School-Based Leadership Team. (SBLT) Formulation Guide

Transcription

1 School-Based Leadership Team (SBLT) Formulation Guide August 2013

2 SBLT Formulation Guide Table of Contents School-Based Leadership Teams... 3 Getting Started... 5 SBLT Self-Assessment Rubric... 7 Roles and Responsibilities... 8 Tool: SBLT Team Member Roles... 9 Relational Trust and Working agreements Tool: Relational Trust Assessment Tool: Strategies that Build Relational Trust Tool: Developing Working agreements SBLT Calendar SBLT Guide (mmsd.org/sblt-guide), August 2013 Page ii

3 School-Based Leadership Teams In July 2013, MMSD released a new strategic framework intended to guide the work of the district. Created by a group of 60 representative teachers, principals, and central office leaders, this framework describes the essential work that the district must accomplish to ensure that every school is a thriving school that prepares every student to be college, career, and community ready. But to move this vision to a reality, there must be systems in place to enact change. School-Based Leadership Teams (SBLTs) play a critical role in this process. Purpose SBLTs are responsible for the development, implementation, and monitoring of their school s School Improvement Plan (SIP). Each school is expected to support a high-functioning SBLT focused on using data to drive the improvement process and monitor progress toward goals outlined in the SIP. Guiding Theory: Data Wise Improvement Process The MMSD Strategic Framework s section on Clear Focus for Schools calls for ensuring effective and regular data use for staff within MMSD to help identify areas for improvement and develop systematic practices that promote student achievement. To increase consistency and clarity, MMSD needs one approach to data use that is based on strong research evidence. The Data Wise Improvement Process is a cycle designed to help educators build confidence and skill in using multiple types of data to improve teaching and learning. Data Wise includes eight steps school leaders and others can implement to turn their schools into learning organizations capable of continuous introspection and improvement. The advantages of using Data Wise include: Steps span full spectrum of data use, from building capacity to reflecting on results, with explicit and early attention to building capacity and literacy before identifying areas to examine Explicit discussion of the hows of enacting each step, including substeps and rubrics for judging implementation of process Focused on identifying areas of high impact for the most students SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 3

4 Because it contains explicit steps for building data/assessment literacy and data use infrastructure current deficits within the district and areas where research has shown districts tend to struggle it makes sense to choose a system that highlights these areas. While particular teams within MMSD may still use other processes (such as the Problem Solving Process for RtI teams), having Data Wise serve as the standard for data use will help promote one consistent approach to effective data use. The three phases of Data Wise Prepare, Inquire, Act will serve as the backbone for the SIP process and other key activities of SBLTs. SBLTs and the School Improvement Plan The driving force behind the theory of change for the district will be the School Improvement Plan (SIP). Moving forward, every school will be required to develop, refine, and receive approval on a clearly articulated SIP. Created by the SBLT in consult with the staff, community, and central office, the SIP is an annual plan that defines what the school will focus on to take its practice and performance to the next level during the coming school year. SBLTs will receive ongoing professional development to continually build leadership capacity to develop, implement, monitor and adjust the SIP. In addition, SBLTs will work with central office departments and leadership to ensure accountability to the goals outlined in the SIP. SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 4

5 Getting Started The purpose of this guide is to help develop and prepare SBLTs for the work they will be doing to create the SIP. All of the steps in this guide are designed to facilitate the creation of a high-functioning SBLT. To do so, the SBLT must engage in a collaborative meeting environment in which conversation is meaningful, honest, and, most importantly, leads to action that facilitates improved student outcomes. To begin, schools must identify the members of their SBLT. The SBLT should include the principal and representative teachers and support staff. Team composition should reflect the needs of the school. The SBLT should include members with expertise in critical content areas, including: English Language Learners Special Education Data use and problem solving Response to Intervention Positive Behavior Support Talented and Gifted You also should consider the characteristics of strong SBLT members. Good candidates should be team players, committed to equity, and respected members of the school community. This guide includes four steps that all schools must undertake to formulate their SBLTs once members have been identified. These steps include: 1. Completing a self-assessment rubric Reflect on the prior state of the school s SBLT to understand where strengths and challenges exist 2. Assigning roles and responsibilities Assign individual roles to SBLT members to help ensure that meetings run smoothly and achieve the desired results 3. Establishing relational trust and working agreements Agree on norms and meeting protocols designed to build trust, encourage team members to make the most of meeting time, and facilitate a safe environment in which honest dialogue can occur 4. Building an SBLT calendar Create a calendar of meeting dates and topics to cover at each meeting SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 5

6 Because these steps are integral to providing a solid foundation for SBLT formulation, schools must undertake all four steps before beginning the school year. In addition, the SBLT must be fully formed and have completed this guide before undertaking the SIP process. SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 6

7 SBLT Self-Assessment Rubric Purpose The SBLT Self-Assessment Rubric is designed to help teams assess their practices and the impact on student outcomes. How to Use 1. The SBLT should download the self-assessment rubric, available as an Excel document online at mmsd.org/sblt-rubric. 2. As a group, the SBLT should review and fill out the tab titled Rubric, spending no more than a few minutes on each section. Each subsection can be scored on a scale from 1 (Unsatisfactory) to 4 (Distinguished). For each section, list evidence for your ratings, as appropriate. 3. Once you have completed the rubric, the SBLT should work through the tab titled "Protocol." Please review all four steps and record thoughts in the appropriate boxes. 4. Once you have completed the self-assessment, please save the file with the name of your school and the date at the end of the filename (for example, SBLT Self-Assessment Rubric Glendale September 15 ) to your school s SIP folder at U:\[School Name] SIP\ Next Steps The SBLT should notify their School Improvement Partner and Assistant Superintendent that the rubric is complete so they can discuss results. Central office staff will use these results to track trends in schools as well as across the district. SBLTs also should plan to revisit these results before each quarterly review of SIP progress, as part of the conversation with the Assistant Superintendent and School Improvement Partner. SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 7

8 Roles and Responsibilities Purpose Each team member has the responsibility to contribute positively to the progress of the SBLT. To maximize the positive impact, effectiveness, and efficiency of the group, team members must know and understand one another s roles and responsibilities. How to Use As a team, discuss the roles in the tool listed below and their associated responsibilities. These roles include Recorder, Timekeeper, Facilitator, Data Point Person, and External Communicator. Every SBLT needs one person serving in each of these roles. These roles are assigned for the school year, but can be rotated in coming years. All members of the team are considered engaged participants. This means that as a team member, you agree to adhere to working agreements and group norms, seek and provide data as needed, contribute positively to the group s outcomes, clarify the decision-making process, and balance participation. The Principal has a unique role on the SBLT, which includes: Providing overall leadership to the ongoing development of the SBLT, including the selection of team members Ensuring the focus and quality of the team's work and monitoring the implementation of decisions Providing clarity about the decision making process, the level of authority of the team, and the communication to all staff Developing group-member leadership, seeing that meeting work followthrough occurs, and working with the facilitator to employ good group processes Asserting key ideas, challenging potential "group think" tendencies, and clearly stating "non-negotiables" for the school. As such, he or she should not take on one of the roles outlined below. Next Steps SBLTs will enter member names, roles on the SBLT, and roles within the school as part of the SIP Template, available at mmsd.org/sip-template. Schools should also save a copy of the SBLT roster, with roles described in the school s SIP folder on the shared drive at U:\[School Name] SIP\ SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 8

9 Tool: SBLT Team Member Roles Role Recorder Timekeeper Facilitator Data Point Person External Communicator Description Records basic ideas and documents decisions and actions as facilitator paraphrases. Records publicly so group can see running notes. Monitors time spent on each agenda item and signals group when running over and nearing the end of the meeting. Remains neutral to content and clarifies role when switching to advocate. Keeps group on task. Directs processes. Encourages balanced participation. Protects participants and ideas from attack. Contributes to agenda planning. Uses MMSD Data Dashboard and other data tools to support the work of school and teacher teams. Compiles data and provides preliminary analysis to team members prior to team meetings. Is familiar with assessment tools and student data including assessment results, attendance, and behavior. Supports other users in their assessment literacy. Supports teacher teams in their use of data. Works with central office staff to identify user-friendly reports. Works with the principal to implement systems for two-way communication between parents/community members and the SBLT. SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 9

10 Relational Trust and Working agreements Purpose Relational trust is the essential component of successful collaboration. Trust develops over time and with intentional efforts to nurture it. Working agreements offer a structure through which trusting relationships can develop by establishing common expectations or norms for group interactions. Ultimately, creating and adhering to the working agreements allows the team to focus on student outcomes rather than interpersonal issues. How to Use Included in this section, there are three areas of focus: 1. Relational Trust Assessment 2. Checklist of strategies that build relational trust 3. Developing working agreements Each team should review the sections and use the tools as needed. All copies of documents created, such as results of the relational trust assessment or working agreements, should be saved in the school s SIP folder at U:\[School Name] SIP\ Next Steps The principal should debrief the results of these conversations, along with any resulting documentation, with both the School Improvement Partner and the Assistant Superintendent. SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 10

11 Tool: Relational Trust Assessment Relational trust includes four elements: respect, competence, personal regard, and integrity. Each element is defined below. SBLT members can individually rate the SBLT, share their ratings, and then discuss the results. Respect: Our SBLT has basic civility and willingness to listen deeply to what each person has to say. Disagree Disagree Neutral Agree Agree Competence: Our SBLT has the sense that each person has the ability to carry out their appropriate roles and produce desired outcomes. Disagree Disagree Neutral Agree Agree Personal Regard: There is mutual support and mutual caring among SBLT members. Disagree Disagree Neutral Agree Agree Integrity: Our SBLT has congruence between saying and doing and a sense of morality and ethics in the way we are relating. Disagree Disagree Neutral Agree Agree SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 11

12 Tool: Strategies that Build Relational Trust Relational trust is developed over time and through strategies that nurture it. Below are three strategies to foster relational trust. Review these strategies and decide how you can incorporate them into the SBLT process. Inclusion activities: These activities open a meeting in a way that sets a norm for participation, focuses energy in the room, allows team members to understand who they are in relationship to the group, and strengthens group identity. Spirit of Inquiry (Open Ended and Invitational Questions): Group members need to be open to and invest in the ideas of others. One way to learn from others is a questioning process. When asking a question, group members are encouraged to ask open-ended and invitational questions. Reflection: Adults learn from reflecting on their experiences. Allow time for group members to process through reflection. SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 12

13 Tool: Developing Working agreements Each member individually compiles his or her list of norms, the team dialogues, and then decides upon working agreements. Working agreements are posted and referenced each meeting. An example is included below. EXAMPLE: YWCA Working Agreements 1. What you share within the context of the conversation is confidential, honored, and respected. 2. Use "I" statements. No one speaks for another or for an entire group of people. 3. Avoid critiquing other's experiences; focus on your own experiences. 4. Be honest and willing to share. Be brief. 5. Listen with curiosity and the willingness to learn and change. Resist the desire to interrupt. 6. Try not to take comments personally. Ask for clarification. Assume positive intent. 7. Suspend judgment. Be open to the kernel of wisdom in each person's story. SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 13

14 SBLT Calendar Purpose In order to promote alignment and transparency, SBLTs build their meeting calendar at the beginning of the school year and share with all stakeholders. This type of calendar keeps everyone informed of the school s priorities and displays the process of how data connects to purposeful meetings. How to Use Each SBLT must create a monthly meeting calendar. In that calendar, teams should outline the meeting dates and topics to cover. There are several resources that should inform the creation of the calendars, including but not limited to: SIP User s Guide, available online at mmsd.org/sip-guide Assessment Reporting and Results Calendar, available online at mmsd.org/assessment SBLTs should meet a minimum of once a month, but can meet more often if needed. There is no requirement for the length of time teams must meet. The SBLT Calendar should be put in a Google calendar. To access your school s blank SBLT Calendar, follow the instructions below: How to See Your School s SBLT Calendar When You See This Your calendar Calendar settings dropdown list Calendar Settings page, General tab Calendar Settings page, Calendars tab Interesting Calendars page, Holidays tab Interesting Calendars page, More tab Interesting Calendars > More > Resources for madison.k12.wi.us School_Name School-Based Leadership Team Do This Click on the gear icon in the upper right Click Settings Click the Calendars tab Click Browse interesting calendars >> on the top right of the Other Calendars section at the bottom of the page Click the More tab Click Resources for madison.k12.wi.us Find your school s SBLT calendar in the list Click Subscribe for that calendar Your school s SBLT calendar will now show on your calendar. Click << Back to calendar at the top of the page to return to your calendar. SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 14

15 Next Steps Once completed, the SBLT calendar should be shared with the school s School Improvement Partner and the Assistant Superintendent. In addition, the calendar is posted on the school s website and shared with staff. The SBLT will use this calendar to complete the Monitoring Plan tab of the SIP Template, available at mmsd.org/sip-template. SBLT Guide (mmsd.org/sblt-guide), August 2013 Page 15