1 / 19

SLC Project Leadership

SLC Project Leadership. MHS’ PATH (Planning Alternative Tomorrows with Hope). MHS’ PATH Process 20-25 Staff involved in creating the PATH (teachers and administrators who had demonstrated interest in and commitment to school reform) 2 Day leadership retreat once each year (years 1-3)

blaine-everett
Télécharger la présentation

SLC Project Leadership

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SLC Project Leadership

  2. MHS’ PATH (Planning Alternative Tomorrows with Hope)

  3. MHS’ PATH Process • 20-25 Staff involved in creating the PATH (teachers and administrators who had demonstrated interest in and commitment to school reform) • 2 Day leadership retreat once each year (years 1-3) • Facilitated PATH process • Begin with BIG Vision/North Star (Where do we want to end up and what will it look like when we’re there?) • Move from BIG Vision to “NOW” (What do we look like/feel like now?) • Sequence from “NOW” to who to ENROLL (What staff/stakeholders do we need to enlist/engage?) to RESOURCES (what to we need to be stronger?) • Develop milestones and performance indicators for your SLC PATH (1 year, 3 years, etc.)

  4. Your Project Rationale • Clarity of your need. • Institutional support. • Commitment to your vision. • Specific goals and objectives.

  5. Unifying the School Community • The need: quantitative vs. qualitative . . .data driven need. • The support: anchor it to something bigger than your school . . . de-personalize it from any one individual. • The vision: know where you are going and how you will get there . . . set benchmarks. • The goals: be clear about first things first, identifying sure wins and build upon previous successes.

  6. Struggles, Changes, and Modifications • Agreement about the need – first few years you’ll have constant interference. • Unifying the puzzle pieces – be clear and consistent how specific elements fit together. • Supporting risk-takers – acknowledge publically and defend privately. • Those not directly involved – some will be directly, while other indirectly. • Change is good and natural – support and welcome adjustment. • The “train” talk – be clear and expect criticism.

  7. Our Plan A focus on relationships – teaming at 9th and 10th grade (smaller learning communities for both adults and students) A focus on relevance – career pathways focused around skill sets and industry-based needs. A focus on rigor – dual high school/college credit beginning early in a student’s high school career and Advanced Placement opportunities with no prerequisites. Our Plan

  8. KEY LEARNINGS • Plant Seeds (right place, right time) • Nurture Teacher Leadership • Provide early support to risk-takers • Use selective listening/hearing • Don’t be afraid to push, add, expand • AND . . .

  9. THE PARADE METAPHOR Remember . . . Meaningful and sustainable reform is not an EVENT. It’s a PARADE! You have to keep ‘marching and waving,’ keep reinforcing the vision, the beliefs, the actions, the rationale, as you parade down the road because you’re constantly passing in view of a NEW audience.

  10. Annual Performance Report • School-level and District-level Excel workbook data collection (student demographics, SLC structures and strategies, reading, math, graduation, postsecondary placement, other outcomes) • Executive Summary (1-2 page overview of achievements and continuing challenges) • Project Narrative (data and narrative aligned with measureable objectives and performance indicators) • Budget Report (standard form) • Budget Narrative (how funds were spent by category) • External evaluator report (if applicable)

  11. Student Achievement Achievement Indicators (2005/06 Baseline year for all achievement indicators except OAKS. Due to benchmark recalibration, 2006/07 is the earliest valid year for OAKS performance comparison.) Increase by 5% the number of students taking rigorous coursework, as defined by Advanced Placement and dual high school/college credit enrollment. 2) Increase by 10% the number of students performing in the “meets” and/or “exceeds” range on Oregon Assessment of Knowledge and Skills (OAKS) in reading and math. 3) Maintain an Oregon University System persistence rating that is above state average. 4) Increase by 5% the number of students receiving personalized support (supplemental instruction) in math and reading.

  12. Student Engagement Achievement Indicators (2005/06 Baseline Data for all achievement indicators.) Increase by 20% the number of business partnerships and internship opportunities. Increase by 10% the number of students engaged in and completing career pathway coursework. Reduce the freshman fail rate to at or below 10%, increase the attendance rate to 94%, reduce administrative referrals by10%, increase the graduation rate to 82%, and increase postsecondary enrollment to above state average.

  13. Relationships Achievement Indicators (2005/06 Baseline year for all achievement indicators. No baseline data for indicators 3 and 4.) Increase by 15% the number of students participating in school-based clubs, sports, the afterschool program, and other activities. Establish a required PAWS (Pro Academic Ways to Success) class as part of freshman teams. At least 85% of freshman students, on average, will report that they had a positive relationship with their team teachers. Increase by 2% the number of students reporting they had a positive learning experience at MHS, as measured by senior exit surveys.

  14. School Culture Achievement Indicators (2005/06 Baseline year for all achievement indicators. No baseline data for indicator 3.) Increase by 20%, annually, the number of staff implementing Common Formative Assessments. Increase by 20%, annually, the number of staff engaged in collaborative work. Increase by 5%, annually, the percentage of students reporting that MHS provided a safe learning environment, as measured by senior exit surveys. Implement a daily bell schedule that supports enhanced credit opportunities.

  15. “ . . . An abundance of thanks for your work as project director in heading up the very successful SLC project at MHS. Please extend our gratitude to the teachers, students, and administrators who are inspirational to those of us at the Department of ED who read about your successful activities. As I read through the APR, I found myself continually impressed by McMinnville’s goals and success in meeting the goals . . . The goals are huge—they go to the heart of educating kids—and your success is outstanding! I have great faith in your summary comments that ‘student performance indicators validate our project, and the majority of our staff is committed to our reform. SLC structures and strategies are now ingrained in our school culture.’ In summary, the SLC Project within the Office of Elementary and Secondary Education is very pleased with the substantial progress McMinnville has made as a smaller learning community.” --SLC Program Officer, U.S. Dept. of ED

More Related