My remarks to the Louisville Forum included the historic data I blogged yesterday, followed by some thinking about recent developments and future prospects. Because Dewey Hensley had already described some of the district's strategies, I shortened and changed some of what I had planned to say, but the substance was the same as this prepared version:
Watching from a distance, I see
multiple signs that you are on a stronger track:
1. Your school board and your
superintendent are now setting numerical goals for specific years. If they follow through with annual reporting,
celebrating goals met and confronting goals missed, you’ll be developing a
culture that expects improvement year over year.
2. Dr. Hargens has reorganized your
district administration and used the savings to fund assistant principals. That’s an impressive focus on making
resources follow priorities.
3.
Dr. Hargens has also brought a major shakeup to the Gheens Academy,
designed to ensure more responsive professional development and support for your
teachers.
4.
Dewey Hensley, the man without excuses who turned around Atkinson
Elementary and provided KDE leadership for your recent high school turnaround,
is now your in-district chief academic officer.
Now, let me add a "theory of action" on what will matter most in the next several years. I’m sold on the research saying that the
approach that raises scores and closes gaps involves a particular kind of
learning culture. It’s one where
educators work together regularly, looking at student work to understand what
the learners need next, designing changes, and coming back together to see what
worked and decide what to improve next.
That approach travels under multiple names:
·
It’s called "formative assessment "by those
emphasize how teachers use the evidence.
·
It’s called "professional learning communities" by
those who emphasize the shared way the evidence gets considered.
·
It’s called "job-embedded professional
development" by those who emphasize the cycle of learning.
·
And it’s called “instructional leadership” by
those who emphasize the roles of principals in building and sustaining that
focused work.
When you read any of the accounts
of what’s been changing in your historically troubled high schools, you hear
versions of that teachers gathering that evidence, sharing the exploration, and
staying in the cycle of identifying needed changes together. You also hear principals focusing on helping
that happen—and that’s where adding those assistant principals can be an
excellent first step.
In the coming year or two, the
central issue will be making or solidifying that change in school after school.
That’s a tough kind of priority because no school board can do it by policy and
no superintendent can do it by memorandum.
It takes lasting engagement, with the central leadership making sure
it’s a priority for school leadership, fending off distractions and sending in
resources—and dedicated people in each building doing the most important work
for themselves.
So, the way to find out what’s
happening, without waiting for the state scores, will be to ask teachers and
principals what’s happening. Listen for reports of teams working together to
examine work and plan instruction. Listen for reports of having time for that
because other requirements have been pushed aside. Listen for principals spending more time in
classrooms. Especially, listen for
examples of students making breakthroughs their teachers hadn’t previously
thought were in reach—because when teachers find the ways to do that, they’re
excited and they’re exciting.
It can be done.
Your children need for it to be done, and to be frank, the rest of
Kentucky needs Jefferson County back in a leadership role. You’re the leading
engine of our statewide economy, and in an information age, we need you as the
leading engine of our learning economy as well.
No comments:
Post a Comment
Updates and data on Kentucky education!