You are about to engage in an effort that is designed to alter the conditions that currently exist in your school. The sole intent is to improve the quality of educational experiences that are offered to students and in so doing, increase the level of students’ academic performance.

Improvement efforts often fail because they are disjointed. This effort views the school as an integrated whole and is based on the implementation of two proven systems. Neither system is a ‘canned program’ to be implemented by formula. Each is a framework that calls for professional educators to analyze data, make informed decisions and implement solutions that address the conditions that are unique to the school. Suggested first critical steps are offered as a foundation for the effort.

The first is the Effective Schools System. This system had its origin in research that began at Michigan State University. It is designed to influence the culture of the school. Please see attachment A for a brief description of the system and a look at some initial activities.

The leadership structure is designed in three levels. It is not a hierarchy. The purpose of the structure is to distribute both responsibility and accountability among as many individuals in the school as possible.

The Effective Schools Team consists of the chairs of the seven correlate teams. This group reviews and refines proposals developed by the individual correlate teams. An important task of this team is to insure that the efforts of the individual teams work in concert and not in opposition to each other. The importance of a systemic approach cannot be overstated. This group uses the Effective Schools System Sheet and the Instructional Improvement System Sheet to record the plans, policies or programs that have been successfully implemented in each area. As the different indicators are recorded, a picture of an effective educational system will emerge. Please see attachments D and E.

The correlate teams and the Effective Schools Team are designed to accomplish the work of the effort in the most efficient manner possible. Many schools also choose to employ an expanded leadership team called the School Improvement Team or the School Leadership Team. This team may include representatives of each of the school’s departments, students, parents and community members. The purpose of the team is to act as a governing body for the school. This team approves the proposals brought forward by the Effective Schools Team and provides broad based support for the implementation of the proposals.

The first step in the process is a one (1) to two (2) day visit to the school. During this time meetings are held with the principal and then the administrative staff. The purpose of the meetings is to review current conditions in the school along with the most current student achievement data. The plans and the most serious concerns for the upcoming year are discussed. Meetings are then held with faculty members and representatives of the current school leadership group. The purpose of these meetings is to develop an understanding of the school from the teacher’s perspective. The next activity is an orientation that explains the effort that will be made over the next several years. It is important to understand that this is a process and not a single event in the life of the school. This presentation may be made to the entire faculty or a select group of school leaders at the discretion of the principal. Finally, the principal is asked to identify chairs of the individual correlate teams – the Effective Schools team.

The second step in the process is a two (2) day seminar designed to train the Effective Schools Team in the content of the Effective Schools System and the Instructional Improvement System. Participants learn the functions of the individual correlate teams and the Effective Schools Team. At the conclusion of the seminar, the correlate team chairs are given the task of identifying team members and developing their first Correlate Team Task Form. Suggestions for the initial work are provided (see attachment A)

Leadership skills in the areas of change facilitation, human behavior, motivation in the work place and systems theory are also introduced during the seminar. The purpose of the leadership training is to learn skills that will aid in the successful implementation of the Effective Schools System and the Instructional Improvement System.

The curriculum will be aligned to the state standards and maintained in a software system that will allow immediate revisions in response to changes in the standards. Please see attachment F to view an example of one step in the process. In addition, the curriculum will be aligned to state and national assessment instruments. This system may also be used to ensure alignment of the curriculum to prospective textbooks. A companion system designed to monitor individual student progress will be shared for the consideration of the district.

It is clear that the quantity and quality of instruction are primary factors in student achievement. An expert in instructional strategies will assist teachers to provide highly effective instruction that is focused on the standards.

Finally, the process is facilitated and monitored through monthly visits to the school. During each visit, a meeting is held with the principal to review the work of the Instructional Leadership Team and the overall impact of the effort. Individual and/or group meetings are held with the correlate team chairs. These are scheduled during the teacher’s free time in order to avoid loss of classroom time and the expense of substitute teachers. During these meetings, the work identified on the current Correlate Team Task Form is reviewed. If this work has been accomplished, a new task is discussed. Classroom observations conducted to gather critical data concerning the effectiveness of the instruction and the impact of the overall effort. At the end of the day, the entire Effective Schools Team meets to facilitate and coordinate of the effort.