Carla mathis's change model power point
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This document discusses the vision, mission, and need for improved professional development at West Mecklenburg High School. It notes that the current approach is not differentiated or relevant for all participants. Survey results show that only around half of teachers feel that professional development deepens their content knowledge or is differentiated. The document proposes a new multifaceted approach to professional development, including creating a collaborative culture using student data, shared leadership, and needs-based training to improve student achievement. Sustainable leadership will be required to implement these changes.
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Carla mathis's change model power point
- 1. Carla Grant Mathis EDD/721 November 24, 2014
- 2. VISION STATEMENT West Mecklenburg High School provides students with a challenge and globally, competitive education designed to promote success in post-secondary education and the workforce in the 21st century. MISSION STATEMENT West Mecklenburg High School strives to maximize the academic and social potential of all students and to produce globally, competitive life-long learners.
- 3. ONE-SIZE FITS ALL APPROACH GENERIC NOT SPECIFIC LACK RELEVANCE FOR SOME PARTICIPANTS
- 4. According to the American Federation of Teachers, “Professional development is a continuous process of individual and collective examination and improvement of practice. It should empower individual educators and communities of educators to make complex decisions; to identify and solve problems; and to connect theory, practice, and student outcomes.”
- 5. SENSE OF URGENCY!!!!!!! Percent of Students College and Career Ready 2013-14 2012-13 Overall EOC: 37.76% 37.5% English II EOC: 40.40% 37.8% Math I EOC: 25.34% 28.4% Biology EOC: 50.15% 30.2% Reference: North Carolina Department of Public Instruction
- 6. 41.35% of teachers responded to the North Carolina Teacher Working Conditions Survey 43 out of 104 teachers responded which is a decline in responses from previous years 51.2% - agree that professional development is differentiated to meet individual needs 46.3% agree that professional development deepens teachers’ content knowledge 43.6% agree that professional development results are evaluated and communicated to teachers 2014 North Carolina Teacher Working Conditions
- 7. Multifaceted Create a learning culture that fosters collegial decision making based on qualitative and quantitative student data Shared leadership Emphasis on learning versus teaching/instructing Needs-based targeted professional development Interactive training and development on effective professional learning communities and the collection and use of data
- 8. Sustainable transformational leadership will be required to implement the change in professional development (Vogel, 2013). The implementation of true Professional learning communities is a value-added second-order change designed to increase student achievement by creating a support structure among teachers, school-level instructional leaders and administrator.
- 10. American Federation of Teachers. Professional Development for Teachers. Retrieved from http://www.aft.org/topics/teacher-quality/ prodev.htm. Dufour, R., Dufour, R., Eaker, R., and Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree Press. Fullan, M. & Centre Strategic Education (Vic.). (2011). Choosing the wrong drivers for whole system reform. East Melbourne, Vic: Centre for Strategic Education.
- 11. Guskey, T. R. (2007). Closing achievement gaps: Revisiting Benjamin S. Bloom’s “Learning for Mastery”. Journal of Advanced Academics, 19(1), 8-31. Retrieved from http://search.proquest.com/docview/22274 73837?accounted=458 Kotter, J. (2010). 8 steps for leading change. Available at www.kotterinternational.com/KotterPrincipl es/ChangeSTeps.aspx.
- 12. North Carolina Working Conditions. (2014). Retrieved from North Conditions Working Conditions. (2014). Retrieved from http://2014.ncteachingconditions.org/results /report/155/63717/pdf Vogel, L. (2012). A leader’s journey: The challenges of implementing standards-based student grouping. NASSP Bulletin, 96(4), 323- 349. SAGE Publications.
Editor's Notes
- Welcome Staff! Ready for a change? Ready to experience growth and to feel a sense of belonging? The new data-driven professional development is designed just for those reasons. Change is inevitable (Fullan, 2011), and the culture of an organization represents a vital component to the success of the change effort (Kotter, 2010).
- Because an organization's vision and mission statements represent its guiding force and "sense of direction," adherence and alignment to both is vital to effectiveness and sustainability (Ubben, et.al, 2007, p.70). Effective professional development should be aligned with the organization's vision and mission statements and designed and facilitated to provide relevance to an employee's direct job responsibilities and promote professional growth.
- Professional development at West Mecklenburg needs to be reorganized to focus more on learning versus teaching. Currently, professional development opportunities resemble one-size fit all models; that is, all participants receive the same training in the same manner regardless of need. According to the most recent North Carolina Working Conditions Survey, current practice does nor promote personal and professional growth among participants and lacks relevancy. The current practice of professional development at West Mecklenburg does not align with the school’s Vision and Mission statement. It does not lend itself to student academic achievement because the focus is on instruction (what the teacher is doing) versus learning (what the student is learning).
- The 2013-2014 scores represent the second year of end-of-course testing designed to measure learning of Common Core Standards. While the test scores show some growth in all but one area, they still demonstrate a sense of urgency and a need for change. To actualize the vision of the school, change needs to be made.
- The results from the 2014 Working Condition survey indicates a cultural/climate change and a professional development change needed. The low percentage of responders signals a need within the climate, and the low percentage results related to professional development confirms the ineffectiveness in the current way of providing professional development.
- Professional development should be engaging through participant's interaction, collaboration, real-world application, and reflection. Each professional development must include current and relevant research to substantiate its purpose and claims and to solicit buy-in. Each opportunity should be multifaceted and responsive to the needs of the school, results-driven, thought-provoking, and facilitated by school leaders if possible (Dufour, etal., 2006; Vogel, 2012). After an analysis of the needs and perception of the teachers, administration, and other instructional leaders, an implementation plan will be created and gradually implemented with various modes of assessments and evaluations occurring periodically.
- The focus of the innovative change model being implemented is centered on the organization’s culture because of the significant impact it has on the successfulness of the change Vogel, 2013; Fullan, 2004; Kotter, 2010).