strategic planning roslynne wilson, e.d.d superintendent woodland hills school district

Strategic Strategic PlanningPlanning

Roslynne Wilson, E.d.DRoslynne Wilson, E.d.D

SuperintendentSuperintendent

Woodland Hills School Woodland Hills School DistrictDistrict

Sixteen Trends:Sixteen Trends:Their Profound Impact on Our Their Profound Impact on Our

FutureFutureby Gary Marxby Gary Marx

As you study each of the trends, please As you study each of the trends, please

consider the difference between consider the difference between andand symbols.symbols.

The The symbol indicates a clear, nearly symbol indicates a clear, nearly unmitigated trend. unmitigated trend.

A designation of A designation of indicates a trend that indicates a trend that can be expected to develop or continue can be expected to develop or continue based on both evidence and the reality based on both evidence and the reality that certain conditions are likely that certain conditions are likely unsustainable.unsustainable.

For the first time in history, the For the first time in history, the old will outnumber the young.old will outnumber the young.

YOUNGER YOUNGER OLDER OLDER

TREND 1TREND 1

TREND 1TREND 1

Balancing the Political Demands of the Balancing the Political Demands of the Young and the OldYoung and the Old

• Clash between the needs of those headed into Clash between the needs of those headed into retirement with the needs of young children for retirement with the needs of young children for education and other services.education and other services.

• School leaders and communities that collaborate and School leaders and communities that collaborate and come together for children will be able to garner come together for children will be able to garner resources and public support and better balance the resources and public support and better balance the political demands of the young and the oldpolitical demands of the young and the old

TREND 1TREND 1

Communicating with People Who Don’t Have Kids Communicating with People Who Don’t Have Kids in Schoolin School

• If the more age-mature people in our communities have an If the more age-mature people in our communities have an opportunity to be engaged, they’ll likely feel a sense of opportunity to be engaged, they’ll likely feel a sense of ownership.ownership.

• If contact is limited, battle lines could be drawn between the If contact is limited, battle lines could be drawn between the needs of older citizens and the needs of young people.needs of older citizens and the needs of young people.

• Effective communication with citizens who do not have Effective communication with citizens who do not have children in school is essential.children in school is essential.

TREND 2TREND 2

Majorities will become minorities, creating Majorities will become minorities, creating ongoing challenges for social cohesion.ongoing challenges for social cohesion.

Diversity = DivisionDiversity = Division Diversity = Diversity = EnrichmentEnrichment

The United States is becoming a nation of The United States is becoming a nation of minorities. Shortly after 2050, no single racial minorities. Shortly after 2050, no single racial

or ethnic group will constitute more than 50 or ethnic group will constitute more than 50 percent of the population.percent of the population.

TREND 2TREND 2

Improving Achievement for Improving Achievement for AllAll StudentsStudents

• It is critical to make sure each and every It is critical to make sure each and every student has an equal opportunity to student has an equal opportunity to receive a sound education.receive a sound education.

• Challenges, even conflicts, will likely grow Challenges, even conflicts, will likely grow as some students and their schools fail to as some students and their schools fail to meet benchmarks on high-stakes tests.meet benchmarks on high-stakes tests.

TREND 2TREND 2

Providing Inclusive Multicultural Providing Inclusive Multicultural EducationEducation

Wherever students grow up, they Wherever students grow up, they ultimately will have to survive and thrive ultimately will have to survive and thrive in a multicultural world, made even in a multicultural world, made even smaller by instant communication and smaller by instant communication and rapid transportation.rapid transportation.

TREND 2TREND 2

Becoming Culturally SensitiveBecoming Culturally Sensitive

““Education systems need to declare the Education systems need to declare the importance of cultural sensitivity as a importance of cultural sensitivity as a basic requirement for all educators”basic requirement for all educators”

- C. Lynn Babcock, 2000 President of the National C. Lynn Babcock, 2000 President of the National Association of Elementary School PrincipalsAssociation of Elementary School Principals

TREND 2TREND 2

Investing in All ChildrenInvesting in All Children

We simply cannot afford to lose the We simply cannot afford to lose the talents, abilities, interests, and energies talents, abilities, interests, and energies of any child anywhere in the world of any child anywhere in the world because of a lack of opportunity for because of a lack of opportunity for education. Let’s start by seeing education education. Let’s start by seeing education as a worthwhile investment that pays off, as a worthwhile investment that pays off, not as a mere expensenot as a mere expense

TREND 3TREND 3

Social and intellectual capital will Social and intellectual capital will become economic drivers, become economic drivers,

intensifying competition for well-intensifying competition for well-educated people.educated people.

Industrial AgeIndustrial Age Global Global Knowledge/Information AgeKnowledge/Information Age

TREND 3TREND 3

• Intellectual CapitalIntellectual Capital – the intellectual – the intellectual material, the knowledge, information, material, the knowledge, information, intellectual property, experience, that can intellectual property, experience, that can be put to use to create wealthbe put to use to create wealth

• Social CapitalSocial Capital – depends on networks of – depends on networks of social relationships that support success.social relationships that support success.

TREND 3TREND 3

• The future of any economy is tied directly to its The future of any economy is tied directly to its ability to grow its social and intellectual capital.ability to grow its social and intellectual capital.

• Setting the stage for the constant development Setting the stage for the constant development of ideas and the free flow of information will be of ideas and the free flow of information will be essential.essential.

• Even today, knowledge workers constitute about Even today, knowledge workers constitute about 30 percent of the workforce but command about 30 percent of the workforce but command about 50 percent of all wages and salaries50 percent of all wages and salaries

• Communities are competing for these well-Communities are competing for these well-educated, creative people.educated, creative people.

TREND 3TREND 3

• What should be a major source of What should be a major source of intellectual capital in every community?intellectual capital in every community?

• Where do we develop relationships that Where do we develop relationships that often last us the rest of our lives?often last us the rest of our lives?

• The answer of course is school!The answer of course is school!

• The educational institution should be The educational institution should be among the key venues where divergent among the key venues where divergent people and the ideas come together to people and the ideas come together to form new knowledge.form new knowledge.

TREND 4TREND 4

Technology will increase the speed Technology will increase the speed of communication and the pace of of communication and the pace of

advancement or decline.advancement or decline.

Macro Macro Micro Micro Nano Nano Subatomic Subatomic

We can send and receive messages, We can send and receive messages, hold cyber conversations, and explore hold cyber conversations, and explore a cascade of data and ideas at the a cascade of data and ideas at the click of a mouse or simply by hitting click of a mouse or simply by hitting the send buttonthe send button

TREND 4TREND 4

Making the School a Learning Making the School a Learning Community and a Learning Community and a Learning Center for the CommunityCenter for the Community

Technological advances in learning and Technological advances in learning and telelearning will lead us toward redefining telelearning will lead us toward redefining what we mean by learning communities, what we mean by learning communities, what we teach, and how we deliver what we teach, and how we deliver education.education.

TREND 5TREND 5

The Millennial Generation will insist on The Millennial Generation will insist on solutions to accumulated problems solutions to accumulated problems and injustices, while an emerging and injustices, while an emerging

Generation E will call for equilibrium.Generation E will call for equilibrium.

GIs, Silents, Boomers, XersGIs, Silents, Boomers, Xers Millennials, Millennials, Generation EGeneration E

TREND 5TREND 5

• Baby Boomers, born between 1946 Baby Boomers, born between 1946 and 1964, or Generation Xers, born and 1964, or Generation Xers, born between 1965 and 1981between 1965 and 1981

• 2004 was the emergence of 2004 was the emergence of Generation E. E stands from Generation E. E stands from equilibrium.equilibrium.

TREND 5TREND 5

Teaching Students how to Make Teaching Students how to Make Change Peacefully and Change Peacefully and

DemocraticallyDemocratically

• Millennials will need to know how to Millennials will need to know how to channel their substantial energies channel their substantial energies constructively rather than destructivelyconstructively rather than destructively

TREND 5TREND 5

• Important knowledge and skills will include:Important knowledge and skills will include:– Thinking and reasoning skillsThinking and reasoning skills– A sound code of ethics and an understanding of A sound code of ethics and an understanding of

the value of others’ opinionsthe value of others’ opinions– Practice in identifying and exploring issues, Practice in identifying and exploring issues,

involving people in developing solutions, and involving people in developing solutions, and drafting and promoting changes in public policydrafting and promoting changes in public policy

– An ability to find and use information, An ability to find and use information, communicate effectively, test ideas, and rally communicate effectively, test ideas, and rally support through personal persuasion.support through personal persuasion.

TREND 6TREND 6

Standards and high-stakes tests Standards and high-stakes tests will fuel a demand for will fuel a demand for

personalization in education personalization in education system increasingly committed to system increasingly committed to

lifelong human development.lifelong human development.

Standardization Standardization Personalization Personalization

TREND 6TREND 6

• The problem with a one-size-fits-all The problem with a one-size-fits-all approach is that each student is approach is that each student is unique.unique.

• These are not cookies-cutter kids.These are not cookies-cutter kids.• Round pegs don’t fit into square Round pegs don’t fit into square

holes, but that doesn’t mean we holes, but that doesn’t mean we don’t need round pegs.don’t need round pegs.

TREND 7TREND 7

Release of human ingenuity will Release of human ingenuity will become a primary responsibility become a primary responsibility

of education and society.of education and society.

Information Acquisition Information Acquisition Knowledge Creation and Knowledge Creation and Breakthrough ThinkingBreakthrough Thinking

TREND 7TREND 7

Moving Toward Intellectual Moving Toward Intellectual LeadershipLeadership

• An institution will very likely be lost An institution will very likely be lost without visionary leadership.without visionary leadership.

• Courageous visionary leaders are eager Courageous visionary leaders are eager to bring people from many disciplines to bring people from many disciplines together in the hope of seeing problems together in the hope of seeing problems or opportunities in a whole new light.or opportunities in a whole new light.

TREND 8TREND 8

Continuous improvement will Continuous improvement will replace quick fixes and defense of replace quick fixes and defense of

the status quo.the status quo.

Quick Fixes/Status Quo Quick Fixes/Status Quo Continuous ImprovementContinuous Improvement

TREND 8TREND 8

Using Continuous Improvement as a Using Continuous Improvement as a Springboard for Constant RenewalSpringboard for Constant Renewal

An improving school has teachers who An improving school has teachers who are always talking about new things, are always talking about new things, new ideas, new concepts in the new ideas, new concepts in the disciplines they are teaching, and disciplines they are teaching, and they’re actively sharing information they’re actively sharing information with each other. – Gary Rowewith each other. – Gary Rowe

TREND 9 TREND 9

Scientific discoveries and societal Scientific discoveries and societal realities will force widespread realities will force widespread

ethical choices.ethical choices.

Pragmatic/Expedient Pragmatic/Expedient EthicalEthical

TREND 9TREND 9

Schools today will be faced with Schools today will be faced with some of the most monumental some of the most monumental ethical dilemmas of all time – all the ethical dilemmas of all time – all the more reason why they will need an more reason why they will need an understanding of how to consider understanding of how to consider the ethical dimension.the ethical dimension.

TREND 10TREND 10

Common opportunities and threats Common opportunities and threats will intensify a worldwide demand will intensify a worldwide demand

for planetary security.for planetary security.

Personal Security/Self Interest Personal Security/Self Interest Planetary SecurityPlanetary Security

TREND 10TREND 10

We are the first generations of We are the first generations of people who have the capacity to people who have the capacity to destroy the world…and we may be destroy the world…and we may be the last generations that are capable the last generations that are capable of saving it. What happens will of saving it. What happens will depend largely on how well we depend largely on how well we educate our people.educate our people.

TREND 11TREND 11

Polarization and narrowness will Polarization and narrowness will bend toward reasoned discussion, bend toward reasoned discussion,

evidence, and consideration of evidence, and consideration of varying points of view.varying points of view.

Narrowness Narrowness Open-MindednessOpen-Mindedness

TREND 11TREND 11

Offer Courses that Encourage Offer Courses that Encourage Thinking and Reasoning and Thinking and Reasoning and

Communication SkillsCommunication Skills

• Students should be media literate, capable of Students should be media literate, capable of separating wheat from chaff, truth from fictionseparating wheat from chaff, truth from fiction

• Students need experience in engaging others Students need experience in engaging others in civil discussion and the communication in civil discussion and the communication skills they’ll need to coherently present their skills they’ll need to coherently present their case.case.

TREND 12TREND 12

As nations vie for understanding As nations vie for understanding and respect in an interdependent and respect in an interdependent

world, international learning, world, international learning, including diplomatic skills, will including diplomatic skills, will

become basic.become basic.

Isolationist Independence Isolationist Independence InterdependenceInterdependence

TREND 12TREND 12

International Education will International Education will Become BasicBecome Basic

Social studies can help us develop a Social studies can help us develop a deeper understanding of issues close deeper understanding of issues close to home and an even more expansive to home and an even more expansive view of the world.view of the world.

TREND 12TREND 12

Demand will grow for Continuing Demand will grow for Continuing Education Programs that Focus Education Programs that Focus

on International Issues and on International Issues and OpportunitiesOpportunities

• Students will increasingly understand that Students will increasingly understand that they will need to be able to live work, and they will need to be able to live work, and thrive in a multitude of cultures and thrive in a multitude of cultures and locations world-wide.locations world-wide.

TREND 13TREND 13

Greater numbers of people will Greater numbers of people will seek personal meaning in their seek personal meaning in their lives in response to an intense lives in response to an intense

high-tech, always on, fast high-tech, always on, fast moving society.moving society.

Personal Accomplishments Personal Accomplishments Personal Personal MeaningMeaning

TREND 14TREND 14

Understanding will grow that Understanding will grow that sustained poverty is expensive, sustained poverty is expensive,

debilitating, and unsettling.debilitating, and unsettling.

Sustained Poverty Sustained Poverty Opportunity Opportunity and Hopeand Hope

TREND 14TREND 14

Worldwide ConcernsWorldwide Concerns

• The problems posed by sustained poverty The problems posed by sustained poverty will have profound implications for our will have profound implications for our individual and collective futures. individual and collective futures.

• Poverty is everyone's problems . In fact, Poverty is everyone's problems . In fact, poverty makes us all poor.poverty makes us all poor.

TREND 15TREND 15

Pressure will grow for society to Pressure will grow for society to prepare people for jobs and prepare people for jobs and

careers that may not currently careers that may not currently exist.exist.

Career Preparation Career Preparation Career Career AdaptabilityAdaptability

TREND 15TREND 15

• By 2015, more than half (some say 80 percent) of By 2015, more than half (some say 80 percent) of us will be working at jobs that don’t exist yet.us will be working at jobs that don’t exist yet.

• Students will need to develop a disposition for Students will need to develop a disposition for continuous lifelong learning and take continuous lifelong learning and take responsibility for their own career management responsibility for their own career management – Michael Silver– Michael Silver

TREND 16TREND 16

Competition will increase to Competition will increase to attract and keep qualified attract and keep qualified

educators.educators.

Demand Demand Higher DemandHigher Demand

TREND 16TREND 16

Providing the Community with its Providing the Community with its Number-One Attractions Number-One Attractions

Communities that invest in education and Communities that invest in education and are determined to attract and keep the are determined to attract and keep the very best educators are making an very best educators are making an investment not only in their children’s investment not only in their children’s future, but also in their future property future, but also in their future property values.values.

Gottfredson Gottfredson AssociatesAssociates

FactsFacts

A study done by Anthony Bryk and Barbara A study done by Anthony Bryk and Barbara Schneider in 2002 discovered the following:Schneider in 2002 discovered the following:

• Schools performing in the top quartile on standardized Schools performing in the top quartile on standardized tests were more often schools with high levels of trust tests were more often schools with high levels of trust than those performing in the bottom quartile.than those performing in the bottom quartile.

• In 1994 schools reporting strong trust links were three In 1994 schools reporting strong trust links were three times more likely to report eventual improvements in times more likely to report eventual improvements in reading and mathematics scores than those where trust reading and mathematics scores than those where trust levels were low.levels were low.

• By 1997, schools with high levels of trust had a one in By 1997, schools with high levels of trust had a one in two chance of being in the “improving” category, two chance of being in the “improving” category, compared with lower-trust schools, which had only a compared with lower-trust schools, which had only a one in seven chance.one in seven chance.

Gottfredson StudyGottfredson Study

• The School Diversity Inventory (SDI) provides a The School Diversity Inventory (SDI) provides a tool for assessing schools’ readiness for serving all tool for assessing schools’ readiness for serving all of the groups that make up today’s America. of the groups that make up today’s America.

• It focuses on appreciation of and respect for social, It focuses on appreciation of and respect for social, cultural and individual differences.cultural and individual differences.

• Who ParticipatedWho Participated– Faculty and Staff of all nine schoolsFaculty and Staff of all nine schools– Current 8Current 8thth Graders at East and West Junior Graders at East and West Junior

HighHigh– Current 10Current 10thth Graders at the High School. Graders at the High School.

School Diversity Inventory School Diversity Inventory Faculty/Staff SurveyFaculty/Staff Survey

Diversity Policies and Diversity Policies and PracticesPractices

• Assesses the degree to which a school has clear Assesses the degree to which a school has clear policies and puts practices in place to prevent the policies and puts practices in place to prevent the unfair treatment of individuals because of their unfair treatment of individuals because of their race/ethnicity, sex, sexual orientation, or religion.race/ethnicity, sex, sexual orientation, or religion.

• Reflects the degree to which the school monitors Reflects the degree to which the school monitors how well groups get along.how well groups get along.

• High scoring schools have articulated policies to promote fairness and put practices in place to follow through on these policies.

Diversity Policies and Diversity Policies and PracticesPractices

EastEast WestWest High High SchoolSchool

Faculty/Faculty/StaffStaff

AverageAverage LowLow ModeratelModerately Lowy Low

StudentsStudents Very Very LowLow

Very LowVery Low AverageAverage

Openness to DiversityOpenness to Diversity

• Measures the climate of openness or receptivity Measures the climate of openness or receptivity to the views, traditions, and contributions of to the views, traditions, and contributions of different groups.different groups.

• A gauge of group attitudes or norms allowing A gauge of group attitudes or norms allowing the disclosure and discussion of multiple the disclosure and discussion of multiple perspectives and encouraging the open perspectives and encouraging the open expression of differences.expression of differences.

• High scoring schools, members of different groups openly seek each other’s views

Openness to DiversityOpenness to Diversity



AverageAverage ModeratModerately Lowely Low

AverageAverage

StudentsStudents ModeratModerately Lowely Low

Very Very LowLow

Moderately Moderately LowLow

Diversity Knowledge and Role Diversity Knowledge and Role ModelsModels

• Indicates the degree to which examples Indicates the degree to which examples of the accomplishments of members of of the accomplishments of members of may racial/ethnic/cultural groups - and may racial/ethnic/cultural groups - and of both men and women – are displayed of both men and women – are displayed in a school.in a school.

• The teachers and staff of high scoring schools know about and deliberately teach about the culture and history of different groups.

Diversity Knowledge and Role Diversity Knowledge and Role ModelsModels



HighHigh ModerateModerately Lowly Low

HighHigh


Very LowVery Low ModeratelModerately Lowy Low

AccessibilityAccessibility

• Assesses the degree to which the Assesses the degree to which the school helps or accommodates persons school helps or accommodates persons with special needs, so that neither with special needs, so that neither hearing, visual, or physical difficulties, hearing, visual, or physical difficulties, nor cost, language differences, or nor cost, language differences, or transportation problems limit access to transportation problems limit access to school facilities or events.school facilities or events.

• High scoring schools anticipate and remove obstacles to access.

AccessibilityAccessibility



Very LowVery Low ModerateModerately Lowly Low

AverageAverage

StudentsStudents Very LowVery Low ModerateModerately Lowly Low

ModeratelModerately Lowy Low

Race/Ethnic Group Race/Ethnic Group RelationsRelations

• Indicates the degree of positive Indicates the degree of positive integration and social integration of integration and social integration of members of different race/ethnic members of different race/ethnic groups.groups.

• In a high scoring school, members of different groups interact socially with each other, help each other, and enjoy working together.

Race/Ethnic Group Race/Ethnic Group RelationsRelations



AverageAverage ModeratModerately Lowely Low

AverageAverage


Very Low Very Low AverageAverage

Male-Female InteractionMale-Female Interaction

• Indicates the degree of positive Indicates the degree of positive interaction and social integration of interaction and social integration of boys and girls and men and women boys and girls and men and women in a school.in a school.

• In a high scoring school, people of different sexes interact socially, help each other, and enjoy working together.

Male-Female InteractionMale-Female Interaction



ModeratModerately Highely High

ModeratModerately Lowely Low

HighHigh


LowLow ModeratelModerately Lowy Low

Student Only QuestionsStudent Only Questions

Respectful ClimateRespectful Climate

• Assess the degree to which a school is Assess the degree to which a school is characterized by a climate of respect characterized by a climate of respect and dignity for persons of all groups and dignity for persons of all groups versus disrespect or hostility towards versus disrespect or hostility towards persons who are perceived as different.persons who are perceived as different.

• In a high scoring school, persons with disabilities, of different beliefs and traditions, and who speak different languages are treated with dignity.

Respectful ClimateRespectful Climate


StudentsStudents LowLow Very LowVery Low ModeratelModerately Lowy Low

Intergroup CivilityIntergroup Civility

• Measures the degree to which a school Measures the degree to which a school is free of open disrespect or hostility is free of open disrespect or hostility towards members of minority groups or towards members of minority groups or persons with special difficulties.persons with special difficulties.

• Students, in a high scoring school, are not teased or bothered because of their personal characteristics or group membership.

Intergroup CivilityIntergroup Civility


StudentsStudents LowLow Very Very LowLow

AverageAverage

Social Group InteractionSocial Group Interaction

• Indicates the degree of positive Indicates the degree of positive interaction (versus segregation or interaction (versus segregation or exclusion) of students of different exclusion) of students of different social groups.social groups.

• In a high scoring school, students of different backgrounds are accepted in social groups and everyone can feel they fit in.

Social Group InteractionSocial Group Interaction


StudentsStudents ModeratelModerately Lowy Low

AverageAverage AverageAverage

Perceived Educational Perceived Educational EquityEquity

• Assesses perceptions of the Assesses perceptions of the evenhandedness or fairness in the evenhandedness or fairness in the treatment of boys and girls, members treatment of boys and girls, members of different racial/ethnic groups, and of different racial/ethnic groups, and people of diverse views in a school.people of diverse views in a school.

• Different groups are seen as fairly treated, in a high scoring school.

Perceived Educational Perceived Educational EquityEquity


StudentsStudents Very LowVery Low Very LowVery Low AverageAverage

Faculty/Staff Only Faculty/Staff Only QuestionsQuestions

InclusionInclusion

• Assesses the extent to which a school actively Assesses the extent to which a school actively takes steps to make members of all groups feel takes steps to make members of all groups feel welcome and comfortable – and anticipates welcome and comfortable – and anticipates and removes obstacles to the participation of and removes obstacles to the participation of all kinds of persons.all kinds of persons.

• In high scoring schools, the views of persons from different cultural origins and special needs are anticipated in planning, and individuals are not put down or left out of activities because of their differences.

InclusionInclusion



AverageAverage LowLow ModeratelModerately Highy High

Group Commitment to Group Commitment to DiversityDiversity

• Reflects the extent to which people Reflects the extent to which people report a commitment to diversity report a commitment to diversity and determination to act to promote and determination to act to promote it in social exchange.it in social exchange.

• In a high scoring school, people act to see that members of all groups get an even break and to stop offensive behavior.

Group Commitment to Group Commitment to DiversityDiversity



AverageAverage AverageAverage AverageAverage

Perceived Educational Perceived Educational AccessAccess

• Assesses the degree to which the Assesses the degree to which the school provides access for students of school provides access for students of both sexes and all ethnic/racial groups both sexes and all ethnic/racial groups to instruction in which girls or minority to instruction in which girls or minority group students are sometimes group students are sometimes underrepresented.underrepresented.

• In a high scoring school, girls and racial/ethnic minorities are well represented in math and science classes for high ability students.

Perceived Educational Perceived Educational AccessAccess



AverageAverage Very LowVery Low AverageAverage

Perceived FairnessPerceived Fairness

• Assesses perceptions of the Assesses perceptions of the evenhandedness or fairness in the evenhandedness or fairness in the treatment of boys and girls, men and treatment of boys and girls, men and women, members of different women, members of different racial/ethnic groups, and people of racial/ethnic groups, and people of diverse views in a school.diverse views in a school.

• In a high scoring school, different groups are seen as fairly treated.

Perceived FairnessPerceived Fairness



AverageAverage AverageAverage AverageAverage

Pro-Diversity AttitudesPro-Diversity Attitudes

• Measures the level of personal commitment to Measures the level of personal commitment to promoting a climate of respect and promoting a climate of respect and understanding among diverse groups that understanding among diverse groups that characterizes the average staff member in a characterizes the average staff member in a school.school.

• Staff, in high scoring schools, value reductions in insensitivity and bias, the achievement of equal outcomes for persons of all groups, and respect for persons of different faiths, cultures, and personal orientations.

Pro-Diversity AttitudesPro-Diversity Attitudes



AverageAverage ModerateModerately Lowly Low

AverageAverage

Teamwork vs. ConflictTeamwork vs. Conflict

• Measures the degree of cooperation Measures the degree of cooperation (versus conflict) among different groups (versus conflict) among different groups in a school.in a school.

• In a high scoring school, principal and teachers, persons of different ethnic groups, teachers and students, parents and teachers, and different categories of school personnel are working well together.

Teamwork vs. ConflictTeamwork vs. Conflict



LowLow LowLow AverageAverage

strategic planning roslynne wilson, e.d.d superintendent woodland hills school district

Documents

intellectual capital

unmitigated trend

needs of young people

needs of young children

intellectual material

intellectual property

welleducated people

social cohesion