A Teacher's guide for getting serious about the system
- Cowan, D'Ette, author.
- Thousand Oaks, California : Corwin Press, c2012.
- Physical description
- x, 85 pages : illustrations ; 28 cm
LB2822.82 .C69 2012
- Unknown LB2822.82 .C69 2012
- Includes bibliographical references (pages 84-85).
- SEDL's Working Systemically Approach: A Process Grounded in Research The Working Systemically Approach: Levels, Components, and Competencies Levels of the System Components of the System Competencies for Working Systemically The Working Systemically Approach in Action Working Systemically Phases Phase I: Understanding Systemic Improvement Study the Approach Collect and Analyze Preliminary Data Present the Approach at the School Level Commit to Systemic Improvement Phase II: Analyzing the System Form the District and School Leadership Teams Begin the Comprehensive Needs Assessment Conduct a Gap Analysis (reference to System Examination Tool: Appendix 1) Begin the Process at the School Level Formulate Problem Statements Describe the Ideal State Review District Initiatives Continue the Process at the School Level Phase III: Planning Action Investigate Research-Based Practices Explore the Professional Teaching and Learning Cycle (PTLC) Review Progress Made to Date and Existing Plan Develop a District Improvement Plan (reference to Leadership Self-Assessment Tool: Appendix 2) Formalize and Communicate the District Plan Develop School Improvement Plans Phase IV: Taking Action and Monitoring Progress Implement and Monitor the Improvement Plans Provide Leadership for the Improvement Work Address Unique Challenges as They Arise Phase V: Assessing and Reflecting on Outcomes Analyze and Reflect on Evidence of Implementation and Impact Decide on a Focus for Continuing the Improvement Work Recognize Work, Progress, and Accomplishments Getting Serious About the System: What It Takes.
- (source: Nielsen Book Data)
- Publisher's Summary
- The Working Systemically approach is a multidimensional process for school improvement focused on key components of the system that must be in place to support student achievement. In order to ensure that the improvement is sustained for the long term, the Working Systemically approach targets multiple levels of the system. By simultaneously addressing the components and competencies at multiple levels, the approach results in systemwide improvement that increases achievement for all students. Four key findings drive this work: improving student achievement requires a district to concentrate its efforts on aligning curriculum, instruction, and assessment to state standards; instead of trying to address every problem with a unique solution, work on the underlying issues that are impacting the system; focus - improvement plans on activities that are small enough to be manageable but large enough to make a difference in student achievement; and leaders at all levels of the system (including teacher leaders) need to support the selected focus of the improvement effort so that the resources of time, personnel, and energy are targeted on that focal point. In short, sites that focused their attention on alignment and approached their improvement work systemically were more likely to show gains in student achievement. This guide is printed in two separate volumes. One volume provides a brief overview of what it means to work systemically, offers a brief rationale for a systemic approach based on research, and outlines the five phases in the process. The primary audience for this book is district and school staff, including teachers, who will be engaged in the improvement efforts. A second volume provides district and school leadership teams with the tools and resources they need to lead the systemic work.
(source: Nielsen Book Data)
- Publication date
- D'Ette Cowan, Stacey Joyner, Shirley Beckwith.