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A process for assisting Good Schools to recognize their strengths, identify goals as needed, design and refine strategies to reach desired goals, use data effectively, assist with implementation of strategies and evaluate results.
The Good Schools Resource Center will facilitate the following:
- Collaborate with principals and staff to create a Results Based Portfolio which will include:
v Multiple Measures of Data
o Demographic Data –These data will show who the students, staff and community are and provide an over-arching context for everything the school does with respect to school improvement.
o Perceptual Data-- These data will tell about student, parent, and staff satisfaction with the work of the school.
o Student Learning Data—These data from MEAP and other assessment measures will tell which students are succeeding academically and which students are not.
o School Process Data—These data will look at the impact of programs, the learning organization and approaches to teaching and learning that affect student achievement. These processes will need change or revision if the school is willing to achieve different results.
The process of developing the Good Schools Results Based Portfolio will be aligned with the state’s School Improvement Framework and the district’s school improvement process. The Good Schools Indicators of School Success will provide the framework for the design of the portfolio.
- Collaborate with principals and their leadership team to review the school improvement plan in conjunction with the development of the Results Based Portfolio and determine where the school is with its implementation by assisting with:
§ Planning revisions
§ Identification of priority goal areas
§ Reviewing, refining and implementing strategies,
§ Identifying next steps i.e. identify new strategies, plan professional development for staff, identify data sources
§ Evaluating results
- Introduce “new ways” of thinking and acting to improve student achievement by developing opportunities to implement Professional Learning Community (PLC) practices in the school (i.e., teacher teams, school focus on new idea training in PLC)
“The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community.”
Milbrey McLaughlin
Stanford University
- Identify Principal Coaches to provide leadership and management support to the school administrator. The Principal Coach will assist in the on-going assessment of the School Improvement Plan and the alignment of the plan with district and state expectations.
- Identify Content Area Specialists to provide instructional support to teacher in the content areas of English/Language Arts, Mathematics, Science and Social Studies. Content Area Specialist may assist teachers with planning for instruction, present demonstration lessons, assess delivery of instruction and conduct in-services.
- Facilitate visits/conversations between principals of schools seeking to improve in specific areas.
- Plan professional development for school clusters as needs are identified.
- Conduct annual Best Practice Conference, High School Forum, and Administrative Leadership Seminars.
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