the changing learning environment: teacher's roles in student's challenges and...

The worldis changingrapidly

• Technology• Science

• Demographics• Diversity

Young people in school today have greatopportunities and great challenges.

National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 1

Outcomes for this session• Develop a deeper

understanding ofhow school planning will helpus meet thegrowing needs ofour young people

• Volunteer to participate in our school’sefforts to plan effectively


Roles and responsibilities• Take a few minutes to get to know everyone

at the table.

• Establish individuals to fulfill each of the followingroles for the session:

■ Group facilitator

■ Timekeeper

■ Recorder

■ Reporter


Decades strategiesactivity • Each table is to reflect on life

in a decade.

• We request that you depicteach decade as closely as youimagine or remember.■ What were the major discoveries? Fads? Trends?■ What was home life like? Business? School life? Churches? Government? ■ What were the demographics?■ Who were some of the leaders?

• You will have about 30 minutes to work. Each group will report out.

• Please use the materials provided at your table.National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 4

Reflections • What ideas stand out

most in your mindabout how life haschanged over thedecades?

• What things/changeshave the greatest impact on our students?

• How do these ideas affect our students?National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 5

Focusing our energiesFor the next several sessions, we will:

Consider volunteering to serve!

Everyone is essential for our school’s success!

• Focus on working and learningtogether

• Gain synergy and developstrategies for making decisions byconsensus

• Select a school leadership team

• Select a school planning team


People who work togetheraccomplish more and achieve

greater qualitywork thanthose who workalone!

Let’s worktogether!


Outcome for this sessionWe willexperiencethe effectsof synergy.


Experiencing synergy•Write the 26 letters of the alphabet

vertically on a piece of paper.

•I am going to read a sentence; write thefirst 26 letters in the sentence in avertical column to the right of the listedalphabet.

•You will have two columns, side by side.

•The two side by side letters representthe first and last initials of a famous person’s name.

•What is that name?

•Do the best you can in the next 10 minutes!

ABCD


Experiencing synergy•Assign roles in your group. Remember you

will need a facilitator, timekeeper, recorder,and reporter.

•Recorder, please write the 26letters of the alphabet verticallyon a piece of chart paper.

•When I read a sentence to you,record the first 26 letters in thatsentence.

•As a group, develop a second list of famousperson’s names.


Reflections•How did we express our

difference in motivationand frustration when weworked alone comparedwith when we worked together?

•What about levels of commitment when youworked alone and when you worked withothers?

•What are the values of working together?


Reflections•What did we

learn from thisexperience?

•What is thevalue ofcollaboration aswe prepare to develop our school plan?


As effective teams worktogether, they often useconsensus building as astrategy todevelop• a common senseof purpose and

• a shared commitment to thework they are doing together.


Making decisionsby consensusCONSENSUS DECISION MAKING ENSURESSUPPORT OF THE GROUP FOR FULL ANDSUCCESSFUL IMPLEMENTATION ANDPROBLEM SOLVING.

Consensus means:• We understand what each other is saying.• We agree and will support the decision publicly.• We will support the group’s decision.

- We recognize everyone’s opinion was heard.- The decision was agreed upon by everyone in the group

including me!


Outcomes for this sessionEXPLORE

THE POWEROF

CONSENSUSDECISION

MAKING

ARTICULATETHEPROCESS OFAND THEBENEFITSOF MAKINGDECISIONSBYCONSENSUS


CONSENSUS IS:Assumptions of consensus

• Finding common ground• Developing shared responsibility

for the decision and its successfulimplementation

• Building trusting relationships• Not forced by external pressure• Achieved informally through deep,

honest conversations• Easiest to reach when input is sought, active

listening occurs, and ample time is provided forthinking and reflection


Reaching consensusTHE MOST IMPORTANT STRATEGY FORREACHING CONSENSUS IS TO GIVEGROUP MEMBERS AMPLE TIME FORINDIVIDUAL THINKING AS WELL ASCONVERSATION.

• Allow individual time.• Group participants into small groups of four or five.• Request that each group discuss all ideas in the

small group thoughtfully and come to agreementabout their key ideas.

• Host a large group in-depth discussion to findcommon ground.


•Has everyone askedclarifying questions?

•Has everyone participated?•Has everyone been heard?•Is everyone willing to

support this decisionpublicly?

•Is everyone willing to act onthis decision privately?

Basic questions


The task•You and your group areasked to determine astrategy for recognizingoutstanding, high-qualitystudent work at anend-of-year banquet, party, or showcase.

•Generate three decisions that must bemade about that celebration and determinea plan of action to address one of those decisions through consensus.


• What did you learn aboutyourself as you worked towardreaching consensus?• What strategies worked bestfor you? Why?• What strategies did not work?Why?

• If you were to repeat the assignment, what would youdo differently to reach consensus?• What do you project will be the impact of consensusdecision making on our school plan? What do we havethat is working well for us?• What will be our challenges?

Reflections


Outcome for this sessionTO DEVELOP COMPETENCEMAKING DECISIONSBY CONSENSUS.

Practice in reachingconsensus will contributeto our effective use ofthese skills when we aredeveloping our schoolplan.


•How did you feel aboutyour discussion?

•What strategy did youuse to reach consensus?

•What did each personcontribute?

Group reflections

•What might you do differently if yourepeated this process?

•What did you learn about consensus?National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 22

Reflections of the observer•What did you observe that

helped the group come toconsensus?

•What specific examples didyou see of the qualities thatenabled them to reachconsensus?

•What barriers did each group face?•How did they overcome those barriers?•What would you have offered the group as

suggestions for reaching consensus?National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 23

Establishing normsfor working togetherNORMS•Facilitate our working

together and buildingeffective relationships

•Assist us in completingour work

•Assist us in having agreater opportunity forsuccess


Outcome for this sessionTo establish aset of norms toguide thebehavior ofgroup membersthroughout theplanning process


Norms •Allow groups to build trust as

group members do substantivework together.

•Create structures that make itsafe to ask each otherchallenging questions.

•Build space for listening.•Make the most of people’s time.•Open the opportunity for deep, insightful

conversation.National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 26

The planning processWE ARE ESTABLISHING A SYSTEMATIC PLANNING PROCESSTHAT WILL ALLOW:•Everyone’s ideas to be heard•Our school to establish a focus

and direction

KNOWING THE PROCESS, ASSISTS US ALL IN•Understanding the components•Using the system to develop our school plan


Outcome for this sessionWe want to be surethat everyone hasa CLEARUNDERSTANDING of the process thatwe will be using toestablish ourschool plan.


ReflectionsWE HAVE DEVELOPED ANUNDERSTANDING OF THE POWEROF SYNERGY AND USINGCONSENSUS TO MAKE DECISIONS.

•What thoughts have you had concerningsynergy and consensus building?

•Have you begun to notice how decisionsare made in groups and committees?

•Have you noticed the impact of decisionmaking by consensus?


The planning process• PURPOSE: To lead our school community to

achieve its vision, mission, and goals for allstudents

• OUTCOME: A valuable, thoughtful plan based onthe needs of our students that will guide our workfor the next several years

• TIMELINE: About 8 to 12 months• EXPECTATIONS:

- Study and reflect - Participate on teams and in groups- Lead study groups, action teams- Support and contribute


STAGE I:Getting ready to plan

•Understand our students and theirneeds

•Understand the urgency for change•Learn strategies for working

together and making decisions byconsensus

•Educate everyone on the planningprocess and building interestin participating

•Establish school prioritiesNational Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 31

STAGE II:Designing a vision•Analyze student data•Research the world in

which our studentslive

•Clarify and examineour dreams for our school

•Declare our vision


STAGE III:Drafting the plan

•Host a planningsession to draft theschool’s core values,mission statement,vision, goals, andstrategies

•Develop action plans


•Assign action plans forimplementation

•Establish a system formonitoring progress

STAGE IV:Implementing the plan


STAGE V:Monitoring and adjustingthe action plans

•Monitor implementationquarterly

•Host annual updates•Use data to redirect and

adjust action plans•Share progress


Timeline

• The process for Stages I-III takes 10 to 11 months.

• The plan is implemented over 3 to 5 years.

• Stages IV-V give ample time to authenticallyimplement new strategies and to achieve the goals.

STAGE

I

3 months

STAGE

IV

2 or 3 days,then

repeatedas

appropriateover 2 to 5

years

STAGE

III

4 to 5months

STAGE

II

3 months

STAGE

V

Repeated asappropriateover 2 to 5

years

National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 36a

STA

GE

I:3

MO

NTH

S

SESSIONS TIME PARTICIPANTS

SESSION AExploring the urgency of change

90 minutes • Entire faculty• Members and leadership of parent organization• Student leaders• Community partners• Individuals from all support services in the school

PREPARATIONFOR FOLLOWING SESSIONS

2 to 3weeks

• School leadership team

SESSION BExperiencing synergy in taskgroups

45 minutes • Entire faculty• School planning team

SESSION CMaking decisionsby consensus


SESSION DPracticing consensus: Citizens of the world


SESSION EEstablishing norms


SESSION FUnderstanding the planningprocess


National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 36b

STA

GE

II:3

MO

NTH

S


SESSION GVisioning


SESSION HConductingthe environmental scan

45 minutes • Entire faculty• School planning team• Parents• Community members• School partners

SESSION IConducting the internal audit


SESSION JSetting school priorities

90 minutes • Entire faculty

PREPARATIONFOR THE FOLLOWINGSESSION

2 to 3 weeks • School leadership team

National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 36c


SESSION KWriting the key elements ofthe school plan

11/2 days • School planning team

PREPARATION FOR THE FOLLOWING SESSIONS

4 weeks • School leadership team

SESSION LTraining action team leaders

45 minutes • Action team leaders

SESSION MFacilitating action teamplanning

7 meetings,1 hour each(See timelineHandout#14)

• Action team members

SESSION NApproving the plans of action

1 day • School planning team• Action team leaders

STA

GE

III

:4-5

MO

NTH

S

National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 36d

STA

GE

IV:

STA

GE

V:


SESSION OOrganizing to achieve results

45 minutes • Entire faculty

SESSION PMaintaining momentumthrough shifting the roleof the leadership team

45 minutes • School leadership team

SESSION QInducting new staffmembers, new members ofthe school leadership team,or new members of theschool planning team

90 minutes • New faculty members• New members of the school leadership team• New members of the school planning team

SESSION RUsing data to make decisions

3 meetings,45 minuteseach

• Entire faculty, school planning team

SESSION SAssessing progress throughquarterly reviews

90 minutesquarterly

• School planning team

SESSION TConducting annual updatesand adjusting the plans ofaction

4 meetings,45 minuteseach

• Entire faculty• School planning team

2-3

DAY

S, T

HEN

REP

EATE

D A

SAP

PRO

PRIA

TEOV

ER 2

-5 Y

EAR

S

REP

EATE

D A

SAP

PRO

PRIA

TEOV

ER 2

-5 Y

EAR

S

National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 36e

VisionPEOPLE WITH A COMMON VISION ENGENDER PASSION IN OTHERS TO ACHIEVE COMMON GOALS.

The clearer thevision to everyoneand the more thatvision is sharedby everyone thegreater thesuccess!


Outcome for this session

We will create a visionof our “ideal school.”


Our dreamof an ideal schoolWHAT ARE THE ESSENTIAL CHARACTERISTICSOF AN IDEAL SCHOOL?

•What pictures cometo mind?

•What would studentsbe doing?

•What would staff be doing?•How would parents and

community be engaged?National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 39

Many external factorsaffect our school:• Shifts in demographics

• Social issues

• Political issues

• Economic issues

• Scientific/technological changes

• Educational trends



During this session, we will analyze theevents and conditions outside the schoolthat may have a major impact on our schoolover the next 3 to 5 years.


Scientific/technology


IMPLICATIONSFOR OUR SCHOOL•Teachers require

knowledge and skills torespond to studentinterests and questions.

•Integrating technologyinto all curriculum areasmay increase studentinterest andachievement.

ISSUES/TRENDSStudents today aremuch more sophisticated in theiruse of technology andthe Internet.

Successfulorganizationsconduct regularinternal auditsas an integralpart of theircommitment tothe vision andcontinuousimprovement.


•Student performance

•Strengths and weaknessesof the curriculum,instructional strategies,and school organization

•Climate and culture

•Causal factors


Outcomes for this sessionPARTICIPANTS WILL ANALYZE DATA RELATED TO:

A strengthand a weakness

A STRENGTH is somethingthat is a part of us alreadythat makes a positive andpowerful contribution tothe achievement of ourmission and vision.

A WEAKNESS is a barrier that also belongs tous — anything that could prevent us fromachieving our mission and vision.


STRENGTHS• 98% of 3rd graders passed the

reading comprehension section of thestandardized statewide assessment in2003, up from 95% in 2002.

• At least 95% of 3rd graders passedthe problem-solving section of thestandardized statewide assessmentfor the last three years.

• For the last three years, the schoolhas exceeded the Adequate YearlyProgress target in reading.

CATEGORY:Student performance

WEAKNESSES56% of 5th graderspassed the mathproblem-solvingsection of thestandardizedstatewideassessment, a dropof 27 percentagepoints over the lastthree years.


CATEGORY: CurriculumSTRENGTHS• In 1998, all grade

levels developedcurriculum mapsaligned with thestate standards andassessments.

• In 2001, all gradelevels developedcommonassessments.

WEAKNESSES• The maps have not been

upgraded since the new standardized statewideassessment was developed.

• New teachers have had nostaff development on how touse these maps.

• Meetings about student workhave not been heldconsistently at all gradelevels.


✔ ANALYZING DATAAND

✔ SEEKING CAUSAL FACTORS


leads schoolsto determineeffectivestrategies forachieving theirvisions.

The school faculty will review all ofthe information collected throughoutour planning process and makerecommendations to the schoolplanning team of 5 to 7 school strategies forachieving ourvision.



•Systematic approaches that will shift ourdirection and facilitate our change to achieveour mission and vision

CONTRIBUTINGCAUSALFACTORS

STRATEGIES FOR REMEDY

•Factors that we control •The absence of something•Barriers that prevent us

from being successful


STRATEGIESFOR REMEDY• Create a systematic

approach to teaching writingand use professionaldevelopment in the writingprocess and holistic scoring.

• Develop and use a system towork together to plan andmonitor instruction and itsresults in student writing.

CONTRIBUTINGCAUSAL FACTORS• Inconsistent training for

teacher in teaching writinghas led to inconsistentstudent performance on thestate writing sample.

• Varying philosophies andapproaches to teachingwriting have causedstudents to lack confidenceand competence as writers.

• Inadequate understandingand application of holisticscoring of teachers hascaused misunderstandingamong students on howstate samples are scored.


A school planprovides a framework for makingdecisions regarding future actions and forestablishing a direction for achieving theschool vision.

PLANS THAT TRANSFORMSCHOOLS LEAD SCHOOL

COMMUNITIES TO ACHIEVETHEIR DREAMS AND

ASPIRATIONS FOR THEIRCHILDREN.


Outcome for this sessionWE WILL DRAFT KEY ELEMENTSOF OUR SCHOOL PLAN.

These key elements are our: •Core values•Vision•Mission •Objectives and leading

indicators of success•School priorities•Strategies


Day I AGENDA8:30-9:00 Continental breakfast9:00-9:45 Introductions, purpose,

introduction to the process9:45-12:30 Core values12:30-1:15 Lunch1:15-2:30 Vision2:30-4:00 Mission4:00-4:15 Break4:15-5:30 Environmental scan:

internal and external analysis5:30-6:00 Closure


Day 2 AGENDA7:30-8:00 Continental breakfast8:00-8:15 Reflections and setting

the stage for the day8:15-10:30 Objectives and leading

indicators of success10:30-10:45 Break10:45-12:00 Priorities and strategies12:00-12:30 Closure, lunch, and

celebrations


Rules of consensusWE HAVE REACHED CONSENSUS WHEN:

•We all understand whatothers are saying;

•We believe that othersunderstand what weare saying; and

•We agree and willsupport the decisionpublicly and act on thedecision privately.


Process for workingtogether• 10 minutes Facilitator introduces the

components of the plan.

• 15 minutes Team members work alone.

• 45 minutes Small groups formalizerecommendations.

• 1-2 hours School planning team meetsto reach consensus.


Core valuesDEFINITION:• Core values are our fundamental convictions,beliefs, theories, andassumptions that, if statedand “lived by,” shape ourcommunity behaviors.• They are “protocols” toguide our actions andprovide a foundation forworking together.


Core valuesEXAMPLES:

•We believe that focusing on onechallenging, complex, integrated curriculumraises achievement for all students.

•Community inquiry renews professionallearning.

•Mutual respect, open communication,and willingness to commit build trust.

•All learn best in a caring, nurturing,risk-free environment.


Roles and responsibilitiesFACILITATOR: Manages the group to ensure

everyone participates effectively; builds consensus in the small group

TIMEKEEPER: Manages the time;facilitates renegotiation of time,if necessary

RECORDER: Writes down major ideasand concepts; recordssuggestions of the group

REPORTER: Shares the report, ideas,and suggestions of the group


MissionDEFINITION:

The missionof the schoolis thestatement ofour purpose— our reasonfor existence.

EXAMPLES:• The mission of Excel Elementary

School is to ensure that younglearners love to learn, explorepersonal interests, and respect,participate in, and enjoy thediversity of our global community.

• The mission ofExcel High School,as a community oflearners, is tograduate all students withthe skills,competencies, andattitudes to besuccessful in a complex, multicultural world.


EXAMPLES:Let’s look at the actual work done by our school staff forexamples.

Internal auditDEFINITION:•The internal audit is an

analysis of our strengthsand weaknesses

•These strengths andweaknesses areattributes in our school —attributes we completelycontrol.


These factors relate to significant areas ofimpact:• Demographic issues• Education trends• Political issues• Economic implications• Social concerns• Scientific and technological trends

EXAMPLES:Let’s analyze the work of the staff in these areas.

External auditDEFINITION:The external audit is an analysis of factors andimpacts of attributes outside our control.


EXAMPLES:• Annually, all students will meet the state standards for

mastery of the state curriculum.• All students will engage in non-violent ways of resolving

conflict.• All students will participate in extra- and co-curricular

activities of their choice that relate to community service.

ObjectivesDEFINITION:

Objectives areshort-term goals thatwill lead us toachieve our mission.


Leading indicators ofeffectiveness aredata that may beused to determineand monitorprogress towardachieving ourobjectives.

Leading indicatorsof effectivenessDEFINITION:


Leading indicators of effectivenessEXAMPLES:OBJECTIVE INDICATOR

OF EFFECTIVENESSADEQUATEYEARLY PROGRESS

All students will passthe annualstandardizedstatewide assessment toreflect mastery ofthe state curriculum.

The number and percentageof students performing successfully on the standardized statewideassessment of reading, mathematics, and writing willbe monitored annually.

In 2005, 156 or 78% of students in grades tested willpass all three levels of thestandardized statewideassessment as opposed to 100students or 50% in 2004.

All students willengage innon-violent ways ofresolving conflict.

• Student participationin peer mediationand conflict resolution.

• Numbers/percentagesof students who commitserious offenses at school.

• Student participation willincrease from 25 in 2004 to75 in 2005.

• The number of students whocommit serious offenses inschool will decrease from 20in 2004 to 10 in 2005.


School prioritiesDEFINITION:

School priorities are areasof concern in which theschool must establishstrategies if the school isgoing to achieve its mission.

EXAMPLES:• The school must establish a professional learning

community if professional development is going to becomemeaningful to the staff.

• The school must establish strategies for engaging parentsin their children’s education.


•Strategies are systemsthat are essential todiscover, design, andimplement that willcontribute to thesuccessful achievementof the vision and mission.

•A school may haveseveral essential strategies.

EXAMPLES:• We will develop and

implement achallenging writingprogram for allstudents to ensureall our studentsdiscover a variety ofways to expressthemselveseffectively.

• We will become anaggressive, caring,compassionatelearning communityas models for ourstudents.

StrategiesDEFINITION:



Plans ofaction

arerecipes forachieving

ourschool’smission.



We will worktogether todevelop theknowledgeand skillsnecessary tofacilitate thedevelopmentof powerfulaction plans.

Responsibilities ofaction team leaders


•To assist your team in developing adeeper understanding of theschool’s core values, vision, mission,objectives, and strategies;

•To facilitate action teams to definetheir specific tasks and conductextensive research; and

•To develop effective action plans.

After hearing the corevalues, vision, mission,objectives, leadingindicators of success,school priorities, andstrategies, whatcaptured your attention?

What visiondid you see?


Plans of action


• Plans of action are recipes toproduce specific outcomes thatwill lead us to achieve ourvision, mission, and objectives.

• We write action plans todescribe our effective,recommended implementationof our strategies.

• Each strategy will have asufficient number of plans ofaction to translate research intobest practices for our school.

The sevenmeetings


MEETING I: Establish understanding of the school plan, define terms, and establish research questions

MEETING II: Share research findings and develop extended research questions

MEETING III: Establish a vision of how the strategy leads to achievement of the mission and objectives

MEETING IV: Establish specific long-term outcomesto be achieved

MEETING V: Design short-term and intermediate goalsMEETING VI: Establish the essential steps for each goal

and conduct cost/benefit analysisMEETING VII: Develop presentation for the school

planning team

PURPOSE• To establish an understanding of the school plan• Define terms in the strategy

- What does “best practices” really mean to us?- What are “professional learning communities” to us?

• Establish research questions- What strategies are characteristic of “bestpractices” in teaching mathematics?- What are the many ways schools haveimplemented professional learningcommunities? What barriers did they face?What strategies did they use to removethose barriers and continue successfully?

Meeting I


I

PURPOSETo share the research findings among action teammembers focused on a particular strategyACTION TEAM MEMBERS WILL:• Report on their research and findings;• Reflect on the impact of their research on the school

plans of action; and• Establish extended research questions

around what they are learning.


Meeting II

II

PURPOSE• To reflect on the extended research• To establish a vision of how what the team is learning

leads to achievement of the school’s mission andobjectives

ACTION TEAM MEMBERS WILL:• Report on their research and findings;• Reflect on the impact of their research

on the school plans of action; and• Draft a vision statement that best

describes what people would be doingif the school were effectively implementing the strategy asresearched.


Meeting III

III

PURPOSETo establish specific long-term outcomes that must beachieved by the school to achieve the strategysuccessfullyACTION TEAM MEMBERS WILL:Determine specify systems, processes, or programs thathave the best promise of achieving the outcomesestablished.EXAMPLE:Teachers will use common readingcomprehension strategies and assessment strategies across all content areas.


Meeting IV

IV

PURPOSETo establish short-term and intermediate goalsACTION TEAM MEMBERS WILL:• Consider a “pathway” to achieve the mission;• Establish short-term goals for first steps; and

EXAMPLE: All teachers will receive intensive training in usingcomprehension strategies in their curriculum area.

• Determine intermediate goals that reflectmore significant levels of change overa period of four or five years.

EXAMPLE: All teachers will participate in lesson study, and design and teach effectivelessons applying what they have learnedabout reading comprehension strategies.


Meeting V

V

PURPOSE• To determine the steps for each outcome and goal • To determine a cost/benefit analysis for each

action plan

ACTION TEAM MEMBERS WILL:• Detail essential steps for each short-term goal,

intermediate goal, and long-termoutcome. Each goal and outcome is aplan of action.

• Determine a cost/benefit analysisbased on their research and currentmarket prices.


Meeting VI

VI

PURPOSETo develop an effective, persuasive presentation for theschool planning team

ACTION TEAM MEMBERS WILL:Plan carefully a presentation that reflects what theyhave learned, what they are recommending, and howtheir plans will assist the school in achievingits vision and mission.


Meeting VII

VII

• Action team leaders have a majorresponsibility in recruiting action teammembers.

• Action team members need to mirrorthe school community and reflect allperspectives.

• Parents, community members, teachingand support staff, and students are vitalto powerful action teams.

• Final decisions about all action teammembers will be made by the schoolleadership team.


Recruiting actionteam members

MEETING OUTCOMES•Establish an

understanding ofthe school plan

•Define terms inthe strategies

•Establishresearchquestions


Action team meeting I

•Which terms in yourstrategy do you believeare essential todefine?

•How would you defineor describe thoseterms in light of thevision shared bymembers of theschool planning team?


Definition of terms

A vision of your team’sstrategyWorking alone, draft a description of yourstrategy as you see its contribution toachieving our mission.CONSIDER THE FOLLOWING QUESTIONS:• What would our school look like if we were successfully

implementing your strategy?– What would staff be doing?– What would students be doing?– What would parents and/or community members be doing?

• How do you see this strategy leading us closer to achieving our schoolvision and mission?

• How does the strategy contribute to our ability to live by ourcore values?


Emerging themes After working individually, let’s look for common ground amongall members of your action team.• Are there big ideas that have emerged that are common

among all statements from individual members in your actionteam?

• What are these big themes or ideas?


DRAFT A COMMONVISION STATEMENT

CAPTURING THE MOSTDESCRIPTIVE AND

COMPELLING IDEASTHAT EMERGED FROMYOUR CONVERSATION.

Developing researchquestions•Your action team will develop research

questions that will guide your study and inquiryover the next several months.

•Consider areas, ideas, or themes of greatestinterest to you.

•What would you want to knowabout these big ideas or themes?– What does the literature say about

these ideas?– What schools are implementing

these ideas?– How do they know they are successful?


Developingresearchquestions•Choose a theme that interests

you.•Assemble a small research team

for each major idea or theme.•Meet with your small research

team and draft open-endedresearch questions to guide yourwork for the next three weeks.


Research questions•What are your

action team’sresearchquestions?

•How do theyexplore your visionof your strategy?

•How are theyopen-endedinvestigationsworthy of study?


MEETINGOUTCOMES

•Share and discussresearch

•Extend thinkingby developingnew researchquestionsbased onfindings


Action team meeting II

MEETINGOUTCOMES

•Review newresearchfindings

•Establish theimplication ofresearch onthe schoolplan and the vision for our strategy


Action team meeting III

MEETINGOUTCOME

Establishgoals toachieve thestrategy


Action team meeting IV

Establishing long-termoutcome statementsDEFINITION: • Long-term outcome statements are expected results

of our work. • These results are

essential and sufficient toachieve the strategysuccessfully.

• They describe the desiredoutcomes of the workestablished in the stepsof the plans of action.


Establishing long-termoutcome statementsWHILE WORKING WITH YOUR ACTION TEAM,CONSIDER THE FOLLOWING QUESTIONS:•Are the outcome statements clear, specific,

and easy to understand?•Are the expected results essential

to achieve the strategy?•If we achieve all of these

outcomes, will we havesufficiently addressed thestrategy?


Action team meeting VMEETING OUTCOMESFinalize outcome statements for all strategies.• Each team will share its statements and the

research to support these outcomes.


• We will give each otherfeedback using thequestions on Slide 94.

• We will examine all outcomestatements to look for gaps,overlaps, and contradictions.

Action team meeting VI


MEETINGOUTCOMES•State intermediate and

short-term goals toachieve the long-termoutcomes

•Establish sequential,logical steps to achieveeach outcome and goal

• Our long-term outcome is ourtransformed school.

• Many goals must be achieved for usto truly accomplish this.

• We will establish initial “first steps,”or short-term goals andintermediate goals that lead us toour long-term outcome.

• Sequencing these goals reflects athoughtful, effective change processto ensure our success.


Establishing intermediateand short-term goals

Action plan #Long-term outcome statement/intermediate goal/or short-term goal:

Rationale:


ACTIONSTEP/PROCESS

PERSONRESPONSIBLE

RESOURCESNEEDED

TARGET DATE FORCOMPLETION

EVALUATION

List discrete steps.Start with a verb.Think about thelogical order ofevents that willlead the school toachieve the goal.

State the name ofthe individualresponsible forensuring the actionis taken.

State essentialresources includingtime, professionaldevelopment,materials, people.

State a specificdate on thecalendar for theyear ofimplementation.

State the strategythat will be used tomeasure not onlycompletion butimpact of this stepon achieving thegoal.

National Staff Development Council ■ www.nsdc.org ■ Transforming Schools Through Powerful Planning 98a

Cost/benefit analysisCost for the planof action

Possible fundingsources

Benefits to spendingthese revenues toachieve the mission

MEETINGOUTCOMES

•Finalize plans ofaction

•Prepare forpresentation tothe schoolplanning team


Action team meeting VII

We will engage in aprocess of studyingrecommendationsmade to us by theaction teams and recommend to theprincipal and schoolleadership team thoseoutcomes and goals that have the greatestpromise of leading us to achieve ourmission.



The process• We will first listen attentively to the presentations of

the action team leaders on each of the strategies.• We will recommend to the principal and school

leadership team those outcomes that are essential toachieve our strategies.

• We will make our recommendations based on – How well the long-term outcome will assist us

in achieving our vision and mission– The logic of the change process being recommended– The clarity of the outcome

• After we hear each presentation, we will work in smallgroups to make recommendations about eachoutcome and each intermediate and short-term goal.

• We will come to consensus on all recommendations tothe principal and the school leadership team.


Small grouprecommendationSTRATEGY:


LONG-TERMOUTCOME

INTERMEDIATEGOAL

SHORT-TERMGOAL

ACCEPT/RATIONALE

REJECT/RATIONALE

Recommending acceptanceof a

long-term outcome,intermediate goal,

and/or short-term goal• Assessing the value of each outcome or goal is not based on

our likes or dislikes, our comforts or discomforts.• Carefully consider the following questions before making

your recommendation:– Is the outcome/goal essential to achieve the strategy?– Does it move us closer to the vision and mission of our school?– Is it aligned with our core values?– Is it a powerful leverage point?– Is the entire set of outcomes and goals comprehensive and logical? – Are there gaps that need addressing?– Do the benefits outweigh the costs?

• If you and your group wish to make modifications,ask us for approval.


School plans are useful only whenschool staff members take fullresponsibility for achieving themission and goals and movingtoward the vision.

LET’SCOMMIT TODEVELOPINGA SHAREDVISION!


Outcomes for this sessionTHE STAFF WILL:•Accept responsibility for and commit

to living the core values and achieving themission;

•Commit to lead implementation andachievement of our goals for the nexttwo years;

•Establish an implementationteam for each goal; and

•Celebrate completion of theschool plan!


Outcomes for this sessionSCHOOLS ACHIEVE THEIR GOALS AS LEADERS ON THE TEAMINSPIRE OTHERS TO SHARE THE VISION AND TO ENGAGE INTHE JOURNEY OF TRANSFORMATION.

The school leadership team will assumeresponsibility for:•Implementing the plan;•Monitoring progress

on achieving schoolgoals; and

•Inducting newmembers.


New roles of the schoolleadership team

THE FACILITATOR:• Ensures meetings run smoothly;• Establishes agendas;• Ensures we abide by our norms;• Designs strategies to assist us

in accomplishing our outcomesfor the meetings; and

• Facilitates the professional learning for the schoolleadership team.

THE RECORDER:• Develops a history of our work;• Publishes agendas and sends them to us before our

meetings; and• Records major decisions.


Our leadership will:• Set the tone in our school;• Ensure others we will “stay the course”;• Continuously consider how the core values, vision,

mission, and objectives affect everyday life in ourschool;

• Monitor the work of implementation teams;• Study the progress on our objectives that students

are making using the leading indicators ofsuccess; and•Communicate

our progress toothers.


Outcomes for this sessionShared vision develops aseveryone in the school has adeep understanding of thevision of the school and itsdirection.

NEW MEMBERS WILL:•Understand the mission of the school, the direc-

tion the school is taking to achieve it, and theleadership and commitment needed fromeveryone.

•Understand the planning process and how tobecome involved.


Schools that are mostsuccessful identify key dataand use that data to make

effectivedecisions forincreasingstudentperformance.


Outcomes for this sessionTHE SCHOOL LEADERSHIP TEAM WILL:

• Develop and establish systematicapproaches to analyzingthe school’seffectiveness;

•Analyze findings andpossible causal factors;

•Modify the school plan;•Lead celebrations!


Purpose of Meeting IWe will reviewthe indicatorsof effectivenessand develop asystem forcontinuously

gathering and monitoringstudent performance.


Assessment optionsfor staff• Any department, grade level, or

team may choose otherassessments to complement thestate-like instruments to help usdetermine how well students areperforming.

• Such common assessments asresearch projects, culminatingdemonstrations, or authentictasks are encouraged and oftenessential.


Team reflectionsWhat recommendations do youhave concerning:


•Leading indicators of success and thedata related to each?

•The system for collecting and aggregatingdata?

Purpose of Meeting IIWE WILL ANALYZE THE DATA AND REPORTS FROM EACHIMPLEMENTATION TEAM BY RESPONDING TO THE FOLLOWINGQUESTIONS:

• What trends, if any, are emerging in our data?– Are some groups of students doing better than others?– Are some grade levels/teams or departments making greater progress?– How are students performing by classroom teacher?– Are parents and student perceptions changing over time?

• What statements of findings can we make?• What are possible causal factors?

– What impact do we believe our efforts in implementing our goals are havingon these data?

– What successes are we seeing?– What challenges are we facing?

• What are the essential next steps?• Should we make any shifts in direction at this time?


Purpose of Meeting IIIWe will recommendchanges in ourschool plan.WE WILL CONSIDER:• Recommending no changes other

than to continue the work beingdoing by the implementationteams;

• Recommending minor change torefocus the work; and

• Recommending stopping the efforts, doing additionalresearch, and redesigning the action plans.


Recommendations • We recommend NO CHANGES. Continue the work being done by the implementation

teams on the following goals:

• We recommend MINOR CHANGE to refocus the work onthe following goals. They are:

• We recommend STOPPING the efforts, doing additionalresearch, and redesigning the action plans for thefollowing goals. Our rationale is:

• We COMMEND the implementation team for the following:

SIGNATURES OF TEAM MEMBERS DATE


Organizations thatare most effectivein achieving theirgoals monitortheir progress regularly andadjust theirdirections toensure theirsuccess.


Outcomes for this sessionTHE SCHOOL LEADERSHIP TEAM ANDTHE PRINCIPAL WILL:

•Review progressof theimplementationteams and

•Recommend necessaryadjustments.


As the world changes andneeds of students andstaff change, action plansmust be adjusted for theschoolcommunityto achieveits mission.


The school leadershipteam and school planningteam will:


•Ensure that theschool plan is current and

•Address new andemerging issuesthat impactachievement ofthe mission.

Internal analysis


DATA TRENDS FINDINGS POSSIBLECAUSALFACTORS

POSSIBLERECOMMENDATIONS

Studentperformancedata inwriting ingrades 3 and5

Studentperformancedata onstandardizedstate writingassessmentshascontinued togo up overthe last threeyears

• 80% of all studentsin grades 3 and 5passed thestandardized statewriting assessment,an increase of 35percentage points inthree years.

• Studentscompetently use thewriting process andthe state rubric toproduce quality work.

Teachers havehad extensiveprofessionaldevelopmentin the writingprocess andwrite withstudents daily.

• Continueefforts

• Commendteachers fortheir work

• Initiate anAuthor’sConference tohighlight thesuccesses ofstudents andstaff.

2nd data item

3rd data item

External scanTRENDS: DEMOGRAPHICS, POLITICAL, ECONOMIC,

TECHNOLOGICAL, EDUCATIONAL


CATEGORY FACTOR IMPACT RECOMMENDATIONS

Economic Reducedfundingfor theschool

Slowing downimplementation ofthe school’s staffdevelopment plan.Only 25% of teachershad professionaldevelopment this yearin the writing process.

• Persist over time toensure all staffmembers aretrained.

• Initiate peercoaching andmentoring programto assist teachers nottrained yet and thosestruggling withimplementation.

2nd category

3rd category

Purpose of our meetingTogether, we will continue tomake recommendations in the

best interest ofour studentsand the visionand mission ofour school.


The school planning teamrecommendationsAFTER REVIEWING THE ANALYSIS OF OUR DATAAND PROGRESS ON THE SCHOOL PLAN, YOU AS ATEAM MAY RECOMMEND THAT WE:


• “Stay the course”;• Make minor modifications in our

direction;• Adopt addition goals;• Stop work, conduct additional research,

and revise our plans of action; or• Add new objectives or strategies.

We want to be sure that, if we arerecommending new objectivesand strategies, we realize:


•New action teams will beformed;

•Research will beconducted;

•New indicators ofsuccess established; and

•New data systems organized to gather data.

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