How To Be A Successful County School System

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1 Contents Vision... 1 Best Hopes... 1 Worst Fears... 3 Questions... 3 Best Work Supporting Teaching and Learning... 4 Opportunities to build instructional capacity of districts... 5 Challenges in supporting districts... 6 Vision Best Hopes Everyone engaged or if not engaged they drop out Clearly defined work/objectives Realistic goals Dialogues are informed by action Learning to rely on one another Making a statewide impact True collaboration, sharing to benefit all, not competitive in nature, open-source Build greater relationships to rely on each other as true partners Be part a realistic part of the existing work Making a statewide impact 1

2 Develop a collaboration that allows us to build the consistency and coherence around work Work needs to be purposeful and planned Everyone engaged Develop relationships and rely on each other Making a state-side impact Clearly define work Don t do the little stuff Truly become a collaborative partner Develop something that can be implemented Attack the issues Solutions at the right grain size Impact is state-wide Action focus = MOVE FOREWARD! Have measurable outcomes for teachers and students The group works effectively and efficiently and actually develops collaboratively Provisions valuable to our COEs and districts Rely on each other in a positive way Truly become collaborative Develop something that actually makes a difference systemwide Attach important issues Getting the right people in the room Statewide impact People approach the work by asking critical questions We actually get something done Allows me to help the district/students in my county Way to measurably capture successes Clearly defines the work 2

3 Worst Fears Lack of awareness about the work, and willingness to use it Product development and delivery unclear what success in this looks like Too bureaucratic Members failed to honor commitment Conversation without action Lack of focus on a product So much planning that never becomes reality How do we get it off the shelf? Show and Tell Too much restrictive structure Time and balance People not willing to apply our good stuff Clarity on who is participating That the large and small county offices will have difficultly Controllable at planning stage Overplan/take a few things/not enough time for the work Plan focus = do nothing Rehashing over and over again Wastes time COEs won t value it Open for revisions Wondering at what point this is inclusive Just another meeting Just a show and tell We are too polite won t push enough on what needs to be fixed Time --- how do we balance Not having enough clarity on who needs to be in the room Fail to address differences in who counties serve and the differential resources we have Over-presenting at the meetings leaving no time to actually do the work Rehashing the same stuff Spending too much time getting ready to take action Questions How do we/or do we try to spread what we do to other counties? When does the work become inclusive, so that others can become part of the partnership? How can we build a thirst for this work in our systems/leas? What is the structure for COEs in the 21 st century? 3

4 Best Work Supporting Teaching and Learning Comprehensive PD including on-going, building capacity Admin training on implementing CCSS with learning walks The work in the field How do we lead through the unknown Credentialing admin and teachers ability to create consistency Restructure the systems and activities throughout the county PD coupled with coaching Administrators trained in the same system Understanding the local district landscape Networks among administrators Avoiding the one and done Using simple tools and demonstrating best practices Creating learning communities Performance vs readiness Elementary AVID college readiness Lesson study model in grants Hiring the best! My work with superintendents to develop trust Structure of our Instructional Services department Curriculum Leads K-3 reading common assessments Kindergarten readiness assessment/snapshot Focus on system change and systems approach Looking at and publishing data to face brutal facts Trans-kinder Riverside became a model Influencing versus telling 4

5 College nad career readiness shifting from a performance to a readiness focus and using data to highlight A-G rate focus Reach High Shasta UCI and Cal State Fullerton Opportunities to build instructional capacity of districts Learning from Orange around how to leverage business partners Collaborate within the organization ie between Business/ C&I/ Induction/Tech/HR LCAP Counties developing capacity around all priorities Organizations to become flatter How do we lead FOR the future? Senior management needs to know the imp. of LCAP System changes examining the health of an organization Create tools that can be shared Looking at data across sites/districts (publish and share the data) Lesson study model LCAP development model around best instructional practices with definitive data Strategic influence Being clear about expectations Showing possibilities LCAP & SBAC & CCSS Implementation Science Algebra readiness 5

6 Challenges in supporting districts Identifying assessments Communication and who is in charge Who s at the table and who needs to be right people talking to each other Communication between and among senior management Not a programmatic source of excellence Like FICMAT (?) Culture of the county office in relation to the districts Leading with intentionality Access Adequate staff Engaging ALL districts Building a proactive culture LEAs think they already know what to do Expectations too low Resources Competition Larger districts more isolated Districts (and us to some extent) think we already know Expectations too low (acceptable failure rates) need to put faces to data Capacity differences in district especially around site leadership Capacity differences in counties 6

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