Real change comes from teachers and administrators working together
It may take a village to raise a child, but it takes a community of educators to improve a school—a community that includes administrators and teachers in different, but equally important, roles. A district′s changes can only show results once their improvements reach the classroom. At the same time, teachers need support from their districts to make their own changes have lasting impact.
In this brief companion book to Getting Serious About the System: A Fieldbook for District and School Leaders, you will get the background and see exactly where you as a teacher or other stakeholder fit in the process of implementing solutions system-wide. You′ll also learn about
- The research behind the Working Systematically approach, which focuses on healthy organizational cultures, professional development, innovation, and accountability
- The goals of the approach, which include addressing components and competencies at all levels
- A five-phase process for implementing a systemic improvement plan at the district, school, and classroom levels
Teachers don′t need another ‘quick fix’ that gives a temporary boost to school performance—they need comprehensive guidance for making meaningful change that will last. Getting Serious About the System enables educators at all levels to work together, share leadership, and create a culture that values collaboration, continuous learning, and professional respect and trust.
Tabla de materias
SEDL’s Working Systemically Approach: A Process Grounded in Research
The Working Systemically Approach: Levels, Components, and Competencies
Levels of the System
Components of the System
Competencies for Working Systemically
The Working Systemically Approach in Action
Working Systemically Phases
Phase I: Understanding Systemic Improvement
Study the Approach
Collect and Analyze Preliminary Data
Present the Approach at the School Level
Commit to Systemic Improvement
Phase II: Analyzing the System
Form the District and School Leadership Teams
Begin the Comprehensive Needs Assessment
Conduct a Gap Analysis (reference to System Examination Tool: Appendix 1)
Begin the Process at the School Level
Formulate Problem Statements
Describe the Ideal State
Review District Initiatives
Continue the Process at the School Level
Phase III: Planning Action
Investigate Research-Based Practices
Explore the Professional Teaching and Learning Cycle (PTLC)
Review Progress Made to Date and Existing Plan
Develop a District Improvement Plan (reference to Leadership Self-Assessment Tool: Appendix 2)
Formalize and Communicate the District Plan
Develop School Improvement Plans
Phase IV: Taking Action and Monitoring Progress
Implement and Monitor the Improvement Plans
Provide Leadership for the Improvement Work
Address Unique Challenges as They Arise
Phase V: Assessing and Reflecting on Outcomes
Analyze and Reflect on Evidence of Implementation and Impact
Decide on a Focus for Continuing the Improvement Work
Recognize Work, Progress, and Accomplishments
Getting Serious About the System: What It Takes
Sobre el autor
Shirley Beckwith is a Communications Associate with SEDL′s Texas Comprehensive Center (TXCC). She provides editorial review of training materials and resources used in meetings hosted by the TXCC and prepares materials for submission to national evaluators. She also provides and reviews content for the TXCC Web site. She has been involved in several revisions of the Working Systemically approach, including the 2008 Working Systemically in Action: A Guide for Facilitators and a conversion of the process into a scripted training manual for school support teams.Prior to joining SEDL Ms. Beckwith worked for several years at the University of Texas LBJ School of Public Affairs as the coordinator and researcher for the Guide to Texas State Agencies. Ms. Beckwith has a master’s degree in Library and Information Science.
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