For my OPL, I addressed standard 2A, work with key system leaders, people networks, and/or learning communities and departments to identify steps needed to meet strategic goals. This school year I was a part of our school’s CSI team. Our team is made up of an administrator, a representative from each department, and myself. We meet three times a year; in the fall, the spring, and the summer. In the fall, our district leaders choose critical initiatives for both ELA and Math instruction and then we work as a team to decide what goals and activities our school will focus on to meet those initiatives. We create a one pager that shows our mission, beliefs, and goals to share on our webpage. It is important for stakeholders to know what the goals of our school are. In the spring, we come back together to discuss as a team whether we are on-track or lagging behind in any of the areas we selected goals for. We look at any current data to discuss as well as bring evidence from each department that helps us decide how we are doing as a school in relation to the critical initiatives. In the summer we meet to reexamine the CSI plan for the last school year and decide what we would like to continue to do or what we would like to do differently and begin discussing plans for next year.
When both deciding and evaluating our critical initiatives, our team uses data from the practice ACT, Pre-ACT, the ACT, and Work keys. We also have our students working in IXL and iReady and use that data to make informed decisions as well. Wronowski et al. (2022), discusses the fact that data informed decisions are the central goal of school improvement plans. The infographic below is a great visual to show the process for continuous school improvement.
Sheninger (2019) discusses how evidence and accountability are used in every profession and are needed in the education world as well. Continuous school improvement plans help provide an avenue to make that happen. It is a constant process of envisioning, planning, implementing, and evaluating. It is so important that we continuously stay in this cycle to move towards the betterment of our schools. Wronowski et al. (2022) says, "the present study also echos previous empirical work that shows schools' improvement planning efforts are closely connected to accountability policies" (p. 167). A continuous improvement plan gives our faculty a goal to work towards and a way to evaluate our progress throughout.
Sheninger (2019) shows the strategic planning cycle in Figure 3.3 displayed below. He says this helps achieve the results you are looking for no matter what your critical initiative or change effort may be. This planning cycle is very similar to the school improvement process.
Sheninger, E. (2019). Digital leadership: Changing paradigms for changing times. Corwin.
Wronowski, M., VanGronigen, B. A., Henry, W., & Olive, J. L. (2022). Critical Community Focus in School Improvement Plans: The Absent Imperative. School Community Journal, 32(2), 139–176.
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Mallory, I enjoyed learning how you are part of such a critical team at your school. Sheininger (2019) emphasizes, "Accountability matters and is a reality in our work. We are accountable, first and foremost, to our learners (P 222)." You are one of the leaders of your school and are planning and making decisions that will contribute to the growth of your school and students. Schildkamp (2019) states, "School leaders are essential stakeholders in goal setting. They need to balance the various goals of different stakeholders with the school's culture, vision, mission, and values."
ReplyDeleteSchildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Research, 61(3), 257–273. https://doi.org/10.1080/00131881.2019.1625716
Sheninger, E. (2019). Digital leadership: Changing paradigms for changing times. Corwin.
Mallory,
ReplyDeleteI enjoyed reading as you provided a window into what goes into creating a school improvement plan. I have only been on the receiving end of this work, learning how I can incorporate the school improvement plan into my practice. Sheninger (2019) states the importance of encouraging a shared vision among staff and community members that includes goals, outcomes, and expectations. I feel most connected to a school community where I understand their vision. I also find value in schools providing teachers with support in understanding how to apply the school improvement plans to our practice. Carvalho et al (2022) believe that school improvement plans are simply a list of actions to support strategic action instead of a tool for implementation. In the future, I would love to be a part of the planning process of my school's improvement plan.
-Tanishia Sims-Smith
Carvalho, M., Cabral, I., Verdasca, J., & Alves, J. M. (2022). Strategic action plans for school improvement: An exploratory study about quality indicators for school improvement plan evaluation. Journal of Social Studies Education Research, 13(1), 143–163.
Sheninger, E. (2019). Digital leadership: Changing paradigms for changing times. Sage Publications.
Sheninger states increased collaboration can improve learning and create a give and take between students and teachers (2019). Your Administrators at your school seem to recognize how important collaboration in the schools helps with student learning. Activities that offer collaboration give students the opportunities to learn and grow from each other (Gates, 2018). Furthermore, collaboration brings a sense of community.
ReplyDeleteGates, S. (2018, October 18). Benefits of collaboration. NEA. https://www.nea.org/professional-excellence/student-engagement/tools-tips/benefits-collaboration
Sheninger, E. (2019). Digital Leadership: Changing paradigms for changing times(2nd ed.). Thousand Oaks, CA: Corwin.
Tomeka Jones