Edu 5419 – Advanced Organizational Theory – Dr. Dunlop

EDU 5419 – Advanced Organizational Theory – Dr. Dunlop

GROUP PRESENTATION Nancy Carney Chris Gitz Francesco Ianni Donald Murphy

Part One: Setting the Stage Fundamental Issues – Question 1: 1) If you were/are a central school administrator responsible for improving a school or set of schools how would you proceed?

“Improvement is not achieved by focusing on results, but by focusing on improving the systems that create results.” Victoria L Bernhardt, Ph.D.

Part One: Setting the Stage Fundamental Issues – Question 1: As a central school administrator responsible for improving the schools in the district, I would proceed by first conducting research on models or plans to use as a guideline for developing a school or district improvement plan. The New York State Education Department has established guidelines in its “Contract for Excellence” which was released in May, 2007. Along with this guideline, the NYSED has developed guidelines through CDEP, (Comprehensive District Education Plan) which provides clear procedures and processes for establishing continuous school improvement. As stated in The School Portfolio Toolkit, by Victoria Bernhardt Ph. D. “Improvement planning is the process of determining the long-term vision, purpose and goals of the school and how to fulfill them.”

Part One: Setting the Stage Fundamental Issues – Question 1: In Robert J. Marzano’s book, What Works in Schools, Translating Research into Action, he asserts that, “Thirty-five years of research provides remarkably clear guidance as to the steps schools can take to be highly effective in enhancing student achievement.” Creating a plan for improvement must be researched based and ongoing. As a central school administrator, responsible for improvement, I would create guidelines for a District Improvement Team to follow based on the significant amount of researched that has surfaced and proven effective.

Part One: Setting the Stage Fundamental Issues – Question 1: • Create a School Improvement Team. Conduct Research • • Action Plan

Continuous School Improvement Planning Who are we? Culture Climate Results Strengths Areas for Improvement Vision Goals Objectives Analysis Action Plan Professional Development Continuous Improvement and evaluation

How do we do business?

Demographics •Students •Staff •Community

Where are we now? Why do we exist?

Purpose Mission

Where do we want to be? Difference between where we are and where we want to be

What are the gaps? How can we get to where we want to be? How will we implement? How will we evaluate our efforts?

Leadership Strategies

Part One: Setting the Stage Fundamental Issues – Question 1: Theory: The organizational chart on the previous slide is a guideline to follow based on Victoria • Bernhardt’s book, The School Portfolio Toolkit. •

Robert J. Marzano is author of many books on school improvement. In his book, What works in Schools, he provides a model for school improvement teams to follow based on three factors, school- level factors, teacher-level factors, and student level factors.

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In his book, Not for Bread Alone a Business Ethos, A Management Ethic, Konosuke Matsushita provides guidelines for effective leadership and management which provides a central school administrator with both inspiration and strategies for managing and working with employees.

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“Without harmonious relationships among employees, and between labor and management, it would be impossible to build up a fund of collective wisdom and put it to effective use.”

Part One: Setting the Stage Fundamental Issues – Question #2: Collaborative efforts between school systems and universities can involve some promises as well as perils. Promises include improved research, increased preparedness of high school students for college and a universal culture of learning. Some perils could include a contrast in the espoused beliefs of college as compared to those of a school system as well as the basic assumptions for a university learner are difficult to align with those of a high school learner. According to Edgar Schein, basic assumptions have little variation within a social unit (31). Members of any new group will bring their own cultural learning from prior groups, and from their education (35). This is where I believe collaborative efforts between school systems and universities could develop some pitfalls and have some conflict of interests. After a period of time, however, new assumptions will be developed as they relate to the new group that is formed from the collaborative efforts of the two groups (Schein, 35).

Part One: Setting the Stage Fundamental Issues - Question 3: There are unique challenges in urban school settings. To complete a design process in an urban setting, one must have a multifaceted approach. Certainly, city schools have logistical considerations not seen at suburban schools. It is not uncommon for students to use the street as their playground. Additionally, fiscal constraints may dictate the potential design processes. To counteract these roadblocks it would be vital to involve parties with a vested interest in a participatory role. Building “Social Capital” (Stone, 2004, pg. 22) amongst school member and community members would allow for productive discussions and important action for the common good. “Communities are best able to overcome barriers to collective action when they have a large stockpile of attitudes, norms, and existing groups.” (Stone, 2004, pg. 22)

Part One: Setting the Stage Fundamental Fundamental Issues Issues –– Question Question 4: 4: • ““Managing Managing school school change change and and improvement improvement is is one one of of the the most most complex complex tasks tasks of of school school leadership. leadership. School School leaders leaders must must learn learn to to overcome overcome barriers barriers and and cope cope with with the the chaos chaos that that naturally naturally exists exists during during the the complex complex process process of of change.” change.” (Fullan (Fullan and and Miles, Miles, 1992) 1992) • ““Administrators Administrators and and other other key key school school leaders leaders should should help help teachers teachers and and other other stakeholders stakeholders build build effective effective teams teams by by developing developing new new organizational organizational structures structures and and creating creating aa shared shared vision vision that that focuses focuses on on authentic authentic student student learning.” learning.” (Newmann, (Newmann, 1993; 1993; Maeroff Maeroff 1993) 1993)

Part One: Setting the Stage Fundamental Fundamental Issues Issues –– Question Question 4: 4: • Asset: Asset:

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• Creating Creating aa school school that that is is based based on on the the collaboration collaboration of of different different entities entities will will certainly certainly connect connect the the school’s school’s goal goal to to the the broader broader and and deeper deeper mission mission of of providing providing high-quality high-quality learning learning for for all all the the students. students. Liability Liability • Initially, Initially, members members of of the the design design team team may may disagree disagree on on various various issues issues and and be be reluctant reluctant to to change. change. • Leaders Leaders and and members members of of the the design design team team must must create create aa meaningful meaningful curriculum curriculum that that can can be be effectively effectively applied applied to to all all the the students. students. • The The effort effort and and the the integration integration of of school school initiatives initiatives must must be be carefully carefully coordinated coordinated in in order order to to eliminate eliminate conflicting conflicting objectives. objectives.

Part One: Setting the Stage In-Depth Review – Question 1: Have you experienced or witnessed “bad school stories ” shared by teachers and others in the district? Why do these stories take place? What can be done about them?

Part One: Setting the Stage In-Depth Review – Question 1:  In most districts there are “bad school stories” that have to be addressed by administrators, teachers and the community. 

In my experience these stories emerge and circulate based on incomplete information or information that has been altered and/or exaggerated.

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These stories take place if the school culture does not allow for open and ongoing communication between all its members. As stated by Edgar H. Schein in Organizational Culture and Leadership, (chapter one, page 23) The bottom line for leaders is that if they do not become conscious of the cultures in which they are embedded, those cultures will manage them.

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To avoid, “bad school stories” leaders need to understand the culture of their schools and community and learn to enhance or change the culture through effective communication.

Part One: Setting the Stage In-Depth Review – Question 2: What kinds of issues face your school?  Significant achievement gap between students with disabilities, ESL students and minority studentsparticularly in ELA  Gaps in curriculum alignment K-12  Us vs. them mentality between administration and teachers  Community acceptance of disparities in achievement

Part One: Setting the Stage In-Depth Review – Question 3: What are the dynamics between the Superintendent and the School Board? The dynamics between our Superintendent and the School Board are excellent. We have a new superintendent and she has ongoing workshops for the board. She works tirelessly to educate the board on protocol and board responsibilities. She includes members of the board on district wide teams and she provides leadership for them.

Part One: Setting the Stage In-Depth Review – Question 4: Your Superintendent emphatically refers to two kinds of home settings: some advantaged and some disadvantaged? What is he trying to say about education and change? How do his views compare with Jonathan Kozol’s Savage Inequalities? • Our superintendent refers to disadvantaged homes as homes where the families may be economically disadvantaged or where children may come from single parent homes, or where children may come from homes where they have little parent support due to social issues including, drug or alcohol abuse. • She feels that education and change is a means for these children to rise out of their situation. She believes that schools need to be equalizers in setting expectations and providing support for children to reach their highest potential. • She agrees with the views of Jonathan Kozol in Savage Inequalities in that the way we finance schools and the segregation that occurs based on where people lives inherently create inequalities in the education provided to children.

Part One: Setting the Stage In-Depth Review – Question 5: Would you want to be on the Superintendent’s team? Why or why not? • As an Assistant Superintendent for curriculum and Instruction, I am on the Superintendent's team. • I believe that it is through a “Team Approach” that change and progress can occur • I am excited to be on the Superintendent’s team as her vision for the district, community, and our students is aligned with my own • It is rewarding to be working on a “Team” where I am part of an effort and plan to move our district in new direction

Part One: Setting the Stage In-Depth Review – Question 6: A local politico raises the underlying questions of whether school board governance needs to be changed. What is your view? Explain  I think that we need to work within the system we have. Local governance has many pros including the members being part of the community in which they are governing. Through education and superintendent leadership, local school boards can be very effective.

Part One: Setting the Stage In-Depth Review – Question 7: Someone talks about “yellow light people.” What does this person mean? How do we, as educational leaders, deal with “yellow light people”? • “Yellow light people” is analogous to traffic lights where yellow represents proceeding with caution. Yellow light people like to play it safe. • As educational leaders we can inspire yellow light people to move forward or to embrace change by providing data to support decisions and by including them in the decision making process.

Part One: Setting the Stage In-Depth Review – Question #8: Students in urban school districts are to some degree being left behind. Many professional educators feel that because of their low economic status that they cannot learn and do not want to be challenged. I do not feel this is the case. I believe all students can learn and that all students want to challenge themselves so they will feel good about their academic ability. This requires a change in school culture. In The Principalship by Thomas Sergiovanni it is stated that the school as a community needs to be considered as an important unit of change (317). It is necessary to recognize the interpersonal interactions and social processes that shape school culture when focusing on changing school culture to foster school improvement (Hord, 114). Teachers must be given the opportunity to change their views of the students. This can be done by challenging expectations, building trust, research of the best methods of transition, comprehensive school assessment, and professional learning community initiation. By combining all of these factors we can begin to give students their just due.

Part One: Setting the Stage In-Depth Review – Question #9: I believe that the hardest thing in the world to do is change. Change requires the notion of reflecting on what one does and possibly realizing that it is not the right way of doing it. It easy to continue to do what we know and reject what is new to us. In Leading in A Culture Of Change by Michael Fullan it is stated that understanding the change process is less about innovation and more about innovativeness. It is less about strategy and more about strategizing (31). When facing change we are inundated with complex, unclear, and often contradictory advice (31). Which can be easy to ignore and not confront. As educational leaders we often use reflective practice to affect change in our learning organizations and encourage professional development.

Part One: Setting the Stage In-Depth Review – Question #10: The superintendent does not have free reign. The superintendent frequently has to make decisions that impact a community of learners and professionals, he/she must think of all the possible outcomes of his/her decision. This I feel limits the superintendent and his/her ability to devise policy. The superintendent is the visionary of the school district but must create that vision in a shared forum. He/She must be accepting of information from many different groups within the school district. According to DuFour and Eaker, the district should initiate discussion by bringing together representatives of each school (67). These representatives act as leaders of the discussions that take place in each school related to building a vision. This strategy offers the best hope for both consistent direction throughout a school district and teacher ownership of the final product (DuFour and Eaker, 67).

Part One: Setting the Stage In-Depth Review – Question #11: I do not want to “go down in history” as an educator. I would rather do my job effectively and efficiently over the life of my career and be known as someone who was consistent and did the best job he could in every situation. I refer to Michael Fullan’s theory on the hare and the tortoise. In Leading In A Culture Of Change, Fullan states that the hare is quick, clever, and a loser while the tortoise is slow, purposeful, adaptive, and a winner (121). This is a valuable lesson for developing leaders to learn. It is slow learning over time that effects change for the long haul.

Part One: Setting the Stage In-Depth Review – Question #12: Edgar Schein defines basic assumptions as those beliefs that are unconscious and taken-for-granted (26). They are the ultimate source of values and action (26). People, in general, must deal with basic assumptions in such way that does not distort the actions and beliefs of others. As educators, we must interpret each situation individually apart from the actions of the group. We must combat forming generalizations about different groups. In challenging assumptions, Schein states That new assumptions will be formed that will make up the culture of the new group (35).

Part One: Setting the Stage In-Depth Review – Question #13: The school design process is political and requires the delicate handling of many interest groups. These groups include; parents, teachers, students, community members, school boards, and school administrators. The leading politicians are the superintendent, the school board, parent groups, and the school principal. According to Thomas Sergiovanni in Leadership for the Schoolhouse, the belief of what is good for me must be replaced with what is good for the community; the rational choice theories of a benefit minded nature must be replaced with a moral theory of human nature; collegial images aimed at problem solving must replace the “what’s in it for me” minded way of leadership are the most effective ways to affect the school change process (174-176).

Part One: Setting the Stage In-Depth Review – Question #14: Teachers generally resent top down leadership because they feel that they do not have a voice in the decision making process. It has been my experience that teachers in a school want to take an active role in the performance of their school. They want to feel like they had a part in the successful performance of their students. By building the school as a professional learning community, leaders can increase the role of teachers as leaders. In Schools as Professional Learning Communities by Sylvia Roberts and Eunice Pruitt, the influence of schools as professional learning communities on teachers can be grouped into five categories: teachers as colleagues, teachers as leaders, teachers as learners, teachers as pedagogues, and teacher-parent relationships (13-14). Through the development of each category above, the teacher learns to take an active role in school performance and begins to take a sense of ownership of the school and the direction in which the school is headed.

Part One: Setting the Stage In-Depth Review - Question 15: Any leader looking to invite employees to show initiative, must work to define a culture defined by participation. “Leaders can quickly get across their own priorities, values, and assumptions by consistently linking rewards and punishments to the behavior they are concerned with.” (Schein, 2004) I do think it is important for a leader to cultivate “team spiritedness” in employees. Taking ownership of their work will lead to greater motivation.

Part One: Setting the Stage In-Depth Review Question 16: A school district would certainly benefit if all members of the community played active roles in the educational landscape. Teachers, administrators, community members, business people, homemakers and others all can work together with “moral purpose”, (Fullan, 2001, pg. 3) making a positive difference in the lives of students. “We created a governance and management team, which evolved into our School Planning and Management Team. This team was representative of all the stakeholders – administrators; parents; teachers; professional support staff; and nonprofessional support staff.” (Fullan, 2001, pg. 110)

Part One: Setting the Stage In-Depth Review Question 17: The school design process may include many interested parties. As Comer suggests, it can get “messy” as varying viewpoints collide. It takes a leader with great skill to navigate those conversations, and find common ground. As Fullan (2001, pg. ) stated, “The development of relationships among diverse elements in the organization, including those who raise objections, is essential.”

Part One: Setting the Stage In-Depth Review Question 18: In the early nineteenth-century, Protestant schools dominated the educational landscape. (Coleman, 1987) After other immigrant populations settled in the US, and schools became desegregated (Brown vs. Board of Education), student populations reflected the melting pot of the US as a whole. However, designs did not change much during the 1950’s and 1960’s. A closer look at schools resulted in detailed studies in later years. Frank Smith advocated taking a closer look with carefully selected group members. Today, technology has helped foster tremendous change in schools. As Fullan (2001, pg. vii) said, “leaders in education face similar challenges – how to cultivate and sustain learning under conditions of complex, rapid change.”

Part One: Setting the Stage In-Depth Review Question 19: “Ignorance is Bliss.” I have often witnessed firsthand the truth in this American proverb. I believe there are times when ignorance is quite tangible in schools. Unqualified types populate many school administrative positions. Frank Smith posed the idea of bringing in carefully selected members from the community. People with a true vested interest in the design process have a better chance of having their voices heard. I don’t believe anyone can wander in “off the street” to create a school. The process of “structuring relationships and coordinating behavior to achieve collective purposes” (Stone, 2002, pg. 261) is not intended for anyone. Certainly, teachers may have a constructive voice in the equation.

Part One: Setting the Stage In-Depth Review Question 20:  Principals often have complete autonomy over their domain. This autonomy leads to power. Effective principals reach out to teachers, administrators, and others to direct many aspects of the school. A leader must establish a positive school culture. Principals should  Promote cohesion among staff  Promote a sense of well-being among staff  Develop an understanding of purpose among staff  Develop a shared vision of what the school could be like (Marzano, 2005, pg. 48)  I believe that if principals follow these basic tenets, the superintendent’s directive will fall in line with the principal’s vision anyway.

Part One: Setting the Stage In-Depth Review Question 21: I have worked in my current school for 5 ½ years. It certainly has an identity. The identity has developed over time, but there has been a clear vision all along: Foster academic achievement through technology. To foster this identity, my principal and I set high expectations. Teachers would use SMARTBoards and other technological tools in daily instruction. We have provided professional development to faciliate this directive. The increased expectations really resulted from understood indirect rules. “Rules are indirect in that they are stated once to the general class of people to whom they apply, rather than being told to each person in every situation that the rules cover.” (Stone, 2002, pg. 285) Teachers have known that these rules govern their instruction. The results have been fantastic.

Part One: Setting the Stage In-Depth Review Question 22:  The ADC process is a “build-the –community” strategy. Parents, community leaders and principals come together to design or renovate existing schools. (Frank Smith, 1997)  The four elements of a school change process (Instruction, Organization, Governance and accountability) are centered around some basic questions that those involved in school design must answer:  Students’ and teachers’ work  Time, people , space, and role of outsiders  How the school, its families and community will judge their accomplishments

Part One: Setting the Stage In-Depth Review Question 22  Based on the ADC process, in order to have a successful school change process all the “components” must come together in order to create a positive transition that will allow students to grow and be nurtured in an environment that will be able to bring the best out of every child.

Part One: Setting the Stage In-Depth Review Question 23:  “Average” teachers sit in the cafeteria complaining about students understanding and lack of motivation.  I have been in many schools and, in most of them, the teachers that are not there are not the ones that are complaining .  The major contribution to this kind of attitude is “school culture.”  “Cultural change, although challenging and time-consuming is not only possible but necessary” (Reeves, 2007) in this type of environment  When it comes down to culture change, four elements come to mind:  First, define what you will not change  Recognize the importance of actions  Use the right change for your school district  Be able to lead by example

Part One: Setting the Stage In-Depth Review Question 24 What are the risks:  With respect to instrument used to measure school effectiveness, “Many in education believe it has been counterproductive, lowering teacher morale and leading to a culture of blame.” (Sammons)  Any analysis and instrument used to measure school effectiveness must be carefully analyzed because there is a large number of variables that could negatively/positively affect the outcome of this type of research.

Part One: Setting the Stage In-Depth Review Question 24 Before we go into the characteristics of the “instrument” designed to measure school effectiveness, we must define what an effective school should be like:  “An effective school is one that develops and maintains a high quality educational program designed to achieve both system wide and locally identified goals.” (Townsend, 1994)  “Effective schools expect and ensure that every student acquires an understanding of concepts, skills and knowledge necessary to demonstrate success.” (Assoc of Effective schools in USA)

Part One: Setting the Stage In-Depth Review Question 24 Elements of school effectiveness          

Effective Leadership Clear mission Teacher and teaching effectiveness A focus on a learning The generation of a positive school culture High expectations of achievement and behaviour An emphasis on student responsibilities and rights Monitoring of progress at all levels Staff development Parental involvement

Reynolds and Teddlie 2000

Part One: Setting the Stage In-Depth Review Question 24

How the instrument would be used? What would you do with the information.  Provide contemporary descriptions of agreed elements of effective schooling  Use to make evaluative judgements about their school’s performance and set in place strategic planning and review  Increased confidence in the quality of education  Provide a diagnostic tool to identify focus areas for improvement  Address issues associated with underperformance  Create professional developments for principals and other school-based officers Source: Newmann and Wehlage (1995) Reynolds and Teddlie (2000) Education Qld Strategic planning Toolkit (2000)

Part One: Setting the Stage In-Depth Review Question 25  Successful superintendents create opportunities to exercise their leadership. They become agents of their own fate, not victims of external forces. As the school landscape endures marked change, effective leaders would do well to focus on one key question: What can the public school system learn or achieve in a time of charter schools? (Smith, 1997)

Part One: Setting the Stage In-Depth Review Question 25 Before any change takes place, it is crucial that administrative teams and community members understand that: ”Schools are social institutions, created by society's values, not the product of scientific or economic expertise. Schools as social institutions can only be redesigned through public discourse.” (Smith, 1997)

Part One: Setting the Stage In-Depth Review Question 25 The superintendent should make sure that the school design team:  understands and cares deeply about the school design  recognizes that each school has its own character, culture, or belief system.  includes diverse voices in the design  focuses on the school in a holistic way, on the school as an institution, and not on a set of fragmented and disjointed projects aimed at "fixing" the existing model of schooling.  provides a framework for the public discourse so that professionals and other citizens can express their different perspectives  makes clear that the choice of a design reflects a group's values, not solely technical expertise.

Part One: Setting the Stage In-Depth Review Question 25 State law and state departments of education provide some guidelines for designers. Design concepts are often made explicit in the preamble to the legislation or are embedded in the legislation. (Smith, 1997),

Part One: Setting the Stage In-Depth Review Question 25 1. 2. 3. 4. 5. 6. 7. 8.

Design Schools to Support a Variety of Learning Styles Enhance Learning by Integrating Technology Foster a “Small School” Culture Support Neighborhood Schools Create Schools as Centers of the Community Engage the Public in the Planning Process Make Healthy, Comfortable, and Flexible Learning Spaces Consider Non-Traditional Options for School Facilities and Classrooms Report from the National Summit on School Design(2005)

Part One: Setting the Stage In-Depth Review Question 26

 It means that there is a non-clear line of communication between the administration and the faculty.  In any organization, a clear vision is the key for a successful change.  It is important for the members of the organization to have what Fullan calls, “Moral Purpose”  Acting with the intention of making a positive difference in the lives of employees  The treatment of others  Moral purpose must be activated and cultivated  The model that the teachers are signaling is the Constructivist model where the members of the organization are creating a meaning together.  It is in the constructivist model that the members are working in collaboration and that is the main reason why some of “the reasons” should be given. Not understanding the reasons why some decisions are made can lead to confusion and negativity.

Part One: Setting the Stage In-Depth Review Question 27  I agree that it is extremely important to talk about “where we are going and not where we have been” because it is important to move on and not use the past as a negative tool.  The risk of “not talking about where we have been” is that by not talking about the mistakes made in the past, administration and staff can end up making the same wrong decisions in the future.

Part One: Setting the Stage In-Depth Review Question 27 These are some ideas on how to use the past as a learning tool: 

Define what you will not change.

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Identify specific values, traditions, and relationships that you will preserve. Rather than make every change a battle that exhausts political capital and diminishes trust, effective leaders place change in the context of stability.

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Try not to convey the message: “Everything you have been doing in the past was ineffective, and your experience and professional judgment are irrelevant.”

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Try to convey a more positive message: “I am only going to ask you to engage in changes that will have meaning and value for you and every stakeholder we serve.” (Reeves ,2007)

Part One: Setting the Stage In-Depth Review Question 28  Once, a school leader was invariably its principal, expected to maintain a status quo that looked backward, conserving and perpetuating a stable knowledge base for use by society's elite. Now, we ask schools to educate a much broader population for a swiftly changing global society with a ballooning information base. Source: Kathleen Cushman

Part One: Setting the Stage In-Depth Review Question 28 Today, college professors can show the results of many years of research and study done in various institutions.  In today’s society, everyone has an important role in school design. The professor, community members, staff and administrative team play important key leadership roles.

Part One: Setting the Stage In-Depth Review Question 29 Redesigning schools is a complex task that takes tremendous effort. Bringing different constituencies together creates the risk of creating a “zig-zag” effect that will be detrimental to the complete success of the final project.  It is probably not often done because it takes a tremendous leader to pull it together.

Part One: Setting the Stage In-Depth Review Question 29 It is difficult to find great leaders.  In education, every “leader”, whether an administrator or teacher, must see an important end, making a difference in the lives of students. A leader that doesn’t treat others fairly, will be a leader without followers” (Fullan, p13).  On the other hand, charismatic leaders inadvertently often do more harm than good because, at best, they provide episodic improvement followed by frustrated or despondent dependency. Superhuman leaders also do us another disservice: they are role models who can never be emulated by large numbers” (Fullan, p1).  Fullan ( Leading in a culture of change)

Part One: Setting the Stage In-Depth Review Question 30  In order to move forward, I believe that it is extremely important to go back and continuously assess the restructuring process.  Cultures are mutating constantly and it is almost impossible to keep up with the changes without a continuous analysis of the past.  A clear vision is probably the best way to have a successful school remodeling-process.

Part One: Setting the Stage Probing Further – Question 1: If you were to present 3-4 design models, how would you approach the task? What would you emphasize, how, and why? •

If I were to present 3-4 design models, I would approach the task by looking for districts where the models have been successful. I would schedule site visits to the districts and have conversations with staff members and students.

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I would create an improvement team to research each model and provide data as to the success of the model.

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I would look for comparison districts with similar demographics, wealth ratio etc. where they have demonstrated success.

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I would emphasize Professional Learning Communities as a means for both creating an improvement plan and as a method for ensuring continuous reflection and assessment. Michael Fullan writes that teachers in effective school with professional learning communities work together “on a continuing basis…focused on student work (through assessment).” (Fullean, 2000,p.582).

Part One: Setting the Stage Probing Further – Question #2: The most recent conflicts between urban school superintendents and school boards have been over students performance on standardized assessments and how to improve the assessment results. School boards are allowing superintendents to try different methods of improving results. One such method is the development of a professional learning community. The superintendent is the single most important individual for setting the expectation and tone of the pattern of change within a school district (Hord, 127). The superintendent is given the freedom, by the school board, to make changes in policy, personnel, and financial practices. Thus, the superintendent will become the educational leader of the district and be less likely to leave the district.

Part One: Setting the Stage • Probing Probing Further Further -- Question Question 3: 3: School School design design can can have have aa significant significant impact impact on on the the culture culture of of learning learning in in aa school school district. district. Some Some models models exist exist just just because because they they did did yesterday. yesterday. It It is is sometimes sometimes difficult difficult for for school school districts districts to to adopt adopt successful successful design design models models overnight; overnight; but but they they must. must. As As Michael Michael Fullan Fullan stated stated (2001, (2001, pg. pg. 92), 92), “Schools “Schools are are in in the the business business of of teaching teaching and and learning, learning, yet yet they they are are terrible terrible at at learning learning from from each each other.” other.” Frank Frank Smith Smith believes believes in in aa school school design design process process that that includes includes all all stakeholders. stakeholders. Kenneth Kenneth Stevenson Stevenson (2007) (2007) has has compiled compiled an an excellent excellent resource resource on on school school planning planning and and design. design. He He highlights highlights class class size, size, technology, technology, mission mission statements, statements, classroom classroom layouts, layouts, school school hours, hours, paper paper reduction, reduction, grade grade spans, spans, Special Special Education, Education, and and early early childhood childhood programs programs and and main main areas areas of of change. change.

Part Two: Bringing the Change Process to the School Fundamental Issues – Question 1: How is the planning of new or restructured schools typically conducted? How does an interactive view of planning differ? • Typically the planning of new or restructured schools, is top-down with new programs or initiatives put into place by decree. • An interactive view of planning is about creating relationships (Michael Fullan). “If relationships improve, things get better. If they remain the same or get worse, ground is lost. “

Part Two: Bringing the Change Process to the School

Fundamental Issues – Question 2: In what ways does reliance on public discourse create community through the construction of shared meaning? Is there some better way(s) to promote community building other than the use of a common frame of reference? • Reliance of public discourse creates community through active listening and involvement of diverse members of the community. • Better ways to promote community building include creating social capital (Stone) through civic organizations, churches, youth groups, the arts, where all members of the community are involved in shaping the culture.

Part Two: Bringing the Change Process to the School Fundamental Issues – Question 3: All schools have cultures, but those successful in school reform seem to have strong and functional cultures aligned with a vision of quality schooling (Sergiovanni, 108). The shaping and establishing of school culture is a negotiated product of the shared sentiments of school participants (Sergiovanni, 108). Leaders of successful schools develop moral order that bind the people around them together. When establishing culture, principals must be able to infuse various ideas, beliefs, values, theories and decision making into their school. Collaborative discourse is a powerful tool that can be used to facilitate the process of developing school culture and climate. Leaders, who look to build their school communities, must recognize that educators, who work together, achieve a collective purpose resulting from their collegiality, which is critical in establishing a successful school. However, for meaningful collaboration to occur, capacity building must take place. Capacity building has frequently appeared in educational literature across the United States(Macneil, 2005).

Part Two: Bringing the Change Process to the School

Fundamental Issues – Question 4: There is always a sense of conflict and/or struggle in planning. The conflict exists between what leaders are doing and the change needed to reform their organizations to function more successfully. The effectiveness of a school is increased when teachers work collaboratively to collectively identify the desired results (DuFour, 152). A professional learning community strives to provide its students with curriculum that has been developed by the faculty through a collaborative process and enables the school to foster a results orientation in student learning (DuFour, 152). Planning for reform should be a collaborative effort by all of the members of the school community. Everyone (administrators, teachers, staff members, students, and parents) should be given the opportunity to have their voice heard during the planning for reform.

Part Two: Bringing the Change Process to the School  Fundamental Issues - Question 5: It is difficult to label ALL principals or ALL union heads. However, effective leaders put power aside to invite stakeholders a voice in the planning process. Marzano (2005, pg. 71) points out 21 responsibilities and day-to-day management of a school. He advocates “inviting and honoring the expression of a variety of opinions regarding the running of the school and adapting one’s leadership style to the demands of the current situation.” In other words, power-holders must be flexible and be willing to engage stakeholders.

Part Two: Bringing the Change Process to the School  Fundamental Issues - Question 6: “America is relatively decentralized and fragmented. If Intel goes to India or China or Jordan and introduces a teacher education program for making science more interesting, it can get into schools all over the country at once. In America, the public schools are overseen by fifty different state governments.” (Friedman, 2005, pg. 273) I would take this a step further. Within each state, each district is overseen by different power-holders and stakeholders. Change can only be brought about through a collaborative movement of the community. Innovative charter schools funded by private foundations (e.g. Gates Foundation) prove that change can happen. Rules are different in public schools but school reform is possible, and necessary.

Part Two: Bringing the Change Process to the School

Fundamental Issues – Question 7:  The positive is that action research has the potential to generate genuine and sustained improvements in schools. It gives administrators and educators the possibility to reflect on and assess their school culture.  The drawback is that it is frustrating to base research on data that is not accurate. Leading a massive change on research that is biased and not complete can lead to some serious issues.

Part Two: Bringing the Change Process to the School

Fundamental Issues – Question 8:  Leaders should definitely take into account timelines. As Fullan clearly explains in the last section of his book (Leading in a Culture of Change), lasting changes are not accomplished with lightening speed techniques but rather with a more tortoise like approach.  The best criteria is to look at the goal and continue to actively assess the present environment in order to make the appropriate changes that are required for a successful completion of the school remodeling process.

Part Two: Bringing the Change Process to the School In-Depth Review – Question 1: Someone argues that although “the template” might be the same in all schools, how it is delivered “should be the call of the ones on site.” Why would someone have such a view? What does this comment reveal about an understanding of community building? This comment reveal that each community has a unique “soul.” Although, I am conducting many site-visits to other districts to observe proven programs and strategies, Ultimately, our team of community members, parents, teachers and students will create a system of delivery that works for our community. Understanding community building means that each community has its own needs, beliefs, and vision for the future. What works in one community will not necessarily work in other.

In-depth Review : Part Two In-Depth Review – Question 2:

Someone argues that “people implementing the program must be invested.” What does it mean “to invest?” Being invested means having a stake in the outcome. Successful schools benefit all members of a community. Communities prosper and thrive when school districts are successful and when graduates return to continue investing in their communities. Being invested means making a commitment to the time and energy needed to create and sustain change.

In-depth Review : Part Two In-Depth Review – Question 3:

A leader laments that no one was interested in his previous efforts to bring about change. From a leadership perspective, what is the paradoxical nature of his statement? If no one was interested in his previous efforts then, the leader did not work to cultivate the environment to prepare for change. A leader must carefully and systematically create a process to bring about change. In Michael Fullan’s book, Leading in a Culture of Change, he states that: leadership is the is key to large-scale improvement yet must be radically different that it has in the past.

In-depth Review : Part Two In-Depth Review – Question 4:

Someone says that long ago she gave up the notion that we can educate by “merely plopping students at the school’s doorstep.” How realistic is it to involve parents and families? If it is such a wise strategy, why is it infrequently practiced? What needs to happen to make it more commonplace? Increased parental and family involvement has been a mandate for schools for years and is part of the NCLB requirements. Unfortunately most district pay “lip service” to reaching out to parents and the community. Business as usual does not work. Districts and schools need to think differently about how schools become part of the larger community. They need to be a hub for social events, adult education, the arts etc. In Deborah Stone’s book Policy Paradox, she discussed how communities need to create social capital by developing systems and procedures for including all members of a community in the process.

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL In-Depth Review – Question 5: By nature, a Core Group organizes a group of teachers into a community of learners. Core Groups can be used to provide the framework for the development of a culture of collaboration and the building of community (Roberts and Pruitt, 92 – 94). As we examine the reform process I think the equality of role for parents and community members should have an increased role. Although the administrators and teachers are the professional it is important to understand what is valued by parents and the community in education.

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL In-Depth Review – Question 6: Many of the reform efforts that I have been a part of have been merely “doing the old stuff better.” This has typically been the case because educational leaders have been limited by a variety of factors including; financial scrutiny, public disclosure of assessment results, and more community awareness. It is easy for leaders to focus on what they do well and “tweak it” a little to continue to be successful. Many of the theorists that I have studied state that in order to make the jump to the next level, leaders must have the following ingredients: •Guiding vision •Passion •Integrity •Trust •Daringness Taken from On Becoming A Leader by Warren Bennis

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL In-Depth Review – Question 7: The Advocacy Design Center (A.D.C.) framework--Instruction, Organization, Governance, and Accountability—allow a school to build upon the accreditation process to pursue redesign. A.D.C. provides a comprehensive view of educational models and an inclusive approach to participation(Smith,1995). All students matter. The Advocacy Design Center continues to provide an agenda through which to pursue redesign. The societal split of the “haves and have nots” is inevitable to some degree. By building community in a school through effective leadership and the inclusion of all can help to over come the gap between those who have and those who have not.

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL In-Depth Review – Question 8: Teaching as a profession is generally isolated by nature. Teachers very often are alone in the classroom with their students and often stay in their rooms on prep periods and lunch periods because of the need to prepare for their teaching. One way educational leaders can impact the situation is to develop a professional learning community. From this process teachers will take an active role in developing the vision of the school and participate in shared practice. Shared practice can be defines as the review of teacher’s behavior by colleagues and includes feedback and assistance activity to support individual and community improvement (Hord, 9). The process of shared practice will encourage to teacher to collaborate on best practice and work together to develop the necessary methods of instruction that inspire student learning and achievement.

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL  In – Depth Review - Question 9: I have often started a lesson with the words “we are going to build upon what we learned last time.” In using the simple metaphor of construction, or building, students understand that a foundation has been laid for subsequent learning. Metaphors are used extensively in education. Henig (1994) attaches a metaphor to a much larger issue in Rethinking School Choice: Limits of the Market Metaphor; the idea of school choice in the educational realm.

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL 

In-Depth Review - Question 10:

One of the responsibilities I have in my new administrative position is to present data and relevant information to the Board and other members of a select committee about the technology in the district. The core group must then work together to make some important decisions regarding the path of the district regarding many layers of technology. Certainly, to accomplish this task, the core group must be well-informed, be stakeholders in the organization, and have active roles in the community. “Policy decisions are not made by abstract people, but by people in social roles and organizations, addressing audiences of people in social roles and organizations, and using procedures that have been collectively approved.” (Stone, 2002, pg. 28)

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL  In-Depth Review Question 11: The professor touches upon a good point in my opinion. A school could have the most charismatic, effective, and motivated leader, but she would still be unable to improve the school without involving all stakeholders in the process. A leader “must have a willingness and an ability to communicate to individuals both inside and outside the school.” (Cotton, 2003, as cited in Marzano, 2005, pg. 58) Models can definitely serve as a vital tool in addressing the professor’s concern. Working in pilot schools, James Comer developed a “nine-element model or framework that became and remains the core of our School Development Program.” (2004, pg. 109)

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL  In-Depth Review - Question 12: I see no reason that a psychiatrist such as James Comer cannot offer acute wisdom regarding the ways school operate. The Comer School Development Program was developed over 25 years ago by James Comer and his colleagues at Yale. The program is identified by three principles:  Schools must review problems in open discussion in a no-fault atmosphere;  Each school must develop collaborative working relationships among principals, parents, teachers, community leaders, superintendents, and health-care workers; and  All decisions must be reached by consensus rather than by decree.

 The program can be summarized by Comer’s famous metaphor: “It takes a village to raise a child.” (2003)

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL In-Depth Review – Question 13:

In facilitating a new program, it is important to:        

Create a sense of urgency Pull together the guiding team Develop the change vision and strategy Make sure that as many as possible understand and accept the vision and the strategy Empower others to act Produce short term wins Not let up Create a new culture

Kotter’s eight step process

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL In-Depth Review – Question 14:

I believe that in any organization the communication of clear goals is fundamental. There should be a clear line of communication between central office and the various schools in the district. I don’t think that if there is a clear directive it will be difficult for the central administration team to support site-based decision making.  During difficult times, the support of central district is critical.

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL

In-Depth Review – Question 15: The drawback of presenting a model that was developed by the current participants is that it could appear to be biased.  The plus is that the people that created the model are extremely excited and, therefore, are the best advocates of the new model/ideas.

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL In-Depth Review – Question 16: The most salient feature of a constructivist model is that the organization is working together to achieve the common goal. There is a high order thinking among the members of the organization. The part that is most appealing to me is that the members are working in collaboration in order to make the overall process more efficient.  The complexity of the model is in the fact that creating the knowledge, in collaboration, can be extremely difficult. Kotter clearly explains that in order to have the entire group agree on the “mission”, there must be a leader that will make the participant “buy in.”

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL In-Depth Review – Question 17:

An eclectic model is a model that is taking input from a variety of sources. In any change, it is extremely important to have a clear objective that is based on the culture of the place and the history that took the organization to the present point. • The only concern about the eclectic model is that it can have the potential to lose focus and not be as productive as it should be. • In order to create something special, I believe that it is necessary to think out of the box and implement changes that are not part of the “ordinary” book.

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL

Probing Further – Question 1: A number of different factors are cited as the change process is launched. Among these are: a) The district’s concurrent decisions to reconfigure their schools (e.g. consider the creation of a separate middle school) b) Setting the deadline for model decision to be made c) Responding to pressures from the state to produce results d) Getting people to be comfortable with change. In your review, which of these factors have the most negative influence on a successful process? How would you handle each?

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL

Probing Further – Question 1: 

In my review, setting a deadline for choosing a model for improvement can be negative if the improvement team has not had sufficient time to research and create and promote a model they believe will sustain change and lead to improvement. Rather than establishing a deadline, I would create a timeline as a guide to follow.

•

Creating a separate middle school needs to be part of an overall improvement plan based on specific data and plans. It should not be done in isolation. Responding to pressures from the state to produce results should not be the reason creating a new model. Schools and communities should be committed t o improvement based on student and community needs. Getting people to be comfortable with change is key to any sustained improvement. Change needs to occur if communities and schools do not want to remain stagnant. “Good ideas come from talented people working together; collegiality, caring and respect are paramount.” (Fullan)

• •

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL

Probing Further – Question 2: There has been much discussion of building community as method of educational reform. One such definition of “community building” is the collective pursuit of the principal, teachers, students, parents, and community members (Roberts and Pruitt, 6). Developing a learning community cab be helpful because it can focus on reflective dialogue, student learning, collaboration, developing shared values, interaction among teacher colleagues. Obstacles that can be faced while attempting to build a community of learners can be: the ability of the principal to encourage the members of the learning community to have the same vision and goals; the ability of the teachers to change the way they practice teaching; and allowing the community to have a voice while the educational leaders keep control of the decision making process.

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL Probing Further - Question 3: In developing a handbook for core groups, and directing the teams to be bonded and functional, I would have an extremely important job. As a leader, there is a mountain of theory to look at in helping to shape the groups and individuals. From Michael Fullan (2001, pg. 5), “Effective leaders constantly foster purposeful interaction and problem solving, and are wary of easy consensus.” In other words, be active in engaging the group to have productive dialogue. Through disagreements, decisions get made. If roadblocks appear, step in and facilitate further dialogue. “Effective leaders make people feel that even the most difficult problems can be tackled productively.” (Fullan, 2001, pg. 7) In helping to define the group culture, I would draw upon Schein (2004, pg. 70) and his outline on Group Evolution: • Group Formation: “The leader knows what we should do.” • Group Building: “We are a great group; we all like each other.” • Group Work: “We can perform effectively because we know and accept each other.” • Group Maturity: “We know who we are, what we want, and how to get it. We have been successful, so we must be right.”

PART II: BRINGING THE CHANGE PROCESS TO YOUR SCHOOL Probing Further – Question 1: • I believe that the only factor that will prevent this approach from succeeding is that central office administrators will not let “the shift” take place. Most people feel that because they will be the ultimate people responsible, they have to be part of the decision. •

What will facilitate the success is that central office will be uplifted of decisions that are truly part of the local schools. Principals and directors in each building are the ones that know the culture of their schools.

•

Warren clearly states that the core of leadership ingredient is passion, integrity and a guided vision. I believe that all this tapped with a clear line of communication between the central office and the principals of each school will facilitate the success of any new program.

•

It is also important that there is a certain line of trust among the members of central office and the schools.

Part Three: Deciding Upon a School Model Fundamental Issues – Question 1: What does school-based management and site based decision-making mean to you? What are the benefits and drawbacks? How does it redefine the distribution of authority in the system? School-based management and site based decision making is an attempt by the state to mandate schools to include parents, community members, students and teachers in the decision making process in schools. Benefits include getting a broad range of experience and input that may enrich the decision making process. Drawbacks include getting decisions made in a timely manner. This system redefines the distribution of authority by including many different constituents in the process.

Part Three: Deciding Upon a School Model Fundamental Issues – Question 2: If one is moving to site-based management, what kind of preparation needs to be made? What kind of support and monitoring are necessary? How would you introduce it? First, I think site-based management is an antiquated term. A new system of creating a means of investment and commitment by representatives from all members of a community is needed. This system and process may be created by assembling a group of talented and varied community members to create a plan and process. Support and monitoring should be the goal of the group so that one person is not responsible but rather a group of people who can support and encourage each other.

Part Three: Deciding Upon a School Model

Fundamental Issues – Question 3: The major stakeholders in the site–based design process are the school administrators, school teachers, students, and parents. A participant who represents a constituent stakeholder represents the values and beliefs of the group that they represent. According to DuFour and Eaker, educational leaders make conscious efforts to promote widespread participation in the decision making process of their schools (185). The leaders understand that they cannot do it alone and that change initiatives are likely to stall unless stakeholders feel ownership in the decisions that drive them (DuFour and Eaker, 185). To establish reciprocal influences between a representative and a constituency a member of the site-based team must communicate with his/her constituents and discover the necessary and important values and make every attempt to bring those values to the forefront of the design process. By doing so the constituents will feel fairly represented and support the representative when it is time for change and/or transition.

Part Three: Deciding Upon a School Model

Fundamental Issues – Question 4: Schools to a great extent are the product of their leadership, specifically the principal leadership. Schools that are proficient have principals that demonstrate vision and provide opportunities for the community to develop the vision, demonstrate moral and ethical judgment, and demonstrate innovative thinking (Sergiovanni, 4-5). The school design process is impacted by leadership styles in such a way that it creates the culture and climate of the school. For example, those leaders that build community include all of the stakeholders in the decision process creating a positive culture while a top down approach does not account for the community voice therefore creating resentment and animosity throughout the decision process.

Part Three: Deciding Upon a School Model Fundamental Issues - Question 5:  “Success” is a subjective term. In a school setting, success to me is simple: Prepare students to be life-long learners. The challenge is grand in the 21st century. Thomas Friedman (2005, pg. 261) relates a very real issue in American schools through his first-hand example: “I taught at a local university. It was disheartening to see the poor work ethic of many of my students. Of the students I taught over six semesters, I’d only consider hiring two of them.” Students from all over the world now compete with our students. Success to me must be defined in terms of the following questions:

    

Can the student collaborate, communicate and create? Can the student use technology to make connections? Does the student have an understanding of civic duty? Does the student have basic skills to make all the other questions plausible?

At the school and district level, data can define success through assessments and state tests. A true school vision would combine the raw data with the relevant student success goals.

Part Three: Deciding Upon a School Model

Fundamental Issues - Question 6:  Only so much can be learned about a cycle of change from reading books and studying existing theorists in the field. True growth occurs through “hands-on” research. “We have constantly been working from our work in the field, and we have incorporated this new knowledge into our training in the academies and in the field. As a result, the building-level management teams, SPMTs, and the classroom teachers all begin to think in an action research way.” (Comer, 2004, pg. 186)

Part Three: Deciding Upon a School Model

Fundamental Issues – Question 7/8:  In any change, it is important to continually assess the present work and the environment in order to make the appropriate adjustment.  “Lessons learned” are extremely important because it will allow all the stakeholders and administrative team not to make the same mistakes done in the past.  Looking at the past can help the members of the design team avoid issues that will, ultimately, slow the entire remodeling school process.

Part Three: Deciding Upon a School Model In-Depth Review – Question 1: Someone talks about “buy-in being done down the road.” What does this seem to mean? How does one facilitate buy-in? “Buy-in being done down the road.” means that after a group or team of people conduct research and create a plan or model to implement, they trust that people will “buy-in” to the plan as it unfolds and they see positive results occurring.

Part Three: Deciding Upon a School Model In-Depth Review – Question 2: The school design process requires on going data collection and representation. Pruitt and Roberts state that teachers, leaders, and students play a role in the data collection and representation (180-181). The data should be displayed in such a way that is disaggregated so that the staff may see how the various groups of students are achieving and make adjustments (Roberts and Pruitt, 181). Data can be a big help in designing school reform. It can tell the design team a lot about the students and the community. However, data can sometimes misrepresent the sample and can also be misinterpreted. In order to insure the purest sample the design team must work hard to create a fair and representative sample of data.

Part Three: Deciding Upon a School Model In-Depth Review Question 3: As principal, I would begin this process by following the tenets outlined by Robert J. Marzano (2005) in School Leadership that Works. His 21 responsibilities of the School Leader (pg. 41) include Flexibility, Focus, Ideas/Beliefs, Discipline, Order, Outreach, and of course, Culture. The process of deciding upon a school model in this day of rapid change would be difficult. A true leader must continually adapt and move forward. “In a rapidly changing world, the learning leader/founder must not only have vision, but also be able both to impose it and to evolve it further as external circumstances change.” (Schein, 2004, pg. 407)

Part Three: Deciding Upon a School Model

In-Depth Review Question 4: Principals today are the main leaders.  High school principals are driving the district budget because of scheduling, graduation rate, and other state requirements. Principals, as Bennis Warren clearly explains, must have:  � A Guiding Vision  � Passion  � Integrity  � Trust  � Curiosity and Daringness  In the change process, it is important that the principal:  Possess optimism  Has high expectations  Knows the culture  Understands the stakeholders  Creates strategic alliances  Embraces errors

Part Three: Deciding Upon a School Model Probing Further – Question 1: Leadership in schools has often been cited as a critical factor. Sergiovanni presents a thesis about substitution for leadership. How could his thesis be applied to the change process? Sergiovanni, along with Dr. Frank Smith and Deborah Stone suggest that it is through fostering and nourishing the creative class, that change and healthy communities and schools are possible. Substitution for leadership is possible by groups of people with a similar vision and commitment to change for the betterment of community for all; work together to make possible this common vision for the future.

Part Three: Deciding Upon a School Model Probing Further – Question 2: Action research can be one of the most effective method of the design process. Action research can be completed through the use of questionnaires, interviews, and surveys. The research should encompass the dimensions of the school design process using a continuum of rating the degree of understanding. The questionnaires should preserve confidentiality to ensure the return of the questionnaire to the data collection team. Interviews is another method of effectively collecting data. The interviews should be designed to incorporate questions related to the school design process. The interview protocol should reveal how the school design team comes to adopt the design practices. Information for this slide taken from Sheryl Hord’s Learning Together, Leading Together Changing Schools Through Professional Learning Communities (16-18).

Part Three: Deciding Upon a School Model Probing Further - Question 3: Common criteria to measure effectiveness of schools encompasses many areas. State test results is an obvious indicator. Additionally, faculty retention rate and student dropout rate also demonstrate effectiveness. Using James Comer’s School Development Program, the Miami-Dade County school district increase proficiency amongst many areas in 1992. Benchmarks were reached in many areas. All serve as good examples for other districts:  Significant improvement in reading and math on the Florida CAT  Marked decrease in student and staff mobility  Significant decrease in suspensions, dropouts, and absences  Comparison studies with other schools were positive  (Comer, 2004, pg. 210)

Part Three: Deciding Upon a School Model Probing Further – Question 4:  Videos can be used in a variety of ways:  To demonstrate how the new program will work  Used as a research tool to see in action the new program  As a way, once the program is implemented, to assess and refocus if necessary  As a way to demonstrate to the community how the program is implemented

REFERENCES – Chris Gitz

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Bennis, W. (2003). On Becoming A Leader. New York: Perseus Books Group.

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DuFour R. and Eaker, R. (1998). Professional Learning Communities at Work; Best

Practices for Enhancing Student Achievement. Indiana: National Educational Service. ‫סּ‬

Fullan, M. (2001). Leading In A Culture Of Change. California: Jossey-Bass.

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Hord, S. (2004). Learning Together, Leading Together Changing Schools Through

Professional Learning Communities. New York: Teacher’s College Press. ‫סּ‬

Roberts, S. and Pruitt, E. (2003). Schools as Professional Learning Communities. California: Corwin Press, Inc.

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Schein, E. (2004) Organizational Culture and Leadership. California: Jossey – Bass.

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Sergiovanni, T. (2001). The Principalship. Massachusetts: Allyn and Bacon.

REFERENCES – Don Murphy

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Bennis, W. (2003). On Becoming A Leader. New York: Perseus Books Group.

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Comer, J (2004). Leave no child behind. New Haven, CT: Yale University Press.

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Friedman, T (2005). The world is flat. New York, NY: Farrar, Straus and Giroux.

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Fullan, M. (2001). Leading In A Culture Of Change. California: Jossey-Bass.

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Marzano, R, Waters, T, & McNulty, B (2005). School Leadership that Works. Aurora: McRel.

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Roberts, S. and Pruitt, E. (2003). Schools as Professional Learning Communities. California: Corwin Press, Inc.

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Schein, E. (2004) Organizational Culture and Leadership. California: Jossey – Bass.

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Stevenson, K (2007). Educational Trends Shaping School Planning and Design: 2007.

National Clearinghouse for Educational Facilities, Retrieved Jan 13 2008, from http://edfacilities.org/pubs/trends2007.pdf