District Sharing

CELEBRATION OF 2007 ACCOMPLISHMENTS
November 2007

Brevard County Schools
Richard DiPatri, Superintendent
2700 Judge Fran Jamieson Way
Viera, Fl 32940-6699
Contact: hallb@brevard.k12.fl.us

Brevard County Public Schools
Governor’s Sterling Award Recipient 2007
AARP’s Top 50 Employers 2006 & 2007

Dr. Richard A. DiPatri
Superintendent
Progress Energy/University of Central Florida Leadership Institute 2007

The Learning Leader – Brian McNulty
School Leadership that Works – R. Marzano, T. Waters, B. McNulty

What we have seen happen in Brevard:

  1. Focus change from manager to instructional leader
  2. Model behaviors – use of technology, teach for a day, format of faculty/team/grade level meetings
  3. Classroom walkthrough – observation and data
  4. Best Practices – elementary, middle, high schools
  5. Increase effective use of academic leaders – department chairs, team leaders, grade level chairs
  6. Collaborative Learning – more effective meetings (change format to include professional development facilitated by teachers)
  7. Continued in-depth data disaggregating – setting of strategic plan goals,  science plans, writing plans, reading plans, attendance plans, technology plans, school improvement plans – challenging the status quo/continuous improvement/improving instruction
  8. Each school is held accountable for improvement – were goals reached? Documentation of results is submitted in written form
  9. Communication with district level resources to assess school needs – professional development focused on school based needs and district-wide survey – how do we help people grow
  10. Clarification of Professional Development Plans having a personal meaning – not something that is visited once in the fall and once after results are in
  11. End of the year celebration for Leadership Team – 2006 Kennedy Space Center, 2007 EPCOT

Results NOW – Mike Schmoker
Assessment FOR Learning – Rick Stiggins

What we have seen happen in Brevard:

  1. Facing the “Brutal Facts” – not every school is an “A” school; middle school science scores are not where they should be; writing scores are flat-lining
  2. Creating a culture of confidence – small learning communities sharing students – monitor, advise, assess, communication with parents, setting goals for students
  3. Learning for the future – Secondary Schools of National Prominence Initiative – learning for the future
  4. Closing of the achievement gap – minority students making great gains on standardized tests
  5. Shared goals – school-wide development of school improvement goals; teams/department collaboration on individual professional goals
  6. Guiding the viable curriculum and guaranteeing its instruction – defining the essential standards and guaranteeing that they are being taught and students are achieving them – confidence that principals are holding teachers to expectations set by the school
  7. Making us the experts in the field and assisting teachers in doing what is best for students, not necessarily what is comfortable for them
  8. Development of school-based data teams – using data to adjust and improve instruction
  9. Schools working collaboratively to increase student achievement – Hoover/DeLaura, Freedom 7/Stevenson, Atlantis/Space Coast are examples.

Building Background Knowledge for Academic Achievement – Debra Pickering
What Works in Schools: Translating Research into Action – Robert Marzano

  1. Vocabulary for each content area is identified by grade level.  Teachers know to teach these words to mastery (permanent memory) and also know what vocabulary is being taught in the other grade levels.
  1. Specifically in Science, teachers have received training on teaching science. vocabulary using hands-on and Inquiry Method.
  2. More articulation in vertical teams is occurring to help with content coverage – background knowledge needed to make an annual learning gain and be ready for the next grade.
  3. Key vocabulary words for science and math distributed to curriculum contacts
  4. Hot Topics Session for Administrators to share best practices for Vocabulary Development
  5. Reading Leadership Team presentation by Dr. Doug Fisher on Literacy-Rich Schools - vocabulary development part of this presentation
  6. Discussion of developing essential vocabulary at each grade level to address background knowledge
  7. Use of ancillary materials in elementary school classrooms to provide virtual field trips for students (through computer programs and interactive web sites)
  8. Training in Best Practices for teaching and learning through multiple intelligences, etc.
  9. In-depth analysis of test scores and areas of weakness and strength relative to reading benchmarks

Lake County Schools
Anna Cowin, Superintendent
201 W. Burleigh Blvd.
Tavares, FL 32778
Contact: navep@lake.k12.fl.us

2007 Successes and Initiatives

Contributors and Members:

Anna Cowin, Superintendent
Patricia B. Nave, Assistant Superintendent for Curriculum and Instruction
Andrea Guogas, Director of Secondary Curriculum and Instruction
Adrian Boyd, Principal, Seminole Springs Elementary School
Amy Cockcroft, Principal, Astatula Elementary School for the Arts
Rhonda Hunt, Principal, Sawgrass Bay Elementary School
Doug Kroulick, Principal, Eustis Heights Elementary School
Laurie Marshall, Principal, Lake Hills School
Ted Wolf, Principal, Villages Elementary School

Marion County Schools
Jim Yancey, Superintendent
512 SE 3 rd Street
Ocala , FL 34471
Contact: marilyn.underwood@marion.k12.fl.us

Marion County Public Schools
UCF/Progress Energy Institute 2006-2007
Initiatives and Activities

  1. E.A.R. (Executive Action Research) Toward Improvement: Action research training and cohort groups formed specifically for principals, assistant principals, and District leaders using the Institute materials and books to form the basis of action research.  These groups come together to form a common research question and use the materials gained from the Institutes to begin the research process for problem solution.  Groups implement solutions, collect data, share data, and re-visit the research to modify the study, thus beginning the process again.  Action research is a semester-long investigative process.
  1. District and School Level Data Meetings:  The development of a District data meeting training and format was implemented on both a District level and a school level.  District and schools formed data teams to collect, disaggregate, and investigate data with the goal of improving student achievement.  Training was developed and presented to all school and District administrators.  Regular data meetings are held at the District level to identify trends, patterns, and focus areas to assist school-level administrators.  School level data meetings are held regularly, with assistance, coaching, and monitoring from District personnel.
  1. FASTT Math Implementation (Dr. Ted Hasselbring):  FASTT Math was piloted at several schools in the District.  During the pilot, data was collected and analyzed for student achievement data, specifically, automaticity of basic math facts.  As a result of the pilot study, FASTT Math was implemented at elementary schools District-wide and is the cornerstone of the math remediation program.

Orange County Schools
Ronald Blocker, Superintendent
445 West Amelia Street
Orlando , FL 32801
Contact: moxleys@ocps.net

Orange County Public Schools
Progress Energy and UCF Leadership Institute
Implementation of Robert Marzano and Debra Pickering’s Research

Countywide Implementation

County Department Implementation

Curriculum Services
Professional Development
ESE/Multilingual Services

Created Academic Vocabulary Lists (All content Areas)

Created power points for CRT/LRS (Senior Administrators); Training is currently offered on High Yield Strategies (Train the Trainer)

Science – Incorporated vocabulary building strategies in presentations – Lead Teachers, FCAT 101 workshop, etc.

Mathematics – Gave Workshop on Marzano’s Academic Vocabulary to Math Specialists and Department Chairs.

Fine Arts – Creating Word Walls

Reading – Offered training to reading coaches on High Yield Strategies

Social Studies – Presented Marzano information to Department Chairs; Gave several workshops that tied to content area reading and the High Yield Strategies

Organizes and provides training on Classroom Walkthroughs

Embeds Marzano research in “Cooperative Learning” workshop

Teachers enrolled in Great Beginnings received Marzano publication

Schools involved in developing an Action Research plan chose a High-Yield Strategy as part of their document

Collaborative Effort

Professional Development Services (PDS) and Curriculum Services (CS) – Offer On-line Modules of Marzano’s High Yield Strategies (Teachscape)

DS and CS provide professional development at school sites – to build capacity and to differentiate professional development

    Embedded the High Yield Strategies within the following workshops:  “Content Enhancement Routines”; “Reading Strategies”; “Strategic Instructional Model” and “Linking Vocabulary”

Osceola County Schools
Blaine Muse, Superintendent
817 Bill Beck Blvd.
Kissimmee, Fl 34744-4495
Contact: lucianom@osceola.k12.fl.us

Assessment
Rick Stiggins emphasized the importance of classroom assessment.   OCPS has developed and administered benchmark assessments using the Edusoft technology.  Through this process, we have been able to place in teachers’ hands a powerful formative assessment tool.  This initiative allows teachers and administrators the ability to administer assessments that are very closely aligned with the curriculum and provide immediate results using an internet-based scoring and reporting platform.

BUILDING BACKGROUND KNOWLEDGE FOR ACADEMIC ACHIEVEMENT

Who:  Zenith Middle School Recovery Program – Osceola County
Why:  Assessment data of Zenith students reflect a need for a systematic, explicit focus on vocabulary development.
What:   Intensive Reading Teachers and Content Area Teachers have implemented instructional strategies to develop vocabulary and reading comprehension.
Plan: Steps for building vocabulary instruction at Zenith:

Expectations:  Success on

Accelerated reading achievement

Training focused on:

Pasco County Schools
Heather Fiorentino, Superintendent
7227 Land O' Lakes Blvd.
Land O' Lakes, FL 34639
Contact: mramos@pasco.k12.fl.us

District School Board of Pasco County Team

It has been our privilege to participate in the 2007 Progress Energy/UCF Leadership Institute.  Our participation supported and guided the District School Board of Pasco County’s efforts in improving our use of data and assessment within our district.  Our work, as illustrated in the following examples, was the direct result or was greatly influenced by the work of our team and the important training that we received.  The different aspects of our work will continue and the impact is just starting to be realized.  Besides the large projects that were started or influenced by our work there were also many individual school initiatives that were impacted.  

Accomplished

In Development

Proposed

Pinellas County Schools
Clayton Wilcox, Superintendent
301-4th Street SW
Largo , FL 33770
Contact: dennisonm@pcsb.org

Positive Behavior Support (PBS)

Definition: PBS gives people a new way of
thinking about behavior.  PBS is based on the understanding why problem behaviors occur.  This approach to behavior can occur on a school-wide level, in a specific setting, classroom or with an individual student.  PBS is the application of evidence based strategies and systems to assist schools to increase academic performance, increase safety, decrease problem behavior and establish positive school cultures.

Components: On a school-wide level, PBS relies on accurate and reliable discipline referral data to understand the behaviors occurring across campus.  An analysis of the data allows a school team to identify the problem areas, brainstorm interventions such as where and what to teach, reward the students exhibiting the expected behavior and communicate findings to staff, students and families.  The PBS process is a team based approach that relies on a strong collaboration between families and professionals from a variety of disciplines regardless of the level implemented. 

Strategies:

The Intelligent Classroom

Definition: Classrooms are equipped with the latest technology and teachers are provided with on-site training in the integration of technology. 

Components:

Successes:

“Our students live in the information age in which technology is crucial for providing access to a wealth of learning.  They learn better when using it and our teachers can meet their needs by implementing it as a means of instruction.”

Kathleen Young
Principal
Lakewood Elementary

Pinellas County Schools
Clayton Wilcox, Superintendent
301-4th Street SW
Largo , FL 33770
Contact: dennisonm@pcsb.org

  Click here to download document. (.pdf)

Polk County Schools
Gail McKinzie, Superintendent
P.O. Box 391
Bartow, FL 33831
Contact: sherrie.nickell@polk-fl.net

Progress Energy-UCF Leadership Institute
November 16, 2007

Closing the Knowing-Doing Gap: Turning Knowledge into Action

The Polk County Application

We were delighted to be introduced to Dr. Max Thompson and the Learning–Focused Strategies at the Institute in the spring of 2006. His message seemed to perfectly address our needs for district reform in Polk County. Because our team felt so strongly about his strategies and delivery style, the decision was made to bring Dr. Thompson to Polk County to address all the school-based and district-level administrators (300+) in a meeting June 4, 2006.

That event was exceptionally well-received, so the decision was made to forge a three-year partnership with Max’s group to serve as outside facilitators with our district for the purpose of district reform.

We are currently immersed in professional development activities for our Corrective Action schools. Below is a listing of the professional development that has occurred to this point. About 500 teachers have completed the sessions listed.

Learning Focused Solutions Professional Development
August and September 2006

October 2006

November 2006

Sequence and Target Audience for Professional Development

Seminole County Schools
Bill Vogel, Superintendent
400 E. Lake Mary Blvd.
Sanford, FL 32773
Contact: sallie_jenkins@scps.k12.fl.us

Seminole  Click here to download document. (.pdf)

Sumter County Schools
Richard A. Shirley, Superintendent
2680 W. Co. Road 476
Bushnell , FL 33513
Contact: DEWD@sumter.k12.fl.us

Progress Energy/UCF Leadership Institute
Sumter County Schools Team Report November 15/16, 2007
Max Thompson’s Learning Focused Planning Model

  1. Curriculum Mapping
    1. Leadership, Achievement, and Accountability by Max Thompson Progress Energy/UCF Leadership Institute (April 2006)
    2. Leadership, Achievement, and Accountability training for all Sumter School District administrators– (April-June 2006)
    3. Curriculum mapping training for team leader’s district-wide – 2 days per core subject by Learning Focused Solutions That Work! (April-June 2006)
    4. Training at all schools by team leaders (Fall 2006)
    5. Collaborative process between teachers (by grade level and subject area)  to design curriculum maps, build units, and create lessons in core academic areas (K-12): Mathematics, Reading/Language Arts/English, Science, Social Studies
    6.  Pilot implementation 2006-07; full implementation 2007-08
    7. Posting of maps online
    8. Incorporation of maps into administrator evaluations and teacher Individual Professional Development Plans    
    9. Continuous monitoring, review, and adjustment of maps as related to rigor, relevance and Sunshine State Standards
    10. Formal program evaluation
  1. District Common Assessments
    1. Collaboration between teachers by grade level and subject area to develop common assessments based on prioritized curriculum and timelines (Summer 2006)
    2. Purchase of Scantron system and subscription for data tracking and analysis (Summer 2006)
    3. Training at the school level
    4. Common assessments piloted during the 2006-2007 school year in mathematics, science, social studies, and English at the elementary, middle, and high school levels Grades 2-12 with reading tests developed for elementary and writing prompts provided at all levels
    5. Frequent refining and perfecting of assessments through teacher input in learning communities forwarded to district common assessment teams
  1. Learning Focused Strategies Planning Model
    1. Train-the-trainer for selected district administrators in Learning Focused Strategies (Fall 2006)
    2. Interview 2-16-07 by Sumter district administrators of Pasco district administrators on its implementation of Learning Focused Strategies
    3. Visit from Max Thompson to Sumter 2-21-07 to gather information, formulate plan for training in Sumter, and develop implementation proposal
    4. Marketing proposal to superintendent, administrators, school board, Professional Development Council
    5. Training of school administrators and teacher leaders from every content area within each school for four days  (Spring 2007)
    6. Training of all teachers for 4 days in Learning Focused Strategies (Aug. 2007-Jan. 2008)
    7. Requirement for all teachers to use Learning Focused Planning Model and strategies in at least one subject area (2007-2008)
    8. Incorporation of Learning Focused Strategies in professional development plans and action research
    9. Frequent classroom walkthroughs and record keeping by administrators to monitor and assist teachers in the implementation process
    10. Reflection meetings between district trainers and teachers to assist with implementation
    11. Formal program evaluation

Sumter County Schools have implemented the Learning Focused Planning Model to assist schools and teachers in using exemplary instructional strategies to focus learning and increase student achievement.  The model provides a framework for organizing, planning and assessing instructional content.  Sumter’s goal for schools and teachers is to strive for continuous improvement and deliver instruction that is consistent and pervasive.

Progress Energy/UCF Leadership Institute Team:  Daris Dew, Angila Persico, Richard Shirley, John Temple, Donna Wells

Volusia County Schools
Margaret Smith, Superintendent
200 N. Clara Avenue
Deland , FL 32721
Contact: mkennedy@volusia.k12.fl.us

VOLUSIA COUNTY
PROGRESS ENERGY-UCF LEADERSHIP INSTITUTE

JOHN ATKINSON/DEBARY ELEMENTARY
The information from Rick Stiggins’ presentation Assessment FOR Learning has been very valuable as a catalyst for discussion in our professional learning communities.   Stiggins’ work helped us to see the need to re-evaluate our perspectives on conducting assessments, and we did so using PLC Questions #1 through #4.  As a result, our teachers have developed a greater understanding of the assessment process, and have implemented a broad range of initiatives to address the need for both remediation and enrichment.  From Stiggins, we learned that the traditional methodology of:

1) Teach,   2) Assess,   3 ) Move on needed to change to
1 )Assess,  2) Teach essential information,   3) Re-assess,  4) Re-teach to some, enrich for others. 

Stiggins also referenced Jim Collins’ book Good to Great, which became the source of our theme for the year.

JIM BISHOP/PORT ORANGE ELEMENTARY
Probably the biggest “stand out” in my mind has been the connection of the Dr. Stiggins made for me by clarifying Assessment “for” rather than “of” learning.  This has been reflected in all of the staff development (PLC’s) at Port Orange Elementary.  It was especially neat that we received a double dose of his presentations by having him back with us at VCSB.

KATE GODBEE/PIERSON ELEMENTARY
There were a few things that helped me make changes in my school.  One item that sticks out in my mind is the presentation on Worksheets and Dendrites.  I included some of the ideas into my focus group discussions with my teachers to encourage the use of centers over packets.  The next item to hit home with me was the presentation on vocabulary.  I really liked the idea of using the power point presentation of pictures to spark vocabulary in my second language learners.  I transferred that idea to a training from PLC's and use it in my Monday morning PREP Rallies.
As a new principal, the most helpful information I received was that bond and relationship I was able to make with the other Volusia County administrators.

DENNIS NEAL/HERITAGE MIDDLE
Here are a few ideas that stuck out in my mind… Dr. Mike Schmoker’s message of looking at the data, no matter how brutal it may seem, is the same data driven decision making philosophy that Volusia County has been promoting.  He advocates that we focus our efforts on what is most important with regards to student achievement and that is WHAT we teach and HOW WELL we teach. With this in mind this year at Heritage we have created quarterly Data Days. We are providing subs for whole subject areas, all grades, for a day. These common content area teachers will be provided with some initial school-wide and personalized data on everything from GPAs, grade distributions, referral data, they will be looking at student work samples, sharing lesson plans and ideas for lessons and technology use, and working on formative assessments. The teachers are very excited to have the time to work collaboratively and we have encouraged them to look professionally at whatever the data may show, brutal as it may be, and learn what they can from it.

Rick Stiggins presentations on assessment were also outstanding. With his message I came away with the importance of including the students in the assessment process. Assessment data in the classroom should be used for students to participate in decisions made based on that data. This could be done by utilizing a portfolio type of assessment system whereby the emphasis is on progress and growth rather than just a numerical grade. I also appreciated his bringing to our attention the emotional impact that grades can have on students and how, used inappropriately, they can cause serious damage to students’ confidence and thus their performance. We have also been promoting the use of portfolios in all content areas.

The presentation that I probably enjoyed the most was Dr. Marcia Tate’s presentation on brain-compatible environments and lessons. She provided good nuts and bolts suggestions on what works best to maximize the brain’s ability to learn and remember. Two of the strategies she suggested are ones that HMS has been pushing and that is project-based learning and more utilization of cooperative learning. Her presentation was a model of the content she was presenting and on that I will not forget.   Overall, the whole experience was probably the most useful and enjoyable I have been a part of. Thanks so much for such a quality program. J

JIM TAGER/NEW SMYRNA BEACH MIDDLE:
Based on some of the ideas from Rick Stiggins on assessment we have created data notebooks where teachers can see their student’s results from last year and provide them with statistical data on their current students.  We are requesting that they bring their notebooks to all teacher-administrator meetings so that we can view data as we talk about student learning, academic achievement, curriculum and assessment.

AREA II:
We have UCF/Progress Energy Presentations at our Area Principals’ meetings

CELEBRATING OUR FOCUS ON EXCELLENCE
November 2005

The purpose of the Progress Energy-UCF Leadership Institute is to strengthen and support school leaders in their efforts to improve student achievement.

Brevard County Schools
Richard DiPatri, Superintendent
2700 Judge Fran Jamieson Way
Viera, FL 32940
Contact: hallb@brevard.k12.fl.us

One specific result in our district is: Through collaboration with team members and discussing the research-based practices of recognized experts our district has determined that the “Enemy of Great is Good”. Within the framework of our “First in Florida ” District Strategic Plan, we are continuing to focus on increasing student achievement by creating small learning communities, making connections between cultures and learning communities, and expanding curriculum opportunities for all students. Administrators are valued as the instructional leader for their school and viewed as leaders of leaders. School Improvement is a more focused and concentrated team effort that is guided by the District Strategic Plan and implemented by specific objectives at the school level.

A specific result from collaboration with team members at the Institute provided the impetus for an extended planning and discussion on our “Next Steps”. This discussion has provided the framework for our School Board to set a goal for all of our schools to achieve a level of national prominence and to graduate all students to be ready for college and work in the 21 st Century through an increase in rigor, relevance, and relationships. In order to achieve schools of national prominence, we will need to create a culture of change and awareness.

Progress Energy-UCF Leadership Institute’s contribution to this result was:

The Institute’s contribution to the result of our focus is based on several key presentations and readings. First, Dr. Robert J. Marzano’s What Works In Schools, presented by Debra Pickering provided our team with a common language on the factors that influence achievement and the critical role of leadership. Second, Dr. Richard and Rebecca DuFour’s Professional Learning Communities at Work provided our team with strategies to collaborate with teachers on: what goes on inside the classroom, building performance based common assessments, keys to effective teams, and support systems for students who are not learning.

Our district’s next step is:

Changing our schools will require the participation of Brevard’s entire Leadership Team. Our Progress Energy/UCF Leadership Team members will present the selected themes mentioned above in small one hour sessions to our fellow principal’s that did not have the opportunity to experience these practices first hand. These presentations will focus on the application of the best practices that we have participated in at the Institute. Our desired outcome will be to inspire our fellow principals to use the best practices presented to prepare them for the hard work ahead that will be required in the areas of continuing to improve achievement and to incorporate culture and learning communities. Each principal, along with the school and community will be analyzing the best options for the kinds of changes that will need to be made at the school level in order to achieve the national prominence goal. This means working together to break down old barriers, and supporting new innovations. We also need to have the trust of our students, parents, teachers and administrators to make it happen. In the end, focusing on the rigor, relevance, and relationships will mean the best for all our students and our schools.

Citrus County Schools
Sandra Himmel, Superintendent
1007 W. Main Street
Inverness, FL 34450
Contact: grimmg@citrus.k12.fl.us

The Progress Energy-UCF Leadership Institute has greatly helped the Citrus County School System by arranging for a leadership team from our district to learn from some of the top “thinkers” in the country about school reform. The different sessions have also provided the opportunity to learn from other district leadership teams.

A key factor for school administrators in assisting their schools to improve is the ability to monitor progress in the classroom on a frequent basis. The recent Classroom Walk Through (CWT) training that was coordinated through the Florida Department of Education provides an excellent vehicle to meet that need. Our learnings from the Progress Energy-UCF Leadership Institute are helping us be more effective in implementing the different components of the CWT.

The first four elements of the CWT process (learning objective, appropriate level of work for the subject and/or grade, use of higher order skills – Bloom’s taxonomy, and appropriate curriculum materials and texts) focus on the curriculum or content used in classrooms. Three elements (instructional methods, learner engagement, and learning environment) focus on instruction (or the delivery of the curriculum/content). The other element (reflection) focuses on learning from and thinking about the effectiveness of the curriculum used and its delivery.

Doug Reeves, Deborah Pickering, Brian McNulty, and the DuFours help us in determining appropriate curriculum and identifying its implementation in the classroom. Such concepts as a Guaranteed and Viable Curriculum, determining if the learning objectives are effective by asking the students, assessment based on mastery of standards rather than on meaningless comparisons to other students, and critical questions to consider if we believe all kids can learn provide further insights into what to look for in content and curriculum identification and selection.

The work of Rose Taylor, Phil Schlechty and Ian Jukes is of great benefit as administrators assess the instructional methods used, the level of student engagement, and the appropriateness of the learning environment. The Commitment to Literacy presented by Dr. Taylor provides specific considerations for the instructional methods used, the effective learning environment, and the appropriate content to meet the critical literacy needs of our student population. Dr. Schlechty helps us in thinking about different levels and reasons students are engaged with their work. A realization and an understanding of how and why today’s students are different than their counterparts from a previous generation (as pointed out by Ian Jukes) helps our administrators in assessing student engagement and appropriate learning environment in CWT’s.

Each presenter shared work with us that connects with the reflection element of the CWT. The Citrus County leadership team has been provided with extremely helpful concepts, examples, and materials upon which to reflect. We have already incorporated many learnings from the Institute into the CWT training we have provided to all of our instructional administrators.

At the end of the previous Progress Energy-UCF Leadership Institute we illustrated how our District Strategic Plan, School Strategic (Improvement) Plans, and Individual Strategic (Professional Development) Plans connect with each other. We identified how our learnings from that Institute supported those continuous improvement efforts. The Classroom Walk Through is an effective way for us to monitor our progress as we implement, assess and revise those plans.

The knowledge and skills that our leadership team has gained through the current Institute are greatly impacting the work that goes on each day in all of our 20 schools and various district departments. We feel safe in saying that our approximately 15,000 students are benefiting from the training, materials, and opportunities for collaboration with colleagues that the Institute has provided to our leaders. Rarely do individuals in public education get the opportunity to learn from the very best researchers and leaders in our field. Rarely are we provided with all the desirable supplementary materials and with precious time to learn from our counterparts throughout the state. We salute you – Progress Energy and UCF - for offering outstanding opportunities for professional growth in outstanding settings. You have inspired us to always seek to improve our practice and to always keep in mind that student success is our number one priority.

Lake County Schools
Anna Cowin, Superintendent
201 W. Burleigh Blvd.
Tavares, FL 32778
Contact: navep@lake.k12.fl.us

 


  Positive Negative
Structural
  1. Goal Oriented
  2. Focus on student achievement
  3. Research Based
  4. Common Assessment
  1. Time
  2. Facilities
  3. Scheduling
Human Resources
  1. Teamwork
  2. Right seat on bus
  3. Utilizing strengths of staff
  4. “Rabbits”
  5. Teacher Quality Retention
  1. Time
  2. Buy-in
  3. Anxiety
  4. “Rocks”
  5. Uncertainty
Political
  1. Research based
  2. R.O.I.
  3. Data driven
  1. Legislative mandates
  2. Budget constraints
  3. "Rocks"
  4. Resistance to change
Cultural
  1. Collaboration
  2. Shared core values
  3. School wide focus
  4. Balances leadership
  1. Change resistant

Professional Learning Community
Actions

Structural
  1. Curriculum alignment
  2. Data analysis
  3. Common assessment
  4. Focus calendar
  5. Articulation
  6. Common planning
Human Resources
  1. Review of literature among staff
  2. Team building
  3. Articulation among grade levels
  4. Group presentation
  5. “Just do it!”
  6. Reward system
Political
  1. Team leader contacts
  2. Sharing best practices among schools
  3. Education stakeholders
Cultural
  1. Sharing information
  2. Becoming conscientiously competent
  3. Celebrating mutual success

Marion County Schools
Jim Yancey, Superintendent
512 SE 3 rd Street
Ocala , FL 34471
Contact: marilyn.underwood@marion.k12.fl.us

One specific result in our district is: Marion County Public Schools has embraced Standards Based education in the research and model developed by Doug Reeves and Larry Ainsworth. Our Superintendent, Jim Yancey, attended a “train the trainer” session and determined that this model and approach was one that we would implement in our District. We have sent teams of administrators and teachers to Colorado to become trainers and have implemented the standards model as a District initiative. All administrators in the District have received the 3 day training on the standards model. In April of “05, Marion County brought teams of teachers together with Larry Ainsworth to identify and vertically align POWER STANDARDS in grades 3-10 for language arts and math for our District. Pilot teams of teachers in our schools were trained and are implementing the standards model using the Marion County Power Standards.

Progress Energy-UCF Leadership Institute’s contribution to this result was: Marion County’s first exposure to the standards model was through the UCF/Progress Energy Institute when Doug Reeves was the featured speaker. That institute was the motivation that prompted our Superintendent to research the model and the Center for Performance Assessment. What we learned and discovered was the impetus for Marion County to adopt the standards model as a District initiative.

Orange County Schools
Ronald Blocker, Superintendent
445 West Amelia Street
Orlando , FL 32801
Contact: moxleys@ocps.net

One specific result in our district is: The League of Educational Excellence

The League of Educational Excellence is a districtwide initiative designed to facilitate a high level of student achievement through sound instructional practices. This initiative creates a Framework of required and recommended Best Practices to assure rigorous, personalized academic study that will benefit ALL students.

This framework addresses four major areas:

RIGOR – to increase the rigor of high school coursework for all students and provide the needed support to ensure academic success

READING – to improve the reading skills of students

RELEVANCE – to increase the relevancy of the curriculum for students

RELATIONSHIPS – to personalize the high school experience for students in a variety of ways that may be unique to the individual high school community

Progress Energy-UCF Leadership Institute’s contribution to this result was: The institute has provided nationally recognized speakers and research-based resource materials focusing on excellence in schools. Educational leaders from Orange County and surrounding area school districts are provided opportunities for collaboration and networking.

With the benefit of the current research and the expertise of colleagues, school leaders have been empowered to explore, evaluate, and decide on appropriate systemic changes to increase student achievement, as fostered by the OCPS League of Educational Excellence initiative.

Our district’s next step is : OCPS K-12 Vision for Writing and Professional Learning Communities

All schools will embed solid writing practices into their literacy cultures to ensure that teachers provide students authentic writing opportunities across all grade levels and content areas. The OCPS K-12 Comprehensive Writing Plan helps to ensure that students use writing to reflect, think, and learn throughout their educational careers and beyond. Our district goal maintains that every OCPS student participating in FCAT Writing will score a 4.0 or above.

Also, OCPS will be taking steps to expand the use of Professional Learning Communities and Action Research in the school district. Currently 9 schools are serving as pilot sites for the action research model. This will be expanded to add 20 additional schools in the fall. Embedded in the action research model is the concept of professional learning communities. These practices are in support of Florida’s Staff Development Protocol Standards.

Osceola County Schools
Blaine Muse, Superintendent
817 Bill Beck Blvd.
Kissimmee, Fl 34744-4495
Contact: lucianom@osceola.k12.fl.us

One specific result in our district is: Osceola School District’s new Curriculum Achievement Plan (CAP) is a comprehensive strategic initiative to improve student achievement through data-driven strategies and professional development. The plan is the product of teachers, parents, professional support staff, and administrators working together with a shared vision to achieve student academic success. Schools have implemented the Continuous Improvement Model as a vehicle for accomplishing the goals outlined in the CAP.

Progress Energy-UCF Leadership Institute’s contribution to this result was: The most important contribution from the Leadership Institutes has been the opportunity to learn first hand from the recognized experts about the importance of data-based instruction and the critical role of communication in developing learning communities. The information and knowledge gained from the sessions has been directly implemented via professional development and role modeling by the administrators who attended the sessions.

Our district’s next step is: Our next step is to continue building capacity within the schools. We will continue to provide professional development that extends upon the knowledge base that is present at each of the schools. We see the Continuous Improvement Model elements of “Plan Do Check and Act” as the guiding pillars to success.

Pasco County Schools
Heather Fiorentino, Superintendent
7227 Land O' Lakes Blvd.
Land O' Lakes, FL 34639
Contact: mramos@pasco.k12.fl.us

One specific result in our district is: Administrators were introduced to the writings of Richard and Rebecca DuFour, Getting Started: Recruiting Schools to Become Professional Learning Communities. A book study format was developed and used at all of the principal and assistant principal meetings as well as the district staff meetings. The readings served as the ground work for developing a more collaborative and systematic way to approach teaching and learning issues making sure that the vision and mission are always at the forefront and that there are tangible gains as an end result.

Progress Energy-UCF Leadership Institute's contribution to this result was: Although Professional Learning Communities was not a new concept to the district, there was little real understanding by most administrators and no implementation. We had two secondary school principals who agreed to pilot a project with their staff. The basis for discussion and interaction was the DuFour books.

After attending the Leadership Institute, a greater number of administrators had a more thorough understanding of the process and a systemwide initiative was instituted.

This process has helped schools to implement and structure the weekly reading meetings required as part of the Just Read, Florida initiatives.

Our district's next step is: Continue to try to find creative ways to provide time for administrators and teachers to work together collaboratively. Time seems to be the most critical and perplexing roadblock in the way of implementation.

Pinellas County Schools
Clayton Wilcox, Superintendent
301-4th Street SW
Largo , FL 33770
Contact: dennisonm@pcsb.org

One specific result in our district is: The enhancement and expansion of Professional Learning Communities

Progress Energy-UCF Leadership Institute’s contribution to this result was: As a result of the Progress Energy / UCF Leadership Institute, we have enhanced our implementation of Professional Learning Communities (PLCs). All teachers in our district are expected to be in at least one PLC. PLCs meet weekly in schools to discuss Essential Learnings, Common Assessments, and Instructional Strategies. Teachers reflect on their work, engage in appropriate learning and assess the progress of their students. PLCs take collective responsibility for the learning of all students represented by team members. Many of our PLC members assist one another in planning more effective lessons, critiquing student work, and meeting the common challenges of teaching.

In addition to our teachers meeting in PLCs, several other groups in our district meet to learn from each other. Principals meet in PLCs at their area meetings. Departments within the district also meet. Small groups meet to discuss common interests or to participate in book studies.

To assist staff in developing and maintaining their PLCs, the district has provided the DuFour books to all schools and curriculum departments, brought Steve Barkley in to work with lead teachers and administrators as they learn to mentor one another, and provided training and materials about PLCs to help schools and departments in the implementation and maintenance of PLCs.

Our district’s next step is: We will continue to work in this area and attempt to expand the use of action research within our Professional Learning Communities.

Polk County Schools
Gail McKinzie, Superintendent
P.O. Box 391
Bartow, FL 33831
Contact: sherrie.nickell@polk-fl.net

One specific result in our district is: In Polk County we have completely changed the manner by which we organize and drive the district. Due to a convergence of certain specific factors, a dramatic shift has occurred. We are transitioning from management to leadership; from compliance to commitment; and from teaching to learning.

Once that shift occurred in November 2004 (the same day we brought Kent Peterson to the district to talk with all school leaders about a shift in district culture), our district began to undergo significant change. By July 1, 2005 , the new organizational structure had been implemented with the recently appointed superintendent establishing her own leadership team.

The majority of the members of the new leadership team were also participants in the Progress Energy Leadership -UCF Institute. We were able to take the knowledge and information received at the events directly into the district and began to apply principles almost immediately.

Progress Energy-UCF Leadership Institute’s contribution to this result was: The timing of this leadership initiative could not have been more perfect! The application of new information into the workplace is often the point at which the initiative loses steam. However, in the case of our involvement in the Progress Energy Institute - UCF, we have basked in the new information. We have actually been able to brainstorm with the team members and the superintendent. We have initiated innovations in our district that are directly linked to our Institute learning, especially in the area of data-based instruction.

For example:

We now have a leadership team in place that is willing and able to “Work on the Work” of school reform (Schlechty). We are experiencing a shift in district culture (Peterson) driven by a new Strategic Plan.

We have taken a ruthless assessment of current reality and are basing decisions and directions on data (Reeves). Efforts include the implementation of the Kaplan K-12 Achievement Planner and other data tools.

We have taken engaging literacy strategies into our middle and high schools ( Taylor ) and desire to ensure those levels are as successful as our elementary schools (Pickering).

We are establishing a culture of learning and accountability within a learning community format (DuFour, McNulty).

We are increasing our focus on rigor by opening a new International Baccalaureate High School and increasing Advanced Placement Class offerings. We want to move “ Beyond Islands of Excellence” (Norris) into a culture in which excellence is pervasive (Schmoker).

We are discussing the tremendous growth our county is experiencing, as well as the implications of a new research one university campus under construction. Preparing our students for a future yet undiscovered is a challenge we embrace (Jukes).

Our district’s next step is: We want to continue in the current direction, applying on-going pressure to advance while maintaining a supportive environment. Our challenges include conscientious abandonment of non-productive initiatives, truly aligning our curriculum (Wiggins), restructuring low-performing schools, and implementing reform efforts, particularly at the middle and high school levels.

Seminole County Schools
Bill Vogel, Superintendent
400 E. Lake Mary Blvd.
Sanford, FL 32773
Contact: sallie_jenkins@scps.k12.fl.us

The mission of Seminole County Public Schools is to ensure that all students acquire the skills, knowledge, and attitudes necessary to be successful in adult life. The 2005 Progress Energy-UCF Leadership Institutes have provided many opportunities for leadership development in the areas of: data-based instruction, safe learning environment, and sound business practices. Additionally, Progress Energy and the University of Central Florida have developed a pathway for Seminole County Public Schools to collaborate with other Florida districts on the effective utilization of Institute content. The Leadership Institutes have helped move Seminole County Public Schools forward in the implementation of the initiatives listed below.

Areas of Focus 2005 SCPS Goals SCPS Leadership Initiatives Progress Energy-UCF Leadership Institute Support
Data-based instruction

1. Seminole Team members will explore options for utilization of data sources to drive instruction and articulate with other districts to gather information to support this process.

2. SCPS principals attending Progress Energy - UCF Leadership will share institute content with other principals at the Superintendent’s monthly meeting.

1. K-12 Comprehensive Research-Based Plan

2. Elementary and Middle School Principal/Assistant Principal Cadre Leadership Training

3. High School Reading Initiative

1. Balanced Leadership – Brain McNulty

2. Professional Learning Communities – Richard and Rebecca DuFour
Safe Learning Environment

1. Seminole Team members will develop a communication plan to assist teachers in understanding the connections within the following three plans: SCPS Strategic Plan, School Improvement Plan, and Individual Professional Development Plan.

1. SCPS Leadership Academy

2. The Foundation for Seminole County Public Schools, Inc.

3. Business Advisory Board

1. Balanced Leadership – Brian McNulty

2. Professional Learning Communities – Richard and Rebecca DuFour

3. What Works in Schools – Debra Pickering

4. Assessing Educational Leaders – Doug Reeves

Sumter County Schools
Richard A. Shirley, Superintendent
2680 W. Co. Road 476
Bushnell , FL 33513
Contact: DEWD@sumter.k12.fl.us

One specific result in our district is: Reflecting the Florida Principal Leadership Standards, the Sumter School District designed a comprehensive program of performance appraisal for school administrators. In addition to a new evaluation system, it included segments dedicated to succession planning, selection, and training. McREL’s leadership meta-analysis Balanced Leadership: What Thirty Years of Research Tells Us About the Effect of Leadership on Student Achievement (given to institute participants and presented by Brian McNulty at the February 3-4, 2005 Leadership Institute) and Douglas Reeves’ Assessing Educational Leaders (given to institute participants and author/presenter Douglas Reeves as keynote speaker at the August 31/September 1, 2005 Leadership Institute) formed the core of Sumter’s new Leadership Development Program. These two research-based studies were critical in crafting and implementing Sumter’s system for performance appraisal and leadership development.

A committee commenced in January 2005 charged with developing a new principal evaluation system and including a program for preparing aspiring leaders. The committee, composed of district administrators, school administrators, and administrative pool candidates, met several times over the course of six months while incorporating advice and direction contributed by Superintendent of Schools, Richard A. Shirley. Participation of all team members ensured broad representation and encompassing views of the project.

Volusia County Schools
Margaret Smith, Superintendent
200 N. Clara Avenue
Deland , FL 32721
Contact: mkennedy@volusia.k12.fl.us

One specific result in our district is: We have reorganized the format of our general principals’ meetings that creates an environment that fosters mutual cooperation, emotional support, and personal growth. The district has emphasized the collective capacity of all principals to achieve district goals. Where previous meetings were ostensibly focused on providing information, they are now divided into three strategies of focused staff development, best practices sharing among colleagues, and small group breakout. This initiative represents a systemic initiative to transform status quo practices with a professional learning community model.

Progress Energy-UCF Leadership Institute’s contribution to this result was: Our Superintendent, Dr. Margaret A. Smith, as well as our participating principals, have embraced the desirability and effectiveness of the professional learning community as proffered by Richard DuFour. The school district expanded the exposure to the DuFour presentation by sending an additional team of principals and district administrators to the DuFour Workshop experience in Connecticut in Late August, 2005.

Our district’s next step is: We will continue to encourage the professional learning community prototype in our schools. In addition, our superintendent is deeply committed to the issue of high school reform. She will address this initiative through three essential components. First, an awareness and understanding for why high school reform is an absolute need will be established. Secondly, targeted professional development and training for our teachers, guidance counselors, and school administrators on the instructional strategies that support rigor, relevance, and relationships, the cornerstones of high school reform, must be provided. Lastly, each high school must prepare a redesign action plan that 1) identifies specific restructuring initiatives, 2) establishes who is responsible for each action, and 3) provides a timeline for accomplishing the changes.