Leadership+for+Accountability

EDLD 5333 Leadership for Accountability Resources:  Analyzing Campus Need and Personal Vision:

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"Test-driven accountability is now the norm in public schools as a result of the No Child Left Behind (NCLB) Act..." This is the opening line from the Ten Big Effects of the No Child Left Behind Act on Public Schools article by Jennings and Rentner. My mother, who was an educator (1st grade teacher in Houston ISD) for more than 40 years, felt that tests made students more prepared for tests. She said that the tests are not going to go away, so we might as well prepare kids to take them. I, on the other hand, hate tests...always have, always will! "Schools are spending more time on reading and math, sometimes to the expense of subjects not tested." We feel the effect of this daily! Our campus is now on "TAKS-mode." What that means is that everything we do has to be geared and focused on TAKS. Since we are a low performing high school in the areas of math and science (though rated "Acceptable" by the State), we have to spend lots of time and money preparing our students for those tests. The article states that "Ninety-seven percent of high poverty districts have this requirement,..." This is a sad commentary. The next point that struck me is "Low-performing schools are undergoing make-overs rather than the most radical kind of restructuring." I think our school is in the restructuring mode. We have not lost any core teachers; some have been given a different teaching assignment in the same disciple. The curriculum writers work each summer to improve our curriculum. We have had a leadership change. "State and district officials have voiced frustration with requirements to administer state exams to students with disabilities and students learning English." Our school has a large and diverse student population which includes a large number of both. This is a factor that frustrates our district officials, namely scores as they relate to students with disabilities and our LEP students and how to prepare them for State tests. ======

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What critical attributes of a positive school culture does your campus exhibit? How does your principal contribute to that positive culture? The climate and culture of our school has changed, but no one can put their finger on what changed it. The change was subtle, we know something is amiss, but we do not know just what. As I read the article " How Do You Change School Culture? " by Reeves I thought a lot about the changes that have taken place on our campus. The statement "...policy change without cultural change is an exercise in futility and frustration" expresses how I feel about our school culture. I can not fault our principal, she is trying her best to effect a positive environment for our campus. Its just not there. Faculty meetings have people talking at us and not necessarily to us. There is fault finding with no solution to perceived problems. There are threats and not encouragement or at-a-boys. I hate to be critical. It is hard to find positive school culture exhibited on our campus. But if I could find a bright spot, it would be the groups and organizations on campus. They exhibit school spirit and build camaraderie. Our school is very diverse; it groups and clubs reflect that diversity. Our principal can contribute to the positive culture of groups and clubs by continuing to support their efforts and outreach. "Effective change leaders leaders identify and build on traditions rather than compete with them." Our principal is competing with traditions. In an effort to define our students, she is causing tension and resentment in the student body. There is lots of loud talk over mikes during lunch, barking orders to students, who largely ignore it. There are threats about being sent home if not in dress standard, which include that boys can not wear earring or baggy pants, shirts must be tucked at all times, no large earrings on the girls, the tank tops under the girls uniform shirt must match outer shirt, and on, and on. Teachers are expected to police the kids and are reprimanded if we do not enforce all of the myriad of codes or if we miss an earringed boy or a not tank matching shirt girl. Her predecessor tried to give the students a little wiggle room with our dress standards; and teachers were not blamed if we did not eye a kid from head to toe and decide that they were in dress standards. Teenagers are not allowed to be teenagers on our campus. "Meaningful school improvement ... begins with the school leader" is a true statement; it has yet to be true at our school. Maybe after TAKS! ======

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In your opinion, in what ways does NCLB assure parents that the needs of all students will be addressed? How does Adequate Yearly Progress (AYP) affect your school and district? The mandate to "bring all students in all schools up to each state's standard of proficient performance" is an important one that addresses and assures parents that the needs of all students will be met. In our schools we have to prepare every student for the TAKS test. This means that educators can not spend more time with students they know will pass to the exclusion of others. Our school has a sizable special education department. In this department there many students with all types of disabilities. The teachers in that department, because our campus is almost total inclusion, help us prepare their students for their version of the TAKS tests. There are many severely handicapped students who can not leave the protected classrooms in the special education wing. Special ed teachers are in the classroom to help special needs students in core classes. According to our Adequate Yearly Progress Report for 2008 and 2009, though Academically Acceptable, we missed AYP and are in Stage 1 School Improvement. This has affected our school and district causing us to focus more on the tests, attendance, and graduation rate. There are many programs in place to help students in these areas, including extended day programs, attendance remediation, and a new graduation counselor. ======

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How would you, as the principal, ensure that your campus meets the highly qualified staff mandates? The principal has an awesome task of building a team of educators who can work together and have a common vision of success for all. One way that I, as principal, can ensure that my campus meets the highly qualified staff mandate is by recruiting teachers who have passed all required state exams. I also feel that these new recruits need positive mentors to acclimate them to the culture of our campus. Another key is providing continuing training for established teachers. I also feel that it is important for paraprofessionals to have college hours. I know that the salary for paraprofessionals is extremely low, so recruitment would include ways to boost salary within the bounds of the school day. Also, college students may be well suited for paraprofessional positions, especially those who intend to become educators. This is a way for them to earn as they learn. I also think those returning to the work force would make good recruits. ======

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E ach school is required by No Child Left Behind (NCLB) to hold a public meeting after receipt of the campus performance reports (AYP & AEIS). How does your school maximize attendance at this annual meeting to ensure that a cross section of the community you serve is well represented? Do you advertise? Do you hold an appealing event along with the informational meeting agenda? Share your strategies. Our campus strives to maximize the attendance at the annual campus performance meeting by offering food. The meetings are usually held at about 6:00 p.m. which is dinner time for most. Our school population is very diverse. We have translators for our Spanish speaking parents; we need translators for our Vietnamese parents. There have been request to have Vietnamese translators, I do not know if this will happen. The parents are given notification via mail, delivered by student, newspaper, and the school "loud mouth" phone announcement system. Parents like the phone notification system. The only problem voiced is that the meeting is not announced far enough in advance for parents to make special arrangements if they need to. Attendance varies depending on what else is covered in the meeting. This is the time to give parents graduation information, TAKS information, schedule change information, report cards, and to answer questions. This is also held with our open house so that parents can visit with teachers, if they like. ======

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Share the approach your campus has taken to train the staff in effective data use, or explain how you would manage this challenge? At the beginning of each school year we look at data. During our convocation, the superintendant gives us a breakdown of what school did what. He takes time to recognize and commend the schools and principals who do well and try to challenge those who did not do so well to work on what needs to be fixed. Our elementary schools always take the prize for being "Recognized" or "Exemplary." We had one middle school that was "Recognized" (2007-08, I think) but the others are either "Acceptable" or unfortunately, "Unacceptable." The principals use the data to give a breakdown of how students scored in each sub-group. Once we are given the disaggregated data, we break into groups to discuss how to improve scores in each sub-group. We discuss strengths and weaknesses. We try to devise plans that can be used campus wide to help areas where we are weak, namely, math and science. Once we finish in groups, we come back together to share our findings. We talk about best practices and share what works best. We always leave ready for the school year but we still pray for success for all our students. ======

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Targeting and Addressing a Need:   ======

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"How to Survive Data Overload" by Ronald Thomas focuses on how to use data to analyze and improve school performance. I found the article very interesting. Before reading the article I felt that our students have test burn-out. But looking at it in retrospect, when principals insisted on multiple testing opportunities, which included total a shut down mock TAKS test, the students did better on the actual assessment. But I digress. The "Team Dialogue Guide" and "Reflection Guide" are extremely practical. As a former reading teacher, I can see and appreciate the value of these tools. The Team Dialogue Guide would have helped the reading team of teachers have a more structured approach to looking at data. As with most schools, our students did extremely well on reading tests; but we tested often. The guide would have given us a "big picture of the data" as we talked about scores on pre-assessments. It would have help with patterns for our students. The "Reflection Guide" would also have been an invaluable tool for me as a reading teacher. We did have to reflect, but again, it is a more structured approach. As a principal, the use of these tools would be strongly encouraged. Training would be the first order of business. Teachers hate having to do anything that is not explained and the benefit is not evident. There is already enough paperwork, they will feel that this is more paper and more reports. So, as a principal, I would introduce the tools by providing professional development on the use and value of the tools. I would share how the "Team Dialogue Guide" can give teachers a structured outline for data analysis. Since teachers must look at and disaggregate data anyway, I would share the Dialogue Guide as a way for teams to work, using data, for student weaknesses and strengths. Texas is a state that loves teacher reflection. I feel that the "Reflection Guide" would be an easier to persuade teachers to use because it can be informal as well as a formal way to look at instruction as a team. ======

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" Perceptions of Professional Learning Communities ," by Jane Huffman and Arminta Jacobson. "The top-down coercive approach to leading a school has resulted in lack of commitment by the faculty (DuFour and Eaker, 1998). This statement is true, to some extent, on our campus. The administrators want so badly for our students to do better on TAKS that TAKS is the only focus. Yes, we are an "Academically Acceptable" campus, but by the tiniest margin. A lot of what we hear is not a rallying of the troops, it is more a you've got to do better type feel. The faculty is committed to the students, but feel that their work is unappreciated. The Math department feels the brunt of this; therefore, there is a negative vibe in that department. The article states that "For reform to become institutionalized (well-established), a systemic ( spread throughout ) change process over time is necessary." It further states that "The leaders of successful organizations create a climate where people work together (Synder et al. 1996) and where changes and creativity are enhanced through collective visioning and collaborative work (O'Neil 1995). For leaders to be effective, the leader must get all share-holders, teacher, students, parents, district personnel, and community, to understand that reform must take place. The leader must create a forum for collaboration so that all feel that what they have to offer will be evaluated and respected. One of our student groups have a "Diversity Roundtable" which allows parents, students, teachers, and the community to share and inquire. This is the time to offer solutions to help our students succeed. This forum has been instrumental in getting a few reforms in place on our campus and in the district. The leader shared his vision for our campus and district, encouraged dialogue, and promoted change for the better. I agree with the author about leadership, namely that "leaders who exhibit characteristics of a collaborative leadership or transformational style have greater opportunities for success in developing a professional learning community." The success of the Diversity Roundtable is because of collaborative leadership. There is not one person on top giving information and opinions; there is collaboration among all involved. ======

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Action Planning and Personal Growth:  ======

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 "Changing Classroom Practice" by Dylan William and "Formative Assessment: What Do Teachers Need to Know and Do?" by M. Heritage. Discuss the role of learning communities as a professional development tool to move teachers from knowledge to action in using formative assessments to improve student performance. What implications might this information have for the professional development portion of the campus action plan that you develop in the Week 4 Application assignment? "Knowing that is different from knowing how ." This statement, from "Changing Classroom Practice" by William, resonated with me. I feel that, as a technology teacher, I tend to focus on the knowing how to the exclusion of knowing that. The article made a valid argument for the role of learning communities in improving student performance using formative assessments. The author states that "...teacher learning communities appear to be the most effective, practical method for changing day-to-day classroom practice." Classroom practices need to change in order to move teachers from knowledge to action in using formative assessments. Sometimes teachers, myself included, use formative assessment just to complete a unit. According to Heritage in Formative Assessment: What Do Teachers Need to Know and Do? , "...assessment is not regarded as a source of information that can be used during instruction. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools." Formative assessments need to be used to know where students' are proficient and what needs to be practiced or taught for better proficiency. Again, as a technology teacher, I sometimes focus on completing the unit, instead of helping students to understand that concepts build upon concept. In learning communities teachers have peers as sounding boards; this helps to know what works and what does not work as well as it should. I think that if teachers used formative assessment to gauge learning, this will help teachers and students know what their strengths and weaknesses are. The significance of this information would shape the focus of professional development portion of my campus action plan. I now know that formative assessment, if used properly, can significantly impact student achievement. Professional development would have to include information and discussion on what it is, how it will be beneficial, how to use it to benefit student and teacher. Teachers need to know that this is not a new idea with no practical outcome. For example, our principal came up with an idea of what she wants to see on our boards when she does a walk-through. It was not simply "Objectives" and "Activities" but a more detailed picture and outline of what we would teach each day. With a little professional development the why became apparent. Yes, it takes a little longer to put every activity in a category, but it is done. ======

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Reflection :  ======

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What should schools do when they get stuck? According to the article, The Road to School Improvement by R. Elmore and E. City, "Sometimes, however, schools aren't sure what adjustments to make" when they get stuck. The authors pointed out that Billie Jean King "learned to regard errors as 'feedback.'" I think that this is a profound statement. As a school with low scores in Math and Science, we are always looking for ways to improve student scores. There have been big investments of time and money to help turn around the scores. In our case, the scores fluctuate. I think flatness would be an improvement. The authors point out that "...most of the learning that schools do occur during the periods of flat performance, not during periods when performance is visibly improving." Schools should continue through "stuckness" by making adjustments where needed, which may include a change of course. Self-monitoring and reflection will help schools grain forward momentum. ======

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According to "Consensus Leadership" by M. Richardson, "Consensus is defined as agreement that is mutually acceptable and integrates the interest of all parties." This is very important in the school improvement process. All parties involved in and with our schools must seek to agree on what is beneficial for all students. This, to me, includes all secretaries and clerks, custodians and cooks, administrators and teachers. Everyone has a stake in making our school the best in the district. I can relate to the uniform issue. It is an issue for us daily. The consensus on the campus, by the adults, is that uniforms are the law and that law can not be broken. The students bend the rules daily. They have figured out ways to be in uniform and out of uniform at the same time! We are now fashion police; it does not matter that there are more pressing issues that we should and could focus on. Whether a cami under matches the top shirt is not a matter of high priority. Our principal tries to get consensus on many issues that we must face daily, including things as mundane as dress code and as serious as preparing students for TAKS. In most instances, we agree during a faculty meeting (so that it does not drag on forever) and try to enforce or comply. Professional Learning Communities are extremely important to the success of our students on high-stakes tests like TAKS. On our campus, core teachers meet weekly to discuss scores, disaggregate data from benchmark test, and discuss strategies to help students prepare for TAKS. I am part of the CATE department. Our department does not meet regularly because we do not all have the same conference period. When we do meet, we also discuss projects that our students can work on that will help them prepare for TAKS. We also discuss ways we can collaborate online with each other and other teachers. To date, the online discussion has not come to fruition, except via e-mail. ======