Transcript Adopting the Iowa Core

Adopting the Iowa Core
CSL Working Group
Nov. 10, 2009
School Context
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Medium Sized High School
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Little experience with 2nd Order Change
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50% of faculty have been at the school 10+ years
10% of faculty are eligible for retirement this year
10% of faculty are in their first year of teaching
60% of faculty have a Master’s Degree
Existing Structures
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Inclusive Schools, Highly Qualified Teacher
Faculty Attributes
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75% student population receives free and reduced
Previous leadership teams (from old administration) are being revamped
Recent cuts to block scheduling, co-teaching
Teaching loads increased and reassignment of duties
Other Relevant Factors
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Administrator new to district, was not a core content instructor
Administrator has participated in walk through training
Leadership Factors and Actions
• Administrator will be focus of initial leadership
development.
• Principal clearly understands the vision of Iowa Core.
Principal has studied the research and has buy in.
• Principal has lead professional development during opening
day activities with the faculty in the area of Iowa Core.
• Principal will increase his understanding with his faculty.
• Principal will be accessible and visible to the faculty,
encouraging and engaging to determine what type of
leadership the faculty needs.
• Development of leadership team to study the Iowa Core
Curriculum.
• GPAEA support for administrator by engaging in
conversations around previous data, the emotional pulse
of the faculty in regards to implementing the Iowa Core,
faculty buy in.
• Administrator using effective communication with the
faculty and students, making connections with the Iowa
Core.
Timeline for Administrator
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July: reading “everything” about Iowa Core Curriculum, intellectual stimulation,
attends community events, communication, familiarizes self with community,
makes connections to SAI mentor and asks questions about developing building
leadership teams, reviews what school has done with ICC STUDY
August: individual meetings with faculty, optimizer, invites specific teachers to join
leadership team to develop ICC, highly visible at registration, culture, shares key
points of his visions, ICC, ideals and beliefs, about schooling, teaching and
learning, collects informal data about where the faculty would like to be in 5 years,
change agent, review/revise structures, rules and procedures for teachers staff and
students, order , sets meeting dates for leadership team STUDY- DO-PLAN
September: with leadership team develops survey of quality service for students
and parents, flexibility, develop PLCs about effective practices, intellectual
stimulation, part of each staff meeting time is dedicated to studying ICC
documents, Knowledge of curriculum, instruction, assessment, meeting with
GPAEA consultants to review data, develop action plans with leadership team
based on data review, purposefully meets with community groups to discuss ICC,
visibility in social areas to collect data and connect with students , communication,
walk through to collect data, monitor and evaluate DO
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October: administer the survey at parent teacher conferences, communication,
input, organize and analyze data with leadership teams, continue walk-throughs
gathering data on current status on ICC and visibility measures, share walk
through data related to ICC, ideals and beliefs, survey data and create action plans
with the leadership team, set priorities, communication, input DO-STUDY-PLAN
November: leads first “gap analysis” with essential concepts and skills, PLCs begin
to study the 5 CEIs, leadership team studies CEI in depth and begins to develop
criteria for own school, principal begins to collect evidence of CEI in walk throughs,
monitor and evaluate STUDY
December: continue work on understanding 5 CEIs, administrator hosts the
holiday party to celebrate work done this year! optimizer