2b lst chapter two - sid managers meeting - ultranet - 20110421

273 views

Published on

LST CH 2

  • Be the first to comment

  • Be the first to like this

2b lst chapter two - sid managers meeting - ultranet - 20110421

  1. 1. Chapter Two<br />The three stages of school turnaround<br />Team: Shane Boylan, Anita Brown, Terrie Thompson, Andy Wear<br />
  2. 2. Introduction<br /><ul><li>Setting the Scene
  3. 3. Refer to the accompanying Chapter Two Voki - 1 located on the LST Project Ultranet Design Space</li></li></ul><li>Characteristics<br />Stage One: stopping the decline and creating conditions for early improvement<br /><ul><li>low levels of student performance
  4. 4. frequent leadership turnover
  5. 5. poor staff morale
  6. 6. staff divisiveness
  7. 7. low levels of staff collaboration. (O’Day & Bitter, 2003)</li></li></ul><li>Key Points<br />Lessons for Stage One: stopping the decline and creating conditions for early improvement<br /><ul><li>authentically enlisting teachers will require reducing the teachers' sense of being under threat and at great professional risk
  8. 8. stopping the declining performance of many schools, especially secondary schools, often requires external intervention
  9. 9. one of the most powerful conditions will be the deprivatisation of teachers' instructional practices. But successful deprivatisation usually depends on the development or recovery of trusting relations among teachers and between teachers and administrators.</li></li></ul><li>Characteristics<br />Stage Two: ensuring survival and realising early performance improvements<br /><ul><li>a key shift in teachers’ attitude
  10. 10. leaders gradually move toward much greater delegation and staff involvement. (Slatter, Lovett, & Barlow, 2006)
  11. 11. increased quantity and quality of professional development focussing on improving or refining teacher’s instructional practices
  12. 12. feelings of increased self and collective efficacy or confidence.</li></li></ul><li>Key Points<br />Lessons for Stage Two: ensuring survival and realising early performance improvements<br /><ul><li>increases in teachers' individual and collective efficacy or confidence about their ability to improve student learning is a key driver in this stage
  13. 13. professional development for teachers at this stage should aim to improve teacher efficacy as actual teacher capacity.</li></li></ul><li>Characteristics<br />Stage Three: achieving satisfactory performance and aspiring to much more.<br /><ul><li>a culture of high expectations
  14. 14. a safe and disciplined environment
  15. 15. a principal who is a strong instructional leader
  16. 16. a hard-working and committed staff
  17. 17. a curriculum that emphasises basic skills but includes serious attention to higher-order thinking as well.(Center for Public Education, 2005)</li></li></ul><li>Key Points<br />Entering Stage Three: achieving satisfactory performance and aspiring to much more.<br />A turnaround leader must foster the following:<br /><ul><li>a willingness to be held responsible for what students learn
  18. 18. a growing awareness of the long-term nature of the job
  19. 19. a new realisation about the interdependence of elementary and secondary schools
  20. 20. awareness of the wide array of factors that produce strong, student performance in the long run.</li></li></ul><li>Three Stages<br />stopping the decline and creating conditions for early improvement<br />ensuring survival and realising early performance improvements<br />achieving satisfactory performance and aspiring to much more.<br />
  21. 21. Chapter Two<br />The three stages of school turnaround<br />This lead us to...<br />
  22. 22. Ask Questions<br />what is the Victorian process for identifying schools that require intervention (what is our criteria for ‘poor performance’)?<br /><ul><li>what kinds of interventions do we offer?
  23. 23. do these schools get priority to support, resources and professional learning?
  24. 24. do we offer schools differentiated professional learning based on what stage each school is in?</li></li></ul><li>Insights into some of our work<br /><ul><li>Refer to the accompanying Chapter Two video located on the LST Project Ultranet Design Space</li></li></ul><li>Who is leading who?<br /><ul><li>Refer to the accompanying Chapter Two Voki - 2 located on the LST Project Ultranet Design Space</li>

×