does Not Ensure Organizational Ensure Organizational

GrowthGrowth

Developing the skills and Developing the skills and knowledge of individual teachers knowledge of individual teachers is important, but insufficient. is important, but insufficient. Effective leaders will focus on Effective leaders will focus on developing the culture and the developing the culture and the capacity of the organization.capacity of the organization.

A Third “BIG IDEA” Strong A Third “BIG IDEA” Strong School LeadershipSchool Leadership

We assess our individual and We assess our individual and collective effectiveness in helping collective effectiveness in helping

ALL students learn at high levels on ALL students learn at high levels on the basis of results rather than the basis of results rather than activity. We eagerly seek out activity. We eagerly seek out multiple indicators of student multiple indicators of student

achievement and use that achievement and use that information to promote continuous information to promote continuous

improvement.improvement.

Interpreting DataInterpreting Data

Student performance on the high-Student performance on the high-stakes math test:stakes math test:

> Mean > Mean 178178

> Median 177> Median 177

> Mode 180> Mode 180Use this data to answer the following Use this data to answer the following

question:question: To what extent is this To what extent is this school helping all students achieve school helping all students achieve at high levels in math?at high levels in math?

StudentStudent Class #1Class #1 Class #2Class #2 Class #3Class #3 Class #4Class #4 TotalsTotals

11 5050 9090 100100 7070

22 6060 9090 100100 7070

33 7070 9090 8080 8080

44 9292 9090 100100 8080

55 9090 9090 100100 100100

66 100100 100100 9292 4040

77 9090 100100 8080 7070

88 9090 8282 8383 5050

99 8383 100100 100100 8080

1010 6060 9292 9090 7070

1111 9292 100100 9090 5050

1212 8383 100100 100100 5050

1313 9292 100100 8080 100100

1414 9090 9090 8080 100100

1515 100100 100100 9090 100100

1616 8080 100100 8080

1717 9090 9292

1818 100100

AverageAverage 84%84% 95%95% 90%90% 74%74% 86%86%

StudentStudent Class #1Class #1 Class #2Class #2 Class #3Class #3 Class #4Class #4 TotalsTotals

11 5050 9090 100100 7070

22 6060 9090 100100 7070

33 7070 9090 8080 8080

44 9292 9090 100100 8080

55 9090 9090 100100 100100

66 100100 100100 9292 4040

77 9090 100100 8080 7070

88 9090 8282 8383 5050

99 8383 100100 100100 8080

1010 6060 9292 9090 7070

1111 9292 100100 9090 5050

1212 8383 100100 100100 5050

1313 9292 100100 8080 100100

1414 9090 9090 8080 100100

1515 100100 100100 9090 100100

1616 8080 100100 8080

1717 9090 9292

1818 100100

Average/Average/Prof.Prof.

84%/84%/78%78% 95%/100%95%/100% 90%/100%90%/100% 74%/47%74%/47% 86%/81%86%/81%

To Inform and Impact To Inform and Impact Professional Practice….Professional Practice….

Ensure all teachers receive:Ensure all teachers receive: Timely and regular information on Timely and regular information on

the achievement of the achievement of theirtheir students, students, In meeting an agreed-upon In meeting an agreed-upon

standard,standard, On a valid assessment,On a valid assessment, In comparison to othersIn comparison to others And ensure there is time to discuss And ensure there is time to discuss

the resultsthe results

The “BIG IDEAS” that The “BIG IDEAS” that Should Drive School Should Drive School

LeadersLeaders We accept learning as the fundamental We accept learning as the fundamental

purpose of our school and therefore are purpose of our school and therefore are willing to examine willing to examine ALLALL practices in light of practices in light of their impact on learning.their impact on learning.

We are committed to working together to We are committed to working together to achieve our collective purpose. We cultivate achieve our collective purpose. We cultivate a collaborative culture through development a collaborative culture through development of high performing teams.of high performing teams.

We assess our effectiveness on the basis of We assess our effectiveness on the basis of evidence and results rather an intentions. evidence and results rather an intentions. Individuals, teams, and schools seek relevant Individuals, teams, and schools seek relevant data and information and use that data and information and use that information to promote improvement.information to promote improvement.

Hand in Hand, We All LearnHand in Hand, We All Learn

““Ultimately there are two kinds of schools: Ultimately there are two kinds of schools: learning enriched schools and learning learning enriched schools and learning

impoverished schools. impoverished schools. I have yet to see a school where the I have yet to see a school where the

learning curves…of the adults were steep learning curves…of the adults were steep upward and those of the students were upward and those of the students were

not. Teachers, administrators, and not. Teachers, administrators, and student go student go

hand and hand as learners…hand and hand as learners…or they don’t’ go at all.” or they don’t’ go at all.”

Roland BarthRoland Barth