A Teacher's Guide for Getting Serious About the System
A Five Phase Process for Educational Transformation
1st Edition
Published on 9. August 2012
Book
Paperback/Softback
96 pages
978-1-4522-0512-0 (ISBN)
Description
Real change comes from teachers and administrators working together
It may take a village to raise a child, but it takes a community of educators to improve a school-a community that includes administrators and teachers in different, but equally important, roles. A district's changes can only show results once their improvements reach the classroom. At the same time, teachers need support from their districts to make their own changes have lasting impact.
In this brief companion book to Getting Serious About the System: A Fieldbook for District and School Leaders, you will get the background and see exactly where you as a teacher or other stakeholder fit in the process of implementing solutions system-wide. You'll also learn about
The research behind the Working Systematically approach, which focuses on healthy organizational cultures, professional development, innovation, and accountability
The goals of the approach, which include addressing components and competencies at all levels
A five-phase process for implementing a systemic improvement plan at the district, school, and classroom levels
Teachers don't need another "quick fix" that gives a temporary boost to school performance-they need comprehensive guidance for making meaningful change that will last. Getting Serious About the System enables educators at all levels to work together, share leadership, and create a culture that values collaboration, continuous learning, and professional respect and trust.
It may take a village to raise a child, but it takes a community of educators to improve a school-a community that includes administrators and teachers in different, but equally important, roles. A district's changes can only show results once their improvements reach the classroom. At the same time, teachers need support from their districts to make their own changes have lasting impact.
In this brief companion book to Getting Serious About the System: A Fieldbook for District and School Leaders, you will get the background and see exactly where you as a teacher or other stakeholder fit in the process of implementing solutions system-wide. You'll also learn about
The research behind the Working Systematically approach, which focuses on healthy organizational cultures, professional development, innovation, and accountability
The goals of the approach, which include addressing components and competencies at all levels
A five-phase process for implementing a systemic improvement plan at the district, school, and classroom levels
Teachers don't need another "quick fix" that gives a temporary boost to school performance-they need comprehensive guidance for making meaningful change that will last. Getting Serious About the System enables educators at all levels to work together, share leadership, and create a culture that values collaboration, continuous learning, and professional respect and trust.
More details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 280 mm
Width: 216 mm
Thickness: 6 mm
Weight
271 gr
ISBN-13
978-1-4522-0512-0 (9781452205120)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Before retiring from SEDL in October, 2010, D'Ette F. Cowan led Texas Comprehensive Center efforts to assist state and intermediate agencies in providing high-needs districts and schools with technical assistance that is systemic in nature. In her 12-year career at SEDL, she also assisted low-performing districts and schools throughout a five-state region to improve student learning, and investigated strategies for transforming schools into professional learning communities. Currently, Cowan serves as a consultant to SEDL on a variety of projects.
As one of the researchers and authors of Working Systemically in Action: A Guide for Facilitators, she has had first-hand experience in helping district and school leaders apply a systemic approach to improve learning outcomes for students. Her study of professional learning communities over her career has included conducting and applying research and presenting findings at conferences and in books and journals. She has authored chapters and articles in Demystifying Professional Learning Communities: School Leadership at Its Best; SEDL Letter; Journal of School Leadership; and Learning Together, Leading Together. Prior to joining SEDL in December 1997, she served as a junior high school teacher and an elementary school principal. Her continuing research interests include leadership for change, systemic improvement, and professional learning communities. Stacey Joyner is a Program Associate at SEDL-a nonprofit education research, development, and dissemination corporation based in Austin, TX. She participates in efforts to build state education staff capacity to serve districts and schools. She is the former editor of the USDE's Reading First newsletter The Notebook, and former editor of the Texas Comprehensive Center's newsletter Texas Focus. She is co-author of SEDL's Working Systemically in Action, a comprehensive process for school improvement.
Prior to joining SEDL, Ms. Joyner served as the Reading Coordinator for the Idaho State Department of Education. She has 11 years of teaching experience. She has served as a reading specialist and teacher trainer for the Clark County School District in Las Vegas, Nevada.
Ms. Joyner holds a BA in Elementary Education from Idaho State University and an MEd in Curriculum and Instruction from the University of Nevada at Las Vegas. She is currently a doctoral student at the University of Texas at Austin.
Shirley Beckwith is a Communications Associate with SEDL's Texas Comprehensive Center (TXCC). She provides editorial review of training materials and resources used in meetings hosted by the TXCC and prepares materials for submission to national evaluators. She also provides and reviews content for the TXCC Web site. She has been involved in several revisions of the Working Systemically approach, including the 2008 Working Systemically in Action: A Guide for Facilitators and a conversion of the process into a scripted training manual for school support teams.
Prior to joining SEDL Ms. Beckwith worked for several years at the University of Texas LBJ School of Public Affairs as the coordinator and researcher for the Guide to Texas State Agencies. Ms. Beckwith has a master's degree in Library and Information Science.
As one of the researchers and authors of Working Systemically in Action: A Guide for Facilitators, she has had first-hand experience in helping district and school leaders apply a systemic approach to improve learning outcomes for students. Her study of professional learning communities over her career has included conducting and applying research and presenting findings at conferences and in books and journals. She has authored chapters and articles in Demystifying Professional Learning Communities: School Leadership at Its Best; SEDL Letter; Journal of School Leadership; and Learning Together, Leading Together. Prior to joining SEDL in December 1997, she served as a junior high school teacher and an elementary school principal. Her continuing research interests include leadership for change, systemic improvement, and professional learning communities. Stacey Joyner is a Program Associate at SEDL-a nonprofit education research, development, and dissemination corporation based in Austin, TX. She participates in efforts to build state education staff capacity to serve districts and schools. She is the former editor of the USDE's Reading First newsletter The Notebook, and former editor of the Texas Comprehensive Center's newsletter Texas Focus. She is co-author of SEDL's Working Systemically in Action, a comprehensive process for school improvement.
Prior to joining SEDL, Ms. Joyner served as the Reading Coordinator for the Idaho State Department of Education. She has 11 years of teaching experience. She has served as a reading specialist and teacher trainer for the Clark County School District in Las Vegas, Nevada.
Ms. Joyner holds a BA in Elementary Education from Idaho State University and an MEd in Curriculum and Instruction from the University of Nevada at Las Vegas. She is currently a doctoral student at the University of Texas at Austin.
Shirley Beckwith is a Communications Associate with SEDL's Texas Comprehensive Center (TXCC). She provides editorial review of training materials and resources used in meetings hosted by the TXCC and prepares materials for submission to national evaluators. She also provides and reviews content for the TXCC Web site. She has been involved in several revisions of the Working Systemically approach, including the 2008 Working Systemically in Action: A Guide for Facilitators and a conversion of the process into a scripted training manual for school support teams.
Prior to joining SEDL Ms. Beckwith worked for several years at the University of Texas LBJ School of Public Affairs as the coordinator and researcher for the Guide to Texas State Agencies. Ms. Beckwith has a master's degree in Library and Information Science.
Content
SEDL's Working Systemically Approach: A Process Grounded in Research
The Working Systemically Approach: Levels, Components, and Competencies
Levels of the System
Components of the System
Competencies for Working Systemically
The Working Systemically Approach in Action
Working Systemically Phases
Phase I: Understanding Systemic Improvement
Study the Approach
Collect and Analyze Preliminary Data
Present the Approach at the School Level
Commit to Systemic Improvement
Phase II: Analyzing the System
Form the District and School Leadership Teams
Begin the Comprehensive Needs Assessment
Conduct a Gap Analysis (reference to System Examination Tool: Appendix 1)
Begin the Process at the School Level
Formulate Problem Statements
Describe the Ideal State
Review District Initiatives
Continue the Process at the School Level
Phase III: Planning Action
Investigate Research-Based Practices
Explore the Professional Teaching and Learning Cycle (PTLC)
Review Progress Made to Date and Existing Plan
Develop a District Improvement Plan (reference to Leadership Self-Assessment Tool: Appendix 2)
Formalize and Communicate the District Plan
Develop School Improvement Plans
Phase IV: Taking Action and Monitoring Progress
Implement and Monitor the Improvement Plans
Provide Leadership for the Improvement Work
Address Unique Challenges as They Arise
Phase V: Assessing and Reflecting on Outcomes
Analyze and Reflect on Evidence of Implementation and Impact
Decide on a Focus for Continuing the Improvement Work
Recognize Work, Progress, and Accomplishments
Getting Serious About the System: What It Takes
The Working Systemically Approach: Levels, Components, and Competencies
Levels of the System
Components of the System
Competencies for Working Systemically
The Working Systemically Approach in Action
Working Systemically Phases
Phase I: Understanding Systemic Improvement
Study the Approach
Collect and Analyze Preliminary Data
Present the Approach at the School Level
Commit to Systemic Improvement
Phase II: Analyzing the System
Form the District and School Leadership Teams
Begin the Comprehensive Needs Assessment
Conduct a Gap Analysis (reference to System Examination Tool: Appendix 1)
Begin the Process at the School Level
Formulate Problem Statements
Describe the Ideal State
Review District Initiatives
Continue the Process at the School Level
Phase III: Planning Action
Investigate Research-Based Practices
Explore the Professional Teaching and Learning Cycle (PTLC)
Review Progress Made to Date and Existing Plan
Develop a District Improvement Plan (reference to Leadership Self-Assessment Tool: Appendix 2)
Formalize and Communicate the District Plan
Develop School Improvement Plans
Phase IV: Taking Action and Monitoring Progress
Implement and Monitor the Improvement Plans
Provide Leadership for the Improvement Work
Address Unique Challenges as They Arise
Phase V: Assessing and Reflecting on Outcomes
Analyze and Reflect on Evidence of Implementation and Impact
Decide on a Focus for Continuing the Improvement Work
Recognize Work, Progress, and Accomplishments
Getting Serious About the System: What It Takes