The document provides an overview of the Breaking Ranks framework for school improvement. It discusses that school culture determines why schools need to improve, what needs to change, how changes can be made, and who will make the changes. The framework includes cornerstones like leadership, equity, and culture, as well as core areas like curriculum and relationships. It provides recommendations in each area to guide school improvement efforts.

1. A Comprehensive School
Improvement Framework
for K-12 Leaders
John Nori, Program Development, NASSP
norij@nassp.org
Patti Kinney, Middle Level Services, NASSP
kinneyp@nassp.org

2. SCHOOL IMPROVEMENT CHAIN LETTER
Simply send a copy of this letter to six (6)
other schools that are tired of their principals.
Then bundle up your principal and send
him/her to the school at the top of the list.
In one week you will receive 16,436 principals.
One of them should be dandy.
Believe this…one school broke the chain and
got its own principal back.
Good Luck!

3. Breaking Ranks: A Dynamic Framework
1996 2004 2006 2009 2010 2011

4. The Breaking Ranks Framework
Why does your school need to improve?
What needs to improve?
How do we improve our school?
Who? Do YOU and YOUR TEAM have what
it takes to create a culture for change?

5. The WHY of
School
Improvement

6. How Well Does Your School Serve
Each Student?
Are practices are in place to ensure…
Organizational structures and programs foster
personalization and banish anonymity?
Each student is encouraged to take advantage
of challenging courses and activities and
receives the support needed to succeed?
Teachers use a variety of student data to
regularly plan and deliver differentiated
instruction and assessment?
Each family participates as a critical partner
with the school to ensure student success?

7. BR: Comprehensive Framework
From Appendix 1, pg 152

8. What is school culture?
“The way we do things
around here.”

9. What kind of a culture positively
impacts student performance?
A culture that is collaborative,
supportive, reflective, creative,
and safe…and where every day,
teachers and students feel
invigorated, challenged, engaged
and empowered.

10. The Layers of Culture
Observable
Staff handbook, logo, types of meetings,
grouping of students, daily schedule,
celebrations, signs, announcements, public
roles.
Values & Beliefs
Vision, what we believe about teaching,
learning, schooling, education, children and
parenting expressed in what we say and do.
Collective Assumptions
Taken for granted understandings about what’s
worth doing; the hidden psychological level.
*Greatest leverage for change is here

11. The culture at my school is most defined by:
•A spirit of collaboration and collegiality
•District, state and federal accountability
requirements
•Student demographics and community
socio-economic status
•The relationship between and among the
students, parents, staff, and administration.
•A belief that with support, all students can
learn

12. Culture, Conversation & Change
Culture is the sum of our collective
assumptions which we carry in our minds
about ourselves, other people, our craft;
every aspect of school life.
These assumptions shape how we act.
They are often untested, unexamined, and
unchanging.
Conversation (dialogue) is the only way to
disrupt assumptions and bring about
change.

13. Culture
Mindset
By Carol Dweck
Article in Principal Leadership
www.nassp.org/mindsets

14. Truths Related To Culture
Culture is more powerful than any single
individual.
Culture is often invisible, below the
conscious level, shaping the way we do
things.
Culture, for better or worse, is
communicated directly and indirectly to
new staff members.

15. Re-culturing
A change in beliefs and a willingness to
rethink old beliefs and assumptions that
underlie stuck behaviors.
A shift in point of orientation from outward
to inward.
The creation of new mental models that
serve us better.

16. Structural Change
≠
Cultural Change

17. Structural Changes
RTI
Advisories
Detracking
Flexible Grouping
Inclusion Classes
Flexible Schedules
Interdisciplinary Teams
Ninth-Grade Academies
Common Planning Time
Small Learning Communities
Elementary Departmentalization
Professional Learning Communities

18. Cultural Changes
Common Set of Beliefs
New Ways of Interacting
Heightened Expectations
Honest Examination of “reality”
Shared Mission, Vision, Values,
and Goals

19. “Culture eats strategies for breakfast.”
Peter Drucker
Changing culture is the only
road to significant and lasting
school improvement.

20. Breaking Ranks: The Comprehensive Framework
for Improving Schools
Too often, when implementing improvement initiatives,
schools neglect to focus on the importance of altering school
culture. This alteration in school culture can allow
improvements to take hold, flourish, and be sustained.
Changing culture requires more than being the first person
with a great idea.
Transformations do not take place until the culture of the
school permits it—and no long-term significant change
can take place without creating a culture to sustain that
change.
The question for education leaders at all levels is this: How
can we foster these cultural changes within schools so that
we can lead improvement and enhance student learning?
Chapter 1, pg 7

21. Breaking Ranks: The Comprehensive Framework
for Improving Schools
Too often, when implementing improvement initiatives,
schools neglect to focus on the importance of altering school
culture. This alteration in school culture can allow
improvements to take hold, flourish, and be sustained.
Changing culture requires more than being the first person
with a great idea.
Transformations do not take place until the culture of the
school permits it—and no long-term significant change
can take place without creating a culture to sustain that
change.
The question for education leaders at all levels is this: How
can we foster these cultural changes within schools so that
we can lead improvement and enhance student learning?
Chapter 1, pg 7

22. The WHAT of
School
Improvement

23. The “WHAT” of the Breaking Ranks® Framework
Cornerstones Core Areas Recommendations
Leadership Assessment
Curriculum,
Collaborative Instruction &
Leadership Assessment
Equity 9 recommendations 12 recommendations
Relationships
Improved
Student
Performance
Culture
Instruction
Personalizing your
School Environment
Curriculum 8 recommendations
Organization
Professional Development

24. Collaborative Leadership
Sample Recommendations
The principal leads in developing, articulating,
and committing to a shared vision and mission
focused on student success
The school provides meaningful decision-
making roles for staff members, students and
parents
All members of the school community actively
collaborate to develop and implement the
agreed-upon learning goals and improvement
plan

25. Personalization
Sample Recommendations
The school establishes structures and practices
to banish anonymity and individualize the
learning experience for each student.
The school creates a safe, caring environment
characterized by interactions between adults and
students that convey high expectations, support,
and mutual respect.
The school implements scheduling and student-
grouping practices that are flexible, meet each
student’s needs, and ensure successful academic
growth and personal development.

26. Curriculum, Instruction, & Assessment
Sample Recommendations
The school identifies essential learnings and
the standards for mastery in all subjects.
The school connects its curriculum to real-life
applications and extends learning opportunities
beyond its campus.
Teachers plan and deliver challenging,
developmentally appropriate lessons that
actively engage each student; emphasize
depth over breadth; and develop skills, such
as creative and critical thinking, problem
solving, decision making, and communication.

27. An integrated approach…
Leadership Assessment
Curriculum,
Collaborative Instruction &
Leadership Assessment
Equity 9 recommendations 12 recommendations
Relationships
Improved
Student
Performance
Culture
Instruction
Personalizing your
School Environment
Curriculum 8 recommendations
Organization
Professional Development

28. Matrix of
Cornerstones,
Core Areas,
and
Recommendations
BR: Comprehensive
Framework, pg 39

29. The How of
School
Improvement

30. Change
“The only person who
likes change is a baby
with a wet diaper.” - Mark
Twain

31. Which quote best illustrates an experience
you’ve had with change?
1. When you are through changing, you are through.
~Bruce Barton
2. If you want to make enemies, try to change something.
~Woodrow Wilson
3. Just because everything is different doesn't mean anything
has changed. ~ Irene Peter
4. In times of change, learners inherit the Earth, while the
learned find themselves beautifully equipped to deal with a
world that no longer exists. ~ Eric Hoffer
5. This bridge will take you halfway there - the last few steps
you will have to take yourself. ~ Shel Silverstein

32. TRADITION

33. There is Light at the End of the
Tunnel

34. A
Process
Circle for
Leading
Change
BR: Field Guide, pg 20

35. The Process in
Action:
Implementing
Student-led
Conferences
BR: Field Guide, pg 24

36. Change
“Insanity: doing the same
thing over and over again
and expecting different
results.”
- Albert Einstein

37. The Who of
School
Improvement

38. Select the experiences that helped you get
to be as good as you are.
Teacher and/or principal
preparation program
On the job experience
Learning from mistakes
Mentors/Role Models
Professional development
experiences

39. “10 Skills” is about…

40. 10 Skills: pg xi

41. 10 Skills: pg 12

42. How do you get
to be better?

43. Build on your strengths – Manage your weaknesses
Lead with your strengths

44. Behavioral Indicators
Setting Instructional Direction
Articulates a vision related to teaching and
learning
Articulates high performance expectations for self
and others
Encourages improvement in teaching and learning
Sets clear measurable objectives
Generates enthusiasm toward common goals
Seeks to develop alliances outside the school to
support high-quality teaching and learning
Acknowledges achievement or accomplishments
Seeks commitment to a course of action

45. The Breaking Ranks Framework
Why does your school need to improve?
What needs to improve?
How do we improve our school?
Who? Do YOU and YOUR TEAM have what
it takes to create a culture for change?

46. School Culture…
determines WHY schools need to
continuously improve.
determines WHAT needs to change
in each school.
determines HOW schools can go
about making changes.
determines WHO will be equipped
to make changes.

47. Why does your school need to improve?
To provide equal opportunity to each
student
To hold each student to the same high
standards and challenge each one equally
To make learning personal for each
student
To enable each teacher to reach each
student
To engage each family in meaningful
interaction with the school

48. What does your school need to address?
Leadership Assessment
Curriculum,
Collaborative Instruction &
Leadership Assessment
Equity 9 recommendations 12 recommendations
Relationships
Improved
Student
Performance
Culture
Instruction
Personalizing your
School Environment
Curriculum 8 recommendations
Organization
Professional Development

49. How will your school improve?

50. Who will bring about the improvement?

51. Special offer for webinar viewers:
Use Code W913 for an on-line order of these books and get
20% off – plus free shipping and handling.
Expires 10/13/2011
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52. Contact Information
Patti Kinney John Nori
Middle Level Services Program Development
kinneyp@nassp.org norij@nassp.org
1-703-860-7256 1-703-860-7263
NASSP
www.nassp.org