Beruflich Dokumente
Kultur Dokumente
TABLE OF CONTENTS
Introduction Year 2020 goals What it will take The Direction Course 267, mark 5 Operating principles Key targets and indicators Key operational expectations Achievement targets Key Actions Attachments A Effective District Planning Diagram B Support-Results Diagram C Superintendents Cabinet D Superintendents Core Team E Dept. of School Leadership Structure F Strategic Feeder Group Structure 5 6 7 9 11 13 16 18 19 24
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Destination 2020
The Dallas ISD Plan
The Dallas Independent School District has steadily improved over the last several years. Student achievement, as measured by the state TAKS exams, has improved in a number of core areas and the graduation rate has climbed from 62.5% in 2007 to 74.6% in 2011. The percentage of Dallas ISD students performing at college-ready levels (TAKS Commended) has increased in each of the last five years. Students, staff, and community members can be proud of the Districts successes and the foundation school leaders have laid which will allow the organization to move from good to great.
Much more to do
We have much more to do. We still have a low graduation rate and many of the students who graduate are not college or career ready. Our achievement gaps are too large, and not all students are getting the best education we can possibly provide. A quick review of schools and an analysis of District data reveal that the quality of instruction can be improved and that leadership capacity is low. Dallas ISD is not working systemically and has the potential to be much more effective. The organization is fairly traditional and is far from adaptive. The last point is important because the educational landscape is changing quickly. It is also clear that the Year 2020 workplace will require different skills and enhanced abilities to think critically and work in teams. Given that a more global environment and flatter world require a higher level of education and rigorous, year-2020 skills, we must expect more of our students and challenge ourselves to prepare them for post-secondary education and the Year 2020 workplace. We need to create a collegegoing mindset.
We need to expect our students to have the skills and proficiency needed to continue their education after high school. We need to convince our parents and community that college is within the reach of our students. We need to follow through on the notion that a student who can read, communicate well both verbally and in writing, do math, and demonstrate proficiency in Year 2020 skills such as working in teams, information literacy, and economics, will not only be better able to enter college, but, should the student choose not to go to college, be better able to enter the vocational trades. A Destination 2020, The Dallas ISD Plan, revised 4 May 2012 Page 5
vocational education program can no longer mean that a student does not attain proficiency in the core subjects and a Year 2020 curriculum.
By the Year 2020, Dallas ISD will have the highest college- and career-ready percentage of graduates of any large urban district in the nation.
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In particular, by September 2020, we expect: 90% of our students to graduate on time 60% of our students attain a 21 or higher composite score on the ACT exam or SAT of 1110 on Reading/Math 80% of our students to be proficient on the Year 2020 workplace readiness assessments1 90% of our students to enter college, the military, or a career-ready job straight from high school
We will not reach our goal if we continue to conduct business as usual. A transformation is needed, and time is against us. We need to do things differently. We need to challenge ourselves, our students, our parents, and our community. Most of all we have to work together, and we have to work In short, it will take leaders and heroes at all levels. Nothing short of that will do. in reinforcing ways. We have to commit to a common vision, common goals, and common beliefs. We will need Board members, Core Team members, and building level administrators who are willing to lead and make the tough decisions few others are prepared to make. We will need to place student needs above adult issues. And we will need to recruit, develop, and retain the best teachers and support staff in the nation. In short, it will take leaders and heroes at all levels. Nothing short of that will do.
These assessments will be designed by the business and non-profit communities and will include critical thinking, communications, teamwork, information literacy, technology skills, and work ethic
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Core Beliefs will undergird its actions and keep us focused on students. When the chips are down, our Core Beliefs will keep us strong and keep us united. We will tie our actions and behaviors to our Core Beliefs, for if beliefs are not practiced, they will not become habit. If they are not manifested in observable behavior, they will remain words on a page. The following are our proposed Core Beliefs:2
While an organization should continually work on its Core Beliefs, those beliefs will mean very little without a clear direction to our destination. Dallas ISDs new direction will be Course 267, mark 5.
The Superintendent will get input from the Board, key administrators, and teacher leaders on the Core Beliefs.
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Effective teachers
Our path to our destination includes placing an effective teacher in front of every child. We have to focus on improving the quality of instruction and raising student achievement. Mike Schmokers Results Now on the importance of instruction (and how
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poorly it is monitored) preceded more recent research noting the primacy of effective instruction.3 The ultimate goal is to place an effective teacher in front of every child. While teachers in DISD are working hard and are committed to children, a quick review of instruction and discussions with instructional leaders in Dallas reveal that the quality of instruction is inconsistent and that good instruction is not pervasive in many schools. As curriculum alignment is the number one factor in raising student achievement (Marzano, 2005), we will ensure that teachers know what students are supposed to know and be able to do, that the lesson activities are directly tied to those standards and objectives, and that the student is able to demonstrate that he has learned what he is supposed to have learned. Aligning the curriculum is particularly important because Texas has new (STAAR) standards and objectives.
Effective principals
Our direction is also one in which we develop the strongest principal corps in the nation. I know of no large-scale education transformation that has taken place without the development of principals into effective instructional leaders. Principals are key to reform. Our principals will receive enormous support and professional development. The entire system will be geared to supporting principals and helping them improve the quality of instruction and raise student achievement. Attachment B provides a visual representation of how our system will be focused on support and results. (An excerpt from that representation is to the right.) The pressure of change and transformation will be greatest on the principals, and they need to know that up front. While we will provide the best support and professional development any principal in the State could hope to receive, they will have only one year to demonstrate that they have the capacity and what it takes to lead change and to improve the quality of instruction. The entire central office system will be designed to support schools as teachers and principals try to accomplish three main goals:
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1) Improve the quality of instruction 2) Raise student achievement 3) Create a positive school culture and climate
Operating principles
A struggling organization will work more effectively with clear vision and clear direction. But that will not be enough. A struggling organization will not be able to move quickly toward the destination unless it attends to and follows some key operating principles. The best urban school district in the nation will: Reinforce Core Beliefs. An organization not only needs to identify its Core Beliefs, but it must coach staff members on how those beliefs manifest themselves in the workplace. Expand leadership density. Leadership matters; it is the glue that holds the whole system together and ensures mission accomplishment. An effective organization works to expand leadership at all levels. It ensures that it has strong bench strength. Raise the level of accountability. Some level of accountability is necessary to maximize performance. We must build an organization that will seek selfDestination 2020, The Dallas ISD Plan, revised 4 May 2012 Page 11
accountability. Additionally, an effective organization holds people and departments more accountable for results than the accomplishment of processes. Work toward defined autonomy. People work best when they have some control over their work environment. Strong organizations establish clear expectations and parameters and then allow individuals or groups of individuals to figure out how to meet those expectations. Of course, until leadership capacity is developed, the organization may have to have less autonomy and more directives. Work systemically. Effective organizations ensure various departments do not work in silos. They attend to system connections, focus on leverage points, and ensure alignment throughout the organization. Build an adaptive organization. The educational landscape and Year 2020 workplace is changing quickly. Organizations need to continually learn and be adaptive. They will have to develop a problem-solving culture and push decisionmaking to the level of implementation. Develop channels for sense-making. An organization undergoing tremendous change needs to have clear lines of communication and have strong processes for disseminating accurate information and for helping people at all levels make sense of decisions and information.
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By 1 August 2015
At least 90% of the staff correctly identify all of the Core Beliefs At least 75% of the staff agree or agree, or are neutral with the Core Beliefs strongly agree with the Core Beliefs as as measured by the climate survey measured by the climate survey At least 75% of the staff agree, strongly At least 75% of the staff agree or agree, or are neutral with the direction of strongly agree with the direction of the the District District As measured by at least 50 independent As measured by at least 50 independent spot observations per school, 80% of the spot observations per school, at least schools will be partially proficient (1.5) or 80% of the schools will be proficient or higher in each of four areas: lesson higher in each of four areas: lesson objectives, demonstrations of learning, objectives, demonstrations of learning, purposeful aligned instruction, and purposeful aligned instruction, and multiple response strategies multiple response strategies At least 80% of teachers are Progressing At least 90% of teachers are II or higher as measured by the teachers Progressing II or higher as measured evaluation by the teachers evaluation At least 60% of teachers are Proficient or At least 70% of teachers are Proficient higher as measured by the teachers or higher as measured by the teachers evaluation evaluation At least 50 school leaders graduate from At least 50 school leaders graduate from the 2012-2013 School Leadership the 2014-2015 School Leadership Academy Academy At least 80% of principals are Progressing At least 90% of principals are II or higher as measured by the principals Progressing II or higher as measured evaluation or the entry performance by the principals evaluation
At least 75% of principals are Proficient or higher as measured by the principals evaluation Design a teacher evaluation system that At least 80% of all classroom teachers ties evaluations to student achievement and are placed on a pay-for-performance that creates pathways for career evaluation system advancement At least 60% of teachers on the pay-forperformance evaluation system agree or In a survey of teacher and school leaders, at least 70% agree or strongly agree that strongly agree (does not count neutral) the new evaluation system will be fair, that the pay-for-performance system is accurate, and rigorous fair, accurate, and rigorous In a survey of teacher and school leaders, At least 75% of all principals agree or at least 70% agree or strongly agree that strongly agree that the principal pay-forthe new evaluation system creates effective performance system is fair, accurate, pathways for career advancement and rigorous Implement a principal evaluation system 100% of principals are placed on a paythat ties evaluations to student achievement for-performance evaluation system interviews
Other Superintendent targets and indicators Goal 5. Create a professional and highfunctioning central office team By 1 August 2013
In a survey of members of the Board and the Board standing committees, 75% of respondents agree or strongly agree that the department is more professional and more effective than a year prior to the survey
By 1 August 2015
Create a rubric to assess the professional behavior and effectiveness of each major Central Office department (use an independent company to assist) In an assessment by members of the Board and the Board standing committees, each major department receives at least a proficient rating on the rubric
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Reorganize the School Leadership department into five academically congruent divisions 100% of principals receive an annual evaluation At least 95% of principals receive a minimum of 10 school instructional visits, a mid-year review, and a systems review At least 70% of the Executive Directors (who oversee feeders) are rated Proficient or higher as measured by an instructional coaching rubric or performance tasks (if a new hire) Coordinate the creation of a careerready certificate At least 1000 graduates receive employment for which only careerready graduates may apply Create two Strategic Feeder Groups
In an assessment by members of the Central Office staff, each major department receives at least a proficient rating on the rubric 100% of principals receive an annual evaluation 95% of principals receive a minimum of 10 school instructional visits, a mid-year review, and a systems review At least 90% of the Executive Directors (who oversee feeders) are rated Proficient or higher as measured by an instructional coaching rubric
At least 3000 graduates receive employment for which only careerready graduates may apply Create four Strategic Feeder Groups The average achievement score (fourth, eighth, and twelfth grades) for the schools in the strategic feeder groups is at least 30% higher than their 2011-2012 scores.
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By 1 August 2013
Tie learning objectives to STAAR standards Create curriculum maps for science, math, reading, writing, and social studies at all grade levels Create mid-year and end-of-year district common assessments for science, math, reading, writing, and social studies at all grade levels
By 1 August 2015
Human Resources
Align the curriculum At least 80% of the schools will receive a proficient score (7-10) on the curriculum alignment rubric In a survey of teachers and school leaders, at least 75% of the respondents agree or strongly agree that the curriculum maps are aligned with the state standards and district common assessments Create curriculum maps for all subjects Create mid-year and end-of-year district common assessments for all subjects Streamline the hiring process Streamline the hiring process The average length of the hiring process for a For 90% of the new hires, the maximum length of teacher (from the time he hits the submit button to the hiring process (from the time he hits the submit the time he receives a job offer) will be less than five button to the time he receives a job offer) will be less weeks than five weeks Less than 1% of all teachers who are not proficient are Less than 1% of all teachers who are not proficient are moved to another teaching position in another building moved to another teaching position in another building 85% of all known teacher vacancies are filled by 1 95% of all known teacher vacancies are filled by 1 June 2013 June 2015 75% of leaders at all levels in two Strategic Feeder 85% of leaders at all levels in the four Strategic Feeder Groups have proficient evaluations Groups have proficient evaluations The average score on principal candidate performance The average score on principal candidate performance interviews increases by 10 points interviews increases by 20 points The community creates or identifies 1000 positions for The community creates or identifies 3000 positions for graduates who have a career ready certificate graduates who have a career ready certificate In a survey of teacher and school leaders, at least 70% At least 80% of all classroom teachers are placed on a agree, strongly agree, or are neutral that the new pay-for-performance evaluation system evaluation system will be fair, accurate, and rigorous At least 60% of teachers on the pay-for-performance evaluation system agree or strongly agree (does not In a survey of teacher and school leaders, at least 70%
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Communications
agree, strongly agree, or are neutral that the new evaluation system creates effective pathways for career advancement In an opinion poll conducted by an independent survey company, 70% of community members agree, strongly agree, or are neutral with the direction of the District In an opinion poll conducted by an independent survey company, 70% of community members agree, strongly agree, or are neutral that teachers and principals are more effective At least 75% of the staff agree or strongly agree in the Core Beliefs as measured by the District climate survey At least 70% of the staff agree, strongly agree, or are neutral with the direction of the District
count neutral) that the pay-for-performance system is fair, accurate, and rigorous In an opinion poll conducted by an independent survey company, 70% of community members agree or strongly agree with the direction of the District In an opinion poll conducted by an independent survey company, 70% of community members agree or strongly agree that teachers and principals are more effective At least 75% of the staff agree or strongly agree in the Core Beliefs as measured by the District climate survey At least 75% of the staff agree or strongly agree with the direction of the District
No school in the Districts loses an instructional No school in the Districts loses an instructional day as a result of any system failure that could day as a result of any system failure that could have reasonably been avoided through a have reasonably been avoided through a preventive maintenance plan preventive maintenance plan In a survey of principals, at least 65% of principals In a survey of principals, at least 75% of principals agree or strongly agree that the facilities agree or strongly agree that the facilities department supports the principal in maintaining a department supports the principal in maintaining a safe and clean learning environment safe and clean learning environment In a survey of staff in the schools, 70% of In a survey of staff in the schools, 85% of respondents agree or strongly agree that the school respondents agree or strongly agree that the school they work in is safe and clean they work in is safe and clean
Receive $20,000,000 of E-rate monies owed to the District Receive 100% of the E-rate monies owed to the District
Compliance
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Weight
3x 3x 2x 1x 2x 2x 1x 2x
Description
Percentage of all tests (grades 3 11) which resulted in a Commended rating TBD increase in the growth measurement Increase in the average score on the 8th Grade national reading assessment Increase in the average PSAT score Increase in the median composite score (reading, writing, math, and science) Increase in the number of students scoring at least a 3 Increase in the high school graduation rate Increase in the average SAT or ACT score (reading and math) for juniors and seniors Percentage of graduates who are college ready (ACT of 21 or SAT of 1100) Percentage of graduates receiving a career readiness certification
1 August 2013
1 August 2015
2x 2x
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Ten observations for every teacher, who is in his first three years; six for all others Align teacher performance instrument with key practices Lesson objectives, demonstrations of learning, effective lesson planning, curriculum alignment, multiple response strategies Train teachers in good, first instruction Train teachers in key practices of effective teaching
3. Develop principals into effective instructional leaders Principals are the key to reform (see Attachment B). Without strong instructional leaders we will not be able to develop teachers, improve instruction, or evaluate teachers effectively. As the capacity of instructional leadership throughout the District is low, we have to take steps to build capacity quickly. Some actions associated with this Key Action are: Conduct a School Leaders Academy Train 60 school leaders for an entire year Develop a principal evaluation system Determine achievement metrics and progress monitoring metrics Evaluate principals and assistant principals Implement principal coaching model Conduct mid-year reviews and system reviews Train principals and assistant principals Conducting instructional feedback Curriculum alignment Lesson planning, lesson objectives, demonstrations of learning, multiple response strategies Evaluating teachers Conducting performance interviews and hiring teachers Systems thinking and action planning Leadership Change theory
Some actions associated with this Key Action are: Coordinate and align current efforts with the Destination 2020 plan Identify principles and parameters of effective evaluation systems Formulate a draft teacher evaluation system Identify draft achievement metrics Identify performance metrics Conduct initial (dry run) of teacher evaluations, using the new system no harm, no foul Partial evaluation with regard to achievement Develop a data platform that can tie achievement data to individual teachers given several key parameters See Key Action number 3 for actions to develop principal evaluations tied to student achievement data
Some actions associated with this Key Action are: Restructure the School Leadership Department into five academically congruent divisions and vertical feeders Consolidate professional development activities and align professional development with this plan See Attachment E
Create action plans for various partners and projects by 1 April 2013 Restructure Strategic Feeder Groups by 1 June 2013 to create career pathways (link this structure to pay-for-performance) Recruit and restaff (if necessary) to fill positions by 1 June 2013
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Philosophy first
Guiding frameworks
Theory of Action
Operational Framework
-- System connections -- Leverage points -- Archetypes
Systems Thinking
Needs Assessment
Achievement Data
Needs Assessment
System Evaluation Quality of Instruction
Goals and metrics for Central Office staff Targets and Parameters for School Leaders
-- Student achievement -- Quality of instruction -- Human capital management
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Central Office
PRINCIPALS
Results
Support
Teachers
School Supervision
Result s
Other departments
Student Achievement
Metrics Quality of Instruction
Metrics
Philosophy/ Culture
Support Metrics Metrics
Results
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