Making systemic change[1]

Leading for Systemic Change: Building the Capacity of Schools to Meet Student Needs Pedro A. Noguera, Ph.D. New York University

Striking the Right Balance: Technical vs. Adaptive work Technical work - A focus on managing the operations of the system, insuring that procedures are working and that employees are in compliance with policy. Adaptive work - A focus on the dynamic and complex nature of the work, its substance, meaning and purpose. Work guided by a long term vision, with medium and short term goals. An awareness that we are trying to achieve our goals in a constantly changing environment Ron Hiefitz - Leadership on the Line

Key Adaptive Questions: What does it take to educate the children you serve? What challenges do they and their parents face? What are their needs? What are their strengths and talents? How do they learn outside of school? What are they interested in? What are their goals, dreams and aspirations?

Adaptive Responses: What skills will our teachers need to respond to the learning needs of our students? What intervention strategies and support systems need to be in place? What resources will our schools need? Who should our partners be in responding to these needs?

The failure of past reforms: High dropout rates and low achievement are symptoms of deeper systemic problems Unresponsive central office, lack of support from State Lack of capacity of schools to respond to student learning needs Poverty, family distress and external conditions have an impact on schools and student achievement – schools can’t do it alone Many school reforms have not been implemented with a clear focus on how they will solve the problems schools face Raising standards is unlikely to lead to better outcomes unless we improve learning conditions and respond more effectively to student needs

Leaders must embrace innovation and remain skeptical of reform fads and gimmicks Charter schools accountability is essential Performance pay for teachers evaluations must be fair, based on classroom observations and evidence of student learning Scripted curriculum generally do not lead to higher levels of performance Teach for America Experience matters

III. Closing the Gap Requires a Paradigm Shift Old Paradigm Intelligence is innate Job of schools is to measure intelligence and sort accordingly Inequity in resource allocation: best resources to highest achievers Focus on achievement as measured by test performance Teachers expect students to learn the way they teach Discipline used to weed out the “bad” kids New Paradigm Intelligence and ability are influenced by opportunity Job of school is to cultivate talent and ability among students Resources allocated based on student need Focus on “whole child” Teachers teach the way students learn Discipline used to reinforce school values and norms

Conditions Needed to Raise Student Achievement: Systems to facilitate school effectiveness Diagnostic assessment Early intervention procedures Evaluation to insure quality control On-site, ongoing professional development Extended learning opportunities Cultural Changes: Supportive relationships between teachers and students Willingness among teachers to share ideas, curricula, materials Practices that reinforce core values Peer culture where it is “cool to be smart” Partnerships between school, community and parents

Building Capacity Requires: Professional development based on clear understanding of student needs PD should be classroom based and targeted Ability to identify, access and utilize resources to meet student non-academic needs Ability to create a school cultures that are student-centered aligned to academic goals Leaders must provide clear vision and direction Must work to achieve “buy-in” from staff, students and parents A plan for continuous improvement based on benchmarks, timelines and regular evaluation

Building school capacity requires an understanding of how to: Build partnerships between schools, local government and CBOs in response to: Turning around Jeremiah Burke HS through community support Extended learning plan aligned to the academic plan - PS 28 Brooklyn, NY; Professional development for teachers based on student needs – Serving ELLs at Multicultural HS Ability to develop meaningful partnerships with parents Create safe and orderly schools without using discipline to push out the most vulnerable students Ability to implement and modify reforms based upon demonstrated effectiveness Closing the achievement gap at Ossining HS

Capacity Building Intervene early and effectively in response to academic and social needs Minneapolis 3 rd grade drop-out prevention plan Personalize the learning environment – PS 12, Academy of Business and Technology, Bronx Use of data systems to monitor performance Implement interventions to meet student needs Engage parents in effective partnerships that reinforce child development and learning Partnerships focused on learning needs - McCormick Middle School, Boston Addressing parent needs – Eagle Academy

Making systemic change[1]

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Making systemic change[1]