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Building a Culture of Educational Growth

SYSTEMIC CHANGE

Official Magazine of the Michigan Association of School Administrators Winter 2012

Developing leadership and unity within our membership to achieve continuous improvement in public education.

Booth #74

4 MASA LEADER • January 2012

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Departments6 Say Hey, Let’s Talk

7 Keeping Up, Leading On

30 Index to Advertisers

Winter 2012

Published ForMichigan Association of School Administrators1001 Centennial Way, Suite 300Lansing, MI 48917-9279Ph. (517) 327-5910www.gomasa.org

EditorsLinda Wacyk Jeremy Harder

Coming next print issue:Inspiration

Contribute to the MASA LeaderDo you have news or information to share with members that’s interesting, useful, or just plain fun? The staff of the MASA Leader invites you to contribute. Please contact Linda Wacyk at (517) 327-9268.

Published ByApogee Publications6528 Greenleaf Avenue, Suite 219Whittier, CA 90601(562) 698-3424

Sales ManagerKathleen Pishotta(888) 371-4933

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DISCLAIMER: The author(s) listed for each ar-ticle is solely responsible for the content of items submitted. The information and opinions do not necessarily represent the views or opinions of the directors, officers, editors or staff members of MASA. Further, the directors, officers, editors or staff members of MASA assume no responsibility nor accept liability for the content of any article printed in the MASA Leader magazine or in the MASA Leader posted on the MASA website (except for those they author) nor any errors or omissions in submitted materials that may apply.

All rights reserved. Please contact MASA for permission to reprint or distribute information in this issue.

PUBLISHED January 2012

Michigan Association ofSchool Administrators

Features8 A Framework for Developing Leaders of Today and Tomorrow

11 Leading Transformation for a New World

12 Making the Switch: Book Study Reveals Ways to Facilitate Change When Change is Hard

16 Team Up With Your Business Official to Effect Systemic Change

18 Blended Learning: Roles for Successful Implementation

22 Response to Intervention Drives System Change for Ingham ISD Districts

24 Valuing Our Teachers, Our Profession

27 Register Now for MASA’s Midwinter Conference!

28 Save Time, Trouble With a Proactive PR Plan

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Say Hey, Let’s Talk

Iwas asked recently about what today’s superintendents and firstline administrators consider their biggest challenge. Many possible answers came to mind, but I mentioned two hot

topics that rise to the top as I talk with MASA members.

Educator Evaluation—getting it done, getting it right. The tenure reforms of the past two years have dramatically changed the landscape around educator evaluation. Michigan’s legislators have handed school administrators a golden opportunity to make educator evaluation more than a meaningless exercise.

But with this opportunity comes significant logistical chal-lenge and a confusing set of laws. It also carries some heavy responsibility to work respectfully and collaboratively with our staffs. Research shows us that much of the value in an effective evaluation system comes out of the process of working together to define excellence and design a framework for holding everyone accountable to a set of shared goals.

Keeping Student Achievement the Constant. No matter what shape students are in when they come to us, their value to their generation remains unchanged. Our challenge as educators is recognizing and leveraging each student’s potential—especially when it is hidden.

Education might be the ONLY hope for some of our most chal-lenging students. Will we refuse to accept mediocrity from students to whom life has dealt a bad hand? Will we commit to doing what- ever it takes for each student to open doors to a brighter future? Will we engage enough partners to stand with us? Can we find the resources to ensure every student achieves at high levels?

Blast from the pastNot long ago, a retired colleague sent me a document he had unearthed from his files. It was a program from the 26th Annual Meeting of the Michigan Association of School Superintendents. This meeting, held in Lansing in May 1899, welcomed anyone “interested in education” to attend, including board members, teachers, and school commissioners.

Reading the program, it struck me at once that systemic change is constant in education—and aren’t we glad? Who would

return to days when presenters offered papers exploring “Is it an examiner’s duty to revoke a certificate whose holder is a cigarette smoker?” Do we even think to ask “How much is the Laboratory in Physics and Chemistry over estimated?”

And yet…I was reminded that some things are hard to change. The program also described speeches and discussions on

topics that sound awfully familiar.

• “HowmanyCoursesintheHighSchool?”

• “OughtMarks,Distinctions,Prizesorothergoads to effort…be banished from our schools?”

• “SchoolEconomy”

• “TheNewerEducation”

Our upcoming 2012 Midwinter Conference will feature workshops on such topics as Common Core standards, central office evaluation, harnessing technology, and much more. I suspect our colleagues in 2125 will find some common themes if they stumble upon this program a century or more from now.

I expect they will chuckle over a few trends that will have passed out of fashion by then—concepts like “data teams,” “PLCs,” and “iPad.”

My sincere hope is that they will scratch their heads in confusion that we found it necessary to address such issues as “diversity,” “customized learning,” and “making a place for all students.” Because the systemic change I dream of—that MASA works to support— would cause future generations to respond, “Been there, done that; mission accomplished. “

On Challenges and ChangeBy William Mayes, MASA Executive Director

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Educators have been addressing change since the first teachers met their first students. Change

has been pushed, prodded and demanded by citizens to address the needs of the times—but not necessarily to address the needs of the learners.

In the late 1960s and early 1970s change was pushed for and realized by parents whose children with disabilities had not been seen as capable of learning or being part of society. We’ve learned that all chil-dren can learn if we adjust our approach.

We have struggled and disagreed along the way as to the steps in the art of teaching and learning. We have been through the “flash-in-the-pan” ideas that were not really tied to how children learn. Over the last several years, educators have actively engaged in learning skills and methods such as those of MiBLSi and RtI. We have craved these initiatives for years.

We know reading is an important skill for learning. We know that behavior can interfere with learning, not just for the individual learner but for the classroom as a whole. We know that all children do not learn in the same way or at the same pace. We know that teachers need access to training and collaboration with other teachers

to expand their repertoire of skills. We know through research-based best practices which methods will help teachers facilitate student learning. The MiBLSi and RtI initiatives along with other statewide efforts aimed at addressing the needs of our learners have brought educators together in a focused collaborative and cooperative effort.

These are just a few examples of the tireless efforts educators are embarking upon to drive educational change—change that will increase students’ achievement and preparedness for the world they will soon inherit.

There’s a little bit of all of us in the Steve Jobs quote featured here, and I am thankful for that. We often hear people say educators have cushy jobs, support the status-quo, and don’t work that hard. Yet if you have spent time in classrooms, staff meetings, parent-teacher conferences or training sessions, you would know that educators are the ones who move the human race forward, child by child.

With the way schools are changing these days, “we don’t know where it will lead. We just know there’s something much bigger than any of us here.” I am pleased to be a part of that something much bigger.

Keeping Up, Leading On

Call Me CrazyBy Mary Vratanina, MASA President and Superintendent of Cheboygan/Otsego/Presque Isle (COP) ESD

“Here’s to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes…

the ones who see things differently – they’re not fond of the rules.

You can quote them, disagree with them, glorify or vilify them, but the only thing you can’t do is ignore

them because they change things...they push the human race forward, and while some may see them as crazy ones, we see genius, because the ones who are crazy enough to think they can change the world, are the ones who do… and no,

we don’t know where it will lead. We just know there’s something

much bigger than any of us here.”

~ Steve Jobs


MASA Feature

By Katy Caschera

Schools continue to face growing challenges. On the one hand, schools are being pushed to

identify new ways to evaluate teachers, consolidate services, address costs, adapt to curriculum standards, and integrate technology. On the other hand, schools are looking to build a more engaging and empowering learning environ-ment to improve student learning and achievement. How can you accomplish all the tasks at hand while creating a 21st century learning organization?

Technology is important, but it’s not the most important element. Stakeholder commitment is necessary but it’s not sufficient either. What is most needed to successfully transform culture and provide radically different solutions to increasing complex challenges is a consistent leaders-at-all-levels development framework.

21st century leaders continuously transform themselves, their organizations and their communities for the better. Given that, why wouldn’t we want to develop all administrators, teachers, parents, and students as leaders?

Whether you are looking at your own development, offering development to teachers, putting together improvement teams, or developing programs to improve student performance, there are common dimensions everyone needs to focus on and develop in order to thrive in our increasingly complex

world. Following is a practical, easy-to-remember development framework that takes people on a journey through leadership in four areas: personal, change, collaborative and inspirational.

Below are the 25 critical dimensions that make up four imperatives for transforma-tion and leadership in the 21st century.

MARCH through life being the best you can be We all need to be leading our own lives, enjoying success, prosperity and a sense of well-being. Focus on developing people as personal leaders who are:

Motivated – connected to meaning and purpose in work, learning and service

Aware – assessing and reflecting on strengths and development opportunities

Responsible – taking a more construc-tive and realistic view of the world

Confident – celebrating contributions, building support networks, increasing a sense of belonging and self-worth

Happy – experiencing total well-being through life balance

PROCESS change constructivelyChange can dramatically reduce an individual’s performance and their sense of well-being. Next, focus on developing people as change leaders who are:

Priority Driven – able to overcome feelings of being burned-out, dis- oriented and overwhelmed

Risk Oriented – pursuing opportunities and innovative ideas that others may have avoided because of possible risks or personal fears

Optimistic – oriented to success through positive thinking and behavior

Creative – engaged in break-through thinking and doing

Emotionally intelligent – able to accept, recognize and manage various emotions as a call to action

Sensitive – adjusting communication and action to fit an individual situation and emotional state

Solving problems – moving more quickly from problem identification and blame to problem solving and accountability

STRETCH out others for extraordinary results

Today, it’s not possible for one individual to have all the answers or knowledge required to provide innovative solutions and strategic results. So, focus on developing people as collaborative leaders who are:

Social – well liked by people and able to work in and with diverse groups

Trustworthy – able to trust and be trusted to do the “right thing”

Respectful – able to value unique and common qualities in others and the environment

A Framework for Developing Leaders of Today and Tomorrow

Continued on page 10


Framework, continued from page 8

Empathetic – understanding and supportive of other people’s perspectives and feelings

Team Oriented – contributing to the team by knowing when to lead, follow, teach and learn—each at the appropriate time

Coaching – willing to give and receive feedback, help and advice

Humble – aware that it is difficult and sometimes impossible to do anything great alone

FIRE-UP yourself and others to make a positive difference

Building a high performance, highly desirable culture requires leaders at all levels. Finally, focus on developing people as inspirational leaders who are:

Future Focused – reflecting on best practices and lessons learned to create vision, goals and strategy for the future

Influential – exuding authentic enthu-siasm, casting a compelling vision, and sharing a strong value proposition

Resilient – able to detect and accept the fact that something has changed and something needs to be done to maintain productivity and a positive sense of well being

Empowering – allowing people to do what they do best and be held accountable for results

Understanding – building a culture that values, rewards and supports inclusion and diversity

Passionate – continuously spreading contagious enthusiasm

By following the framework above, you can begin to develop all your leaders of today and tomorrow. Together, you and the people in your organization, schools and community can begin to build and experience a culture that fosters healthy choices, agility in dealing with constant change, innovative solutions to increas-ingly complex challenges, and the indi-vidual and collective ability to not only survive, but to thrive in the 21st century.

Katy Caschera is the CEO of the leadership consulting firm, Need2Be, Inc., and Founder of Leaders of Today and Tomorrow. Join Katy at the MASA Midwinter Conference where she will share practical leadership tools and techniques for dealing with resistance to change. She may be reached at [email protected] or (248) 225-6652.

MASA Feature

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By Tim Quinn

W e are all keenly aware that we are living and working in transforma-tional times. The world is quickly

changing – economically, politically, technologically, and demographically. The children in our schools today will live and work in a world we don’t have the capacity to even imagine. If we don’t prepare our children to successfully navigate this new world, they will never enjoy the freedoms our ancestors fought so hard to gain for all of us.

We understand at a fundamental level that we cannot prepare our children for this future world by teaching them with our feet planted firmly in the past. But transformational change is difficult. The old ways are comfortable, seem safer, don’t require us to sacrifice or take risks. By nature, transformational change is not incremental change. It is jumping off the deep end, rather than slowly tip-toeing into the water.

School system leaders today face many immediate challenges—lack of funding, changes mandated by state or federal regulations, rawhide-bound labor contracts, and public criticism, to name just a few. These daily challenges make it difficult to carve out the time needed to reflect on the “bigger picture” issues of true organizational transformation. But the transformational change process must begin by taking the time to think about and answer some tough questions about the organization we are leading:

• Whatarewetryingtotransform,and for what reason?

• Wheredoweneedtotakethisorganization? What will be different?

• Whatarethebarriersstandingbetween where we are today and where we need to go?

• Whatwillittaketobreakthese barriers?

After thinking deeply about those ques-tions, leaders need to begin the transfor-mation process by focusing on their own personal transformation. Take the time to also think deeply about these questions:

• AmItrulycommittedtoleadingthis transformational change? Why is it important for me to do this? How will I feel at the end of my career if I do not do this?

• AmIreadytogiveupthesecurity that accrues to those who do not make waves?

• HowdoIpersonallyneedtotransformin order to lead this change? What do I need to learn? What attitudes, beliefs, and preferences do I need to give up in order to fully commit to this change?

If your ancestors immigrated to America by choice, to live a more free life, imagine how difficult that transformation was. It must have been heart-wrenching for parents to watch their children sail off to America, knowing they may never see them again. And it must have been

even more difficult for the immigrants, leaving their roots in the known world and learning to navigate in a new world. If your ancestors were brought here against their will and had to struggle for their rights, you know how difficult that walk to freedom has been.

I suggest that, today, we are sending our children off to a new world. Equipping them for success and freedom in this new world will require both personal and organizational transformation. We bear that responsibility. It is a respon-sibility that we need to embrace and personally pursue with vigor if we, ourselves, are to be free in our lifetimes.

I leave you with this quote from Abraham Lincoln. As you reflect on your transfor-mational change, it will help you focus on the fundamental reason for leading.

“A child is a person who is going to carry on what you have started. He is going to sit where you are sitting, and when you are gone, attend to those things which you think are important. You may adopt all the policies you please, but how they are carried out depends on him. He will assume control of your cities, states, and nations. He is going to move in and take over your churches, schools, universities, and corpora-tions…the fate of humanity is in his hands.”

Tim Quinn is a teacher and coach of leaders across the country, and is a national pioneer in the area of superintendent training. You can hear Tim’s keynote address during the opening session of the MASA Midwinter Conference in Detroit on February 1, 2012.

Leading Transformation for a New World

MASA Feature

“Children are our messengers to a time and place that we

can never know.” ~ Kahlil Gibran


Recently, I finished a book study using Switch: How to Change Things When Change is Hard by Heath

and Heath. The basic premise of this work is that the rational mind and the emotional mind are often at odds with each other, thus creating tension and dooming any reform efforts.

The rational mind employs thoughts of continuous improvement, accountability, and reform while the emotional mind loves the comfort of the status quo. If this tension between the two can be overcome, the results can be amazing. The book’s authors use a metaphor of a rider

on top of an elephant heading down a path to describe the efforts necessary to bring about change in any system.

Big problems are rarely solved with big solutionsThe rider needs to provide a clear sense of direction that is achieved through a sequence of small solutions implemented over time. Instead of starting with the question of “What’s broken, and how do we fix it?” the question is flipped to inquire “What’s working and how can we do more of it?” Heath and Heath call this pursuing the bright spots.

Every organization has bright spots that are contributing to a significant impact on student achievement. Identify what they are, why they are working, and work to implement them systemically across your district. “What often looks like a people problem is often a situation problem.”

Point to the destinationAs leaders, our job is to set and hold high a strategic vision that results in arriving to a compelling destination. This destina-tion must be crystal clear for everyone in the organization. Often, we can get lost

MASA Feature

By Brian Davis

Making the Switch Book Study Reveals Ways to Facilitate Change When Change is Hard

www.gomasa.org 13

in too much analysis and present all of the data in nice charts and presentations as to why change is necessary. We then get frustrated when everyone does not jump on board and join in the effort.

Leaders must avoid general outcomes and work to implement SMART goals for reform. We have to identify what is important and script the critical moves and carry on. The work must be concise and intentional. “What often looks like resistance in change efforts may actually be a lack of clarity and understanding” by your staff.

Knowing something isn’t enough to cause changeIf we focus solely on the rational mind that employs data analysis and fail to evoke any emotional connection, we will not arrive at the destination.

Despite the best efforts of the rider, the elephant may never go down the path desired if it doesn’t want to. Kotter and Cohen (2002) point out that in

successful change efforts, the sequence of change is “SEE-FEEL-CHANGE”, not “ANALYZE-THINK-CHANGE.”

Sometimes it takes a brutal look at reality to understand why things are not working as they should. In addition to pointing out the bright spots in my district, I took the opportunity to have two of our recent graduates share their story. These students had dropped out of high school but came back and success-fully completed our alternative program. While it was difficult for everyone to hear how our system had in essence failed them the first time around, it did evoke a commitment to not letting this happen again to any of our other students.

Knowing something isn’t enough to cause change. It also requires an emotional connection to want to change

MASA Feature

Take the time to bring your reformers together, point to the destination, and make the journey easier for your employees. By doing so, you will be sure to rally the support needed to accomplish your goals.

continued on page 14


MASA Feature

and ask ourselves, How do we make sure that this doesn’t happen again?

We also have to invest in our people. What are you doing each and every day to grow your employees and contribute to their professional growth and develop-ment? Remember, it’s the little scripted things that will make the biggest differ-ence. When you grow your people and they become motivated it is contagious. Pretty soon you will have a herd of elephants charging to your destination.

Make the journey easierIf we want true change to come about, sometimes we have to consider how we can make the change easier. Heath and Heath call this shaping the path. Small adjustments in an environment can begin to change behaviors and bring about those that are desired. These adjustments have to advance the mission of your district and they need to be relatively easy to embrace.

In our district rather than deploying technology district wide from our recent bond proposal, we have developed proto-type classrooms to integrate different kinds of systems with direct teacher support. These teachers are scripting critical moves by developing projects and curriculum that can be supported with the integration of technology. They have opened up their classrooms providing

opportunities for others to participate with them in the process. The learning has become contagious and several more have signed up to be part of this process.

Rather than asking, “Why don’t our teachers integrate technology effec-tively?” we are intentionally thinking of how we can shape a path that will set

them up to be successful in high-tech learning environments. Change is hard work. The authors write, “What can sometimes appear as laziness or resistance is often exhaustion.”

Bring your reformers togetherAs a result of this book study, we have formed a District Continuous Improvement Team (DCIT) that coincides with weekly Continuous School Improvement (CSI) teams. The DCIT

team comprises all principals, school improvement chairs and department representatives across the system. This is an opportunity to study best practices, define SMART goals and set the direc-tion for the rest of the district. It is a place to challenge the status quo, reflect honestly on our performance and to struggle with the right thing to do. The CSI teams serve as professional learning communities back at the building levels bringing the work of the DCIT to life. All staff members participate in an ongoing dialogue throughout the year on their building school improvement initiatives.

Systemic change is not easy and as leaders we will continue to be challenged to provide excellence during increasingly difficult times. The economic crisis depleting our funding, public school criticism impacting the morale of our best employees, and elements that seemingly appear out of our control all threaten the work that we do. Take the time to bring your reformers together, point to the destination, and make the journey easier for your employees. By doing so, you will be sure to rally the support needed to accomplish your goals.

Brian Davis is superintendent of Holland Public Schools and the 2011 Michigan Superintendent of the Year. Contact him at [email protected].

We also have to invest in our people. What are you doing each and every day to grow your employees and contribute to their professional growth and development?

Making the Switch, continued from page 13

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Michigan’s most affordable solution for developing an annual administrator evaluation that leads to professional growth. Rubrics now available for principal, central office and superintendent

assessment. Can be used alone, or fully integrated into the STAGES software, which enhances and facilitates an effective annual evaluation process.

Contact MASA at 517-327-5910 or [email protected] to request review

rubrics or more information.

SchoolADvance is a collaborative project of the Michigan Association of School Administrators, Michigan ASCD and Zimco, Inc.


By Donald Sovey, CPA

School business functions are under more scrutiny than ever before. Now is the perfect time to form a

strong alliance with your school business official—if you have one—in order to move your district to the next level for true systemic change in the way your district conducts business. Now is when you need a proactive, transparent, and collaborative business operation to assist in moving your district to the next level.

Start with inputInitial stages of the school district budget process, in concert with systemic instructional change, should start in November in order to allow for meaningful and timely input from stakeholders. Your business office can be instrumental in this process. All currently known budget informational pieces should be collected and presented to district administrators and school boards well in advance of seeking detailed budget input in January and February. A team approach to budgeting creates buy-in and support for the end product, especially in difficult times.

Abandon outdated assumptionsA “needs based” or “zero based” budget approach should be considered as a way of doing business. The old days of rolling over last year’s budget numbers are over. The budget should to be built from scratch, including

compensation categories, so that former outdated assumptions are not carried over to your new year financial plan.

Under the zero-based budgeting approach, next year’s budget starts with no authorized funds. Each activity to be funded must be justified every time a new budget is prepared. Every line-item must be approved, rather than only changes to line items. During the review process, no reference is made to the previous level of expenditure. Superintendent and board buy-in to the approach is critical for success.

“In Galesburg-Augusta Community Schools, we have been using this budget process for two years and have found that it allows our board and administrators to collaborate and fully explore student and district needs and options,” said Galesburg-Augusta Community Schools Superintendent Tim Vagts. It provides good information and communication with the board so they can make difficult decisions on many complex issues.”

Systemic change in instructional delivery will require meaningful budget participa-tion by administrators, supervisors, teachers, and other school employees in

Team Up With Your Business Official to Effect Systemic Change

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By Donald Sovey, CPA

order for all departments of the district to strive for a common aim. Budget alignment through a zero-based approach helps to bring parties together for success.

Gather data, be intentionalProven methods of increasing revenue for schools also can work well over time when superintendents partner with their business offices. The use of metrics to make business decisions is an invaluable tool to effect systemic change using logical and intentional instructional and budget thinking. Involving the business office in the change process can provide metric-based information and greater depth of analysis for group understanding.

All districts face millage and bond issue challenges at some time. New techniques for understanding community desires are available to every district. A conversation with your community is critical before requesting their help. Your business official can assist with this conversation. They often have many contacts that the superintendent may not have due to their historic longevity in the district.

The use of business plans, including financial considerations, can be applied to many school operations. Business plans for food service, child care, athletics, swimming pools and other support areas can help to minimize or eliminate general fund contributions to these activities.

What about districts without a business official?Superintendents in some of Michigan’s smaller districts have taken responsibility for the functions of both superinten-dent and business official. This dual assignment requires a special person with special skills. In this situation it would be my recommendation to frequently seek financial advice from professionals such as the independent Certified Public Accountant that

performs your audit, the school district legal counsel, or an independent experienced school financial advisor.

Retainer arrangements are available to provide preventative problem-avoidance consultations. It will be less expensive

to avoid a serious judgment error up front than to clean up costly legal and financial issues after the fact.

A complete business office structural review may also be necessary to determine if your district has the proper level of staffing with the proper skills and background. To be successful, today’s business official should have an accounting degree and superb communication skills.

Donald Sovey, CPA, has served as a school business official for 34 years and is from a district consistently ranked in the top 1 percent for efficiency of business and administration in Michigan according to the Michigan Department of Education, allowing the district to annually return $1.3 million to instruc-tional programs. He has participated and led 24 successful bond and millage campaigns over his career. He is now the President and CEO of School and Municipal Advisory Services, PC. Contact him at [email protected].

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Systemic change in instructional delivery will require meaningful budget participation by administrators, supervi-sors, teachers, and other school employees in order for all departments of the district to strive for a common aim.


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Online learning has the potential to transform teaching and learning by redesigning traditional classroom instructional approaches, personal-izing instruction and enhancing the quality of learning experiences. The preliminary research shows promise for online learning as an effective alterna-tive for improving student performance across diverse groups of students.

~ Summary of Research on the Effectiveness of K-12 Online Learning, iNacol

A dministrator roleAccording to Susan Patrick of iNacol, “Administrators moving

toward blended learning programs must first articulate their objectives before developing an implementation plan.” Clearly expressing the objectives of the program to stakeholders, along with gathering feedback and input, sets the stage for a successful beginning.

Blended Learning: Roles for Successful Implementation

ByAnupam Chugh (REMC 20), Toula Jacobson (REMC 16) and Anne Thorp, PhD (REMC 7)

Editor’s note: This is the second in a series of three articles by the REMC Association of Michigan exploring blended learning.

www.gomasa.org 19

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Researching resources and costs to be involved in your blended model will ascertain funding for instructional materials. Additionally, technology and instructional technology leaders are best included in the discussion to optimize implementation.

Support of teachers by administrators cannot be overstated. Providing and supporting effective ongoing professional development to encourage teachers’ endeavors is a significant element in implementation. Following up PD with demonstrated accountability, while providing appropriate tools and resources for teachers and students, will determine the success of the program.

Teacher roleiNACOL contends that we’re “talking about a new paradigm for both teachers and students, no longer defined by the four walls…. A school’s use of Web technologies must transform learning.”

In today’s world of digital tools, content is everywhere. Teachers are no longer the keepers of the knowledge as they are being transformed from transmitters of knowl-edge to facilitators of student learning.

For teachers to successfully implement blended instruction to transform learning, they need active engagement in effective ongoing professional development. They will benefit when they can learn and experience blended instruction not only as teachers, but also as students.

Well designed professional development includes sound instructional design principles such as encouraging ongoing communication, differentiating instruc-tion and providing prompt feedback. Teachers also need support in how to strategically implement them (Lin, 2008). It involves opportunities for applying new knowledge to the learning

environment in which participants are not only taught to reflect on their own implementation success, but also guided to adjust teaching strategies as needed. Upon completion of the professional development, participants are expected to apply learning to create and foster an effective blended learning environment that meets the needs of all learners.

Once teachers are back in the classroom, they need to ask for ongoing support of their administration, REMC personnel, technology specialists, and building

experts. They also can solicit feedback from students so they can adjust the learning environment

accordingly. Additionally, teachers must create and foster an environment for students to be contributors

to their own learning—an environment in which they

are motivated to excel and engage in their own learning.

Student roleIn the blended environment, students need to take initiative for their own learning as well as participate in the course to fulfill learning expectations. Students are meant to become active contributors to their own success and are held accountable for their participation and completion of course requirements.

This involves a transformation of student participation to include taking responsibility for their own contribu-tions in course elements, providing feedback to their instructor, and asking for guidance when needed.

Online Blended Elements (learning

management system, simulations, video conferencing, etc.)

Universal Design forLearning (UDL)

StudentFocused

Traditional Face-to-Face

Engaging Elements

Timely Assessment

and FeedbackCollaboration &

Interaction (between students, educators,other

subject matter experts, and materials)

Ongoing ProfessionalDevelopment

Blended Learningand Teaching


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Blended Learning, continued from page 19

REMC role REMC is a significant provider of educational technology support and online/blended resources to Michigan districts. Professional development is provided to guide educators in becoming comfortable with and excited about the many emerging technologies, including exploring different blended learning models. This professional develop-ment includes guiding participants to learn the basics of setting up and implementing blended instruction as well as sharing resources and support for applying best practices. Oftentimes, these opportunities are a participant’s first blended learning experience.

REMC continues to work with districts to fulfill state requirements for technology proficiency and finding solutions for online/blended learning.

“…blended learning offers the best of both worlds (online and brick and mortar), allowing schools to integrate 21st century instructional models such as time and space

flexibility, self-pacing, digital content and increased personalization into an adult supported environment.” – McLester.

Part one of this series was published in the Fall issue. Read Blended Learning: The wave of the future at www.gomasa.org. Coming this Spring: Plans for Getting started with Blended Learning

Bibliography

Key Considerations in Blended Learning, by Susan Patrick, District Admin-istration, October 2011 http://www.districtadministration.com/ article/key-considerations-blendedlearning/page/0/1

Building a Blended Learning Program: Combining Face-to-Face and Virtual Instruction addresses all learners in the pursuit of 21st century skills. By Susan McLester, District Administration, October 2011. http://www.districtadministration.com/ article/building-blended-learning-program

iNACOL stated that we’re “talking

about a new paradigm for both teachers and students, no longer defined by the four walls… a school’s use of Web technologies must transform learning.”(iNacol Report: Blended Learning: The Convergence of Online and Face-to-Face Education) http://www.inacol.org/research/ promisingpractices/NACOL_PP- BlendedLearning-lr.pdf

Lin, Hong. Blending Online Components into Traditional Instruction in Pre-Service Teacher Education: The Good, the Bad, and the Ugly. http://www.georgiasouthern.edu/ijsotlInternational Journal for the Scholarship of Teaching and Learning. January 2008. Internet. 19 Oct. 2011.

The authors have extensive backgrounds in instructional technology and work extensively with their constituent districts as they move forward with online and blended learning in the classroom. Contact them to learn more: Anne Thorp, Ph.D., REMC 7, [email protected]; Toula Jacobson, REMC 16, [email protected]; Anupam Chugh, REMC 20, [email protected].

Are You Ready to Take Your Leadership to the Next Level?The MASA Executive Coaching program provides targeted support to superintendents throughout their careers. MASA coaches are experienced superintendents who received training in the best practices of coaching for executive level leaders. Borrowing coaching principals from the programs available to top leaders in the private sector, MASA Executive Coaching is for any administrator who wants to take their leadership to the next level.

Contact Jerry Jennings at [email protected] or 517-449-0518 to learn more.

http://www.districtadministration.com/

http://www.districtadministration.com/

http://www.inacol.org/research/

http://www.georgiasouthern.edu/ijsotl


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I n an unprecedented move, the 12 districts in the Ingham ISD service area have made a long-term commit-

ment to ensure each student reaches his or her maximum potential. Three years ago, these 12 joined forces to change the way we provide curriculum, instruction, and assessment with a focus on prevention and intervention.

Led by our Superintendents’ Round Table, all of our district leadership teams came together on a Saturday morning in May and decided to aggregate our county’s $11 million of ARRA (American Recovery and Reinvestment Act) money. The superintendents agreed to create a countywide Response to Intervention (RtI) system instead of each district oper-ating independently. Educational leaders

knew that to increase student achievement and set a course for continuous improve-ment and growth, we all had to be on the same page – working together on common goals, sharing resources and staff.

Response to Intervention is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying student response data to important educational decisions” (G. M. Batsche et al 2005). The Ingham ISD model focuses on leadership; professional development; and empowering culture within the context of curriculum, assessment, and instruction. This multi-year initiative utilizes reading

and behavior as the context to imple-ment the core components of RtI.

In order to hold ourselves accountable to our commitment to increase student achievement, we needed to take an honest look at our data. This data was a key driver for leadership’s decision to implement RtI. For example, although some students were reading at grade-level, our data spanned an unacceptable range of proficiency level and our dropout rates ranged from 2.8% to 24.8%. We realized that unlike tradi-tional models of RtI we needed to start in the general education classroom first; labeling and separating students wasn’t working. Then we would provide a system of support for students, whenever it was needed, to help them reach their potential.

The RtI model requires a major concep-tual and practical shift from traditional practices. Our structure for achieving this goal includes the following components:

• Viewingtheschoolbuildingas the unit of change;

• UtilizinganRtIcoachingmodel,and;

• Emphasizingtheleadershiprole of the principal and district level administrators.

As our local districts used systems thinking and data to drive decisions, it was clear that transformational, systemic change would require Ingham ISD to lead and embrace the change ourselves.

The instructional departments were reorganized to actively support the effec-tive implementation of RtI within our

Response to Intervention Drives System Change for Ingham ISD DistrictsBy Stanley S. Kogut,Jr.

www.gomasa.org 23

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constituent districts. We adopted an “all ed” unified educational model and created two cohesive units—Student Instructional Services unit (SIS) and a Student Support Services unit (SSS)—that work together to reach and support all students. SIS supports the implementation of core curriculum, assessment and instruction for all students. The SSS unit provides programs and services that support core curriculum, assessment and instruction for some students, based on need. This unit is no longer a stand-alone department and functions as a support to general education. Existing staff was assigned to each unit based on the core functions of their work, not based on titles or existing structures. This new structure is making a significant difference in the way we serve our students and our constituent districts.

Response to Intervention has been implemented in over 90 buildings and

30 preschool classrooms in the Ingham ISD service area. We are starting to see great results countywide because of these efforts. In the past 18 months, school buildings that have implemented RtI have seen a 9 percent increase in fifth graders reading at grade level and a 7 percent increase in third graders reading at grade level. In addition, districts have seen a reduction in special education referrals, with the highest reduction reaching 28 percent.

This is a great start, but we recognize that systemic change takes time. This initiative will take five to seven years to implement and take hold in our local districts. We are excited that our results illustrate that we are on our way to closing the achievement gap.

As one of the chosen ReImagine districts, our vision of Pre-K–12 education is that

all students will know and understand their achievement levels, in all classes, all of the time and will readily receive the specific support they need,when they need it. In our vision, every family will be empowered. They will not only know how their child is doing at all times, but will also know how to advocate for their child and have access to at-home aids to assist their child. In our vision, teachers, administrators and school districts will seamlessly differentiate the curriculum, instruction and assessment each child needs to be proficient or better in all areas.

Countywide, we are looking at data and improving our delivery of curriculum to ensure all students reach their potential.

Stanley S. Kogut, Jr., is Superintendent of the Ingham Intermediate School District. Contact him at 517-244-1214 or [email protected].


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We have an opportunity to demonstrate to our teachers how much we value their expertise

and desire to work so that all students achieve at high levels. Michigan recently passed legislation forbidding a number of contractual past practices from continuing into the future. This is a wonderful opportunity to implement new proce-dures and practices to ensure that all students demonstrate high achievement.

It is not a time to belittle our teachers into believing that they are no longer valued or part of the conversation. Quite the opposite as I see it. We need to engage our teachers as well as ourselves in a more meaningful, research-based manner. I don’t mean in a right-to-

bargain manner, but in a manner that promotes collegiality and professionalism.

As Robert Marzano writes in What Works in Schools: Translating Research into Action: “ . . . studies that have found a statistically significant relationship between school climate and student achievement have

focused on collegiality and profes-sionalism” (Marzano, 2003, p.61).

The question at hand is “Where do we start?” New Michigan laws require us to change many of our past practices and replace them with new, but we shouldn’t go about it like a bull in a china shop. We need to proceed in a thoughtful and purposeful manner—with curriculum, the foundation of good teaching and ultimately rich and meaningful student learning and achievement.

As noted by Kim Marshall, “When a principal visits a classroom, one of the most important questions is whether the teacher is on target with the curric-ulum—which is hard to define when no

one is sure exactly what the curriculum is! … Supervision can’t be efficient and effective until curriculum expectations are clear and widely accepted within the school” (Marshall, 2009, p. 10). The first order of business, therefore, should involve our principals in ensuring that the district’s curriculum is not only aligned with state standards but also that it is understood and delivered by all teachers.

This will not be an easy task according to Marzano, given that there aren’t enough hours in a school day, even with an extended school day and year, to provide the instructional hours necessary to adequately cover a typical state’s standards and benchmarks (Marzano, 2003, p. 24 & 25).

New Michigan laws require us to change many of our past practices and replace them with new, but we shouldn’t go about it like a bull in a china shop.

Valuing Our Teachers, Our Profession By James Feil

www.gomasa.org 25

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We should, therefore, use Marzano’s five-step action plan to implement a guaranteed and viable district curriculum:

1) Identify and communicate the content considered essential for all students versus that considered supplemental or necessary only for those seeking postsecondary education

2) Ensure that the essential content can be addressed in the amount of time available for instruction

3) Sequence and organize the essential content in such a way that students have ample opportunity to learn it

4) Ensure that teachers address the essential content

5) Protect the instructional time that is available (Marzano, 2009, Chapter 3).

While our new laws infer that this is a district decision, it cannot be achieved, nor would it be advisable to attempt, without help. We need

the committed involvement of not only our curriculum content teacher leaders, but also principals, teachers and support personnel involved in communicating and delivering a district’s guaranteed and viable curriculum.

Principals are as responsible as teachers for knowing how the curriculum is formed, aligned, broken down into unit plans, taught, formatively and summatively assessed, and learned. How else can we offer legitimate and effective feedback for growth and improvement if we ourselves don’t understand for what we are attempting to hold our valued teachers accountable? It is important, therefore, that all principals ready themselves to become more involved in all stages of curriculum development, alignment, delivery, and assessment.

The first order of busi-ness, therefore, should involve our principals in ensuring that the district’s curriculum is not only aligned with state standards but also that it is understood and delivered by all teachers.



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Teachers, continued from page 25

Our goal is not to place an undue burden on principals and teachers. As Richard Elmore and colleagues suggest in their book Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning, we need to focus our attention on the instructional core composed of teacher and student in the presence of content (City, Elmore, Fiarman, and Teitel, 2009, p. 22). Elmore and colleagues go on to state, “many forces in the name of ‘improvement’ often pull the focus away from the instructional core. If this focus is lost, however, true instructional improvement is unlikely… Accountability begins in the tasks that students are asked to do. If the tasks do not reflect the expectations of the external accountability system, or our best ideas about what students should know and be able to do, then, we should not expect to see the results reflected in external measures of performance.” (City, Elmore, Fiarman, and Teitel, 2009, p. 38).

In placing emphasis on curriculum as a starting place, we are also emphasizing the need for all teachers to have a depth of content knowledge relative to their certification as a starting place, as well as the pedagogical skills necessary to engage their students in a meaningful ways. According to Danielson and McGreal,“Planning is an important skill in its own right, distinct from a teacher’s ability to conduct a successful instruc-tional experience for students. Planning requires thoughtful consideration of what students should learn; the nature of the subject; the background, interests, and skills of the learners; and how to engage students in a meaningful way with the content. Skilled planning requires a thorough knowledge of the subject, but such knowledge is insufficient. Teachers also need knowledge of content-specific

pedagogy—how to engage students meaningfully and in increasingly complex ways with the content” (Danielson and McGreal, 2000, p. 48).

It is, therefore, important that we all work together at the beginning to understand how best to deliver the content knowledge that we want and expect our students to learn.

James Feil is a retired superintendent, most recently employed by Traverse City Public Schools. He currently is pursuing an Education Specialist degree through the University of Michigan-Flint and consulting on teacher preparation for Lake Superior State University. Contact him at [email protected].

ReferencesCarroll, L. (1897). Alice’s Adventures in Wonderland. New York, NY: The Macmillan Company.

City, E.A., Elmore, R.F., Fiarman, S.E., & Teitel, L. (2009). Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. Cambridge, MA: Harvard Education Press.

Danielson, C. & McGreal, T. L. (2000). Teacher Evaluation: To Enhance Professional Practice. Alexandria, VA: Association for Supervision and Curriculum Development & Princeton, NJ: Educational Testing Service.

Marzano, Robert J. (2003). What Works in Schools: Translating Research Into Action. Alexandria, VA: Association for Supervision and Curriculum Development.

Marshall, K. (2009). Rethinking Teacher Supervision and Evaluation: How to Work Smart, Build Collaboration, and cClose the Achievement Gap. San Francisco, CA: Jossey-Bass.

www.gomasa.org 27

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Any systemic change process can benefit from a strong communica-tion plan. Yet communication requires

time and energy. How can busy administrators ensure their communication efforts are effective?

Kim Cranston, APR, chief communica-tion officer for Rockwood School District in Wildwood, Missouri, says the key is planning. Without a plan, communication will be inconsistent and sporadic.

“You’d never be without a plan for curriculum or finances; so unless you think communication isn’t important, you shouldn’t be without a plan for your public relations efforts, either,” Cranston said.

Cranston urges administrators to think of public relations planning as an up-front invest-ment that can save not only time, but also trouble that often results from misunderstandings caused by a lack of communication from those in authority. Plus, research published by the National School Public Relations Association (NSPRA) in recent years has shown that a well-thought-out public relations plan can help a district carry out its mission and meet its goals by keeping staff well-informed and parents involved.

Ten easy steps to creating a PR planIf you’ve never done communication planning, where do you start? The following example provides a basic framework for developing a public relations plan. This

illustrates the process by addressing a particular issue—improving attendance at parent meetings—but this plan can serve as a model for any systemic change.

1. Identify a PR challenge or oppor-tunity. For example, attendance has been low at parent meetings, and you would like to increase it.

2. Determine the key audiences. This is an easy one – parents. Other plans may involve students, community members without children, busi-ness leaders, senior citizens, etc.

3. Find out what those audiences currently know or believe. This can be informal, such as calling or talking to a few parents directly to ask them why. Or it can be more

formal, such as a written survey. Sample questions could include: Are you aware of when meetings are? If yes, why aren’t you attending? What would encourage you to attend?

4. Determine how each audience receives its information. If your research determines that parents haven’t heard about the meetings, find out how they would prefer to receive information. Do they read the school newsletter? Or do they get news through another channel?

5. Establish measurable objec-tives. For this example, a good objective is to increase meeting attendance by 50 percent. Estab-lish a baseline number before you implement your plan.

6. Define message points. This will be based on what you discovered in step 3. What information will motivate them

to attend a parent meeting? For example, “Parent involvement helps

children succeed in school. Please attend the parent meeting next Thursday.”

7. Determine the communication channels to deliver those messages. This will depend on what you learn in step 4. You may decide to make better use of existing channels or create completely new ones (for example, volunteers calling parents directly).

8. What will this cost? How much will you need for printing, postage, technology or other expenses, if any? And remember, if you use existing methods, the costs should be minimal.

Save Time, Trouble With a Proactive PR PlanAdapted from a seminar by Kim Cranston, APR

www.gomasa.org 29

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Kristin Goodchild, K-12 Services269.903.3027www.skanska.com

Building the Michigan of tomorrowFrom small renovations to $100+ million district-wide programs, Skanska is a leader in K-12 construction in Michigan. Whether you’re looking for pre-bond campaign strategies, sustainable building practices or integrated project delivery services, you can count on us to provide your district with smart solutions to make the most of your investment.

When you want the best in construction services, turn to Skanska.

9. Who will be responsible for each facet of the plan and what are the deadlines? Determine who will be involved and when you want to accomplish your objective. This could include teachers, staff, parents or others.

10. Evaluate whether you have reached your objectives. Did attendance increase by 50 percent? Why or why not? Follow-up with parents to see if any adjustments to the plan are needed for next time.

Other applications for which you could develop PR plans include:

• Launchinganinitiativetoraise graduation rates.

• Raisingawarenessandsupportforyour school’s improvement plan goals.

• Explainingschoolsafety,aswell as violence and bullying prevention programs.

• Keepingparentswell-informedabout assessments and what the results mean for your school.

• Gettingfactstothecommunityfirst when budget or program changes may be considered.

Together, these individual plans can become part of a year-long district- wide plan.

Kim Cranston, APR, is chief communication officer for Rockwood School District, Wildwood, MO. This story was compiled from Cranston’s presentation at the 2011 NSPRA National Seminar by and from NSPRA resource files.

This article was adapted with permission from the copyrighted article “Take a Little Time Now for PR Planning; You Can Save More Time and Trouble in the Long Run,” Principal Communicator, September 2011, published by the National School

Public Relations Association, 15948 Derwood Road, Rockville, MD 20855; www.nspra.org; (301) 519-0496. No other reprints allowed without written permission from NSPRA.


The American Academy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.nodropouts.com . . . . . . . . . . . . . . . . . . . . 20

GCA Services Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.gcaservices.com/k-12 . . . . . . . . . . . . . . . . . . . . 29

Houghton Mifflin Harcourt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.hmhpub.com . . . . . . . . . . . . . . . . . . . . 19

Kingscott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.kingscott.com . . . . . . . . . . . . . . . . . . . . 17

Lexia Learning/CSC Learning . . . . . . . . . . . . . . . . . . . . . . . . . . www.lexialearning.com . . . . . . . . . . . . . . . . . . . . 23

Michigan Employee Health Insurance Pool . . . . . . . . . . . . . . . . . . . . . www.miehip.com . . . . . . . . . . . . . . . . . . . . 15

Miller, Canfield, Paddock & Stone, LLC . . . . . . . . . . www.millercanfield.com/PublicLaw . . . . . . . . . . . . . . . . . . . . 13

Physicians Health Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .www.phpmm.org . . . . . . . . . . . . . . Opp. TOC

Plante Moran . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.plantemoran.com . . . . . . . . . . . . . . . . . . . . 25

Rahmberg Stover and Associates . . . . . . . . . . . . . . . . . . . . . . . . . . . . .rahmberstover.com . . . . . . . . . . . . . . . . . . . . 14

Renaissance Learning, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.renlearn.com . . . . . . . . . . . . . . . . . . . . 31

Sehi Computer Products, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .www.sehi.com . . . . . . . . . . . . . . . . . . . . . 9

SET SEG School Insurance Specialists . . . . . . . . . . . . . . . . . . . . . . . . . . www.setseg.org . . . . . . . . . . . . . . .Opp. IFC

Skanksa USA Building, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.skanska.com . . . . . . . . . . . . . . . . . . . . 29

Skyward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .www.skyward.com . . . . . . . . . . . . . . . . . . . . 15

Synchronous Online Speech Therapy . . . . . . . . . . . . . . . . . . . . . . . . . www.synchspeech.com . . . . . . . . . . . . . . . . . . . . . . 14

United Dairy Industry of Michigan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.udim.org . . . . . . . . . . . . . . . . . .OBC

Valic Retirement Services Company . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.valic.com . . . . . . . . . . . . . . . . . . . IFC

Western Michigan University . . . . . . . . . . . . . . . . . . . . . . . .www.wmich.edu/offcampus . . . . . . . . . . . . . . . . . . . . 10

Zimco, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.stagessoftware.com . . . . . . . . . . . . . . . . . . . . 26

Index to Advertisers

Want to advertise in the next issue of MASA Leader?Contact Kathleen Pishotta at 888.371.4933 or

[email protected]

www.apogeepublications.com

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