from provisions of the Elementary and Secondary Education Act (ESEA) - or No Child Left Behind
(NCLB). On June 29, 2012 South Dakota’s flexibility plan was approved. South Dakota’s plan
involves a school Performance Index (SPI) with focus on standardized achievement of students
including subgroups of race/ethnicity, students with disabilities, limited English proficiency, and
economically disadvantaged students. In accordance with school adequate yearly progress (AYP) the
SPI index will place schools into one of the following categories; exemplary, progressing or priority.
For the schools educational leaders, the index provides a starting point for moving towards the
process of transforming their schools and teachers toward a school-wide change for differentiated
instruction in an attempted to maximize the learning for diverse student populations. Moving a
school to differentiated instruction is based on a responsive classroom approach grounded around:
building and sustaining a school vision, leading a learning community, sharing leadership, using data
to make instructional decisions, and continually monitoring curriculum and instruction.
The main agent to begin a systematic approach for school-wide change to differentiation is the school principal. Change begins with knowledge of where your system rates in accordance to the states SPI, and using this data to make school change as the means of maximize the learning of diverse student populations. No matter if your school is state rated as exemplary, progressing or priority; the principals’ role is to continually focus on school improvement efforts by creating a vision of change to assist more students in their learning. Tomlinson (2008) elaborates, that effective principals understand and attended to the change process, they make the most of their teaching experience to obtain a clear vision of how the initiative works and how it will unfold within their systems. The systematic change is insightful of the obstacles which may transpire as the principal foresees change within their school and their vision and goals become the heartbeat at every stage during the process of school transformation. The goal for the principal is to transition the school from one of teacher isolation, autonomy, and low accountability, to one of teacher collaboration, team learning, to shared accountability (“The Responsive Classroom Approach” n.d.). The school transformation revolves around a responsive classroom approach and the teachers are the students. The approach views social and emotional growth as important as academic learning. Basically, academic learning experiences have more meaning if we are able to socially link to emotions of self and others, stemming from the theory that people learn best through social interaction and are explicitly taught social and emotional skills along with their academic lessons. The goal is to enable optimal teacher involvement with social and emotional learning through the implementation and refinement of classroom and school-wide practices promoting differentiation.
By involving the school staff in the development of a shared vision honors their expertise as teachers, and is the critical step of initiating school wide goals leading to school transformation.
Since many of the issues deal with school reform, effective leaders influence others to agree about
what needs to be done and know who within their systems can carry it out according to their expertise
or as a means of transforming their beliefs. By conducting class observations principals are able to
seek out teacher leaders, who are progressive and passionate about teaching and learning to assist in
school transformation. All the while, keeping in mind, that shared leadership can generate solutions
within their local context and can assist in uncovering the many talents and resources within the
school staff. Knowing the many demands and how time consuming teaching can be, effective
principals develop and depend on leadership contributions from others too. Tomlinson (2008)
acknowledges Conway Elementary and Colchester High School as model schools for differentiate
transformation and attribute their successes to the hiring of teacher liaisons, veteran educators serving
as staff developers assisting in school renewal. In the beginning, their work should evolve around
theory, demonstration, practice, feedback, coaching, involving continual reflection. As the school
progresses teachers need time to focus on curriculum planning, curriculum mapping targeting specific
instructional strategies, and in-depth analysis of data. Teacher liaisons inform the principal of the
schools transformation goals, set new goals as they work to produce autonomy in teachers through
shared accountability. Furthermore, the involvement of teacher liaisons assists with dealing with
varying viewpoints, philosophies, teaching practices and resistance to change too. The possibility of
transforming those who are reluctant to change is more likely to happen when a community of
learners is developed.
For the middle or high school departmental systems, providing time for change can serve beneficial for teachers unsure of change. Work with those willing to change by initiating pilot programs. Provide them the staff development materials and training to assist in their success so the resulting data is evident for change. Set aside continual all staff review of the data collected from the pilot program and seek out the opportunity for more teachers to pilot within their discipline area. Share the responsibility of school transformation on leadership teams or school department heads. This places school accountability within their specialty areas and helps to provide for more specific staff development opportunities and thus literally sustains the vision of differentiation. Keep parents involved in the school changes, educate them to the processes. Survey parents and bring forth their views about how the transformation is working for them and their children. Tomlinson (2008) noted as differentiation had progressed, Colchester parents came forth, wanting their children in the differentiated classroom because of the benefits they were observing. Also, Stone, the principal, made note that the schools heterogeneous classes were doing as well as if not better than students in the track system. Baseline data like this is pivotal for a community of learners since it provides evidence that transformation efforts are having an effect on students learning.
For South Dakota schools the SPI is a state required data source used as a means to monitor student’s academic growth over time and to rate schools. The intention of the SPI is to provide the state schools disaggregated (by student diversity) data to begin a school improvement plan geared towards lessoning the achievement gap. For differentiation, using data to make instructional decisions, and continually monitoring curriculum and instruction is the vital force which moves schools. If the schools baseline data is monitored, the schools SPI can show growth over time. Ultimately aggregated baseline data should include disciplinary referrals, attendance rate, school drop-out, and school community attitudes involving differentiation. Other baseline data can provide a comprehensive view. Popham (2009) believes performance of standardized assessments can be achieved if teachers appropriately follow four fundamental categories: (1) curriculum determination, (2) instructional design, (3) instructional monitoring, and (4) instructional evaluation. Likewise Tomlinson (2009) suggests baseline data be collected, determining to what degree teachers lessons were focused on differentiation, were built around student readiness, kept students interests, considered student learning profiles, and how curriculum aims and assessments informed instruction design. In all, effective principals translate their interpretation of the schools baseline data to that of standard based assessments/SPI to seek areas of strength and deficiency as an aid to transform their schools. The principal shares this information to their school staff so they are able to analyze school data too. The skill of data interpretation becomes a school wide approach for school improvement by using data to set directions, to improve on teaching and student learning.
The new focus in education is moving away from standardized teaching to high quality, measurable student learning. Leading a school to differentiated instruction is a means of doing so with a combination of principal and teacher leadership. By reviewing school data schools can reinvented themselves as learning communities and show positive gains. Principals who focus on their vision, mission and goals are more apt to transform their school staff to leadership capacities. If schools are moving in a positive direction and goals are being obtained then positive results will become apparent. If a school is moving too quickly, there will be a lack in the development of teacher leadership and goals will be slow to less likely obtainable. The most important role of the principal is to assure successful student learning, therefore monitoring the pace of change is critical.
References
Popham, W. J. (2009). Instruction that measures up. Alexandria, VA: ASCD. Print
The responsive classroom approach. (n.d.). Retrieved February 25, 2013, from Teach Make a Difference: http://teach.com/responsive-classroom-approach
Tomlinson. (2008). The differentiated school making revolutionary changes in teaching and
learning. Virginia: ASCD. Print
No comments:
Post a Comment