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Quellmalz, Edys; And OthersSchool-Based Reform: Lessons from a National Study. AGuide for Sctool Reform Teams.SRI International, Menlo Park, Calif.Department of Education, Washington, DC. Office ofthe Under Secretary.ISBN-0-16-048415-495LC9003500185p.U.S. Government Printing Office, Superintendent ofDocuments, Mail Stop: SSOP, Washington, DC20402-9328.Guides Non-Classroom Use (055) ReportsResearch/Technical (143)

MF01/PC04 Plus Postage.*Educational Change; Elementary Secondary Education;National Surveys; *School Based Management; *SchoolDistricts; *School Effectiveness; *SchoolRestructuring; State Action

This guidebook was designed to be used as a resourceby teachers and school administrators interested in implementingschool-based reforms. It provides examples of promising reformstrategies and lessons learned from a national study of school-basedreform. The congressionally mandated study of Effective SchoolsPrograms was conducted by an independent firm for the United StatesDepartment of Education during the 1991-92 school year. Data wereobtained through a mail survey of 1,550 school districts, mail andtelephone surveys of administrators at all state education agencies,and case studies of reform efforts in 32 schools in 5 states. Thestates included California, Connecticut, Kentucky, South Dakota, andWashington. Following the introduction, the recond section describesthe lessons learned from the case studies. The successful examples ofschool-based reform shared a core set of characteristics: a clearfocus on creating more challenging learning experiences for allstudents; a school culture in which teachers worked collaborativelyand had a voice in decisions that directly affected their ability toimprove classroom practice; and opportunities for teachers andadministrators to gain knowledge and build their professionalcapacity. The third section provider more detailed examples ofschools involved in promising reforms. The fourth section discusseswhat district staff Can do to support school-based reform: (1) serveas an initial stimulus; (2) assemble resources; and (3) offer abroader professional forum. Contains an annotated list of researchand how-to resources. (LMI)

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Reproductions supplied by EDRS are the best That can be madefrom the original document.

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LESSONS FROM A NATIONAL STUDYA GUIDE FOR SCHOOL REFORM TEAMS

Edys Quelimals

Patrick M. Shields

SRI International

Michel:pi S. Knapp

University of Washington

With tho assistanco of:

Jorry D. Hamburg

Univorsity of Washington

Leo Anderson

Evelyn Hawkins

Laura Hill

Joan Ruckus

Choya L. Wilson

SRI International

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Proparod for:

Planning and Evaluation Serviceoffice of the I .nder Secretary..S. Department ()f Education

Washinwon. D.C. 20202

199;

This report Was prepared by SRI International pursuant to Contract NumberI.C9003C001. U.S. Department of Education (Nancy IA)y, Project Officer).

The views expressed in this report. developed under contract to the LS.Department of Education. do not necessarily reflect the position or policyof the Department, and no official endorsement by the Department shouldbe inferred.

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Acknowledgments

Section 1 - Introduction

vi

1-1

Federal Legislation 1-2

The Purpose of This GuideThe Study of Effective Schools Programs:The Basis for the Guide 1-3Key Features of Promising Reforms 1-3

How to Use This Guide 1-4

Section 11 - Practical Advice:Key Features of Successful Reform Strategies 11-1

A Portrait of South Mission High School:Building on the Effective Schools Model 11-3

Create Challenging Learning Experiences for All Students 11-6

1. Set High Expectations for All Students 11-8

2. Develop Challenging Curriculum 11-10

3. Consider Alternative Configurations ofStudents and Teachers 11-12

4. Track Student Progress with aRange of Outcome Measures 11-13

Build a School Culture That Nurtures StaffCollaboration and Participation in Decision Making I1-16

I. Find Ways for Teachers and SchoolStaff to Collaborate on SignificantChanges Needed in the School II-17

2. Seek Ways to Reformulate the Rolesand Authority of Teachers and Administrators 11-18

3. Consider Reformulating Staffing, Resources, andTime and Space to Increase Staff Collaboration 11-20

lit

Provide Meaningful Opportunities for Professional Growth II- )11. kkntily and Primittze the Topics and

Types of Staff Devek)pment That WillPromote the School's Retbrm Goals 11-21

2. Plan a Coherent. Sustained Program tin. Professional GrowthThat Will Provkle Time and Expertise Ibr Staff toAcquire. Implement. and Reflect on New Approaches 11-25

3. Explore a Variety of Methods forDeveloping Expertise 11-26

Summary 11-28

Section III Examples of Promising School-BasedReform Efforts HI- 1

Changing a School from the Classroom Out:Cicely Elementary III-)The Little Engine That Could: Arbor Elementar: 111-5On the Way: Empire High School 111-6Too Much. Too Quickly: Attempts to ChangeEdgemont junior High 111-9Slow Going: The Beginning of Change inPetersburgh Elementary I11-10Summary 111-12

Section IV Beyond the Schoolhouse:What Districts Can Do to Support School-Based Reform IV-1

Providing Professional Development Opportunities IV-2Setting and Waiving Requirements IV-3Managing Forces and Conditions outside theSchool's Control IV-4Garnering Resources IV-7Summary IV-8

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INTIODUCTION

References R-

Appoodix: Resources sk-1

1 Research Resources A-1

Research on School-Based Reform A-1Case Studies of Successful Reform A-4

11 1 low-To Resources A-5

Guidelines fc w School-Level Reform A-5

The Role of Principals in School Reform A-11The Role of Teachers in School Reform A-12The Role of Parents and the Community inSchoc )1 Ref( wm A-14

Curriculum Reform A-15

Assessment Reti)rm A-20

P".

c:ASED REFOR., tION1 '1)

41. Cr St 311, WWe wish to acknowkdge the Naluablecontributions 4)1 the lumber, )1 ilk.\\iwking (;naip for the !study I )1Effective Scho(ils Pn)grams:

celesta Brandon. National Causortiunif Chapter .2 Vale Advisoo Committees

)I)en t. I ri.silCurry tichind

Richard . Elmore. Harvard 1 !liwisitl.omilliate s'ainal of Education.lov A. Frechtling. WestatFlenore Freedman. cgarsuilantReverie catit..e Glenn.

1111VINily .SChogol (y Wm:it/ionAnne T. I Ienderson. Natianalumnnittee Citi:ens in EducationNlichael Nlurphy. State of Idaho.Department of EducationFred NI. Newmann. National Ctmeran Effi!ctive Secondaiy SchoolsJ( )an Shoemaker. State of Connecticut.Depannwnt Ethic-anonThonlas A. Teewr. ilivervityArkansas at Little Rock

In addition. we would like 't( I thankRichard I lardebeck of the TexasEducaticm Agency, Austin. Texas. andthe li)llowing indivkluals froin theI ',S. Depannlent of Ethication for theirhelpful k'0111Mentti:

Carol ChelemerBathara OnitesAlicia Coro'Humus (iMAS inTerry l)(rzierJulie EdmundsRobert KastnerNancy LoyTheresa MahoneyValena PliskoValerie RogersZulla Miley

Z.. MI 20) GI 3112 3Nir ZWe also wish to thank the members ofthe panel of pracfitioners whoreviewed the guide:

Mary Cassey-Goldstein. program coor-dinator. Centerjhr Schools.

truchingkmSteve :happuis. Centml Kitsap SchoolDistria administrator and jOrmer sw-am/art. school principalCyndi Curran-Bamburg. special educa-tion teacher lacoina School DistrictJack Dale. assistant superintendent.Edmmuls .s.choal DistrictLinda Fishe. elemental). sclmol

Belletile Scho4d DistrictJill I learne. elementaiy directm: SeattleSchool DistrictWanda Johnson. elementag principal.Bellevue School DistridGene Nledina. superintendent. PortTownsend School Districtanda Morrison. assistant high schoolprincipal. South Kitsap School DistrictLiz Pearson. assistant high school prin-cipal. Snoquahnie School District

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/ncreasingly, over the past decade. edu-cational reformers have called fir fun-damental shifts in what takes place inclassrooms and schools. These argu-ments follow from the now commonconclusion that our nation's schools are

failing to provide many students with the high-quality education needed to become responsi-ble citizens and productive workers: Toacldress this problem, reformers urge reconsid-eration of traditional notions of schools as insti-tutions with isolated classmoms where studentsspend fixed periods of time studying rigidly dif-ferentiated subjects. Instead, new institutionsneed to be designed. from the bottom up. limit-ed by neither previous practice nor burden-some regulations. Doing so, the argument con-tinues. entails deregulating the educational sys-tem and transferring authority from the federal.state, and even district levels to schoolsinreturn for accountability for student results.

These arguments are reflected in nearly everycurrent reform effort. At the local level, thereare numerms experiments with school-based

I POD UCT ION^

Thc lessons from this studyshould bc useful in planningand carrying out thc rcforms

envisioned in thc rcccntfederal education legislationand ongoing statc and local

school rcform efforts.

Vs.

management strategies (e.g., Dade County. Fla..and Santa Fe, N.M.). At the state level, strate-gies as diverse as Kentucky's sweeping educa-tional reform act (KERA) and South Dakota'stargeted reforms share this common focus onschool-based change. Nati(mally. there are aseries of coordinated effortsthe ComerSchools, Accelerated Schools, and the Coalition

'iCrtOOtBAEC, .ESSON; A NATIONAL 7DY

( )1. ESsenti I 4 I I I 6.a. tat ..)CUS on the clever()pment of +chool-level and school-specificitnps etilent strategies.

Federal Legislationsupp n- school-level improvement has

long been .1 Illainst:ly ICtiCral educationagenda. Title I of the newly enacted Impro itigAmerka's scho(ils Act t N% Inch amendsChapter I I fl the Elmental). and SecondaryEducation Act t ESEA). !,trongly encourages theIlse of its hinds h schoolwide impr()vementefforts in schools with high concentrations (ifdisadvanuged children. Other pn)grams autho-rized in the new legislation (e.g.. the Dwight D.Eisenh()wer Professional DevelopmentProgram) emphasize schoolwide reform andprovide school staff with flexibility to designand implement school-specific improvementstrategies. Goals 20(X): Educate America Act.the federally supported framew()rk for educa-tk)n reform also enacted in 1994. encouragesand supports school-level change and directsprofessional development resources to scho()l-level educators. Both pieces of legislation rec.-ogie that individual schools are the necessarytargets of successful reform efforts and thateducators cbsest to the classroom are vital tosustaining these efforts.

The Chapter 2 program. as reauthorized bythe 1988 amendmems to ESEA ( P.L. 100-29)and again in IASA (Pt 103-382) in 1994. isanother example of kderal supp( rt fi)r school-based reform. The 1988 legislation requiredthat states use at least 20 percent of theirChapter 2 allocations to support EffectiveSchools Programs. This provision reflectedlessons from the research on unusually effec-five schools that identified a set of school-levelcorrelates or characteristics associated withhigher-than-expected student achievement.The federal goal was to encourage states tosupp)rt scItool-based reform efforts consistent

1.1

with this research. he Chapter 2 program wasmodified and renamed in IASA. Title VI(Innovative Education Program Strategies)maintains the sch(x)l-level fi)ccis ()I the earlierchapter 2 pn)gram but eliminates the Effective

H Its PIllgrams requirement..These are exciting experiments and innova-

tive public policies that create new oppIrtuni-ties for k teal educators to influence the course()I change in tlieit! (iwn scho()Is. At the sametime. the place a great deal of pressure onscho()I staff to undertake reform efforts forwhich the often have neither the preparationnor the resources. A,. with all change efforts.new opportunities and pressures need to beaccompanied with !Appropriate assistance andsupport.

Purpose of This GuideThis guide is meant to be a resource for

teachers and schc)ol administratcws interested inundertaking school-based refcwms. It prcwidesexamples of promising reform strategies andlessons learned from a national study of school-based reform. The remainder of this introduc-tion reviews how the study was conducted andprovides an Overview of the maim themes thatrun through the rest of the document. It isimportant to note that the research that informsthis guide predates IASA and Goals 2000. Infact. the original study was commissioned inorder to learn less(ms abc)ut how to improvefederal support for elementary and secondaryeducation. The lessons from this study shouldbe useful in i)lanning and carrying out thereforms envisk)ned in the recent federal educa-tion legislation and ong()ing state and localschool reform efforts.

(0

_The Study of Effective SchoolsPrograms: The Basis for the Guide

The examples. ideas, and recommendationscontained in this guide reflect lessons funn acongressionally mandated natkmal study ofEffective Schools Programs and other sc hoot-based reforms carried out by SRI Internationalunder contract to the Department ofEclucation. e study resulted from the kderalChapter 2 legislation. which, as noted above.sum( wted Efkctive Schools Programs. Data forthe study were collected during the 1991-92sclux 1 year and included:

A mail survey of a nationally representativesample Of 1.550 school districts, in which dis-trict administrators were asked to respcmd toquestions about district support for school-based reform efforts and about their imstcomprehensive school-level improvementefforts.Mail and telephone surveys of all state edu-cation agencies, in which state-level adminis-trators were asked to describe reform effortsin their states.Case studies of reform efforts in five states.16 school districts. and 32 schools. Theseinvolved on-site visits of appnmimately oneweek, which included interviews with admin..istrators and teachers. observation of class-rooms and team meetings, and review of rel-evant documents. These case studies formthe basis for the vignettes described in thesecond section of this guide.

The states visited were California.Connecticut, Kentucky. South Dakota. andWashington. These states were selectedbecause they covered the range of state schoolreform strategies from traditional EffectiveSchools Programs (e.g.. South Dakota'sEffective Schools Program) to change effortspr xnoting iwne fundamental ret)rganization ofschooling (e.g.. KERA in Kentucky). State roles

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and involvement in schools also varied acrossthese states. The 16 school districts and 32schools were located in these states and wereselected because they. like the sample states.encompassed the full breadth of differentreforms and demographics. Moreover, states.districts, and schools were selected with an eyetoward the lessons they could teach othersalxmt succes.gril reforms. By agreement withthe local educators who gave so freely of theirtime and ideas, it was agreed not to publish thenames of any individuals, schools, or districtsinvolved in the study: therelme, the namesused in this document are fictitious. A list ofthe teachers and administrators who reviewedthis report appears in the acknowledgments atthe beginning of the guide. The research find-ings and a detaiW description of the methodsused can be found in the formal technicalreport (Shields et al., 1995).

Key Features of Promising ReformsThe national study showed that districts and

schools throughout the country were paying agreat deal of attention to school-based reform.In fact, depending on how one defines reform.somewhere between a fifth and two-thirds ofthe districts reported having school-basedreforms under way. For example. 40 percentof districts reported having reforms that focusedon increasing student learning, improvingteachers, and developing schoohvide problem-solving and planning capacity.

Yet, when the researchers actually visitedschools in the case studies, the amount of mean-ingful change taking place was (Alen much 1-ss

than advertisedsuggesting that these nationalincidence figures may overestimate the amountof reform that was actually txturring. In someschools, reform translated into nothing mcge thanchanges in teacher routines and meeting times.In many, however, school reform meant some-thing: a reorganization of school routines to

LE5:0'.5 " :M. A -t..:.-

supp(wt learning. new attitudes among teacherst(Avard student al)ility. inure challenging class-

nn practicvs. and exciting learning experiences1(w students. The case study data suggest thatthe successfill examples of school-based retrm-lured a set ( 4 core characteristics:

fear t( us 4 4n reating in, we 4. liallenginglearning experiences for all students.A 5,-114)(41 culture in which teachers .A4 wkedcollaboratively and had a voice in decisionsthat direcdy affected their ability t(1 improve

lassr444)111 practice.4 )PPUrt inn jes for te.ichers and administratorsto gain knowledge and build their Proles-sic mai capacity in subject areas. classroompedawigy, and Lkcision-making strategies.

These three (haracteristics are used to struc-ture much of the practical advice offered in thesecond section of the guide.

Now to Us. This GuidThis guide is divided into ibur sections. fol-

lowed by an annotated bibliography. The sec-ond section describes the basic lessons learnedfrom the case studies in 32 schools across thenation, lessons that reform-minded school staffshould consider as they seek to improve theirown schools. This section is organized lw thethree characteristics oil promising reforms listedabove. The third section provides fuller exam-ples of schools involved in promising reforms.These portraits are meant to) help the readerunderstand how the \ark nos haracteristicsreform work to )gether to) propd a schoo 41 t w-ward. The tburth section discusses what dis-trict staff can do to support school-basedreform. Finally, an appendix provides anextensive annotated list of published resourcesfor practitioners and researchers alike.

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KEY FEATURES OF SUCCESSFUL REFORM STRATEGIES

PRACTICAL ADVICE:KEY FEATURES OF

SUCCESSFUL REFORM STRATEGIES

rire he schools studied orchestratedltheir reform efforts in manyways. The catalysts for change.key actors, problems addressed.strategies attempted. andrest mrces used varied dramatical-

ly. Although each school's story unfolded inunique ways. some common elements werediscerned. 'Iltis section extracts from the casestudies of 32 schoc As lessons that reform-mind-ed schools might consider incorporating intotheir improvement efforts. It is important tonote that in many schools that consideredthemselves involvt'd in reform, little changewas taking place. In other sites, though,school-based retintn has involved fundamentalchanges in the daily lives of school staff. Yet,change in some schools was not necessarilypc)sitive. Without clarity of purpose. cotntnit-ment, collaboration, support, and leadership,

Without clarity of purpose,commitment, collaboration,

support, and leadership, reformcfforts may sputtcr and die.

Without sustainzd nurturing,enthusiasm may fade

to burnout.

re torni

Vr.4,42M SSONS iPOM NA1ICA4.1.

Teachers held highexpectations for all

thcir students.

efforts Illa spLIIICE ,Ind Iii. Withoiasustained nurturing, enthusiasm nia\ lade it,burnout. lberefore. the prat nt .11 atI\ it c pro-\ ided in this guide is Lira\\ n irimi the stin which changes were both signii Rant an(teffective.

In general. the successffil lkreforms studied had three key features:

( 1) challenging learning experiences forall students

(2) a school culture that nurtured staffcollaboration and panicipation indecision making

(3) meaningful opportunities forpr()fesskmal growth

The first feature, challenging leamtng experi-ences. tended to emerge from foil: coordinatedelements. First, teachers held high expecta-tions f()r all their students, breaking the vicic niscycle of watered-d(mn curricula FA.achieving students. They shared a visi()n ofwhat their students coukl achieve and li(Av thesch()( l w()tikl promote success. Second. theseinnovative prc)grams presented challengingcurriculum, often in integrated. interdiscipli-nary curricula. Third, the sclu)ols were explig-ing an exciting variety of alternative configura-tions of students and teachers. Founh. s()ineof the schools were beginning to use a range'of alternative measures to track students'pr(wress. Although it is too soon. f( r the nu)stpart. to measure the impact of these reit Wills onstudent achievement, schools were beginningto document different, 111(11V productive interac-

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tion patterns among students and teachers inthe dassr()om. Schools were also beginning toreport changes in equity and access for all stu-dents to high-quality instruction.

The second key feature observed is that theinc)st successful scho()l-based reforms devek >pedeffective techniques for nurturing staff collab-oration and participation in decision mak-ing. The scho( As created cultures of collegialitylw finding ways l'or staff and the community towork together on significant changes.needed intheir schools. Time and funding to supp(mworkint1 groups. access It) it were cornerstones(If successful school-based ref()rms. Nuallyimportant to shared decision making was thereformuLation of the roles and authorityexercised by teachers and administrators.Scale principals welcomed teachers' c(mtribu-tionsi others gave up control grudgingly. Thesenew divisions of labor and clout created newresponsibilities and obligations for school staffbut also strengthened professionalism andmorale. Leadership for these change processescame from a variety of sources: teachers, princi-pals, and district or state personnel. Theadvances in staff c(Alaboraticm and participat(wydecision making Were often achieved by anarray of creative changes in staffing patterns andallocations of resources. time, and space.

Providing meaningful opportunities forprofessional growth is the third major featureshared by successful school-based reforms. Inthese schools. teachers set staff devel(pmentpriorities keyed to their vision of the reformgoals in their schools. Typically, staff develop-ment topics related to technical areas such ascurriculum, instruction. and assessment. or tomanagerial areas such as scho()Iwide planningor collaborative decision making. In someinstances, teacher teams developed strategicplans that selected staff devek)pment topicsand methods alkming sustained, coherentimmersion in an area. Forsaking a grab bagof one-session workshops, teachers sought the

4

expertise and time necessary for the schoolstaff to acquire. implement, and reflect on inno-vations on an ongoing basis. The methodsused for staff development ranged fir andwide. Trainer-of-trainers models createdcadres of teacher experts in the school: team-ing and coaching arrangements allowedschool faculty to learn from experts and fromeach other: visits to classes in their Own andother schools allowed teachers to see newideas in action: alliances with universitiesbrought expertise to the schmls and oppt muni-ties for growth and advancement to teachers:some schools pooled resources to share train-ing expenses and persohnel.

Descriptions of lessons learned from the 32schools open with a view of one school's suc-cessful integration of the three key elements.Following this complete portrait of one school,the guide "zooms in" to sets of focusedvignettes that illustrate variations of these ele-ments found in a number of schools during the1991-92 school year,

A PORTRAIT OP SOUTH MISSIONHIGH SCHOOLs ROILDINO ON Tinmums SCHOOLS MODIL

The reforms at South Mission High Sc lux)lexemplify a successful adoption of the EffectiveSchools model, which focused on the sevencorrelates identified in the body of EffectiveSchools research: (1) clear and specific purpos-es, (2) strong educational leadership, (3) highexpectations for students, (4) mastery of basicskills, (5) frequent monitoring of studentprogress, (6) positive climate for learning, and(7) partnership with parents and community.Taking advantage of the many instruments andprofessional development oppcmunities basedin the Effective Schools research. school statTimplemented a number of key changes in theschool and established methods for continuallyimproving their work.

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KEY FEATURES OF SUCCESSFUL REFORM STRATEGIES- -----

The restructuring effirt at South Missitm Highrepresents a top-down strategy that seemed tobe working. South Mission's superintendent ini-tiated the refiwm process with a prepackagedprogram of how the scht)ol improvementprocess sliould prtweed. South MitiSiOn'sretbrms addressed seven wrals derived from theseven correlates of Effective Schools detailedabove in the introduction to the school's portrait.

Seven subcommittees were set up to addressthe goals, and structured instruments wereavailable to assess needs and progress towardthe w Ws. At first, the creation of the sevencorrelate committees by decree left some com-mittees floundering for lack of a recognizedneed. Although he usually approved, commit-tee recommendations, the principal made thefinal decisions.

Support for professional growth throughoutthe years, however, has paid off in teachers'involvement and commitment to EffectiveSchools tenets. In general, the teachers feltgood about the changes instituted through theEffective Schools process and about their abilityto provide input in the process of identifyingproblems and solutions.

11.3

Teachers at South Mission Hightook responsibility foreffective instruction andongoing improvement.

P.A.ED .ESSONS F.?..-um A NATIONAL STUDY

The reforms at South Mission I Ugh permeat-ed classrooms. creating challenging learningexperiences for all students. The school culturewas one of high expectations for students anda belief that all students can learn. The schoolclimate and sense of pers(mal safety hadimpr )ved. and the needs of the increasing lim-ited-English-prt)ficient yulation Wert! beingaddressed. There tv:ts still little evidence of

coordinated curriculum planning. but partidpa-tion of teachers from various disciplines on thecorrelate committees had lxigun to stimulateinterest in interdisciplinary collaboration. Someteachers were not positive about eliminatingtracking. but they recc)gnized research support-ing it and sought additional training in theteaching l heten)genec pnpulat ions.

Context South Mission High School, with 2,200 students, is located in what oncewas a predominantly rural, white, agricultural area that over the past decadehas experienced rapid growth, particularly in the number of Latino students (whonow make up a third of the district's enrollment). In 1987, the newsuperintendent led the district into the Effective Schools process. The district hasreduced the number of district and school staff coordinators of programs andpassed categorical funds directly to the schools and teachers. At SouthMission High, federal Chapter 2 funds are used for tutorials and staffdevelopment.

CreatingChalengingLearningSituationsfor aChangingPopulation

MakingDecision:Together

The first set of reforms relate to classroom practices. A "Welcome Center"has been created as a transitional period for new immigrant students toexpose them to basic English and the rules and procedures of American highschools. These students also now have access to a series oi English as a SecondLanguage and bilingual classes. An extra tutoring session has been set up andbusing schedules adjusted to accommodate students who stay late for thesesessions. Teachers assert that the most rnportant change has been thereaffirmation that all students can learn. Throughout the school, teachers hovechosen to eliminate tracking, with the exception of the advanced.placementcourses and the Welcome Center. If students are not succeeding, it is theresponsibility of the teacher to modify his/her instructional practices. Teachersreport that classroom observations have focused the entire school on improvinginstructional practices.

Despite the decline in average family income over the years, student scores onthe standardized tests continue to rise, with current performance in the 79thpercentile for reading and the 81st for math.

Teachers work together to improve South Mission by serving on seven teacher.staffed subcommittees, each of which assesses how well the school is doingregarding that committee's mission. They forward their recommended changes

1 6

Teachers at South Mission High took responsi-bility for effective instrucUon and ongoingimprovement. Tests of student achievementsupported the success of this refwm effort.

LearningtoChong.

KEY FEATURES OF SUCCESSFUL REFORm STRATEGIES

South Misskm I figh illustrates how oneschool integrated the three key features of suc-cessful school-based relmm. The sectionsbelow offer practical advice linked to each ofthe three key features, and selected igneuesdescribe specific approaches used by the casestudy scho(thi.

to the school council, then to the principal. The first set of reforms addressed

safety and school climate. To reduce the number of students out of class at the

same time, a split lunch period has been created. The campus is closed to

outsiders, and a student leadership team discusses concerns among different

student groups. Another vehicle for collaboration has been eight observations of

teachers by administrators per year. Teachers report that these have opened up

communication between the administration and teaching staff about classroom

matters.

Over the years, the superintendent has taken board members, buildingadministrators, district administrators, the teachers' union leader, one elementary

teacher, the high school Effective Schools council members, and department

chairs out of state to a four-day annual workshop on Effective Schools. All staff

ore required to go through Effective Schools training, and principals are

evaluated on the extent to which the seven correlates are present in their schools.

In the first year, administrators conducted eight classroom observations per year;

the second year, the school added a needs assessment; the third year, the

Effective Schools council and committees were established. Two-thirds of the

teachers now actively participate in either the council or the correlate

committees. Besides the Effective Schools summer conference, seven pupil-free

days are devoted to staff development each year. The topics for three of these

days are chosen by the school. Teachers have been trained in Effective Schools

correlates, particularly thc all students can succeed. They hove read research

on student grouping and the adverse effects of tracking. Teachers receive

release time to participate in the school council and funds for summer curriculum

development and participation in state pilot projects.

To provide practical examples of specific reforms such as mastery learning and

detrocking, teachers were given the opportunity to see such efforts in action at

other school sites.

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II-s1"v

,:1-10(7.1 bASED e:SONS NATIONA,

CREATE CHALLENGING LEARNING EXPERIENCES FOR ALL STUDENTS

1. Set High Expectations for All Students

2. Develop Challenging Curriculum

3. Consider Alternative Configurations of Students and Teachers

4. Track Student Progress with a Range of Outcome Measures

The hean of school reform is the improve-ment Nt Went learning. If school-l\v,vdreform does not affect classroom practices. iIIelf(ms will he for naught. Although this claimmay seem obvious. according to the study, asmany as 20 percent of the reform eff(wtsnationwide do not appear to be changing stu-dents classroom experiences. however. in thebest examples of school reform. changes ingoals. curricula instrucUon and teaching. andassessment were significant. Teachers werequeStioning their traditkmal approaches toinstruction and learning, and investing signifi-cant time and energy to design new methodsfor reaching their students.

Schools placed increased emphasis on NW-dents' acquisition of higher-order reasoningstrategies and computer literacy. Students with

Ncwcr curricula tended toemphasize thc processes of

solving problems and thinkingcritically rathcr than simply

gctting one right answer.

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these new curricuki fonind that they wererequired to think in different ways alx)ut thesubjects they studied. More was required ofthem than filling in the blanks on a mimeo-graphed worksheet or answering the questionsat the end of the chapter. Rather than regurgi-tate facts, students analyzed significant phe-nomena. made extensive comparisons, devel-oped interpretations. drew conclusions, andevaluated issues. Newer curricula tended toemphasize the processes of solving problemsand thinking critically rather than simply gettingone right answer.

Schools replaced traditkmal subject-mattertreatments with more integrated, engaging cur-ricula. Thematic. interdisciplinary curricula andextended blocks of time were being designedto allow in-depth exploration of significantthemes and content.

Manipulative mathematics, hands-cm science.issues-centered history:social science, literature-based reading. and process writing havebrought with them new classr(xmiriteractions.Instructional practices included all students inactive, collaborative activities. Cooperativelearning and clustering arrangements have revi-talized the settings in which students learn andthe ways they work with one another.Students in sites implementing these types ofchanges did not spend the entire school dayworking in isolation. Especially at the elemen-tary level, students were seated, not in rowskicing the teacher. but in clusters of lc Air or

16

five. Employing cooperative learningapproaches. teachers in these classroomsassigned roles to individuals that would enabletheir group to accomplish a task. At some ofthe middle and high schools, groups of stu-dents shared four or five teachers. promotingcloser relationships than were possible in thetraditi(mal setting.

The design of the study did not all(m fc )1.definitive evaluation of the impact of specificclassroom changes on students. l'nfortunately,in nu)st Of these sites, assessnwnt issues werestill in flux, With staff at many schoi As skepticalabout standardiwd tests but not yet wedded toalternative forms of assessment. There wereindkations, however, corroborating a growingbody of literature from other research, that the

Cooperative learning andclustering arrangements have

revitalized thc settings in whichstudcnts learn and the ways they

work with onc anothcr.

100t EASED REFORM LtSSONS FROM A NATIONA,

1. Set High Expectations for All Students

High standards

Emphasis on problem solving and critical thinking

Flexible behavioral standards

Heterogeneous grouping

Deveiopmental appropriateness

Sch(K)Is were conveying their high expecta-tions l( )r all students in a variety of ways.Challenging perfonnance standards were beingNo for what ail students slunild he ahle to do.These perf()Fmance standards emphasizedstrategic reasoning, rather than memorization of(Invent knowledge. Rigid rules for silent. indi-vidual seatwork were being replaced by flexi-Ne guidelines for buzzing. interactive groupwork. Tracking was giving way to heteroge-neous groups of high- and low-achieving stu-dents workMg k)gether. Learning envinwimentswen. beccnning more developmentally appro-priate by easing the transition from single-teacher. self-omtained classrocnns.

Setting high standards is (me aspect ofscho()Is high expectations fm their students.Successful reforms were integrating lists of dis-crete objectives and minimum competenciesinto statements of what students slunild knowand be able to do. No longer were thesescho()Is promoting breadth of coverage Overdepth of inquiry. Performance standards werebeing set that represented challenging, yetattainable. accomplishment rather than mini-mum competency.

A hallmark of reform efforts is an emphasison problem solving and critical thinking.Goals have shifted from emphasis on facts tostrategies for using inflymaticm to solve prob-k.ms and think critically. The call for address-ing ream ming comes both fro An extensive testresults indicating that students are not per-

trming well on complex tasks and fro nuextensive research that indicates that all stu-

dents can teat n strategies. In fact, relegatinglower-achieving students to -drill and kill-denies those students opportunities to learnstrategies t'or reasoning. Consequently.research supports teaching problem solvingand critical thinking to all students, as well asintegrating students of all achievement levelsinto challenging curricula.

Changes in school staffs belief's were notlimited to raising expectations about- achieve-ment. In some sites, flexible behavioral stan-dards were revising standards kw -proper-classroom behavk w and the conditions neces-sary for learning. Along with more challenginglearning goals, teachers were revising their per-ceptions of how students should behave. AsOne teacher noted, -There's more a sense nowof making education more fun for kids.Teachers are more likely to feel that it is okayto be noisy in the classroom lwhen students arecollaNwating on a project!: Teachers were rec-ognizing that behavioral expectations should beflexible enough to allow for students to interactas they learn.

School staff took seriously the research find-ings supporting the benefits of heterogeneousgrouping. Teachers involved students ofmixed achievement levels in collaborativelearning and peer tutoring activities. Schoolseliminated the long-used practice of placinghigh-achieving students in groups or classesseparate from km-achieving students.

)(14 0

Another form of changing expectations isthe developmental appropriateness ofclassroinn content and organization.Particularly in middle schools, classroom envi-ronments and subjects were being reconfig-ured by combining subjects such as languagearts and social studies into two-hour core sub-jects or by creating "schools within schools- tosoften the often painful transitkm from ele-mentary to secondary school and from child-hoc xi to early ackAescence.

iigh expectations fm all students, then, areevident in a variety of reforms. These includeemphasizing critical thinking, strategies for rais-ing students' expectations for themselves. and

KEY FEATURES OF SUCCESSFUL REFORM STRATEGIES

mechanisms for eliminating segregated anddiluted instruction for lower achievers. AtSouth Mission High School, teachers eliminatedtracking after studying theoiy and research,then observing in schools where heterogeneousgrouping was being used. Teachers also reflecthigh expectations by applying flexible behav-k mil standards to fit the learning activity andusing appropriate teaching methods to supportstudents' devek)pmental needs.

The Cobblestone Elementary student population shifted over the past 10 years frommostly white to 25 percent minority. The school is now a Chapter 1 site where most families,although not on welfare, are "eking out a living." Although the district had a long history ofteaching "the three R's," it was rocked out of complacency by poor showings on the newstate mastery tests. These test results stimulated the staff to take a hard look at how theywere teaching. Despite their initial suspicion of any ideas promoted by the state,Cobblestone staff responded so positively to a presentation of the Effective Schools reform bystate educators that the decision to adopt the initiative was unanimous bolstered by thelow cost to the school and the provision of technical assistance from the state.

The state facilitator recognized that the Cobblestone staff had been working hard to helpstudents achieve, yet found that they were working on outdated ideas. The state facilitatorserved as a catalyst for teachers to rethink their views of students by presenting research evi-dence of the successful implementation of approaches such as cooperative learning and het-

erogeneous grouping practices. The staff began to look at the effects of environment on stu-dents and came to a consensus on the goal that high-risk students who spend five years atCobblestone will experience success.

Cobblestone defined a new mission statement: "G.R.E.A.T." became the acronym forGrow, Respect, Educate, Achieve, Together, with Tony the Tiger as the sChool mascot. Thelanguage arts program abolished its three-track reading groups, replaced basal readers withhigh-quality children's literature, and is beginning to focus on strategic reading approaches.As a result, 100 percent of the school's low-income students score above ihe remedial level,compared with 53 percent in 1986. At first, the principal was surprised when the state facil-itator claimed that the progress of the low-income students was the real measure of theschool's success. Now, the school is inundated with requests from visitors curious to see how

the school has managed to be successful with at-risk students.

II.9

Fr ORM ltSSONS FROM a 4AfICIP1it iTUDY

2. Develop Challenging Curriculum

Depth over breadth

"Integrated/interdisciplinary

Techrcioay

Curriculum reforms tended to emphasizedepth over breadth, 01.ten tils nigh interdisci-plinary, integrated thematic units. These cur-ricula also presented authentic activities inwhich students applied concepts in meaningfule4intexts. In ;I unit on local riveN and streams,Ii ir example. 'students interweaved their study(it science. mathematics. and sockil science asthey measured pollutants: considered econom-ic. environmental, and social costs of alternativesolutions: and prepared reannmendations forthe water commission. These challenging cur-ricula emphasized problem solving and criticalthinking, often having students synthesize theirinquiries in oral or written presentations. Insome schools, technology both presentedengaging activities and suppmed c(Alaborationand writing.

Key to these successfulcurriculum changes has been

the time and support provided totcachcrs for staff development

and release timc to plan,develop, and observe.

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At Bridge Middle School, interdisciplinaryteaching teams and integrated curriculum aretwo major components of the school's vision.The formation of teaching teams with commonpreparation times facilitated the development ofsuccessful integrated curriculum units. Whileconsidering how to reformulate existing units, thesocial studies teachers recognized the potentialof the seventh-grade Renaissance unit for interdis-ciplinary teaching. One of the teams, consistingof math, science, language arts, and social stud-ies teachers, chose to develop the unit. Eachteacher took the lead in deciding how curriculumgoals for his or her subject could apply to theRenaissance period. History text informationwas augmented with a computer simulation ofthe Black Death, filmstrips on the Middle Ages,and videos on Newscasts from the Past andCastles and Cathedrals. Language arts goalswere addressed by reading and performingplays and skits, researching and writing reports,developing timelines, and making crafts.Students might read "A Proud Taste for Scarletand Miniver" or "The Door in the Wall," ballads,and other poetry and short stories of the times.In math, the major project was the constructionof castles to scale, requiring calculations such asperimeters, areas, and volumes. In science, stu-dents studied health and hygiene, includinginformation on contagious diseases then andnow, and compared epidemics like AIDS andthe Black Death. Teachers from physical educa-tion, music, and art also participated by present-ing activities in their subject areas related to theRenaissance.

The unit culminated with schoolwide eventsinvolving Renaissance activities. Students, teach-ers, and parents went for a night to a.commer-cial establishment called Medieval Times, wherethey had a traditional medieval feast and weretreated to a jousting tournament. The seventh-graders also planned a Medieval TournamentDay and a Medieval Faire Day. Tournamentevents included Dress a Knight, Musical Chairswith period music, Tug-O-War, Rescue a Damsel,

KEY FEATURES OF SUCCESSFUL REFORM STRATEGIES

880 Yard Joust (dash), a Sack Race, and Javelin sentations, and collaborative skills were improv-

Toss. The Faire involved plays (English litera- ing and that students were becoming very activeture), bartering of medieval items (math and and persistent in their learning activities. "Theysocial studies), and exhibitions of "creative approach things more logically than their peers

anachronisms" (science and social studies). In other classes," she remarked. The teacher

The authoring team piloted the unit, which plans to develop additional thematically integrat-was so successful that all seventh-grade teams ed units and to make more use of videotaping.

are using it. The unit hos been modified toaccommodate student needs and share teacher A move middle school, MeA Ivey,resources. For example, a language arts developed interdisciplinary units around the

teacher with a specialty or preference for a par- themes of Pride in Place, Uniqueness andticulor novel might switch teams to teach that Commonality, Communication, Independence

novel. and Dependence, Interdependence, andChange. Students also worked on a

Heartland Elementary is developing the HyperCard-based (computerized) adventurefirst computer-assisted classroom in its stote, fund- game in which they could be in one of five civi-

ed by a grant of $35,000 from the district. A lizations selected to reflect the ethnic/culturalconsultant from the state technology project, situ- backgrounds of McAlroy students. Studentsated in Heartland's city, periodically visits the worked in teams of two in social studies classes

classroom to offer assistance with hardware and to research the occupations, past times, govern-

software needs. ..,.A,... - : :.: 4, ment, lanc3uage, measurement systems,. trading

A randomly assigned group of fourth-graders Sistenii, homes, fOod, clothing, religion, dirnate,started in the classroom in the fall of 1990 and geOgral forms of transportation, ; 11*..-..;- ..-:1will stay together through the end of sixth grade. weapons tools, and historic lijures/*Sonti'OfIn the first year of the experiment, the teacher., ;4:each period. Inkmpage-arts claskiitticlents .1

abandoned basal readers and spelling and- '-''..".:riiiiiiir aiia iliscusied the elinentiOf tin elife .- .il

handwriting texts in favor of a literature-based !.-4:rdventite and created overall story lins, faiths

the computer, including other subjects as We as -:', k.' 14- 'Me Hipeirdirel incl.'''. 'reading approach. Students write extensiveW"on'..*' ri;i14ini4: .W.iiirli -Clalig 'Mks. 1

literature. .The teacher reported students' kei=.:".boarding speeds of '30 words per minute,"Coiii:.

.st' 4 -. 1.;°.. :, .4`.1.1.11 ' ....r,r

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pared with 10 hondWritten words per rnintisi: .,'e, .1 10,-1

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science, students Were using Voyage of the Mirni...., ,... 110 44'.

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and writing about their studies. Som. studeins ''.14 . : t:A.71 . .; ! Eq., :- . " 0^:44A VEAwere using the coMputer simulation Logo Logo tobuild machines such cis a merrygo-round, wash-ing machine, ccinieiar belt, or robotic .arMi'ATdesktop publishing program allows students tOdevelop creative presentations of their comPoii="tions and projects.

Students have made significant gains on Stan- . .7dardized achievement tests in all subject areai nnand in comparison With a control group of the '51tri, icfkinal.

., 47 ,-...r ,,,,,,, ., ee- -',school's same-grade noncomputer classrooMi. '..6'-' nificant 4

The teacher noted that students' writing, oral pre:' '''''- .i.A.:,. ,: ,.4,1,4

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tAr.D REF'f'RFA .E::ONS FROM A NATO'4A1. UDV

3. Consider Alternative Configurations ofStudents and Teaskors

Block Scheduling

Teom Teaching

Collaborative Learning

Along with new curricular apprcmches havecome new ideas alnnit (nganizing students andteachers days. For example. block schedulingwas impletnented in several of the schools.Rather than all(icating .to) minutes per day to aNubject. block scheduling reserves more time(usually about two hours) for students to investi-gate topics in greater depth. This approach is inconcert with the Coalition of Essential Schools'philosophy that "less is more": the school expe-rience for students becomes less fragmented ifthey concentrate on learning a few things well.The extended time periods require students toapproach the curriculum in a different manner.According to teachers at some of the case studysites, block scheduling had worked well in

Cubberley Elementary has become a dis-trict demonstration site for a new learningCenter designed io serve mainstreamed stu-dents with special needs. The Learning Centerstarted as a district response to a state compli-ance review requirement to mainstream spe-cial education students. The school was cho-sen as the pilot site partly because the princi-pal and a number of the staff were specialeducation certified personnel. As the majorspark for the change effort, the principalarranged two days of in-service training for allstaff on the concept. The Learning Center hasfour fulkime special education and unassignedregular teachers known as the TeacherAssistance Team (1m). These teachers teachcooperatively with 11 of the 16 regular class-

science, where they now had time to d( Inc wethan set up the lab equipment bk,.1( we the less( wovas (wen It had also worked \\.ell in languagearts. where students could read literature, discusstheir reactions and interpretations in depth. andengage in thoughttill writing.

In most Of the instances of block scheduling.teachers engaged in team teaching, w(wkingtogether in interdisciplinary teams. Often, stu-dents fn nn two grades worked together. CicelyElementary. for example. divided its studentsinto multiage -quads.- where f(nir teachers des-ignated two rocnns for integrated thematic sd-ence curriculum, reserving the other two momsfor technology and science labs.

Collaborative learning and cross-age andpeer tutoringkey instructional strategies thatintegrate students previously relegated to pull-out programs such as Chapter I or special edu-cation into the "regular" classroomsprovidedanother reconfiguration of students stimulated byschools' commitment to challenging curriculumfor all students.

,r

11-12

room teachers, making it possible to reducedramatically the number of student pull-outs.The TAT, which previously had a pro brmafundion in referrals to special education, nowserves as a quick turnaround mechanism forobserving students with learning problems andrecommending interventions. Teachers andadministrators at Cubberley emphasize thatthe Learning Center is available to, and usedby, all teachers and students as a learningresource. After some initial resistance anduncertainty, the faculty now seems to supportthe new program. The program serves as aprototype for the district. Two more school-were scheduled to adopt the program in1992-93; all schools in the district were sched-uled to have learning centers by 1993-94.

4. Track Studnt Progress with a Rang ofOutsam. Measures

ALTERNATIVE ASSESSMENT FEATURES

Authentic, integrated tasks

Multiple interpretations

Focus on process

Collaboration

Ongoing assessment

TYPES OF ALTERNATIVE ASSESSMENT

Portfolios

Projects

Investigations

In a few of the sites, school-level staff weremoving ahead with alternative curricula withouthaving developed appropriate alternative testinstruments, thereby creating difficulties.Teachers were becoming conscious of the lim-its, uses, and impacts of traditional testing.

In particular. teachers appeared concernedthat limitations of standardized tests did notallow students to fully demonstrate their knowl-edge. The complex, authentic, integrated tasksin which students use inquiry and critical think-ing tend to pose problems that allow multipleinterpretations, not one right answer.

Regular and critical analysis ofstudent 13rogress was built into

thc reform effort.

'IL777177, ,

KEY FEATURES OF SUCCESSFUL REFORM STRATEGIES

Furtherm(we. the thinking processes studentsuse have become assessment targets that arenot measured well by traditional tests. In manyof the new curricula, students collaborate andmake group presentations of what they havelearned. Consequently, collaboration and pre-sentatk m skills represent additional assessmenttargets not measured by traditional tests.

To measure the expanded outcomes of thenew curricula. teachers are seeing the need forthe inclusion of performance or alternativeassessments as well as frequent tracking ofprogress. Although the maiority of the sites hadnot yet obtained. designed. or implementedthese new assessments. some sites did have inplace student assessments that differed from thetraditkmal, standardized multiple-choice tests.Building on the lead of large-scale writingassessments, writing portfolios were becomingmore common as a method of assessing perfor-mance in language arts. The portfolios allowongoing assessment of student progress On arange of projects and investigations through-out the year, rather than an annual, brief look.

In two of the case study states, statewideperformance assessments in mathematics, sci-ence. and social science were also under devel-opment. Portfolios of classroom assignmentswere components of both of these assessmentefforts. In some of these sites, it was difficultto ascertain whether the curricula led to theassessment instruments or whether the assess-ment drove the curricula. Some local-level staffwere revamping curricula to align them withthe new tests. When interviewed, teachers andprincipals praised the tests and stated that-teaching to the test" was clearly desirablebecause the tests measured the most significantelements of the curriculum.

II13

CHOOL BASED REFORM LESSONS FROM A NATIONAL STUDY- _- - -__

Other forms of student assessment were seenin some areas. Some teacher teams developedmore traditional forms of tests but tailored themto their curricula. eachers using masterylearning and outcome-based e(ucation pr()-grams might take this appn xich. Qualitativeforms of assessment that call for more teacherjudgment were also being tried. Narrative eval-uations rather than typical repcnt cards werebeing developed in the elementary grades. Inthese narrative report cards, teachers mightwrite comments about a student's progress inreading mre challenging books as well ascheck off proficiency levels that described thestudent's reading along a continuum of cate-gories ranging from emergent to developing.competent. and independent reader.

Looking carefully at test results for variousgroups of students was another tack taken bysome of the schools in the study. In particular,progress of lower-income, special-needs. andlimited-English-speaking populations was beingexamined to determine the impact of detrack-ing and in-class service models. The case stud-ies identified schools at three stages of assess-ment reform. In one set of schools, evaluationand a focus on student outcomes were virtuallynonexistent. Their reforms were often just get-ting off the ground, and school staff had notyet focused their efforts on evaluations. In asecond set of schools, teachers were consciousof the need to assess student outcomes, butthey believed that the tests being used in theschoolstypically standardized, multiple-choiceinstrumentswere inappropriate to measure

the effects of their new approaches to instruc-tion. Even when schools and districts wereexperimenting with alternative forms of assess-mentincluding portfolios of student work andperformance-based assessmentteachers werestruggling to understand and interpret thesenew measures. In these cases, the focus onstudent outcomes was often mirt. in discus-sions about appropriate measures. in a thirdset of schools, regular and critical analysis ofstudent progress was built into the reformeffort. Many of these schools had begun byfollowing the Effective Schools model, with itsclear outcome focus and regular cycle of needsassessment. planning, and evaluation. Theywere beginning to use new forms of assess-ment as additional evidence of their students'achievement, as the following examplesillustrate.

114 4

The first-grade report cardshave bcnchmarks that spccifywhat students arc expected to

attain. The school is working toimplement rcport cards at allgrade levels that arc alignedwith thc curriculum goals.

26

At Ross Primary, approximately 110 chil-dren were randomly selected to participatein a nongraded, multiage, developmentallyappropriate primary program. Five staffmembers volunteered to teach the pilot pro-gram. The team is developing integratedthematic units, whole language units, and acurriculum monitoring/student assessmenttool, the narrative or continuous progressrecord. The new report.cards focus on stu-dents' developmental progress. Studentsare assessed on component areas withineach subject. language arts includes read-ing and writing, listening (following oraldirections and comprehending oral lan-guage), and speaking (expressing ideas incomplete sentences and contributing to dis-cussions). Social studies includes compre-hension of the significance of selectedevents in history, identification of geographi-cal concepts and facts, and demonstratedunderstanding of the individual's role in thefamily and community. Rather than receiv-ing letter grades based on on average oftest scores, students aro rated "E" for emerg-ing, "P" for progressing, or "M" for master-ing. Also noted on the report card areactive participation in art, media, music,and physical education, coupled with vari-ous indicators of social and emotional &vel .opment, such as a positive self-image, inter-action with peers and adults, and adapta-tion to changes in school routine. There aresections for handwritten comments from theclassroom teachers and other special area

E 1, FEATURE& OF SUCCE5SFUl REFOIM STIATEGIES

teachers. The principal sent a draft of thenarrative report card home to parents andheld a meeting, which 25 to 30 parentsattended. Currentli, the school is institutinga longitudinal por olio that will gather a stu-dent's work over the course of three years.

The tAcAlroy School (grades 6-8) teacherteams have designed their own student assess-ment instrument to be used in lieu of the districtreport card. The instrument takes into accountprocess as well as outcomes, and includes anarrative description of student progress.Students are assessed at the end of each the-matic unitsix times during 1990-91. Pre andpost comparisons of McAlroy's first yearshowed improvements in students' attitudestoward school and learning.

Birch Elementary teachers break downscores on districiwide tests by grade andinstructional area. The school uses the infor-mation to adjust its instructional program. Inaddition, there are regular classroom assess-ments and quarterly report cards. The first-grade report cards have benchmarks thatsmtcify what students are expected to attain.The school is working to implement reportcards at all grade levels that are aligned withthe curriculum goals. To provide informationon Effective Schools correlates and theschool's identified Essential Elements ofInstruction, the district administers an EffectiveSchools survey annually. The results aro usedto identify areas that need attention.

SCHOn. BA(. OFFORM SSONS FlIOM A NATIONAL STUDY.-

BUILD A SCHOOL CULTURI THAT NURTURES STAPP COLLABORATION ANDPARTICIPATION IN DICISION MAKING

1. rind Ways for Teashom and !WNW Waft I. Collabsrateon SIgnifkant Changes Needed I. the Umbel

2. Seek Ways I. Ihsformelato the Roles and Authority of lbanhers and Administraton

3. Consider Reformulating Staffing, amens's, Thom,and Space to increase Staff Collaboration

Perhaps the mo)st common compoment ofsclwol-based reform found in this study wasorganized efforts to) increase interaction andconmninication among teachers and betweenteachers and school administrators. Collegialcollaboration, of course, is a central strategy ofthe Effective Schools model, based on researchthat shows that unusually effective schools aremarked by productive communication and jointwork among staff members.

The shift to shared decision making, respon-sibility, and authority creates new opportuni-ties and pressures for many school staff. Onissues surrounding curriculum and instruction,teachers bring their technical training andclassroom experience to the table. Strategiesfor productive collaboration in planning andteaching, however, pose a challenge for some.

Successful school-basedreforms deve/oped ways for

school staff and administratorsto focus on significant changes

needed in the school.

For issues of school governancei.e., runningthe schoolteachers seek strategies for effi-cient management and shared decision mak-ing. Administrators contribute their trainingand experience in these areas, but they strug-gle to share authority and facilitate conflictresolution.

Three strategies seemed key to building aschool culture that nurtures teacher collabora-tion and shared decision making. First, suc-cessful school-based reforms developed waysfor school staff and administrators to focus onsignificant changes needed in the school.Second, the school reformulated the rolesand authority o: teachers and administratorsto facilitate shared decision making for goals,plans, implementation, and monitoring. Third,the schools designed quite different alloca-tions of staff, resources, time, and space topromote the joint work of staff.

When the pieces came together, teachers andadministrators reported newfound enthusiasmand rapport. "We're a family." "We're in thistogether." The advice below draws on theirexperience.

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28

I. rind Ways for Tachers and Sawa Staff teeCollaborate en Significant Cleavages Needed I.the Sawed

Informal arrangements Councils Committees

The ways staff collaborate may be informaland unstructured, growing fixmn an innovationpiloted by a few enthusiasts. In other cases.such as South \fission I ligh's Effective Schoolsapproach. formal committees and proceduresare created as part of a programmatic reformblueprint. The creation of a leadership councilor some form of scho(il-based decision makingwas quite common in the case study schools.Committees and task forces focused on

KEY FE MIMI S OF SUCCESSFUL REFORM STRATEGIES

specialized areas of interest and expertise: Theformat (4 interactions appeared less importantthan the degree to which school staff felt own-ershipthat they initiated or controlled thechange process. The surveys and interviewsrevealed that two-thirds of sclux A-based reformefforts were initiated at the state and districtlevels. but the most successful ones weredesigned and mirdinated on a day-to-day basisby school staff. Certainly, the mere existenceof these mechanisms to stimulate interactiondoes not guarantee that involvement will takeplace, but the successful retbrms studieddevised a number of promising strategies.

Cicely Elementary's reforms began when ...he school year by a leadership team Of admin.

eight teachers volunteered to pilot an ahem& _rators, teochers, 'classified staff, and parents.

tive science curriculum. To participate in theexperimental pr. !ram, the program required Illiochers..4:0 tlearlicrd howl ongol.that the entire agree to support the pilot .Z.:4:,7;OPpodunititis le; ailkiboroin `.. 7teachers in their effort. The piindpal worked ,t0,:get this commitment for the first eight teachers4i.Athe,introduction.uta.nety.appcoach- is forThe pilot teachers Made a ihree.year commit. 17,;twO teachers to ieek Spe-Cla4edliail ni in it

ment and began by participating in a twoweie thento pass th*.stratogiei on .to thtir cot.training session in-the surnmer to develop the Slackers *sue training 4.4Sotkonitiestheme for the year. The district augmented th. their own areas of interest. ooperaliy.

grant that funded the summer training with twO',.=,..:::4Jami for eXaMple was skirled and Tiis.

to three release days per month for additional, 'Aained by the efforts of two leachers serve

trainim and coaching. District staff develop. 114i COOperOtWiekorntiiileachisrment days were alio provided to school staffl??1or the rest:4164A Musteiyfor inservice training on related curriculum cog:2 -.newer effort, is this pit project of a leather and

tent and instructional methods. As th. pilot principal Th..$SOCher is piloting ..siveral .1

teachers developed their team oøroach, they. mastery learning units in Jar own clam; 11,e ;

spread word of the program to r c is enhating Other leathers to nd

leagues. ln the third year, over 70 percent in the. fain,:the facuhy partiCipatul in the program. InstruCtiOnatila hiri!ilbeen mPor.

together with hvo retreats, which included sup!.... Teacheri discuss:pi* Weti an4:Ckely also has brought the-staff closer ,. mechanisnilat cOoidinating these

port staff and parents. Funded by a grant Iran- :storm about odsting *grOtis.. soiiPorting

a private corporation, the first retreat focused ...and channeling teacW -st,iergles offectItmly, the

on developing a school vision and ,building v .'Principal has assiMbled hicrissivo- foster of

consensus around a set of reform thitiatives. ChangeThese activities are carried forward throughont gial innovation and collaboration amø norm.

'4. '.

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SCHOOL BASED RE'OiM LESSONS FROM NATIONAl STUDY

2. Seek Ways to Reformulate the Rehm andAuthority of Toadtors and Administrators

TEACHER VOICE IN:

Staff development

Curriculum and materiak

Budgeting

Personnel

Shared decision making

'Aimed school management

leam teachincj

Administrator.facilitators

The pattern of teacher involvement inschool-based decision making was made possi-ble by a growing movement among districts todevolve more authority to the school level.More than half the districts in the national sur-vey sample have given schools more authorityin the areas of staff development and selec-tion of curriculum and materials. A relative-ly high percentage of districts have givenschools more discretion over scheduling andstudent assessment: fewer than a third of thedistricts, however, have been willing to handover authority in areas related to budgetingand personnel action. A small percentage ofdistricts also grant schools waivers from variousdistrict and state requirements. such as use ofni )rm-referenced. standardized tests.

BEST nnov mfAll arm E

In most of the schools visited, the principal'srole vis-il-vis teachers, central office staff, andpeers was being redefined, in some cases witha struggle. At South Mission High. althoughteachers had an organized voice in the deci-sion-making process. their input was consid-ered solely a recommendation to the principal.who had final authority. At one rural elemen-tary school, teacher involvement in schoolaffairs was limited to the classroom. The prin-cipal was the organizational officer and sharednone (4* the administrative powers with theteachers. In schools granted more authority bydistricts, principals gained a greater degree ofcontrol over important budgetary and person-nel decisions. Authority to hire teachers gavesome principals a new opportunity to buildconsensus and further their visions. At thesame time, school-based reform also oftendiluted the principal's authority by giving teach-ers more responsibility for school-level deci-sions. Including teachers in shared schoolmanagement has helped them to feel moreprofessional and has raised morale.

Shared responsibility for student learning hasalso changed the roles among teathers andbetween teachers and principals. Teachers areno longer the sole arbiters of what happens inisolated classrooms: rather, team teachingarrangements involve teachers in planning andteaching together. In some schools, adminis-trators were recast as facilitators with respon-sibility for supporting teachers.

Teacher input into school matters is not new,of course, but charging teachers with responsi-bility for assessing needs, determining theschool's direction or focus, proposing changes,and seeing that they work is far less common.Furthermore, giving teachers authority to enacttheir recommendations is a significant changein the governance of many schools.

30

Arbor Elonontory has a long-standingreputation for innovation. It was the firstschool in the district to take on the EffectiveSchools reform. The new principal spearhead-ed the shift to participatory management,expanding the authority of the decision-makingteam beyond that of the Effective Schools plan-ning teams, which was limited to EffectiveSchools objectives. According to the principal,there is no facet of her job in which the teamis not involved, despite team members' initialreluctance, even fear, at taking on roles withincreased responsibility. Over time, the teamhas begun doing scheduling, budgeting, andinterviewing secretaries. The principal openedthe previously locked supply closets and said,"This is your school. You run it." When the

More than half thcdistricts in thc national

survey sample have givenschools more authority in

thc arcas of staff developmentand selection of curriculum

and materials.

K E Y FEATURES OF SUCCESSFUL REFORM STRATEGIES

principal delegated authority to hire a para-professional, she was challenged by the teach-ers. She explained that the staff would hove towork with whoever was hired. She sat downwith them and helped to make up the interviewquestions. Now the team routinely interviewspeople for nonteaching positions, and the dis-trict will allow schools more voice in teacherhiring next year. If the principal is off campus,the team handles emergencies.

School staff volunteer or are nominated toserve on the participatory management team.The teachers report feeling completely involvedin their school's reforms. Although the dis-trictwide committees make curricular decisions,most of the Arbor teachers serve on one of thecommittees.

11-19

31

SCHOOLBASED REFORM LESSONS FROM A NATIONAL ST%.:DY.1_ _--

3. Consider Reformulating Staffing, Rsourcs,and Time and Space to Increas StaffCollaboration

Provide common planning time

Fund joint planning

Reallocate administrative budget

Reassign support staff

Share classrooms and labs

he third set of strategies for nurturing pro-ductive collegial interactions in school-basedreforms changed staffing patterns and resourceallocations. Teachers from different disciplines,grades. and specializations were obtaining

Empire High School hos made majorchanges in its administrative structure andinstructional arrangements. By coordinatingadministration of both the high school andthe middle school, administrative positionswere reduced, and the remaining administra-tive posts were changed to facilitating"coordinators." Also, some administrativesupport staff were reassigned to help teach-ers with paperwork. This "flattened" hierar-chy underscored the role of administration assupportive of teachers and instruction, ratherthan supervisory.

The reorganization of instructional arrange-ments hos increased the joint work of teachersat Empire. Teacher teams work with two divi-sions of students. Four "core" teachers (math,science, English, and social studies), specialteachers as needed, and rotating fine arts

common planning time. Reallocation ofadministrative funds supported additionaljoint planning. in some cases, administrators.specialists, and support personnel wereassigned to support class mom teachers.Teachers participated in deploying funds andresources to meet reform goals. Class sched-ules were revamped to allow for extendedteam teaching. Teachers shared classroomsand resource rooms.

teachers work together and share a commonplanning period. "Macro scheduling," a formof block scheduling, will be implemented, withtwo hours of history and Iwo hours of matheach day, followed in the second semester bytwo hours of English and two hours of science.

At Cicely Elementary, administrativechanges and instructional rearrangements alsosupport teacher collaboration. When a vice-principal position became vacant, the principalcreated two parmime positionsa Coordinatorof Restructuring and a parent liaison. Theschool also reorganized classrooms into"quads" in which four teachers work with 100students in a variety of teaming arrangements.In each quad, two rooms are used to teach anintegrate:I science curriculum; the other tworooms serve as science and technology labs.

11.2u32

KEY FEATURES OF SUCCESSFUL REFORM STRATEGIES

PROVIDE MEANINGFUL OPPORTUNITIES FOR PROFESSIONAL GROWTH

I. Identify and Prioritize the Topics and Typos ofShoff Development That Will Promote the School's Reform Goals

2. Plan a Coherent, Sustahmd Program for Profssienal Growth That Will Provid Time andIxpertise fee Staff te Asquire, Implement, and Reflect on New Approaches

3. !Explore Variety of Methods for Developing Expertise

Prcw iding teachers with m(ne oppc nitiesto think critically about their work with oneanother and to help devise ways to improvethe schools often creates significant challengesfor them, some of which they may be ill pre-pared to tackle. Research findings about howstudents learn have led to significant shifts indesired outcomes, curriculum design. instruc-tional strategies, and student assessment.Moreover, site-based management draws teach-ers into decisions about school budget alloca-tions, management, teacher hiring and evalua-tion, and working conditions. To deal withthese new and varied demands, many teachersneed to update their knowledge and acquirenew knowledge and skills.

In the national survey, the most commonstrategy (used by 82 percent of the districts) tosupport school-based reform efforts was theprovision of staff development for teachers.Not surprisingly, instruction was the most com-mon topic (86 percent of the districts), followedby schoolwide planning (63 percent) andshared decision making (56 percent).

The case study data suggest that, in someschools and districts, professional developmentnot only was common hut was taking on abroader definition. In addition to the tradition-al pattern of providing discrete, one-shot work-shops, some schools were seeking new, moreflexible approaches to build staff knowledgeand skills. First, schools were developing pri-orities for the many staff development areas in

which they felt the need to develop newapproaches. Second, schools devek Ted plansfor coherent, sustained professional growthprograms that provided staff with access tothe time and expertise necessary to acquire,implement, and reflect on new approachesover a period of years. Third, schc)ols exploreda variety of methods for expanding staffexpertise. The most promising approaches forproviding meaningful opportunities for profes-sional growth are highlighted.

Thc most common strategyto support school-basedreform cfforts was the

provision of staffdevelopment for teachers.

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'ICHOOL BASED REFORM LESSONS fROm A NA7:0NAL STUDY

1. Identify and Prioritise the Topics and Typesa Shin Development That Will Promote theSelma% Wenn Goals

PLANNING COMPONENTS

Develop vision and goals

Anaiyze needs and resources

Prioritize topics

Identify types of professional development

PLANNING MECHANISMS

Surveys

Retreats

Design Teams

Ongoing staff meetings

A host of promising information and prac-tices can be identified in the areas of curricu-lum, instruction, learning, and assessment.Studies of teacher effectiveness and profession-al growth have also yiekled productiveapproaches for collegial interaction and capaci-ty building. Participatory site-based manage-ment may ask teachers to learn both themechanics of running the school (e.g., supplies,buses, special events) and administrative tech-niques (e.g., conflict resolution. supervision and

coaching. staff selection zinc! evaluation). Inthe successful reform efforts. school staff andmembers of the community found ways toengage in strategic planning. They developeda vision and goals for their reform effort, thenanalyzed the school's needs and resourcesto identify the staff devd( pment opportunitiesthey needed most for areas targeted for signifi-cant change. Mechanisms f(w identifying staffdevel()pment needs ranged fr()m formal sur-veys, retreats, and design teams, to informal.ongoing staff meetings and targets of oppor-tunity (e.g., a state-sponsored pilot program).What seemed to distinguish successful effortsfrom struggling initiatives was the systematicanalysis of school and staff development needs,available resources, and staff receptivity andcapacity. These analyses enabled the schoolstaff to prioritize staff development topics andidentify the most suitable types of profession-al development. Not surprisingly, schoolstaffs that felt oppressed by mandates. over-whelmed by myriad demands, and reluctant tochange did not seek, participate in, or imple-ment staff development supporting theirschools' reform goals.

1142

school staff and members of thecommunity developed a vision

and goals for their reformeffort, then analyzed the

school's needs and resourcesto identify staff

development opportunities

34

South Mission High School followedthe Effective Schools process to identify needsand set school and staff development goals.Teachers reported that the classroom observa-tions instituted the first year to monitor the sta-tus and progress of the Effective Schoolsclassroom variables focused the entire schoolon improving instructional practices. A needsassessment administered the second year pro-vided input to the Effective Schools counciland seven correlate committees. As a result,staff identified the areas of safety, school cli-mate, and improving academic performanceas their highest priorities. Staff developmentrelated to these areas included research onstudent grouping and the adverse effects oftracking, as well as opportunities to visitschools that had eliminated tracking.

Empir. High School moved to long-range planning when its initial array ofimprovement efforts proved inadequate. In1989-90, a group of teachers, with the helpof the principal, sought to implement a num-ber of reforms in the obviousY failing school.These included a new writing program, newcomputer lab, experimentation with teamingarrangements among teachers, and creationof a participatory management structure inthe school. By 1990, the teacher-leaders

KEY FEATURES OF SUCCESSFUL REFORM STRATEGIES

realized that things were still not working andthat bolder changes were necessary.Inspired by the ideas of the director of thedistrict's 13rofessional development academy,the teachers adopted a more systematicapproach. The Design Team began withthree key components: (1) a planning year,(2) a quest for outside resources, ond (3) aninterim administrative structure. The schoolbenefited from its previous experience withparticipatory management, which produceda cadre of teachers who had been involvedin the decision-making process. Also, theDesign Team was successful in obtaining out-side resources ($375,000) to pay for releasetime for teachers. In addition to the interimadministrative structure, the school adopted anew curriculum structure that divided theschool into three divisions. Teacher teamswithin each division share a common plan-ning period and select staff developmentofferings available through the district profes-sional development academy, the Coalition ofEssential Schools, or a local university. Theteacher teams currently in place have begunto experiment with team teaching, thematicunits, and cooperative learning.

continued on page 11-24

SCHOOL RASED WORM LESSONS FROM A NATIONAL STUDY

continued from page 11-23

The professional development agenda atHeartland Elementary has grown primar-ily out of teachers' individual interests,spurred, at times, by opportunities offered bythe district or state. In some cases, funds andtopics were provided by a restructuring pro-gram. A computer-based classroom was initi-ated by district funds. In another program, ateacher devised peer tutoring to help at-riskstudents as part of her master's studies.Generally, two teachers volunteer to becomeresource people for a program and areresponsible for training the rest of the staff.The biweekly instructional staff meetings serveas the vehicle for coordinating these initia-tives, considering new ones, and working outthe wrinkles of new programs under way.

Manfield Elementary's reform agendagot off to a slow start. The school began itsEffective Schools process in 1986. TheAction Planning Team focused extensively onschool beautification and discipline, follow-ing the advice of a state facilitator who sug-gested that it might be safer for teachers to

"cut their teeth" in such a risky business ven-ture as schoolwide decision making by firstaddressing nonacademic issues. The ratio-nale was that once the skills of collaboratingand sharing ideas with other teachers hadbeen honed and some barriers to communi-cation had been bridged, teachers might bewilling to risk addressing their own roles inpromoting academics and preventing stu-dent failure.

Then, in 1987, the new principal expressedinterest in academic reform. At the sametime, the district hod hired an assistant super-intendent who was interested in curriculumreform, especially the development of inte-grated, multidisciplinary units. The school isnow initiating a home-school relations pro-ject, which includes a family mathematicsprogram. In addition, the school is makingsome curriculum changes by integrating sub-ject areas to create interdisciplinary units.Although Manfield's largely veteran staffalready have a large academic repertoire,they have selected staff development sessionsrelevant to thematic instruction on such topicsas process writing, reading comprehensionstrategies, and Chapter 1 services.

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2. Plan a Chernt, Sustained Program forPrefessional Orowth That Will Provide Tim.and Rxportise for staff to Acquire,implement, and Reflect n Now Approaches

Mulhyear plan

Related topics

Oncroing sessions

Follow-up coaching

Release time

The successful schools had been working ontheir reform agendas for at least three years. Ingeneral, the teachers were building their exper-tise through a coordinated set of formal staffdevelopment sessions from experts and coach-es, as well as from informal collegial interac-tions. The professional growth of the teachersin the successful reform schools thus wasdeveloping over a multiyear period. Theyalso had a voice in determining the topics offormal staff development sessions. A significantdeparture from the age-old "make and take"workshops, the sessions might present a seriesof related topics, promoting an in-depth

The teachers at Ckely Elementaryembarked on their curricular reforms four yearsago. The program required that teachers makea three-year commitment, and it supports a five-year process for teachers to learn how to devel-op their own interdisciplinary instruction. In atwo-week training institute each summer, teach-ers develop the theme for the year. Teachersreceive two to three release days per monthfrom the district for additional training andcoaching. A separate grant supports trainingfor Cicely teachers in collaborative decisionmaking and leadership. The Leadership Teamis supported by action teams specializing inareas such as curriculum, staff development,

KEY FEATURES OF SUCCESSFUt MOW STRATEGIES

understanding of an area, rather than a pot-pourri of unrelated, "hot" topics. For example,elementary teachers might attend staff develop-ment sessions on literature-based reading, writ-ing about literature, writing in the contentareas, cooperative learning, and methods forassessing student writing. Furthermore, pre-cious pupil-free staff development days mightnot be devoted entirely to formal workshopson new information but also to ongoing, fol-low-up working sessions focusing on teach-ers' experiences implementing new approach-es in their classes. There was evidence thatthe lecture (-sage on the stage") format wasbeing replaced by the coaching ("guide bythe side") format. In these sessions, teacherslearn from each other as well as from expertcoaches. Finally, release time allotted forcollegial collaboration and reflection wasbecoming more common. Teachers had timeto develop new materials and approachestogether and to reflect on the strengths andweaknesses of their efforts. Many of the staffdevelopment programs and opportunitiesdescribed by the school staff clearly treatedteachers as professionals who could shapetheir own growth.

and school organization. The district plans toshift control of eight additional district-spon-sored staff development days to the schools.

The Design Team at Empire High School,inspired by the ideas of the director of the dis-trict's professional development academy,planned a sustained staff development pro-gram. They obtained funding for release timefor teachers to do ongoing team planning. Theschool also tapped three other sources of train-ing: (1) the Coalition of Essential Schools,(2) the district professional development acade-my, and (3) the local university.

SCHOOL RASED REFORM LESSONS FROM A NATIONAL STUDY

3. Ropier* o Variety of Methods forDove loping Exportis.