Supporting LASS High Schools Session # 7

1. Supporting LASS High Schools Session # 7 LEADERSHIP & SUSTAINABILITY Lakeshore Alliance for Student Success, Inc Edward Schoenfelt, Executive Director 56 S. Washington Street, Ste. 302 Valparaiso, IN 46383-5565 Thursday, April 29, 2010 9:00 a.m. CST

2. 8 Elements of HS Improvement: A Mapping Framework • Leadership & Governance • Rigorous Curriculum & Instruction • Assessment & Accountability • Teacher Quality & Professional Dev • Student & Family Support • Stakeholder Engagement • Organization & Structure • Sustainability

3. LEADERSHIP & GOVERANCE Required to exercise leadership & approaches to governance that: • As the leader you have the knowledge, time, interpersonal skills to work with teachers to define power standards and instructional goals and demonstrate teaching strategies • Do you promote distributed leadership, encourage multiple roles for teacher leaders and tackling organizational change where necessary • Have do you incorporated alternative structures to address management, discipline, and functions of running the high school • Will you shift the focus to support comprehensive HS improvement centered on strengthening the instructional core • Enact policy, codify a vision, a mission, and/or strategic plans for scaled-up and sustainability • Have you refined your strategies and skills to lead and support organizational change • Understand decision making authority at all levels and recognize the expectations, requirements, compensation, and recognitions of faculty and staff

4. RIGOROUS CURRICULUM & INSSTRUCTION • All are responsible that your students have access to rigorous content & instruction that: • Align to local state and national standards that look towards DOK, skills, and abilities needed for students to thrive in this global model • Use research based inst strategies i.e. scaffolding, DI, and double dosing for all students • As the leader you have the knowledge, time, interpersonal skills to work with teachers to define power standards and instructional goals and demonstrate teaching strategies

5. ASSESSMENT & ACCOUNTABILITY • Include formative assessment embedded in instruction • May include school-based portfolios, projects, benchmarks exams, as well as end-of course exams, state standards-based assessments, and high-stakes competency or course exit exams • Constant feedback and instructors who adjust lessons so data can be used to adapt, plan, improve skills of each students adapting to their needs • Continuous progress monitoring through both formal and informal assessments • Early identification of students with special needs a d those at risk of failure so that placement and tiered interventions appropriately meet student needs • Reward teacher who are accountable to assessment

6. TEACHER QUALITY& PROFESSIONAL DEVELOPMENT • Are based on standards for staff development and adult learning and pass quality reviews • Are embedded at the school and classroom levels and are connected and offered throughout the school year • Promote effect classroom management skills • Increase the abilities and opportunities for teachers to work together to improve classroom practice and help all students connect information across disciplines and programs such as title 1, special education, and services for English language learners.

7. STUDENT & FAMILY SUPPORT • Incorporate formal and informal guidance programs, including peer and professional counseling and mentoring • Include attendance and behavior monitoring and support systems, such as Positive Behavior Intervention and Supports (PBIS) • Foster a positive school climate including safe schools and respectful environments (anti-bullying) • Support students as they transition into and out of high school • Respect and honor the strengths and resources of the students family and community

8. Organization & Structure • Support teacher organization changes beyond traditional department structures, such as common planning periods, professional learning communities and co-teaching • Provide increased opportunities to learn, such as virtual courses, dual enrollment opportunities, and work-based internships • Incorporates alternative time/schedule approaches, such as block scheduling, year round schooling, and work based internships • Support the difficult process of culture change as roles, responsibilities, relationships, and patterns of engagement change

9. STAKEHOLDER ENGANGEMENT • Acknowledge ad draw on the strengths of the various stakeholder groups • Designed with contingencies of stakeholders in mind • Foster relationships among high schools, middle-level and elementary schools and postsecondary e.g. dual enrollment agreements, the workforce, families and communities • Engage the interests, needs, skills, and resources of it’s multiple stakeholders, such as school staffs, students, partners, and family members, guardians, community organizations and members, and business partners.

10. SUSTAIANABILITY • Grow both the physical and human capital within the system for implementation of HS reform • Continuously upgrade facilities, tools, and materials to keep pace with the changing economy, technology, and citizenship expectations • Adequately staff the initiatives and acknowledge the need for workload equalization and or reduction • Provide appropriate time and necessary fiscal support for initiatives to be implemented and take hold • Continuously develop teacher knowledge and skills to incorporate these changes into their instruction

11. Stay On Message LEADERSHIP

12. Inform Decisions Through - Data Systems PICK ONE THING!!!

13. References • Marsh, J. (2000) Connecting districts to policy dialog: A review of literature on the relationship of districts with states, schools, and communities. Seattle, WA: Center for the Study of Teaching and Policy • Dr. Susan E. Szachowicz, Principal, Brockton High School, 470 Forest Avenue, Brockton, MA 02301, 508-580-7633, susanszachowicz@bpsma.org • National High School Center at the American Institutes for Research, betterhighschools.org • Newmann, F.M., & Wehlage, G.G. (1995) Successful school restructuring. Madison, WI Center on Organization and Restructuring of Schools. • Snipes, J., Doolittle, F., & Herlihy., C (2002). Foundations for success: Case studies of how urban school systems improve student achievement (report prepared for the Council of the Great City Schools). New York: MDRC. • Mr. Edward Schoenfelt, Executive Director, LASS, Inc. Valparaiso, IN 46383-5565 www.mvsc.k12.in.us/lass schoenfelteddeb@yahoo.com