Docstoc

The Capacity Building Model

Document Sample
The Capacity Building Model Powered By Docstoc
					The Capacity Building Model:
   …..Strategies for continuous and sustainable
   improvement




                                                           Presented By:
                                             Louie Rocha, Principal, Antioch High school
                                         Jason Murphy, Asst. Principal, Antioch High school
                                      Fal Asrani, Ed.D, Administrator of High School Reform,
                                                   Antioch Unified School District
                           Four
                       Intervention
                        Models for
                        PI schools




Turnaround                            School
             Restart                            Transformation
  Model                               Closure
              Mode                                  Model
                                       Model
Antioch High School Intervention Model for School Wide
                        Reform




                      Capacity
Turnaround Model       Building   Transformation Model
                       Model
                         Capacity Building Model
                                                              Recognition of the
Courageous                         Identify the                                               Development of a
                                                                Urgent Need
Conversations                     Critical Areas                                              Vision for School
                                                            for Structural Reform
                                  for Follow Up                                                    Reform




                                              Implementation of a
                                               Strategic Focus on
                                                  Organization
                                                   Coherence




                                                   Expectation of                     Expanded
           Strategic Leadership                      Academic                          Student
                                                     Excellence                     Interventions
                                  Courageous Conversations

   Site administration reflection on existing organizational culture


                                                       Team members were unable to identify the team’s purpose


                                                          Meetings were inconsistent in their content and focus.


                                                  Broad participation in leadership decisions produced minimal results


                                                              There was talk but not much communication


                                                Sidebar comments and conversations occurred privately after meetings.


                                                             Leader was perceived to be making all decisions


                                                Members were confused and often disagreed about roles or assignments


                                                           Key people outside the team were not cooperative



Breaking Ranks II, 2004, p. 26                          The team failed to initiate a process to assess its progress
                                 Recognition of the Urgent Need for Structural Reform

                                                 Conflict and
                                                 disagreement       Change
                                                      are            takes
                                                 fundamental          time
                                                    element

                                                                                  Failure to
                                                                                 implement
                                 People view
                                                                                   doesn't'
                                   change
                                                                                always imply
                                  differently
                                                                                  rejection

                                                 Assumptions About Change


                               People will                                       Don’t expect
                             often a degree                                      all people to
                              of pressure                                          change at
                                to change                                       the same time

                                                Understand that
                                                Change can be     Be prepared
                                                 a discouraging        for
                                                       and          “analysis
Breaking Ranks II, 2004, p. 20
                                                   Frustrating     paralysis”
                                                    Process.
         Critical Areas for Follow Up at AHS

                                                    Absence of a
                                                    Distributed
                      Ineffective communication   Leadership model    Lack of collaborative
                       between all stakeholders                       discussions around
                     (Administration, Teachers,                            curriculum
                           Students, Parents                                alignment

   Ineffective use
          of                                                                                  Lack of clear leadership
    instructional                                                                                  roles crippled
       minutes                                                                                    administrative
                                                                                                     efficiency

                                                       AHS
                                                                                                    Inadequate
    Absence of a                                                                                  establishment
  needs-driven staff                                                                            and maintenance
development calendar                                                                            of a college going
                                                                                                      culture


                      Decision making relied                          Increased community
                       on anecdotal data in                              concerns around
                         lieu of rigorous                                safety and lack of
                          outcome data.           Limited resources        accountability
                                                      for student
                                                     interventions
Reform Initiatives
                     Optimized usage of
                     Instructional Time
                      Reorganization
                      of admin. duties
                     Collaboration across
                     grades and subjects
                     Increase in stakeholder
                     participation
                     Infusion of Technology
                     for Communication
                     Distributive Leadership

                     Introduction of student
                     Interventions Services
                                               Vision For AHS Reform

                                                            Use surveys,
                                                         Mappings, student
                                                          questionnaires,
                                                          parent surveys,
                                                       and community forums




           Understand district,
                                                                                                   Principal creates
            state, and federal
                                                                                                         a site
              mandates and
                                                                                                   based leadership
           Communicate them
                                                                                                         team
                  to staff                               Development of
                                                         vision, direction,
                                                           and focus on
                                                         student learning




                                                                                   Identify
                                                                              a mentor principal
                                Become an active
                                                                                who has done
                              member of professional
                                                                               this before and
                                 organizations
                                                                                 learn from
                                                                                 him or her


Breaking Ranks II, 2004, p. 61
Identification of Strategic Organization Coherence




We believe that we are all accountable for the
performance of all our students. In order for our
     students to obtain rigorous grade level
   curriculum and attain mastery, we need to
create organizational coherence that ensures
 equal access to close the achievement gap.
                         Strategic Leadership for Learning
                                     Moving from Losing to Leading




                                                        Reconfiguration of administrative
                                                         responsibilities with focus on
                                                         instructional leadership in classroom
                                                         and curriculum.

                                                        New delivery of guidance and
                                                         counseling services

                                                        Expansion of the School Leadership
                                                         Team to include Technology, Testing,
                                                         ELL coordinators within the FTE
                                                         allocations with expanded roles for
                                                         Department chairpersons.

                                                        Engagement of all stakeholders
                                                         through roundtable forums.


The Learning Leaders, Reeves, 2006
                     Expectation of Academic Excellence

   Departmental and subject specific release time.

   The Wednesday schedule is revised to promote
    departmental collaboration focused on instruction.                       Collaboration

   Teachers are now developing common subject grading
    rubrics.

   Departments are developing common grading policies

   Teachers are reviewing grading common assessment and
    grading distributions and using the results of their                                      Common
    analysis to drive instruction.                              Common         Common          Subject
                                                               Assessments   Subject Rubric   Grading
   Pathway Schools – EDGE                                                                    Practices

   Raise API: Targeted activities school wide & core depts.



                                                                               Improve
                                                                                student
                                                                             achievement;
                                                                             raise student
                                                                              proficiency
Building A College Going Culture With Expanded
             Student Interventions
                                  Interventions:
                                     CAHSEE tutoring after school
             College                   for sophomores
             Going
             Culture
                                     Read 180
           Focus on                  After-school Credit Recovery
            Student                  Cyber High Online Curriculum
         Achievement &
          Outcomes                   Algebra 1A Support Curriculum
                                     ZAP (After school work)
        Increase Student
           Engagement                College Nights by Grade Level
                                     Summer Bridge Program
      Increase Instructional         Summer AP Prep Academy
              Rigor                  Smartthinking.com
                                     Special Education: “Push-In-
                                       Model”
  School Culture and Climate
                                       Increase in Weekly SART Meetings.
                                       Increase in of #SST.
              NEXT STEPS AT AHS




                    In-house Leadership Training
                              Program


Training with YIN                           Vice Principal Leadership




    Data Conversations with Community

                                    Initiatives to Increase four-
                                     year College Admissions

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:138
posted:5/9/2011
language:English
pages:14