Transparency Drives Accountability: Improved

Performance Through Shared ResponsibilityMelissa Glee-Woodard

Lewisdale Elementary SchoolPrincipal

Prince George’s County, MarylandNAESP Annual 89th Annual Convention and

Exposition

NAESP Standard 6

Actively engage the community to create shared responsibility for student performance and development.

Take a closer look at your professional practice

• Take 5 minutes to read the self-assessment continuum and use this as a tool to identify your need for growth or change.

If leaders are to build great organizations they must get the right people on the bus.

Collins

Lewisdale Elementary School

• 80% Hispanic/Latino• 17% African

American• > 1% Caucasian• 1.9% Asian• >1% American Indian

• 45% males• 55% females

• Located in the urban setting of Prince George’s County, Maryland.

• 84% FARMS• 54 % ESOL• 5% SPED• 8% TAG• 100% Neighborhood

School – All Walkers

Why Change?

• School listed on MSDEs “School Improvement” list

• Highly qualified teachers that need professional development

• Data kept quiet

• Limited/lack of student motivation

• Shared vision needed

How Did We Change?

Setting High ExpectationsIncreasing the RigorTaking a Different Look at DataMotivation! Motivation!

Refocusing Staff DevelopmentTaking a Different Look at ExtendedLearning Opportunities

Shared Leadership

Building a World Class School

2005 2006 2007 2008 2009

Listen

• If you walk into Lewisdale Elementary School and the ask the question, “Who here is responsible for student learning?” you will get one response……

Shared Leadership

Students

Community Partners

Support Staff

Parents

Teachers

Administration

I am

Four Non-Negotiable

• Shared Mission

• Shared Vision

• Shared Values

• Shared Goals

Students

• Know their assessment data

• Challenge each other - *NEW*

• Develop strategies and goals for academic success

• Own their learning

High expectations for success will be judged not only by the initial staff beliefs and behaviors, but also by the organization’s response when some students do not learn.

Larry Lezotte, 1991

Teachers and Administrators

• Need to know best instructional practices

• Develop teacher leaders

• Understand the value of assessments and examination of data

• Use data to drive instruction (PLC)

• Examine rigor

• Set high expectations

Classified Staff

• Kept out of the dark

• Used to assist with reinforcement of indicators

• Held accountable for students’ learning

• Participated actively in collaborative planning and data analysis

Parents

• Can articulate the vision and mission

• Know their child’s assessment data

• Understand the importance of implementing our standards

• Have begun to increase their level of expectations for the school and for their children.

• Are true community partners

Building a World Class School

Special Programs/Initiatives

• Title I• ESOL – 8 teachers• Comprehension and Primary Toolkit• ELO Programs• MEANS• SIR• Mandated Summer Reading Assignments• Mandated Quarterly Projects• Professional Book Studies• University of Maryland Resident Teachers• Summer Enrichment Programs• Job-A-Like Mentors

Building a World Class School

Student Involvement

• Art Club• Technology Club• Theatre Arts Program• Chorus• Patrols• Band• “Step It Up” female mentoring group• “Paw Pride” Program• 5th Grade Student Council

Building a World Class School

Parental Involvement

• Donuts for Dads• English Survival Classes – every Friday evening• Muffins for Moms• Revitalization of the PTA• Second Cup of Coffee• Monthly Instructional Workshops• Quarterly Recognition Assemblies• Canned Food Drive• Annual Family Fun Day• Parent Resource Room

Reflection on Leadership• Take 5 minutes to think about leaders you

have known. Think about their school-community leadership skills. What stands out as particularly noteworthy? Unworthy?

• Turn and talk to a partner about your reflection.

When schools build partnerships with families that respond to their concerns, honor their contributions, and share power, they succeed in sustaining connections that are aimed at improving student achievement

- Anne T. Henderson and Karen L. Mapp

Reaching Out to Parents

• Learn Together• Empower Parents• Provide Training• Establish Parent Coordinators• Foster Parental Success• Publicize Student Presentations• Solicit Parent and Community Involvement• Develop Parent Involvement Activities

Build Community Alliances

“Nothing is more important to our shared future than the well being of children. For children are at our core-not only as vulnerable beings in need of love and care but as a moral touchstone amidst the complexity and contentiousness of modern life. Just as it takes a village to raise a child, it takes children to raise up a village and become all it should be. The village we build with them in mind will be a better place for us all.”

-Hillary Rodham Clinton

How to Build Community Alliances

• Become media savvy• Become a part of a Professional

Development School• Undertake Community Building• Develop a community alliance

committee• Keep in contact with keep political

officials in your community

Examining Your Professional Practice

Take 5 minutes to reflect on the degree to which a “true school-community spirit” exists in your building. How can you change your professional practice to make the community more involved and develop more of a sense of community?

Practical Applications

• Review the personal reflection sheet

• Examine your own professional practice

• Dialogue with colleagues to learn “Best Practices”

• Get your staff on board

Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it’s the only thing that ever has.

Margaret Mead