The State Role in School Turnaround
Emerging Best Practices
1st Edition
Published on 1. March 2014
275 pages
978-1-62396-672-0 (ISBN)
Description
With chapters written by leading researchers and practitioners actively engaged in the work, this Edited Volume examines the role of the state education agency in school turnaround efforts. An emphasis is placed on practical application of research and best practice related to the State Education Agency's (SEA's) critical leadership role in driving and supporting successful school turnaround efforts.
The Edited Volume is organized around the Center on School Turnaround's four objectives, with sections devoted to each:
1. Create a Pro-Turnaround Statutory and Regulatory Environment
2. Administer and Manage Turnaround Efforts Effectively
3. Provide Targeted and Timely Technical Assistance to Local Educational Agencies and Schools
4. Advocate and Lead to Build Support for Local Turnaround Efforts
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03/2014
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Content
- Cover
- Half title page
- Copyright page
- Title page
- Series page
- Acknowledgements
- Table of contents
- Foreword
- Why focus on policy?
- Set sights high
- Clear policy barriers
- Get serious about talent
- Creating a real "or else
- Demand sustainability
- Conclusion
- Introduction to the state role in school turnaround: emerging best practice
- Advocating and building support for schools and districts as they work to turn around the lowest performing schools
- Creating a pro-turnaround statutory and regulatory environment
- Administering and managing turnaround efforts effectively
- Providing targeted and timely technical assistance to schools and districts
- Evolution of school turnaround
- School performance as a national issue
- Improving low-achieving schools
- Comprehensive school reform demonstration program
- Restructuring under the elementary and secondary education act
- The advent of turnaround literature and programs
- School improvement grants
- U.S. department of education turnaround principles
- Elementary and secondary education act: flexibility waivers
- Center on school turnaround
- Conclusion
- References
- A. Advocate and lead
- Leveraging the bully pulpit: optimizing the role of the chief state school officer to drive, support, and sustain school turnaround
- Introduction
- Chief in charge
- Relationship with the state board of education
- Leveraging the bully pulpit
- Communicate a sense of urgency and commitment
- Internal communication
- External communication
- Leverage social media
- Drive school turnaround policy agenda
- Address policies that undermine school turnaround efforts
- Streamline planning, reporting, and compliance
- Create and activate consequences for failure to change
- Allocate resources in line with priorities
- Develop a structure to support school turnaround
- Evaluate and refine state support structures
- Conclusion
- Action principles
- References
- Engaging local school boards to catalyze, support, and sustain school turnaround
- Engaging local school boards in school turnaround efforts
- Policy context
- Key responsibilities of local school boards
- Correlation between school board actions and student outcomes
- State role in optimizing school boards in school turnaround
- Prioritize role of school boards
- Develop policies and allocate resources to support school board member training
- Develop policies to support school board member training
- Training approaches
- Establish meaningful accountability mechanisms
- Conclusions
- Action principles
- References
- B. Create a pro-turnaround environment
- Succesful school turnarounds through labor-management partnerships: the role for state education agencies
- School turnarounds and resistance to change
- Labor-management collaboration and its impact on school quality
- The purpose of collaboration
- The impact of labor-management collaboration
- State and regional efforts to promote labor-management collaboration
- Massachusetts
- California
- Illinois
- The teaching union reform network
- Summary
- Action principles
- References
- Building human capital pipelines: examining the role of the state education agency
- The need for effective talent pipelines in education
- What is a "talent pipeline"?
- The sea and district talent pipelines
- The district leader perspectives: what has worked, what has not
- State-level standards and credentials
- Credentialing standards
- Supervising institutions of higher education
- Leverage state resources to the benefit of all districts
- Leveraging a broad perspective
- Provide technical assistance for recruitment and selection
- Recruitment
- Selection
- Providing forums for function areas
- Providing data and informations: making connections for district leaders
- Conclusion
- Action principles
- Talent pipeline resources
- References
- The state's role in supporting data use to drive school turnaround
- Building a structure to foster data use
- Set clear expectations
- Provide rigorous common interim assessments
- Provide access to a robust data collection system with clear outputs
- Encourage districts to create structured time for collaboration and analysis
- Deliver ongoing professional development and support aligned to the districts' data-driven instructional needs
- Make additional efforts to build data-driven leadership capacity
- Provide embedded follow-up
- Conclusion
- State leader action principles
- References
- C. Administer and manage state turnaround
- The state of the state: new sea structures for a new approach to turnaround
- Emerging knowledge base
- The practice continuum
- Sea structural challenges
- Support systems and state-level intervention
- Examples from the field and concrete practices
- Action principles for seas
- References
- State approaches to turnaround in esea flexibility plans
- Background
- School improvement grants 2.0: 2010-2013
- Esea flexibility waivers
- State flexibility plans
- Idaho
- Massachusetts
- Tennessee
- The achievement school district
- Lea innovation zones
- Washington state
- Conclusions
- Action principles
- References
- Leveraging technology to accelerate school turnaround
- The use of technology to personalize learning and improve instruction
- The use of technology to increase motivation
- The use of technology to improve access
- The use of technology to increase motivation
- The use of technology to improve access
- The use of technology to track, measure, analyze, communicate, and respond to data
- The use of technology to improve teacher training
- The use of technology to streamline systems and processes
- The use of technology to understand learning and performance analytics
- Action principles
- References
- Evaluating the state turnaround strategy
- Literature review
- Lessons learned
- Data do not necessarily provide information for action
- States can move beyond compliance monitoring to sharing responsibility for turnaround
- Turnaround involves many aspects of the system, thereby making alignment and coherence even more essential
- Timing is everything
- Summary
- Action principles
- References
- D. Provide technical assistance to leas and school
- Engaging state intermediate agencies to support school turnaround
- Education service agencies
- Leveraging an esa to extend sea capacity
- The texas story
- The texas turnaround leadership academy
- Design of the texas turnaround leadership academy
- Implementation challenges
- Program lessons to date
- Action principles
- References
- Navigating the market: how state education agencies help districts develop productive relationships with external providers
- Defining the sea role
- Recruiting and vetting external partners
- Sea example: massachusetts
- Monitoring and holding leas accountable
- Supporting implementation
- Sea example: colorado
- Sea example: virginia
- Building the external provider market
- Sea example: massachusetts' investment fund
- State example: virginia's lead turnaround partner partnership
- State example: illinois' state system of support
- Emerging lessons from the field
- Action principles
- Resources
- Turnaround communities of practice: addressing the urgency
- Review of literature: what do we know?
- Conceptual framework for state-initiated cops: a blended approach
- Potential for communities of practice
- Examples of state-created communities of practice
- Nevada sig group
- Washington leadership network
- Michigan doe cops partnership
- Action principles
- Resources
- References
- Fostering success for english learners in turnaround schools: what state education agencies need to know and be able to do
- Defining english learners and the el subgroup: fundamental considerations
- A dynamic subgroup
- Language proficiency, academic performance, and time
- Next-generation standards, assessment, and accountability
- Recommendations
- Action principles
- References
- Building rural district capacity for turnaround
- Background
- Strengths of rural communities
- Obstacles to school turnaround in rural leas and schools
- Student motivation to learn in rural schools
- Professional practice in rural schools
- Lean and low-capacity leas and schools
- Human capital in rural schools
- Human capital in rural leas
- Access to technical assistance and professional development
- Overcoming the obstacles
- Staff recruitment and retention
- Staff development
- Staff evaluation
- Distance technologies
- Conclusions
- Action principles
- References
- Big sky hope: how montana's sea supports turnaround in american indian schools
- Launching montana schools of promise
- Strategic approaches
- Ongoing challenges
- Where do we go from here?
- Action principles
- References
- Building leadership capacity in native american schools: the principal leadership academy
- The need for change
- Topics and components of pla
- Mentoring
- Site visits
- Leadership teams
- Rapid improvement leader plan
- The wrap up
- Lessons learned for future cohorts
- References
- Authors' biographies
