Working Together ~ Achieving More Systematic Approach to Working Together ~ Achieving More 2007-2012 William G. Andrekopoulos Superintendent of Schools

Working Together ~ Achieving More

Systematic Approach toWorking Together ~ Achieving More

2007-2012

William G. AndrekopoulosSuperintendent of Schools

Delivered to Hot Topics 2009


Challenges of 21st Century Teaching

• Greater need for education in society and economy

• Higher standards for learning

• More diverse students with greater educational needs

• Greater expectations of schools for ensuring success


A Changing Economy Makes

Education more Important

1900 1950 20000%

20%

40%

60%

80%

100%

Low skill jobs Knowledge work jobs


Expectations for Learning are Changing

The new context means new expectations

These include:• Ability to communicate• Adaptability to change• Ability to work in teams• Preparedness to solve problems• Ability to analyze and conceptualize• Ability to reflect on and improve performance• Ability to manage oneself• Ability to create, innovate and criticize• Ability to engage in learning new things at all times• Ability to cross specialist borders


U.S. High School Outcomes

• 75-80% graduate from high school compared to 95% or more in other high-achieving nations.

• 60% of graduates go on to college

• 40-50% of college entrants finish

• About 25% of the age cohort gets a college degree

• Yet 70% of jobs involve “knowledge work” requiring specialized higher education


What are High-Achieving Nations Doing?

• A lean curriculum focused on deep understanding and higher order skills

• Benchmark assessments to gauge progress; classroom-based assessments as part of the system

• Massive investments in initial teacher education and school-level teacher support

• Smaller schools with continuous relationships

• Equitable spending, with extra investments in high-need schools and students


Schools Designed in 1910Adopted the Factory Model

• The Prussian age-grading system was adopted: Students change teachers each year.

• The “platoon system” was invented: Students change teachers and rooms every period.

• Teaching was specialized: Subjects and students were organized for batch procession.

• Each teacher was placed as an individual worker on the assembly line: Teachers did not share students or plan together.


Why Think About Redesign?

Every organization is perfectly structured to get the results that it gets.


Developing a New System

In order to understand the changes going on in our system, it is important to understand the old system, and what you need from the new system.


MPS History

History

• Random acts of improvement

• Individual practitioners

• Reforms of the month club

• Adult-centered instruction

• Employment agency

• Unclear expectations

• No brand identity (system of schools)

• Limited program evaluation

• No exemplars for great work

• Performance evaluations not tied to outcomes

• No data

• Few conversations on achievement

• Few decisions around achievement


What Matters for Student Achievement?

• Well prepared teachers

• Time for in-depth learning for students and teachers

• Collective goals

• Curriculum and assessment focused on performance skills and abilities

• Data analysis of student progress

• Research-based strategies

• Consistency over time


Core Beliefs

• Children come first

• The classroom is the most important place in the district

• Leadership and accountability are keys to our success

• Central Services supports student achievement

• Families are valuable partners

• Community partnerships add value


Theory of ChangeStrategic Plan – Developed 2007

• Consistency of purpose in content and practice

• Student-centered instruction

• Emphasis on recruitment, retention, evaluation and professional development

• Communicate clear expectations and goals

• Establish an MPS brand

• Implement metrics and benchmarks to monitor progress

• Evaluation and feedback


Transition Strategy

MPS

Site-based, Decentralized Management

Outcome-focused, StrategicManagement

MPS

Focus: • Sustain enrollment base• Increase classroom resources

Focus: • Achieve district wide goals that

are aligned with core beliefs

Systemic Approach to the Strategic Plan

Classroom

School

District

The Classroom is the most important place in the district

School• School Improvement Plan• School leader as instructional leader• Highly functioning learning teams• Data analysis• Instructional walk-throughs• Shared best practices• PBIS

Classroom• Consistent curriculum in all content areas• Ongoing use of assessment data to improve

instruction• Research-based best strategies• Highly qualified effective teachers

District• SOS teams• District-wide professional development

around Working Together Achieving More• Data warehouse• Data retreats



What are the keys to this systemic approach?

• Highly Qualified Teachers

• Community Partnerships

• Leadership



Highly Qualified Teachers• Teacher Quality

• Recruitment

• Hiring

• Induction

• Professional Development

• Evaluation

• Support / Mentoring


Professional Development

Professional Development

• Aligned Curriculum

• Data Analysis

• Extended Learning Time

• Differentiated Instruction

• High Yield Instructional Strategies

All are surrounded by technology


Community Partnerships

Helen Bader Foundation Center for Neighborhood EnterpriseCity YearDistrict Advisory CouncilFocus on ResultsBill and Melinda Gates FoundationGreater Milwaukee Committee Education CommitteeInstitute for Research and Reform in Education (IRRE)Joyce FoundationMilwaukee Partnership Academy (MPA)

Milwaukee Teachers’ Education Association (MTEA)National Education Association (NEA)National Science Foundation (NSF)New Leaders for New SchoolsNew Teacher Center, Santa Cruz, CANew Teacher ProjectParent Teacher Association (PTA) Stanford UniversityTeach for America

Technical Assistance and Leadership Center (TALC)U.S. Department of Education – Safe Schools/Healthy Students U.S. Department of Health & Human Services – Safe Schools/Healthy StudentsU.S. Department of Justice – Safe Schools/Healthy StudentsU.S. Department of Labor – Futures FirstWisconsin Center for Education Reform (WCER)




Leadership

• Teacher Leader/Administrator

• Recruiting

• Evaluating

• Mentoring/Coaching

• Professional Development



Hold the organization accountable

• District

• Schools



Hold the organization accountable

District Level• Satisfaction surveys• Performance evaluations• Functional plans• Program evaluations• Strategic Plan Metrics

School Level• SOS clusters• Principal and teacher evaluation systems• School improvement plans• School climate data



Theory of change must focus on these challenges for 2009-10

Beliefs1. All children can learn

• Still a barrier for us / Blame game• Response to Intervention – Academic and Behavior (PBIS)

2. Value employees – What we do well together is important• Work in teams, not individuals• Support each other• Recognize success and celebrate it• Support our employees

3. Effective use of resources• As resources continue to decline, we have to find ways to do

more with less



Our system of public education – our curricula, teaching methods, and the tests we require students to take – were created in a different century for the needs of another era. They are hopelessly outdated.

Tony WagnerThe Global Achievement Gap

The sense of urgency to move forward with our plan has never been greater.

William G. AndrekopoulosSuperintendent of Schools

Documents

Working Together ~ Achieving More Systematic Approach to Working Together ~ Achieving More 2007-2012 William G. Andrekopoulos Superintendent of Schools