I recently
interviewed for and was offered one of the Turnaround Coach positions by the
New Jersey Department of Education in the Regional Achievement Centers. They
required each interviewee to write a one-page outline on what experience they
have in turning underperforming students and schools into high preforming. You were asked to prioritize two (2) major
leverage points of interventions. (Keeping to one page was a very trying task
but here it is)
The two leverage
points I focused on were School Culture
and School Leadership. It is clear from my experience and arrival to the
district that the reason the school was underperforming because administrators
were spending most of our time dealing with student management and disruptive
behaviors. Without a safe, harassment, bullying, and intimidation free environment
no learning can or will take place. This leads to a lack of leadership in the
following areas; observation, evaluation, curriculum focus, quality meeting
time for PLC groups, and lesson plan reviews.
Our first step is
to develop a clear mission and vision for high expectations, to include
operating principles, operating rules, operating assumptions, and
non-negotiable standards. Ensuring effective school and district leadership
with a shared commitment is paramount for successful execution to change. You
need to develop of a team of administrators and teachers to cultivate a
systemic process, through shared leadership capacity, to create a healthy,
safe, and supportive learning environment is crucial for any intentional focus
on improving learning.
The next step was
to revise the entire code of conduct. It was evident that the current code of
conduct was not deterring any inappropriate behaviors in the school. The code
of conduct needed to have a progress set of consequences to deter repeat
behavior, which must include detention (Ex. 1hr, 3hr, Saturday), in-school
suspension, out of school suspension, superintendent hearings, and expulsion.
Following the
code of conduct we revise the attendance policy and procedures making absences,
lateness to school and class, cutting class and school more consequential. You
can have the best teachers in the world, but if a student is not in class, is
late to class or is disruptive to the class, no learning can take place. A
progressive set of consequences are need including detention (Ex. 1hr, 3hr,
Saturday), in-school suspension, taking the parents to court for unexcused
absences, and removal of class credit.
The next key
step to assist the administration was guidance to implementing the above
strategies. To design these changes, the leadership needed to recruit
stakeholders from the entire school community, administrators, parents,
teachers, and students who are willing to develop a very strict code of conduct
and attendance policies and procedures. Once these measures were in place, we
focused on administering the changes, using technology, to assist in managing
the day-to-day operation of the school.
1.
Student
management system to track, attendance by period, discipline, detentions in a mobile
platform so it is always at the administrators finger tips
2.
Instillation
of security cameras in all common areas, hallways, stairwell, outside every
bathroom, gym and cafeteria.
3.
Assistance
in administering the code of conduct and attendance policy, it must be
consistent, fair and firm.
4.
Develop
time management skills, managing a calendar, and managing a typical school day.
5.
Develop
a school year schedule for observations, PLC meetings, Walkthroughs, lesson
plan review, and other school level meetings.
6.
Eliminate
any structures that do not work
7.
Use
the design-loop theory on all aspects of the school.
The following
steps were taken once the successful transition of the above changes had
occurred:
1.
Design
curriculum and instruction with the NJCCS and CCCS to assess student work and
evaluate teachers
2.
Increase
instructional time for reading and mathematics
3.
Substantial
investment in professional development for teachers that focus on instructional
practices to help students meet academic standards
4.
Comprehensive
system to monitor individual student performance and to provide help to
struggling students before they fall behind
5.
Parental
involvement effort to get students to meet standards
6.
District
accountability systems with real consequences for adults
7.
Use
of assessments to guide instruction and serve as a healthy part of everyday
teaching and learning
Our work is not complete, nor should it ever be, we are continuing to improve each year!
