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Minnesota’s Lighthouse High
Schools
Connecting Action and Research
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Building the Foundation:
Data retreats
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Building the Foundation:
Data retreats
Taskforce
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Building the Foundation:
Data Retreats
Taskforce
Breaking Ranks
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Foundational Pieces:
Data Retreats
Taskforce
Breaking Ranks
Newmann Framework
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A Unifying Framework for School ImprovementBased on the research of Fred Newmann
The key is to integrate cultural and structural conditions to focus on intellectual quality and professional community in a sustained way.
Professional Community• Clear shared goals for
student learning• Collective &
collaborative responsibility among staff
• Reflective professional inquiry among staff
• Opportunities for staff to influence school’s activities & policies
Program CoherencePrograms for student & staff learning are coordinated, focused on clear learning goals, & sustained over a period of time.
Cultural Conditions• Primary concern for the intellectual quality of
student learning• Commitment to high expectations for all students,
regardless of individual differences• Support for innovation, debate, inquiry, & seeking
new professional knowledge• Ethos of caring, sharing, & mutual help among
staff, & between staff & students, based on respect, trust, & shared power relations among staff
• Strong, mutually influential relationship between the school & the parents & community (Fullan).
School Capacity• Teachers’ Individual Knowledge, Skills & Dispositions• Professional Community• Program Coherence• Technical Resources• Principal Leadership
Professional development is more likely to enhance capacity when itaddresses several aspects of capacity instead of focusing only on teachers’ knowledge, skills & dispositions.
StudentAchievement
Technical ResourcesHigh quality standards & assessments, curriculum, books & other instructional materials, lab equipment, computers, adequate workspace, remodeled physical facilities, etc.
Principal Leadership
• Principal is very influential in life of the school & is a critical force in the school’s capacity.
• Principal has primary legal authority to positively affect each aspect of school capacity.
Teachers’ Individual Knowledge, Skills &
Dispositions• Staff are competent in
instruction & assessment which is centered on curriculum appropriate for their particular students
• Staff hold high expectations for all students’ learning
Sources
1. Fullan, M., Rolheiser, C., Mascall, B. & K. Edge (2001). Accomplishing large-scale reform: A tri-level proposition. Retrieved from http://sustainability2002.terc.edu/invoke.cfm/page/70/show/print.
2. Newmann, F. et al (2000). Professional development that addresses school capacity. Paper presented at the American Education Research Association annual meeting, New Orleans.
3. Newmann, F. & Associates (1996). Authentic achievement: Restructuring schools for intellectual quality . San Francisco: Jossey-Bass. B. Aune, MDE 6/16/05
InstructionalQuality
Instruction & Assessment
School StructuresPolicies & Programs (e.g., homework policy, prof. development program, length of school day & class periods, etc.) that provide—•Sustained time for instruction, planning, staff development, & student advising•Interdependent work structures for staff, esp. teaching teams & committees for schoolwide decision making•School autonomy from regulatory constraints•Small size for school & instructional units
State & district level policies and programs also affect school level structures (Fullan).
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Broad Goals:
Build SEA capacity to facilitate high school redesign
Support systemic high school redesign through action research
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Finding the Schools:
Site leadership team Data collection and analysis School improvement plan
development and refinement Evaluation of grant activities Public reporting of results
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Building SEA Capacity
Facilitators partnered with school teams
Periodic training and work sessions
Site visits and team retreats
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Working with Data:
From reporting outcomes to documenting implementation
From sharing practice to sharing knowledge