communityleadership community leadership fedtrain 2015 warren logee nick caruso robert king...
TRANSCRIPT
Community LeadershipFEDTRAIN 2015
Warren LogeeNick CarusoRobert King
Copyright 2015 by The Iowa School Boards Foundation/Connecticut Lighthouse
• Introduction to Lighthouse• Overview:
• History• Beliefs• Conditions
• Community Leadership
Agenda
A shift is occurring where boards are spending more
time on the performance of the students than on the
management of the system.
“If you’re talking about stuff that has nothing to do with student
achievement, you’re talking about the wrong stuff”
Warren Logee
Why We Have To Work Differently
Old Rules New Rules
1. Some students will learn “it” and some won’t.
2. If they don’t learn “it”, it’s their fault.
1. All students will learn “it”.
2. If they don’t learn “it”, the policy-makers and professionals have to take responsibility.
Are School Boards different in high and low achieving districts?
Do School Boards affect student achievement?
Fundamental Questions
Are School Boards different in high and low achieving districts?
Do School Boards affect student achievement?
Fundamental Questions
#16 - Currently #18 - Can be Expected0%
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87%92%
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76%81%
Beliefs Survey - Students Achieving at or above Grade Level by Role(Questions 16 & 18)
High Achieving School District, Winter 2010
Board Members n=9 Administrators n=7 Teachers n=106
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• Connections across the system• Knowing what it takes to change achievement• Workplace support• Professional development• Data & information to support school sites• Community connection• Distributed leadership
Seven Conditions:
Emerging Understandings About the Role of the Board. . .
• Set clear expectations• Create conditions for success• Hold the system accountable to the
expectations• Build public will• Learn together as a board team
The 7 Conditions6
A Strong Community Connection
How to generate community involvement
Shared responsibility for improvement
What does it look like?
What Indicators should we see as evidence?Close connection to the communityDistinctions between professional & lay communities are “blurred”Community involvement in district functionsDistrict responsive to community needsShared responsibility for district successFrequent acknowledgement of community support
A. Fully AchievedB. Mostly AchievedC. Partially AchievedD. Beginning to Achieve
For the following assessment; please use the Electronic Polling Devices (Clickers) to answer the questions on the screen. You can hit the button more than once – it will only record the vote once.
4. We view our communication with staff and the community as a two-way process.
A. Fully AchievedB. Mostly AchievedC. Partially AchievedD. Beginning to Achieve
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7. We provide opportunities for community input into key actions for the board.
A. Fully AchievedB. Mostly AchievedC. Partially AchievedD. Beginning to Achieve
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9. We build partnerships with the business community and others that promote high student
achievement as the top priority.
A. Fully AchievedB. Mostly AchievedC. Partially AchievedD. Beginning to Achieve
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11. We recognize, as a board, that our leadership responsibilities extend beyond the district to include
state and national issues.
A. Fully AchievedB. Mostly AchievedC. Partially AchievedD. Beginning to Achieve
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Community LeadershipPart II
Developing an Action Plan
Copyright 2014 by The Iowa School Boards Foundation/Connecticut Lighthouse
Expected Outcomes
Develop a common understanding about community engagement
Assess the current state of community engagement in the community
Develop a framework of a community engagement plan
PURPOSE: INFORM CONSULT INVOLVE COLLABORATE
OBJECTIVE Provided the public with information
Obtain public feedback
Work directly with the public throughout the
processPartner with the public in decision-making
PROMISE TO THE PUBLIC:
We will keep you informed
Provide feedback on how public input
influenced the decision
Ensure public concerns & issues are reflected in
the alternatives
Incorporate public advice & recommendations into the decision
EXAMPLE TOOLS:Fact sheetsWeb sites
Open houses
Public commentFocus groups
SurveysPublic meetings
WorkshopsDeliberative polling
Citizen Advisory CommitteesSynergy-building
Participatory decision-making
Public Participation Spectrum
Illinois Association of School Boards
It’s not going to get better until the community has the belief and expectation that
our students should all achieve at a high level.
Warren Logee
“The purpose of community engagement is to ensure that school improvement is done with the community, not to the community.”
Source: The Reform Support Network: Strategies for Community Engagement in School Turnaround, March 2014.
How: • Establish an Engagement Office staffed with
professionals who have roots in the community.• Require each school to develop engagement plans or
incorporate the same in their school improvement plans.
• Foster teacher/parent home visits.• Sponsor community meetings with key stakeholders
and various community organizations and groups.
1. Make Engagement a Priority and Establish an Infrastructure.
“Authentic engagement is a substantive give-and-take with those who have a vested interest in the decisions being made.”
Source: Hanover Research: Community Engagement and Education Advocacy by School Boards, August, 2013.
What does it look like: • It is an ongoing, continuous, and long-term process. • It uses a variety of strategies to reach the full community. • It involves “listening to” and “deliberating with” members of the
public.• It seeks to find common ground among the stakeholders.• It centers on policy concerns rather than day-to-day decisions.• It is often a new way of doing business for a board and community.
6. Community engagement must be intentional, strategic, and sustained over time.
“Seeking—and hearing—the community’s voice and enlisting its support is an effective strategy for balancing competing interests
and moving toward a productive consensus within the school system and in the wider community.”
Source: The Key Work of School Boards: Collaboration and Community Engagement.
“Research has established a clear and convincing link between parental involvement and student academic achievement.”
Source: Hanover Research: Effective Family and Community Engagement Strategies, March 2014.
Review the results of the last session and identify 4 key priorities which will form
the foundation of a Community Engagement Plan.
1. What is the purpose of the community engagement plan?
2. What steps will the board support to achieve each of the priority areas.