A focused approach to raising student achievement
For many districts, the improvement process can seem like trying to nail Jello to the wall. This fieldbook shows how to avoid a haphazard approach by focusing on all aspects of the system and specific issues that have most impact upon student achievement. This multidimensional process also entails increasing the competencies of everyone involved and implementing solutions districtwide. The authors outline a proven framework and offer step-by-step guidance for addressing the essential components and competencies of the local educational system. Key strategies include:
- Concentrating on aligning curriculum, instruction, and assessment to state and Common Core State Standards
- Working on the underlying issues and people that impact the system
- Garnering support from all staff members to maximize time, resources, and energy
Included are vignettes for each phase that illustrate how the work might play out in typical districts and schools. Hands-on tools include an extensive Facilitator Guide with Power Point slides, handouts, and a companion website with online resources. A separate volume provides a brief overview of the process for staff and teachers that provides a brief rationale based on research, explains what it means to work systemically, and outlines the phases.
There is no ‘quick fix’ for boosting school performance, but Getting Serious About the System will help district and school leaders set priorities, break the gridlock, and reap sustainable results.
Содержание
Preface
Acknowledgments
About the Authors
Introduction to Systemic Improvement
Systems Thinking
Systems Thinking in Education
Working Systemically: A Process Grounded in Research
Testing and Refining the Working Systemically Approach
The Working Systemically Approach: Levels, Components, and Competencies
What It Takes
Summary
References
1. The ‘Works’ of Working Systemically
Levels of the System
Components of the System
Competencies for Working Systemically
The Working Systemically Approach in Action
2. Phase I: Understanding Systemic Improvement
Step 1. Study the Approach
Step 2. Collect and Analyze Preliminary Data
Step 3. Present the Approach at the School Level
Step 4. Commit to Systemic Improvement
3. Phase II: Analyzing the System
Step 1. Form the District and School Leadership Teams
Step 2. Begin the Comprehensive Needs Assessment
Step 3. Conduct a Gap Analysis
Step 4. Begin the Process at the School Level
Step 5. Formulate Problem Statements
Step 6. Describe the Ideal State
Step 7. Review System Initiatives
Step 8. Continue the Process at the School Level
4. Phase III: Planning Action
Step 1. Investigate Research-Based Practices
Step 2. Explore the Professional Teaching and Learning Cycle (PTLC)
Step 3. Review Progress Made to Date and Existing Plan
Step 4. Develop a District Improvement Plan
Step 5. Formalize and Communicate the District Improvement Plan
Step 6. Develop School Improvement Plans
5. Phase IV: Taking Action & Monitoring Progress
Step 1. Implement and Monitor the Improvement Plans
Step 2. Provide Continuing Leadership for the Improvement Work
Step 3. Address Unique Challenges as They Arise
6. Phase V: Assessing & Reflecting on Outcomes
Step 1. Analyze and Reflect on Evidence of Implementation and Impact
Step 2. Decide on a Focus for Continuing the Improvement Work
Step 3. Recognize Work, Progress, and Accomplishments
Bibliography Matrix
Index
Об авторе
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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