Entry Plan: Assistant Superintendent for Teaching, Learning & Innovation

Transcription

1 NATICK PUBLIC SCHOOLS Entry Plan: Assistant Superintendent for Teaching, Learning & Innovation by Anna P. Nolin Image by Stuart Miles/freedigitalphotos.net NATICK PUBLIC SCHOOLS

2 Assistant Superintendent Entry Plan 2 Teaching, Learning & Innovation OFFICE OF THE ASSISTANT SUPERINTENDENT TO: FROM: SUBJECT: Natick School Committee Anna Nolin, Assistant Superintendent Entry Planning for NPS DATE: October 2013 It is my honor to begin to serve the Natick Public Schools and the Natick community in my new leadership role. Over the past 90 days during the entry planning process detailed here I have attempted to see the Natick Public Schools system with new eyes and, in doing so, gain a vision for next steps. As in my past practice in Natick, regular communication and collaboration with key constituents in the community will continue to be central to my leadership work. While I have completed phases 1 and 2 of my entry plan, continued collaboration, reflection, examination and entry plan meetings will continue. The learning stance of the assistant superintendent intends to set an example as lead learner for this school system. Continued community conversation about our goals, procedures and practices also allows us to go slow to move fast in the future relative to making improvements to our already strong system. Themes for attention have emerged at this stage in my examination of the system; I fully expect my understanding of these themes and the best angle from which to support and address emergent needs will change and grow, as will my relationships with staff, students and the community in this new role. This report offers a summary of findings to date, a plan for mapping strategic initiatives, uncovering aims and promoting our schools vision for education. The coming months will allow for stakeholders to communicate their hopes for this plan and their participation within the schools. Additional reports to the school committee will be made as plans are crafted and implemented. Sincerely, Anna P. Nolin Assistant Superintendent Teaching, Learning & Innovation

3 Assistant Superintendent Entry Plan 3 Introduction This entry plan is designed to help develop an understanding of all elements that make up the current functioning of the Natick Public Schools. The goals of the entry planning process are to: Further public trust by developing strong mechanisms for collaboration and communication for all stakeholders of the Natick Public Schools Increase organizational effectiveness and efficiency Support a positive and effective district climate focused on improving student achievement and closing achievement gaps Define a rigorous and quality vision for instruction, teaching and learning in traditional, blended and online learning environments Identify areas of innovation, transformation and effectiveness in our use of technology as part of a high-quality educational program Conduct a comprehensive examination of programs, policies and services that will identify critical focus areas for strategic planning Collaboration & Communication Innovation: Cutting Edge Curriculum & Programs Innovation: Effective, Efficient & Transformative Leadership, Teahing and Planning Entry Plan Research Learning and Working Climate Learning: Student Achievement Teaching: Rigorous and Quality Instruction Figure 1: Goals of Entry Plan Overview of Entry Plan Process The following data sources were employed in the planning and analysis process: Interviews & Focus groups Data & Document Analysis School Visits

4 Assistant Superintendent Entry Plan 4 Timeline of Work The entry plan was designed to be conducted within the first 12 weeks of the new assistant superintendent s administration. The specifics to the timetable are listed below. At this time, entry plan activities are on schedule, as noted below by use of an arrow. PHASES OF PLAN ACTION PERSON(S) INVOLVED TIMELINE Phase 1 - Entry Plan Development: Overview, Rationale & Process Phase 2 - Entry Plan: Collecting the Evidence Design entry plan; provide written justification for the development, invite entry plan interviewees Carry out the following entry plan activities: conduct interviews review documents Superintendent, Assistant Superintendent, Director of Student Services, Director of Technology, Director of Human Resources, School Committee See attached list of involved constituents July and August, 2013 July-October 2013 Phase 3 - Entry Plan: Analyzing the Evidence Phase 4 - Entry Plan: Sharing and Feedback Analyze & synthesize data; prepare a report that reflects findings Share draft report findings; solicit feedback Meetings with building principals to reflect, gather more data and inform the writing of school improvement plans and long-range vision documents School Committee Meeting, PTO/ School Meetings, Community Coffees, Meeting at Senior Center, Meeting with local business partners/future Ready Coalition, meeting with local education partners (ACCEPT, TEC, FSC, Lesley, BC) October December 2013 January 2013 Phase 5 - Development of Action Plan Phase 6 Action Plan Presentation Create a work action plan for the year with goals, objectives and measurement indicators Present draft plan to stakeholders; present final to school committee; distribute plan Develop plan with the cabinet and principal group October 2013 school committee meeting and November for final version approval. To be included as district goals launched in August 2014, alignment and re-org work to begin immediately. October January interim update year 1 yearly in spring/fall in subsequent years (introduce goals in fall/reflect on progress and implementation in spring). Interviews & Focus Groups Key staff, students, and a sampling of parent and community members who have an active role in the school community were targeted for these sessions. Discussions and questions were structured

5 Assistant Superintendent Entry Plan 5 around the four focus areas listed above. General focus groups allowing all access to feedback have been offered for staff at this time; parent and student focus groups are forthcoming. Name/Group to be interviewed Type of Interview Timeline School Committee (6) Individual 2013 Central Office Cabinet (5) Individual July 2013 Superintendent Director of Student Services Director of Human Resources Director of Technology Director of Facilities/Maintenance (1) Individual July 2013 Central office assistants/support staff (6) Individual July 2013 Transportation Office Support Staff (1) Individual July 2013 Principals (8) Individual July 2013 Assistant Principals (5) Individual August 2013 Directors (7): Individual July/August as available Health/PE/Fine Arts METCO Student services Nurse Leader EAN Co-Presidents (2) Individual July 2013 Community Groups (7) Parents against bullying and cyberbullying (SPARKindness) focus groups, 1/2 hour each, 5 people July/August and September 2013 as available Staff focus groups from each school (8) focus groups, 1/2 hour each, 5 people Augusts through September 2013 Support Staff focus groups from each school (8) focus groups, 1/2 hour each, 5 people Augusts through September 2013 Town Officials Individual October/November 2013 Town Manager (1) Fin Com Chair (1) Fire Chief (1) Senior Center Leadership 360 Organization Natick Together For Youth Leadership NPS Business Manager Parent focus groups from each school led by focus groups, 1/2 hour each, 5 September- October 2013 PTO (8) people Student focus groups from NHS and KMS focus groups, 1/2 hour each, 5 people September- October 2013

6 Assistant Superintendent Entry Plan 6 Interview Questions As you see it, what are the students like in Natick Public School District? Which tasks are your responsibilities alone? Which tasks do you share with others in central administration and/or in buildings? How does the overlapping of responsibilities occur? Are there areas where role responsibility is unclear? What are the strengths of the district? What are the weaknesses of the district? What are the key issues for your own work in the school system? Why is each important? Which issues need immediate attention? Can you rank these issues in priority order? What are your general impressions of district and school leadership in this district? What are your general impressions of the level of teaching in the district and the school you represent? How is the level of communication through out the district and in the school you represent? Please give examples. How is the level of collaboration throughout the district and in the school you represent? Please give examples. What frustrates you about the Natick Schools and or within the scope of your role relative to NPS? What is the school system's key issue - it might be different from your own - in the next few months? What should I know about this issue? When should it be resolved? If you could make changes to the organizational structure of the district, what would it be? What are some things that work very well with the organizational structure and practices of the district? What are you most proud of in the Natick Public Schools? What leadership has the Superintendent provided to the schools in the past? What do you wish she would provide in the future? Data & Document Analysis A review of documents and reports pertaining to the entry planning focus areas will be conducted to determine where the strengths and areas of improvement lie with the district. These documents and reports will include: Organizational charts MCAS scores and other internal performance data reports District budget reports Program descriptions School committee agendas & minutes District and School Improvement & Strategic Plans Curriculum guides Grant applications/records School contracts Policy handbooks

7 Assistant Superintendent Entry Plan 7 Programs of study Past district climate surveys Enrollment data Annual Town Reports District Accommodation Plans for Special Education Emergency Management Plans Professional Development Plans Teacher Evaluation Reports Administrative Leadership Meeting Agendas and Minutes School Visits Since the start of school, two full days each week have been devoted to visiting the schools and visiting 1:1 programs in other towns. A regular system of communication and planning has been set up with all principals, Tim Luff, teachers union, Directors of Fine Arts, ASAP, METCO and Wellness. Elementary principal work has been a particular focus in order to unify practice across 5 schools. Observed 20% of teachers at Wilson, Lilja, Johnson, 10% at NHS. Communication of Entry Plan to Stakeholders Once the all entry plan activities are carried out, a thorough review of the data will be conducted to identify trends, patterns and critical issues. This information will be used to develop a strategic plan for improvement in identified areas which will be shared in phases in the coming year. This will be compiled in a report and presentation on the strategic plan and focus areas and first shared with the members of the school committee. Natick and school meetings will also be planned to share the findings and recommendations put forward. This first report seeks to share themes identified in the entry planning process and outline short-term (the remainder of the school year) and longer-term goals for the system and the Office of Teaching, Learning and Innovation. A summary of findings and areas of focus and communication follow. In the coming months a forma strategic planning and community visioning process will occur.

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9 Assistant Superintendent Entry Plan 9 Entry Plan Emergent Themes October 2013 Communication: Build Trust and Understanding with Constituencies Innovation : Define a vision for action...not just action and we will head in that direction. Entry Plan Themes Balance/Whole Child: How will you care for our children as you push for excellence? Organization and Focus: What is most important? Loose/Tight? Unity in expectations by department.

10 Assistant Superintendent Entry Plan 10 Findings by Constituency: August October 2013 Stakeholders Interests Communication approach School Committee Principals Teachers Teacher s union The equivalent of individualized learning plans for all students I ncreased focus on school culture Increased focus on writing skills Expanded and effective public relations/town collaborations Clarity of expectations in central offices Unity and cohesion of practices Strategic vision for curriculum, instruction and assessment Vision for system vs. changing yearly goals Vision and voice vs. compliance and control Explanation of the whys behind initiatives Focus on instructional development vs. curriculum development Teacher leadership and development Explanation of the whys behind initiatives Build trust between administration and staff Unity and Explain formal strategic planning process and engage entire board in it Sharing of early units and strategic alignment for writing, including kid- friendly writing checklists Public Relations strategy sharing Learning walks with all evaluators New Leadership Development Series Strategic Planning Session Collaboration and Planning with HR, Tech, Dept. of Student Services Focus on leading high- functioning teams Development of curriculum development councils Development of literacy institutes TLI Blog Office of TLI memo series to u pdate staff on key initiatives Why Blended Learning? Presentation Reshape of curriculum development process Development of teacher leadership (Spillane,2009 leader+) Focus on high functioning teams Collaboration on development of teacher involvement NHS department head training and clarification of have tos Planning of teacher development ladders and experiences Regular lunch meetings to collaborate and create structures Revamp of professional

11 Assistant Superintendent Entry Plan 11 Central office staff Parents Funders State department of education Other Town & Community Colleagues coordinated vision Process over product orientation Systems and organizational perspective taking and big- picture planning Celebration/sharin g of the strengths of the Natick system Focus on whole child education ideas cultivate emotional and academic side Vision and framework for funding and investment Explanation of the fruits and future of the 1:1 program Implementation of increased federal and state mandated expectations: teacher evaluation, curriculum and assessment Proactive and regular collaboration Town unity of message in implementation of contracts No surprises planning sessions Presentations on the whys and success/failure of development tracking and planning system RTI goal between Student Services and TLI office Creation of strategic budget spending framework Organizational dynamics and planning sessions Use of leadership coach Multiplier book study Organizational structure examination Focus on Meshing Future Ready Standards of Personal and Social Responsibility with Academic Readiness TLI Blog Video Series of parent resources Clear curriculum and student services web pages Strategic planning map Define distinct project for funders to attach to Focus on assessment design, literacy and connection to new expectations for Common Core and PARCC Presentation to Selectmen, Town meeting about Blended Learning and success of 1:1 program investment Rotary club, Senior Center presentation on trends in education and NPS Regular meetings with Town Manager and Selectmen for sharing and questions Work with 360 organization to capitalize on their knowledge and

12 Assistant Superintendent Entry Plan 12 Document Review major school initiatives. Key curriculum documents are missing Key procedural documents need updating Achievement overall strong on state tests, uneven implementation of curriculum = uneven achievement forge deeper partnership Joint meetings with elementary leaders with Dr. Sanchioni Focus on Assessment K- 12 to align district toward unified targets Convening of curriculum review, revision and development councils to craft unified curriculum Leadership Series with all secondary leadership relative to effective use of PLC time relative to Educator Evaluation Creation of NPS procedure docs, update websites and staff resource areas Unified data collection on assessments K- 12

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14 Assistant Superintendent Entry Plan 14 Timeline for Phases 3-5 : Analysis & Plan Development October November Administrative retreat/visioning activity Making Sense of the Work Under Way with Administrative Team November December Parent and Student focus groups Creation of curriculum councils Dialogue process relative to vision creation and fine-tuning Creation of budget and coordinated professional development plan for school year January Share Vision with focus groups February-April Develop Strategic Objectives and 5 year plan details with communication loops from constituency groups

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16 Assistant Superintendent Entry Plan 16 +Defining Expectations: Teaching and Learning What do we expect in classrooms in the Natick Public Schools? 1. C urricular Planning: Big picture, backwards design planning, Universal Design for learning to reach a variety of learners through layered instruction Collaborative planning, Use of data (formative, summative, varied assessments) to inform instruction, Use of PLCs to strengthen units, instruction and assessment planning & reflection Variety of assessment design to include all levels of r igor & relevance on Bloom s revised taxonomy, Combination of content expertise with CCSS guidance and PARCC expectations. Exposure to the arts, global experiences, cultural, racial and ethnic variety in materials, experiences, research and projects. 2. S trong Research- Backed Methods: Effective and varied use of block time, Thoughtful student grouping strategies/flexible grouping, Student- centered, active student engagement, Teacher serving as facilitator of resources, formats, technology, and a combination of personalized and whole- class learning experiences, Opportunities for student growth through choice, Where possible, inclusion of learning stations for student independent work and challenge as a part of classroom routines, Creative, project- based experiences that allow for real- world connection and application Inclusion practices, procedures and supports, as a matter of routine Strategies and content matched to student need (differentiation). Multiple chances for success, growth and development of resiliency through applied effort. Differntiated instruction including but not limited to: Tiered instructional methods, differentiated instruction, flexible instructional groupings with matched interventions.

17 Assistant Superintendent Entry Plan 17 +Natick Public Schools What do we expect in classrooms in the Natick Public Schools? 3. R elationships in service to learners: Positive student teacher working relationships, Atmosphere that is safe for risk- taking. Limit- setting, and mistake- making Each student well- known to at least one staff person Student voice & choice encouraged in assignments/classroom decision- making Encourage students to take on self- directed learning and take ownership of learning. 4. Policies & Procedures: Clear and established routines, lessons prepared and provisioned C lear behavioral expectations and limit- setting consistently upheld, Classroom management that limits interruptions & encourages momentum, Daily learning objectives posted/easily discernible in some fashion for all classes what students should know and be able to do by end of lesson, Evidence of proactive, transparent, and sensitive communication with families. 5. V aried & Comprehensive Instructional Repertoire: Demonstrating knowledge & expertise in content area, Employ a variety of settings, modes of presentation, formats to present info. Indicate instructional knowledge/strategies (the bag of tricks from which to do on- the- fly instructional revision to help tailor learning for students), Link instruction and assessment to student learning needs/style (visual vs. kinesthetic, strugglers vs. high- flyers etc.), of assessments: tests, papers, projects, portfolios, journals, speeches, Socratic seminars, literature circles, etc., with substantive teacher feedback on assessment performance and areas for growth.

18 Assistant Superintendent Entry Plan 18 What do we expect in classrooms in the Natick Public Schools? of ways for students to be successful (scores and assessment) and feel successful (opportunities to revise and rework), and grow from current level regular use of formative assessments to determine: are they learning what I think I m teaching? Use of technology in teaching as a transformative tool not a product in and of itself. 6. Digital Learning Culture 1 That Encourages Students to: Demonstrate creative thinking, construct knowledge, and develop innovative products using technology, Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others, Apply digital tools to gather, evaluate, synthesize and use information, Use critical- thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources, Understand the human, cultural, and societal issues related to technology and practice legal and ethical behavior, Demonstrate a sound understanding of technology concepts, systems and operations. 1 ISTE NETS standards for students, 2012

19 Assistant Superintendent Entry Plan 19 MOVING FORWARD WHILE TAKING IT IN