Schools For The 21st Century Resource Document

Final Report to the Legislature
Schools for the 21st Century

Resource Document
January 1998
Final Report to the Legislature on the Schools for the 21st Century Resource Document
According to the Final Report to the Legislature on the Schools for the Twenty-first Century, The final report to the Legislature on the Schools for the 21st Century program has been prepared in three formats, a resource document of approximately 300 pages, an executive summary, and this digest summarizing the resource document. (Page 1) While the digest summarizing the resource document and the executive summary were actually prepared, the resource document of approximately 300 pages was not. The finished document that follows has been transcribed and typed from a 782 page loose, unbound and unpublished manuscript; the product of a contract between the Office of the Superintendent of Public Instruction of the State of Washington and Peter Holly of Education Development Consultants of Louisville, Kentucky. The State Board of Education has acknowledged that this is the document that should have been prepared as the resource document of approximately 300 pages. While the manuscript became, on completion of the contract, the exclusive property of Superintendent [of Public Instruction] in perpetuity for any and all purposes, such document also became the property of the people of the State of Washington. The manuscript is not exempt from public disclosure laws and may be obtained from the State Board of Education. While the manuscript cannot be copyrighted, the people of the State of Washington have the right to know that the resource document that follows was transcribed and typed by:
Lynn M Stuter Researcher Washington State
January 1998
Table of Contents
Preface Letter of Larry Davis Grasping the Future Today Schools With Integrity Preface Introduction Chapter One: Assessment: Product and Process Chapter Two: Realizing the Real Curriculum Through the Instructional Process Chapter Three: Professional Development: The Vehicle for Teacher Change (1) Chapter Four: Support for Restructuring The Vehicle for Teacher Change (2) Chapter Five: Governance and the Creation of Learning Communities An Implementation Initiative for Education Reform In Washington State; The Enabling Context for Site-Based Development Materials Concerning Site-Based Development Chapter One [Assessment] Chapter Two [The Real Curriculum] Chapter 3: Professional Development Chapter 4: Supports for Restructuring Chapter 5: Governance iii 1 3 5 6 7 18 25 30 34 36
43 54 77 161 255 285 297
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Table of Contents, contd.

Chapter 2: Changing the Way We Go About Change: Changing the Change Culture Schools With Integrity Part One: The Change Process Chapter One: Changing the Way We Go About Change: Cutting to the Chase Chapter Three: Changing the Way We Go About Change: Collaborative Inquiry and the Janus Model of Evaluation Index (omitted in .pdf version)
350 386 387
389
428 474
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Final Report to the Legislature on the Schools for the 21st Century Resource Document Preface
On page one of the Final Report to the Legislature on the Schools for the Twenty-first Century, January 15, 1995, it is stated, The final report to the Legislature on the Schools for the 21st Century program has been prepared in three formats, a resource document of approximately 300 pages, an executive summary, and this digest summarizing the resource document. The final report required by SSB 6220, laws of 1992, to be submitted to the governor and legislature on January 15, 1995, is actually a digest summarizing the resource document. The final report to the legislature was, by law (RCW 28A.630.295 SSB 6220 codified into law), to include but not [be] limited to the following information: (a) Improvements in student performance resulting from activities carried out under the schools for the twenty-first century program; (b) The relationship between improvements in student performance and increasing local decision-making authority under the schools for the twenty-first century program; Does the final report, as presented, contain the information required by law? In answer to RCW 28A.630.295(a), the final report states, Has student performance increased? If so, what factors caused the increase? The answers to these two vital questions are contained within the full report. There is plenty of evidence documented in the report that student performance has indeed increased. We were able to obtain and collate this evidence and present it for a wider audience in this report. What we were not able to do was to thoroughly investigate the validity, reliability, and veracity of the findings. What we can say is that we only included evidence that would seem to spring from education research that conformed to all the usual and expected standards of inquiry. In short, the evidence required under RCW 28A.630.295(a) is not contained in the final report (as was required by law) but rather is supposedly in the resource document, and only appears to be evidence; not having been obtained via scientific methods to ensure validity, and not having been checked for accuracy or efficacy. With regard to RCW 28A.630.295 (b), the final report states, What is somewhat less certain is the answer to the second question, i.e., What were the causal factors that led to the increase in student performance? The quest to be
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definitive in such an area is problematical to say the least. Equally so, any attempt to isolate the variables is foolhardy, because one ends up doing just thatisolating a variable from all the other factors working for success, while knowing full well that the real answer lies in the interaction of the various factors. In short, it was foolhardy to attempt to meet the requirements of RCW 28A.630.295(b). Contained within the final report, as submitted to the governor and legislature, are numerous references to the resource document and full report: The full report contains more extensive supporting information and documents from the individual projects. (p 1) Indeed, if Schools for the 21st Century were to be judged by test scores alone, it would be seen as an outstanding success. We have received considerable evidence of improved test scores (see the full report) across many of the sites. (p 12) The answer to these two vital questions are contained within the full report. There is plenty of evidence documented in the report that student performance has indeed increased. (p 15) The statistical basis for these results is provided in our full report and in the sites own project reviewwhich is an excellent document in itself. (p 22) As mentioned above, the results data for both Camas and Yakima are plentiful and most informative. Indeed both systems use this data to launch into regular reviews and continuous improvement. The richness of this detailed data is well illustrated in our resource document. (p 24) This is one of the fatal flaws of standardized testing: allowing scores to become more important than what is being scored (i.e., student learning and progress). [For an extended discussion of the flaws of standardized testing, please consult the resource document.] (p 27) In a letter, dated December 15, 1997, Larry Davis, Executive Director of the State Board of Education, stated that the resource document or full report is not a document of approximately 300 pages as indicated in the summarized digest, but rather, A several inch thick file of handwritten information, charts, and evaluative materials (770 pages), prepared mostly by Peter Holly, from which the final report was produced. This file constitutes the resource document of approximately 300 pages referenced in the final report and executive summary. What Mr Davis ignores is the fact that the summarized digest states that the resource document of approximately 300 pages is a prepared document.
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What follows is the typed resource document as it was obtained from the State Board of Education. As received, many of the pages were duplicates, the manuscript itself is a hodgepodge with chapters, sections, and pages out of order. The question arises as to how a summarized digest could have been extrapolated from a document in such condition, or how this document could be a reference resource to the final report in its current condition. It is apparent that no one has studied the final report and resource document on the Schools for the 21st Century for either accuracy or efficacy. With the completion of the first round of the new fourth grade assessment, and the resulting scores of the 21st Century Schools on that test, an effort is under way to distance education reform from the Schools for the 21st Century. What becomes apparent in reading this resource document is that the two are one and the same; they walk lock-step. The purpose of the Schools for the 21st Century was to, foster change in the state common school system. The program will enable educators and parents of selected schools or school districts to restructure certain school operations and to develop model school programs which will improve student performance. (WAC 180-110-017) The Schools for the 21st Century program laid the foundation for systemwide (systemic) reform statewide; indeed reform nationwide as President Bush modelled the work of the New American Schools Development Corporation, established in 1991, after this Washington state pilot program. At the time the Schools for the Twenty-first Century legislation was brought before the Washington State Legislature by then Governor Booth Gardner, Marc Tucker, then of Carnegie Forum on Education and the Economy (later National Center on Education and the Economy), was a consultant to Governor Gardner. Tucker has acknowledged consulting in the writing of legislation at both the state and federal level.
Jack Phillips Mike and Cris Shardelman Roxanne Sitler Lynn M. Stuter
January 1998
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A Word About This Document

This document was typed by Lynn Stuter, proofread by Mike and Cris Shardelman, Jack Phillips, Roxanne Sitler, Roberta Berg, Jean English and Lynn Stuter. Every effort has been made to preserve the manuscript as written, inclusive of misspelled words, misused words, missing and improper punctuation, and improper grammar. Any errors or omissions are not intentional. The diagrams, graphs and charts contained in this document have been technologically reproduced as close to the originals as possible. The index has been added for ease of access to the document. Legend [596] manuscript page numbers inserted in the document for ready reference [......] notes of typist inserted to bookmark graphics or to draw attention to something in the manuscript {} text struck (scratched out) in the manuscript. Missing or illegible words are denoted by an obvious space in the text.
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[4] Charlotte, John, Marilee I had time at home last night to read only the executive summary. My recommended changes are in blue. These suggestions may be of some application to the final report. I wore two hats in reading the summary: SBE Executive Director and former legislative staffer. I also brought some writing skills and experience to the task I hope are useful. The main points I want to share are: The ex. summ. per se needs to be as concise as possible, but still deliver the basic story. Remember, legislators get a lot of paper crossing their desks. So, I suggest that pages 1-3 and 12-20 comprise the initial ex. summ. I like the external consultants report but feel it should either follow the initial summary or be included in the appendices. Either way is fine. Under the what we have learned section, I would start with student achievement. Above all else, this is what the Legislature will key in on: Did student learning increase as a result of the program? This is the one part of the ex. summ. that can afford to be expansive. Follow up on student achievement by hitting the Legislature with the message that certain building blocks led to the gains in student learning: 10 extra days; supplemental funds; waivers; collaboration. [5] Consider starting each subsection of the what we have learned section with something like, We learned that I think somewhere in the list of recommendations, probably linked to the CISL, that a very clear statement/challenge needs to be made to the Legislature to the effect that the state cannot afford to forget, dismiss or toss aside the C21 lessons learned as it moves forward in support of implementation of 1209.
John/Marilee As a writer (and someone who truly enjoys writing), I appreciate and applaud the effort thats been put in thus far. I dont want to create a lot of unnecessary work, but feel my suggestions will lend a final polish to the finished product. Charlotte Again, as a writer, I appreciate your experience, expertise, and input. I do not want to lose the external consultants report but share your thought that at least in the executive summary it come after the initial summary or be placed in the appendices. It is very important information, so I guess Id opt for Page1
This resource document transcribed and typed by Lynn M Stuter; Published 1998.
having it sandwiched between the executive summary and the appendices Thank you all! Larry
[This note was written by Larry Davis, Executive Director of the State Board of Education. The note is addressed to John Anderson, Marilee Jensen, and Charlotte (?)]
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[6]
Education Development Consultants

Grasping the Future Today
Marilee
Heres the introduction to Part 2. Please ask John to read it carefully and, if he has any comments, please get them back to me as soon as he can. There are some dominant themes in this section, which I need him to feel O.K. about before I go ahead. Cheers, Peter
USA Address: 1611 Windsor Place Louisville Kentucky 40204 Tel: 502 451 7730 This resource document transcribed and typed by Lynn M Stuter; Published 1998.
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Page 7 is a duplicate of page 26 and 114 Page 8 left is a duplicate of page 27 and 115 Page 8 right is a duplicate of 28 Page 9 is a duplicate of page 117 Page 10 is a duplicate of page 31 and 119 Page 11 is a duplicate of page 32 and 120 Page 12 is a duplicate of page 35 and 121 Page 13 is a duplicate of page 36 Page 14 is a duplicate of page 37 and 123 Page 15 is a duplicate of page 38 Page 16 is a duplicate of page 39 and 125 [17]
Evaluation of Schools for the 21st Century Backward Mapping: Tracing the Causal Relationships
Student Learning The Performance Level
Assessment Package
Authentic Assessment
Instructional Process
Real Curriculum
Professional Development
Supports for Restructuring
Support Infrastructure
Organizational/Systemic Connectedness Governance Changing the Change Culture
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Page 18 is a duplicate of page 6 [19]
Schools With Integrity

The External Evaluation of Washington States Schools for the Twenty-first Century: An Authentic Report EXECUTIVE SUMMARY
This report has been compiled by Peter Holly in association with co-researcher Patricia Lambert.
Add waivers to appendices section of report.
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[20] Preface
This authentic report by the external evaluation team aims to tell the story of Schools for the Twenty-first Century by incorporating the real experiences of the real participants in, wherever possible, their real words. In aiming to portray the quality of success achieved by Century 21 sites, the report is largely based on qualitative research methods. Interviewing, participant observation and a documentary search were the main research methods used. Some thirty integrated site visits were completed by members of the research team and over three hundred in-depth interviews were conducted with various kinds of key participants: teachers, principals, students, parents, community representatives, central office administrators, school board members, etc. Based on these interviews, site portraitures were prepared and then condensed to form the final report, a summary of which is now presented. The research team consisted of two members: Peter Holly (Senior Partner, EDC, Louisville, Kentucky) is an international consultant who specializes in such related areas as school transformation, evaluation and action research. He has been connected with the Schools for the 21st Century since 1989. Formerly Tutor in Curriculum Studies at the University of Cambridges Institute of Education and School Development Specialist for the JCPS Gheens Academy for Professional Development, he is now working extensively with the school transformation efforts [21] organized by the New Iowa Schools Development Corporation (NISDC). He has written several books and many articles on the change process in schools. Patricia Lambert was kindly loaned to EDC on a professional leave of absence by Jefferson County Public Schools [JCPS] in Louisville, Kentucky. Formerly principle of Hawthorne Elementary School, she is now the districts Special Needs Co-ordinator.
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[22] Introduction System transformationin Schools for the 21st Century its not entirely out of our GRASP
(John Anderson, Coordinator of the Schools for the 21st Century Program, 1993)
Let us make no mistake about it. The Schools for the 21st Century venture in Washington State has been a major change initiative. State-initiated but not state mandated, it has been a brave attempt to mobilize real educational change at the local level. Steeped in the largely European tradition of school-based development, the initiative has been site-driven and a true example of change from within (see Holly, 1991). As Roland Barth has argued cogently, when teachers, parents, and principals (and, we would add, students) come together to improve their schools from withinwith appropriate external supportthey can make all the difference. This has certainly been the case in Washington States Schools for the 21st Century. When the schools embarked on this adventurethey did so in two waves, 1988 and 1990the psychological contract with the grant providers was for them to launch into multiple innovations. Change was to be the order of the day. Indeed, many of the sites were soon awash with changeto the point where many of them were teetering on the brink of innovation overload. They shot off in what seemedand felt likea thousand directions in a vainglorious attempt to change overnight the whole world of schooling. As a result, in this booming, buzzing change extravaganza, the site-based efforts often became unfocused and confused. Several years on, however, the undoubted success of Schools for the 21st Century has been largely caused by the fact that the majority of the sites learned that they had to change the way they go about change. The[y] learned to focus their change efforts and they learned to focus on the right things, i.e., the important things. The sites learned, according to one participant, to cut to the chase. [23] In Peter Hollys previous book The Developing School (which he co-authored with Geoffrey Southworth), he contended that the real, genuine implementation of education change is extremely rare; so rare, in fact, that we hardly know what it looks like. We seldom get to true, lasting implementation, he argued, because we do not hang tough with our changes. We constantly indulge in what he now calls atoll-hopping, i.e., we jump from change to change without moving beyond the initiation stage. In this deluge of faddish indulgence, the main casualty is change itself. This cannot be said, however, of Schools for the 21st Century. Between them, they have mustered a remarkable amount and degree of change. Collectively, they have much experience of successful implementation. Indeed they have learned to master
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implementation. The site members, to use Rosabeth Moss Kantor's apt phrase, have become the change masters. It is by no means coincidental that the context for this experience has been of a particular kind. The 21st Century program was state-initiated, not state-mandated. The former is a far cry from the latter. Indeed, the nature of state-initiated school restructuring is nicely summarized in this quotation from the U.S. Department of Education publication: It is still legitimate for a board and superintendent to have a vision for what the district and school should be, to set district expectations and goals and to expect positive results for children Restructuring does not mean license for people to do their own thing. (But) Schools engaged in restructuring need understanding and nurturing from district and state-level leaders. They need enlightened policies and regulations that focus more on desired student outcomes and less on the means by which these outcomes are achieved. District- and state level leaders need to promote risk-taking and encourage innovation and variation at the school level. [24] These are fine words; not just impressively lofty but also finely judged and nicely balanced. It is now generally expected that the state or district will be responsible for the establishment of a framework of expectations concerning the positive results for children in the form of desired student outcomes. Interestingly, however, the sites involved in the schools for the 21st Century did not have such a framework within which to work. They had to create their own site by site. There was something of a vision vacuumuntil the sites used their own initiative, that is. But they would certainly testify to the importance of having a vision, of being focused on a set of goals, the purpose of which is to frame the restructuring efforts, not provide a painting-by-numbers approach. In addition, the frame prevents complete atomization and fragmentation and, therefore, dissipation of effort. There has to be a measure of site-based autonomy, but it is a case of responsible autonomy, independence within bounds. What have to be avoided are both the extremes: over-dependence (on centralized control) and total, splintered decentralization. The first is deadening, the second is chaotic. Its very much a case of achieving a fine balance by creating what amounts to a flexible, responsive framework. Once this is established, the task becomes a new one: to nurture, support and sustain the efforts of the change makers. Change is never easy and the first requirement for change agents is sympathetic understanding. Space, time, and support (both technical and emotional) are all vitalin order to encourage local risk-taking, innovation, and variation. There really is a very delicate balance to be struck here. Anyone entering the fray with a strict input-output model in mind is hell-bent on failure. Such a stance leads to either a complete denial of the importance of process (and a concomitant attempt to by-pass the noise in the system) or the erection of an over-detailed strangle-hold on the means of delivery. This is state-mandated changeas is currently being exercised in England and Wales. It is stateThis resource document transcribed and typed by Lynn M Stuter; Published 1998.
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initiated and state-controlled to a fine degree. It is so over-tight (the central government just couldnt stop meddling with the delivery system) and so over-bearing that the professionals in the situationthe teachers have been stifled. They have been blamed (for the government having to introduce mandation in the first place), exhorted to execute the governments dictates by exercising their professionalism and then blamed again for being less than enthusiastic. State mandated change is all-embracing and stiflingly so. Those professionals in the UK do not feel very professional. Theyve been attacked, bludgeoned, de motivated, and deprived; [25] and theyre in no mood to launch into massive amounts of innovation. They have lost their spirit, their enterprise, their initiative, their flaireven their pride. They are the servants of the what, not the masters of the how. Thankfully, then this was not the case in Washington State. Parameters were set (in terms of the grant application process) but then the innovating teachers were invited to be just thatinnovative. They were also given the support to be so. The Schools for the 21st Century initiative can bear rich testimony of the experience of successful implementation, because the state-level initiators wisely held off and thus created the climate for change, the climate for risk-taking and innovation. This is why the entire program deserves such close scrutiny. As state-mandated change efforts cross the Atlantic and march westwards across the United States, it needs to be remembered that a much different kind of change program has been mounted in Washington Statewith impressive results. There is another wayan alternative to complete, stultifying mandation. And this other waylocal school change engineered by those local to the situationdoes work. This is the evidence from Washington Stateas laid out in this reportjudging by the collective responses of key participants. The following parent responses were typical of the ones we received: [26] I really am a happy customer. Ive been a recipient, a sponsor, and a participantAs a tax-payer, I want to say that weve all got our moneys worth. On behalf of all taxpayers, many thanks!The school was depressed, miserablethere was lots of griping, drudgery, discipline problems; lots of gloom, lots of lets get through the dayness. It (the grant) put a fire under everybody. We saw something ignite and take off: even the gripers came round. Theres been so much enthusiasm, partly because the staff were given permission to teach as they thought they should be doingTheyve built a living, breathing, flexible program, which is still being fine-tuned; its still growing up. Its a case of going from being a teacher to being a professional: devoted people have achieved professional status by taking control of what they know how to do. Parents here are now almost too gung ho; theres lots more interest in their kids education. You cannot evaluate Schools for the 21st Centuryso much that has been achieved is not measurable, and the true results will only appear over time. Theres a need to shadow students from 10-15 yearsthrough college and beyondfollowing their routes taken, decisions made, key incidents encountered and all the time, making connections with the 21st Century experiences You can talk it, you can feel it, you can communicate it, but you cant quantify it.
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These comments from two parents that we encountered during the interviewing process nicely sum up some of the central issues arising from the external evaluation of Schools for the Twenty-First Century. As the first parent emphasizes, there is much to be proud of in the achievements of this statewide initiative. Many parentsthis is by no means an isolated case became much more involved in the life-blood of their schools and, as we all know, involvement generates commitment. This, however, is only half the story. By being involved so deeply in the site-based change efforts, such parents as these, have been very close to the actionindeed, part of the action. By being so up-close to the process of change, they are not only close enough to see and know (and feel) whats going on, but are also close enough to be impressed by the measure of success achieved in many of the sites. These parents are more than participant observers: they have been more active than this description would suggest they have been observing participants and as such, have been able to witness the successes (and the not so successes), while sharing the triumphs. They have also been close enough over time to be able to tell the differencebetween the site at the beginning of the grant and the site at the end of the grant. By being of the community, they have retained a certain objectivity, a distanceenough to be keen observers. They have worked alongside the staff members, while observing a marvelous springtimethe blossoming of educators from being teachers to being professionals. It is this metamorphosis which lies at the heart of the success of Schools for the Twenty-First Century. Yet, how to evaluate this creation became the burning question. As the second parent says, you cannot evaluate Schools for the Twenty-First Century. She made it all sound like a fruitless task. Maybe what she meant, however, was that you cannot evaluate itin the old way. So much that has been achieved is not measurable, is not [28] quantifiableit lies beyond the numbers game. Yet this is not a reason to eschew evaluation; it is a reason to launch into a different (and better) evaluationone that captures the real spirit of the enterprise. Numbers can be -and will be -provided. Indeed, if Schools for the Twenty-First Century were to be judged by test scores alone, it would be seen as an outstanding success. We have received considerable evidence of improved test scores (see the next chapter) across many of the sites. But that is only part of the story. Quantity is base-line stuff. Value addedness comes from the quality of the work accomplished; and qualitative changes can only be captured by qualitative methods. As the parent says, you can talk it! So we, the evaluation team, conducted scores of interviews, conversations and focus group sessions; and you can feel it!thus our site visits during which we could become participant observers and could rely on the participant observations of others. Moreover, where local variation is the order of the day, a cookie cutter approach to evaluation, as with innovation before it, is doomed to failure. Indeed, in 1992, John Anderson reminded us of this fact: The Twenty-First Century program was created to encourage schools to design community-specific plans for educational restructuring and innovation that can improve students performance The challenge facing Schools for the Twenty-first Century has been two-fold: developing an evaluative strategy that would be effective across such a
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diversity of locally developed projects, and determining not only if gains in student performance occurred, but discovering how they were linked to the school changes These perceptive comments contain two major challenges for the external evaluation of Schools of the Twenty-First Century. The first is the one mentioned above: how to come up with one evaluation that would embrace all the differences established across the sites. Actually, this never became a real problem. By working [29] formatively with each site (and utilizing what was essentially an action research approach), and by addressing the different needs and change agendas of each site, it became clear that the sites were not as far apart content-wise as everybody expected. [A handwritten note, in the margin says, Good point to make important observation!] The change agenda was largely a shared one (no doubt spawned by the prevailing climate of ideas, the networking of the sites and the support services made available to them) and, {as presented in Part One of this report}, spanned the five G.R.A.S.P. areasGovernance, Real curriculum, Authentic Assessment, Supports for Restructuring, and Professional Development. These areas are the five variations on a theme the theme being school transformation. No site, to our knowledge, strayed from this map. Different sites explored different areas of the map. Few sites excelled throughout the map, but that was largely due to their creditable emphasis on depth, as opposed to breadth, of coverage. Rather, they thought, to excel in a few areas, to be masters of some things, than to excel at nothing and be mediocre in everything. What is important to emphasize here, however, is that despite some internal differences in the mapping process, no site found itself external to the evaluation map provided by the GRASP model. Where the sites did differ markedly, however, was in their capacity for change. When the initiative began back in 1988, some sites were tugging at the leash, fully prepared to enter into in-depth change. Interestingly some of these sites have done a great deal of meaningful change process work such as visioning, needs identification (often in the form of a self-study) and goal-setting. They knew where they needed to be going and they had a good idea how to get there. The grant unleashed their potential. Not that they knew everything, however; they still had much to learn. But they had built up the necessary cultural capital for successful change-making. They still had to build up their process capacity in order to get to the necessary content. At the other end of the continuum some other sites entered cold and have used the opportunities presented by the grant to get to the starting-line for real change. They now have the capacity that they did not have before: they are now [30] ready for change. It would be possible to judge these sites as failuresafter all, they have nothing really substantial to point to as the product of their Century 21 endeavors. What they have achieved, however, is readiness. They have established their threshold for change. Developmentally speaking, this is not inconsequential; and the more that we understand developmental theory (for children, adults, and their learning organizations), the more we understand stage theory and the importance of being developmentally appropriate. If anyone now sees this range of performance (and differentiation of performance capacity) as a weakness in Schools for the Twenty-First Century, they need look no further than the original screening process. Sites were accepted as they were. Despite the rhetoric of the applications (sometimes put together by a
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visionary leader or group of leaders, rarely owned by the whole learning community) and the rigor of the interviewing process, the chosen sites that emerged were now faced by the biggest task of allhow to breathe some reality (of implementation) into their plans while possessing widely varying levels of skill, commitment and capacity to do so. Some sites, we would emphasize again, were just like the proverbial taut bow string straining to fire the arrow. Other sites were ham-strung by their lack of process preparationwhich was to cause great frustration along the way. One major finding from the Schools for the Twenty-first Century initiative has been that the best ideas flounder for lack of process capacity. If a site cannot process change, change does not occur. Maybe, indeed, this process capacity is the change from which and through which other changes must flow. It is the conduit, the filtration system, the expressway all rolled into one. And for some sites, to have built this during the life of the grant was a major accomplishment in itselffor those particular sites. They were doing what they had to do. A few sites (thankfully less than a handful) continued to try to change throughout the years of the grant without constructing any kind of process capacity. They have learned that banging your head against a brick wall time after time after time is only tolerable if youre a major shareholder in a [31] pharmaceutical company that markets headache pills. This is what we call the A.D.V.I.L. approach to changeAny Development Violates the Incipient Lethargy of the organization. The first challenge for the evaluation, then, became one of registering the content consistency (in terms of the GRASP areas) and moving on to appreciate, record and work within the range of capacity differentiation. Indeed, many sites were able to use the evaluation formatively, and, indeed, summatively, to monitor and then evaluate their progress on both fronts. Moving to the second challenge, this was the major task facing the evaluation team how to determine, in John Andersons works, not only if gains in student performance occurred, but discovering how they were linked to the school changes. These are two essential questions in one. Has student performance increased? If so, what factors caused the increase? The answers to these two vital questions are contained within the remainder of this report. We have tried to meet them head-on. There is plenty of evidencesee the next chapterthat student performance has indeed increased. We were able to obtain and collate this evidence and present it for a wider audience in this report. What we were not able to do was to thoroughly investigate the validity, reliability and veracity of the findings. What we can say is that we included only evidence that would seem to spring from education research that conformed to all the usual and expected standards of inquiry. What is somewhat less certain are the answers to the second question, i.e., what were the causal factors that led to the increase in student performance? The quest to be definitive in such an area is problematical to say the least. Equally so, any attempt to isolate the variables is foolhardy, because one ends up doing just thatisolating a variable from all the other factors working for success while knowing full well that the real answer lies in the combination of factors, their interplay, their chemistry. Isolating the variables takes the efficacy, the magic, out of the scenario. {And the Schools of the Twenty-First Century has been about the magic.} [32] School transformation, by its very nature, is complex and swirling. It is a deep,
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rich tapestry of interacting factors. It is characterized by connectedness, not isolation. The challenge is to get inside this richness in order to experience it, not to measure it: to talk it and feel it, not to quantify it. The best that can be done is to do two things. The first is to watch closely and listen intently: to capture the complexity from the inside and to gain understanding by interacting with all the many different kinds of participantsparents (as above), teachers, administrators, students (especially the students who are such perceptive and articulate partners in the learning community), support agents, etc and asking the same basic question (Im seeing this, Im picking up this is this how you see it?) and then entering into dialogue around the responses. This is called communicative validation the story is validated within the communication with key participants. And within the story-telling, the connections, the causal links, begin to emerge. Through the sheer weight (of numbers) in the testimony, the real picture becomes clearer. What we have chosen to do, therefore is to intersperse our commentary with real-life cameos which we have selected as typical examples of the testimony we received from the scores of those that we could have included. It would seem pertinent to include one example here and now. This is Jays testimony. He, like countless others, wanted to impress on us the importance of the causal linkage between better student performance (i.e. learning), better teaching and better training. His argument is a straight forward one: better training experiences for teachers impact directly on how teachers perform in the classroom which, in turn, impacts directly on how the students perform. Sometimes the simple messages have an elegance about them that is irrefutable. Jays Cameo, page 33, inserted here; see next page. [35] Causal linkage, then, is a powerful concept in this report. Our basic argument is that school transformation is not a project or an episodic series of projects. It is a complex whole, and intricately {home-made, hand-made, even human produced)} crafted kind of quilt. {Each quilt is different to suit the needs of the situation.} Each quilt is a complex whole. Unstitch it ever so carefully and some of the connectedness, some of the causal lines will begin to emerge. {As presented in Part One of this report,} The GRASP areas are the major factors that led to improvement of student learning across the Twenty-first Century sites. Governance, the Real Curriculum, Authentic Assessment, Supports for Restructuring and Professional Development all had a part to play, but it is the play itself (the interlocking of the parts) that makes all the difference. {As also presented in Part One,} What has emerged from the ongoing evaluation work is that the vast majority of the sites chose to tackle the GRASP areas in a particular developmental pattern. Much work was done initially on Governance (loosely defined as the ways that stakeholders are becoming much more involved in productive decisionmaking and communication processes inside their organizations); this stage was mainly about the kind of process capacity-building referred to above. Participants often refined their decision-making processes in order to plan collaboratively for change by gathering useful information (needs assessment) in order to make informed (and shared) decisions. This stage built the collegiality necessary for joint planning. The planning created the focus for designing relevant (tailored) professional developmental opportunities and the necessary supports for
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Jays Cameo [33]
Ive taught for 25 years, Im a compulsive record-keeper; Ive kept all my grade books, analyzed all my grades I used to run my class according to the bellshaped curve. Since Ive been operating in the new mode (mastery learning/OBE), Ive been running at 80% As and Bs. I believe the quality of work I expect is higher; Ive higher standards than I used to have, although some parents assume the work is easier. In reality the work is more complicated. Ive increased the assignments and Ive added performance and research requirements. I think the mastery system encouraged that. {Ive really been impressed by Gardners Seven Intelligences; we had a workshop on his work and another on the Renzuli thinking model, which helped me understand how you take information and push it up to the application level.} It takes a long time to change, but I wouldnt teach in any other way now. If I were in a traditional school, however, I would have to dummy it down There is a direct relationship between the workshops I attended and what I changed in my teaching style. Having been a teacher for 25 years, I taught 20 of those years using the traditional teaching model of read the information, do the worksheet, take the test. When the school I was teaching at became a Century 21 school, it was obvious I would need to change my teaching style. I was anxious, confused, and, at first, made a lot of mistakes in the classroom. At this moment in time I could easily have ended my teaching career. Fortunately, there were several workshop opportunities offered that probably saved my teaching career. The two workshops that come to mind as the most [34] important were about Gardeners seven intelligences and Renzulis enrichment triad, These two workshops together laid the foundation of information that allowed me to understand and change my teaching style. I am proof that if change is needed or demanded, then those who are expected to change must have the opportunity to learn how to change. I am a better teacher today because of the workshops Century 21 funding made possible. restructuring. All of this activity led to curriculum-building on behalf of student learning (i.e., the real curriculum), which, in turn, led to the need for more formative and informative data. This set of procedures [37] was repeated so often as to merit the description of pattern. All sites, while subtly changing the interplay of the variations, kept coming back to this major theme- or pattern. Edward Elgar, the early twentieth century English composer, produced his Enigma Variations. This is a great subtitle for the work of School for the Twenty-first Century. Our task as the evaluation team was to unravel the enigma: to capture the essence of the whole while desplaying the intricacy and subtelties of the interplay between the constituent parts. The major theme (or pattern) described above became the basis for this report but we have chosen to present it in the form of backward-mapping. We start with student learning (as the major outcome of Schools for the Twenty-First Century). Then we back-track through a series of
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[36]
G.R.A.S.P. IN ACTION
GOVERNANCE
LEADERSHIP SBDM PARENT INVOLVEMENT SHARED COLLABORATIVE TEAM WORK CLIMATE OF COLLEGIALITY OUTCOMESBASED EDUCATION
SUPPORT FOR RESTRUCTURING REAL CURRICULUM (focus on student learning)
Time for Collegiality
ASSESSMENT
PROFESSIONAL DEVELOPMENT
INTENDED CURRICULUM
RECEIVED CURRICULUM
REAL CURRICULUM
SHARED PLANNING
DELIVERY PROCESS
IMPACT ON STUDENT LEARNING
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causal links, first to the Assessment Package (largely built around Authentic Assessment) used to register the gains in student learning and performance and the Instructional practices embedded within the Real Curriculum which create the substance (so that there is something to be assessed). As mentioned previously, the quality of the teaching and learning is enhanced by the Support Infrastructurebased on appropriately focused Professional Development and all the necessary Supports for Restructuring (especially, of course, the time necessary for planning, teaming, and evaluation). Finally, there is the organizational and systemic connectedness necessary for producing schools with integrity. Integrity is about one-ness; its about coherence, consistency and constancy. It comes through the agency of stakeholder collegiality which, in turn, is the product of Governance activities such as site-based decision making and parent involvement, while being clearly fostered by what we like to refer to as enabling leadership. As Senge (1990) has rightly pointed out, systemic connectedness produces the synergistic mix that is the chemistry of culture change in learning organizations. In addition, culture change involved changing the way we go about change, i.e., changing the change culture. But, we still wondered, how shall we tell the story? True to form, Gordy [39] Reynaud, formerly Century 21 coordinator at Liberty Bell High School, answered our question for us: Tell the truth, but be clear about what youre going to tell the truth about. Say what really works to improve student learning. Some of it isnt prettyits old news, it reaffirms traditional approaches. You have to beware of the glitzTheres no template, just a bunch of authentic, internal victories. Hopefully, in the remainder of this report, working within our chosen theme areas, we can do justice to these authentic, internal victories.
[A handwritten comment completes page 39, Great intro; Part 2 should be Part 1, followed by the more philosophical interpretation of the data. This is going to be a far more important document for Washington than just a legislative report! Thanks, John]
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[38]
CHANGING THE CHANGE CULTURE
ORGANIZATIONAL/SYSTEMIC SUPPORT
THE INSTRUCTIONAL
GOVERNANCE Leadership SBDM Parent Involvement Shared Collaborative Team Work Climate of Collegiality Outcomes-Based Education SUPPORT FOR (RE)-STRUCTURING REAL CURRICULUM (focus on student learning
ASSESSMENT
STUDENT AUTHENTIC ASSESSMENT LEARNING
PACKAGE
PROCESS
INFRASTRUCTURE
CONNECTEDNESS CHANGING THE WAY WE GO ABOUT CHANGE
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[40]
Chapter One: Assessment: Product and Process
Section One: The Product of Assessment

This chapter constitutes an extended set of responses to John Andersons essential question: have there been gains in student performance? Numerically, the evidence is plentiful and generally very confirming. Test scores still count for many people, and the news on this front has been very encouraging. At Fidalgo Elementary, for instance, achievement scores have risen every year of the project, resulting in accelerated learning and a high percentage of students exiting annually from the Special Education program. More specifically, 85% of their students in remediation ended the program at grade level, while LAP students gained 30 percent points in achievement, 45% of Resource Room students exited the program and 65% of Reading Lab students followed suit, due to increased performance. The story does not stop there. The percentage of students scoring above the 50th percentile rose from 78 to 93. Even more impressive, the average score of students who were in the program all three years has risen to the 90th percentile. Because of these gains, all 6th graders have been placed on the 7th grade curriculum or higher. The statistical basis for these results is provided in our full report and in the sites own Project Review which is an excellent document, in itself. At participating sites in the large Seattle consortium, the 1993 report to the legislature mentioned that there was a significant decrease in disproportionality between ethnic groups in reading scores for grades 2-5 and 9-11 and in math scores for grades 9-11. Seattle [41] Schools own report from its Research, Evaluation and Testing Office (published in August 1993) certainly makes interesting reading. It takes the form of a comparison between the achievement outcomes of Century 21 sites and other Seattle Schools. While these results are very much a success story for the elementary schools in the Century 21 consortium, the middle and high school results are no doubt clouded by the factors associated with the reality of life in todays inner-urban secondary school. Test scores tell one story, but not the whole story. At Skyline Elementary in Ferndale School District, they have made tremendous strides in advancing the achievement scores of the Lummi Indian students which rose by an average of 24 points in the first 2 years of the grant. In the latest results, while the average scores are generally very impressive (and well above the state averages, especially in math and language), the results for the Lummi students in science and social studies are giving the staff some concern. This is the formative/informative quality of test scores that often gets ignored by their arch critics. The scores may not say everything of importance, but they do say something important. Jennie Reed Elementary in Tacoma is another site where the staff are having to react to somewhat negative student test data. Demographic changes have caught up with the school; the impressive thing, however, is the staffs willingness to take remedial action. Given the dramatic shift in its demographic standing, the [42] school is not the one that entered the
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Century 21 initiative. Such demographic turbulence, however, will be present in schools in the next century. The vital element is the willingness of schools to face the music and respond accordingly. At New Century High School, a school of choice in North Thurston, the test scores have been most impressive. The students, for example, scored in the 75th percentile in Critical Thinking skills (a major focus area in the school). In addition, NCHS students scored above the statewide average in 18 of 24 categories, while some scores were up to 12 points higher than state averages. Furthermore, NCHS is another impressive example of a data-driven learning organization Data is collected, analyzed and used productively. Consistent with this whole approach, therefore, is the schools interest in its former students. Follow-up studies have been conducted in their progress toward becoming true life-long learners. Equally outstanding are the results of Bellevues International School. Their total battery score in the CTBS testing of Fall 1993 was 79 well above the national (50), state (55) and district (70) scores. Perhaps the most impressive test data comes from three Century 21 School Districts North Mason, Camas and Yakima all of which, significantly had introduced an outcomes orientation to their development work. It almost goes without saying that, when an outcomes approach is selected, it [43] behoves the participants not only to formulate the outcomes in the first place but also to ascertain, down-the-line, whether these outcomes have indeed been achieved especially in terms of student learning. At North Mason High School the test results have picked up markedly after the high school students were more positively prepared for the test-taking (among other incentives they received a pizza party) and the teachers increased the curriculum alignment so that their teaching, the students learning and its assessment could be more directly related to one another. Indeed, the results were so significantly improved that they were picked up by a regional newspaper, which ran the headline Pep, pressure help pupils push up scores. As mentioned above, the results data for both Camas and Yakima is plentiful and most informative. Indeed, both systems use this data to launch into regular reviews and continuous improvement. The richness of this detailed data is well illustrated in our main report.
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CAMEO
[44]
Montlake Elementary School, Seattle

When the CAT scores were published last summer, Montlake achieved some of the highest results amongst all the neighborhood schools in Seattle. When the scores were analyzed, however, it was clear that, while some students were truly excelling, those from lower socio-economic and ethnic backgrounds were not doing so well. These kids were following the district pattern not necessarily declining, but not improving at the same rate. The disparity (and the concomitant need for disproportionality) was raised as an issue by the local media and became the subject of a two-day staff talk-in. One conclusion was that were being pulled both ways by the parents (some) and by the school district. Certainly, some of the parents do seem to be actively playing the system. According to one parent, My kids were tested every year for the AP/Horizon program. They always pass and are offered a transfer, but then we ask why? They do everything here that they do there. Theres a ton of kids who pass the tests and who could go to the accelerated program, but chose not tothis school is as good as any private school. Presumably, the kind of information that promotes this kind of activity is the news that, in math, the school is almost too successful. The middle school complained that its curriculum was being encroached upon and the school was asked to back-track to have a broadened curriculum as opposed to advanced learning.
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[45]
Section Two: The Process of Assessment
While gathering all this data concerning Century 21 Students and their standardized test scores it became very apparent to us that this area is a veritable mine-field. They bring good and bad news. After all, Century 21 sites were never cushioned or cloistered; they were responsible for launching into radical innovation while dealing with the vagaries of everyday life. Furthermore, while there is enormous public interest in test scores as one of the indicators of quality schooling , some sites responded positively to this pressure by encouraging the students to respond positively to the test-taking opportunity. At other sites, however, participants have felt much more ambivalent toward the tests and test-taking. Generally, it has to be said, educators are negatively disposed toward them. Indeed, many teachers in many schools feel that they are being pulled in two directions at once by the undoubted popular vote for standardized tests in the community-at-large and by their own personal and professional mis-givings. Many educators disparage these tests; they have no time for them mainly because they do not see their educational worth. According to one superintendent, however, Frankly, to rubbish tests is an abdication of responsibility as an educator. A school board member countered by arguing that we cant fall back on testing (which is one small measure). We need to get to approaches [46] allow for the demonstration of knowledge. Rote tests do not demonstrate knowledge, just memorization of facts According to one teacher, and one principal, Test scores have increased this year no idea why we do want to get much more into performance assessment, however, as this would fit our style of going about things I hate standardized testswe never teach to the test. What emerges is the impression of experienced, top-drawer educators feeling held back by the strangle-hold of the current testing system. Their contention is that far from enhancing the education process, traditional testing practices constrain and stultify the attainment of real student learning. Ultimately, however, while some participants argue for a balanced approach which continues test data and portfolio type evidence in a student profile so that they can augment each other, most respondents for example, those at Sunny Slope Elementary plumped for performance-based assessment. The legislature needs to restructure assessment to match what is being taught; we need criterion-based testing. Teachers arent motivated to give the test and students arent motivated to take the
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test. [47] Many respondents educators especially echoed the thoughts of Peter Block: The risk in relying too heavily on predictability is that basic purpose gets displaced. Strong emphasis on predicting outcomes drives our attention to things that can be measured. This in itself doesnt need to be a problemwe need to know outcomes. A heavy hand, however, led people to give more attention to the measurement than to the service or product or outcome. We see it in schools when we care more about grades than we do about learning The moment we decide that scoring is everything, we lose sight of the game, and learn to manipulate the score. Peter Block in Stewardship (pp 24-25) This is one of the fatal flaws of standardized testing; when goal displacement leads to the scoring becoming more important than what is being scored student learning and progression. [48] [For an extended discussion of the flaws of standardized tests please consult our main report.] Given this multitude of misgivings, even the twenty-first Century sites that tried proactively to work with standardized testing (e.g. New Century High School) have begun to seek more meaningful routes to assessment. Many sites are developing:

criterion-referenced (as opposed to norm-referenced) assessment; student competencies and essential learnings (to be able to assess against); computerized assessment systems, e.g. the M-CAD management system being established in North Mason performance-based assessment at the application level; more ipsative approaches (which record the developmental growth of a particular, individual student); more authentic assessments; student portfolio (in association with student-led parent conferences and the establishment of Individual Learning Plans ILPs)
[For another extended discussion concerning the developmental work at Newport Heights Elementary in Bellevue, again, please consult our main report.]
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[49]
Orondos comprehensive assessment lattice prefiguring the state-level developmental work by many months.
What emerges from all this evidence is that, Kids in Schools for the Twenty-first Century are performing above the academic level of traditional schools. And assessment practices are encouraging this heightening of achievement and then, in turn, are helping to record the advances. Moreover, these practices are driving educators to reconceptualize what the assessment practices are being used to record: more, better, greater, long-lasting student learning. Holly (1993) compiled the Learning Map the new field of dreams for Schools for the Twenty-first Century. [Page 50 inserted here; see next page.]
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[50]
THE LEARNING MAP

MORE/GREATER LEARNING QUANTITY
How much does the student now know as a result ?

Has the students personal capacity to learn been increased?

More Learning More achievement gains More worthwhile learning More understanding More critical, creative, and independent thinking Better communication Better (efficient, effective and excellent) learning
Greater acquisition of learning to learn/ study skills Greater capacity to work both individually and in cooperation More able to learn from others and from a rich variety of sources More able to reflect on their learning More meaning in learning More internalization/more impactful learning More retention/longer-lasting learning
BETTER LEARNING

SUCCESS IN STUDENT LEARNING

LONGER LEARNING
More ready to 'hang in there More increasing meaningfulness/ more ownership More self-esteem as a learner Greater sense of achievement/ success/motivation More tuned in to learning/more enjoyment in learning Acquisition of life skills Increased capacity for lifelong learning
Better cognition Students better at learning Students taking more responsibility for their learning Better problem-solving capacity Better transfer of skills More relevance, interest, and application More able to apply the learning (to reallife situations) High quality performance (exhibition of learning)
What can the student now do as a result of this learning?
Has the students capacity for ongoing learning been increased?
QUALITY
MORE APPLIED LEARNING
(Holly, 1993)
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[51]
Chapter Two: Realizing the Real Curriculum Through the Instructional Process
In working extensively with Schools for the Twenty-first Century, Holly (1991) was able to distinguish between
the intended curriculum (which should contain high quality intentionality for high quality student learning) the received curriculum (which should involve a high quality process of teaching and learning) the real curriculum (which should build on both of the above and produce real results, i.e. high quality student learning outcomes)
The intended curriculum, on its own, is necessary but not sufficient. However lofty, it is just a set of good intentions. It is a necessary but not sufficient part of the whole learning equation. The same can be said for the received curriculum. On its own, on one side it is purpose-less, untutored by intentionality, and on the other, untested, untried. [52] The real curriculum, is the learned curriculum; it results in real learning because the high quality intentions ignite the high quality teaching learning process which, in turn, galvanizes the need to assess whether high quality student learning (in line with the original intentions) has indeed been achieved. Without real, successful, student learning the real curriculum does not exist; it remains mostly a set of empty promises. In order to show that the promises and more have been fulfilled; however, real assessment is required for the real curriculum. It is not good enough to have just the promise of success; there has to be knowledge of success, i.e. continuing evidence that high quality student learning has actually occurred. The real curriculum (and its assessment) are mobilized by applying a set of guiding principles, which we have nick-named the A Team: [53] The A Team

Accommodation Affectivity Articulation Page25

Anchoring Alignment Accountability Achievement Application Authenticity Assessment
These principles are all explained at length in the main report. Suffice it to say here that they are the connectors between the intended, the received and the learned. Of course, intentionality is important. Mountlake Terrace High School did some sterling work in this area, as did the staffs at Sehome, Sammamish, College Place Middle, the Yakima sites, etc. Of course, assessment of outcomes is important. What has been proven over and over again, however, is that it can never be a strict input-output model. The through-put the quality of the instructional process is what really counts. In Schools for the 21st Century the instruction process was characterized by four kinds of learning (see the map below). [See next page] [55] These types of learning (so dominant within Century 21 schools) emerged from our research.. Site after site, site member after site member, these categories were corroborated and reinforced. We take process learning to include the complete hierarchy of learning skills (from basic skills to higher order thinking skills). In terms of developmentally appropriate learning we include all the moves made to personalize learning for students, while affectively engaging them in the learning process. Connected learning involves not only curriculum integration but also co-operative learning and the creation of learning communities. Authentic learning involves hands-on, applied learning and the establishment of a performance-based system at the application level. These four kinds of learning/instructional practice not only emerge from Century 21 practice but are also endorsed within the latest commentaries on good practice (see the chart below). In our main report each of these categories is amplified using source material from many century 21 sites. It is worth mentioning here, however, that connectedness emerged as a major theme running through the work of Schools for the 21st Century and that connected learning involved aspects: 1 2 3 4 connecting the affective and the cognitive connecting the right brain and the left brain connecting learning through an integrated curriculum (theming and teaming) connecting students as learners
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[54]
uisit Ac q
tion ra c y ume munica N , y m c o a c r e g din : Lit kills ning kills lls (inclu r ng S ic S i Bas ess Sk skills) l Thinki ent Lea k Proc nd wor r/Critica depend A rde arn/In ning er O Le ar High ning to ted Le c r Lea elf-dire S of ion
ngILPs ed Learni dividualiz Flexible, In rouping G Styles Multi-Age lligences/Learning te opmental Multiple In come-Driven Devel ut ss ce ro P l ODDM (O na structio Model): In
s ces Pro rning a Le

entally Developm Appropriate Learning
The Real Curriculum
Connec te Learnin d g
Auth e Lear ntic ning
Teaming an d Theming (including cu Integration) rriculum Co-operative Learning Peer Coachi ng Reality Ther Social/Life Sk apy/Control Theory Glasser ills
Ap p l Prob ied Lea Rea lem-So rning l-Lif lv e Ex ing S App enior P perienc licat roje e s /C omm Ass ion Lev cts unit essm e y Se ent l: Perfo rvice rma / nce -Bas ed
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5 6 7 connecting students with the mainstream of schooling connecting home and school as a learning community connecting the two worlds
[Page 56 inserted here; see next page] [57] Moreover, authentic learning the main change in Century 21 classrooms, we would suggest was experienced through: 1 2 3 4 5 6 7 problem-solving hands-on learning research project-based approaches senior projects vocational education community-based learning
Rich testimony is provided in the full report from a range of Century 21 sites: Liberty Bell High School, Shorecrest High School, Seven Oaks Elementary, New Century High School, Kimball Elementary, etc. All of these sites emphasize the importance of real world connections for effective student learning. Returning to the causal chain, however, it is now possible to argue that better (more comprehensive) assessment has been used across Century 21 sites to capture better/more learning; this enhanced learning occurred because of more advanced instructional practices (as outlined above). Better instructional practices denote better teaching; better teaching as Jay testified earlier resulted from better training/professional development opportunities and the time to plan, collaborate and reflect on the change implementation.
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[56]
Holly and Lambert: Schools for the 21st Century Research Robert Reich: Key Human Skills for High Value Global Enterprises Aurora Public Schools, Colorado: Student Learning Outcomes Robert Marzano et al Dimensions of Learning (ASCD) an instructional framework for successful learning Carnegie Foundations proposals for the new elementary school: The Basic School. Ernest L. Boyer
Each student to be a: Acquiring and Integrating Knowledge Centrality of Language
Process Learning
Abstraction Complex Thinker Extending and Refining Knowledge
Developmentally Appropriate Learning Self-Directed Learner Positive Attitudes and Perceptions About Learning
Empowered Students
Collaboration Collaborative Worker
Connected Learning
Services for Whole Child
Community Contributor System Thinking
Coherent Curriculum: 8 Essential Themes Called Human Commonalities Community of Learning Using Knowledge Meaningfully
Experimental Inquiry Quality Producer Productive Habits of Mind [There are 3 other proposals related to non-pedagogical matters]
Authentic Learning
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[58]
Chapter Three: Professional Development: The Vehicle for Teacher Change (1)
Jays testimony so typical of responses from Century 21 classroom practitioners reveals how he felt the pressure to change, but didnt know how to go about it. It was the workshop experience his form of professional development that helped him to know what to change and how to change. It gave him a professional life-raft. As he says, it saved his professional career and led directly to his classroom renaissance. Now a teacher who is diligent enough to have kept all his grade records over twenty-five years of professional practice is willing to testify that the students in his classroom are learning better than ever thanks to his resurgence, thanks to his professional development opportunities. As another teacher admitted to us, Ive gained awareness of the art and science of teaching Ive become a far better teacher now than 6 hears ago. With his colleagues at Sunnyslope Elementary, this teacher has experienced three clear stages in their professional development activities during the grant years: [59] Stage One: staff members went off-site to take advantage of all the training opportunities available. Stage Two: staff members, having used some of the time to plan together, became more focused in their selection of training experiences sifting through them more in order to identify the ones that would definitely further the goals of the grant.
Stage Three: staff members returned from these focused efforts and led on-site sessions for their colleagues. They became the trainers of home grown staff development a smorgasbord of inservice. A fourth possible stage is glimpsed when, as part of Sunnyslopes drive for teacher and student empowerment, staff members begin to learn collaboratively with the students. This is on-thejob training in a very real sense: weve moved from teachers being in charge to where students and teachers share responsibility for learning our rubrics are a prime example.
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At Covington Junior High, as with most other sites, a similar process occurred. While external', off-site training will always have a place, the biggest shift in Century 21 was toward selective in-house training that doesnt soak up all the time available. If youre always being trained, there is no [60] time left to process the training. It remains an event not a developmental process. Process time is required for assimilating the training experience, planning for its use, sharing with other colleagues (as more people benefit than just the one participant), gaining confidence in its use and taking control. As a respondent commented at College Place Middle, I see in the 21st Century (initiative) teachers who genuinely believe that they are in charge of the program. They have a sense of control over what they doteacher morale is high; they are focused on kids and the program, dont worry about time. Theyre much more self-actualized. The professionalization of teachers has been a real bonus a real outgrowth of Schools for the 21st Century. But it only occurred because of the stages of development outlined above. Random scattering of the training was replaced by highly focused, systematic acquisition of required knowledge, skills and attitudes by teachers as extended professionals, teachers as change agents. More and more the systematic gathering in of training experience became part and parcel of more systematic, planned for approaches to change itself. At Seven Oaks Elementary, therefore, the in-house processing of training (and change) includes:

on-going coaching and feedback involving peer support. [61] an incentive scheme for teachers to be involved in-service geared to the development needs of the school the deployment of in-house trainers (teachers trained to train their colleagues) time to process the staff learning
Many sites like Seven Oaks (Fidalgo, Kimball and Newport Heights included) learned to integrate professional development, staff collaboration and the change process. The integration comes through the agency of the chosen focus. Needs identification provides the focus which, in turn, suggests what training is required. Behind all this, however, has to be a guiding vision. Gordy Reynaud at Liberty Bell High School has talked about the importance of visioning and depicted the process employed at his Century 21 site: [62] Together we have made a whole. In order to do so, however, you have to start with the whole picture in mind. Its essential to keep to the vision and never lose sight of it. Its easier to understand (why were here and not there) if you know the context. You can then say were here because Its like being on the Oregon Trail; weve crossed the Platte River. Nebraska is nasty. Why are we here? we ask. This voice says: You know why youre here; the goal is to cross the Blue Mountains and find the valley in Oregon where youre going to live. Remember? Its your dream.
Page31
Diagram on page 62 inserted here.].
[62]
Liberty Bell: The Change Process
The Learning Community: Students, Parents, Community
Faculty
Surveys
Visioning Gap Analysis Needs Analysis
Interpretation: what were actually saying; identification of real needs
Goals
Privitization
Program Planning
Action Planning
Training/Professional Development
Focused Training
Implementation/ Coaching/Feedback/Evaluation
Collaborative Action Research
Page32
[63] At Skyline Elementary, the necessary ingredients for an effective change process (incorporative effective professional development) were identified:

trust respect motivation authentic relationships/collegiality professionalism risk-taking learning climate clear focus accountability
Teacher professionalism both cause and effect of the success of Schools for the 21st Century is based on relative autonomy, but also responsibility and accountability. One responsibility as a professional is to be a reflective practitioner, and action-researcher capable of rendering oneself accountable.
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[64]
Chapter Four: Support for Restructuring The Vehicle for Teacher Change (2)
Release Days All site-members agreed on one thing: Century 21 release days made the initiative work for them; they clinched the deal. At Montlake Elementary we were told that we feel compensated for our time, energy Without planning-time change will not happen. So the time the ten days made all the difference. It created the opportunities for training, planning, collegial support, etc. It gave teachers the chance to become knowledgeable and acquire a host of skills. Above all, however, was the psychological, affective impact the time created goodwill and positive attitudes. It operated as one of Herzbergs satisfiers. At Clark Elementary, it was vital to gain the collegial time for teachers to plan and work together Kids are performing at a higher level because we give the teachers the opportunity to do just that perform at a higher level Team planning time has really helped to elevate the whole as a combination of all the strengths of all the individuals We are changing the definition of what it means to be a teacher. [65] So the time enabled participants:

to learn together and to learn how to learn together to create the collective power of synergy to become extended professionals redefining the role of teacher
But timing is as important as time. We were told at Fidalgo, for instance, that the school entered the Century 21 initiative and hit it running.
Page34
The faculty members had just completed a self-study (a vital precondition for developmental take-off, in our experience); they had identified needs and focused down on some major issues for the school. This, of course, is the same task being asked of schools which are applying for the Student Learning Improvement Grants (SLIGs), Fidalgo included. Periodically, therefore, it makes eminent good sense to take time out, identify needs and refocus in order to build on old directions and find some new ones. Above all, however, such a taking stock ensures that our change efforts are needs-based, data-driven. Other supports for restructuring have included:

rescheduling especially at the high school level. district support for site-level change-making
Page35
[66]
Chapter Five: Governance and the Creation of Learning Communities
One of the keys to successful change is collaboration. Collaboration fosters collegial planning, so much a feature of the Century 21 initiative. Good working relationships energize the building of productive partnerships and the reworking of the concept of governance in schools. Every 21st Century site assumed that reinventing governance was one of the major tasks to accomplish. As a consequence, site-based decision-making (SBDM) although given many different titles became indigenous to Century 21 sites. At Mountlake Terrace High School, We do it (SBDM) without making a big fuss about it. Twenty-first Century has been the opportunity to learn how to do it well were now able to make we decisions, better able to communicate At Liberty Bell High School, they learned four lessons from their experience in this area:

leadership has to pave the way for, and be encouraging of, SBDM; the role of teacher co-ordinator is pivotal; consensus decision-making is a slippery concept: its not that everybody agrees but everybody needs to agree to go along the same road together and give it their best shot.
the best teams are composed of different individuals with different talents
(67) Other issues that surfaced across the sites concerning SBDM included:

the problematical role of parent involvement at the governance level while attractive in theory, in practice there are some pitfalls; the problematical linkage between the temporary system of Century 21/SBDM and the usual working methods of the permanent system in the school; the problematical role of consensus in decision-making? What does it actually mean?
The more sophisticated sites came up with strategies that allowed for graduated support (reflecting the differing positions of those involved) as opposed to blanket responses. They
Page36
learned not to force people into corners. Sites recognized the need to decide how to decide, what to decide upon and who needs to make what decisions. New Century High School is an example of a Century 21 site that tackled these issues in order to make effective decisions and, therefore, add to its process capacity. [68] [This page is the same as page 545] Indeed, Holly and Lambert (1994), based on the research for this report, have taken up Dolans idea and suggested a matrix approach to deciding about decision-making. Along one matrix is the importance of the decision and along the other is the importance of involvement in decision-making. How this can play out is depicted on the diagram below.
[68, 545]
Need for Participation in Shared Decision Making
Low Example: Decision required: is too wet to go out to play at recess time?
Medium Example: Decision required: the schedule for supervising recess
High Example: Decision required: safety rules for the play-ground
Low
Importance of the
Medium
Example: Decision required: type of tables to use in the cafeteria
Example: Decision required: how to give each teacher a lunch break?
Decision
Example: Decision required: what to do about a deficient teacher? Example: Decision required: whether to group homogenously in the primary rooms.
Example: Decision required: what to do about low morale because teachers dont get a break? How to approach this systematically?
High
Example: Decision required: which focus areas to work on in the Schools Transformational Plan?
Page37
[69] Parent Involvement This has been a major component of Century 21 activities, despite the hiccups experienced by some sites in advancing parent involvement at the governance level. At Jennie Reed Elementary, what the school has accomplished in this area is most impressive; at Newport Heights, parent involvement is very much part of the schools culture. At Garfield Elementary in Olympia, parents are as involved as they can be in the lifeblood of the school: It is about families and how their role in this school has developed in school governance and decision making At Clark Elementary, the parent involvement school, every teacher trains their own parents at the beginning of the year. It requires a lot of work, but its worth it Said a parent, we are not here as a token involvement; we are really making a difference in our childs education. According to a parent and school-board member, You cant make school restructuring happen without parents their actual involvement in classrooms. Leadership Running through all our research has been a recurring theme: school leadership. While teacher leadership has enjoyed a remarkable resurgence in Century 21 schools, it is building leadership the school principal that is the absolutely pivotal role. [Page 70 inserted here; see next page.] [71] Its been a critical role creating conditions favorable to change, conducive for growth.
At Clark Elementary, Sunny Slope, Newport Heights, Kimball, College Place, Fidalgo, Shorecrest, New Century (the list goes on), the school principal was vital in the success of the venture. Building on path-finding work by the Industrial Society (in the UK) and by Thomas Sergiovanni, we were able to make sense of all this rich data by conceptualizing the following leadership map. The leader we were hearing about appeals to, and supports, the logical left
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[70]
BEHAVIOR & DISCIPLINE PROBLEMS
TEACHER OVERLOAD
BUDGET CUTS
SCHOOL FAILURE
MISCOMMUNICATION
FAMILY PROBLEMS
ISOLATION
Jennie Reed Parent Involvement
STAFF ED. COMMUNICATION PTA - VOLUNTEERS
PARENT EDUCATION CEC-PLT
FAMILY FUN NIGHT
PARENT COORDINATOR
EXTENDED-DAY KINDERGARTEN
HOME LEARNING ACTIVITIES
Page39
brain and the emotional right brain. He/she then provides directional leadership (on the left) and enabling leadership (on the right). Taking this map farther, four quadrants appear involving four basic leadership tools. Quadrant One: Quadrant Two: Quadrant Three: Quadrant Four: Visioning Development-Planning Climate-Setting Capacity-Building
Left-Brain
[72, 605]
Right-Brain
Quadrant One: 1. leading from the front. 2. clarity of focus/sense of direction 3. principle-centeredness.
Quadrant Three: 1. climate setting and the establishment of positive attitudes. 2. empowerment for all. 3. sense of community, involvement and coClimate-Setting Leadership for Orchestration, Systemic Connectedness and Integrity
Visioning
ownership.
ENABLING LEADERSHIP
DIRECTIONAL LEADERSHIP
Strategic Development
Capacity-Building
Quadrant Two: 1. appetite for growth and professional training 2. understanding of the change process 3. acquisition of change process skills.
Quadrant Four: 1. site-based decision-making 2. collaborative teamwork 3. co-ordination/human resource management 4. constant communication/ information processing. 5. supportiveness for self-actualization; leading from behind.
Holly and Lambert, 1994
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Indeed, based on our research, we would go so far as to hypothesize that the success of a Century 21 site was contingent upon, amongst other factors, its quality of leadership. At Fidalgo, for instance, the principal was described thus: He has vision, respect; hes a real climate-setter. He has built a climate of caring; hes fair, he has integrity Hes also an enabling leader Schools with integrity have principals with integrity. [Page 72 inserted here; see previous page.] [73] Schools with integrity are schools built on connectedness the major, recurring theme in Schools for the 21st Century. Indeed, this theme has been experienced in at least seven different ways: 1 Internal connectedness, characterized by the roles of internal co-ordinator and steering committee member. Following Phil Schlechtys thesis, schools changed the rules thus creating more teacher leadership roles, the holders of which created more collaborative relationships for their colleagues. External connectedness, characterized by networking and common membership of conferences, workshops, learning experiences on-line, etc. Teachers with integrity, populating these schools with integrity. Honest, genuine and sincere, they were ready to comment with other like-minded professionals (inter-connectedness) and became more connected personally (intra-connectedness). They were prepared to challenge students, while giving them every chance to succeed. The style of change, i.e. the intensity, the chemistry, the critical mass achieved by forming atomic clusters of related change activities. This process of implosion had a analytical effect in terms of the achievement of depth change, real change, cultural change. Connectedness over time, i.e. developmental [74] continuity and progression. Connectedness with students and their learning. At Shorecrest High School, for example, students and teachers worked together on the same Century 21 teams. More than that, however, where schools concentrated on individualized and personalized learning, they helped, holistically, to reconnect the whole child. What could be construed as fragmentation (of the curriculum) led to holism (in terms of individual students). While Peter Block (in Stewardship) talks about this as a possibility, in Schools for the 21st Century it has happened as a reality. Integrity of thinking (the mind), doing (the hands) and feeling (the heart). Century 21 sites and their teachers gave their all, heart and soul. Above all, however, the greatest integrity was achieved by the integration of the GRASP areas:
2 3
5 6
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Governance, Real Curriculum, Assessment, Supports for Restructuring and Professional Development. While this areas over-lapped, they were tackled in a particular pattern, which has been reversed (according to backward-mapping) to form the structure of this report. Student learning was captured by assessment; the real curriculum created the substance to be assessed: professional development gave the teachers the expertise to operationalize the real curriculum; supports for restructuring provided teachers with the time for, amongst other things professional development and collegial support; and collegial support was formalized within the reengineering of school governance. It all fits together; it all means that the Century 21 sites were packaged for success. They really were Schools with Integrity.
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[75]
An Implementation Initiative for Education Reform In Washington State
The Enabling Context for Site-Based Development
This thoughts paper has been produced by Peter Holly of EDC Consultants Louisville, Kentucky (with the help of Laurie Sevigny, Guy Kaplicky and Jeriame Sillery, all trained facilitators in Yakima School District)
Page43
[76]
Introduction Entering the Implementation Zone

This venture will provide an extensive support infrastructure for state-wide reform in the form of nested site-based development. The nesting will take place in seven state-wide regional clusters within which individual school sites and school districts will form what we are like to refer to as the implementation zone. Some of these sites will have been involved in the C21 initiative. Other sites, although not involved in C21, will be chosen for their known track record in making change happen. Still other sites will be selected because they are exhibiting readiness for change. What they all share in common, however, is either their successful experience as implementation sites or their eagerness to learn from sites that are experienced in implementation. Networking will be a key feature of this initiative both within and across the regional clusters. Another key feature will be site-based development. [77] The implementation zone will be the first point of reference for all major state-initiated (as opposed to state-mandated) change efforts. These sites, ably supported by the internal facilitators, will provide the front-line for implementation of reforms initiated at the State and Federal levels, e.g. Goals 2000.
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[78]
Principles of Site-Based Development

It is change from within; it is an internal process of self-development which is enhanced by appropriate external support and guidance. Its a case of those at the site being relatively autonomous. Along with autonomy, however, come responsibility and accountability. While the school site is the unit of change every school is unique and has different developmental needs. Any support package, therefore, has to be built on flexibility and responsiveness. The site is the best example of a learning organization with its essential business being student learning. The learning organization learns through action research, i.e. on-going data collection that is used to inform action decisions. As a consequence, the development process is needs-based, data driven. Action research informs decision-making concerning future planning. School Development Planning is a major building-block within Site-Based Development. It provides a process framework which can be used [79] across sites thus supplying some process consistency to offset the content differentiation. Another key component of the process is site-based decision-making. It is now widely agreed that decisions are best made by those at the point of delivery. Involvement (in the making of a decision) creates commitment (to the implementation of the decision). Stake-holding is a powerful ingredient. The process of Site-Based Development is activated by using practical techniques for change processing (see Peter Hollys booklet accompanying this paper. This booklet has been prepared in the UK but can easily be re-packaged for the USA. Developmentally, site-based change efforts rely on formative evaluation in the form of mentoring, peer coaching and action research. More summative evaluation incorporating a rich variety of student assessment techniques is a must for not only accountability purposes, but also being able to track the success connectors. Ultimately, Site-Based Development is successful when the right-content is worked on with enough process skills and within a climate of positive emotionality.
[Diagram on page 80 inserted here; see next page]
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[80]
Network of Regional Clusters
North Central Puget Sound Cadre of East
OSPI Olympic CISL South Central Internal Facilitators SouthWest
NorthWest
What this support infrastructure has that is different to most ventures of its kind is the cadre of trained internal facilitators. This team of skilled process consultants will be trained during 1994/95 indeed their training program will be the focus of attention at this point and then those trainers will train other colleagues in the clusters thereafter.
Page46
[81]
Training Program for Internal Facilitators
Introduction This training program will be pivotal in building the state-wide support infrastructure for implementation. The program is described below in 3 sections:

expected outcomes of the training program content of the program delivery of the program
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[82]
Training Program for Internal Facilitators Section One: Expected Outcomes of the Training Program will be:
a team of skilled support agents for the internal change process in schools and school districts. These internal facilitators (they will facilitate the site-based and, therefore, internal change process from the outside/they are also internal to the regional clusters) will be future state-wide trainers themselves, while being highly skilled in tuning in and responding to the needs of the local sites. process consistency. The team of internal facilitators will be the keepers of the process and will work consistently with the principles of site-based development (see above). They will provide the kind of assistance that is hard on process, soft on content. This is not to say that content is unimportant indeed, it is vital but it will be delivered by those more qualified to do so. the building of local capacity throughout the state. The facilitators, themselves, will constitute one new capacity, but their work will lead to the building of further capacity in schools, districts, regional clusters and, indeed, the state itself.
[Page 83 should follow page 84].
[84] Successful change initiatives at the site level. The efforts of the internal facilitators will be so fine-tuned, so geared to the local needs that the change process at each site will be developmentally appropriate, and, over time, highly impactful. As a consequence, the work of the facilitators will directly contribute to the new reality of change in Washingtons schools. The depth and intensity of change will be previously unheard of. The success rate will be significant. above all, the provision of the missing link in the chain of change. The facilitators will be trained to work individually or in small teams with local sites. They will also train others to not only make change happen in their schools but also provide facilitation support themselves. Thus the cadre of accredited internal facilitators will grow. The whole initiative will be constantly replenished by this increasing stock of process expertise. State-wide, state-initiated reform which goes way beyond the experimentation/ pilot status of Schools for the Twenty-first Century. This time [83] we are aiming to achieve depth (of impact) and breadth (of involvement). The aim is to create a 2way energy flow (from both the state and local levels) in order to create the electricity required for dynamic change efforts to occur. This process can also be
Page48
[83]
Local Level State-wide Reform
State Level
referred to as docking it is a coming together with energy being invested from both sides. The implementation sites will be fired up looking for what the State can offer in terms of change ideas. The State will be fired up knowing that there are sites out there willing and able to implement these ideas. reinforcement and enhancement of the good work already under way in the operation of Student Learning Improvement Grants (SLIGs). As has been recognized in Washington State in the 1209 legislation, [85] State evaluations and findings on Schools for the 21st Century program, as well as national research, indicate that extra time for site-based planning activities and staff development and planning for school improvement efforts is critical to the success of such efforts. The site-level SLIG planning process can only be strengthened by this initiative. The internal facilitators will endeavor to work with these plans both developmentally and for accountability purposes as the central plank of the internal change process/site-based development. Indeed, school development planning generally will receive a major boost from this initiative.
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[86]
Training Program for Internal Facilitators Section Two: Content of the Program
A. Throughout the Training Program there will be 3 kinds of sessions: there will be
theory sessions, when current ideas are introduced concerning such areas as management/leadership theory change theory teaming theory organizational theory education theory site-based development (including community involvement and site-based decision-making) facilitation/consultancy, etc. reflection session, when the participants will be encouraged to reflect on these new ideas in the light of their past experiences. practicums, during which the participants will share new experiences (in terms of working with the sites) and receive feedback from the group and their critical friend. The key feature of the program will be mentoring, peer coaching and action research, plus on-the-job training involving hands-on experience.
B. Throughout the Training Program there will be an emphasis on the 3 Dimensions of Change and Learning Content, Process Skills, and Climate. [Diagram on page 87 inserted here.]
[87]
including lessons from C21.
Content Dimension
Climate Dimension
including facilitators, peer coaching, action research, team work, leadership, planning, etc.
Process Skills Dimension
including the use of paired portraitures (for the site, the learning of the facilitators, and their colleagues in the program)
Page50
Thus the program, in matrix form, will appear as follows: [Matrix on page 87 inserted here]
[87]
Theory
Reflection
Practicums
Content
Intro various theories pertaining to ed. change Topical items such as Goals 2000.
Reflecting on change agendas Sharing experiences/ in school site-based feedback on needs development. identification, focusing, goalsetting, and planning
Climate
Intro importance of Organizational Health impact both negatively and positively
Reflecting on its impact or change efforts and how to compare it.
Same for climate setting; use of paired portraitures.
Process Skills
Categorizing them into skill families.
Reflecting on their role in the Same for the acquisition of change process. facilitation skills.
Page51
[88]
Training Program for Internal Facilitators Section Three: Delivery of the Program
The monthly program sessions will take the form of experiential workshops during which many of the facilitation and skills practical techniques for SBD will be modelled for the participants. The participants will be invited to prepare certain prerequisites both before the program and between the various sessions:

personal reading and research reflective journals personal belief statements skill inventories and self-evaluations peer coaching sessions
The training sessions will be organized by the lead consultant, Peter Holly (EDC) and W.P. Dolan and Edward Quigley (from W.P. Dolan Associates), who will also act as coaches and critical friends for the participants.
The teaching methods will vary widely and will be geared to the learning needs and styles of the participants. Group members themselves will lead sessions, as will colleagues from outside the program.
Page52
[89]
Other Activities
Besides the one-off training program for internal facilitators, other activities during 1994/5 will be:

A kick-off event/conference Steering Committee Formed/ Regular Meeting Thereafter Regional Cluster Meetings and Training Sessions Site-Based Visits By Internal Facilitators (as part of their practicum activities) Site-Based Visits by Critical Friends (The Lead Consultants)
Fall 94 Summer 94 Every 2 months Fall 94 and on-going
Fall 94 and on-going
Fall 94 and on-going
Critical Friend Consultant Responsibilities Peter Holly Kick off event/conference Steering committee meetings Regional Cluster Meetings Training Program (2 days for 10 months) Regional Cluster Meetings and Site-Based Visits Writing interim reports 2 days 5 days 5 days 20 days
13 days
5 days
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[90]
Materials Concerning Site-Based Development
Page54
[91]
ACHIEVING A FINE BALANCE: A FLEXIBLE FRAMEWORK
It is still legitimate for a board and superintendent to have a vision for what the district and school should beto set district expectations and goals and to expect positive results for children Restructuring does not mean license for people to do their own thing. (But) Schools engaged in restructuring need understanding and nurturing from district and state-level leaders. They need enlightened policies and regulations that focus more on desired student outcomes and less on the means by which these outcomes are achieved. District- and statelevel leaders need to promote risk-taking and encourage innovation and variation at the school level.
From Developing Leaders from Restructuring Schools. New Habits of Mind and Heart. A report of the National LEADership Network Study Group on Restructuring School. March 1991 (U.S. Department of Education. Office of Educational Research and Improvement.)
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[92]
The Developing School
The Thinking School The Learning School The Evaluative School
The Development Culture

OHP3. This resource document transcribed and typed by Lynn M Stuter; Published 1998.
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[93]
Goals of the Developing School

To further integrate action research (for the purpose of school improvement) in the development work of the schools. To extend the use of action research in order to identify the need(s) for change, to monitor the changes as they happen, and to evaluate the impact of changes over time. To use action research methods to be able to capture achievement and to assess comprehensively student learning outcomes. To research the development of action research in the schools in order to more fully understand the factors that act together to provide the growth of the school as not only a center of reflective practice but also as a center of change. To integrate the work in the district and its schools so that it will cohere with other, related work, and be self-sustaining at the end of the project.
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[94]
The underlying purpose............ is to improve the teaching and learning process in the school
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[95, 559]
School-Based Development: The Package Deal
Site-Based DecisionMaking
Strategic Planning/ O.B.E.
Needs Assessment
Action Research
Student Learning
Page59
[96]
Less is More
Better/more concentrated/more focused Planning Training Support Resources Team-work Evaluation
= Effective Development
Page60
[97]
In order to achieve success
Lets. . . .
Create a shared agenda Get focused Stick with the changes over time Ground our change effort in data Plan to succeed
Page61
[98]
School Development Planning is a:
process which can involve

people
and which can help

people to concentrate on the important tasks in hand.
Page62
[99]
School Development Plan
Your Hard Rock Agenda for development which combines the external and internal agendas.
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[100]
C.R.E.A.T.E.
Evaluating Progress
Constructing A Shared Vision
Taking The Action
Reviewing Current Practice
Action Planning
Establishing Priorities
CYCLE OF SCHOOL DEVELOPMENT PLANNING

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[101]
TECHNIQUES FOR INITIATING THE CHANGE PROCESS
VISIONING
TECHNIQUE: BACKWARDMAPPING
IDENTIFYING NEEDS
COMPILING A MISSION STATEMENT
TECHNIQUES: INVENTORY REFLECTIVE INTERVIEWING TAMBOURINE FISH-BONE
TECHNIQUE: PRUNING
GOAL STATEMENT
GOAL DEVELOPMENT
TECHNIQUES: MIND-MAPPING 1,4,5,2,3
Page65
[102]
A VISION
Is future-oriented (It is what we are striving towards) Can be summarized (In the form of a mission statement) Can be further articulated (In the form of goals, targets and success criteria) Needs to be shared by all the stake holders Needs to be lived: There shouldnt be a significant gap between our espoused values (rhetoric) and values-in-use (reality) Needs to be strategic (By linking the internal and external agendas and thus internalizing the external) Has to be observed in action where it matters most in the classroom and in the form of student learning
Page66
[103]
In schools, clear and shared goals

provide unity, help channel and target resources within the school program, can foster collaboration and establish criteria for school success that permit assessment of progress . . . . this takes the form of a clear vision of what the school should be, which is translated into concrete objectives and communicated to the staff in such a way as to influence what they do in their professional roles . . . . written school improvement plans can be a road map for creating and realizing a shared vision of what the school should be
(PATTERSON ET AL)
Page67
[104]
Change in 3-D
Content Dimension
Human (Affective) Dimension
Content
Excellence of the change agenda and its impact. Emotional Climate Feelings / Buy-in of the participants
THE ETHIC OF LEARNING
Skill Base Effectiveness of the change process.
Process
Process Skills Dimension
Page68
[105]
Change in 3D: Six Essential Questions

What is the quality of the change agenda and the strength of its impact on student learning? Are the change efforts clearly focused and well planned? Are the participants/change agents sufficiently skilled to handle the change process effectively? Are the change agents personally and inter-personally ready and equipped for change? What is the degree of participants buy-in and emotional attachment to the change agenda? Is the change agenda shared and based in broad ownership?
Page69
The Pieces of a Process Which Successfully Produce Change

Incentives
Strong personal and group reasons to want change; persmission; endorsement; authority The know-how to lead a change process and to do business in a new way: knowledge, practices, attitudes People, money, equipment facilities training Actions and activities which will bring about the change we want to happen Observable ways the lives of the people we are trying to affect will be different and which match our vision
Vision
Skills
Resources
Action Plan
Change
A clear description of how we want the world to be different that we all can live with and easily tell others about
Incentives Skills Incentives Incentives Incentives Skills Skills Resources Resources Resources
Skills
Resources
Action Plan Action Plan Action Plan Action Plan
Confused Impatient Anxious Frustrated Disappointed

[106]
Vision
Vision
Vision
Vision
and how we can feel when we dont have all the pieces in place!
Page70
Enterprise Management Ltd., 1987 (modified)
[The following constitutes one of several lists of duplicate pages found in the resource document. In studying this list, note that several pages in this duplicate set of pages are out of order or are missing. The next two pages are pages contained within this duplicate set of pages that are not in the original pages. Their correlation to the material covered is not known at this time.]
Page 107 is a duplicate of page 19 Page 108 is a duplicate of page 20 Page 109 is a duplicate of page 21 Page 110 is a duplicate of page 22 Page 111 is a duplicate of page 23 Page 112 is a duplicate of page 24 Page 113 is a duplicate of page 25 Page 114 is a duplicate of page 26 and 7 Page 115 is a duplicate of page 27 Page 116 is a duplicate of page 28 Page 117 is a duplicate of page 29 and 9 Page 118 is a duplicate of page 30 Page 119 is a duplicate of page 31 and 10 Page 120 is a duplicate of page 32 and 11 Page 121 is a duplicate of page 35 and 12 Page 122 has been exchanged for page 36; see next page Page 123 is a duplicate of page 37 and 14 Page 124 has been exchanged for page 38; see second page following Page 125 is a duplicate of page 39 and 15 Page 126 is a duplicate of page 33 Page 127 is a duplicate of page 34 Page 128 is a duplicate of page 40 Page 129 is a duplicate of page 41 Page 130 is a duplicate of page 42 Page 131 is a duplicate of page 43 Page 132 is a duplicate of page 48 Page 133 is a duplicate of page 49 Page 134 and 135 combined are duplicates of page 51 Page 136 is a duplicate of page 53 Page 137 is a duplicate of page 52 Page 138 is a duplicate of page 44 Page 139 is a duplicate of page 45 Page 140 is a duplicate of page 46 Page 141 is a duplicate of page 47 Page 142 is a duplicate of page 55 Page 143 is a duplicate of page 57 Page 144 is a duplicate of page 58 Page 145 is a duplicate of page 71 Page 146 is a duplicate of page 59 Page 147 is a duplicate of page 60 Page 148 is a duplicate of page 61 Page 149 is a duplicate of page 63 Page 150 is a duplicate of page 64 Page 151 is a duplicate of page 65 Page 152 is a duplicate of page 66 Page 153 is a duplicate of page 67 Page 154 is a duplicate of page 69 Page 155 is a duplicate of page 73 Page 156 is a duplicate of page 74 Page 157 and 158 are the same and are duplicates of page 70
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Generating Success Criteria Concerning Our Current Focus

Why is it important to us? What are we trying to achieve? In what ways does it help to realize our vision? What will constitute success? What should it look like? What is GOOD PRACTICE in this area? How will we know when weve got there? How will we be able to show evidence of our success What are we prepared to be held accountable for?
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GENERATING SUCCESS CRITERIA TO BE USED IN ACTION PLANNING MONITORING
USING THEM AS SIGN POSTS

Are we getting there? OUTCOME EVALUATION
USING THEM AS OUTCOME INDICATORS

Have we got there?
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[159]
WAIVERS
Projects Reason
Flexibility in delivery of curriculum. WAC 180-16-200 Total program hours offeringBasic skills and work skills requirement. High School creditdefinition.
Waiver Requested
Description
Fidalgo Elementary
Mountlake Terrace High
WAC 180-51-050
To format classes with different time configurations and to allow student to receive credit for a class if she/he can show a mastery of outcomes. To develop different course requirements in light of our competencies. To allow a teacher to teach a class that she/ he was qualified for but not endorsed to teach.
WAC 180-79-075
Certificate endorsements.
New Century High
WAC 180-16-200
Total program hours offeringBasic skills For supervised off campus activities12 and work skills requirement. hours per quarter. Classroom teacher contact hours requirement. Students and teachers have been involved in unique and relevant learning activities outside of the classroom. Teacher before and after school time (30 minutes before and after) is changed to 45 minutes before and 15 after. Late school start one day each month to allow for staff development, project coordination, time to plan classroom and schoolwide student activities. Provision has not been applied at this time.
WAC 180-16-205
WAC 180-44-050
Regulatory provision relating to RCW 28A.305.130 and RCW 28A.600.010 School day as related to the teacher. Classroom teacher contact hours requirement.
WAC 180-16-205 WAC 180-51-050 High School Creditdefinition.
Sammamish High
Sehome High
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Projects
WAC 180-16-200 Total program hours offeringBasic skills and work skills requirement. Classroom teacher contact hours requirement. Certificate endorsements. Course of study and equivalencies. Supplemental program and basic education requirements. MInimum 180 day school year. Classroom teacher contact hours requirement. Total program hours offeringBasis skills and work skills requirement. Minimum 180 day school year. High school creditDefinition. 180 day school year changed to 175. Implementing a block schedule, four 90minute blocks and allow 1 credit for onehalf year rather than a full year (135 hours rather than 150 hours). WAC time reduced/replaced with teaching time. Student early release day to allow staff to work on implementing grant goals.
Waiver Requested
Description
Reason
Shorecrest High
WAC 180-16-205
Camas School District WAC 180-50-100-320 WAC 180-16-220
WAC 180-79-075
Necessary to move toward blocked and integrated course offerings especially at high school level using team teachers.
WAC 180-16-215 WAC 180-16-205
WAC 180-16-200
North Mason School District WAC 180-51-050
WAC 180-16-215
WAC 180-44-050 Regulator provisions relating to RCW 28A.305.130 and RCW 28A.600.010 School day as related to the teacher. WAC 180-16-200 Total program hours offeringBasic skills Adjustment in minutes for Kindergarten. and work skills requirements. Classroom teacher contact hours requirement. Minimum 180 day school year. Early dismissal for building-based planning and staff development. Release days. WAC 180-16-205 WAC 180-16-215
Seattle School District
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Projects Waiver Requested

WAC 180-51-050 High School Creditdefinition. Implemented magnet program credits on outcome-based student learner outcomes. Added a college credit technology class. We have better prepared people in our vocational classes.
Description
Reason
Yakima School District
WAC 180-58-010 WAC 180-77-045 Special requirements for vocational certification on instructors from business and industry. General requirements for vocational certification of instructors from business and industry. Specific requirements for certification of instructors reading programs designed to prepare students to enter advanced training. Program subject to basic education allocation entitlement requirements. Regulatory provisions relating to RCW 28A.305.130 and 28A.600.010school day as related to the teacher.
Vocational Education programs.
WAC 180-77-040
WAC 180-77-055
One year probationary vocational certification for teachers with industry experience, teacher certification, and advanced background in science and math to teach Principles of Technology and Applied Math.
Extended Learning Family WAC 180-16-191
Basel readers, language and spelling texts are not used in the program Staggered staffing making it impossible to meet the 30 minutes before and after school regulation for all staff.
WAC 180-44-050
The International School
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[162]
Chapter One
[Assessment]
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[163]
When John Anderson laid down the gauntlet and posed the essential question have there been gains in student performance? we responded by posed [should be posing] six questions of our own: as a result of the investment in Schools for the Twenty-first Century, has student learning improved? in what ways has it improved? have the students in Twenty-first Century schools achieved more learning? have they achieved better learning? how do we know? what is the evidence?
This chapter constitutes an extended set of responses to these questions. Numerically, the evidence is plentiful and is generally very confirming. Indeed, from comparatively early on in the life of the grant, the positive news came pouring in. John Anderson, for example, in his yearly report to the legislature (January 1993), was able to refer to there being increased achievement scores, increased numbers of student exiting Special [164] Education, the proliferation of student work portfolios, a decrease in the failure rate, increased student involvement, improved student attendance and a decrease in disproportionality in achievement among minorities. While this list clearly indicates that there is more to success in student learning than test scores alone, test scores still count with many people. Indeed, the news in this area has been very encouraging. {The same report included the following references} While the 1993 report contained several useful references, we have been able to amplify this data with evidence from our own research. {It would seem to make sense to start with an outstanding success.} {At Skyline Elementary, Lummi Indian students, coming from a tribe already practiced in certain skill areas, saw their achievement scores rise by an average of 24 points in the first two years of the project grants.}
At Fidalgo Elementary, a school which like other Twenty-first Century sites has received
national and international attention during the life of the initiative, achievement scores have risen every year of the project, resulting in accelerated learning and a high percentage of students exiting annually from the Special Education program. More specifically, 85% of their students in remediation ended the program at grade level, while LAP students gained 30 percent
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points in achievement, 45% of Resource Room students exited the program and 65% of Reading Lab students followed suit, due to increased performance. The story does not stop there. The percentage of students scoring above the 50th percentile rose from 78 to 93. Even more impressive, the average score of students who were in the program all [165] three years has risen to the 90th percentile. Because of these gains, all 6th graders have been placed in the 7th grade curriculum or higher. In the early summer of 1994 Fidalgos excellent Project Review was published which, while containing much useful information, highlights the following impressive test data. [Charts on pages 165 through 169 inserted here]
[165]
STANDARDIZED TEST RESULTS

GAIN OF 16 PERCENTILE POINTS IN AVERAGE TOTAL BATTERY MAT SCORE
A comparison of Fidalgos test scores three years before the project (1985-1988) with the six years (1989 through 1993) of our 21st Century Project. Note: the 86 Metropolitan Achievement Test was 85 to 1993 administered in the spring of these years to all our students grades one through six. Factors: Fidalgo School experienced 82 considerable growth during year one and 81 in 1992 two of our 21st Century Project. The average MAT score during 1989 and 1990 79 in 1991 would actually reflect a score in the 80th 78 in 1990 78 percentile if the new students scores who came in during the latter part of each of these years were factored out. 75 in 1989 In addition, the scores in years 1985-88 did 74 not include students in ESL and Special Education Programs, while in years 1989 and 1990 these students were included in 70 in the total score. The average MAT score 1985-88 70 over the last two years would obviously be higher if these scores were taken out. MAT AVERAGE SCORE
GRADES 1-6
1993 Average Total Battery MAT Score..........................................................85 1992 Average Total Battery MAT Score..........................................................81 1991 Average Total Battery MAT Score..........................................................79 1990 Average Total Battery MAT Score..........................................................78 1989 Average Total Battery MAT Score..........................................................75 1985-88 Average Total Battery MAT Score.....................................................70 Note: Sixth grade students who have been with us for more than two years have scored, on average, 92% during the years of this program.
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GAIN OF 16.8 PERCENTILE POINTS IN WISC-R FULL SCALE IQ SCORE IN FOUR YEARS
125
120.8 in 1992
113 in 1990
104 in 1988
100
Goal Three of Fidalgo Schools 21st Century application was that those students who participate during the duration of project will show an average yearly growth rate of 5 to 7 points on the individual intelligence tests (WISC-IQ). In the fall of our first year, Western Washington University pretested eleven students in grade one and in grade two on the WISC-R. Their average score was 104. In the fall of 1990, two years later, and after being in Fidalgo Schools 21st Century Program, these same students average score was 113 or up an average of 9 points per child. By 1992, the average score was 120.8up an average of 16.8 points per child.
PERCENTAGE OF STUDENTS SCORING AT OR ABOVE THE 50TH PERCENTILE IN THE BASIC BATTERY OF THE MAT UP 18 PERCENTAGE POINTS
95% 93% in 1991-1992 91% in 1989
A comparison of Fidalgos test scores three years before the project (19851988) with years one, two, and three (1989, 1990, 1991-1992) of our 21st C e n t u ry Pr o j e c t s h o w t h a t a significantly greater percentage of students are now functioning at the 50th percentile level or higher.
85%
78% in 1985-88 75%
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ACADEMIC ACHIEVEMENT
80 80.5 in 1992 54 in 1989 Total Basic Gain: 26.5% 40 80 75.2 in 1992 58.1 in 1989 Language Gain: 17.1% 40 80 81.6 in 1992 59.1 in 1989 Math Gain: 22.5% 40 80 76.2 in 1992 48.7 in 1989 Reading Gain: 27.5% 40
OVERALL GAIN OF 26.5% IN MAT TEST SCORES

The above data from the Fidalgo project includes students who were continuously enrolled at Fidalgo from the Spring of 1989 through the Spring of 1992. The MAT Tests of 1989 provide pretest scores while MAT Tests in 1992 were used as post-tests. Twenty-two students, currently fifth graders, are included in this study. The average gain per year for each student was: 9.2% in reading, 7.5% in math and 5.7% in language. The average gain per year on the Total Basic was 8.8%. The overall growth for the years 1989-1992 was 26.5%. Since the goal of the Integrated Learning System was to improve student achievement, so the improvement in these test scores is impressive. More study is planned: Looking at other students who were older and younger when introduced to the program. More testing will be done on student IQ (WISC-R) and more statistical analysis remains to be done to establish the significance of these results. In the meantime, staff, students and parents are excited about the results. The students of today and the future will need to know how to process, search, and organize information in order to make sound decisions. The need to know facts will become less important and the need to know how to acquire, decode, judge, create and solve problems will become more important. Early indications are that the Fidalgo project is a success and may provide a model for others schools to follow into the Twenty-First Century.
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BEHAVIORAL GROWTH
AVERAGE NUMBER OF DISCIPLINE REFERRALS A
5.5 5.0 5.4 in 1985/1986
4.5 4.15 in 1990/1991 4.0 3.5 3.2 in 1992/1993 3.0

85/86 87/88 89/90 91/92 86/87 88/89 90/91 92/93
A parents survey conducted in 1985 and again in 1991 underscored this shift: In 1985 only 76% of parents responding to the survey rated Fidalgo Elementary as superior in terms of an orderly environment. In 1991, 99% of parents responding agreed. In 1985, 88% of parents responding said that their children felt safe at school. In 1991, 100% agreed that their children felt safe at school.
PARENT RESPONSES TO SURVEY

Unruly student behavior is not a serious problem in our school.
1 59 88 39 1985 1991
Strongly Disagree
Disagree
Undecided
Agree
Strongly Agree
Unruly student behavior is not a serious problem in our school.
1 13 50
64 13
35 1985
1991
Strongly Disagree
Disagree
Undecided
Agree
Strongly Agree
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CHANGES IN THE MOST COMMON DISCIPLINE REFERRALS OTHER BEHAVIOR IMPROVEMENT RESULT
Pushing and Shoving 47 Referrals in 1985/1986 Classroom Work Undone 40 Referrals in 1985/1986
55 50 45 40 35 30 25 20 15 10 5
85/86 87/88 89/90 91/92 86/87 88/89 90/91 92/93
Our Primary teachers felt the Belgua Board activities result helped keep students more focused and on task in their classrooms. Staff and parents have noticed a difference in both student behavior patterns and rates of learning when the students use the boards.
Classroom Work Undone 30 Referrals in 1992/1993
A C C E L E R AT I O N REMEDIATION
&
Pushing and Shoving 11 Referrals in 1992/1993
Since the second year of Fidalgos project, the majority of our sixth graders were placed in advanced or accelerated curriculum, particularly in math. The majority of our students win the Presidential Academic Fitness Award (criteria include an 80% score on standardized tests and a B average).
85% OF STUDENTS IN REMEDIATION PROGRAMS FINISHED AT GRADE LEVEL

Scores from our remediation programs (Math Lab, Reading Lab and Special Education) indicated that approximately 10% of these students dont finish at grade level. Over the last years less than 3% of our sixth grade students remain in any remediation program. Students in our Math Lab program showed average gains of 29.8 percentile points in math. Our Resource Room program has exited over 40% of its students and Reading Lab has exited over 65% of its students. (Note: most of these programs are held before school or in the regular classroom. This results in less loss of instructional time for these students in their regular classroom.)
CHALLENGE PROGRAM STUDENTS SCORE AT 98TH PERCENTILE ON OUT-OF-LEVEL TESTS

Students in our Challenge Classroom (grades 3 through 6) scored at the 98th percentile on out of level MAT Tests over the last two years. Note: These students scores do not factor into our building standardized scores mentioned previously. No Challenge scores were included in building averages.
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[170] At Orondo, where 40% of the student population is bilingual, 50% migrant and 78% from low-income households, one of the goals was to raise school-wide achievement scores from the 30th to the 45th percentile in five years. In just two years the scores climbed to the 62nd percentile. At {Seattle, across the large consortium of participating sites, there} participating sites in the large Seattle consortium, the 1993 report to the legislature mentioned there was significant decrease in disproportionality between ethnic groups in reading scores for grades 2 - 5 and 9 11 and in math scores for grades 9 - 11. {The report from} Seattle Schools own report from its Research, Evaluation and Testing Office (published in August 1993) certainly makes interesting reading. It takes the form of a comparison between the achievement outcomes of Century 21 sites and other Seattle Schools.
[170]
ACHIEVEMENT OUTCOMES CENTURY 21 VERSUS OTHER SEATTLE SCHOOLS 1992-19931 The following review considers California Achievement Test (CAT, 1985 edition) differences between Century 21 and other schools in the Seattle School District. The review addresses two questions: (1) Did students in the Century 21 schools make greater achievement gains from spring 1992 to spring 1993 than students in the Districts other schools? Did Century 21 schools show a greater ethnic achievement gap reduction from spring 1992 to spring 1993 than the Districts other schools?
(2)
At the elementary level, the District Evaluation Offices Academic Effectiveness Index (AEI) and Achievement Gap Index (AGI) were used to answer the two questions. Table 1 compares values of the two indexes for Century 21 and Other schools for reading, language, and math. All but one (Reading AEI) of the six [171] comparisons favor Century 21 Schools, and one Table 1 Academic Effectiveness Index (AEI) and Achievement Gap Index (AGI) Scores for Century 21 and Other Seattle School District Elementary Schools AEI LANG 0.24 0 AGI LANG 1.4 -0.92
C21 (n=21) Other (n=51)
READ -1.32 0.84
MATH 0.37 0
READ 1.08 -0.7
MATH 0.55 -0.36 Page84
comparison (Language AGI) approaches but does not reach statistical significance. These results indicate that, on the average, 1. Century 21 elementary students made somewhat greater gains on the CAT than Other elementary students, except in Reading. 2. Century 21 elementary schools tended to do better than Other elementary schools in reducing the ethnic achievement gap, especially in Language. When the same questions are addressed at the middle and high school levels and the 1992 and 1993 mean normal curve equivalent (NCE) scores in reading, language and math for middle and high school minority and majority students in Century 21 and Other schools are examined, it becomes clear that: 3. Century 21 middle school students made greater gains than Other middle school students in language, but not in reading or math. 4. Century 21 middle schools did no better than Other middle schools in reducing the ethnic achievement gap. 5. Century 21 high school students made no greater gains than Other high school students. 6. Century 21 high schools did no better than Other high schools in reducing the ethnic achievement gap. [Chart on page 170 and 171 inserted here.] [172] While {it is possible to interpret} these results are very much a success story for the elementary school in the Century 21 consortium in Seattle, the middle and high school results are no doubt clouded by other factors associated with the reality of the life in todays innerurban secondary school. Test scores tell one story, not the whole story. At Skyline Elementary in Ferndale School District, another site in receipt of state and national acclaim, the 1993 report to the legislature appropriately concentrated on the Lummi Indian students who saw their achievement scores rise by an average of 24 points in the first two years of the grant. In the latest results {(kindly supplied by the School District), however,}while the average scores are generally very impressive (and well above the state averages, especially in math and language), the results for the Lummi Indian students in science and social studies are {somewhat disappointing} giving the staff some concern. As they are fully aware, you cant hide from test score results, and this issue is being tackled as we write. This is the formative/ informative quality of test scores that often gets ignored by their arch critics. The scores may not say everything of importance, but they do say something important. Furthermore, on the
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credit side the American Indian students excelled in math and the results for Hispanic students are very impressive, indeed as are the results generally. [Page 173 inserted here; see next page.] [174] At Jennie Reed Elementary, in the 1993 report to the legislature the staff were able to indicate a dramatic improvement in test scores among students receiving ESL, Chapter 1, and Special Education Services. {Significantly, attendance and discipline referrals had also improved. Indeed, eight a year ago the staff at} More recently, however, evidence has been collected which has given the staff members a great deal of food for thought. The Jennie Reed staff completed a most thorough school self-evaluation/strategic planning exercise entitled Onward to Excellence. This is school-based management process for improving student performance developed by the Northwest Regional Education Laboratory. Onward to Excellence focuses on the improvement of student performance and, significantly for this chapter, this is defined as academic achievement, improved student behavior and/or attitude toward schooling. The self-study part of the process includes the collection of student profile data. From this important data-base the staff discovered the following: that the demographics of the site which had been a magnet and was now becoming a neighborhood school, were changing fast: - 43% of the students came from different ethnic backgrounds - 16% of the students were in Special Education programs. - 54% came from the local neighborhood - 58.3% were receiving free and reduced lunches - 38 % were experiencing lunch mobility [175] - 50.4% did not live in 2-parent families.

that the Student Learning Objectives test, which is a Tacoma School District achievement test used to measure each students mastery of grade level scholastic objectives in three academic areas (reading, language, and math), identified some worrying trends: - reading scores declined 2 percentile points between 1990 and 1991, and 9 percentile points between 1991 and 1992 - math scores declined 1 percentile point between 1990 and 1991, and 8 percentile points between 1991 and 1992 - language scores increased 3 percentile points between 1990 and 1991, and decreased 10 percentile points between 1991 and 1992. that the students who had been at Jennie Reed since first grade (referred to as lifers), when their SLO scores for math, language and reading in 1990, 1991 and 1992 were averaged (as were the same scores for non-lifers), scored higher in all 3 areas in 1991 and [176] 1992 then those who entered later:
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Taken from Ferndale School Districts Average Scores by Race/Ethnicity, Fall 1993 CTBS/4, Grade 4
Grade/ Subject Black

Dist. State Dist. State
American Indian/ Alaska Native Hispanic

Dist. State Dist. State
Asian/Pacific Islander
White
Dist. State
Skyline
37 40 52 28 28 N = 22 (22%) N=0 N=0 35 30 33 37 37 54 65 73 65 65 N = 7 (7%) 28 25 28 28 32 65 72 77 66 65 54 50 53 59 28 N=73 (72%)
Reading Language Math Science S. Studies
take out
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the biggest difference between the 2 groups occurred in the area of math. In 1991 Math score averages for lifers ranged from 77% - 89% as compared to non-lifer averages of 56% - 84%. In 1992 the score averages ranged from 75% - 85% (lifers) as compared to 71% -80% (non-lifers). the 1991 reading score averages for lifers ranged from 79% -84% as compared to non-lifer averages of 69% - 81%, while the 1992 score averages ranged from 71% 76% (lifers) as compared to 68% - 74% (non-lifers).
that, when the CTBS standardized achievement test was administered to 4th graders in October of 1991 and 1992 in seven academic areas (reading, language, math, spelling, std, Science, Social Studies), all subject areas declined in percentile points from test to test - math declined 16 percentile points during the same period. - the total battery for reading, language, and math dropped 14 percentile points.
In this same OTE data-base the staff also discovered that student attitude scores in all areas were above the median (with the scores being highest in the area of work and lowest in the [177] area of social); that the number of suspensions had increased (13 in 1990 and 1991, 42 in 1991 and 1992), mainly for fighting; that there was a 1.5% increase in the number of tardies during the period measured; that the cohort group was displaying stability in the number of students with high self-esteem, while the numbers showing low self-esteem appeared to have increased (although in the 5th grade the number of students with high self-esteem had declined, as had the number of those students with low self-esteem); and that, in terms of the results of the parent survey, the school would seem to receive strong endorsement from the parent body. Jennie Reed is a fine school. While some of this data is somewhat negative, the fact that the staff are more than prepared to countenance it and take remedial action is impressive in itself. It needs to be emphasized once again that, given the dramatic shift in its demographic standing, the school is not the one that entered the Century 21 initiative. Such demographic turbulence, however, will be present in schools in the next century and Jennie Reed is a shining example of how to take stock, face the music and respond accordingly. We have no doubt that this particular site, armed with its informative data-base, with [will] do everything that is required of a learning organization and continue to march onward to excellence. [178] At College Place Middle School the percentage of student grades indicating good learning (represented by A and B grades) increased between 15 and 20% since the project began. These results are consistent with research on mastery learning generally. A full rundown of the data is provided below, with the initial evidence for years five and six indicates that the improvement has continued in much the same fashion. At New Century High School, a school of choice for students in North Thurston School District which meets in the late afternoon/evening in facilities used by a traditional school in the daytime, the students scored in the 75th percentile in Critical Thinking skills (a major area of focus Page88
in the school). Of scores relating closely to New Centurys goals were: English Language Conventions. Vocabulary. Reference Skills. Sociopolitical Literacy.
[179]
79th Percentile 73rd Percentile 71st Percentile 71st Percentile
COLLEGE PLACE MIDDLE SCHOOL CPM GRADES DATA
Year 4 Term 1 Term 2 Term 3 Term 4 Year 3 Term 1 Term 2 Term 3 Term 4 Year 2 Term 1 Term 2 Term 3 Term 4 Year 1 Term 1 Term 2 Term 3 72 72 73 15 12 15 10 9 5 0 0 0 2 5 6 A&B 85 80 75 78 C 5 5 5 9 D&E 1 2 3 3 S 1 1 2 2 Inc 8 13 17 8 79 79 78 82 38 37 38 40 41 39 40 42 2 3 3 4 1 1 1 1 0 1 1 1 1 1 1 1 17 16 15 10 A&B 80 75 74 77 A 36 35 37 38 B 44 40 37 39 C 4 4 5 6 D 1 1 1 1 E 1 1 0 1 S 1 3 3 4 Inc. 14 15 16 12
Pre-Schools for the 21st Century 84-85 85-86 86-87 87-88 57 58 60 59 25 22 23 24 19 20 17 17 0 0 0 0 0 0 0 0
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Economic Literacy. National Identity. Scientific Process and Technology. [Chart on page 179 inserted here; see previous page.] [180] In addition, NCHS students scored above the statewide average in 18 of 24 categories. Scores were up to 12 points higher than state averages in some areas (such as English Language Conventions), while Critical Thinking Skills at 75 compared favorably to the state average of 68. According to the schools report: On an average NCHS students increased their GPAs by .30 percent from entry to exit although our grade distribution is consistent with the two comprehensive High Schools in the district. This increase may be quite significant when one considers that entering GPAs (at the other sites) included many soft subjects, electives and vocational classes, and NCHS has a rigorous academic curriculum with few electives and no traditional vocational or shop classes. [Chart on page 180 inserted here.]
[180]
75th Percentile 73rd Percentile 73rd Percentile
New Century High School GPA Project
In the class of 1991, 79% of the students increased their GPA while attending NCHS. In the class of 1992, 94% of the students increased their GPA while attending NCHS. In the class of 1993, 90% of the students increased their GPA while attending NCHS. The GPA increased from time of entry to graduation on the average of 3/10 of a point. (For example, .3 increase means a B to B+ or C- to C grade average.
[181] Indeed, there is nothing that happens at New Century High School that is not evaluated. The Learning Community Project work, a major element of its curriculum which will be highlighted later in this report, was not only evaluated but also this evaluation gave rise to several important understandings. [Chart on page 181 inserted here; see top of next page ]
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[181]
STUDENT HIGHLIGHTS OF LAST FALLS LCP EVALUATIONS

98% demonstrated teamwork and cooperation 93% related classroom learning to the workplace 84% attempted a new skill 71% served in a leadership role 42% took risks 39% used creativity to solve problems 37% were innovative 35% did something a new way Most used the following classroom skills: Writing Group problem solving Research Speech Automation 70% 52% 44% 39% 33%
[182]
1993 Graduating Class New Century High School Survey

The purpose of this survey was to find out what has happened to our students who graduated in 1993. We at New Century High School feel it is important to understand the future directions of our students and to gain an indication of how successfully we met our school districts goal of helping our students become life long learners. We also wanted to discover their perceptions of how New Century High School contributed to their lives and success. One significant observation of the surveyor was the openness of feelings and the comradeship of the students. Often the surveyor found disconnected telephone numbers, but was able to network through fellow students who kept contact with their friends. The importance of the school philosophy, teachers and support staff, and class structure was the key to the overall success of each student. No matter what direction these young people selected for their immediate future, New Century High School and its personnel are held in utmost esteem.
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[183]
Survey Conducted: 9/15/93 - 9/23/93 Method: Telephone Survey

Subjects: 30 out of 34 homes were contacted 4 student locations were obtained from the main office at New Century High School. Consequently, we added this information only to the first question of our survey. (What are you currently doing?) The majority of communication was with the students. However, parents were surveyed in some instances when the student was unavailable. The surveyor guided the questions to the parents with reference to the sons or daughters feelings and communication about the school. What are you currently doing? Number Working 7 Trade School 4 College (2 Yr.) 8 College (4 Yr.) 14 Military 1 (See Graph #1) Percentage 20.6% 11.8% 23.5% 41.2% 02.9%
Comments:
Results:
Are you currently satisfied with what you are doing? Satisfied Planning Change 26 4
What did you find most valuable about New Century? (Often selection included more than one response) Class Structure Teachers Support Staff Specific School Philosophy Other Number 17 20 9 12 2 (See Graph #2) Percentage 28.3% 33.3% 15.0% 20.0% 03.3%
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[184
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[185]
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[186]
BELLEVUE SCHOOL DISTRICT STATE EIGHTH GRADE TESTING PROGRAM Comprehensive Test of Basic Skills, 1990 Edition, Level 17/18 SUMMARY LISTING SHOWING NATIONAL PERCENTILE RANK - October 1993
READING Comp Total 50 60 59 58 58 52 52 49 49 53 52 49 48 56 55 54 53 55 55 50 50 50 50 50 50 50 50 50 48 48 LANGUAGE Mech. Expr. Total MATHEMATICS Compu C & A Total TOTAL BATTERY Study Spell Skill Sci 50 53 52 50 56 57 Soc Std 50 57 57
Year
Voc.
National
1991
50
State
1991 1992 1993 69 67 69 68 67 68 61 59 62 61 60 63 63 62 65 64 66 65 71 71 75 70 70 71
55 54
This resource document transcribed and typed by Lynn M Stuter; Published 1998. 68 67 70 58 58 59 64 63 63 62 63 65 64 64 68 79 82 80 82 60 72 71 84 67 80 45 56 65 81 56 70 70 79 65 70 68 78 73 80 62 83
District
1991 1992 1993
65 64 65
International
1992 1993
76 78
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[182] New Century High School is another impressive example of a data-driven learning organization. Data is collected, analyzed and used. Consistent with this whole approach, therefore, is the schools interest in its former students. How do they fare? Where do they go? [Chart on page 182 inserted here; see bottom of document page 91.] [Pages 183 through 186 inserted here; see document pages 92 through 95.] [187] At the International School in Bellevue School District, a site which is only as old as the grant, itself, the staff members are justifiably proud of their Comprehensive Test of Basic Skills (CTBS) scores dating from the Fall of 1993. The Total Battery score of 79 is well above the National (50), the State (likely around 55) and the District (70). Indeed the eighth grade results are strong right across the board. Perhaps the most comprehensive test data comes from three Century 21 School Districts North Mason, Camas and Yakima all of which, interestingly, had introduced an outcomes orientation to their development work. It goes without saying that, when an outcomes approach is selected, it behoves [behooves] the participants not only to formulate the outcomes in the first
[188]
TOTAL DISTRICT CTBS SCORES 4TH GRADE

VOCAB 4TH FALL 91 4TH FALL 92 4TH FALL 93 39 37 37 COMPR 49 44 42 TOT RD 45 41 40 LAN MEC LAN EXPR 37 34 32 36 35 35 LAN TOT 38 35 35 MTH COM MTH C&A 45 45 51 40 36 35 MTH TOT 45 40 41
TOT BATT 4TH FALL 91 4TH FALL 92 4TH FALL 93 42 38 38
SPELL 36 28 26
STUDY SK 55 42 47
SCI 53 50 55
SOC STUDY 43 44 39
TOTAL DISTRICT CTBS SCORES 8TH GRADE

VOCAB 8TH FALL 91 8TH FALL 92 8TH FALL 93 52 59 43 COMPR 55 58 56 TOT RD 55 59 50 LAN MEC LAN EXPR 40 44 40 50 46 43 LAN TOT 47 47 43 MTH COM MTH C&A 45 45 48 53 52 50 MTH TOT 50 50 51
TOT BATT 8TH FALL 91 8TH FALL 92 8TH FALL 93 50 52 48
SPELL 44 44 37
STUDY SK 50 52 46
SCI 52 60 56
SOC STUDY 51 58 52
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[189] CFAS SCORE HISTORY
NMHS CFAS TEST SCORES 91-93

ENGLISH 91 92 93
N. MASON 40 48 54
HISTORY 91 92 93
35 46 55
91
37
MATH 92 93
37 59
SCIENCE 91 92 93
36 45 53
place but also to ascertain, down-the-line, whether these outcomes have indeed been achieved especially in terms of student learning. At North Mason the 4th grade CTBS scores across the elementary schools are currently giving rise to some anxiety. While not deteriorating, the fact is that they are not improving to any
[189]
EDITORIAL
N. Mason right to study test scores

Parents want to know if their children are learning what they should be learning, and achievement testing despite its flaws is the way parents do that. So when West Sound school districts fall below average on standard state tests, its only natural to ask if somethings wrong. In the North Mason County district, where 11th grade scores were low this year, administrators say the problem may be curriculum thats out of line with the tests. They say a thorough review is in order. Somce teachers worry about organizing lessons with an achievement test in mind. Teaching to the test tends to channel students too much, they say, and makes it harder for teachers to bring out each student's individual best. We say teaching to the test is fine if the test is fine. Theres a body of basic learning that every student can and should master in preparation for a successful adulthood. Tests are a crude measure of that mastery, we admit, and they tend to favor students who have learned how to take tests. But life is a series of tests. Many of them are neither subtle nor fair. So we congratulate the North Mason administration for stepping up to the job of reviewing its curriculum. In doing so, the educators have passed a test of their own and have set a good example for their students.
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great extent except, that is, in math computation. Scores for the middle school (8th grade) are somewhat better but still leave room for improvement. [189] High school results started low and, again, caused a great deal of anxiety (as evidenced by the article in the local newspaper). At this vital stage nothing was shirked by the school district. Two significant steps were decided upon: to prepare the high school students to be more positively oriented to the test-taking process (a question of attitude) and to increase the curriculum alignment, so that the teaching, [See previous pages for charts on page 189] [190] learning and assessment could be more directly related to one another. The sense of this latter approach is spelt [spelled] out to teachers in the districts newsletter, a section of which is reproduced below. [Article on page 190 inserted here.]
[190]
Washington State Assessment Program Results for North Mason

The results of the 1992-93 Washington State Assessment Program have indicated changing patterns in North Mason. Prior to last school year, all students in the 4th, 8th and 11th grades were assessed on the Metropolitan Achievement Test. As a district, our scores reflected average performance across the grade levels assessed. For the last two years. students across the state have been assessed using the Comprehensive Test of Basic Skills for 4th and 8th grades and the Curriculum Frameworks Assessment System for 11th grade. Total Battery NCE Scores for the 4th and 8th grades were 38 and 52 respectively. 11th grade students do not have a total score but receive NCE scores in English/Language Arts (44), History/Social Science (41), Math (35) and Science (41). Our students are receiving scores that suggest there is a curriculum alignment problem between what we teach and what we test. Figure 1 represents a perfectly aligned system. The largest circle is all of the things that could be taught about anything. The middle circle represents what can be taught in the time given and resources available. The smallest circle is what can be tested with time and resources. When all three circles are aligned, test scores accurately reflect what is taught. Figure 2 represents a district that has an out-of-alignment curriculum, most noticeably, what is tested is not what is taught. Test scores in this situation do not accurately reflect what has been learned. North Mason teachers are beginning to evaluate what can be taught, out of all the things that can be taught, to assure that when students leave the district they will have the skills to be productive members of our society. Along with looking at what is taught, we are looking at the assessments that are done with students to determine what parts of our assessment program really give us a picture of student progress. Our 21st Century Project and Outcome Based Education training will be used to accomplish this task.
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[191]
WHAT GETS TESTED
WHAT CAN BE TAUGHT
ALL THE THINGS A STUDENT COULD KNOW
Figure 1
WHAT CAN BE TAUGHT
WHAT GETS TESTED
ALL THE THINGS A STUDENT COULD KNOW
Figure 2
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[192] 12/16/93
WEST SOUND SCHOOLS
Pep, pressure help pupils push up scores

Bremerton and North Mason high school administrators committed an act of attitude adjustment that helped students raise their test scores.
By Adele Berlinski Sun Staff
Test scores in some area high schools rocketed upward this year. North Mason and Bremerton students in particular made across-the-board increases in all subjects on the statemandated CFAS test. Math scores in North Mason shot up a phenomenal 22 points. Are the test takes of 93 smarter than the class of 92? M a yb e. B u t s c ho o l administrators say this years students excelled in large part because they tried. We simply challenged them to do a better job, said Tom Marrs, interim principal at North Mason High School. Its a little bit like an athletic contest. We said, Do you want to be at the top of the pack or at the bottom? Students opted for the top, although that hasnt always been the case, Administrators have known for years that some students, especially in high school, fill in the circles randomly or make pretty patterns on standardized test answer sheets. Many of those students said the state test was irrelevant, especially since the results are not a factor in college admissions or grades. The Curriculum Frameworks Assessment System includes sections on English/language arts, history/social studies, math and science. An attached Kuder test samples student interest and habits. I didnt want to really take it, said North Mason senior Mike Wellman, who took the test last year. That one doesnt matter to me. Wellmans was a common attitude that frustrated school officials, who knew test results were both an incomplete indicator of student ability and bad public relations. So this year, both Bremerton and North Mason high schools set out to commit a major act of attitude adjustment. Administrators listened to students who said they didnt like the way the tests were administered. Students at both high schools were tested in smaller groups that cut down on disruptions. Later this year, proctors will go over the scores with individual test takers. In North Mason, administrators warned that test results would be referred to in letters of recommendation sent to colleges and employers. Students were also promised a
SCORES
from PAGE A1
pizza party if the scores were over the 50th percentile. Theyll be feasting on it Friday. In Bremerton, students were treated to a pep rally appealing to this sch ool spiri t. Inspirational skits on the BHS television network encouraged kids to do their best. We didnt hear about this kind of kissing if off type stuff, said Principal Marilee Hansen. Were not where we want to be (but) were pleased with where were going. North Mason administrators acknowledge that other factors may be involved in the threeyear wave of increasing scores. The school switched to math books that conform to standards set by the National Council of Teachers of Mathematics. A scheduling change begun last year may have contributed to higher scores. But Marrs said there is no doubt the time spent
convincing teachers and students of the tests importance had a major impact. As word of Bremerton and North Masons success spreads through the education grapevine, other high schools are sure to duplicate their strategies. Test scores dropped in Central Kitsap, Chimacum, and South Kitsap. They were a mixed bag in North Kitsap and went up slightly on Bainbridge Island. They may make a concerted effort to change, said South Kitsap High counselor Bruce Cooley. It depends on a supportive administration. As vice preside of the West Sound Counselors Association, Cooley sent a letter to Legislators and the state Superintendent of Public Instruction about the problem. Theres no doubt in my mind that were going to do something, said Gary Rude, director of special services in South Kitsap. In North Mason, meanwhile, Brandon Shumakers enthusiasm is music to the ears of administrators. The freshman class is going to do even better, he promised.
CFAS TEST SCORES

11TH GRADE
SCHOOL Bainbridge Island Bremerton Central Kitsap North Kitsap North Mason Chimacum South Kitsap Language History Math Science 92 93 92 93 92 93 92 93 64 40 55 49 48 56 51 71 46 49 48 54 40 47 66 39 57 50 46 59 52 69 46 52 48 55 41 47 67 32 53 45 37 56 45 71 40 53 47 59 45 43 67 41 56 44 45 58 53 75 49 51 49 53 47 51
Scores are reported on a national percentile basis. A score of 60 means 60 percent of the nations students scored lower on the test. The Sun
See SCORES on A8
[Note: due to the poor condition of this news article, some of the words were hard to read; also some of the test scores. Every effort was made to replicate accurately.]
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As a result of these decisions being acted upon, the high school results improved markedly so much so, in fact, that they were picked up by another (this time, regional) newspaper see below [see page 100]. Who says that test scores dont arouse popular attention?
[193]
Student Testing and Evaluation

AIMS has the capability to create, store, and print tests. There are two basic types of tests: AIMS TESTSThis type of test is constructed of test items selected from the test item bank for specified objectives. INSTRUCTOR TESTS The instructor defines this type of test based on an already existing test. Each test question is assigned to the objective which it tests, along with appropriate mastery requirements. After creation of a test, the test can be printed, along with an answer sheet and any test instructions. For Instructor Tests, only the answer sheet would be printed. A test library feature is included to allow cataloging of tests for future use. A cataloged test can be recalled for use as a current test, altered if desired and printed. When taking a test, students record responses on machine readable scanning forms. The user then feeds these forms into a form scanner. AIMS will then score each, test, and if directed, will store each students mastery or non-mastery of the objectives tested. A set of test analysis re [remainder missing].
CURRICULUM AND INSTRUCTION
ASSESSMENT CRITERIA
TEACHING RESOURCES
TEST GENERATION, SCANNING AND SCORING
STUDENT PROGRESS
REPORT GENERATION
AIMS An Overview
AIMS Page 1
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[193] Fresh from this earlier success the North Mason administration decided on another bold move to try to come up with standardized testing procedures more in tune with the outcomes based curriculum design being established across the district. Working with a private company, Abacus Educational Systems, they are building locally the Abacus Instructional Management System (AIMS) which will contain, among other things, a test item bank aligned with the new curriculum. Indeed, each test there is intended to test or measure students achievement of a particular objective. [Article and diagram on page 193 inserted here; see previous page.] [194] At Camas, beginning in the spring of 1991, the school district made available a testing summary for 2nd, 4th, 5th and 8th grades. Developed as an internal evaluation tool, this summary was introduced as follows: The following graphics have been prepared to show a visual collection of testing results for spring 1991 for 2nd, 4th, 5th and 8th grade classrooms. In addition to showing overall performance of a particular group of students, there are also fall-spring and spring-spring comparisons of the same group. These results are intended to be used by classroom teachers and district administrators for program review purposes. In the future, similar packets of information can be used for additional comparisons so that students and their relative performance can be followed over time. It is hoped that the following outcomes will emerge as this data is analyzed by teachers and principals: 1. 2. 3. 4. Curriculum adjustments can be made. Some skill emphasis at particular levels can be analyzed. Academic areas of low performance will receive program attention. Strength areas and methods can be expanded.
Examples of the graphics are included below: [Pages 195 through 197 inserted here; see next three pages] [198] The Spring 1993 Testing Summary provides not graphics this time, but complete CTBS scores for all students at each building (Bellevue follows the same practice as do many other districts state-wide). The accompanying memorandum sums up the important issues: Attached you will find a break down of all the fall 92 and spring 93 scoring reports for grades 2, 4, 5, 6, 7, 8. I decided to give everyone a complete set so that we could try to get a feel for overall performance in the district.
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[195]
80
60
1991 SPRING TEST SCORES: 2ND GRADE
40
FOX LACAMAS
20
0 SPELLING SCIENCE SOC. STUD. TOT. READING TOT. MATH TOT. LANG. BASIC BATT. TOTAL BATT.
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[196]
CAMAS FOURTH GRADE: FALL TO SPRING SCORES
80
60
40
FALL SPRING
20
0 SPELLING TOT. READING TOT. MATH TOT. LANG. BASIC BATT.
SUBJECT
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[197]
FALL TO SPRING 8TH GRADE SCORES 90-91
80
60
40
FALL SPRING
20
0 SPELLING TOT. READING TOT. MATH TOT. LANG. BASIC
SUBJECT
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After school starts and after the dust settles, Id like for all of us to sit down and talk about any trends, interesting findings or observations we might have about these sets of results. I think this might be good preparation for fall testing. There are many things well want to kick around, but here are just a few questions we might ponder. 1. There seems to be a discrepancy between math computation and math concept and analysis scores at several grade levels. If the lower computation scores are problematic, then we need to talk about what curriculum interventions we should consider. A concerted teacher initiative seems to really boost 5th grade Lacamas scores this year. What lessons could we learn from this to apply to the same level at Fox? Or are their significant differences between the two groups of students? Lets discuss. Would some different grouping configurations with SPELLING MASTERY help boost performance in the spelling area, or do we need to think about a whole new approach? What is the significance of the negative differences between the obtained vs. anticipated scores at 6th grade? Lets look at this more carefully. Can we each look at the item analysis data that relates to grade levels in our buildings prior to the next meeting. Lets be ready to talk about any specific implications we can spot.
2.
3.
[199] 4.
5.
At Yakima the school district has taken assessment and evaluation to new heights. Indeed, the district has excelled in this area largely through the efforts of its Evaluation Center. Starting as they meant to go on, during the 1990-91 school year, the staff at the Center produced a Program Evaluation Summary, which was introduced as follows: Basic Skills Achievement The basic skills achievement of students attending the entry schools was reviewed during the 1990-91 school year to determine the rate of learning basic mathematics and reading skills. For students at Adams, Barge-Lincoln, Garfield elementary schools and Washington Middle School, this was the second full year of participation in the program. Students in the other entry schools experienced a first year of program involvement. The focus of the program evaluation since 1989 has been on examining achievement gain students make from fall to spring as a result of attending school in the program buildings compared with performance of students in the national norm group
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for the Metropolitan Achievement Test, 6th edition (MAT). Students were tested in September and April to determine if they maintained their position, as a group, in reading and math performance on the MAT relative to the fall and spring norm group for each level of the test. Recommended publisher test levels were used for each grade tested in the fall and in the spring. Students in grades 2-8 were assessed. The only students not tested were special education students with severe handicapping conditions and those who were limited in their ability to speak and write in English. [200] Normal curve equivalent scores were calculated from the scaled scores for total reading and total mathematics in the fall and the spring and by grade level. The mean NCEs for fall and spring at each level were compared and the difference was determined for reading and mathematics. An NCE gain score of zero from fall to spring means that students in the program maintained their position relative to the norm group. In general, a gain of four or more NCEs was large enough to be statistically significant since the number of students in the subgroups was relatively large (N > or = 296 each group) and the standard deviations of the scores for each group reflected desirable dispersions from fall to spring. In several instances, NCE gains were identified that exceeded seven or more points. These gains were all one-third of a standard deviation above expectation based upon the spring NCEs, and they were classified as educationally significant gains (RMC Measuring Achievement Gains in Education Projects, model 5, 1974 edition). A p value less than or equal to .05 (p > or = .05) was used as the standard indicator for production of statistically significant achievement gains for the t test used. It is important to note that no unusual test preparation or activities were conducted at any time in the building to only raise test scores without raising student achievement.
Summary of Results 1. Elementary students demonstrated more gain from fall to spring in basic reading and mathematics skills achievement, on the average, than middle school students during the 1990-91 school year. 2. The achievement gains were larger in reading than they were in mathematics at both elementary and middle school levels. 3. Statistically significant normal curve equivalent score gains from fall to spring were made by students in reading in grades 2, 3, 4, 5, 6, and 8. 4. Students in grades 2, 3, 4, 5, 6, and 7 made statistically significant gains in mathematics achievement.
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5. The largest gains were made by 2nd graders in both reading and mathematics. 6. Generally, the achievement gain for students in first and second year entry schools was about the same. 7. Spring achievement exceeded fall achievement levels in reading and mathematics at every grade tested. 8. The percent of students who had an instructional level at or above grade level in reading and mathematics increased from fall to spring.
[201]
Student Attitudes About School Student attitudes were measured and results analyzed to determine how positive students in the entry schools felt about their school experience compared with a national representative sample of students. The School Attitude Measure (SAM) was administered in October to all students in grades 3-8 in the entry schools. Baseline information was gathered this year on this new instrument. Longitudinal review of student performance will be conducted from year to year for students who continue in the entry schools. Normal curve equivalent scores are available and will be compared year to year to determine if gains or positive changes in attitudes as measured by each of the scales. The School Attitude Measure is a commercially developed survey instrument published by American Testronics in 1990. It examines students views of their academic environment and of themselves as students, providing information on five attitudinal scales: (1) Motivation for Schooling, (2) Academic Self-Concept-Performance Based, (3) Academic Self-Concept-Reference Based, (4) Students Sense of Control over Performance (Locus of Control), (5) Students Instructional Mastery. Each scale consists of a set of statements to which students respond based on feelings about the statement. The following brief descriptions profile each of the scales. Motivation for SchoolingThe statements in this scale are concerned with the students motivation for working hard at school. Willingness to participate in school and perception of the importance of school and its relationship to future needs are examined. Academic Self-Concept-Performance BasedThe statements in this scale are concerned with feelings about school performance and confidence in academic ability. Assessed are ability to perform school tasks competently, feelings of importance as a member of a class, reaction to poor performance, expectation for success and confidence in ability to perform well academically.
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Academic Self-Concept-Referenced BasedThe statements in this scale are concerned with how the student thinks other people (teachers, family, friends) feel about his or her school performance and ability to succeed academically. Students Sense of Control Over PerformanceThe statements in this scale are concerned with the students feelings about how much control he or she has over school outcomes. Willingness to take responsibility for learning, awareness of the relationship between actions and outcomes at school are measured. Students Instructional MasteryThe statements in this scale assess the ability to use school time effectively and efficiently, to persist in and concentrate on instructional tasks, to see and use feedback, and to evaluate ones own work. [202] Summary of Results 1. Entry school students at all grade levels assessed had positive school attitudes compared with the national norm group. 2. The most positive scores, on the average, were attained by entry school students on the scale pertaining to motivation for schooling. The mean national percentile score for this scale in grade 4 was 57. 3. The least positive scores, on the average, were attained on the control over performance scale. The mean national percentile for 4th graders on the scale was 42. 4. Project schools in the second year of operation generally had higher student scores on all five scales than schools in the first year of project entry. In 10 of the 15 instances reviewed, the students in schools entering the project in the 1989-90 school year demonstrated more positive attitudes than the students in first year entry schools. In September 1993 a follow-up study was compiled entitled Student Performance Review, Grades 3-4, 1992-93 School Year. SUMMARY Introduction
A comprehensive review of student achievement was conducted at the end of the 1992-93 school year to determine if teacher use of the Outcomes Driven Developmental Model instructional methods had a significant positive effect on student learning. A program
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evaluation was conducted using a treatment -control group design. Student performance on the Comprehensive Test of Basic Skills (CTBS) and on the Yakima School District mathematics and language arts course outcomes performance assessments/criterion referenced tests was analyzed. Data was collected from the fall and spring of the 1992-93 school year. The treatment and control groups were comprised of grade 3 and 4 students. The treatment group contained 67 students drawn from seven classrooms in six Yakima School District elementary buildings. The control group was comprised of 68 students from eight classrooms in eight buildings in the District. Several buildings had both control and treatment group classrooms. Fifty-nine percent of the control and seventy-two percent of the treatment group students were from low income families. Both groups contained Hispanic and other minority students. Students in oth groups were absent 15 days or less during the school year. Students were enrolled throughout the school year in classrooms with the same teacher. All teachers had at least three years of elementary teaching experience. Students in both groups attended schools across the District representing both low income and middle class areas in the City of Yakima. [203]
Treatment and Control Group Definition

The treatment group was defined as students who were in classroom where the teacher used the Outcome Driven Development Model (ODDM) instructional method. Components of the model include the systematic use of course, unit, and lesson units to plan for instruction. It also includes use of review activities (prerequisites), cue settings, best shot initial teaching, guided practice, and independent practice. Assessment feedback is used to determine if students need additional correctives or more time for learning or if they are ready for enrichment experiences. All of the treatment group teachers had received training and follow up guidance for ODDM trainers over a period of several years. The control group contained students from across the district in classrooms where teachers used a variety of teaching strategies garnered from years of experience and a variety of inservice meetings. There was no systematic application of the ODDM instructional model as described. Teachers used techniques that worked for them based upon years of work in the classroom at the elementary level. These teachers had heard about ODDM, but, in the judgment of ODDM trainers, they did not employ the model in their teaching. However, most teachers were basing instruction around the district adopted course outcomes.
Data Collection
Fall and spring normal curve equivalent scores for the 1992-93 school year were collected from the CTBS, level 13 and 14. Form B was administered to students in the fall and Form A was used in the spring. Teachers administered the test according to standardized administration procedures. The total reading, language, and math normal curve equivalent scores were used for each test period. In addition, CTBS has a higher order thinking skills HOTS score derived from performance on selected higher cognitive level test items in reading comprehension, social studies, and science. All students had this score because each took the complete battery in the
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fall and spring. The HOTS raw scores were used in the analysis. The spring course outcomes performance in language arts and math was also reviewed and included in the data collections process. Performance was measured with criterion referenced and performance based assessment. Writing, oral presentation, simulation, and traditional paper-pencil testing comprise the information used. Success on individual course outcomes is based on performance criteria provided to each teacher uniformly across the district. The most common standard of success is an expectation that 80% or more of the test items will be correctly answered. Each of the performance assessments linked to the course outcomes has a specific success standard such as demonstrating 6 out 7 of the traits for effective oral presentation, for example. Data was collected from 15 language arts and 33 math course outcomes in grades 3 and 4. [204]
Data Analysis
Mean normal curve equivalent CTBS reading, language, and math scores were calculated from the spring test results. Three analysis groups were created for each test area. Treatment and control group fall test scores were equated using a procedure that resulted in mean group differences of less than a one NCE. Spring mean NCE scores were calculated for each of the three treatment-control groups. T-tests for two independent means were run for reading, language, and math. The same type of t-test was performed on the mean post test higher order thinking skills scores. A confidence interval of .05 was used to establish statistically significant differences in the performance of the treatment and control groups in each test area. Effect size was also calculated for reading, language, math, and higher order thinking skills. The difference between the mean treatment and control group spring NCE scores divided by the standard deviation of the control group spring mean NCE score was used to obtain a statistical estimate of program effect. The percent of students demonstrating success on each of the 46 language and math course outcomes was calculated. An average percent of students reaching success levels for each subject areas was also determined. Calculations were performed for combined grade levels for both treatment and control groups.
Results
Students in third and fourth grade classrooms, where the ODDM instructional model was used, demonstrated significantly higher levels of achievement in reading, language, and math by spring of the 1992-93 school year compared to similar to students in non-ODDM classrooms. They outperformed students in the control group by 7 normal curve equivalent points or more in each area tested. The size effect approached one-half a standard deviation unit in reading, language, and math. Size effect of one-fifth of a standard deviation unit was evident for higher order thinking skills performance. Students in the ODDM classrooms demonstrated higher levels of success than the non-ODDM classroom students on 67% of the math course outcomes where performance assessments and
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[205]
ODDM STUDENT PERFORMANCE REVIEW COURSE OUTCOMES ACHIEVEMENT PROFILE 1992-93 GRADE 3
Higher Success Level *Percentage of Students Demonstrating Success MATHEMATICS 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 Measure to Nearer Centimeter Measure to Nearer 1/2 Inch Tell Time to 1/4 Hours Add Value of Coins Identify Geometric Figures Identify Shapes Identify Digits Identify Place Value Write Numeral Value Order Number Sequence Define Math Terms Add Using Regrouping Subtract Numbers Add/Subtract Money Interpret Table Using Data Choose Missing Number in a Pattern Compare Value of Numbers GRADE 4 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 Number Patterns Work Problems Measure to Nearest 1/4 Inch Tell Time to Nearer Minute Measure Perimeter of Polygon Match Similar/Congruent Figures Identify Symmetrical Figures Convert Numbers Subtract with Regrouping Add with Regrouping Multiply Divide Expanded Notation Fractions Line Graphs Match Number Sentences AVERAGE OF GRADE 3 AND 4 MATH 46% 69% 63% 86% 97% 77% 77% 97% 71% 71% 69% 63% 80% 94% 91% 69% 86% 69% 64% 33% 78% 86% 97% 72% 86% 83% 91% 71% 83% 91% 100% 89% 63% 81% Treatment Groups 100% 88% 96% 96% 96% 100% 96% 96% 100% 88% 100% 96% 96% 92% 75% 100% 90% Control Group 96% 81% 96% 88% 96% 81% 92% 92% 65% 69% 73% 88% 92% 81% 77% 65% 88%
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[206]
ODDM STUDENT PERFORMANCE REVIEW COURSE OUTCOMES ACHIEVEMENT PROFILE 1992-93 GRADE 3
Higher Success Level *Percentage of Students Demonstrating Success LANGUAGE ARTS 301 302 303 304 305 306 307 308 Write Thank You Note Write a Story Use Commas to Separate City and State Use Capitals Correctly Identify Nouns Identify Verbs Distinguish Fiction and Non Fiction Follow Oral Directions Grade 4 401 402 403 404 405 406 407 Write a Friendly Letter Write a Tall Tale Identify Subject and Predicate Use Common/Proper Nouns Identify Adjectives Use Inference Questions Read a Literacy Selection AVERAGE OF GRADE 3 AND 4 LANGUAGE ARTS 89% 89% 71% 69% 57% 86% 80% 87% 76% 59% 87% 91% 73% 48% 48% 69% Treatment Groups 87% 83% 100% 100% 100% 100% 97% 93% Control Group 69% 48% 63% 78% 56% 54% 97% 90%
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[207]
1992-93 SCHOOLS FOR THE 21ST CENTURY PERFORMANCE PROFILE COMPREHENSIVE TESTS OF BASIC SKILLS GRADES 3-4
AREA TESTED
AVERAGE (MEAN SPRING NCE SCORES ODDM NON-ODDM
STATISTICAL Difference .05 Level Mean Diff. T-Value 6.7 8.1 7.6 2.9 2.02 yes 2.25 yes 2.32 yes 1.09 No
STANDARD DEVIATION ODDM Non-ODDM
Reading Language Mathematics High Order Thinking
51.7 48.2 43.3 44.7
45.0 40.1 35.7 41.8
20.5 21.3 20.8 16.1
18.4 19.9 16.4 14.2
SCHOOLS FOR THE 21ST CENTURY EFFECT SIZE PROFILE
ES = Treatment Mean Spring NCE - Control Mean Standard Deviation Control Group
CTBS PERFORMANCE Reading Language Math Higher Order Thinking
EFFECT SIZE (ES) .36 .41 .46 .20
EFFECT INDICATOR Moderate Moderate Moderate Low
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CAMEO
[44, 208]
Montlake Elementary School, Seattle

When the CAT scores were published last summer, Montlake achieved some of the highest results amongst all the neighborhood schools in Seattle. When the scores were analyzed, however, it was clear that, while some students were truly excelling, those from lower socio-economic and ethnic backgrounds were not doing so well. These kids were following the district pattern not necessarily declining, but not improving at the same rate. The disparity (and the concomitant need for disproportionality) was raised as an issue by the local media and became the subject of a two-day staff talk-in. One conclusion was that were being pulled both ways by the parents (some) and by the school district. Certainly, some of the parents do seem to be actively playing the system. According to one parent, My kids were tested every year for the AP/Horizon program. They always pass and are offered a transfer, but then we ask why? They do everything here that they do there. Theres a ton of kids who pass the tests and who could go to the accelerated program, but chose not tothis school is as good as any private school. Presumably, the kind of information that promotes this kind of activity is the news that, in math, the school is almost too successful. The middle school complained that its curriculum was being encroached upon and the school was asked to back-track to have a broadened curriculum as opposed to advanced learning.
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criterion referenced tests were used. Students in the ODDM classrooms also outperformed nonODDM students on the measurement procedures and tests used in language arts. Eighty-seven percent of the ODDM classroom students, on the average, demonstrated success on the language arts outcomes compared to 69% of the students in the non-ODDM classrooms.
[209]
While gathering all this data concerning Century 21 students and their standardized test scores it became very apparent to us that this area is a veritable mine-field. We also realize that by including as much of this data as we have warts and all, we are displaying the positive and the negative. Much of the data represents very good news indeed. Some of the data, as can be expected, relays not such good news and, in every case, this is being dealt with. One of the successes of Schools for the Twenty-first Century has been its data-driven-ness. Data including test scores has been collected, analyzed, reflected upon and then acted on. Participants have learned to use data productively. After all, Twenty-first Century Schools are real schools with real students and often facing real-world situations. They are not controlled laboratories. Problem situations, moreover, will not disappear in the Twenty-first Century: the secret is more how schools will deal with these problems when they arise. When the demographics turn against a site as can happen at any time according to our evidence and this down-turn is then reflected in the test data, it is impossible to sugar the pill. What has to happen, however, is that remedial action is undertaken in order to begin to improve the situation. The turbulence that comes from the shifting sands of changing demographics is a reality for many schools, Twenty-first Century sites included. In other words, Century 21 schools were never cushioned nor [210] cloistered: they were responsible for launching into radical innovation while dealing with the vagaries of everyday life. Another issue that has faced Twenty-first Century Schools has been the knowledge, as evidenced in the preceding pages, that there is enormous public interest in test scores as one of the indicators of quality schooling. Some sites have responded proactively to this phenomenon by encouraging their students to approach the test-taking seriously. New Century High School went so far as to enlist the support of the parents in this endeavor by writing a request for help in the schools newsletter: [Article on page 210 inserted here; see top of next page.] Other sites, however, feeling more averse to standardized tests in the first place, have felt much more ambivalent toward them. Indeed, the comments that we received at the sites provide a kaleidoscope range of feelings and opinions regarding test scores and their use. Generally, it has to be said, educators are negatively disposed toward them. Indeed many teachers in many schools feel that they are being pulled in two directions at once by the undoubted popular vote for standardized tests in the community and by their own personal and professional mis-givings. Many educators [211] disparage these tests; they have no time for them because they do not see their educational worth and these feelings may well get transferred to their students. As one district administrator admits to colleagues, this is a very ambiguous, pressure-filled situation: The Comprehensive Test of Basic Skills was administered to all students in grades 4 and 8 last month. Reports have been received from the scoring center and, are being sent to
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[210]
PARENTS CAN HELP STUDENTS SCORE HIGH

good health and spirit are very important to do ones best he Comprehensive Test of Basic Skills will be taken by our ninth graders on March 24th and 25th. Students will be assessed in reading, mathematics, spelling, science, social studies and study skills. As parents and educators, we know that good health and spirit are very important to do ones best. Have your student prepare for the week by getting plenty of
rest, by eating a wholesome lunch, and by thinking confidently about success. Above all, please encourage your student to take the standardized testing seriously. Attendance on test days is crucial. The achievement test scores will be used by teachers to increase learning opportunities for your child. Test results will be shared with you and your students
elementary principals and middle school counselors. Attached is a summary showing national percentiles for subtests and total basic battery from the district and each school. State percentiles will be sent when I receive them. Also, attached is a listing of reports that are being sent to you. Since you recently participated in the AAC meetings where we discussed old paradigm and new paradigm assessments, I imagine you are feeling the ambiguity and pressures that these state tests represent. I understand that, and want to work with all of you to cross the transition bridge to new assessments while keeping community support intact and responding to parent concerns. Right now it feels like a suspension bridge that is teetering in the wind and needs careful balance. We are clearly still operating largely in the old paradigm and need to make use of relevant CTBS data that relate to the language arts and mathematics goals that emerged out of the AAC meeting. I encourage you to dig out relevant CTBS data for use in your AAC planning activities. According to another district administrator, this time a superintendent, Frankly, to rubbish tests is an abdication of responsibility as an educator. While he agrees that test scores are still a strong indicator as far as parents and the community are concerned, he wonders not only whether the tests are teacher, student and parent friendly, but also what parts (of the CTBS) are in sync with what were trying to do Knowing that increased accountability is definitely coming, he is anxious to get into disaggregation of the test data in order to be able to discuss with each school and each principal:
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what does this all mean for you? how do we go about overcoming the consistent trends? should we tweak the curriculum, arrange more training, communicate more across the grades?
[212] He would like to see extended the use of data packets containing not only test scores but also data concerning suspensions, attendance, free and reduced lunches, truancies, school climate (including comments from bus drivers and custodians!), etc. It should be possible, he says, to have a data packet for the class arriving in the middle school their strengths and weaknesses and to format the classroom in the light of the data for the benefit of each and every student. A school board member interviewed has a rather different view: We cant fall back on testing (which is one small measure). We need to get to approaches which allow for the demonstration of knowledge. Rote tests do not demonstrate knowledge, just memorization of facts I have three children in the system. They are all different; they have different learning styles, different needs they would all do differently on the same test, but theyre all intelligent in different ways! They need different assessment there is no one catch all system of assessment How can all students succeed and be seen to be succeeding?, she wonders; What kind of learning are we trying to assess? How can you measure teamwork, for instance? There are so many different kinds of learning! [213] According to the Century 21 co-ordinator in the same school, Test scores have increased this year no idea why. We are taking more seriously the test situation and we do appear to be successful on these old indicators basic skills are not going down, but higher level thinking skills are going up. We do want to get much more into performance assessment, however, as this would fit our style of going about things High schools have few standardized tests anyway. Taking together the comments of these three respondents, we have the testing dilemma in the round nicely laid out for us. We have the superintendent (who exists on the boundary between schools and the community) seeing how test scores along with other data can be used productively to improve what goes on in classrooms for students. We have a school board member looking for much more differentiation of attention, of teaching and learning, and of assessment in the interests of her three different children, and all those others like them. And then we have the classroom teacher the educator to some extent caught in the middle of this debate, having to show the flag for standardized testing while knowing that performance-
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based assessment is the natural way forward for her, her students and her school. [214] Some educators, however, refuse to sit on the fence. Theyve given up any pretense of seeing the usefulness of standardized tests: I hate standardized tests we do look at the scores, we look at them in terms of our goals. Kids of color do not do as well as our white kids. But we never teach to the test. (While Im here as principal) teachers will not be evaluated based on test scores. We do, however, look closely at what the test teaches and use it if it helps Assessment is one of our five priorities this year. We decided to really work on new assessment: portfolios, writing were spending three days this year on these issues. Our (new) report card is O.K., its a start, but it could be better after we master it. The kind of discussion rehearsed above is currently under way across the district in Bellevue Public Schools. At Newport Heights Elementary, one of three Schools for the Twenty-first Century in the district, principal Gill Matthies is caught on the horns of the same dilemma: [215] Everybody here is willing to look at data In fact, we probably look at CTBS scores more than anyone else. We analyze the stuff when it comes back. A recent example is multiple meaning words and area where we came down. The kids did not answer the questions were going to have to teach test-taking skills! In some ways I would see this as a retreat The other piece of that is that, in the research skills section, there were 5 questions about card catalogs and we dont have one its all computerized. Now well need to compile a worksheet which teaches children about card catalogs. What emerges here and in many other comments we received is an experienced, topdrawer educator feeling held back by the strangle-hold of the current testing system. Her contention and that of many others we interviewed is that far from enhancing the educational process, traditional testing practices constrain and stultify the attainment of real student learning. Hers is not a head-in-the sand stance; it is based on experience and much deep reflection. She certainly doesnt dismiss the use of standardized tests out-of-hand. Indeed, while interviewing at Newport Heights, we received these additional, thoughtful comments from, first, a district administrator and, second, a school board member who is also a principal of an elementary school in another district: [216] I dont feel an expert on standardized tests but my judgment is it seems that the kind of self-reflection, project- oriented work does not move kids toward the speed or quick recall which are demanded in standardized tests. A good example is the question of multi-meaning words: we did worse after working on this to improve; basically we have a low completion rate on that item I dont knowstandardized testswe ought to be able to score by sort of common knowledge and we are holding up at about 60% the impact of whole language is an unponderable we are getting flak from the community on this. I do fully believe that we have a responsibility to our public to
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demonstrate that learning is taking place. Numerical dependence makes us culturally bound to (have to) see a number to convince ourselves of something; but they do help to paint a profile We are teaching the kids how to take a test Im not sure why the scores in the next district have gone up (and not here) I dont know the answer to that. If we are doing such high level thinking perhaps if we focused more on isolated skills, then they (the students) would be further accelerated in their isolated skills. If you look at the way tests are normed, its not O.K. that kids are at grade level, they want higher in order to do that you would have to concentrate on acceleration and not on depth. How come a child gets accelerated if he/she cant use it? We wont do that here; we ask the children to understand what they are learning we are doing such high level thinking. [217] My hope with the efforts in alternative assessment is that they enhance some of the standardized we should see evidence of kids improving on the CTBS. There are a lot of factors: how the data is reported, changing demographics, etc. Its unfortunate that educators become defensive about test scores and say that they dont measure what we teach. It does teach basic skills and we need to take that seriously Portfolios (collections of data) have a place alongside standardized tests. (At my school) we look at the standardized data and the portfolio and then share some actual work to support the scores. Student achievement can be reported a lot of different ways they are not at odds. They both can give a picture of student achievement. There are so many issues contained in these two quotations. For instance, the fact that the students are not cognitively adroit and cannot handle the tasks involving multi-meaning words, even though facility in using words would presumably be one of the advantages of whole language approaches; what does that tell us? Does whole language serve the students well or not? Does it serve well all the students? It is developmentally appropriate for all the students? These are all burning questions which no amount of educational bandwagonism and ideology can erase. Moreover, what if some students need more time to master the basics; maybe working on isolated skills for a period of time is what they need until they have acquired enough of a basic grounding to begin making the connections, creating the holism and reaching deeper understanding. Perhaps its a case of trying to get some students to run before [219] they can walk. Presumably, there are some skills which just have to come first in the order of things; Blooms taxonomy does have a sequential implication. Having made these comments, we will probably be accused of heresy in some circles and we certainly do not want to trivialize these matters. Sometimes, however, someone has to ask the difficult question. Is the emperor (in this case whole language and its associated practices) wearing any clothes? This is not to say that we are not great believers in the use of knowledge and higher level thinking: we most certainly are at the right time and place. Actually both respondents quoted above seem to end up in agreement. Whereas the second interviewee argues for a balanced approach (that it should be neither one way standardized testing nor the other alternative assessment; both are legitimate windows on success and, taken together, they augment each other), both respondents can see the advantages
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[218]
BELLEVUE SCHOOL DISTRICT STATE FOURTH GRADE TESTING PROGRAM Comprehensive Test of Basic Skills, 1990 Edition, Level 14 SUMMARY LISTING SHOWING NATIONAL PERCENTILE RANK - October 1993
READING Comp Total 50 58 56 54 52 51 50 48 46 52 51 47 44 48 47 48 46 52 50 50 50 50 50 50 50 50 50 50 44 41 LANGUAGE Mech. Expr. Total MATHEMATICS Compu C & A Total TOTAL BATTERY Study Spell Skill Sci 50 60 57 50 56 55 Soc Std
Year
Voc.
National
1991
50
State
1991 1992 1993 67 67 66 64 64 59 59 58 55 59 57 55 62 61 58 65 60 59 61 61 59 65 62 61 65 64 60
47 45
District
1991 1992 1993
57 57 50
54 52 50
66 66 60
68 68 65
This resource document transcribed and typed by Lynn M Stuter; Published 1998. 61 71 67 52 61 54 53 59 61 54 59 54 57 62 61 68 58 60 62 62 61 67 62 62 59 62 60 50 48 53 65 61 54 59 69 65 [These scores are missing from the manuscript page.]
Newport Heights
1991 1992 1993
41 49 38
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of being a profile which contains both test data and portfolio-type entries. It is within such a profile that the process of augmentation can take place. This balanced view is supported by comments received from staff members at another Bellevue Century 21 site the International School. We are doing some performance-based things (in math) problem of the week, that kind of thing; linking with NCTM standards. We encourage the students to write down what theyre thinking. I strongly believe the children need to struggle with it (the material) and problem-solve do self assessment. There are places for chapter tests, standardized tests, but they are snap-shots and limited in what they show [220] Most of our scores have shown strengths compared to other buildings, (but we do have) specialized populations I have balanced my (math) curriculum with both fundamental core skills and integrated concepts. Math scores have improved. As we teach more problem-solving we are at the top of the district, not in computation but in problem-solving. We are teaching the practice things more Im not sure the test is testing what we are teaching, but it is saying something though. We have small numbers, of course, so the test statistics are kind of iffy. Were coming up with really nice scores (see earlier in this chapter). Its a piece of information about who we are; the sense of accomplishment and pride is a real asset to our program. This teacher is voicing all the ambivalence and all the uncertainties that she shares with many colleagues, but she is able to remain positive about testing and its effects. She also gives us a vital lead. As we teach more problem-solving, she says we are at the top of the district in problem-solving. Her suggestion, in other words, is that you get out what you put in. So many respondents, just like the one above, voice doubts about testing and wonder if it is matched to the teaching and learning that are occurring. This is a major research project in its own right, but the evidence from this evaluation would suggest that standardized testing although certainly not flawless does a somewhat better job in capturing student achievement than it is sometimes credited with. Having said that, maybe it is time to look at some of the flaws. [221] At Sunnyslope Elementary School, we were able to have an extended discussion on the merits, and, more particularly, the demerits of standardized testing. We elicited responses from a school board member, the principal, a district administrator, a teacher and two parents. According to the school board member, We are teaching children to think and solve problems. Im not sure the standardized test reflects what they are learning here. For example, higher level thinking skills, conflict resolution, life skills, learning how to learn, literature-based reading these are all being taught but are not on the standardized test (CTBS). The legislature needs to restructure assessment to match what is being taught; we need criterion-based testing. Youre spending extra bucks and test scores dont improve: they (the students) are working theyre performing ; just look at what the kids are producing. In life
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we look at the quality of the work and its complexity. In reacting to these thoughts, lets try another tack. Having already argued for being mindful of basic skill acquisition, what if, as many site members contended, that the schools really are teaching the kind of skills required in the Twenty-first Century; what if the schools are ahead of the game and its the standardized tests that are lagging behind? After all, report after report has argued for the promotion of such skills as communication, team-work, leadership and selfstarting. According to the much-acclaims SCANS report, Schools for the Twenty-first Century are doing right the right things: its the [222] tests that are out-of-step. According to Sunnyslopes principal: We are moving to a position where students and teachers share responsibility for learning. Our rubrics are a prime example of this I am troubled, however; our test scores decreased somewhat (this year): theyre not a clear assessment of what we are doing. For example, the language expression section on the CTBS does not allow verbal or written expression. We dont do a lot of rote practice The district would like to see authentic assessment of some sort teachers arent motivated to give the test and students arent motivated to take the test There has been an improvement on CTBS in social studies, science and study skills. Standardized tests, by their very nature, are just that: standardized, i.e. they are generalized across the entire student population. By definition, they cannot be localized, i.e. sensitive to local needs, or personalized, i.e. sensitive to personal student needs. Sunnyslope like several other Twenty-first Century sites has built an impressive array of localized expectations for its students (their rubrics) which are basically criterion-referenced but which are capable of being personalized, i.e. ipsative, in that they can be used to support and register personal growth. Teachers-as-professionals know that criterion-based and ipsative assessment has an immediate, motivational impact: it means something to them and their students. Why put up [223] with anything else? This view was definitely supported by the district administrator that we interviewed at Sunnyslope: Those tests may not be aligned with the curriculum being taught. Whats important is the qualitative growth (instead of the quantitative). Of the ten elementaries in this district, this was one of two where the scores did not decline dramatically. But what about the non-cognitive data, e.g. the increase in parent involvement. What about the gains that are not based in hard empirical data? The staff have come together and are working toward a common vision: they have designed outcomes for this population. They are now working on the assessment of these outcomes and expectations (the rubrics) and are giving students knowledge of them. Standardization entails externalization (and lack of ownership/motivation); localization/ personalization involves internalization (and concomitant ownership, motivation and commitment). This, it would seem, is a fatal flaw of standardized testing: it lies outside the
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span of investment of professional educators and their students. They have no stake in the process. A staff member at Sunnyslope sums up this position: I care about test scores, but I care more about other things more about whats happening with kids. We do need to be real sure of what the tests are indicating, but we [224] also have to get better at getting the community to realize what are more meaningful ways to assess what the kids are learning. There are the new methods: an internal feedback loop inside a project; discussing the project through the application of quality indicators (or success criteria); good research, good thinking, good workmanship; designing a rubric; looking informally at how we are doing sometimes finding its a mis-project! This is assessment from the inside; customized assessment. It is the kind of assessment that teachers and students seem to warm to, as do the parents when they are close enough to understand it: Assessment (as it is now) doesnt show self-esteem, thinking skills, process skills, individual student growth standardized tests dont show independence, self-control, approaching new situations without fear Children get overwhelmed with paper-and-pencil tests when that is not the way we are teaching. In the previous chapter (the introduction to Part One), we included the cameo of Jay, the bornagain professional at College Place Middle School in Edmonds School District. We can now see that Jay and his colleagues have laid bare another near-fatal flaw of standardized testing: I see us here moving away from the norm-referenced bell-shaped curve to mastery [225] I used to run my class on the bell-shaped curve. Since Ive been here (working toward mastery) Ive been running at 80%. As and Bs. I believe that the quality of work I expect is higher than I used to have. Parents assume the work is easier in reality the work is more complicated. Ive increased the assignments, Ive added performance and research requirements Ive introduce the mastery system. Not only is more success being achieved in Jays classes, it is more deserved. There is also a real paradigm shift at work. The aim now, he says, is to try to show what theyve learned, not what they havent learned. Consequently, the criteria for success are explicit and are shared with (and often built with) the students. Its a case of instituting, he says, mastery, not mystery. Teachers, he adds, stay the extra hour to help students achieve mastery and, for the first time,
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give the public explicitness of the success criteria, parents can really get involved in the supporting the teaching/learning process. As has been pointed out ( ), standardized tests, by being constructed according to the bell-shaped curve, have to find a certain level of failure even if it is not deserved. Success is determined not by merit, but by the demands of the bell-shaped curve. For whom the bell-tolls has to be an epitaph for many would-be student successes, [226] An often overlooked result of this process of test construction is that it is impossible for many students to experience relative success on standardized tests. To achieve a normal curve, the developers deliberately choose certain items to ensure that at least half the students will always scores below average (Moreover) the questions that most students get right are discarded in the test development process Thus, many students are tested on content for which they are likely to have received little inschool preparation. Conversely, content that is widely and effectively taught by schools is not tested. It is the deliberate nature of this exercise that seems somewhat perverse. Why, we wonder, deliberately set up students for failure, especially when success (according to some kind of mastery system) can be achieved by applying a different kind of rigor. The same authors provide, in our eyes, further indictments of standardized testing:
while the public and policy-makers tend to see school quality in terms of test scores and many school improvement programs use performance on standardized tests as the principal increase of success, according to , they are not very sensitive over the short run to specific program effects that is, to the effects of changes on instructional methods or learning materials.
[227]
in addition, say the same authors, the generalizability of the tests means they cannot be tuned to any particular curriculum. After all, if there was a fit between test and curriculum, the test would have to be changed in order to achieve the same level of failure! this lack of particularization means that the emphasis is placed not on what the school does for the student but on what the family background (and prior learning) does for the student. At worst, what is being tested is the cultural capital of the students, not in-school learning.
Given these and other considerations, even the Twenty-first Century sites that tried, proactively, to work with standardized testing have begun to seek more meaningful routes to assessment. At
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New Century High School, for example, the staff took the tests and we realized that they do include the skills we teach. (In fact) we felt there was nothing wrong with what was in the test, so we decided to take them seriously we analyzed the skills needed for the test. More recently, however, the same staff has been moving into essential learnings. We have identified 99 essential learning in our program and weve adopted a model which is a 5-tier system, beginning with the apprenticeship program. We are moving into portfolio assessment and would like to explore student-led conferences. [228] Most of us are using portfolios; they (the students) take these away with them when they apply for colleges or jobs all have them for entering the workforce. The employers are overwhelmed. The portfolio is not an intangible thing; it directly translates into something that can be used to sell the student it shows professionalism Despite the sympathetic use of testing, therefore, the staff at New Century are building their criterion-referenced, localized assessment system, a major part of which is the portfolio and its extended use as a career passport. It is a similar situation in North Mason School District, where, said one teacher, test scores were raised significantly (Im proud of that even though I dont like standardized scores) Another teacher filled in the background: Originally, students were told the test doesnt matter some drew pictures in the blanks Test scores went up when we fed the kids pizza and encouraged their hard work on the test. As with New Century, however, there has been a major shift in North Mason toward more customized and localized criterion-referenced assessment. The M-CAD management system has been introduced and thoroughly overhauled for local use. Indeed, this process of local adaptation through teacher involvement in re-writing the K-12 instrumentation has met with general approval across the district: [229] The M-CAD people were contacted to help develop the management system the price for adaptability is that we write everything ourselves. We were able to modify and change it to meet our individual needs. (In so doing) we developed ownership. Its going to be invaluable not only for new teachers but at the elementary for those who change grade levels; it will help us to be better selectors of
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materials. M-CAD K-12 was the incentive to raise standards thats really exciting. This has been the only opportunity I ever had to do this kind of thing. It changed the way people thought about what they do and who they are its about recognition and identity. In addition, a district administrator not only echoed this positive comments from teacher colleagues but also confirmed the major focus on M-CAD as a system for encouraging continuous progress Weve not had high enough expectations for our children. We need to give up the fluff and stuff we need to be real intentional about what we are doing and the M-CAD K-12 discussion provides for this through district-wide planning and thinking time. This curriculum (and assessment) articulacy K-12 in North Mason pre-figures what is being planned for [230] Washington State in the near future. What is significant about the efforts in North Mason is the level of teacher involvement in, and commitment to, their system. The participant ownership and affiliation is obvious and, hopefully, there are some lessons here that will not be lost on state-level policy makers. Another site that has adopted a similar approach to that of North Mason is Mountlake Terrace High School in Edmunds School District. Indeed, both sites have been sufficiently impressed by an outcomes-based approach to curriculum and assessment planning that they have constructed expectations for their students which are very much akin to the eventual academic learning requirements currently being established at the state level. At Mountlake Terrace the staff refer to the expectations as competencies and they are used for all curriculum planning and assessment activities thus leading to a high degree of curriculum alignment and articulation. According to a math teacher, I love quantitativeness, but Ive now discovered the power of qualitative data. I get the kids to write about their learning experiences in math to get in touch with their own data. I encourage them to write and reflect to show growth in their learning process. What they say fits our competencies exactly. Test scores, added the same teacher, are the equivalent of sound-bites; they are a knee-jerk reaction, not [231] thought through. They reward rule-following, not creativity, nor understanding. They do not aspire, in Washington States language, to the application level. Real knowing is not on the agenda. He concluded: we have to get beyond the lucky monkey stage. And all these apt comments come from a member of a department which has seen math scores
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rocket skywards. At Mountlake Terrace, the staff members have higher standards than standardized tests can provide. In English, for example, the students have to really write to graduate. All the students know they have to work up to a standard. There are no freebies here. We have mastery classes based on clear expectations; nobody skates. Its not an easy ride even us encouraging them to choose demanding courses away from their friends. Everything is student-driven (i.e. driven in the interests of the students). We used to teach the rules of writing; the emphasis now is on outcomes a reading rubric has also been established. According to another colleague, in science we (the teachers and students together) made our own lab, create the learning, set the standards (for assessment) science portfolios contain student, parent, teacher reflection. Above all, however, central to the development work at Mountlake Terrace, are the four competencies. [232] Rubrics have been constructed to amplify the competencies and to build the bridge with new assessment. Their next moves are to fine tune the standards and assessment procedures and to launch into an application level pilot involving a senior project. We will put the microscope on the application level pilot; we want assessment of and by the students. We also want application level graduation (i.e. mastery) to be based on the four essential competencies. Were really excited but scared as hell its up to the students now. As with the most recent work at many other Century 21 sites, the emphasis will be on the demonstration, presentation and application of learning. As the schools co-ordinator exclaimed, You have to run what you brung! [Diagram on bottom of page 232 inserted here; see top of next page] [233] During our site-based interviews, then, the respondents provided a full range of responses concerning standardized testing. We were able to glean:

peoples attitudes to testing how they teach in relation to testing how people prepare (the students) for testing how they use testing afterward Page128
[232] Performance-Based Learning
Reaching up to the Application Level at Mountlake Terrace High School
Essential Competencies rubric construction
Assessment Procedures
how they see it in relation to other assessment practices. We picked up much disparagement of standardized testing and not always from the professional educators. Generally, its true, teachers dont seem to have much time for them, especially when the tests do not seem to reflect the new teaching practices being implemented. Some Century 21 teachers feel particularly aggrieved because they were exhorted to be innovative in the classroom and then, in their perception, get saddled with an inappropriate way of assessing progress and capturing achievement. They feel constrained, less than futuristic in their change efforts. They feel imprisoned by what Peter Senge would refer to as the publics mental models of assessment. Standardized testing, say many teachers, does not capture either higher order skills or true learning. The CTBS even occurs, they say, at the wrong time of year (October), when not enough new material has been assimilated, so the test is only recording last years learning. Teachers, said one interviewee, just dont believe in testing. [234] The experiences of two Twenty-first Century sites, however, would suggest that it is too premature to claim that standardized testing is dead and buried. At Skyline Elementary, where math scores are up and the staff members maintain that tests are one indicator (were not gung-ho about them, but we dont disregard them), in some classrooms there is daily practice in the basic skills of language and math. The work is
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processed and corrected collectively (the kids dont feel threatened) and always incorporates review items and new material. The idea is that, on a daily basis, the students will be helped with both basic skill acquisition and more challenging tasks in order to raise expectations. It is certainly not just busy-work. Its a wonderful way to start my day; it lasts 20 minutes and it can be done very cooperatively. At Fidalgo, where all scores have increased so impressively, some staff members worry that standardized tests narrow the curriculum (they constrain teacher creativity; teaching becomes a grind it becomes a question of keeping the lid on). Yet all second graders and new students are tested in order to screen for gifts and comparatively weaker areas. This information is then shared with parents, is used at conferences and helps with the individualization of the curriculum. Diagnostic screening (for special needs) [235] will always have a place within the schooling process in order to allow for personalization of attention. Yet there is a clear trend away from norm-referenced testing as the way to assess student progress. The growth of criterion-referenced and ipsative approaches to assessment are a strong indication of this. At Clark Elementary, which prides [Diagram on page 235 inserted here.] itself in being a child-centered school, a computerized report card has been developed (on the File maker Pro program) which is a template for anecdotal records and individualized attentiveness. At Kimball Elementary a school board member maintained that test scores dont measure real learning: weve got to look at different methods measure kids against themselves instead of against a norm. Criterion-referenced assessment is built around external criteria for success against which all
[235]
Normreferenced
Criterionreferenced
Ipsative
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progress can be monitored. There is no bell-shaped curve involved (if the criteria are achieved by all [236] students, then they all (deserve to) achieve mastery. Moreover, the external criteria can be generated internally thus adding to the participant ownership. Meanwhile, ipsative assessment takes it one-stage further by monitoring each child not against external norms or criteria but against himself or herself and the students previous developmental record. One further issue remains to be discussed. At Covington Junior High in the Evergreen School District (where test scores have improved but, due to everchanging demographics, they werent that high to begin with) the staff members worry about the degree of affectiveness of the enterprise. They realize not only that climate factors affect what goes on but also that assessment has a dual role to play. The way assessment is done can affect the climate (its about how kids feel its about pride, participation, partnership, positive feeling all the ps.) and the quality of the climate itself needs to be assessed. But Assessing the Affective is sometimes like nailing jello to a tree. Its not easy to assess the kids appreciation of cultural diversity There are lots of things we cannot measure by pencil and paper tests. Computer literacy can that be tested? The ability to collaborate can that be tested? The informal feedback from the high school is that our former students work well in teams. Well soon be able [237] to do computer tracking in order to profile the affective side, e.g. risk-taking, collaboration, skill demonstration, personal development, etc. Moreover, the Covington staff, with their concentrated effort on the affective side of the equation, remind us that performance is about learning, behavior and attitudes. While, in this chapter, we have concentrated on improved student learning, we have to acknowledge that improved behavioral skills, better attitudes and improved learning are all inextricably linked (see the diagram below). [Page 238; see next page] Progress in school, based on the evidence of schools for the 21st Century, is about effect and affect they cannot be separated. Our research has led us to the belief, however, that value-addedness is generated on the affective side of the equation. While Sergiovanni has made a similar argument concerning leadership theory, we would claim that, when it comes to learning, value addedness is triggered by motivation and positive attitudes. Without these prerequisites (both part of readiness to learn), learning very much becomes an uphill climb. At Newport Heights, for instance, we were told that the older generation seems to have an aversion to school being fun and relevant [239] to kids. Motivational factors are so important; making school relevant makes it intrinsically motivatingmakes it fun for kids to learn. Children need to feel like they are in control, they are creating it themselves, coming up with the ideas its fun to watch the process At some point it may be that we demonstrate skills of co-operative learning other things would be things like interest and motivation. Anecdotal evidence from Century 21 sites would suggest that student self-esteem, motivation,
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LEARNING: A THREE-DIMENSIONAL MODEL
Content Dimension: Knowledge
Affective Dimension: Attitudes
Skill Dimension: Competence

(including behavior)
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interest, involvement and commitment (plus the skills to make something happen as a result of all this) have all rocketed skywards during the life of the grant. At Covington Junior High, where the Glasser training has encouraged the whole school community to commit to quality work, quality relationships and a quality assessment, climate is seen as the vehicle for success. Staff responses included the following comments. It has to be about the aliveness of human beings; there has to be a balance between being human and technology. Kids need to feel needed, safe; school has to be fun and interesting. School has to be where they want to be. Lots of things cant be measured by pencil and paper tests, e.g. kids appreciation of diversity (as a result of our Culture Fairs), computer literacy, the ability to collaborate [240] informal feedback from the high school tells us that Covington students work well in teams. The ability to write in improving the improvement is linked to technology/the writing process and the increased confidence of the students. They are able to re-work papers following the process through from rough to final drafts. According to six traits analytical model for writing, our kids emerge very well. When it comes to assessment we are becoming much more sophisticated. Test scores have improved (but they were not that high to begin with). We surveyed the kids and asked them how do you want your school to be? They suggested a code of conduct. They said they wanted all people (in the school) to be caring, respectful, fun loving! On the strength of these comments, we can only conclude that the Covington staff understand the importance and power of affect. Yet it goes without saying that standardized testing has virtually nothing to say about affect: at best, its impact is hidden inside the scores. Attitudinal change can only be unlocked using alternative more qualitative methods. [241] While many Twenty-first Century sites have been somewhat psichzophrenic [schizophrenic] about using standardized test data, one of the resolutions to their dilemma has been to expand their vistas of assessment while retaining the use of standardized tests in order to watch their backs. This dualistic approach, however, has led to a real bonus in terms of Schools for the Twenty-first Century. While enjoying the protection afforded by the one, they have actively explored the possibilities of the other. Indeed, this dual approach was legitimated by John Andersons phrase the improvement of student performance. Site members were able to expand the interpretation of this term from the basic definition of accomplishment, fulfillment, success in doing and meeting requirements to the larger definition which includes
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something done or performed; a formal exhibition or presentation before an audience (as with a play or musical performance); a rendition, and enactment. The first interpretation is very much product; the second is more process/product. The first sits well with standardized testing; the second beckons the introduction of more performance-based assessment where the learning is validated in the doing, the enactment of the learning. Indeed, there is a symbiotic relationship between the new assessment and the new learning. The new assessment needs active, hands-on, experiential, applied and performance-based learning and vice versa. As Alfred North Whitehead maintained back in the 1920s, true learning is best demonstrated when it is used: the quality of the use demonstrates the quality and depth of the [242] understanding. Howard Gardner ( ), one of the crusaders for the new way in learning and assessment, has reflected on these two interpretations of student performance: In schools including good schools all over the world, we have come to accept certain performances as signals of knowledge and understanding. If you answer questions on a multiple-choice test in a certain way, or carry out a problem set in a specified manner, you will be credited with understanding. No one ever asks the further question, but do you really understand? because that would violate an unwritten agreement. A certain kind of performance shall be accepted as adequate for this particular instructional content. The gap between what passes for understanding and genuine understanding remains great. Indeed, Gardner describes the practice of being too easily satisfied with the lesser definition as bordering on the fraudulent. His stance, like Whiteheads, is genuine understanding/true learning/deep processing only occurs at the application level. Its the application of the learning that provides both for mastery and its performance-based assessment. According to ( ), a valid assessment system provides instruction about the particular tasks in which students succeed or fail, but more important, it also presents tasks that are worthwhile, [243] significant, and meaningful in short, authentic. When we test for trivial or inauthentic achievement, teaching and learning are corrupted and teaching to the test becomes a dirty word. But if we test for authentic forms of achievement, teaching to the test is appropriate and desirable. Moreover, they say, authentic (as opposed to inauthentic) assessment, encourages and captures disciplined inquiry/in-depth understanding and the integration as opposed to the fragmentation of knowledge (including a grasp of relationships and connections). It also has value beyond assessment, i.e. it has other benefits than those associated with assessment. For instance, they argue, there is the production (the performance) itself; there is the flexible use of time and the potential collaboration with others. We would add personal capacity-building. Performance assessment demands more (of the students), yet is so integrated with the leaning process that it obtrudes less. According to Holly and Lambert (1994), performance assessment is based on a set of guiding principles (see below) which, taken together, encourage the
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establishment of a learning system. When discussing performance assessment, Bartz, Anderson-Robinson and Hillman (1994) argue that it complements active learning in classrooms; it helps to find out what a student can do (their article is subtitled, [*] [245] Make them show what they know); it encourages constructivist learning; and it underlines the importance of students demonstrating their knowledge and ability in real-life (authentic) situations. They also point out the importance of referencing or anchoring the assessments to predetermined student outcomes or standards. Rubrics can then be constructed to form the linkage between the expectations (the outcomes or standards) and the performance assessment tools used. Without anchoring a portfolio is a scrapbook; with anchoring it becomes a form of assessment. Above all, say the same authors, By utilizing performance assessment, teachers can expand the types of skills they assess, including a range of thinking skills from recall to synthesis and application. Performance assessment, then, finally helps students to traverse the full extent of Blooms taxonomy. [*Page 244 inserted here; see next page.] There is another important issue concerning performance assessment that has been touched on already in this report but now needs to be brought out more fully. In jettisoning the norm-referenced character of standardized testing, criterion-referenced and ipsative assessment are both made possible. The criterion-referenced assessment becomes a reality [246] in the operation of the anchoring mentioned above. The use of rubrics facilitates the processing linkage. So a portfolio, for example, is strengthened by the application of the anchoring process which allows for assessment against criteria which are external and objective, even if they were established internally. But, on the other side of the same coin, portfolios are a perfect vehicle for the operation of ipsative assessment and the tracing over time of individual growth. As has been argued, the (two) purposes of the portfolio should not conflict. While the interests of the student are always reflected, progress in student-set goals and instructionally mandated goals (the anchoring) must be evident. This growth of the student must be evident in the portfolio. A vital characteristic, then, of a portfolio (as a vehicle for performance assessment (see the list provided below) is its capacity to reflect student growth and the attainment of the anchoring criteria. [Page 247 inserted here; see next page.]
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[244]
Guiding Principles: Performance Assessment

The system build around teaching is being replaced by the system built around learning The teaching system demanded evidence that what had been taught had been learned, i.e., memorized. Standardized tests were seen as all that was required to fulfill this task. The learning system demands that learning has, indeed, occurred
Learning is now being defined differently. Learning is now defined as the knowledge, attitude, or skill being internalized to the point where the learner not only achieves understanding, but also has personal mastery, i.e., can apply and use what has been learned in a variety of settings application of learning involves a performancea performance which demonstrates and exhibits that the learning has taken place. The demonstration is the product of the learning process. Success in the former denotes success in the latter. New methods of assessment have to be devised which stand alongside standardized tests and which enable the students to demonstrate their learning in as full a form (or forms) as possible. What is required, therefore, is assessment that is performance-based and which creates opportunities for the students to demonstrate their learning as comprehensively as possible. More than one approach is required in order to create as wide a net as possible. More than ever, the task is to capture and record learning (or show that it has occurred), not prove that it has not. Assessment, appropriately configured, stands a chance of not only enhancing the process of learning but also displaying success in learning.
-taken from Holly and Lambert, 1994
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CHARACTERISTICS OF A PORTFOLIO
(As a Vehicle for Performance Assessment) Allow for the show-casing of the self and goal attainment through a performance of skills; Merge the processes of instruction and assessment/teaching and learning; Provide an appropriate tool to measure and reflect student performance (as evidence of progress); Encourage student participation (selection of pieces, criteria for inclusion, etc.) in the purposeful collection of evidence. Foster student self-evaluation (showing that student has learned about learning); Enable the students to become active agents in the process of their own learning; Encourage student success, self-esteem and feelings of selfworth; Create an essential link between formative and summative assessment; Must reflect student growth and the attainment of external criteria.
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[248] Alternative assessment can take many forms, but judging by the activities of Schools for the 21st Century, some approaches are more popular than others. At Concrete Elementary, for instance, anecdotal records, narrative report cards (involving less use of grades), and portfolios linked to student-led parent conferences are the chosen vehicles for assessment. While several sites are looking to use technology for computerized adaptive tests, portfolios are the dominant form of alternative assessment especially at elementary school level. At Seven Oaks Elementary portfolios take the form of students Performance Assessment Folders (P.A.F.s). According to staff responses, these portfolio folders: reflect the new real curriculum while giving a real picture of kids; encourage an approach that is developmentally appropriate; provide lists of skills that can be checked off over time as an on-going recording process; can help to diagnose individual needs; are positively oriented toward the students by finding out how theyre smart, not how theyre dumb. promote the jettisoning of grades which are deceptive tools. [249] It is interesting to note that many sites have become very actively involved with alternative assessment even when their test scores have been impressively high. At Clark Elementary, for example, where CTBS scores have been at the 80th percentile (somewhat due, staff members admit to the demographic profile here), dissatisfaction with standardized tests has led to development work on portfolios , a computerized report card system and student-led parent conferences. According to two respondents, both of whom are members of the army of active parent participants in the daily life of Clark, portfolio (is being used) in the upper grades more than the lower. The staff uses a computerized report card. File-maker Pro is the name of the program. As a parent, when you get the computerized format there is a dialogue of what your child has done. Its an open-ended narrative. We also took the regular report card and put it on the computer. Now we use both the regular report card and the computer one. The parents find it very helpful. My son has a three-ring binder he calls his portfolio. As a parent, I see it weekly. (There are) some student-led conferences and self-evaluation in some classes. My son has learned how to evaluate his own work Staff members are equally impressed with the computerized report card. According to one
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teacher, I use the File-maker Pro program. Its a [250] template for anecdotal records; its a child-centered school document. Our school is described as a child-centered program: each grade level has expectations for learning. The program allows students more direction in their own learning; having more choices lets students be more responsible for their own learning. I can design the format any way I want for each student, on anything theyre doing in any subject material. Like learning itself then, assessment (of learning) at Clark is now more child-centered, more flexible and more creative: A lot of staff have moved to other positions (regarding assessment) because of the creativity allowed through the grant. This has allowed growth to the point where we are now working on state correlation. The state level is working on performance-based assessment theyre writing rubrics for the state. Weve had the freedom to explore this area. The state is now coming out with its first performance objectives we wrote our own benchmarks. Clark Elementary, like many other Century 21 sites, has led the way both in the State and in its own district. According to a central office representative, the alternative assessment discussed here (at Clark) got us going across the district. Teachers now feel they can have an effect on assessment in the classroom. Overall, teachers were (formerly) less inclined to use [251] their judgment and trust their own judgment. I think knowing how to assess has been a real benefit. At New Century High School, where, as mentioned above, the work on improving test scores has been exemplary, the staff members have still found the time and energy to move into authentic and performance-based assessment. One teacher testified that the school is moving into essential learning. We have identified 99 essential learnings in our program and weve adopted a model which is a 5-tier system working from the apprenticeship level. We are moving into portfolio assessment (and we would like to do student-led conferences). Most of us have portfolios. They (the students) take these away with them when they apply for colleges or jobs all have them entering the workforce. The employers are overwhelmed theyre not an intangible thing. They directly translate into something which sells themselves they show professionalism. [Note this same quote on manuscript page 227/228] Across Schools for the Twenty-first Century, then portfolios have proved a very popular form of authentic assessment:
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[252] they can be used as a link mechanism between the curriculum and assessment. they have a relevance K-12; they register student development at any age and support a continuous process approach to student learning; they can be used as career passports and skill profiles (as in the U.K) in order to provide continuity across the school-to-work transition.
At Kimball Elementary in Seattle, alternative assessment (in the form of writing assessments and portfolios) has been a major focus. The main goal of this activity has been to change not only assessment but also the teaching and the curriculum for student success: The curriculum and assessment are not isolated (and the district is seeing this). Alternative assessment weve been working on that for years and all staff release days have been spent working on assessment our report card didnt reflect the way we were teaching. Parents still wanted grades In the 4th and 5th grades, students are part of the conference these conferences are going very well with the students involved; theyre very successful getting them (the students) to do self-assessment on a regular basis. Every grade level does its own portfolios well have permanent folders at some point The assessment needs have come out of the curriculum needs. We are training this year on the Oregon writing project. All release days this year have been directed at assessment. We looked at portfolios and had to retrain ourselves after we started the first group of portfolios. We are spending this year re-energizing ourselves The calendar now integrates the writing assessment and the portfolio: 9 to 11 pieces will be a part of our portfolio. The danger in the district mandating portfolios is if the people have the chance (that we have) to see the need for it. On the other hand if its not mandated it might not ever happen Above all, however, portfolios help us [253] measure kids against themselves instead of against a norm. Similar themes were elicited from a teacher at the International School in Bellevue: The portfolio is one piece of a childs workone way. There needs to be a variety of ways for assessment. They are soon to mandate portfolios at the district level, but we still havent decided the management of the portfolios. We make the portfolios managed by the child and the adult mentor as an on-going assessment over time. It becomes more student based than faculty-based. It would be much more effective if managed that way I would be happy to be a guide, but to be the sole manager if it gets to be overwhelming. This last point is echoed by members from several other sites. They all believe in the importance of alternative assessment and portfolios in particular but, at the same time, are very aware of the practical realities. Portfolio management involves time management. At
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Sevenoaks, for instance, we were told that its a time management issue I know its going to get better. its green and growing (as opposed to ripe and rotting!) narrative report cards are too time-consuming. [254] At Concrete Elementary, where changes in assessment were part of a whole bundle of added innovations, we were told about the stressful nature of the experience: Thereve been lots of changes in themselves. We bottomed out What brought it around was time time to get used to the new ideas. We slowed down on time; we could have burnt out really easily and flexibility: the staff were given the freedom to explore different teaching styles and encouraged to pick up on the learning styles of the children The staff has done some stuff but not blatantly. Many sites learned the lesson that it all takes time and flexibility , mainly because of the connectedness of the bundle of innovations. Site members learned that, while portfolio assessment is important in its own right, it is enhanced by its association with student-led parent conferences. These conferences have played a vital part of the success story at many Century 21 sites. They are about assessment and they are about participation. Students lead them and parents and teachers join in. At Sunny Slope, for instance, according to one parent interviewed, [255] Everyone has a slightly different procedure. My daughter led us through her daily routine, projects, etc. Then the teacher joined in at the end all adding to a student who is confident and full of self-esteem. Interestingly, these comments come from a parent who arrived for her interview with us clutching a copy of the ASCD publication, Expanding Student Assessment by Vito Perroine. Her general interest is parent involvement; her specific interest is student assessment. She would be heartened by these comments from a Sunny Slope student: Well, our teacher had us write down what we did and we told them (our parents) what we didwe showed them the room and how its organized. It took like maybe 45 minutes. The teacher sat there while we were talking; then when we had to sign the agreement the teachers came in and helped us with our goals. This is a good example not only of the teacher as facilitator (the guide on the side as opposed to the sage on the stage), but also of the other connection the link between portfolio assessment, student-led parent conferences and individual goal-setting for students in the form of individual learning plans (ILP).
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[256] This same degree of connectedness has been achieved at Newport Heights Elementary in Bellevue a school where connectedness is the watch-word. Indeed, as with other sites, the staff members at Newport Heights have constructed a performance (or authentic) system of which portfolios (and performance tasks), student-led conferences and individual learning plans (referred to as development plans at Newport Heights) are all a part. Accordingly, The kids have to show in some form what they have learned in written form in conversation. Performance assessment in some form is expected. We want the demonstration of learning in some form that approach is started at the earliest level If we want a kid to do a piece of construction with legos and do a program, we watch the child do the program we watch the product. We need to build all the skills that are part of that and check along the way to see that it is happening if we are doing assessment, it is still exciting. So, at Newport Heights, assessment is integral to learning as both process and product. It is not a stand-alone. It is part of the daily flow and subscribes to the notion that [257] the best form of assessment just looks like learning. It is not just a vital part of learning, however, it is what learners do. Now I want the portfolio to be more a part of the children. My goal next year is for it to be like their third arm. I dont want it to be a foreign object. Were getting a lot of good inservice on portfolios. The district does some there are two strong alternative assessment projects here in both language arts and math portfolios and our resident guru (a trained member of staff) does a lot for us. All staff to some degree are doing portfolios Indeed, with sites like Newport Heights thrusting ahead on assessment issues and the district promoting portfolios in two major curriculum areas, the district is in a very interesting position. Some of the schools supported by curriculum support agents from the central office are doing excellent development work on assessment, while the school board in touch with some parent concerns is not so sure about this direction. According to one of the districts curriculum developers, Im very frustrated about current [258] assessment systems. Standardized scores have not shown the growth (which has undoubtedly happened) here. The staff is anxious to get the tool to measure this thus alternative assessment. But the school board is going the other direction now these political and philosophical differences are troubling. Maybe, however, the new assessment which would include parent involvement in student-led conferences might actually be a vehicle for allaying some of the natural concerns of parents,
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especially the most rhetorical one of all is my child actually learning anything? Student-led conferences are an important way to capture parent perception that learning is going on. I do fully believe we have a responsibility to our public to demonstrate that learning is taking place. Numerical dependence makes us culturally bound to see a number to convince ourselves of something. They do help to paint a profile, but theyre no better than the data fed into them. I would like more open-ended performance tasks, but theyre difficult things to standardize. Im bothered by thinking of scoring portfolios. Theres something about it that takes the life out of them. We are trying to avoid scoring the entire portfolio, but the movement in math and language [259] is raising the expectations for everyone. Unfortunately, there are not enough people who can talk articulately about it. As Grant Wiggins has pointed out, the task now is to build standards as opposed to standardization into authentic assessment. According to one of the involved parents at Newport Heights, however, it isnt just a question of achieving content standards there have to be process standards as well. After all, she said, What is the value of the content if you cant do the process? The question is, did it (the learning) take? There has to be some proof that the learning has been internalized as much more time and energy is being placed on that; making sure that students see there is more than one answer and are able to tell you how they got there There is a role for content and a role for application. The question is how do they intermingle in the new world of learning? While educators appreciate the value of intermingling process and content to create the new world of learning, community members (and, therefore, many parents) and, by extension, school board members may not have the same appreciation. According to Gill Mattheis, principal of Newport Heights and a nationally respected educator, One of our biggest challenges is to educate [260] the adults of our community to many of them it (assessment) is like a foreign language. While assessment can drive learning, another thing that will happen when we look at assessment as being so much more is that it will not be a nice neat graph that realtors can use when they talk to people about buying homes in the neighborhood There are some things which are neither measurable, performable, or observable yet they are important nevertheless. These cannot be put on a graph Given these reservations, however, she is determined that Newport Heights Elementary will be a school that is known for its depth and breadth of assessment work: Im real interested in assessment because the teachers are excited about it. We have started portfolio development with the staff. My intention was that we were going to do
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a better job with assessment; we needed to be more knowledgeable about construction we had to start at a real ground level I think that a lot of the stuff we are doing now is more responsible and accountable: it asks all people (parent, student, teacher, community) to be involved in evaluation. The assessment becomes a tool rather than an add-on or an end-product. (As a student) Im going to get feedback about what it is that I am learning and the teachers will change what is going on in the classroom. [261] Jill Matthies herself will be heartened by these comments from her colleague (described in these pages as the schools guru on assessment) who has been trained by the district in order to pass on her expertise to the rest of the staff. Portfolio assessment is important because it is the first time parents, teachers, and kids are sitting down together looking at what they can do they are able to communicate to their parents about what they are doing. They (the students) write goals for themselves and then evaluate their progress toward those goals. From a teachers perspective you know what you think you want the kids to learn and you assume that it is going to happen. If the kid is not learning it, you ask what can I do differently? The portfolio is designed to prompt you to look at your instruction and make it better. Normally they (the students) dont look back and reflect now, in order to build self-esteem, they look at what theyve accomplished. How the child sees himself/herself as a learner is important. To have the parent involved in assessment is truly being involved in the childs learning on all levels. All parts are woven together, pull one out and something else will be missing. In the past we were doing things around the child, instead of involving them in the decisions the children had to be taught how to do this I see the portfolios as an anchor, not the end. I see it woven through the day now. I think more about the SLOs now than when I first started the portfolios. The entry slips have really focused me on the childs work so I can really see where the child is and determine what to do next. It really hones you in to the individual; it really speaks to individual instruction. [Page 262 inserted here; see next page.] [263] In all our research with Twenty-first Century schools we did not find another site where the whole school community (many parents included) have thought so deeply about assessment and related issues. Indeed, one parent explained the three levels of their thinking: Level One: Alternative Assessment. This is the whole range and variety of assessments that were looking at (as alternatives to standardized tests) in order to look at childrens progress. It constitutes a repertoire for teachers. Its a question of understanding the world of assessment. Level Two: Authentic Assessment. This occurs as a function of the teacher who
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Integrating Assessment into Classroom Instruction (N. Heights)

Teacher
Alternative Assessment
Level One
Understanding all the alternative ways/whole range and variety of opportunities to gather data/evidence concerning student learning (repertoire)
Teacher Student
Level Two
Selection (from the repertoire) of the appropriate method in order to truly show growth. Specific to learning of both student and teacher: provides evidence to guide teaching.
Teacher Student Parent
Evaluation
Level Three
In-depth exploration of assessment tools and measurement of growth against goals and standards.
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selects from the repertoire an approach which may actually measure this particular child. The approach has to be applicable to the childs learning style and teaching style being used. It may differ from child to child and classroom to classroom. Its a question of being able to monitor and encourage the ipsative development of each and every student. Level Three: Evaluation. This is used to determine whether common (i.e., criterionreferenced) standards have been met. It involves judgment: it is the evaluation of both the tools and the child. Its broader. At some point somebody has got [264] to sit down and ask if the child is there yet and did the chosen assessment tool do its job? Did it bring out the best in each child? At best, the assessment should involve student, teacher and parent This tri-level approach (see below) provides rich testimony to the seriousness with which the learning community that is Newport Heights is approaching the essential task of assessment. As mentioned above, however, the districts board members remain less than certain, as one of their number witnesses: The idea of alternative assessment all of a sudden it is something new and Bellevue has to get on board and be the leaders. The board has heard about the decline in standardized scores does this mean that the innovations and current practices and theory are not working? The Board has concerns My own personal view is that portfolios can enhance standardized tests (not replace them). Why not look at them both as a collection of different kinds of data? Does the portfolio data support the standardized data? [265] The major issue that keeps on recurring both at Newport Heights and across the Century 21 sites generally is if norm-referenced standardization is jettisoned what is there to replace it in terms of safeguarding commonly-held, generalizable standards. One of the new tensions is that between child-centered, developmental, ipsative assessment (e.g. portfolios) and criterion-referenced (standards-based) assessment: At the moment this school (Newport Heights) is emphasizing authentic assessment (portfolios). But will the school down the road do the same thing? probably not. Without portfolios, it is more possible to have common standards In this school assessments look different. We need to educate the state in this. The same tension, as evidenced above, surfaced many times during our research. At College Place Middle School, for example, staff members have been trying to move away from normreferenced assessment while reconciling the differences between a child-based developmental approach (portfolios) and a district-wide move toward standards-based criterion-referenced assessment. According to a district representative:
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[266] As a district we are Edmonds 2000: setting standards, assessment, program choices. Everybody in the district knows the major pieces; we have made an intentional effort to make sure everyone does know I see us moving away from the norm-referenced, bellshaped curve to mastery working on portfolios. The district has a sheet with all the expectations/standards on it now looking at more transitions between schools. The whole district will continue the restructuring efforts after the 21st Century grant is gone. We've mostly just gotten out of the way with Mountlake Terrace (High School) and College Place. They both have developed standards for kids we are looking at those district-wide. Concerning standardized tests, there is a misalignment between authentic and standardized testing. We are looking at a multi-level testing program. We are also part of Marc Tuckers National Alliance. We banded together with 4 districts; we meet on a monthly basis. The first year was mainly planning; were getting more intentional this year looking at standards and assessment, learning environments, high performance standards were looking at replacing CTBS if we can find something. As many people do not seem to appreciate, the drive to improve standards has been championed by the much maligned Outcomes-Based Education (OBE) movement. Many Century 21 sites College Place included have been influenced by OBE thinking, but not in [267] any doctrinaire, unthinking way. Teachers want success for their students and have received some important pointers in how to do this from OBE advocates. Says one College Place teacher, I am still dedicated to OBE (Outcomes-Based Education), but am so tired of the politicians not knowing what they are talking about Now the enthusiasm has gone deep. Some teachers were very reluctant at first, but have changed dramatically in light of, say, Glassers ideas. Is student learning better? Cant tie it to standardized tests which wont work nor to grades (although thats what some want. We send our kids to a high school that doesnt seem to appreciate what we do kids are learning here and being very successful in spite of the difference in philosophy. Kids say they feel important in this school (compared to other schools) we are far more accessible. In kids minds accessibility makes a difference even though this might not be measurable. Also, the counselling here changed to a more proactive part played by the child theyre encouraged to take more self-responsibility Using the OBE instructional model made all the difference in the world. The kids know exactly what it is they are to learn its more clear than ever before. There is some talk of rubrics and teaching children how to evaluate their own work, conferencing with each other and with the teachers The school is going to continue to get really serious to look at the overall assessment piece so that we are proactive before the [268] state makes us do things we dont want to Parents also need training to know more about the whole process. The (districts) writing assessment is excellent. It will teach the kids the way we want them to work. The parents dont understand the method of scoring. The next thing is for the parents to have a copy and have an explanation of how their child performed I see there is progress, some real good signs (about the writing assessment). This is
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connected to the districts thrust While College Place Middle is a part of a district-wide drive toward standards, Mountlake Terrace High School, another Century 21 site, is a large cog in the same wheel. At Mountlake Terrace the whole staff worked on a vision statement and then identified some major competencies which, once accomplished, would lead to the realization of the vision. Along with the vision statement, then, the competencies have driven the schools restructuring efforts and are now operating throughout the school. The competencies were established by asking such questions as: what should the students know? what do the students need to do in order to be successful? Once formulated, this set of guiding principles was constantly reworked, made clearer by using more focused [269] language and then posted in all rooms throughout the school. In terms of this initiative, there have been four consequences: 1. By applying the competencies in all areas, the staff have created the iron hoop around the barrel and the school has become more inter-disciplinary in its approaches. While there is still a departmental structure, all changes are now initiated collectively based on the competencies. The major task (for all departments) has been to look at the current curriculum in the light of the competencies. When great big holes were found, by the ripple effect, departments were invited to fill the gaps by working together. The net result of all this effort has been the establishment of horizontal clarity and consistency across the curriculum. 2. Because the competencies, by definition, are skills-based, their formulation has greatly increased the centrality and status of vocational education in the school. This process of vocationalization entails vocational education being legitimated no longer being an add-on it is accessed by all kids; it is now central to the curriculum. Moreover, the competencies can be re-formulated in terms of levels of skill development. Foundational skills (i.e. the ground of entry level experiences such as computer literacy) and more skills can both be identified, as can more advanced [270] skills such as those required in action-based, problem-solving, project-based computer-assisted design experience. As a consequence, while the competencies are somewhat akin to exit outcomes, they can be expressed in the form of developmental hierarchies. And skill development has long been a fixture of vocational education. So, once the competencies were fully accepted, the staff looked to vocational education for help and guidance. As a result, vocational
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education came in from out of the cold. 3. The competencies (and the way they are being used) represent an interestingly dualistic approach. They are at one and the same time more challenging they represent higher expectations yet are more accommodating to different learning styles and multiple intelligences. Its so logical, said one teacher, were setting higher expectations, but well help you get there. This really is the crux of the matter. In schools like Mountlake Terrace success is being redefined (on a higher plain), but is being focused upon so much more intentionally and intensely that many more students are [271] achieving the required level. As the teachers like to say, there is a paradigm shift occurring here. Its a case of mastery, not mystery; intentional success as opposed to arbitrary failure. This paradigm shift, however, is not a question of changing assessment alone. It involves the establishment of an authentic system which includes assessment but which also includes teaching and learning; i.e. the real curriculum (which will be discussed in the next chapter). In this authentic system assessment and teaching and learning are not only closely connected but also have to live and breathe authenticity on both sides of the equation. Thus, at Mountlake Terrace, We are making learning real. Like the Suzuki method, its real life in the classroom. Were simulating life in the classroom through authentic instruction In fact, were a best kept secret. Weve made change happen behind the classroom door. Teachers have changed the way they teach piece by piece. The reference to John Goodlads book Behind the Classroom Door (which he [272] wrote with Madeleine Klein in 1972) is an interesting one. In the book the authors surveyed the innovations of the 1960s and their impact on classrooms. They found many innovations but precious little depth change. And, twenty-five years on this is where Twenty-first Century sites like Mountlake Terrace have really made the difference. They have not only set the sights higher, they have changed the instructional system (including assessment) to get themselves there. Not only have they created the authentic, hands-on, performance-based learning environment but also theyve built assessment to suit. 4. This is why the competencies, once articulated, are being used daily at Mountlake Terrace as the heart-beat of the new assessment. They have to be authentically exhibited for the students to be deemed successful. The corollary, of course, is that the students have to be given plenty of opportunities to exhibit them. The daily-ness of their use is also important. It cannot be a case of them being used today and forgotten tomorrow. Its a case of an on-going, everyday style (of both instruction and
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assessment) which is habitual for both teachers and students. Consequently, the habit has to be established early on its a question of vertical consistency and continuity. Said one member of the staff, [273] The competencies will drive change below we need to prepare further down the multi-media presentations, project-based learning, etc. There has to be a back-draft from all this Verticalization demands consistency and continuity over time; it demands progression of skill development toward the successful accomplishment of the exit outcomes, i.e. the competencies. In addition, say the Mountlake Terrace staff members, the more and better this is done, the more the entry level proficiency could be achieved prior to entry to high school Of the three levels of skill development entry, core and application the entry level will become redundant eventually. The certificate of mastery, now three years, could soon take two years as pre-ed improves. At Mountlake Terrace, for example, this is to some extent already happening. There has been an attempt to scrap grade-related terminology (another feature of Twenty-first Century sites in their determination to break [274] free of the lock-step, route march through the grade years) and it is intended that the students will be able to accelerate through the levels in order to achieve mastery early if that is deemed desirable. Indeed, students can already challenge to prove competency and, if successful, can go on to the next level thus erasing unnecessary seat-time. Students can thus test out of entry level/pre-requisite classes. However long it takes, however, the application level is the goal, the final step: Its the last step the celebration of applied learning. It is the culmination of everything that has gone before and not just at the high school level. More and more, a students schools is being seen as one process, as a connected whole. Therefore, say the teachers, When the student walks across the stage (at graduation), it is a celebration for that student, yes, but also for all his/her teachers who have created the continuous set of learning experiences [275] This is a wonderful example of Peter Blocks concept of stewardship. Working together over time and sharing the same goals the competencies the teachers are the stewards of student success. At Mountlake Terrace, as with several of the other sites, the culmination of all this endeavor is the application level and the culmination of the application level is the senior project. Building
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on the work of Shorecrest High School (see the next chapter), a task force of Mountlake Terrace staff members has designed the steps and standards (for application level credit) and, with the help of students, produced an excellent introductory video. This spring over fifty students piloted the course. They have to find a mentor inside or outside the school and undertake detailed project planning involving the completion of journals/goal-sheets (for on-going evaluation). The idea is to meet smaller goals weekly, which will add up to the successful completion of the application level. Each student has to actively demonstrate the application of at least four competencies; the students help to judge each others progress and a final demonstration/exhibition is organized in front of our evaluation team. [276] Moreover, for Mountlake Terrace, an open-ended project seemed a right move for two reasons Firstly, the senior project is consistent with the new organic style of the authentic system being constructed at the school: Indeed, the learning experience has changed radically from read the chapter, do the questions to hands-on active involvement and analytical thinking most teachers have changed their practice against the competencies (In fact) it all started with the curriculum. We couldnt have changed so much without starting there by questioning how we teach/what we teach. Secondly, the senior project is very much influenced by the thrust for individual student success and the recognition that individual student success comes with individualization, i.e. focused attention on individual needs, goal-setting and contract learning. The staff members have been much influenced by Howard Gardners work on multiple intelligences and the need to see each individual student as a unique configuration of intelligences and potentialities. And here an interesting [277] dynamic arises in the work at Mountlake Terrace and several other sites. It is a tension although not an insuperable one between horizontal and vertical consistency. Horizontal consistency is very much about the competencies themselves as general, somewhat uniform expectations placed on all students. They are somewhat external to the students (although, as in the case of Mountlake Terrace, generated internally at the site level). Vertical consistency is all about individualization the processing of each individual student over time at a depth and rate which is developmentally appropriate for a particular student. It is all about personalization of goals, of individual learning plans, etc. The one (horizontalism) asks much the same of all the students; the other (verticalism) makes appropriate demands of each student. It is much the same tension identified earlier in this chapter between criterion referenced and
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ipsative assessment. It is, however, a dynamic and, ultimately, creative tension but one which has to be resolved if the new world of learning the authentic system is to have validity and [278] relevance, rigor and meaning. In our view, the need to reconcile thee apparent differences is the major task of the new teacher in the new world of learning. According to Holly (1993), it is the teachers acting as a Janus figure, looking both ways at once, reconciling the external with the internal, and bringing common expectations to bear in the classroom while translating them for each and every student. It is the teacher that is the crux of the matter: it puts the teacher to center stage but perhaps not obviously so. Nonetheless, the teacher lies at the heart of the matter. Instead of receiving the objective reality of norm-referenced testing, the teacher-as-professional has to create the new deal by integrating the objective dimension of criterion-based assessment with the subjective, needs-based reality of the students. This is why portfolios as an assessment tool cannot just be used to ipsatively record individual development. They have to also be used to register individual development against benchmark expectations, i.e. standards. Portfolios and their owners, the student have to be anchored. Only when this is done to everyone's satisfaction will norm-referenced testing become redundant. The question posed by the staff at [*] [280] Newport Heights remains, however: can portfolios perform at both levels and fulfil both functions? Whether portfolios can be the vehicle for traversing the territory from authentic assessment to true evaluation (in the definitions used at Newport Heights) remains an open question. [*Page 279 inserted here; see next page.] One way forward taking a leaf out of the book of Mountlake Terrace would be to do what Holly (1994) refers to as matrix planning. The desired competencies can be arranged along one dimension and the levels of skill development along the other. Each students individual progress could then be plotted on the resulting matrix. [Matrix on page 280 inserted here; see second page following.] [281] In embracing both criterion-referenced and ipsative assessment, then, teachers and their schools have to look both ways at once. They have to look outwards to the external criteria for success and inwards to the individual growth needs of each and every student. This fulcrum role makes the teacher more important not less as it is the teacher who has to do the looking both ways and accommodate both sets of demands. In describing this as the Janus Effect (as we have done above and will be doing several more times in this report), we are referring to the roman god Janus (after which January was named), who was the god of entrances (and exits), dichotomies and ambivalence. He should have been the patron god of teachers and teaching. One Twenty-first Century site that has acted very much in Janus fashion and has built upon the idea of matrix planning is Orondo School District. Its pathfinding work in the area of assessment deserves special attention. Already strong in the area of diagnostic screening (Orondos special needs screening program and follow-up provision are probably second to none) and getting stronger by the day in the area of portfolio assessment (a district team under the tutelage of an external consultant has been working on this), the district realized that it had
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[279]
PERFORMANCE ASSESSMENT: THE TWO SIDES OF SUCCESS
THE INTERNAL DIMENSION
THE EXTERNAL DIMENSION
GOALS THE SELF I.L.P.

(Individual Learning Plan)
THE OTHER
INDIVIDUAL NEEDS RELATED TO GROWTH
PORTFOLIO
EXTERNAL CRITERIA RELATED TO GENERAL STANDARDS
STUDENT SUCCESS
much strength on the ipsative side but needed to get stronger on the criterion-referenced side. Over several months, again working with the support of external consultants (and pre-figuring the current state-level work in Washington by many months), an assessment framework has been created [282] against which all student progress can be plotted in the future. The framework consists of a lattice (see below). [Diagrams and chart on page 282, continued on top of page 283, inserted here; see document page 155.] [283] The assessment team in Orondo has substantially filled in the necessary detail of this
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[280]
LEVELS OF SKILL DEVELOPMENT
MATRIX PLANNING
Competencies
map and, following discussions with colleagues in the summer of 1994, its implementation is scheduled for the fall. The lattice, while built on the principle that a criterion-referenced assessment framework is required, is also an excellent mapping device for ipsative assessment. The growth of each [Chart on bottom of page 283 inserted here; see top of second page following.] [284] student or each of the learning goal continuums can get registered (and frequently up-dated) and student goals for further development can be accurately gauged. The example below, [see page 157] for instance, demonstrates that Jos has an interesting developmental profile which, if his needs are to be met and the schools procedures are to be fine-tuned enough to meet them, has huge implications for the ways that student grouping arrangements are made. Where is Jos the student with [285] personalized needs to be best placed for instruction across the learning goal areas. Which reading group is best for him? What math group would best satisfy his needs? And what about Jos the social being? Where is he best placed? We believe that the answers to these questions and others like them (which Twenty-first Century sites have already had to face) will be the questions for student grouping and curriculum design over the next ten years or more. The answers to these questions will go beyond the current debates concerning homogeneous v. heterogeneous grouping or co-operative learning v. individualized learning or multi-age v. grade-related classrooms, etc. We will probably find that these are all false dichotomies and that weve been chasing too many eithers and too many ors. What we seem to need most is flexible grouping (and scheduling) which allows for all kinds of arrangements in the interests of students and their learning needs, as long as these needs are set in the context of some criteria-based, generalized
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[282]
The Assessment Lattice

(Orondo School District)
[282)
The vertical threads are the learning goals areas (locally-determined but related to developments at the state level) each of which is presented in the form of a developmental continuum. The Essential Academic Learning Requirements, developmentally sequenced, are embedded in each continuum. The horizontal threads are the stage-related levels of expectations. The juncture of the horizontal and vertical threads is a standard or cluster of standards; i.e. a developmentally appropriate grouping of Essential Academic Learning Requirements.
[283]
Built into the lattice is the dual understanding that mastery is an agreed upon level of proficiency and a staging post on the continuum of lifelong learning.
expectations. So the staff at Orondo has been dealing with much the same issue as colleagues in many other Century 21 sites: how to maintain standards in lieu of standardization? How to evaluate students authentically in ways that will appear responsible and accountable to their
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[283]
Levels of Expectation
R E A D I N G
L A N G U A G E
M A T H
S O C I A L S K I L L S
W O R K S K I L L S
B I L I N G U A L I S M
MASTERY
LIFELONG LEARNING
parents and the community. The Orondo experience will no doubt prove invaluable as the state plows the same furrow over the next few years. [286] Orondo is obviously not alone in its endeavors. At Sammamish High School, another Twenty-first Century site in Bellevue, many of the staff want to move toward a performancebased system and they are much impressed with the progress made at other high school sites such as Shorecrest and Mountlake Terrace. They are also working on criterion-referenced competencies (referred to as characteristics in their case) and want to develop the ability to
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demonstrate success. They know, however, that they have lacked unity of purpose on these matters and that the work should have become a focal activity much earlier in the life of the grant. What is demonstrated at both Shorecrest and Mountlake Terrace is that unity of purpose
This lattice can be used to map the progress of each individual student in each of the learning goal areas. The lattice can also be used as the basis for the construction of a student portfolio.
[284]
Jos, Age 8
R L B S
Levels of Expectation
W M
MASTERY
LIFELONG LEARNING
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plus common agreement on core skills/exit outcomes are both indispensable when it comes to curriculum change and shifting everyday practice in the classroom. In Camas School District, like the sites described above, the focus has been on the establishment of expectations and exit requirements (they are not wedded to the term outcomes probably for good reasons). A district-wide committee has been working on these requirements for several months. As one of the parents involved declared, Its going to take time for the parents and students to understand the outcomes As a parent I was a member of the outcomes co-ordinating 13 or 14 people a good cross section of people. Its been very hard work but so interesting. Our work fits in nicely with [287] the emerging state recommendations. The main thrust has been at the secondary level, with the emphasis being on the exit requirements that need to be accomplished prior to leaving the middle and high schools. It has now become an across the district initiative, however, with elementary teachers coming up with exit requirements based on the lead of the high school. While benchmarks are being developed at each level, the same tension identified above (horizontalism versus verticalism) is being played out. According to a district spokesperson, In the first year we developed Dynamic Learning Units (DLUs). New things are much more risky growth benchmarks not everyone doing the same thing at the same time. Its a long journey and we are still traveling. The elementary level has done outcomes for language arts, math, reading also looking at authentic assessment. We are coming up with demonstration tasks, added a teacher; we are moving toward alternative assessment. In social studies we ask the students to develop a country and explain the process. We are building portfolio collections of [288] writing. The formal process starts in the 6th grade but some is being done at the elementary level as well. Students are learning to be accountable for their own work; they must complete the exit outcomes at a proficient level. As at Mountlake Terrace and Shorecrest, the high school staff in Camas are pioneering the senior project. This consists of an 8-10 page research paper which is based on 15 hours of research time and culminates in an oral demonstration. Accordingly, said the same district representative, Were doing a lot of projects not just paper and pencil work. We are drawing on what we know and what we do. We have moved from thematic units and are now looking at authentic assessments. We are looking at long-term growth outcomes. To be real successful we will have to get rid of grade levels; a year from now we will probably be piloting non-graded classes
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These comments raise several pertinent issues: 1. The more individual student development can be traced on the kind of matrix described above (and thus reconciling the horizontal with the vertical), the more individualization within a context of expectations becomes a reality and the less grade-relatedness is required. [289] 2. In the newly emerging authentic system curriculum and assessment are inextricably linked. Indeed, our concept of the real curriculum developed in the next chapter contains assessment as an integral activity. It is very much a case of connectedness. As one respondent questioned, how is teaching going to prepare children for the real world? And one answer is through the style of assessment used. Given this linkage between learning and assessment, there is inevitably a great deal of necessary overlap between this chapter (on assessment) and the next chapter (the real curriculum). 3. According to another respondent, Kids in Schools for the Twenty-first Century are performing above the academic level of traditional schools. They have to really know something in order to perform with understanding and be able to demonstrate the extent and depth of their understanding. The press is on to create different ways of them showing what they know and, more importantly, assessment tools that capture their different ways of knowing. In answer to the questions we posed at the beginning of this chapter, therefore, we are led to [290] say that Schools for the 21st Century have provided the State of Washington with a real bonus. According to the weight of evidence provided above, they have prospered in traditional terms. But they have also prospered in non-traditional, more authentic ways. They have not only created more student learning but also and more importantly better student learning and discovered new ways of capturing (i.e. assessing) it. These assessment pioneers have left an impressively rich legacy to the students, teachers, parents and educational communities of Washington State. In the process they have re-drawn the map of learning. We have tried to capture this experience in the learning map (see below). As a consequence, sites such as Jennie Reed Elementary, where the test score results have been somewhat mixed (the low socio-economic status of most of its students probably keeping us from higher test scores), have been able to locate themselves on the map and see themselves achieving growth and improvement in non-traditional areas (e.g. student self-esteem), while discovering these gains in non-traditional ways. Echoing Howard Gardner, Schools for the 21st Century has achieved multiple kinds of success and adopted multiple ways of assessing it. Schools for the 21st
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[50, 291]
THE LEARNING MAP

MORE/GREATER LEARNING QUANTITY
How much does the student now know as a result ?

Has the students personal capacity to learn been increased?

More Learning More achievement gains More worthwhile learning More understanding More critical, creative, and independent thinking Better communication Better (efficient, effective and excellent) learning
Greater acquisition of learning to learn/ study skills Greater capacity to work both individually and in cooperation More able to learn from others and from a rich variety of sources More able to reflect on their learning More meaning in learning More internalization/more impactful learning More retention/long-lasting learning
BETTER LEARNING

SUCCESS IN STUDENT LEARNING

LONGER LEARNING
More ready to 'hang in there More increasing meaningfulness/ more ownership More self-esteem as a learner Greater sense of achievement/ success/motivation More tuned in to learning/more enjoyment in learning Acquisition of life skills Increased capacity for lifelong learning
Better cognition Students better at learning Students taking more responsibility for their learning Better problem-solving capacity Better transfer of skills More relevance, interest, and application More able to apply the learning (to reallife situations) High quality performance (exhibition of learning)
What can the student now do as a result of this learning?
Has the students capacity for ongoing learning been increased?
QUALITY
MORE APPLIED LEARNING
(Holly, 1993)
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[292]
Chapter Two
[The Real Curriculum]
This resource document transcribed and typed by Lynn M Stuter; published 1998.
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[293] [This page, in part is a duplication of page 134 of the manuscript] In working extensively with Schools for the Twenty-first Century, Holly (1991) was able to distinguish between the intended curriculum (which should contain high quality intentionality for high quality student learning) the received curriculum (which should involve a high quality process of teaching and learning) the real curriculum (which should contain both of the above and real results, i.e. high quality student learning outcomes.)
The intended curriculum, on its own, is necessary but not sufficient. However lofty, it is just a set of good intentions. It is a necessary but not sufficient part of the whole learning equation. The same can be said for the received curriculum. On its own, on one side it is purpose-less, untutored by intentionality, and, on the other, un-tested, untried. It would be like trying to stand up an assortment of books on a shelf with no book-ends to support them. Yet, even when operating quite effectively together, the intended and received curriculums are nothing unless they deliver the goods, i.e. real learning and, therefore, the real curriculum. [294] [This page, in part, is a duplicate of page 137 of the manuscript] The real curriculum is the learned curriculum: it results in real learning because the high quality intentions ignite the high quality teaching-learning process which, in turn, galvanizes the need to assess whether high quality student learning (in line with the original intentions) has indeed been achieved. Without real, successful, demonstrable student learning the real curriculum does not exist; it remains a set of empty promises. In order to show that the promises and more have been fulfilled, however, real assessment is required for the real curriculum. It is not good enough to have just the promise of success; there has to be knowledge of success, i.e. convincing evidence that high quality student learning has actually occurred. As mentioned in the previous chapter, one of the fascinating aspects of the work of Schools for the Twenty-first Century has been the intense activity expended across the sites in terms of re-drawing the map of learning. If it is all about success in student learning (which it undoubtedly is), then, almost intuitively but also guided by the writings of the likes of Howard Gardner and Ted Sizer, the site members began enlarging in the light of their accumulating experience the map of learning. Being led to redefine learning was partly a function of the intensity of their work; by working so closely with the real [295] learners the students and by virtue of being real learners themselves, they had the time to reflect on the nature of learning and its multi-dimensionality. Indeed, what happened over time was that they redrew the Page162
architecture of learning. This architectonic, systemic approach to learning was summarized by Holly (1993) in the diagram included at the end of the previous chapter. This learning map represents an attempt not only to capture the systemic efforts of site members but also to show that success in learning is about so many things with quantity of learning being only one indicator. As shown in the previous chapter, Century 21 sites were certainly not deficient in this resolve yet they achieved so much else besides. By redefining the learning map and then learning how to assess all its elements everybody stands to gain so much. Surely, merited success is what everyone is looking for? But what if merited success occurs in ways and areas that were not traditionally countenanced? What if Howard Gardner is right and, out of the seven focus of human intelligence that he and his colleagues have discovered, we normally only countenance (and think worth assessing) one and a half of them? In this report using the learning map we are looking for more learning, better learning (these two things might not be synonymous indeed we can envision that less learning might sometimes result in better learning) and, [296] more and better ways of demonstrating its existence. Where our present task becomes impossible, however, as suggested in one of the opening quotations to this report, is the need to track the impact of Century 21 learning over time. We wanted to place half the learning map in semi-darkness. It is the unknown. What we suspect, however, is that if the Schools for the Twenty-first Century learning experience is not followed-up appropriately then all the potential gains will be dissipated. If not honored over time the gains will wither on the proverbial vine. There is already some evidence of this happening; for example, when Century 21 elementary students enter an unappreciative, unsympathetic middle school or junior high environment. In such a situation, the easiest thing for the students to do is to revert to type. This is an important, urgent issue that needs to be addressed at the highest level in the state. If handled appropriately, Schools for the Twenty-first Century as an investment could pay dividends to their share-holders for years to come through the agency of their learning ambassadors, the students. Handled inappropriately, the investment could disappear within a very short space of time. It is the Century 21 students that are indeed the ambassadors of and advocates for the new ways in learning and assessment. But they need nurturing; they need to exist in appreciative environments. Momentarily, they are the real curriculum but how long will it last? [297] Several times we have mentioned the connectedness between more authentic assessment and more authentic learning and that both have to exist symbiotically within an authentic system. The learning map is the connector: it represents the whole challenge for teaching, learning and assessment. We can also see, however, that in terms of this connectedness there would seem to be a set of guiding principles at work, all of which happen to start with the letter A and all of which apply equally to both learning (as the focus of the real curriculum) and how to assess it. The same list of guiding principles, then, applies on both sides of the equation. [298] Accommodation In the case of Orondo cited above, the staff team members have clearly accommodated both external expectations and the internal needs of the students. They have embraced both the
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outside and the inside; they have constructed a Janusian system which enables them to look both ways at once. Accommodation is the Janus Effect at work. The settlement, reached at Orondo is a very real attempt to achieve assimilation and harmonization. Indeed, Doug Banner, Century 21 teacher at Skyline Elementary likes to extoll the virtues of and approach known as harmonic synchronicity (which aims to get several possibly disparate elements to work in sync.). Accommodation is achieved through Affectivity and Articulation. Affectivity Throughout our research with Twenty-first Century schools this is the concept we kept on returning to. Affectivity is about emotional attachment; its about positive feelings; its about affiliation and buy-in. Affectivity is about involvement and commitment; its about intrinsic motivation motivation from the inside which can be generated by identifying personal needs and interests. It is affectivity which provides the glue for personal investment. It is responsible for such feelings as I want to be here; I have a place here; These people care about me and my needs; This is the place for me. [299] As Glasser says, people need to belong to organizations which operate in need-satisfying ways. In the case of assessment, they need to feel that it is working for them and their best interests. Self-assessment, of course, can add to the personal investment and motivation. Articulation This is the other side of the Janusian coin. Articulation involves the clear and systematic elaboration of external criteria for success: what it takes in ordered detail to be successful. The kind of specification found in rubrics is the stuff of articulation. Articulation depends on the establishment of Anchoring. Anchoring These are the stays the criteria in criterion-referenced assessment. Exit outcomes, competencies, requirements, success criteria, expectations, etc are all examples of anchoring fixed points (bench-marks) against which success can be measured. Alignment Many Century 21 sites have introduced more intentionality into the teaching and learning process with the result that there is now far more curriculum alignment. Outcomes/expectations are matched with appropriate assessment and instructional practices but not in some straightjacketed, inflexible format. Intentionality does not have to take the form of levelling down: [300] it does not have to be a question of reducing everything to the lowest common denominator. Intentionality can be about rigor and challenge: it can be about raising standards, not lowering them. It is about creating a framework of expectations which is flexible enough to
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not only encourage but also liberate personal excellence. The aim of alignment, quite simply, is to direct ones endeavors with a view to attainment. Success is the goal; ensuring success is the name of the game. Accountability The more success there is to be achieved, the more people will legitimately demand accountability to register and record the extent of the achievements. We see assessment as one but not the only vehicle for accountability. Indeed, we see student assessment (and we tend to link those terms) as a subset of the wider set of activities referred to as evaluation and, when taken together it is the whole that makes for accountability. The essence of accountability (as with this report) are the questions, has student success occurred? and what caused this success? By asking these questions in this documenting, we are reporting the fruits of the assessment and evaluation activities and, in so doing, we are rendering accountable Schools for the Twenty-first Century. The worry is that the more success occurs, the more there is to capture, to explain and to be accountable about. As Charters and Jones explained back in 1973, what you dont want is evaluation of a set of non-events - but thankfully that is definitely not the case in this instance. [Insert page 301 here; see next page.] [302] Achievement Success in student achievement, then, is what it has been and will continue to be all about. Another irony is that the use of more varied forms of assessment adds formatively to the achievement levels (by being motivational, refreshing, reinforcing; informative and a vehicle for involvement), while, when applied summatively, being more able to capture the many different forms of student achievement that Howard Gardner and other commentators have educated us to appreciate. New assessment encourages new success in student learning and then reveals it for all to see. In other words, at the same time that we are beginning to realize that there are different forms of learning and, indeed, different learning styles, we are also becoming more capable of revealing its existence. As noted earlier the synonyms achievement, attainment, accomplishment and performance all have the same dual meaning: the first suggests completion, fulfillment, and realization (i.e. a finished product); the second suggests competence, talent, proficiency and mastery (i.e. process skill toward a product including its presentation/ demonstration). Schools for the Twenty-first Century have tended to move from the first definition to the second: they have stretched upward toward the application level. Application According to the dictionary definition, application involves putting to use, bringing to bear, and being relevant; [303] it is also the act of applying, administering and using actual,
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[301]
in the production of mechanism constructive energy lies outside it, and adds discrete parts to discrete parts. The case is far different for a living organism which grows by its own impulse towards selfdevelopment. This impulse can be stimulated and guided from outside the organism, and it can also be killed. But for all your stimulation and guidance the creative impulse towards growth comes from within what I am now insisting is that the principle of progress is from within; the discovery is made by ourselves, the discipline is self-discipline, and the function is the outcomes of our own initiative. Alfred North Whitehead (1932)
In restructuring schools, accountability is a central concern (yet, unlike previously) it originates as much from within the school as without. The schools accountability for all students is a concomitant of the school-based teams increased authority and responsibility as professionals. School boards expect accountability as before, but how we gain it is exchanged for providing the means to be accountable. Accountability is a function of the professional agreements established by the school-based teams. U.S. Department of Education
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practical usage. It clearly involves doing, i.e. a performance. While applied learning involves practical activity, therefore, its corollary is performance-based assessment. Indeed, hands-on, experiential learning demands this form of assessment it is a question of systemic congruence. Real-life, authentic learning demands authentic assessment. Authenticity This time the dictionary definition includes words like authoritativeness, truth, entitlement to acceptance, credibility, real facts and genuineness. As posited above, authentic assessment has to be embedded within the real curriculum. Assessment [304] One thing that we have learned by working with Schools for the Twenty-first Century is the indisposable role that the assessment (old and new) plays within the real curriculum. When forging ahead as innovative sites, this is the reason why the schools and school districts, when they had worked on embedding high quality instructional processes within an intended curriculum framework, felt impelled to turn to assessment to see if their intentions and their instructional processes were having the desired effects. This is now the reason why, in this report and in the interests of our chosen strategy, ie backward-mapping, we now need to turn our attention to the other elements of the whole curriculum, intentionality and instructional process. Intentionality When sites embarked on the Schools for the Twenty-first Century initiative (see Part Two of this report) they had their visions which were only sometimes shared amongst different constituent groups but not much else besides. They were deficient in action planning skills and, at that point did not appreciate the need for focusing. In many cases they were to learn this need the hard way i.e. experientially. In addition, many sites, influenced by the burgeoning outcomes-based movement, began to see the need for pre-specifying and detailing some exit outcomes for their [305] chosen focus areas. Whether they are called outcomes, or essential learnings/ requirements or competencies, many Century 21 sites have worked hard to clarify their curriculum expectations in terms of the desired elements of student learning. An early example of this kind of curriculum planning was the decision to establish learner outcomes at Sehome High School in Bellingham School District, which are presented in the form of demonstrable knowledge, skills and attitudes (see below) [See next page] The next decision, made during the 1992-93 school year, was to ask all departmental members, working individually or in small groups, to tackle the skills area in particular. An invitation went out to all staff requesting that they spend three (of their ten) days during the summer of 1993 working on skills curriculum planning in order to incorporate the skill outcomes into the courses they taught. Previous to this [307] invitation being issued a committee had been formed in each of
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[306]
Sehome High School LEARNER OUTCOMES

KNOWLEDGE: STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF:
1. 2. American government at all levels. political, economic, social, geographic, and intellectual development of American and world history. 3. a core of literacy works from a variety of genres. 4. mathematics as a tool for problem solving. 5. important concepts of environmental, life, natural, and physical sciences. 6. principles of mental, physical, and emotional health. 7. concepts, history, and aesthetics of art, music, and drama. 8. Interrelationships between world cultures, economies, and the environment. 9. principles of business and consumer economics. 10. integration of disciplines.
SKILLS: STUDENTS WILL DEMONSTRATE THE ABILITY TO:

1. 2. 3. 4. 5. 6. think critically and creatively. write and speak clearly and effectively. comprehend and respond to oral and written communication. utilize appropriate technology. work cooperatively. conduct primary and secondary research.
ATTITUDES: STUDENTS WILL DEMONSTRATE:

1. 2. 3. 4. 5. honesty, trustworthiness, integrity. responsibility for their actions. care, concern, and respect for themselves and others. self-control, self-discipline, and self-confidence. commitment to work ethic.
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[305]
NAME_________________________________________________________ PERSON (S) WITH WHOM I WILL BE WORKING (OR ALONE?) _______________________________________________________________ COURSES AND GRADE LEVELS: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ STUDENT SKILL OUTCOMES WE ARE ADDRESSING:
the skill areas, the purpose of which was to formulate a skill matrix, a detailed set of sub-skills and a definition of the particular skill in question. The complete set, a fine example of curriculum articulation was then handed to every member of staff. Each department was then asked to meet and to agree on which course each sub skill would be taught, practiced and reinforced, and which teacher(s) would develop the skill components for each course. The summer work was the next step; the flow of work was laid out as follows: During the summer, each teacher will work three days 22.5 hours between June 11 and August 24 to develop their course plans. Each teacher will be responsible for developing course plans that incorporate the assigned sub-skills, at the appropriate level of sophistication, into the courses they teach. Departments will agree upon what constitutes a complete course plan. Each teacher will present their planning work to their department chairperson on or before August 24, 1992. Department chairpersons will review the plans and submit teacher hours to C-21 for payroll. Department chairpersons will meet to review planning work on August 25, at Sehome.
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The complete resource pack given to each teacher is included in its entirety in the appendices to this report. [No appendices were included in report] It is impressive documentation and provides comprehensive, detailed linkage the articulation between the original outcomes and their operationalization within the curriculum (and instructional) planning of each and every teacher. As mentioned earlier many Century 21 sites both [*] [312] districts and building went down much the same route as Sehome. Notable examples amongst the school districts have been North Mason, Yakima, Camas and Granger. Amongst the school sites, the work within area of Mountlake Terrace High School in Edmunds School District has been outstanding (see above) [See pages that follow]. The competencies formulated at Mountlake Terrace viewed as a whole constitute an excellent example of essential learnings and their articulation. It is a document to be proud of and to want to work toward (the current quest at the school). Sammamish High School produced an equally strong list all of this, of course, occurring many months in advance of the state level planning work in terms of Essential Academic Learning Requirements (E.A.L.R.s) [Margin note states, INSERT the Sammamish list here. See third page following.] In terms of the school district sites, North Masons intentionality appears in two forms: as a mission statement and as an interesting piece of articulation entitled Individual North Mason School District Expectations. [Pages 308 through 313 inserted here; see pages following.]
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[308]
MTHS REVISED COMPETENCIES

MARCH 1994
The student will be able to: 1) Understand ones relationship to the global environment, in order to make responsible decisions based on various economic, political, technological and social issues and impacts.
A. Develop skills for accurate assessment of the quality of the local, national and global environment. B. Understand how political, economic and social pressures impact decisions that affect environmental quality. C. Develop skills that enable the individual to create positive options and/or solutions to local, national, and global concerns, and to see themselves as part of a proactive solution. D. Learn decision making techniques that involve compromise, openness, multicultural sensitivity, and a sense of personal investment in the generations to come.
2) Understand human relations as it applies to interpersonal, family, group and work settings.
A. Explore, understand, and assess oneself as a foundation for relating to and understanding others. B. Develop skills that will enable one to respect, enjoy, and work well with others, such as practicing a variety of leadership styles and group membership skills. C. Develop skills which will enable one to understand and respect the boundaries of oneself and others, such as peer pressure, family relationships, and intimate relationships. D. Recognize individual and group needs to be able to find and utilize help. E. Understand the skills and responsibilities of parenting.
3) Gather, select, interpret, organize, evaluate and use information.

A. Access information from a variety of sources. B. Organize pertinent information in an appropriate format for the intended audience. C. Apply creative thinking skills to evaluate and use this information.
4) Develop a broad knowledge of human civilization.

A. Demonstrate an historical perspective of world and American civilization. B. Demonstrate knowledge about cultural similarities and differences. C. Accept, celebrate, and be sensitive to the various ethnic groups encountered in our local and world community. D. Understand basic human rights and responsibilities.
5) Practice wellness skills to aid in developing life-long programs for the body and mind.
A. Value oneself through assessing and understanding intellectual, moral, emotional, physical and social development. B. Develop skills to improve and maintain fitness. C. Understand and practice good nutrition. D. Understand practices which impair health.
6) Communicate effectively in a variety of formats to different audiences.

A. B. C. D. E. Write and speak clearly, concisely, appropriately, and fluently. Use computer technology to prepare and edit written and visual communications. Use a variety of media to communicate Exhibit active listening skills as an integral part of learning and communicating. Interact and communicate in English and at least one other language.
7) Think analytically, creatively, and logically to form reasoned judgments and solve problems.
A. State and research a problem; develop a project; perform tests and experiments; evaluate the results; review and improve the project. B. Work effectively in a group to define, solve, and evaluate a problem Page 1 Revised 3/11/94
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[309]
MTHS REVISED COMPETENCIES

MARCH 1994
A. B. C. D. Explore, understand, and express ones ethics. Understand the impact of laws, rules, and regulations on ones actions. Understand and manage stressors on ones value systems and family systems. Learn to assess the ethical issues involved in personal and social decision making.
8) Develop, articulate, and act upon ones value system.
9) Use assessment to improve ones educational progress and plan future growth, becoming a selfdirected learner.
A. Develop and utilize specific criteria for assessing and improving the quality of ones own work. B. Use the data gathered from assessment to reflect upon and discuss ones continuing learning goals.
10) Approach the changing world of work by developing and articulating a high school plan and a post-high school plan.
A. B. C. D. Explore and develop a career plan as a preparation for finding and holding a job. Develop strategies for dealing with change in the world of work. Learn and practice skills in high school which are appropriate in the work world. Understand the importance of work and how performance, effort, and appropriate decision making affect ones future educational and career opportunities. E. Examine career opportunities within disciplines.
11) Recognize, experience, and express oneself creatively through various art forms, developing and achieving a sense of aesthetics.
A. Communicate through various art forms, such as music, dance, visual arts and drama. B. Demonstrate knowledge of and recognize the cultural significance and history of major artists, art forms and works. C. Explore and utilize multiple intelligences.
12) Understand evaluate, and use both applied and abstract technologies, that allow human beings to enhance our natural and artificial environment.
A. Develop an understanding of various technologies as they relate to our world. B. Be able to access and utilize information. C. Demonstrate critical thinking skills in solving a variety of technological problems.
13) Use mathematical thinking skills.

A. Master basic mathematical skills. B. Explore and develop a variety of problem-solving techniques. C. Apply an appropriate problem-solving strategy in a given multi-step problem situation.
14) Demonstrate knowledge of economic systems on a personal, community, state, national, and global level.
A. Demonstrate knowledge of personal money management principles. B. Demonstrate a basic knowledge of economic systems and principles. C. Demonstrate a basic knowledge of global economic interdependence.
15) Read, analyze, and interpret various types of written materials. 16) Use basic science methods and concepts.
A. Gather and interpret pertinent information in a laboratory situation B. Make decisions relating to the changing natural and technological environments. C. Evaluate personal consumer choices.
Page 2 This resource document transcribed and typed by Lynn M Stuter; published 1998.
Revised 3/11/94
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[310]
COMMON SKILLS AND CHARACTERISTICS OF GRADUATES FROM SAMMAMISH HIGH SCHOOL

1. Students will develop mental, physical and emotional health for the total person, becoming aware of ones mind, body, feelings, spirit, and imagination. This includes valuing oneself and accepting differences. Students will develop the ability and desire to be life-long learners who perceive change as a natural part of life and use change to their advantage. Students will demonstrate the ability to solve problems, reason logically and creatively through the application of appropriate thinking skills. Students will be able to think critically, uncover bias and propaganda, reason, question, inquire, use the scientific process, remain intellectually flexible, think about complex systems, think holistically, think abstractly, view and read critically, be able to see the many dimensions of problems and of life. Students will perceive that knowledge is interrelated rather than segmented. They will experience learning through activities which draw from knowledge in a variety of subject areas. Students will acquire a thorough understanding of the interdependence and interrelatedness of the diverse peoples and nations in the world and of the natural, human< and man-made forces which affect us all. Students will develop a community service commitment and interest in making positive changes in the world. Students will acquire a basic cadre of essential knowledge and aesthetic experience. Students will demonstrate effective verbal, written, visual, and listening communication skills.
2.
3.
4.
5.
6.
7.
8.
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[311]
9.
Students will use technology to enhance their lives and be able to understand and analyze the implications of technology in their lives and society. Students will be given the opportunity to demonstrate skills and knowledge in a variety of processes and models. Students will take the initiative and responsibility in making all the above a reality.
10.
11.
[312]
Graduates of North Mason schools will be selfdirected, lifelong learners who will:
Possess high self-esteem as learners and individuals Problem solve and communicate effectively Integrate academic learning into daily life Demonstrate concern for others and the environment Pursue mental, physical and spiritual wellness Exercise their roles as responsible citizens in an ever-changing world
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[313]
INDIVIDUAL NORTH MASON SCHOOL DISTRICT EXPECTATIONS

1. 2. 3. Trust = Assumption that we in North Mason School District will model honest, profession behavior. This list of expectations forms a living document which will be acted upon daily and reviewed regularly. We commit to it and are willing to be responsible for saying (if we see it being violated): We agreed...... I see you...... Help me understand......
North Mason School District can expect Individuals to:
Individuals can expect the North Mason School District to:
Be willing to acquire, use and share new knowledge; be Be a learning organization that provides time/pacing/ lifelong learners. support/resources for staff to acquire and implement new knowledge and become lifelong learners. Be collaborative and willing to work with others Communicate openly, honestly and directly. Be responsible and accountable for their own behavior and personal wellness. Be willing to work toward district and building goals, be action-oriented. Engage in dialogue about what are essential learnings and be accountable for teaching and assessing them. Provide opportunities for working together. Communicate openly, honestly, and directly. Be responsible and accountable for its policies and procedures. Clearly articulate district goals and outcomes.
Povide opportunities to determine essential learnings and hold individuals accountable for teaching and assessing them. Be a problem-solving organization. Support risk-taking and accept mistakes and support change. Treat all with respect! Explain how decisions will be made and why a particular process will be used. Act on the belief that all students can learn well what schools want them to learn.
Be problem-solvers. Be willing to risk and try new things; be willing to change. Treat all with respect! Support decisions reached by consensus.
Provide opportunities for all students to learn well what schools want them to learn.
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[314] Yakima is another school district that has done some outstanding work in the quest for intentionality. The original goal statement centered on four main areas which Holly (1991) conceptualized in the following diagram:
[314]
THE REAL CURRICULUM: AFFECTING THE COGNITIVE
SELFESTEEM
RESPECT
CONCERN FOR OTHERS
SELFACTUALIZATION
COOPERATION
STUDENT LEARNING
SELFDIRECTED LEARNING
PROBLEM SOLVING
PROCESS SKILLS
The Yakima Model:
Processing Toward the Real Curriculum in a Learning Community
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[315] The Instructional Process Looking again at Yakimas version of intentionality, we are struck by its process orientation. Yakimas goals include references to both process skills and self-directed learning and to ingredients of a process/learning climate concern for others and self-esteem. Two points are of some importance here: 1. The emphasis in Yakima on the learning process (and the concomitant awareness of its importance) reminds us of Gardners critique of the IQ mentality (and, therefore, of norm-referenced/standardized testing). It is, he says, essentially static; it has no view of process. The fixation is with the product (the correct answer) not how one goes about solving the problem. The emphasis, he says, is on crystallized not fluid knowledge; there is no importance attached to information processing and problem-solving. There is no dynamic. Moreover, and more crucially, what lies untouched in Vygotskys zone of potential (or proximal development). Two students can be given the same standardized test-score but what is masked therein is the fact that one student is at his/ her fullest limitations while the other has vast areas of unfulfilled potential for advancement totally unregistered by the grade awarded. Twenty-first Century sites like Yakima, in their emphasis on process, performance and application, are clearly [315] indicating their awareness of the need for a more dynamic approach to both student learning and its assessment. The Yakima goal-map helps us understand the nature of the enterprise in all the other 21st Century sites when it comes to generating the real curriculum. During our sitebased interviews and the respondents comments, four themes kept recurring all of which are central to the operation of the real curriculum. The key themes are as follows: process learning developmentally appropriate learning connected learning authentic learning. The themes emerged at Yakima in the following pattern:
2.
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[316] Authentic Learning
Selfesteem
Concern for Others Connected Learning
Developmentally Appropriate Learning SelfDirected Learning Process Skills
Process Learning
Indeed, the four themes are common to all Century 21 sites. They constitute the four quadrants of the real curriculum. They are the four hall-marks of Century 21 instructional process. [317] Just as more real, authentic assessment has been used to capture more real, authentic learning, the improved learning was created in the first place through the application of better instructional processes. According to the principle of backward-mapping, therefore, improved learning (the focus of Chapter One) was directly engendered by strengthening the teaching and learning process in the classroom. Of course, intentionality helped, but real improvement comes when teachers and students interact in classrooms. [Insert diagram on page 318 here. See next page] [319] The Instructional Process involves teaching and learning. It is all about what happens in classrooms and the interaction between learning (in whatever form and whatever medium) and the learners. In terms of change in schools, what occurs in classrooms is really the crux of the matter. It is so important that, according to one parent very much involved in the Twenty-first Century work, you need to give evidence (in the report), visual models of what it looks like. Describe pictures of what children are doing: thats what legislators need. But when you do that you have to help them, by connecting them to things that they will understand in their world of learning. If youre describing, for example, math in a sophisticated way, be sure to point out something concrete for them to relate to. Start from what they know and then build them up to new levels of understanding.
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[54, 318]
u Ac q
: acy ication n of n mer isitio y Nu commu c a r e g it in L d : ls kills lls (inclu Skil rning ic S ing i a Bas ess Sk skills l Think ent Le d a k c Pro nd wor r/Critic depen n e a I g rd earn/ er O L arnin High ning to cted Le r e a Le elf-Dir S
ess Proc ing n Lear

tally Developmen Appropriate Learning
Connect ed Learning
The Real Curriculum
s ingILP ed Lean ividualiz d In , le s Flexib ing ing Style e Group Multi-Ag telligences/Learn evelopmental In D n le e -Driv Multip utcomes rocess ODDM (O : Instructional P l) e d o M
Aut h Lea entic rnin g
Teaming and Theming (inclu ding curriculum integration) Co-operative Learning Peer Coachin g Reality Therap y/Control Theo Social/Life Sk ryGlasser ills
App li Prob ed Lea r Rea lem-So ning lving l-Lif e E x S p App enior P erience roje licat s/ C c omm Ass ion Lev ts unity essm el: p Serv erfo ent ice/ rma nceBas ed
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When introducing the new world of learning, this is good advice indeed for students, teachers, parents and legislators. What is for sure is that the new learning is much more skill-based and that a whole host of inter-related learning skills are involved. What is striking is that there is common agreement across recent reports and publications about what the skill categories are and the clusters largely correspond with those discovered in this current research. We have been able to compose the following chart which juxtaposes against our research-based categories those of Robert Reich, [320] Secretary of Labor in the current administration; Aurora School District in Colorado; Robert Marzano et al and their Dimensions of Learning (published by ASCD); and those of Ernest Boyers proposals for the new elementary school (contained in The Carnegie Foundations The Basic School) which are relevant for this discussion. It should be pointed out that the skill cluster categories used in this section of the report have arisen from this current research. Site after site, site member after site member corroborated these categories as the all-important ones. We take Process Learning to include the complete hierarchy of skills (from basic skills to higher order thinking skills as in Blooms taxonomy) that makes up the complete process of learning. In terms of Developmentally Appropriate Learning we include all the moves made to personalize learning for students while affectively, engaging them in the learning process and encouraging them to become selfdirected learners. Connected Learning involves not only curriculum integration (for and by students) but also collaborative learning and the creation of learning communities. Authentic Learning involves hands-on, applied learning the establishment of a performance-based learning system at the application level. According to Marzano et al, who include Using Knowledge Meaningfully as one of their five dimensions of learning, Cognitive psychologists tell us that the most effective learning occurs when students are able to use knowledge to perform meaningful tasks. Planned instruction so that students have the opportunity to use knowledge meaningfully is one of the most important decisions a teacher can make. [Page 321 inserted here; see next page.] [322] Marzanos team also identifies 5 types of task (decision-making, investigation, experimental inquiry, problem solving and invention) which can be set up by teachers in order for students to be able to use knowledge meaningfully. While we would concur with this list, we would also point out that these activities and associated skills are the ones required in order to answer Marzanos own question, how to teach to performance assessment? It is the stuff of a performance system for learning and it is what we discovered in site after site in the Century 21 initiative. All of the above discussion has also been endorsed in A Scans Report for America 2000. What Work Requires of Schools, published by the U.S. Department of Labor. Arising from the Secretarys Commission on Achieving Necessary Skills [SCANS], the report identified three foundation skills (basic skills, thinking skills and personal qualities) and a set of five competencies (resource use, interpersonal skills, information use, systems thinking and
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[56, 321]
Holly and Lambert: Schools for the 21st Century Research Robert Reich: Key Human Skills for High Value Global Enterprises Aurora Public Schools, Colorado: Student Learning Outcomes Robert Marzano et al Dimensions of Learning (ASCD) an instructional framework for successful learning Carnegie Foundations proposals for the new elementary school: The Basic School. Ernest L. Boyer
Each student to be a: Acquiring and Integrating Knowledge Centrality of Language
Process Learning
Abstraction Complex Thinker
Extending and Refining Knowledge
Developmentally Appropriate Learning Self-Directed Learner Positive Attitudes and Perceptions About Learning
Empowered Students
Collaboration Collaborative Worker
Connected Learning
Services for Whole Child
Community Contributor System Thinking
Coherent Curriculum: 8 Essential Themes Called Human Commonalities Community of Learning Using Knowledge Meaningfully
Experimental Inquiry Quality Producer Productive Habits of Mind [There are 3 other proposals related to non-pedagogical matters]
Authentic Learning
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technological skills), all required by American high school students in order for them to achieve a solid job performance in the world of work. Once again, the report concludes that Teaching the SCANS skills requires less of a change in what is taught than in how it is taught. Follow-up publications have amplified this point by extolling many of the virtues of student learning encouraged in Fort Worth Public Schools. In the chart below the conventional classroom is compared with the type of SCANS classroom increasingly found in Fort Worth [323] Students will be found studying history, chemistry or math. What will be different is how they are doing their studying. In a chemistry class, for example, where students work together, interview professionals in the outside world and engage in an interesting and meaningful project, the contention by the SCANS advocates is that the students are just as likely to learn the principles of a discipline while being more likely to remember what they learned, understand how the subject is used in the real world and become more interested in the career possibilities of the subject. They will also have conquered the learning skills of resource [*] [324] allocation, interpersonal relationships, information processing and the evaluation of alternative technological solutions. We found all of this in classrooms right across Schools for the 21st Century. We found all the elements of a paradigm shift in what constitutes the process of learning. Students now learn differently. The how they experience is more active, more applied, more involved/ participative, more hands-on, more engaging, more flexible, more independent (yet more cooperative) the list goes on. Classrooms are exciting places to be. They are learning laboratories full of experimental inquiry. They are essentially constructivist settings in that students actively discover and produce (as opposed to passively receive). There is a learning revolution going on and we have seen it in Schools for the 21st Century. [*Chart on page 323 inserted here; see next page.]
Process Learning Sites have stressed the acquisition of all the skills necessary for the process of learning. Contrary to a popular misconception, the sites have emphasized the importance of basic skills, although these may now be acquired differently. As one respondent told us basic skills acquisition occurs within the learning process, not in an isolated, fragmented setting, e.g. capitalization is dealt with within a topic on insects. Because it is inside the learning process, therefore, it may be harder to spot, thus, perhaps, giving rise to the popular belief that basic skills instruction has been jettisoned. Far from it in our experience. At [325] Fidalgo
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Elementary School in Anacortes, for example, which is widely viewed as one of the most innovative of the 21st Century sites, basic skill acquisition has been given a high priority. The staff adopted an intelligence training program (adapted by Japanese educators from a Californian model) called Structure of Intellect (SOI) and used it as a set of foundational activities for the acquisition of specific, basic skills. The program helps children to learn how to learn by: identifying the abilities required for learning reading and other subjects (skills related to memory, cognition, convergent and divergent production, and evaluation). teaching to those abilities teaching any abilities which are low, maintaining those which are high and developing those which are average.
[323] THE CONVENTIONAL CLASSROOM COMPARED WITH THE SCANS CLASSROOM FROM THE CONVENTION CLASSROOM Teacher knows answer. Students routinely work alone. Teacher plans all activities. Teacher makes all assessments. Information is organized, evaluated, interpreted and communicated to students by teacher. Organizing system of classroom is simple: one teacher teaches 30 students. Reading, writing, and math are treated as separate disciplines; listening and speaking often are missing from the curriculum. Thinking is usually theoretical and academic. Students are expected to conform to teachers behavioral expectations; integrity and honesty are monitored by teacher; student self-esteem is often poor. TO THE SCANS CLASSROOM More than one solution may be viable and the teacher may not have it in advance. Students routinely work with teachers, peers, and community members. Students and teachers plan and negotiate activities. Students routinely assess themselves. Information is acquired, evaluated, organized, interpreted, and communicated by students to appropriate audiences. Organizing systems are complex: teacher and students both reach out beyond school for additional information. Disciplines needed for problem solving are integrated; listening and speaking are fundamental parts of learning. Thanking involves problem solving; reasoning, and decision-making. Students are expected to be responsible, sociable, selfmanaging, and resourceful; integrity and honesty are monitored within the social context of the classroom; students self-esteem is high because they are in charge of their own learning.
Source: Forth Worth Public Schools.
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The program is used diagnostically, therefore, and then it is used to teach students the intellectual skills necessary to master whatever basic skills they may be lacking. The staff at Fidalgo refer to this approach as enrichment, not remediation. The programs reinforced by the work of the schools Community Learning Center (which offers latch-key sessions before and after school involving learning stations, enrichment activities, intelligence training and mentorships) and the application of LOCAN, a figural language available to all kindergarten students to help them make the transition into symbolic and semantic language. Being able to work with shapes is the key to reading for some students who would not be successful in a more traditional reading program. Indeed, the use of LOCAN has helped the staff bridge the gap [326] between non-readers and those ready to read. Structural writing is also encouraged at Fidalgo. The students work in small groups, choose subjects for writing and are encouraged to use words (which are then added to their dictionary boxes) which go beyond those the child can already write and spell correctly. Taken together, therefore, all these activities create an intensity of support for student skill development that must be unparalleled in most other schools. It constitutes a commitment to early childhood education which is shared by such Twenty-first Century sites as Camas (where the early childhood model is working well and one parent complained youre making my child think too much!) and Orondo. At the latter site, there is a thriving pre-school (which gives kids such an advantage they would not have elsewhere) and a summer program thus creating an extended school year. According to Orondo staff members, its nice to have the opportunity of the extended school year. The learning gets extended beyond the normal yearit gives them (the students) a chance to practice their skills. Its academic because there are so many different levels. It keeps continuity going and keeps minds going in the right direction. Its a half-day program, so it doesnt feel like a punishment to the children. The kids have not begrudged it a bit, so the positive far outweighs the negative. The summer program is for enrichment. It is [327] positive because we have kids who need more interaction with school and books. Its optional its also an opportunity for staff to work on their Masters course so both children and staff are motivated and enthusiastic about the program its a good idea. The summer program is very effective. Its strictly voluntary, but some children are encouraged; none are required. It is K-6, but 4-6 is really low in enrollment. Topics include Washington in the World, Animals, multi-intelligence options, etc. The basic skill that understandably, has received the most attention across Century 21 sites is reading. At Jennie Reed Elementary (another school with links with Japan), sustained silent reading is encouraged for fifteen minutes every day. The underlying belief is that an intensive focus on reading will have a direct result on the childrens future.
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As a result, we were told, Kids are reading and excited about it. Indeed, the school has totally restructured the reading program. They spent a year bringing in experts to talk about blended reading and now, using blended cross funding (from LRC, Chapter, ESL, etc), there is very little reading pullout most classrooms have three adults (and the school) begins cross-age tutoring at 2nd grade. It is this kind of intensive focus that is paying off for sites like Jennie Reed, where the reading program is now concentrated in the [328] 1st and 2nd grades, the long-term results of which will not be apparent for some time to come. Front-loading and intensity of attention have both paid off for another Century 21 site, however; Garfield Elementary in Yakima. [329] Returning to another success story, Fidalgo, reading is a constant preoccupation. As at Jennie Reed, reading support for students, however, is organized on a pull-in (as opposed to pull-out) model. From a Reading Lab teachers point of view, the role became one of inclusion rather than pull-out, allowing her to work more closely with teachers. She has had a chance to work with others in each class, rather then just the identified children, and this has made her acceptance as the Reading Teacher easier to all concerned. She has been able to celebrate the acquisition of knowledge with most children, rather than a selected few, removing the black cloud of remedial reading. This inclusion/in-class model has helped the reading specialist (Im no longer the big, bad reading teacher) and the children who receive special needs support in the classroom and see reading as a valuable activity. February at Fidalgo is I love to read month. This effort typifies the schools aim to build up the kids; give them immediate feedback, so they say hey, I can do this; Im not so bad after all. It also typifies the underlying beliefs practiced at Fidalgo, that when it comes to reading, every child is gifted and has special, unique strengths and also areas in which to get stronger. Both are identified and
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[330] At Skyline Elementary School, reading has been a constant theme. The Chapter program here has always been successful. Every student has been given a screening test and those in need of reading help were encouraged to join a before-school program for enrichment. Then literature circles were introduced: These enabled students to read and interact about their reading. They revolutionized reading instruction. All (staff and students) were trained in literature circles. Students returned as leaders in their classroom circles great for their self-esteem. As with cooperative learning, the more advanced learners are not held back. They learn (better) by having to teach others. Their learning is deepened: through verbalization, internalization and reinforcement of what they are coming to know so much better. When asked about the good things about the school, referring to literature circles, one student exclaimed, We get to talk about books. Perhaps literature circles took so well at Skyline because the school was already into cooperative learning; cross age tutoring and peer coaching for staff members! According to Carla Dixon, the Chapter One teacher responsible for the reading program, weve had great unity as a staff the excitement of working together. Weve always passed on ideas to each other the excitement was extended to the kids. And thats when the [331] magic happened. It allowed us to get into other peoples rooms with a purpose. We went to observe (this was the focus); we learned so much from each other by partnering up with somebody you feel comfortable with then formed into fours; then tried diverse groups (fours/fives) wonderful! Thats the key. Theyve been reformed since into interest groups or grade level groups. One of our current goals is to return to cross-age groups. This broadens your perspective. You realize so much more whats here you appreciate the good teaching of others. Getting to know the people you work with you learn from each other. Theres so much knowledge out there trying things, taking risks, trying new programs It was natural therefore, that when literature circles came along, staff members formed their own circle their very own book club. They are wonderful models for the students. No wonder, then, that co-operative learning is ingrained now the way the classes flow; kids naturally work together. More torque was added, however, when the school discovered Reading Recovery, Marie
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Clays preventative, pull-out program developed in New Zealand. According to Carla Dixon who has just completed a year-long training course at Portland State University, its the most well-researched program I know Its very intensive. [332] It usually takes about 20 weeks (100 lessons), four students at a time, one on one. Success is discontinuation: In any one year, there are 1st round and 2nd round students. You use the same components daily, starting with the students strengths and building on them in order to get to acceleration It is an accelerated, strategy-based program. Its a question of selecting the most powerful strategy for this particular child with the aim of him/her becoming a self-extending system self-uncondoning, independent Marie Clays tentative theory was developed originally by identifying strategies that good readers use and adapting them for use with non readers. According to Dixon, the Reading Recover program has an 85% success rate, i.e. 85 students out of a hundred retain it and dont need chapter assistance. Theyre off and going. Thirty-three students at Skyline have already been given the program and colleagues are lining up for the training: Reading Recovery enables us to catch them early and not let the gap widen. It will help us get even stronger and break through the illiteracy circle. It is intense, one-on-one Kids only learn to read with someone who cares about them. Thats the connection that is missing. It is significant that, at Skyline, the librarian is a teacher for 70% of her time. Indeed, the schools library media center is the hub of learning at Skyline. [333] The librarian herself had been an a personal journey. She had, she says, lots of enthusiasm and energy, but I was frustrated by the previous organized schedule it allowed me no in-depth experience with the students so I sought a model which would allow more in-depth time and came up with resource-based teaching. Teachers work co-operatively with me; they accompany their students to the library but they choose the subject matter. We then teach it together using the learning skills on the relevant sheet for each grade. This soon becomes habitual. Its a real management job with the help of parent volunteers. I also incorporate literature circles in what I do. At Liberty Bell High School, as part of the Century 21 program, a daily reading program was instituted. Every teacher became a teacher of reading and the teachers read along with the students, thus modelling
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enthusiasm, excitement, the desire to read, the need to read. In line with the staffs original vision (we believe that the process to read should be so pleasurable that students will continue reading to enhance the quality of their lives), thirty-five minutes were set aside every day for reading right across the school. A reading specialist was hired [334] to co-ordinate the program and reading tests and interest and attitude surveys administered. Individual reading profiles were established and guidelines (for staff members) produced. The advice for a typical class was as follows: Pre-reading (5 minutes). Book talks, author talks. Students share books theyre reading Oral reading (excerpts, poems, etc). Reading (40 minutes). Silent reading. Note-taking Library for assistance. Post-reading (3 minutes) Discussion. Working on reading journals While students were encouraged to self-select their own material, from the beginning it was determined that students could contract for independent course-work thus enabling the staff to diversify the curriculum to meet individual needs and to foster independent learning. The bottom-line, then, is that all the students read every day. The independent contracts took the scheme to a second level where students could contract with any teacher in order to earn extra credit. This is very flex we can follow any individual initiative. A third level was achieved when seminars and [335] classes for advanced study were organized. Overall, the program has been a big success with dramatic implications. The school values reading enough to make it part of the regular curriculum and not an adjunct. The measure of the success lies in the relevant statistics. There has been a 600% increase in books read, 250 contracts negotiated, and a 15% increase in reading scores. Moreover, there are the not so easily quantified results of the independent learning, the extensive research opportunities, the college preparation, the development of individual portfolios and the personal
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guidance provided to selected students, etc. According to Gordy Reynaud, the first site co-ordinator at Liberty Bell, the reading program typified the schools new, diversified curriculum. Alternatively, teachers as curriculum deliverers, he says, need clarity about what we want students to do and then build the curriculum around that. The teacher has to be the master of some content and just a fuzzy bear. The role of history, for example, is to inculcate democratic values so that students can function in a democracy. Its education for citizenship. There must be some essential (mandatory?) content; how its delivered is another question. [336] To Gordy and his colleagues, diversification occurs around student needs and the styles of delivery utilized, not around the core, required content. Reading, to the Liberty Bell staff, is required. It is the vehicle that enables a student to travel from the acquisition of basic skills to higher order thinking. Another such link vehicle is computer technology. At Liberty Bell technology has been a second major focus area within the Century 21 program. Introduced in order to mitigate the sites rural isolation, the two satellite dishes acquired by the school (as part of the grant) have made the staff and students closer to the outside world (actually part of the outside world) than those of many of their counterpoint sites. At Liberty Bell, computer technology has taken a very strong hold. Long-distance learning projects via telecommunications have been established, national C-SPAN town meetings attended, students required to use computers to word process in English and Social Studies, etc. The school has built-up a technologically-rich environment: there is one classroom set of lap-tops, every classroom contains a computer, a 28-station computer lab in the business room, an 18-station computer lab, a 30-strong lap-top writing lab, 8 modems, 5 laser printer stations, 3 smart stations (containing an LC computer, a PC viewer and overhead, and a printer), a CD ROM, 3 computer work [337] stations in the library, an English mini-lab of 4 computer stations, the list goes on. This is indeed a technologically rich environment. In addition, all Liberty Bell students will have telecommunicated in a distance learning project prior to graduation. This latter activity utilizes the I*EARN network, much used by other Century 21 sites. Indeed, Gordy Renaud has introduced an experimental class, the curriculum of which is completely built around telecommunications. His social studies students have to conduct a study, work collaboratively, develop critical thinking and research skills, using the network as a database, a learning play area. Although this class has received much attention, even Gordy himself has admitted that, when it comes to technology, just occasionally, you have to have the guts to turn it off. It is one very much major vehicle for learning, not the vehicle. Having said that, computer technology has been a central theme in Schools for the Twenty-first Century right across the board. In fact, no site has been left untouched by it. It was almost that the sites asked one question (What will be typical about schools in the 21st
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Century?) and came up with the same answer computers. Many of the sites (Sunny Slope, Fidalgo, and Sammamish included) became technological light houses for the other schools in the same [338] districts. At Sammamish, for instance, the computer specialist told me that this emphasis (on technology) will continue. Weve gone too far. Such growth doesnt happen in a year it takes several years and, even then, its O.K to be at different places along the line of development Technology changed my life and Century 21 has been a great opportunity to introduce a project-based, multi-media approach. This building is so technologically aware and literate much more than the rest of the district. The Century 21 software and training has put us light years away It has been a real metamorphosis for me personally I was encouraged to try something new; climb out of the chrysalis. I went twice to the North-West Council on computers conferences and taught a session there the third time My colleagues are already hooked and Im able to take a leadership role in the district as a multi-media specialist. This testimony (and we received many more like it) suggests the born-again fervor of the turned-on computer enthusiast. What is important to register, however, is that teacher training and enthusiasm, in the case of computers, relates directly to student training and enthusiasm. The one activates the other. Although, of course, in the case of computer technology, the students are often there first. At Fidalgo, however, the staff members purposefully modelled success with [339] computers for the students, became somewhat frustrated with the lack of progress made in the area of computer assisted instruction (their demands were probably too cutting-edge for the present market) but more then made up for this in the across-the-school use of computers as a tool. While the schools original lab was used for instructional purposes, computers were distributed around the school to enable the primary students to type up their structured writing stories and the intermediate students to create quality products out of their writing assignments and reports. Indeed, the computer use at Fidalgo, as elsewhere, has deeply impacted the improvement of students command of the writing process another crucial link between basic skill acquisition and the higher order thinking suggested by Blooms taxonomy. In North Mason, technology was the major thrust in the first year (of the grant). Once the computers got into the hands of the kids it mushroomed we didnt anticipate that! Several other sites invested in the establishment of computer rooms. At Jennie Reed, for instance, an outstanding computer lab has been established (staffed, we have to say, by an outstanding computer specialist). The same can be said of Sunny Slope and, in Orondo, according to parental responses, [340] the computer lab has been a real plus parents in other districts are trying to get what we have.
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the computer lab is fantastic. My 6th grader just went to 10th grade level. The levels go on and on a test puts you to the next level. They get lab daily Parents need more education on the computer system in simple language. The lab is wonderful daily for half an hour. According to a member of staff, however, while the computer lab meets the children's individual needs, there are not enough Spanish materials the computer lab doesnt meet the needs of the lower ESL students. There is no Spanish software totally not useful to the Hispanic children. Another colleague says that the Kindergarten children do not participate in the computer lab. For some kids it is beneficial but it is not developmentally appropriate for some kids. At Montlake Elementary in Seattle, theres a computer lab for the school; all kids use it. According to a computer specialist (and a former [341] member of staff), its a state-of-the art lab its a big draw for parents and students. The school is certainly making steps along the technology road Originally, 60% of the staff had no computer experience. If anything, they were resistant. It was a real challenge for them a real stresser to become computer literate. After much training and learning in small increments, however, now the staff are so advanced Its good for their selfesteem. They look forward to taking their class to the lab. So, while not too much thought was put into technology in the original proposal, once the staff decided to move in this area they had to have a plan. They needed to wire the building, acquire a server, network the site, complete the lab, get machines in the rooms. Theyve achieved almost all of this Theyre no further along than most schools in terms of training, use, connecting with student learning, math and reading instruction. The staff are comfortable with it now. The technology committee has been given focused tasks, eg coming up with the plan in the first place. Its now a high tech building a member of staff receives a stipend for all his work. [342] Whereas several sites focused their technological efforts in computer rooms, other sites went for diffusion across and permeation within the curriculum. At Kimball Elementary,
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according to the technology plan for the district, the money from the Seattle levy focused on computers in the classroom, not the lab. Six computers were hooked together in each room. We are now integrating the use of computers into the curriculum for basic word processing and math. Now the majority of staff is computer literate, which is much more comfortable. Theres a plan to network the building, take on Internet, purchase more software and laptops also laser discs. At Sevenoaks Elementary, according to one observer, technology is one of the schools big successes they use it all the time its the transparent piece. Technology provides: tools for big projects/articulation across the clusters. The staff have found ways to use if flexibly theyve modified TLC (Teaching and Learning with Computers) from IBM. the opportunity for a more refined model, which is more integrated, more thematic, more sophisticated. The staff have integrated [343] them in the classroom to augment learning centers and work stations, in tune with co-operative learning, learning styles, seven intelligences, etc.
Indeed, Sevenoaks is said to be at an advanced stage of the use of technology (its not static or separated); its part of everything you do its flex on and off all the time. The teachers are now in control of technology (theyve been highly trained) and the school has gone way behind the original dream Like a carpenter going to the rental yard, a teacher should be a (technological) tool-belt a set of tools for learning. The lab is the rental yard. Comments from staff members at Sevenoaks included the following affirmations: Kids are very motivated to use technology being on-line, graphing, comparing data, correlating data, etc. E-mail is the greatest we do need to revamp the hard-ware and sort out the network. We need more rewiring! Weve learned to always plan more than you need Page192
Technology fits in well with the Learning Centers/Stations. There are five computers [344] in every room and we rotate the kids through them. Were definitely preparing kids for the future. They know how to access information theyre not daunted. They go to the public library theyre good at seeking out resources.
Another site where the staff have achieved a high degree of technological sophistication is Clark Elementary in Issaquah. Commented two of the many involved parents at Clark, I think the biggest change is in the area of technology. The staff shares knowledge and has benefited from the time to work on it. This staff works so hard the children are using a lot of it. I like the training parenting with love and logic which staff received from Dr Betsy Geddes. The parents are invited to have an evening with her too. Technology puts responsibility for learning in the hands of the children as they grow older Betsy Geddes was brought in by the PTA shes with the Klein-Fay Institute. Technology has been the most critical program dont know how we would do without it A part-time computer specialist was here [345] the first year and a half Parents have become more computer literate. Theyve had a training program for parents, run by parents. Weve networked computers in the classroom; the building and the district are also networked Everyone at Clark agrees that technology has been a major thrust of the schools Twenty-first Century activities. The grant, they said, enabled us to learn about technology. Teachers took computers home to work on them a technology person was then hired to work with us. A 2nd grade teacher explained that Ive been here the entire five years. The technology is the main thing I do a lot of publishing with the children, a lot of integrated units started out working on cooperative learning, focused on math in year one. The district adopted the six strands of math. We took a lot of classes began integrating it more fully in our science units. Added the schools computer technology specialist, the program is flexible. It can be tracked any way you want. It deals with all the tools we work with. Some of what has happened with this program is that [346] Ive been allowed to be creative. Some of the days were training days for the staff; some of the
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time has been for adapting to peoples specific needs The grant gave me a lot of opportunity to push creativity. We needed a networked system district and local. We use quick mail here in the building. Twenty-first Century has given us a whole technological approach. At Covington Junior High in Evergreen School District, the focus has been on technology and its impact on learning. The site has been a light-house, a technological path-finder for the rest of the district. Now each school in the district has been asked to come up with a Tech Plan, which has to have an educational focus. The plans have to substantiate how education will improve (and not just list the required hard-ware), the subjects affected and the directions envisioned. In short, the plans have to be based on instructional goals. The staff at Covington see technology embedded within their curriculum and note that the state is now recognizing what Twenty-first Century gave Covington the opportunity to do. It opened up for Covington, and many other sites besides, the new world of learning with technology very much part of the new mix. As Covington respondents argued [347] children learn at different rates they dont perform at the same pace. Therefore, theres a need for the individualization of instruction and more personalization of the curriculum. Moreover, children have to become more independent thinkers and lifelong learners, with the teacher as facilitator, the student-as-worker. Theres a need to get away from the notion of one teacher with 30 kids what is vital is what the teacher makes the student do (not what the teacher does. What they also agree about is that this pedagogical paradigm shift is being triggered by technology: Technology has revolutionized instruction. Theres such a difference in my teaching; things I do now (e.g. the Oregon Trail Simulation ) that I didnt do when I started in 1959. Covington is aspiring to support the home-technologically-advanced family. All 7th graders have key-boarding instruction in the schools IBM lab (each student now gets a six week course) and the students are responsible for editing their own papers and exercising quality control generally. The quality, content improves through processing. Its about creativity getting the thoughts down; capturing them.
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[348] Although accessing the technology is fairly straight-forward (there are hubs/computers in every room), we suffered the pain (of frustration) Covington teachers have definitely learned from their mistakes: we were too ambitious technically. we didnt account for the compound investment made on the changes the deeper the level of resourcing, the more upkeep of computers is required. we encountered technical problems, especially lack of versatility. When you're on the cutting edge, you make wrong purchases and back the wrong horses
Finally, when the new principal arrived at the Extended Learning Family site in Bethel, this was the first place that I had seen applied technology. The lab is for learning computer applications they dont go there for computer assisted math. They learn to use the tools to solve the problems. The grant took us to the next level of computer technology. The kids are expected to use the [349] technology. The technology piece really stands out it is used as a tool; not the drill and kill stuff. [Page 350 inserted here; see next page.]
[351] Developmentally Appropriate Learning One of the most significant contributions made by Schools for the Twenty-first Century toward the improvement of the student learning process has been the increased focus on individualization and personalization. Differentiation, as its referred to in the UK, is the acceptance of the need, in curriculum terms, to support the differing needs of individual students. It is in this all-important area that the sites have taken some giant steps. Diversification according to personal needs is now the order of the day. This radical shift has been inspired by research-based findings concerning learning styles and modalities, multiple intelligences, cognitive psychology and motivation theory. As Ted Sizer has argued, while maintaining general expectations for all students, these expectations have to be viewed in the light of individual developmental profiles and capabilities. As a member of staff at Clark Elementary explains: Our school is described as having a child-centered program. Although each grade level has expectations for learning, we allow the students more direction in their own learning and more choices lets the students be more responsible for their own learning.
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CAMEO
[350]
Mountlake Terrace High School

The foreign language department at Mountlake Terrace High School has committed itself to see that second language acquisition is possible for every student. This is not only what we see as our goal, but it is also the very thing we have achieved. Rather than the grammar-translation method of language teaching that is traditional and very widely used, we teach from a comprehension-based philosophy much like the teaching of a native language. With this method, all students can master the process of additional language acquisition. In 1984 we had two FTE teachers in the department, teaching two languages. Today the program supports five FTE and two part-time teachers, teaching four languages. LD and ADD students are also being channelled into foreign languages. Above all, however, all this has been accomplished while standards have been raised. More students, therefore, are enjoying more productive learning.
[352] Marching to Different Drummers If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured or far away. (Henry David Thoreau) Individual differences in style (learning style, teaching style, cognitive style, psychological type, etc.) are now widely recognized by educators. Until Schools for the Twentieth-first Century in Washington State, however, this recognition was more in theory than in practice. But now the flood-gates have opened. Century 21 sites have practiced the theory. They have approached diversity in people as an opportunity not a problem. They have openly declared that all students can learn but in different ways. They are beginning to recognize the tremendous implications for educators when differentiation is taken seriously. The fact that effective schooling expands differences in people not restricts them (and that there is no one best way for everyone) is beginning to explode the traditional lock-step, route-march approach to education. Grade (i.e. year-group) boxes are being opened up; grouping practices are being questioned. Above all, classroom processes are being scrutinized. Do they support
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differentiated learning or do they impede it? Are schools geared for individual student-success? Schools for the Twenty-first Century have been asking these questions and more. [353] They have faced up to the fact that: people perceive and gain knowledge differently (cognition). people form ideas and think differently (conceptualization). people feel and form values differently (affectivity). given different personal perspectives/understandings of situations, people act differently (behavior)
Given this complex nexus of differences (is anybody the same?!), it is no surprise that the smaller sites (small elementaries and alternative schools) among Century 21 models seemed to have had a headstart in rising to the challenge of differentiation and have changed pedagogical practices accordingly. This is not to say, however, that large (secondary) schools did not do so. In face, we have evidence of valiant efforts by these larger establishments to rise to the same bait. Perhaps, in the end, it is a question not of size but of will. Holly and Lambert (1994) have summarized the best practices for developmentally appropriate classrooms. Looking again at this list (see below) [Page 354; see next page], it is noticeable that while such learning situations promote flexibility and variety of approach, they also acknowledge the importance of connectedness in the learning experience. This, we would argue, is the crux of the matter: How to satisfy the [355] demand for variegated attention and multi-level learning provision, while giving the students the connectedness they need as social, intellectual and psychological beings. It is not a one-way street. The educational process should never be allowed to become totally individualized, totally fragmented. It is a question of balance. Schools for the Twenty-first Century, however, had to right the balance from a position where individual differences were seen as merely noise in the system of uniform schooling. Part of the undoubted success of Fidalgo Elementary can be attributed to the prominence given to individual students and their needs. The SOI (Structure of Intellect) Achievement Test (K-2 version) is given individually to all kindergarten students during the first six weeks of school. The individual profiles obtained then serve as a valuable tool for the development of Individual Learning Plans (ILPs) that ultimately enhance student success. Indeed, ILPs and their existence is one of the litmus tests for a schools degree of seriousness when it comes to catering for individual student needs. Another test and this is where Fidalgo also excels is the status given to screening (of individual needs) and diagnostic testing. Indeed, according to their own testimony in the excellent site-based project review, the staff at Fidalgo built their unique program to address the [356] uniqueness of individual students. They built the program, they said, to address the educational needs of every student:
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[354]
BEST PRACTICES FOR DEVELOPMENTALLY APPROPRIATE CLASSROOMS:

Definition Providing curriculum and instruction that addresses the physical, social, intellectual, emotional, and aesthetic/artistic needs of young learners and permits them to progress through an integrated curriculum at their own rate and pace >Provide activities which require active child involvement, interaction, exploration, and discovery >Integrate and correlate the curriculum, when and where appropriate, through the use of broad-based and/or topical themes and projects >Implement whole language experiences or integrated reading/language arts (using trade books or a combination of trade books and basal anthologies) >Teach process writing activities >Implement writing across the curriculum activities >Utilize manipulatives and multi-sensory materials including technology >Plan cooperative learning experiences >Provide learning centers >Include child-initiated and teacher-directed activities >Address multiple intelligences and varied learning styles >Focus on: self sufficiency, cooperating in groups, higher order thinking skills, and integration of learning in real-life situations
(from the Learner Guide. Holly and Lambert. 1994.)

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Since all children are gifted children, school instruction must go beyond the usual curriculum to awaken the full potential of all learners. We believe the ILS (Integrated Learning System) model is a unique and practical way to meet a childs individual learning needs and to build upon his or her strengths. Their repertoire of developmentally appropriate approaches includes the following: intelligence training programs. learning style methods. Students at Fidalgo are identified as primarily visual, auditory or kinesthetic learners and all three styles are represented in the physical structure of the classroom. Particular attention is given to providing strengthening activities in the students preferred modality. primary combination classes. Multiple-age grouped classes exist at Fidalgo mainly because research says that this configuration at primary level results in greater affective growth (how the students feel about school, themselves and their work) and possibly greater academic growth then in traditional self-contained grade level classes.
[357] The Fidalgo viewpoint is that all these components are elements of its Integrated Learning System and, when the elements are working in concert, they build individual student competence, heighten self-esteem and trigger student success. Its a package deal working on behalf of each and every child. Multi-age classrooms are an interesting case in question. On their own they are not the complete answer. Just putting children of different ages in the same room doesnt automatically lead to success. The secret is what you do with them after they have been placed in the same room. Indeed, the Fidalgo experience, while multi-age provision lowers the retention rate dramatically and has undoubted affective gains (there are no cliques; there is better social integration), rotational approaches seem to lead to greater academic growth. Again, this is typical of the Fidalgo approach. It is non-dogmatic. No practice is retained if it doesnt work for the children. Nothing is done because it is the thing to do because its fashionable. Fidalgo has gone way beyond the glitz to real practice to the real curriculum. Other ingredients of Fidalgos success are as follows: teacher ownership, responsibility, accountability and relative autonomy is honored. One member of staff is currently contemplating setting up an on-site, one-room school house. those in the school live and breathe inclusion. It is a case of [358] differentiation within inclusion the latter comes first. First and foremost, everybody belongs every single person is important. Special needs students at Fidalgo are not any more
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special than any other students: yet they are special and are treated specially, because all the children are special and are treated specially. All children have unique needs. THEY ARE ALL SIMILAR BECAUSE THEY ARE DIFFERENT. Currently, the school is hoping to become a magnet school for the learning impaired and it is hoped to make available interpretation and processing for all in order to improve learning for all. Fidalgo, like many other schools nation-wide, is attempting to marshall high-impact student services (by doing away with labels) and establishing the right support at the point of need. As was pointed out to us, the students at Fidalgo, are not a privileged bunch of kids. The school has to cater for the whole range of ability and there are many behavior problems. the school is learning (not curriculum) oriented. We were told that by emphasizing process, the product came naturally. Central to this approach is the work with Bob and Mary Meekers Structure of Intellect (SOI) program. Growing out of the reading [359] series Route to Learning, the scheme aims to get rid of learning blocks, thus opening access to learning. It provides the basic equipment for learning at Fidalgo: it shores up the roots and foundations. It has become our way of teaching as opposed to a page-by-page curriculum. Expectations increase as success increases and its fun too! Acceleration is characteristic of student learning at Fidalgo. The focused intensity of approach (theyve worked so hard to cater for the kids, said a school board member) has forced the local middle school to add higher math classes. A quiet claim at Fidalgo is that theyve changed (unchangeable) IQ scores: who said thats impossible? Theyve well and truly moved into Vygotskys zone of proximal development. Montlake Elementary School is another honest-to-goodness school with an outstanding track-record. Their approach shares some of Fidalgos characteristics. They have introduced multi-age arrangements carefully. The staff members have organized multi-age home room core groups (three of them) but have deployed themselves in such a way as to be able to create four reading groups. They have also built in enough flexibility [360] for the multi-age blocks to operate somewhat differently. For instance, Team 3 (Grades 4/5) arranges its four reading groups in ability groups by grade level (2 at each level). This arrangement, the teachers claim,
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gives the students much more chances of success. the kids can be in the 5th grade high group in math and in the 4th low group in reading. The staff members concerned like this measure of developmentally appropriate, needs-based grouping. The students feel successful. We can build in flexibility students can cross over between groups. Individual needs are catered for. Does it all make a difference?, we asked. We know it does. Their mental health improves when they know theyre successful We provide an A.P. (Advanced Placement) setting with decreased intellectual segregation. Its a more honest approach there are no hidden groupings. We can do provide tutoring for enrichment Anecdotally, we know were being successful. Progress is informed practicality we provide and individualized education. You have to know when the heart is heavy and the brain is empty. Team members complement each other and make it work. [361] The teachers in Team 2 (Grades 2/3) have established more heterogeneous grouping at the grade levels. Their aim is to get everyone working at grade level and have no sink groups of low achievers Under the former system, it was possible to have the lowest of the low Math group with 3rd graders with 2nd graders. Put a kid at grade level and he/she will work at grade level and you avoid the devastation of self-esteem. Weve discussed the disproportionality issue raised by the media and the district. Our lower kids were following the district-pattern not necessarily declining, but not improving at the same rate. Were caught between the parents (some of whom are very ambitious for their individual children) and the district. We recently spent two of the extra days talking about all this decided teams can do different things in the same school. Its evolutionary Concrete Elementary School has also evolved a flex system for multi-age grouping which allows for transferring the students across to locate them (given their needs) in the best place
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fine-tuning across groups. What originally began as a system accommodating teacher preference and style has evolved into a system accommodating students and their needs. As Ernest Boyer has declared, while we work vigorously to get all children ready for school, we must at the same time get all schools ready for children. [362] Influenced by their reading on multiple intelligences, the staff members have taken his advice very much to heart. At Concrete, however, its been a big step it changed every single thing we do. we see each child as an individual (rather than being on page). We try to adapt to how each child learns. We constantly ask how can I make this work relevant for this child? try to present material in different ways thus catering for multiple intelligences touching it, feeling it, moving it. You cant box kids artificial boundaries need to be broken down. You need transitions, flexibility, no labelling Its still very much work in progress. Our current frustrations? How to reach all the children's needs? How to assess them? It's a growing process were continually reassessing, re-thinking. Its the ultimate way that human beings learn Its the same for the kids. Learning is a process. We acquire relevant knowledge, use and apply it, expand on it and retain it it enters our meaning system. Its not necessarily facts either theres research, compilation, construction, information processing, learning where to go to find things this is much more valuable. The students also need to be working in teams interdependently and in constant communication we sink or swim together. [363] A parent observer at Concrete concurs with many of these statements. She sees the school as nurturing, transitional keep modifying. Its impressive that they keep tweaking the system in the light of experience. Above all, she says, the school shifts to accommodate the child (formerly it was the other way round) The joy is that you can change the system according to the needs of the child. Given their different rates of growth, you cant pigeon-hole them. Depending on the child, therefore, you have to use the available building-blocks to construct the school for the child.
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This constructivist approach to schooling (multiple students demand multiple, personalized schools) is intellectually appealing, logistically a night-mare. Yet at Concrete it works: While there are fifteen math levels being catered for in every room and age groupings and categories have as much as possible been jettisoned (you have to pick the scenario best for your child), all the students are in a family group thus providing some structure and continuity. According to the same parent observer, the strengths of the program are the continuous progress, the family group, the extended period of time with the same teacher. Routines are established its bam, right out of the gate in the fall. Theres no need for re-learning. Theyre settled in, in [364] a comfortable flow. They have social knowledge through ongoing peer interaction. Theyve formed a society, a family group. Were all here together, working in tandem two teachers are better than one! In interviews with the students at Concrete, they also endorsed these comments. They mentioned in positive terms, the team-teaching, the mixed grades, helping younger children, learning centers, the homework calendar (involving monthly tasks), personal choices, the selfmanager badges, student-led parent conferences, report cards written by themselves, etc. Concrete is clearly mustering impressive amounts of client satisfaction. At Clark Elementary, as with other sites, the staff has thought deeply about multiple intelligences and their implications for teaching and learning. Said one teacher, Before I sit down to do a unit I take a look at the 7 intelligences and higher level thinking skills. My thinking is so global. Ive grown a lot in the way I plan a unit. Its integrated. We use the 4-MAT model too. We havent talked about multi-age groupings Said a board member, Things people want to see happen for kids are happening here. The school has set the standard in many ways for the entire district. What is so important about this program is that you see kids performing at their very best. Can they make those applications, and be flexible and adaptable [365] these are the things I want to know. This school is very different in orientation there are many more manipulatives and calculators The principal agrees. This is a child-centered school As the grant evolved it became very much a parent and staff training model. A different focus took place about the third year. Things started piecing together we needed to look at the focus. Victoria Smith from the Seattle area working with the author of the 4-MAT system. The child-centered model
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was developed around the model. We also did whole-brain and multiple intelligences At the middle school level, the staff members at College Place have been endeavoring to combine developmentally appropriate learning with an outcomes-based approach. We interviewed a parent who had travelled with the staff: Ive been here 4 years. Primarily Ive seen an expansion of the teacher parent child relationship and the fact that the kids have had to relearn the way grades are earned. The kids have so many choices in order to learn gaps have been eliminated in their education. A child can take the test over if not successful, but gets a different version of the test each time after going through a process of studying the missing skills. There are [366] failing grades kids are expected to master the subject. The teachers here are so willing to help students at all levels The parents who are not as supportive really havent bothered to figure it out. To me it just makes sense. You dont want gaps in your childs learning experience its how to learn which you must gain skills on. The teachers are more than willing to help the children all we have to do is ask. Progress reports are done here mid-quarter for the most part you have something that gives you an indication of where your kid is When a school board member overheard these glowing endorsements, she felt bound to exclaim: from the school board perspective, we get the negatives sometimes more than the positives. Its good to hear straight from this parent we are really interested in the whole child, not just when or how they pass the test kids want to learn; not just pass the test. Another parent explained that the program was in progress when we got here Its very different here. We transferred here specially and have been real happy with the mastery learning. All my 3 children are different learners the enrichment process is fantastic. My son has been spurred to use his imagination and come up with ideas on his own. From the teachers perspective, I think the thing that stood out for me with [367] mastery learning was it gave kids hope where they had none before. They saw themselves as part of the process of learning. They dont blame teachers for not giving them grades they were better able to look at their work and make decisions about their own control over their own learning. They were given lots of chances hope is always there. I believe they saw their teachers as helpful in the learning process. Its about self-esteem kids who were able
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to go back and complete something felt that they owned their accomplishment and knew the choice was theirs. While there has been some criticism of second chances, I feel that the finished product of learning is more important If they can be successful in school, that is where their self-esteem comes from. Theres also a lot of camaraderie between core team kids they feel good about that; a little like a school within a school. How much has the school changed?, we asked this same teacher. Kids now know they can succeed if they work hard. Teachers cant be arbitrary and capricious. It takes away the power struggle in the classroom. Theres been a lot of influence from Glasser: forming non-coercive, need-satisfying relationships does work The kids are really grasping the materials and are challenged in so many ways kids are excited about what they are doing its invitational to learn. The goal is not to get kids out of school. {Id rather err on that side (keeping them in school) than} [368] Keeping kids in school is really important the staff and administration work very hard to keep those kids in school We treat kids with respect, we dont give up, we set reasonable goals, etc. Behavior is directly tied to success in learning. This is a center for learning and listening. They always remember their first success. We have teachers who never give up on children, believe in them. We cant victimize the children just provide help for children to succeed. A good percentage of people here would agree with that philosophy and the belief that learning is important supported by the teacher rather than the inspector Another school that cares for learners and learning is Sunny Slope Elementary in South Kitsap. According to one parent interviewee, the staff here is unique in the way they care about the kids each of my kids has been dealt with differently based on their needs things here are dealt with in a straightforward, up-front, timely manner. A school board member totally agrees. In her view, the school is caring, nurturing, child-centered they (the teachers) care about the children challenge them. Caring by challenging is an interesting concept but one which hundreds of Century 21 teachers will be accustomed to. It is a nice combination. An eighth grade student would also agree. These are my favorite teachers they challenge you, they help you. Theyre not [369] really strict. Another parent talked about the fact that her daughter has blossomed while working in more
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project-oriented, research-based co-operative groups and a kindergarten teacher summed it all up: Through 21st Century we feel we know the children and what they need to learn. We are very focused on where we are going growth doesnt happen at the same time with every child. Given the emphasis on emotional and physical wellness at Sunnyslope and the introduction of some multi-age arrangements last year, this is a school that is striving to meet the needs of each and every whole child. As one of these whole children admitted, I like it here because its different. They dont teach right out of the book. I like the multi-age groups you get to choose your own level like intermediate, advanced, etc. I wanted harder work and Im getting it now. I guess Im bright Ive got all As I have a lot of freedom and choices. Especially popular with the students and parents are the student-led conferences: Everyone has a slightly different procedure. My daughter led us through her daily routine, projects, etc. Then the teacher joined us at the end all this adds up to a student who is confident and full of self-esteem you couldnt pay me to move out of here! [370] The teachers let the students do it. We prepare by showing parents our best work. I like it better I used to stutter. Now Im alone with my parents and more relaxed. Everybody has a better attitude about things there are so many choices. Ive been a self-manager Well, our teachers had us write down what we did and we told them (our parents) what we did and why we showed them the room and how it was organized. It look like maybe 45 minutes the teacher sat there when we were talking. Then when we had to sign the agreement, the teachers came in and helped us come up with some goals. A few miles down the road from Sunny Slope is North Mason School District. Here, also, the students are warming to the close attention being paid to their needs: The changes have really impacted me Theres more time to study what I want and need rather than having to learn what others learn Im encouraged to take more initiative for my own learning if you sit still, everything just passes by. Added another student, Science, Spanish, my algebra project theyre all graded by rubric (we get the rubric before and after the project). You have to be more responsible, take the initiative, learn to adjust
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A high school teacher confirmed these positive reactions: Theres more time for research; much [371] more flexibility and more choices. The new block (schedule) forces you into different ways of teaching; it develops responsibility in the students. One problem remains, however; is that the majority of students unfortunately are still needing more direction. Our obligation is to build a system where they dont have any holes. If they go through without learning then we have some things we must fix. In Camas High School the advisory time with students is the main opportunity to begin to fill the gaps mentioned above. Now we all take responsibility for the needs of the students, explained a staff member. I had a good time with having an advisor, said one student. Another agreed, but suggested a possible improvement. Having the whole advisory being only one grade, I feel like it is not as beneficial as multi-level groups can learn from each other then Camas School District is prepared to take up the challenge of developmental appropriateness: It wont be ability grouping. It is much more looking at individual kids and their individual growth They are giving kids the opportunity to do things they are good at kids with IEPs can also do senior projects on their [372] own levels. I see it happening more like it did with real young children looking at a growth period, not just looking at cognition alone Absolutely is our response. All students deserve the level and degree of attention normally afforded only the youngest children. All students, in this sense, deserve to be placed in K-12 elementary schools. At Jennie Reed one non-graded team is taking shape (through a Chapter 11 mini-grant) 3 teachers are interested (K-4). Its in the planning stage now hope to implement by Fall, 1994. Significantly, it has taken the staff several years to reach this point and to register the need. They had the freedom over time to discover and identify the need. Nothing has been mandated. Moreover, over time, they have gained knowledge of learning styles, neighborhood cross-age activities, etc. It has been a real learning experience for them. For teachers and parents in Orondo,
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individualized learning for all children is a real plus. The children are working on varying levels depending on their needs. This is a pre-step to multi-age groupings We will definitely press the money to keep up with our philosophy. We meet every kids individual need. The computer lab is a major component in this program: [373] they (the students) have a prescription in the lab to go by; they take a test to move on to the next level. The technology teacher agrees: The Jostens lab came from 21st Century funds. It gives each student individual prescriptions. Ive been here 4 years. Every student has a minimum of 30 minutes per day in the lab, working on language arts, reading and math. The teacher stays with the class The children have opportunities to be challenged. They are not bored. Special ed. kids are included in everything. The common theme here is what can we do for the kids We keep looking to find the product its the process and if we dont have the process we will go backwards. The destination is the process; were teaching the kids to be life-long learners. Another colleague summed up the instructional changes made in Orondo: More performance-based the curriculum is individualized. Were going toward ILPs (Individual Learning Plans). Portfolios are a really big change whole language, no basals everything is individualized. Theres student selected learning to decide which units to study, organized student-led conferences, etc. Newport Heights in Bellevue has done much to personalize instruction. Teaching and learning styles have been explored, portfolios established [374] and ILPs (they call them development plans) introduced. After all this effort, one parent still has some understandable fears: Retention is not a word in our vocabulary here; retention is redundant. I am still concerned about the at-risk kids, who dont know how to take tests, etc. Every school has the same problem in terms of what happens and how you get to those kids and how they get passed along. I assumed that they would get caught up in the atmosphere and be taken along. Im not sure now its the ones who are really labeled, who are behavior problems at an early age; its really a struggle working with their parents. We have a strong special needs teacher here: it will be interesting to see what happens with inclusion efforts over the next 10 years. In terms of severe cases, some do well, some dont Im not at all worried about my own daughter she understood grouping in division, multiplication, understood it totally without just memorizing. At Newport Heights the students are getting the chance to explore, to make mistakes, to realize that theres no one answer, to understand that learning is about processing. Shes coming out well ahead of where we were
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Interestingly, the schools that seem to have done the most with developmental appropriateness are the inevitably smaller alternative schools amongst Century 21 sites, the International School in Bellevue and the Extended Learning Family (co-founded by John Anderson) in Bethel. [375] One parent of a student at the International School (where parents have to use a lottery system to get their children selected) emphasized its Although we are an intensively foreign language school, were not in the International Baccalaureate it did not meet all the kids needs The idea of student-as-worker is a very different concept the students have an inner drive. Because there is a decision to apply to the school, the kids who come here in general tend to be a little more focused or motivated. I dont believe this is a place for all kids no one place is. The kind of student who thrives here is interested in academics, not sports; if the social side is really important, the kids wont be happy here. The teachers are very skilled at meeting the kids where they are and taking them from there. Teachers in the beginning had more of a personal approach then they are able to now (the school is rapidly expanding). The average class size now is 25 I do see it here like home schooling with a lot of help, more of a variety of teachers. For children who have global learning styles this school is ideal. They just dont pass them along as they finish the year; the program is individualized to meet the needs of each student. You can go through at your own speed Normal high schools are boring to our kids different kids have different needs; and different schools should fill different needs my need choices. My son [376] feels empowered, excited about what he is learning. He has a global learning style and needs to feel comfortable in order to learn. He needs inner motivation and drive. Those who dont have it are encouraged, not just left alone. There is constant assessment There are some students who will always struggle weve got to learn to respect the differences. The size of the program makes a big difference too there is unconscious monitoring going on in a small school. Thats why we fought for this site we spent time convincing them it would be a good idea. This has been a win-win situation A member of staff totally agrees: I love the feel of it here; the interaction is positive. The kids will be well known by the time they leave here. Asked about the strengths of the school, the same teacher listed size and the personal approach, rapport between teachers and parents, and special attention. We force most kids through the cookie cutter. (Yet) the degree of performance has to be addressed. The expectations have to be modified as they go through the foreign language program. They ought to be very articulate in the language by the time they finish here. Having said that, there is not as much diversity as I would like to see.
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A student, Daniel, nicely sums up the strengths of the International School: [377] From an academic standpoint it has been really good for me it has been easier for me to improve my work habits. The grading policy helps the individual student see in a more clear way how he/she is doing. Personally I am stronger in writing and liberal arts. I can use what I have gotten here and carry it over somewhere else; the teacher student ratio is good. The teachers really do make an effort to get to know each and every student. Were on a first name basis with some they become more like colleagues and partners. In many ways I am learning more here Two other students support his views: The teachers here seem a lot more interested in what they are doing. The size can be an advantage and a disadvantage, but were definitely more challenged here than at any other school. The teachers know your capabilities We received much the same kind of comments and endorsements from students, parents and teachers of the Extended Learning Family. According to a school board member, this is a very progressive school in a very progressive school district. Were all trying to make better ways to learn whatever it takes. Stopping drop-outs is one focus. Because some children learn in different ways, we need to be able to make enough choices for our students to be able to fit into the right frame of learning. More particularly, he sees the Extended Learning Family as [378] largely fulfilling this vision: Graduation here is wonderful. The 2/3 hour barbecue is one of the highlights of the year. The kids tell their stories about where they have come from. Clearly the school is pursuing the same goals as the board kids are first. We need to get as much money as possible in the classroom I take exception to the religious right I dont want to be put in that category. I think more time should go into the decision to vote against restructuring. How I see it is that we have to really look more to student needs instead of corporate structure The traditional way does not work with these kids we cant work on the bell curve any more. A good teacher relates to the student to find out their personal needs Every school should become an alternative become more focused on students. This same respondent, a Christian lay preacher himself, made some most pertinent comments on the current debate over the merits and demerits of O.B.E. (Outcomes Based Education) in certain religious circles: Fundamentalists are afraid that values are going to be messed with some want clout
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without having done their homework The real key issue is that we rank so low in the world in the delivery of needs. [379] We need a better way to perceive student needs. To make OBE work we have to demonstrate to the process to parents and see how the kids lives are changed. The students must be able to apply their skills in the workplace. The failure in industry is about the failure to get along with others on the work sites. We must teach the children how to interact in the daily setting. They must see model behavior people who really care about the students. If the students are falling apart in their personal lives, they cannot learn so the staff here addresses that What about self-esteem? The bible is very clear about that. Self-esteem is certainly within the values of Christianity. Kids must have something within them when parents and teachers have deserted them prisons cost more than schools. What schools like the Extended Learning Family clearly understand is the intricate relationship between the social and the academic, the affective and the cognitive, feelings and dealings. John Fairbanks, who has been a teacher and counsellor at the school for ten years, understands the subtle connections: The model for counseling is now taking on mental health counseling, but the district wants counselors to focus on the career stuff. Im on the side that says counselors [380] should do mental health counseling. The University of the Puget Sound better prepares counselors for that type of approach I wanted to be here I was enthusiastic. The philosophy of this program is one of student first. Here the primary relationship is student teacher with curriculum secondary What happens is that, for many kids, their needs are met here not because of technology but because of the relationship between students and teachers. When I first started noticing that a lot of my students had had a significant loss (probably 25% of them), I decided that I needed to learn about bereavement. When I got some course-work, I became more effective. Yes, the way to the academic is often through the social. If the affective domain is out of proportion the cognitive will not be reached. People here care about the children and value them. His colleague, who helped to start the teen-parent program at the school, explained her satisfaction with the grant: It paid for the program for parents to attend school with their children with on-site daycare provided free to the students I also feel really good about the elementary program. The environment is set up for the students to learn in their best style Now Im an occupation information specialist in the area of diversified (health) occupations. This teacher, like many of her colleagues is clearly a member of the caring profession. They really care about the students and their needs.
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[381] One parent went on to explain how the school catered for her sons particular needs. My son was ADHD and struggling through the 7th grade, flunking, etc. He came here in the 8th grade hands-on projects are really good for him; computers are wonderful for him. Hes not under the same pressure (academically and socially) he was always fearful in the other schools. We push hard for him to get his work done science is his favorite. We help him meet the goals set by the teachers. He feels different than he did at the other schools he wasnt getting his medicine at the other schools. We learned about the school through the ADD support group he was diagnosed in Kindergarten and started on ritalin in 1st grade. Its very noticeable he is only here 3 hours now Finally, these comments from the current teen-parent teacher, I think with the teen population we have, they would not be in school without the child care we have here. We have 45 girls and 5 boys a central part is the day-care. They dont have any other care; they are on their own. Most are on welfare, most have been pushed out of the family What Ive learned since coming here is that free on-site day care is the number one need of teenage pregnancy we havent even begun to identify those who dont know about us, dont have day-care and are not in school. If we get [382] sympathetic instead of empathetic we become enablers and what we want to do is to teach more individual responsibility. I dont like kicking kids out of the program we give them time off to get their problems squared away [Page 383 and 384 are inserted here. See next pages] [385] Developmentally Appropriate Learning involves tailored teaching. It entails tuning into the developmental needs of each and every student and teaching accordingly. It can obviously be planned for but, by its very nature, tends to be somewhat spontaneously creative, flexible, informal, and unstructured. No wonder, then, that small alternative schools prosper in this area. Because Developmentally Appropriate Learning has to be individualized to suit personal needs, it tends to lead toward atomization 150 students have 150 personal curriculums, the only structure and the only shared curriculum coming when their interests and choices overlap and it makes sense to join together in a learning group. But the question arises is all this going too far? Is there just too much fragmentation at this point? It is a dilemma currently facing the staff of the Extended Learning Family. Should the school move more to contract-based learning? Should it become more of a hub for home schooling a kind of half-way house? Where should the balance lie between autonomous learning and community learning? [386] According to the schools new principal, Traditional schools have been unwilling to change their culture, so its been at the expense of kids One of the things that most alternative schools do is to institute a
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CAMEO
[383, 384]
Darla Brunnquell, Challenger High teacher, and Mike Hossner, 12th grade student, talking about life at the Extended Learning Family. Darla. The day is individualized. High school students have an eight hour commitment to school per week, four hours in a small group, the other four hours in mini-courses (such as Project Green, creative writing, Vietnam, computers, etc). Mike. I would not have graduated without going to this school in fact, this school literally saved my life. I had no personal motivation and little selfworth. The teachers never gave up on me; eventually, I realized that they were trying to help me. Without this school I dont know where I would be It was the class size and the teachers in the traditional school where they dont have time to understand where you are coming from. Things become personal here; the teachers are friends someone you can count on for support and help. I would do anything for this school Im going to Tacoma Community College for horticulture to be able to open my own nursery. I got into Bonsai work to calm down my temper. Some of the work here involved counseling. Ill come back when Im away from here I cant say anything bad about this school. I think its helped a lot of people; most of the students who have been here awhile would say that Darla. Ive never taught in a traditional setting and dont think I could now. Ive always been in settings which are more holistic and therefore, in my view, more realistic. Ive dealt with students and families in real situations. Ive had the chance to get to know my students One of the most typical comments I hear from students is that things fall apart for them in the 7th grade. They feel like an object on an assembly line its the depersonalization that the kids feel Mike. Ive been through a lot of problems and these people have seen me through it. There were times when I didnt want to hear what they had to say so I stayed away. I think the school has a lot to do with my success. I have little support at home I had to take control of myself I come in now just to visit even though I have finished my hours. It took me all through high school to find what I really wanted to do Luckily I got it (all the bad stuff) over with soon enough I dont ever want to go back to all that.
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system for contract-based time (there is 40 - 80% contract time compared to the traditional school). The students have to meet with a staff member one or two times per week then the student leaves and spends time away from the school. They turn the community into a classroom. Its pure Maslow many kids have to struggle with safety, food and shelter issues. Contract-based arrangements allow for hanging on to those kids who are barely engaged; the contract-based teacher may be their only touch with sanity all week We want the kids to have the same as they would at the traditional high school. We want a school (as an organization) which can be as tailored and individualized as it needs to be. [387] Yet is a contract-based learning systematic enough? Does it offer enough connectedness? The principal continued This school was set up where the teachers work as generalists, which is a great set-up for integrated subjects. Now if we get the rigor that comes with the framework of OBE weve really got it made Theyve evolved into integrated projects and curriculum here before their time. It was a stroke of incredible vision on the part of John (Anderson) the small group teaching. The students meet with the teacher for a minimum of 8 hours per week; it can happen off campus too. The parenting program takes place 4 hours per day. It's a small group atmosphere here with a really caring nurturing staff who really create the atmosphere for kids. They create a place where kids feel like they belong its an attitudinal philosophy as much as anything else. All the teachers offer minicourses, electives, etc. Perhaps, as this respondent suggests, individualization meets an OBE-type framework of curriculum expectations in the setting of the small, semi-formal teaching/learning group. Perhaps to pitch individualization (and developmental appropriateness) against connectedness is mostly to create a false [388] dichotomy. As Ted Sizer has never ceased saying, establishing general expectations/universal goals for students and providing personalization of attention (while, at the same time, stressing the concept of student-as-worker) can not only co-exist but can enhance each other. The corollary of developmental appropriateness, therefore, is connectedness.
Connected Learning While diversity/differentiation is a recurring theme in this report so is connectedness. A connected staff has the potential to create a connected curriculum which has the potential to lead to connected learning. Based on the evidence of our research with Schools for the 21st Century, there are aspects of connected learning all of which, quite appropriately, are inter-connected!
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[389] (1) Connecting the Affective and the Cognitive This theme, first identified in the previous section, has been a major feature of Schools for the 21st Century. From Jennie Reed to the Extended Learning Family, from Kimball to Fidalgo the message is the same. When it comes to learning, the positive operation of the affective dimension is vital. Without it, youre whistling in the wind. This understanding is summed up in these words from Fidalgos final review: While our original purpose was to raise student performance, we have come to understand and to appreciate that children do not function as brains in isolation. We are very concerned with the child in a holistic sense and have not, in any way, sought to negate the importance of the affective domain. We have seen that we can meet many of a childs social/emotional needs by developing a sense of competence which will manifest itself in terms of increased self-esteem. In other words, nothing succeeds like success, and building upon academic success heightens confidence which is transferred to all aspects of an individuals persona. As a result, at Fidalgo (as at the Extended Learning Family) school counseling has been integrated in the classroom. In the estimation of the Fidalgo staff, because all children have [390] unique emotional and educational needs (while some children are higher need than others), they are all best served in the regular classroom. Inclusion is the norm at Fidalgo. Moreover, the school counselor, working in close conjunction with the classroom teachers, has the tools available to assist the high-need children in a regular setting, thus enhancing their likelihood of achieving academic and social success. In talking to this wonderfully global member of staff (we interviewed so many high caliber teachers during our sustained research), it emerged that in dealing with the affective and the cognitive together through a counseling model, Fidalgo really is heralding a paradigm shift of some magnitude. (see below). The other Century 21 sites that have experienced much the same kind of radical attitudinal shift have tended to be those influenced by the ideas of William Glasser. In North Mason, for instance, there is a depth of commitment to RTCT (Reality Therapy and Control Theory). What observers at North Mason have noticed in particular is the change in the student/teacher relationship. Glassers two main rules, responsibility and respect, have had an enormous impact. As one principal admitted, personally, the most profound part of the [*] [393] project (has been the fact that) discipline referrals, the bus referrals, the playground problems all decreased or went to zero. Now the principals office is where you go to work things out [*Pages 391 and 392 inserted here; see following pages.]
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A teacher colleague agreed: I see a more cooperative classroom environment the end product is learning rather than just finishing a task. Its been a really long time since Ive felt so relaxed. I really enjoy seeing the children I havent had a problem with a kid that wasnt something which could be worked out by talking to them. Im back to having a really good time. Block schedules are a cosmetic change; restructuring is what you teach and how. Affective teaching is cognitively effective.
[391]
Old Paradigm * Typified by standardized tests and the consequent narrowing of the curriculum. This constrains the teachers creativity and teaching becomes a grind. Counseling is used to preserve the narrowness to keep the lid on. It is the reactive remediation of the mental health model of counseling (the kids, not the system, are the problem) Its an impossible task its a question of picking up the defeated. *
New Paradigm Teachers passionate about kids and their learning. More tools as a teacher (figural, semantic, symbolic) to use with the kids.
When SOI is developed into a counseling model, the latter becomes proactive and preventative kids are caught before they feel defeated. Its about increasing selfesteem and thus enabling learning success. Kindergarten screening: how each individual learns. Early/proactive, therefore assessing learning for each child. The childs profile allows for personalized attention detection of strengths and weaknesses. All the warm fuzzies in the world arent going to work if this screening/ personalized attention isnt done but we still incorporate the warm fuzzies! Allows for more integrated teaching (affective/cognitive together cannot be one or the other/cannot be separated)
In the old curriculum approach, content reigned supreme. Neither the cognitive (involving skilled information processing nor the affective were acknowledged).
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[392]
WILLIAM GLASSER INSIDE THE QUALITY SCHOOL

Better teaching is really better managing (of learning) Better management of learning involves: not being boring/discovering relevance and applicability remember that its impossible for bored workers to do high quality work assign tasks accordingly managing students in need-satisfying ways (as opposed to coercion) discovering the choice and flexibility of learning usually seen in magnet schools teachers should teach more of what they enjoy/ students should learn more of what interests them (then, no need for coercion) teachers as managers practicing lead-management not bossmanagement. in turn, administrators treating teachers in likewise fashion an urgent need for better evaluation (in-depth interviews/observation/ follow-up studies, etc). standardized tests reward low quality work (in what amounts to a self-destructive system)
[394] (2) Connecting the Right Brain and the Left Brain At Fidalgo there is an intentional endeavor to integrate both hemispheres of the brain in order to assist each child to become a fully-functioning individual. The staff members believe that children have to be provided with experiences which develop the more creative right brain along with the more logical left, so that movement may be made toward true integration of both hemispheres thus children can begin to work toward maximizing their potential.
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Indeed, Fidalgos own report includes this rather apt passage from Piaget: (We need students who are) capable of doing new things, not simply repeating what other generations have done; men who are creative, inventive discoverers. The second goal of education is to form minds, which can be critical, can verify, and not accept everything they are offered. Given this kind of exhortation, the Fidalgo staff has determined to link creativity/divergent thinking with more logical, analytical evaluation. Consequently, Be generating novel ideas and solutions, and then stepping back to discern which [395] of these are most appropriate for the situation in hand, children can begin to develop the problem-solving strategies needed to adapt to a rapidly changing society. Taking these two dimensions together (affective/cognitive, right brain/left brain) produces an interesting map (see below) [See top of next page]. The challenge lies in the linkage of the two orientations: innovation (the creative commitment to, and excitement of, generating new ideas and finding problems) and evaluation (the analytical and logical processing of information in order to sort out and solve the problems). All of this, of course, speaks to holism the attempt to put together again whole children, whose education (previously) has taught them only separation. This is why connectedness [396] and integrity provide such a vital theme running throughout Schools for the 21st Century. Integrity, of course, bespeaks integration.
(3) Connecting Learning through an Integrated Curriculum TEAMING AND THEMING is a constant, recurring feature of Century 21 sites and their change efforts. Very much part of the middle school philosophy, in Schools for the 21st Century it has been a K-12 phenomenon: integrated subject-matter presented through the medium of team-teaching. At College Place Middle, for instance, (Century 21 has been) an incredible boost for everyone. Weve been able to set up our own classes, tailored to our own program. Theres much less isolation; teaming has really made a difference. For half the staff this was a new concept. A team is about 100 kids and 4 plus one academic teachers language arts, social studies, math, science and some special areas (P.E., home economic, computers) etc. While there are a lot of different approaches depending on the team, weve looked at the integrated curriculum and have had mini-grants to develop units. This curriculum development work will continue: linking integrated curriculum, technology/computer literacy, product-centered work, essential learning skills, etc.
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[395]
Right Brain
Innovation Creative commitment to generating new ideas; problem-finding
Cognitive Affective
logical processing of information in order to solve problems Evaluation
Left Brain
At Concrete Elementary there is also team-teaching [397] and, again, the three teams tend to all operate differently. Two members from one of the teams who have established a thematic approach (by constant producing the thematic materials themselves), confided in us that they feel guilty if they work on the same theme with the next multi-age group coming through. Are we being naughty if we repeat?!, they asked. In their situation it could never be a case of repeating the following year anyway as, in their multi-age groupings, some students would still remain in the group in any one following year. Even so, we said, presumably, every School for the 21st Century can get into maintenance mode at some stage! Montlake is another elementary school built around a team approach which has progressed by encouraging flexibility of approach across the teams. The three multi-age teams (K/1, 2/3, 4/5) have built-in smaller group size (a major plus) as a feature of the program by utilizing all staff members and incorporating specialists within the teams in order to be able to give focused attention to skill level groups of students. According to the members of one of the teams, however, the lower class size and the basic skills work are important but not so important as theming and teaming. Themes are our pride and joy!
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This particular team operates a rotational system; during a nine week thematic period each teacher sees the same group for three weeks. In [398] addition, there are two school-wide themes per year, while the other major theme is team selected. Their work, they say, is based in the belief that a process approach leads to long-term retention and real learning: process implies that youre constantly repeating things. Bruners spiral curriculum rests on this same belief: that conceptual development occurs through repetition albeit using new and different subject matter. The members of the K/I team knew exactly what they wanted to say about the teaming approach: Number one, you cant run ragged (teaming not teeming!). Pick something youre going to do and go for it in every way Its been a big leap for us, despite that fact that we chose to be in this situation and were determined to make it work. Its a question of personalities; teams either work or they dont. We dont go for as much rotation; we set up a slower pace less teachers to see. Fidalgo also has an integrative, thematic curriculum with a classroom curriculum (K through 6) built around some central building themes. This provides the school with the advantage of having an intensive focus at any one time. Themes and focus areas are often chosen because theyve figured in evaluation feedback as areas in need of further attention. [399] In Camas School District the main thrust in the first year of the grant was the building of Dynamic Learning Units (DLUs) and the construction of an integrated curriculum One teacher participant later reflected that the integration model that was one of the most significant ways of structuring our discussion. Looking back, the assistant superintendent remarked that the Century 21 project in Camas had certainly evolved Some outcomes now are different from the beginning but you can trace the logical development and see the sense in the projects. The original focus was on blending content the integration thrust. We did a DLU for 3 weeks at a time. With the help of a steering committee, groups were formed independently: it was a monumental undertaking for the entire district. We wanted to infuse the experience and not just have a small blip. We wanted to infuse it more throughout the entire curriculum. What we really cant tell is if this is making any difference The exit requirements came out of that; the high school took the lead and then it fell into place. The elementary teachers are now doing the exit outcomes based on the high schools lead theres an outcomes initiative across the district.
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Another teacher remarked that [400] during the 3 week bloc, normal things were suspended for the entire school system to do strategic planning including students That was just the first year and there was a little confusion. The second year it was minimized, but it has pretty much become the initial concept. Its part of the standard day now. The work of the integrated curriculum had two spin-offs. First, there was the district-wide initiative on district outcomes. According to the high schools vocational teacher, I was chair of the steering committee on outcomes. We are trying to redesign something while we are actually doing it. Luckily the 21st Century gave us the ability to implement it in the sense of doing the writing, putting it together, organizing staff inservice, etc We had so many things going without reaching closure that we were overwhelmed; so we decided to focus on one thing exit outcomes for graduation. Outcomes are a focus a lot of intense work, but it brought departments together weve done away with the term departmental chair. We have task forces now and teams. That in itself is a big change. Another good focus is that I am in a team of 4 people we do assessment, curriculum, etc. for the entire sophomore class. A second spin-off from the original emphasis on the [401] integrated curriculum has been the Journeys class in the high school. This is a sophomore level class which came out of a 21st Century workshop. We were supposed to select a topic we did a life after high school unit. It involved an assortment of curricular areas family health, world studies and English 10 are now a team. They gave us 5 extra days from Century 21 and we sat down together and wrote the pilot curriculum. There are careers in it as well. According to one of the student participants: I took the Journeys course it was fun and interesting: I spent time on Japan, Iran and Mexico I spent a lot of time working on that. We did a lot of the world studies kind of thing: Many of the Century 21 sites have similarly combined an integrated, thematic approach with global awareness world studies. Jennie Reed, for instance, chose a Pacific Rim focus, involving teacher and student Japanese exchanges and yearly extravaganzas when the classes pick a Pacific Rim country and do an in-depth study. Then the parents are brought out to participate (cooking, dancing, music, etc.)
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Kimball Elementary has focused on multi-cultural infusion: [402] whole language and other subjects have been combined into a multi-cultural, thematic curriculum developed by staff (using an excellent multi-cultural planning sheet). Turning to the secondary level, Sammamish High School, taking a leaf from Shorecrests book, has introduced a four-year rotational global awareness approach. This year the focus is on the Americas and polar regions. This is a deliberate way to focus across the school inside the curriculum during an intensive global focus week. We look at the geography, politics, environment, etc. There are countless activities and rich diversity Its a popular component. There are 8 core members and we look at each discipline with a global perspective. The staff interest at Covington Junior High is to create more integrated curricular efforts that are real and come alive. One of these efforts is the Salmon Project which began 3 years ago. It started as a construction of teacher enthusiasm and the students interest in the environment. The students raised and released 900 salmon annually, drastically improved the habitat of Salmon Creek, continued water testing over time, planted trees and, generally, took responsibility for their local environment. Their classroom discussions included the social, environmental and business issues raised by the impact of new housing development. Although part [403] of the Science/English Block at Covington, the students touched on some career possibilities, while acquiring such useful skills as technical report writing (a real gap in most educational experiences according to the SCANS report), in-depth research, computer-use, communication, project planning, etc. Using I*EARN, they linked with other students in Australia, Russia and Korea. After all this one boy from a family well-experienced in hunting exclaimed: Its a lot of fun to work with them (the salmon); Ive learned that you dont kill what you dont need. His teacher added that Davids in control of his own education. As an extension activity, the students wrote a play called the Web of Life which was based on research and factual information gained on field trips. The drama, which includes a Native American motif and describes how salmon were created, was put on at the Columbia Arts Center. In terms of the Science/English Block itself, the students do hands on science (theyve made rockets and mouse-trap cars), write in their journals daily (concerning their project-work and their self-assessments), work on projects (such as telecommunications, forestry, myths and legends, etc) and give team presentations. During the telecommunications sessions theyve
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been able to compare their work on Salmon Creek with what Russians are doing about the pollution in the Moscow (Black) River. The block is a good example of both teaming and theming. As the teachers [404] commented: When were team-teaching and taking risks together, you have to trust your block partner. Were making history as we go. The kids learn best by doing hands-on, practical projects, field trips and experiential learning bringing it all alive. By working together and putting your brains together you can come up with a solution the high level of responsibility motivates you to get the job done (Theres a) growing awareness that you dont work in isolation. Beyond the block out connected to the core-curriculum elements within it, Covington organizes Culture Fairs. Different races are represented and a parade of nations assembly takes place. Students, wearing native regalia, find themselves doing the same dance together. As one of them said, Were similar because were different. Shorecrest High School in Shoreline School District has the distinction of being the secondary school looked to by other Century 21 sites as being a leading light. Besides a strong Pacific Rim thrust, Shorecrest has a Senior Connections integrated humanities course which aims to promote the value of cultural awareness and diversity. Global awareness is the goal and there are units on Africa and the holocaust. The course features both teacher collaboration and a heterogeneous mix of students, [405] while anchoring the much praised and much emulated Senior Project opportunity at Shorecrest. Eventually, the projects become the class content, including time for the students presentations. One of the teachers responsible for the Senior Connections course wonders whether there is now less choice for students (thus touching on the tension identified in the previous section): Possibly weve over-compensated for the old lax approach. We needed more structure, more meaning, particularly during the senior year. In applying the concept of making the senior year more meaningful, however, weve locked the kids into a pretty tightly structured framework. The kids, though, can negotiate and construct a personalized curriculum But the kids still feel a bit trapped. We need to allow for more flexibility for kids to choose directions that are meaningful to them. We do really well for the highly capable kids; at-risk kids have tremendous needs and we should be meeting the needs of all kids The senior year should be the culmination of their educational
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experience when they can bring all their skills together, make meaningful personal choices and, in short, be able to say that Im making the school work for me personally. The dilemma referred to by this teacher has been faced more starkly in the case of Shorecrests [406] Consumer-Economics Class, a survival course previously offered to all students, but not necessarily needed by them. According to the same respondent, Its a waste of time for some kids. Although it was intended to help all students face the reality of the world, it needs re-working as our evaluation data suggests. At Sehome High School in Bellingham the Explorations class, born before Century 21 but given significant support by it, has been a popular addition to the school curriculum. As one student said, It was originally called changes and it was one of my favorite classes I helped to redesign the course. Although essentially a social studies class, it is also the vehicle for teaching English. The students say, however, that it is hard to say from their point of view which bits are English and which are history/social studies, but still acknowledge that it is a swell product. The course has championed advocacy for students, their empowerment and new approaches to assessment. It has strong parental support and features: [407] flexibility powerful use of outside presenters team-working, involving positive interaction between students from the teachers perspective, the successful integration of social studies/English material student involvement: sixty students from the 9th grade rebuilt the course during an off-campus session paid for out of Century 21 funds. teachers-as-facilitators many opportunities for critical thinking
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Two problems remain. Teachers have to be found who not only match the class but also are compatible with colleagues and capable of sustaining friction-less, ego-free relationships. In any high school this is a daunting, hard-to-take challenge. Moreover, the course is still only an enclave. Its characteristics do not seem to have been transferred to other parts of the school. Another interactive effort at Sehome was less successful. Mariner Seminars were an attempt to be cohesive, closer to the environment, encouraging of community-based learning. They had some process to them; they became a burden for the teachers, who were empowered to veto them They didnt last; the teachers voted them down. Curriculum connectedness was undermined here by a version of teacher connectedness or maybe teacher disconnectedness.
[408] (4) Connecting Students-as-Learners Co-operative Learning was so axiomatic in Schools for the 21st Century that it was hardly mentioned in our interviews; yet we observed it in practice everywhere we went. We assume that it is just so much part of the fabric of schools that they dont need to mention it; its no big deal its just part of the way we do things around here. As one teacher admitted, Co-operative learning its an everyday thing now. At Newport Heights, for instance, where it is so much part of the culture of the school, we were told that Our philosophy of learning is collaborative here. The teacher is the guide-on-the side; the learning comes through the conversation the kids absorb from one another. The teachers model through their dialogue and that filters down to the student the art of conversation between adults filters down to the kids. At Clark Elementary, commented the principal, before the grant there were no basals, workbooks, etc. The boundaries were already blurred. Now weve gotten better at systematization and seeing how we are integrating things. A consultant spent a year with them. Whatever you [409] give the staff they will try as soon as they are trained. Co-operative learning was a good example of this; now the growth has occurred and they are using groupings in a natural, normal way They have a better tool-box now. Parents are co-operative they know the culture coming in to the school. (5) Connecting Students in the Mainstream of Schooling
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Inclusion of special education students has been a constant theme in Century 21 schools. Once again, however, it almost goes without saying. At Concrete Elementary where they have surprisingly large numbers of Chapter/LAP students (35%), the specialist staff operate both pull-out and in-class activities but would like to move to an inclusion model to serve students in the classroom. You have to have staff who can cope; but it would fit with the multi-age. Some of these children arrive at school with so many problems, however, that every day we have to scrape away the garbage.
(6) Connecting Home and School as a Learning Community While parent involvement is discussed at length in a later section of this report, it needs to be stressed at this point that numerous activities have been designed by Century 21 sites to activate student learning across the home school boundary. [410] At Concrete, for instance, a homework calendar has been designed for fourth and fifth graders which is thematically-based to support the integrated curriculum, activated on behalf of multiple intelligences and is familyoriented. Suggestions are given concerning things to do together at home and choice is built in. We received comments from participants at several sites that the work on exit outcomes provides a first-rate framework for discussion with parents. A typical response was the following: Having outcomes gives you a direction you are teaching toward. We did our own; we didnt adopt someone elses Im real excited about it, this will give them (the students) a focus on the things they must get done. We have open discussion about transitions from school to school we also keep the kids for 2 years. Its an excellent model for parent communication, knowledge of the childrens abilities, building up rapport, etc.
(7) Connecting Two Worlds There is often a separation between the world of school (and learning) and the world outside. High Schools, in particular, are trying to break down this divide. At Sammamish, for instance, an alumni day was organized recently to connect with the world of work and to lay out some choices for career development. The students were told by one speaker to take responsibility and set some goals. What also emerged [411] from a survey given to the students was that they feel lacking in the skills of choices/decision-making. According to the site co-ordinator, The students need the fundamental tools to make decisions and choices concerning career changes. In order to make such choices, they have to see the connections the wider picture. Indeed, they need to make connections generally; school-work, academic
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vocational. The application level involving a performance-based system of learning will help them cross the great divide. This really is a paradigm shift. They need to deal with the emotional part of the process plus skills (how to choose) plus knowledge (of the available options) Connectedness between school and the real world is the theme of the next section. It goes without saying, however, that there should be no great divide to cross, no rift to heal. School should be very much part of the real world and this particular paradigm shift has been instituted by many sites within the Schools for the 21st Century initiative. It is a question of Authentic Learning
[412] Authentic Learning: At the core of the real curriculum lies real learning. In our research experience, real learning characterized 21st Century classrooms in two ways. First, we found learning that was relevant (to children and their lives in the real world); applicable, alive, active, experiential, hands-on, practical and, above all, non-artificial. The learning was connected with reality, not separated from it. Second, we found learning that is really learned, i.e. understood, assimilated, internalized. It grabbed the students. Take together these two meanings of real learning and you have got the application level, a performance-based system of learning; youve got what Washington is now striving to achieve from the state level. Our news is that the application level is alive and well and can be seen daily in 21st Century classrooms state-wide. Whether this fact is acknowledged (or not) is a political issue. Whether anyone wants to learn from this rich experience is another political issue. In short, however, over the last six years, Schools for the 21st Century have harnessed the application level through a combination of alternative assessment strategies and real learning. In our words, real learning constitutes authentic learning and, in our research, we discovered seven aspects of authentic learning in classrooms across the Century 21 sites.
[413] (1) Problem-Solving Problem-solving typifies authentic learning. It is performance-based; it evokes higher-order thinking. At Newport Heights we were told that the kids are good problem-solvers they are on the higher end of Blooms taxonomy. They function well here up till now theres been a different philosophy in the middle school, but we met with the math teachers for all 6th, 7th and 8th graders and they are beginning to look at more problem-solving itll be fun to see how this dialogue progresses; its the trickle down effect at work. Things are being done now to make a difference.
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Three miles away across Bellevue, at the International School, the math teacher mentioned doing some performance-based things, problem of the work, working to NCTM standards, writing down what youre thinking I strongle believe the children need to struggle with it and problem solve As we teach more problem solving we are at the top of the district not on computation but in problem-solving. We are teaching the practice things more
(2) Hands-On Learning Sticking with the International School a moment, we were [414] informed that the face of the classroom has changed; theres a lot more awareness, putting kids in the drivers seat, active involvement in meaningful activities. The hard part is it sometimes seems that you are doing less. Yet, as Ted Sizer has reminded us, less (done better) means we will achieve more; and that is exactly what these schools have been doing. The same teacher continued: Its a good school because the staff thinks that all the children can learn and works hard to have stimulating learning situations Were trying to encourage them and let them have the joy (of learning) let them know they are growing. In my first year here I was impressed with the dedication and interest of the staff: they are keyed into hands-on learning. The students get the idea of the scientific method and are able to apply the facts At Shorecrest High School the science department, once lagging behind somewhat in the drive for new learning, has now instituted performance learning, authentic assessment, discovery events, projects, the formulation of hypotheses, etc. The learning is very constructivist! (i.e. hands-on) When we inquired in Camas whether student learning had [415] improved, we were told that hands on learning, having kids create things, is so much more positive. The legislators need to talk to the kids they need to see what is going on in the classrooms requiring the acquisition of skills.
(3) Research
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Research is a set of activities that span Blooms taxonomy. Knowledge, comprehension and application lead to the creative thinking process involving analysis, synthesis and evaluation and the ensuing creation of new knowledge. Countless Century 21 have been given opportunities to traverse the taxonomy and challenged to become, in Blooms terms, scholar researchers. The sites have given children the ability to present a project, share and demonstrate knowledge, do meaningful research and share with pride a finished product. At the International School the students not only have the opportunity to solve a problem but also to do on-going research. In an integrated project involving math and science, they have been working on a bat project creating a bat box with as few 90 degree corners as possible. The National Urban Wildlife conference is here next October well put up a display there. We also worked on a balloon (metereological) project our hearts in the right place Another example was an integrated project the [416] we did as a total staff decision on earthquakes involving math, geology, science, technology, writing, etc. We have to try to make it work for the students.
(4) Projects Project-based learning has typified Century 21 classrooms. So, during our interviews in North Mason, when we asked about the quality of instruction, we were told that it had definitely improved because of more projects, more meaningful approaches which, in the past, were not as important as covering the books Different teaching methods (and attitudes to the material) have really changed classroom practice. It used to be list the 12 main insects; now its what do you need to know to be an intelligent citizen in the world of science. What has made a world of difference in North Mason has been the on-going environmental theme and the Wetlands Project in particular. According to one of the school bus drivers, Everybody values the wetlands they are learning down there! A principals view was that Century 21 had been a great opportunity wouldnt trade it for the world. Weve moved beyond the original vision weve moved so much faster (than expected); what we saw as possible became [417] so much more. Weve made big gains, firstly on the environmental side. What
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was done last is most paramount to me the Wetlands; a real story book When we asked a teacher colleague about the strengths of the program in North Mason, the immediately responded, the beginning of the Wetlands project involving joint activities between science and the language arts team. At the International School, as in other sites, they have a special projects week. This has involved such activities as a field trip to the Olympia National Park Each teacher and some parents develop a curricular activity away from the school sailing, hiking, geology, participation theatre to be performed in area schools that week; field trips to Oregon, Washington, D.C. The school has a scholarship fund to assist those who cant afford it. Such off-site activities can be costly, however, and with the ending of the grant, there is some concern that such potentially enriching experiences may come to an end. A Sunnyslope teacher put it this way: we may no longer be able to go on mini-trips. Previously these multi-aged enrichment trips have been videotaped and shared with the whole school.
(5) Senior Projects [418] Striving for the application level in Senior Projects has become synonymous with the achievement of Schools for the Twenty-first Century. Shorecrest came first, then Camas High School and Mountlake Terrace High School. At Camas the senior project is now required for graduation. Mentoring goes along with the senior projects, explained one student. One student built a boat, another studied Japanese business methods, someone else became an expert on mid-eastern dance Some students dont buy into the concept and dont do much. The message is still getting across apparently that senior projects are here to stay. Indeed, we were told at both Camas and Shorecrest that a few students have transferred out just to get away from the rigor of the senior project. As a Camas student explained, it is a sizeable undertaking, The senior project consists of an 8-10 page research paper which involves (at least) 15 hours of research time and an oral demonstration. {Youre left} To some extent youre left to your own devices on writing the paper; you are given some guidance on due
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dates Personally it was a valuable experience for me it was a good experience. I did mine on BST there were others on Shakespeare, the world of the deaf, guitars, etc. We have to write [419] a letter of intent to get approval for your topic and then demonstrate the project in front of 5 people 3 teachers and 2 community representatives. At Shorecrest High School both Community Service and the Senior Project are required for graduation and both take up a demanding sixty hours. Both are central to the school and its Century 21 achievements. The senior project is aimed to get students to the application level. It involves applied and hands-on learning and is the real culmination of the students skill development Principles of procedure built into the project process include personal choice. They are interest-based {and supportive of the students selfesteem.} personalized learning. the reinforcement of the students self-esteem They grow and flower. They reach maturity; theyre more adult-like. They have to give a piece of themselves the pain, the struggle provides an added dimension. demonstration of their learning The presentations are a big deal. The students have to perform [420] they are challenged to stretch academically to go beyond the minimum. The senior project is both transitional and transformational. The students, given the tie in with the senior connections course, exhibit skills of writing creating, doing, speaking, say their teachers, behave more like college students have a sense of pride and accomplishment are asked to step up; each one is challenged at his/her own level rise to the expectational level exhibit leadership skills Page231
discover career potential use mentors, some from the community, and are able to impress the community panel members during the presentation
Above all, we were told, Attitudes have changed (on the part of staff and students), especially about the senior year its not just a lark anymore. It improves the students self-esteem and their willingness to help each other. The kids are operating much more as a learning community Is there less choice? Not really. Theres more choice within a set framework guided personalized choice. A school board member, much impressed with the strides made at Shorecrest, argued that, in terms of the attitudinal changes, the teachers see the students differently: [421] They ask the kids about their needs and their development. They encourage the students to be players in their own education.
(6) Vocational Education In Camas there is an increasing emphasis on careers and vocational education. Teachers are promoting the Career Path model and portfolios/profiles akin to career passports are being developed. Said one teacher, Weve just started the career focus last year. I was in the planning group on journalism. Another colleague, with the careers work very much in mind, added I dont think our kids can grow up in society without something like this grant. The new superintendent spoke at length about the vocational emphasis {Its very strong, the active business outgrowth of our (high) school.} Our (high) school has very strong, active business links. It gives the kids a real picture of what the future might look like for students, its a real strength of the program internships, business people coming in to the building. We had about 40 coming in last semester to job interview all the juniors for a simulated experience where they are individually interviewed. Were looking at a business mentoring program for at-risk kids. The local Chamber of Commerce was instrumental in getting us started. Hopefully, all students
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will get the opportunity to experience some level of work. 25-30 kids go part-time to a skill center for training; theres a greater percentage [422] of kids in the Running Start program. The numbers are growing every year a lot of parents are seeing it as an economic issue Business partnerships must grow: adopt a student, adopt a teacher; job acquisition skills; getting career skills in our curriculum, not just in the voc. ed. class. We dont want to track students in career skills programs. At Sammamish, we came across a business education/drama teacher with most interesting views on the vocationalization of the curriculum. Life is a global department! Departments are artificial barriers. Cross-disciplinary work is needed in order to tie together things from the world, eg. students engaged in marketing and selling a play We need a school within a school: 4/5 teachers with 80 students ask them what they want to do (like in Evergreen State College); encourage them to devise their own curriculum with the help of instructors. Introduce career paths get the students to plan and ask, what resources do I need? This is the logical conclusion of everything the school has been working toward. We also need much more connectedness, collegiality and co-operative learning (Johnson and Johnson spent a week training at the school during the life of the grant) Theres always been too much of a fixation with content, as opposed to the meaning of content. What can it (content) do for you? When are these things important? How can it be used? You should teach it out of a real need. There has to be a need to know; it has to be compelling. Its about application, relevance, motivation; inquiry, project-based approaches; i.e. vocationalism. [423] This Twenty-first Century teacher, in our book anyway, is a teacher genuinely capable of envisioning and realizing education in the Twenty-first Century. He knows about the power and potential of authentic learning.
(7) Community-Based Learning At Shorecrest, besides the senior project, community service is another required experience. Tied to English 10, it is co-ordinated by a home and family life teacher, who says that its compelling for students; every student is challenged at his/her own level - thats exciting It helps the student with not much personality; it brings conversation into their lives opens them up to a lot of ideas Every person knows you dont use everything you get in school. What you experience is powerful, what you choose is powerful. We push the kids out into the community and say, Wow us with your passions. Community-based learning has met its apotheosis, however, in the Methow Valley. At Liberty
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Bell High School, they have established the enormously impressive scheme called Methow Valley as a Classroom. According to the much quoted African saying that it takes the whole village to educate one child, the whole Methow village has turned out for all the children. The community takes ownership and personal responsibility for the individual students, says the schools co-ordinator of the Methow Valley strand. The relationships with older people add to the students lives; give them broader perspectives as they mature. The experience also provides diversity of not only academic opportunities, but also leisure and service activities. Subject matter is a big part (of the opportunity); but it is not the only part. [424] Features of the experience include: student and community ownership. The course connects the school with the community and vice versa. The community placements embed the school in the community. neither side now being able to break the continuity Life has to go on the commitment of the community volunteer to instruction is incredible (all 300 of them). an up-lifted community Local, community talents have been tapped it has lifted people; theres a place for everybody to help. the pivotal co-ordinator role. The co-ordinator is a staff person who is in the community/of the community. She has to work continuously with both groups and according to all parties, the role needs to be continued. total inclusion. Of 210 students, no one is excluded. All special needs students and those with behavioral problems are included. exposure to career possibilities and the easing of the school-to-work transition. Some students get jobs immediately, e.g with the fire service. Now new expectations have been established; students are demanding (additional) classes that will help with future career options. the opportunity to make a video film about the scheme itself (a joint project between a student and a community member) and to become involved in community-based
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expressive arts venture, e.g. dramas. [425] bringing the community into the school and into more appreciation of the school. The volunteers find appreciation for the school and the teachers The community helps to evaluate the projects. During the Volunteer Dinner, they give witness/testimony Training is also provided for the volunteer teaching them how to teach; teaching them how to relate and share their experience. During the life of the grant, the Methow Valley classes have been continually refined. Certain things dont work, so you modify them. Reflection on success is needed for further success to be generated. Future moves are currently under discussion. Issues include whether: the Methow Valley as a Classroom experience should become part of graduation requirements. the community experience should be linked to Gordy Renauds Contemporary World Problems class (in similar fashion to the Shorecrest approach) the classes should be linked to INTERNET in order to link the students locally, nationally and world-wide. students should have a portfolio resulting from the experience (a folio, a resum, an exit narrative, a synopsis?) the community-based learning should be allowed to spill over to the rest of the curriculum. Some teachers are naturally more connected. [426] Connectedness, however, is a central theme within the change efforts made at Liberty Bell. This year the staff is contemplated further changes: an extension of the advisor/advisee relationship (the advisory is the natural home of the choice process involved in the Methow Valley as a Classroom activities and its use as such has cleaned up co-ordination problems) and the introduction of a block schedule (perhaps containing a combined advisory reading period on a daily basis). The advisory was a missing piece in the inter-connected, atomic cluster being established at Liberty Bell. [Insert diagram on page 426 here].
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[426]
Methow Valley As A Classroom
Portfolio
Careers
Advisory
Personal Goal Plans
Technology
Reading Contracts
The advisory is a good example (Gordy Renaud cites other, more technological examples) of something akin to Peter Senges twin tab theory a small change (like the additional rudder on a large oil tanker) which has an impact way beyond its size. Our finding is that these small (yet powerful) changes energize and trigger the atomic clusters of innovations. The mobilize the relatedness, the clustering, the connectedness. They are common denominators with an uncommon impact. Indeed, it is this advanced capacity for engineering connectedness that sets some schools part from others. It made the difference between the absolutely outstanding 21st Century Schools and the more pedestrian ones. It is clear where we would place Liberty Bell. [427] Indeed, Gordy Renaud, the philosopher-king of the Methow Valley and a critical friend for this research team, cites another example of atomic clustering. Without the introduction of the satellite dishes, the use of telecommunications and all the off-shoot activities would have been non-starters. His smorgasbord of little (technological) innovations clustered together
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has had some profound effects on Liberty Bell High School: there are new ways for students to learn; new delivery systems, including researchbased, project-based and co-operative learning activities
in terms of the students work; every finished product is word-processed, edited and, consequently of high quality. The calling for re-drafts is easier; the teacher can just say fix this. there is far more communication (and, therefore, connectedness) in the educational lives of the students. Indeed, as we entered his room, Gordy Renaud proudly exclaimed of one student, She just got connected. He argues that communication enhances self-esteem and self-image. The kids are not being shortchanged they are more connected, right there, more knowledgeable; theyre world citizens. Technology doesnt ensure success, but it makes these things possible. It is worth pointing out that Ernest Boyer, in his recent work on the Basic (elementary) School, has come to the same conclusion as ourselves. Connectedness is the key to school success. [428] Boyers claim is our finding. The most successful Schools for the Twenty-first Century replaced systematic separation by systemic connectedness. Perhaps it was the search for healthy balance. After all, these schools also promoted the importance of personalization and developmental appropriateness (and thus the potential for fragmentation). As a result, connectedness became all the more important. In this chapter on the real curriculum, we have included connected learning as one of its essential components. We are now, however, making a bigger claim for connectedness. The real curriculum is engineered through the connectedness of the four components identified in this chapter: process learning, developmentally appropriate learning, connected learning and authentic learning. The real curriculum itself is one component (within the GRASP categories) of school transformation. Connectedness, to borrow an apt phrase, is the river running through it. During the research process, for three days running at Skyline, Concrete and Liberty Bell , we were able to have a fascinating on-going discussion on the theme of connectedness. The following points emerged: the biggest danger of the Twenty-first Century is people feeling out of touch and alienated from their lives which are too fast-paced, too depersonalized, too
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disconnected. It is the danger of being high-tech, low touch; of there being too much superficiality, not enough depth. During the discussion at Skyline, a [429] Native American parent reminded the group that the greatest accomplishment of Schools for the 21st Century is the deeper sense of presence achieved the healing, the spirit, the shamen the connectedness; the deeper sense of community. Many times during our interview, respondents said Weve given this project our heart and soul. One interviewee at Concrete, in explaining her motivation and her commitment to the Century 21 program, said Its my heart. Gordy Reynaud, in extending the theme of spiritual connectedness and the concomitant sense of belonging, explained that its about in thereness; its the same feeling you get on mountains, by the side of rivers, on starry nights its the feeling of living in them, being of them, understanding balance. there is depth connectedness, therefore, but there is also connectedness over time on going development, continuity. Continuous progress is much more possible, said a concrete teacher, in multi-age settings: formerly, she said, the learning curve was constantly disrupted the students were forever re-learning. interpersonal connectedness (collaboration, co-operative learning, teaming, sharing and learning together; co-creating the collective spirit) is balanced by intra-personal [430] connectedness (self-understanding, reflexivity; being in touch with ones own feelings). Personal strength comes from personal connectedness.
Thinking about this discussion, various Century 21 sites spring to mind as ones in which connectedness is not only understood but also actively pursued. Above all, these sites have created the real curriculum by intricately inter-connecting the component parts. At Sevenoaks Elementary, for instance, we were told by one observer that the staff here have delivered; theyve reduced the gap between action and quality. They stay with the kids longer (they offer a two year experience thus providing for continuity), create stimulating, creative work stations and learning centers, construct portfolios, emphasize the importance of social skills (leading to an absence of Page238
aggressive behavior) and undertake co-teaching. The same communicator stressed the connectedness of both students and parents with the life of the school. Indeed, one respondent said to us that as a parent, I grasped on to the fact that the train is going some place and I wanted to get on it the school is geared to the needs of children. The school, said the same observer quoted above, is putting the students closer to their own [431] learning process students and parents are involved; they know the sub-text because there is no sub-text. They are well informed and receive individual attention The students are motivated to come to school and do their homework; school is a good place to come to; learning is fun and exciting. There are many instances of student-generated products; they also have a sense of connection with process. Everybodys engaged socially and academically Kids in this building are doing things that I was amazed kids could do; special ed. kids are giving class presentations in fact, all kids excel here; there are great gains by all kids. Theyre learning more and learning better. The staff genuinely believe that all kids can learn and be successful. When I first heard that I thought, oh yeah, but its absolutely true. The beauty of the place is that visitors ask about the special ed. kids where are they? One of the strengths of the in-class model of remediation is that it just happens with no fuss. The staff also believe in Howard Gardners multiple intelligences and are able to match their delivery to the students learning styles This communicator, having spent many hours observing classrooms in Sevenoaks, is able to compare the school with many of its counterparts: In the typical classroom elsewhere, there [432] are all sorts of constraints; time (schedules, bells, interruptions); resources; knowledge (who you can talk to and work with) kids are set up to fail; theyre put in situations with no skills and, when they fail, theyre branded as failures. Kids will always fail if you just throw them out there But here theyre now given the skills and the tools to succeed, e.g. to be able to mediate problems you have to model it for them. Theyre given skills and tools for problemsolving. All this transfers to co-operative learning its a big deal in the classroom. The suggestion, then, is not only of learning in Sevenoaks classrooms is different from that experienced in classrooms elsewhere, but also that the students are given generalizable/ transferable skills which carry over into all kinds of learning and social situations. Success for students is assured at Sevenoaks by a rich mix of process learning, developmentally appropriate learning, connected learning and authentic learning. They are so intertwined that it becomes impossible to separate them. At Sevenoaks, there is:
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a two-hour block of language arts/core skills time when there are no interruptions and the children can do many kinds of activity (extended learning, projects, themes, etc.) There is whole language at Sevenoaks, but there are also other components including phonics. [433] The students write their own books, while reading is seen as a nurturing activity. At Sevenoaks, the students get basic skills plus everything else.
At Sevenoaks there is social skills time when the students are taught how to interact and problem solve. This is definitely not free time; it is very much part of the curriculum. A booklet of games for different age groups has been prepared and the students are taught to solve problems on the spot. This saves a lot of time and a lot of hurt feelings. Actually, you gain time as you dont have to mop up afterwards. To often we assume that kids know how to play together wrong! Other schools have free-for-alls; nothing is expected of the students. During this time our students can show their other skills; making connections with their other selves. At Sevenoaks everyone is responsible for every child in the building. Co-operative learning is embedded in the school and within that there are lots of dynamics: multi-cultural appreciation, avoidance of cliques, working together, problem solving. The remarkable statistic is that the school has 700 interacting students and in four years there have been 5 fights. The students know no different, we were told. Indeed, some students visited another school recently and were appalled when they observed 4 fist fights during recess. Its about expectations, say the staff. During the social skills (training) time, the teachers accompany students dont mind giving up their recess time because of the pay off. Theyre able to resolve conflict immediately, play with the students while teaching them how to play there are no fights, no disputes to carry over into learning time. And it works. One student said to an adult we dont talk that way here. At Sevenoaks there is: in-classroom learning support. Needs are [434] determined and all kids are helped. The teachers
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celebrate the proximity (of achievement) Students are targeted but not labelled. Multiple intelligence and learning styles theory are both applied; as a consequence, not many fall through the cracks. Its possible but not probable there are too many caring people here students are also taught how to have selfresponsibility, honest, integrity. You cant teach a child something if he/she is hungry or in conflict. Basic needs and a safe environment are both provided for This is Vygotskys school, Maslows school, Blooms school, Gardners school. Actually, its its own school; its Sevenoaks School. According to another respondent, we have a holistic approach here we deal with the whole child in terms of social, emotional and academic learning. Maslows basic needs safety, warmth, caring, the emotional needs of family; you have to have this first. From this you build the social and academic. Its a school built on friendship (parents helped design it), or feelings of I can do it, on bonding and positive attitudes. {Emotional bonding is important its a family concept} Schools are having to compensate for an emotional vacuum. Times have changed. Social knowledge/emotional bonding are equally [435] as important as academic knowledge Yet kids are performing here above the normal academic standards and levels of traditional schools plus (because?) theyre making the social and emotional gains. This is a huge bonus. It should be pointed out that Sevenoaks has normal demographics and the highest free breakfast numbers in the district. At Sevenoaks there is: an integrated curriculum. For every theme/unit there is identified material to review, introduce and teach, and assess. This sequential process is linked to the schools portfolio/skill profile. This is an interactive scheme and, as one teacher admitted, the integrated curriculum is conceptually O.K. but more difficult than I thought. Its a resource issue; its a resource-intensive approach. Students have time at work stations/learning centers at least twice a week. The stations encompass all the different learning styles and relate to the integrated themes. The themes themselves are built around an Agenda of Concepts Taught in Teams (ACTT). According to a staff member,
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the constraints are removed here; there are so many opportunities. There are no pull-outs only in class support and supplemental services. The bigger time blocks the whole class, whole scoring [436] are never a problem. We do big things that can last a long time projects, themes. Moreover, using the integrated curriculum, they learn reading/language as they learn. They increase their knowledge base; learning through the logic is much more meaningful. The students here learn a lot of co-operative skills but they are also very knowledgeable about world affairs. There are 9 themes every year for concentrated study: self (3), local (3), world (3). Its a spiral curriculum with language built-in. Sevenoaks is the Inclusion School par excellence. The exemplary in-class model of support means that students can be helped on the subjects they are working on in the classroom, in the curriculum, in amongst their peers The belief is that, in a pull-out situation, the identified students just get further and further behind the rest of the class. According to one of the learning support teachers, our approach is authentic not artificial; but you have to know the kids and have to hit the rooms running. One parent however, who originally lobbied for the school to open and feels that her son is challenged at the school, supports his attendance on a pull-out gifted program and suggests that inclusion makes it much harder to meet everyones needs. In the end, however, it comes back to connectedness. Sevenoaks is a family school, a caring school. It also challenges because it cares. Each teacher has the same multi-age class (clustered 1/2, 3/4, 5/6) for two years. As a result, In the Fall, were quickly back on track, back into the curriculum. This gives an extra month of instruction. Also kids dont have to spin their wheels hiding their [436] disabilities theyre already known and being worked on. Connectedness over time (i.e. continuity/continuous progress) is matched by social and academic connectedness through the co-operative learning. Some smart kids cant put it down in writing Inter-personal and intra-personal types can emerge to really contribute and make the groups work. The students at Sevenoaks have the scaffolding for learning. How do you measure if a kid knows how to problem-solve in a positive way? They
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make real-life and big picture connections. They pick up the things we mention in passing. They know how to do research using the library and the IBM. They know how to tap into the answers. They have higher-order thinking skills. They are continually applying their learning; learning by doing. Yet, we are told, the real growth, the real impact on the students will not be seen for another few years, when the true patterns should emerge. There must be something in the water in the environs of Olympia. Not more than 5 miles away from Sevenoaks is New Century High School, another site with connectedness in its veins. Indeed, we are beginning to realize with Sevenoaks and New Century very much in mind that the connectedness, the intensity, the synergy (the [438] critical mass operating for students and their learning) not only sets schools apart from others now but in the new century will be the essential characteristic of a Learning School: a school which has learning in its heart and soul. We are privileged to glimpse these schools of the future by being able to look at Sevenoaks and New Century now. The testimony for and about New Century is impressive in itself. Says a school board member, I was a parent in the school as well (as being as being a board member). My daughter was an average student. She did O.K. in the regular school. (When she came to New Century) the main thing was the smaller setting where she wasnt lost in the crowd; theres no emphasis on the in-group. She got involved in student leadership and had opportunities she had not had before. She also had very good teachers who gave her more individual attention. The small size makes it easier for personal contact. Admittedly, the initial issue was to help overcrowding; then we saw the school as a laboratory to look at new approaches to education. The design was intentional (two schools sharing the same site/facilities), as was the emphasis on technology. The staff here began developing teaching techniques to use the computers. One of the things 21st Century did was to help us purchase loaner computers so the students could check them out and take them home; also able to establish a networked lab. According to the superintendent, As the school has developed, students needs [439] have changed dramatically there are many A and B students but with alternative life-styles and learning styles. {Weve been flexible with time schedules 21st Century gave us the incentive to move on.} The students look and act differently, yet the percentage going on to college is greater than any other school. We draw from the surrounding districts I guess we get the cream of the crop.
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According to a New Century student, Excluding students is a good idea. You must have an interview to get in. You also get to sit in on staff interviews I think it is really neat for students to be on staff interviews; the students are the ones who will have to interact with them Teachers dont stop at the end of the school day. They put in a lot of hours. We make a lot of demands (of them) they wouldnt last very long if they werent that way. The teachers tell you what you're missing I cannot stress enough how much I enjoy the school. We need more schools like this as society progresses into more violence, etc. I wouldnt have made it anywhere else peer pressure is not as great here. At middle school you have to conform; here I expected the same thing, but we are not mean and dont nitpick. I found my own self when I came here. I dont let what people think about me influence me as much. You go to a normal high school to be popular or to be liked I come here early every day in case they need me. I just come here because the atmosphere [440] is nice here. I like to be here its like home; its like my second home. {It feels good} I like the feeling that you know you are wanted; your presence is felt; youre not just another number According to one member of staff, small schools of choice need to be everywhere; we need to create family communities New Century is the evidence that it works. A colleague added that When I came on board, I wanted to work on critical thinking skills and persuasive writing that is something I was dedicated to in my classroom and the faculty adopted it school-wide. We had a school-wide writing workshop where everybody did a persuasive essay. The faculty supported me as an English teacher in reinforcing what we have undertaken. We also did an interdisciplinary team effort on persuasive essays and it is part of the curriculum this year we need to keep with the interdisciplinary curriculum. Weve done a joint project on water (involving poetry, watershed, cultures in Asia, art water colors , data bases, etc). Connections are also made daily the informal and formal connections made with teachers The Learning Community Projects (LCPs) have been a big success how to start your own business, employment security, etc. Each staff member connected with a business [441] partner; we worked individually with our contacts. The community link person maintains contacts with the community works out transportation, logistics, etc. He is essential to the working of the LCP. According to a parent, my intention (in my children coming here) was quality education. My son was an
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average student; he became very involved in student government he would never have done that at another school; he would have slept through high school. Here he was challenged, had the opportunity to direct some of his own studies. Hes now studying liberal arts at Evergreen State College My younger daughter went through the Running Start program. She wants to be a nurse she knows where she is going in the next four years. She also went to a local skill center; she left there as a junior as a certified nursing assistant. This is a tribute to the school it allows the students to see there is more out there than a bunch of kids, that you can learn something of value and invest your time in something worthwhile They all have some kind of service perspective fire fighters, church volunteers, etc. Theyve got a perspective that there is something beyond high school This school contributes a lot to their growth its partially the size, partially the interaction the student has with his/her destiny. The [442] teachers really care and spend extra time with the students: this school has made a big difference. Another parent concurred: Im co-ordinator of the monthly parent coffee meeting we are involved in the Learning Community Projects; we recently did an ecology program The kids that come here its a unique participatory environment. Opportunities for leadership are abundant. As part of the LCP week we put on a leadership day a one-day workshop on personal effectiveness and accountability The key issue is the size of the school. Here they set it up for leadership opportunities and kids are encouraged to be leaders. The kids who might sleep through other schools come here and become leaders. The relationship between teachers and students is wonderful: they show caring and interest in each student. Students are here to learn, not just be occupied. They dont get bored. Its also a safe environment no gang pressure they feel safe to learn. If we werent already advocates of small schools (and schools within schools), then, after listening to these respondents, we surely would be. Other strengths of New Century High School include: the emphasis on technology Technology has been an integral part of learning, has been an integral part of the program clearly the emphasis on [443] technology and the learning community are clear increases in student learning. the learning partnerships between the students, their parents, the teachers and members of the business community. The school is very much a learning family. The family atmosphere has really helped. Page245
Parents are really involved in the learning process. As one parent remarked, I volunteered in the classroom worked on art projects. Gail (the principal) encourages parents to volunteer and/or observe if possible. The kids are used to having parents around here. I feel real at home here Im not intimidated. Parent presence shows the kids that we care. No matter what the level of my presence is, it shows I am interested. This is real critical to student success. Having the hours as they are gives more parents then usual the opportunity to participate. Another agreed Theres a family focus here the students stay in one pod The school has a community emphasis, but its not open to everyone. Weve no athletics, no music, theres none of a college prep/academic curriculum. The students are interviewed (prior to entry) to see if we can meet their needs Parent (and community) involvement at New Century is not [444] an add-on, never an afterthought. It is very much part of the culture of the school. It is also parent (and community) involvement where it really counts inside the curriculum. It is embedded in the life-blood of the school like nowhere else we found in our research. It contributes to New Century being a real school with a real curriculum. It fully enhances the authenticity of the students learning. Indeed, it is this authentic learning that is the hall-mark of New Century; but the authentic learning only becomes possible because of the connectedness between home school and community. New Century is a genuine Learning Community it is Peter Senges Learning Organization. This passage says it all The community link manager develops and nurtures business partnerships and community connections. They are integral to everything we are trying to do. Last year we had 75 business partners. We also have an occupations internship program In terms of the learning community projects, the teacher starts with the idea tries to find a business partner to make a connection. For example, a genetics project is connected to a lab in Seattle; the police department is connected to the English department with a focus on communication skills; theres a woman in leadership and criminal justice led by the principal What happens is that the school-to-work transitions occurs but it is not solely focused on having a job or an apprenticeship. Its more open more [445] potential for designing the project creatively. It comes out of the students interests and what they are learning in the school. It capitalizes on the shadowing opportunities using the resource bank of people in the community. We dont track the students in career paths its more open than that Students are so poised around adults; they love having adults in their environments. Theyre real critical thinkers. Theyve learned so much from just being out there; we used to have a career day when we brought in people. Now the students go out the difference now is empowerment and the Page246
involvement of kids. They design the learning community project. The young entrepreneurs focus led to young people starting their own business set up a work environment. Its a matter of getting them into the sites as much as they can buses going everywhere. Being in a persons work environment is so much more valuable than bringing in people to tell us about it The projects are in cross-age groupings the students are not attached to any particular class at this time. The phenomenal part though was getting the business partnerships going getting the point where everyone feels comfortable with these connections We have a list of goals which are evaluated; we want to track these through the use of portfolios. [446] Evaluation is by teacher and self we do a project display at the end of the week; the students demonstrate what they have learned We also collect data to see what we need to change or improve Kids dont participate if they dont keep their grades up they go into the academic review program to get the skills to participate A parent who was the community link co-ordinator (a position funded by Century 21) had these comments to make: The year I spent here I developed a relationship with everyone. Its a very close staff, very competent they share a belief in the kids. They want the kids to love themselves. Its a very collaborative environment The love here is real. The students have to be encouraged to leave on the last day I can think of several students who have increased their grades from Ds to Bs. It has to do with the intimate atmosphere, the LCPs, the emphasis on academic achievement, the focus on the classroom and student success. One of the students was hired to work in the computer lab after he graduated. He is the assistant computer lab monitor responsible for the Macs helps with printer problems The teacher responsible for the occupational internship program added that we created most of the new materials. I took the program and adapted it to merge the academic and vocational worlds looking at the relevancy of the learning; finding job and work stations in the community, exploring career areas the [447] students are interested in. It hasnt become required but 50% of the students take this program already. I would like to see all the students take it by the time they finish In terms of the Learning Community Projects they are undermining the wall between vocational and academic education. The LCP is something we all support real world connections. Last year there were 5 new staff; each of them has real world job experience they are not typical teacher transfers coming in. I think there was method in their madness in looking for people with real world experience: it makes teaching more relevant to the students. The faculty responded well to the notion of the Learning Community Projects: its very exciting that everyone is very dedicated. The mind-set of the teachers is important: the students interests are first and foremost we have our own expertise areas to offer in order to support them I think the teachers here are riskThis resource document transcribed and typed by Lynn M Stuter; published 1998.
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takers; theyre not cozy with the status quo they want to be creative, want to work hard, excited about learning and being with the students to try something new. There are always interesting ideas to be tried and explored Teachers, if they are committed to what they are doing, should be lining up to get in here Formerly it was not cool to learn. Its breaking my heart to see our country looking for less from the students The biggest contrast here is that it is safe, secure, caring; like a family. [448] Its small we need to create smaller schools Its OK to raise your hand and ask questions here not seen as nerdy. You can lay a thought out to the class and let them think about it for 30 seconds. You can actually attain a level of thought and concentration as a result of this respect for learning. The students here will try and not be intimidated theres an attitude here of you can do it the biggest thing for me is seen on the last day a picnic in a local park, a cook-out; the picnic is a mixed staff and student gathering no separation as there would be in some schools. New century, then, is a family school which has succeeded in combining a family of interrelated activities (process learning, developmentally appropriate learning, connected learning and authentic learning) in order to create the real curriculum. [Diagram on page 448 inserted here; see next page] Another family school and, again, it is in the same neck of the woods, is Garfield Elementary in Olympia. The goal at Garfield, as with so many other sites, is [449] inclusion but not in some head-in-the-clouds, unrealistic way. According to a member of staff, Prior to inclusion my job was primarily a psychometrician. Now my role is providing support to teachers and parents with inclusion. I have some really strong biases about inclusion. Its an admirable goal, but not the be-all and end-all for all kids. Im a believer in a continuum so that we dont water down the curriculum. Staff reaction runs the gamut: some are quite resistant, some try to sabotage, some are totally supportive. Weve done a good job providing a continuum of services; there are pull-outs here. If we once again have self-contained classrooms then they will become dumping grounds The pods here are like family groupings. Theres a pod co-ordinator for each theres a pod meeting once a month to deal with any issues. One pod is experimenting with a multi-age configuration. I believe the efforts to involve more families is a step in the right direction: we have fora.. family fun nights once a month. 20% are ESL students; every Wednesday for the bulk of the year the staff has taught ESL. From a students viewpoint, its fun to have two teachers (4th - 5th team) We work as volunteers in the preschool and [450] lower grades; my favorite thing is helping in other classes. My room works in the preschool and is part of the PTA. I am in the PERKS program (see below) and will get soccer, computers or art. The teachers have meetings while we are in PERKS. We
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[448]
Process Learning
Developmentally Appropriate Learning
Real Curriculum
Connected Learning
Authentic Learning
are going on a camp for outdoor education soon and on a field trip to Seattle From the parents viewpoint, Two of my sons have disabilities. We try things differently because of that. They have multiple disabilities visual, physical, speech, motor impairment. Ive been a real pusher for inclusion. My other son is gifted and at the other end. As a parent I recognize there is no norm; all children have gifts We looked at their needs and then tried to match the program to them A friend and I proposed a model Kindergarten (integrated) and the board accepted Because the school is more diverse in population than any other in the district ( it has 20% Asian students), the Century 21 grant was focused on such themes as outreach to parents, student enrichment (before and after school), multi-age groupings, technology and full inclusion with special education. As a result, the teachers have made real efforts to be inclusive. According to a teacher member of the 4th/5th team: Most importantly I have the children for 2 years. I really get to know them well and
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[*] [453] get to know their families. We do evening events with the families; we saved about 6 or 7 weeks by knowing them in advance. Discipline problems do not exist. It is important to select the right partner to do this with. We have the same basic expectations about students behavior. We have the same high academic expectations {for high} we expect the kids to really work at things [*Pages 451 and 452 are inserted before 453 and are included on the following pages] To sum up, according to another member of staff, The school is not totally multi-age so a continuum of choice is maintained The greatest strength of the school is the dramatic increase in welcoming parents to the school. The second greatest strength is the concept of teamwork Like so many other Century 21 sites, Garfield Elementary in Olympia has much in common with Ernest Boyers Basic School. They have the same motivation in common. As Boyer has declared: One point is clear: In searching for excellence in education, policymakers must look beyond the schoolhouse door and consider what is happening to childhood itself. The time has come to recognize that what children need is not just more assessment but more compassion and support. For the Basic School, read Garfield or Fidalgo or Jennie Reed. They care for students by connecting with and for the students. As Boyer concludes: [454] What we propose is a connected institution, in which the essential building blocks are used to create a new school for a new century. The central strategy of the Basic School is to overcome the fragmentation of the current education system by building an institution in which all of these pieces fit together, making the whole greater than the separate parts Above all else, the Basic School is a community of learning, a purposeful place with a clear and vital mission. Teachers, staff, students and parents have a shared vision of what the school is seeking to accomplish. For this to happen, the school must be kept small, and time set aside for people to work together. All members of the Community are empowered to fulfill the schools mission, and it is here that the principals role is absolutely crucial. It is her or his vision and leadership, supported by committed teachers, that will ensure success. This essential quotation takes us beyond the real curriculum and includes elements of the support infrastructure. The shared vision of a learning community comes with the reengineering of a school governance, as does the appropriate leadership style of the school principal. Time being set aside for people to work together comes with supports for
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[451]
THE REAL CURRICULUM

Underpinning The Real Curriculum Are Sizers Guiding Principles.
Productive Learning is Enhanced By: Maintaining An INTELLECTUAL FOCUS For ALL Students Emphasizing Simple Goals (Less Is More) Establishing UNIVERSAL GOALS/General Expectations Providing For PERSONALIZATION Of Attention Stressing The Concept Of Student-AsWorker
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[452]
THE REAL CURRICULUM

Results In Student Learning Is Process And Product Is Achieved Through The Efforts Of Teachers AND Students Has To Be Demonstrated. i.e. Assessed Both Formatively and Summatively Is The Curriculum That Counts
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restructuring. Teacher commitment comes [455] with new approaches to professional development. These are all inter-connected building-blocks which support the working of the inter-connected elements of the real curriculum. Indeed, the connected outer supports can be seen as a causal chain. The real curriculum is activated because teachers are teaching better and facilitating learning more effectively. Teachers are teaching better because they are better trained, better prepared and more skilled. They are professionally developed and they have the time for joint planning and evaluation. The joint planning is more successful because site-based decision making is becoming all the more effective. SBDM is becoming all the more effective because of the radical reworking of school governance. This is the flow of backward-mapping which constitutes the remainder of this report. The causal chain referred to above is well described by staff members at Newport Heights. Jill Matheis, the principal, first outlined the causal chain of relationships which bring about success: The biggest thing for us has been time and how weve restructured and building in multi-age and developmental learning for kids and adults, helping us build a sense of community We know that the teacher and the student (facilitator and worker) roles are both [456] changing so our classrooms will look differently. We have to support teachers so that their classrooms will look differently. Here we are all doing it together. At the beginning we had 6 weeks of co-operative learning; the learning curve was incredible a whole community working on the same concepts, working on it together. Then theres the staff development issue. We have developed leadership also; our staff does our in-service because there is so much expertise here Another thing we have done with time is to take a look at the expectations at each grade level we talk to each other about what we have. Weve had to deal with our health and safety, how we deal with ourselves. The stress workshop went well last Fall. If we cant talk to each other we cant learn from each other Two members of the Newport Heights staff comment as follows: Century 21 has allowed us time to rethink our goals, to really have the opportunity to work together instead of being isolated in our classrooms. We now organize instruction around the missing pieces. It makes me feel more like a professional who has the opportunity to stop and take a look at what Im doing, to talk to my peers, to evaluate. We are asking our kids to do that and if we are not doing it, we cannot expect our kids to do it Because of the way we set up our (10) days, we get to learn things on our paid time. We have that time [457] like other professional people have it we get to do it during our work day. We have 3-4 days before school for goal setting; days during the year the remainder we choose individually within our teams I think Im getting there; its hard to keep fine tuning yourself It feels better to know that the child and the parents are partners with me and I can confer with the people I work with there is a lot of support. We have had time to plan and evaluate
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together. The peer support really makes a difference; there are so many ideas that we share back and forth. My peers are the stimulus in a sense; it would be overwhelming without them. We are starting to really feel like professionals in the truest sense of the word. I feel very fortunate; were heading in the right direction. Our district is very supportive of us as professionals. I think this school has handled the change efforts here well. Our principal allows us to be on a continuum. We can learn as we go you have to build understanding of concepts for people to feel they are a part of the change; being part of how it is created is important. Change here is cumulative it happens in our own time at our own speed. There is cumulative peer pressure going to conferences has helped; a lot of the vocabulary has come from Century 21.
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[458]
Chapter 3 Professional Development
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[459] PROFESSIONAL DEVELOPMENT In terms of the causal chain of factors that have impacted on student learning, the most direct line to follow is the one that links better student learning with better teaching and with better professional development opportunities for teachers. Jays cameo (contained in the introduction to Part One) makes these connections unequivocably. As one teacher at Sunny Slope Elementary School commented, because of the grant, there has been teacher, student (and some parent) empowerment. Ive gained awareness of the art and science of teaching Ive become a far better teacher now than 6 years ago. At Sunny Slope, during the life of the grant, the staff members have experienced three clear stages in their professional development: Stage One: Staff members took advantage of all the training opportunities available outside the school The staff has taken a lot of district staff development. The grant meant early release days, stronger individuals on the staff, training in technology and computer literacy, visitations and conferences, having the time to plan, etc. Stage Two: staff members, having had the time to plan together, became more focused in their selection of training experiences We began sending our own staff out to become experts in certain areas. [460] Stage Three: staff members returned from these focused efforts and led a program of school-based training activities referred to as home-grown staff development a smorgasbord of in-service options for staff. the smorgasbord colleagues as in-service trainers. A fourth possible stage is glimpsed when staff members, as part of the drive at Sunny Slope for teacher and student empowerment, begin to learn together with the students Weve moved from teachers being in charge to where students and teachers share responsibility for learning our rubrics are a prime example.
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At Covington Junior High, as with most of the other sites, something similar occurred. Clearly what has happened during the life of the grant is a learning process in terms of how to better utilize professional development opportunities. External training always had a place. Sites gained so much from their Glasser training, their training in multiple intelligences/learning styles, etc, but most sites ended up organizing their own site-based in-house training. Covington, indeed, was one of the many sites heavily influenced by training in the ideas and strategies of William Glasser. Evening training seminars (led by a Glasser consultant) were organized and proved very influential. Participants were encouraged to add to the climate of learning by moving from punishment to extrinsic reward to intrinsic control (in their teaching). They were also encouraged to ask [461] How can I become the person I want to be? How can I do self-assessment, conquer dependence, shift to internal motivation? This initiative at Covington became part of a larger OBE training program organized throughout the Evergreen School District as an extension of its strategic planning exercise. Influenced by Jack Chaplains work and his emphasis on building success connections, participants were encouraged to ask these four basic questions: What do I want? What am I doing? Is what Im doing getting what I wait? If not, what planned changes should I make? These essential questions helped people teachers, parents and students alike to get focused on planned change strategies. The focusing: as at Sunny Slope, and indeed the messages of empowerment contained within the training, led to more self-reliance at site level. At Covington, therefore, a member of staff, who referred to himself as a heavy duty adapter, had these comments for us The grant created enthusiasm; it was empowering to write it, obtain it, set out (to do it), get trained teachers, however, ended up teaching each other we found we didnt have to rely on the district. We were able to use INTERNET as a training vehicle teachers and kids now know how to access this kind of information. But, explained the principal,
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Maslows hygienic/basic needs still get in the way. We get stuck on the money take shots at the [462] district (because of perceived victimization historically) we learned to overcome all this by having kudos time in faculty meetings, pointing up our success I learned this trick from the Coalition of Essential Schools. Many sites, Kimball included, became adept at receiving training opportunities from many different sources. Kimball, for example, at one and the same time, was part of the Seattle group of Century 21 schools, an active member of the Puget Sound Educational Consortium (PSEC) and a long-standing Mastery in Learning site for the NEA. As a result, 5 or 6 teachers have published, teachers are active in all state activities and nationally. People are active in lots of different ways. One of the Kimball omnivores has these pertinent comments to make. I think what I like most was that it allowed us to make connections with other schools partnerships/working co-operatively was the key. Some of the release time was spent planning with other (Seattle) schools it was interesting to observe the differences in governance some were still top-down. We joined the Puget Sound writing conference early on now its the Oregon Writing Project. Now we are working out the relationship between instruction and assessment now theres a real tie-in between what and why were teaching it seems much more purposeful. In terms of professional development, we decide mostly as a group what our priorities will be now it is {will be now it is writing and} writing and portfolios. At the beginning we worked on communication, alternative learning styles; technology was not something we concentrated on at all another grant source gave us the technology focus. The grant began to help us focus direction on where we wanted to go and how we would get there. She also perceived some drawbacks along the way: [463] Century 21 isolated our group (of schools) from the other schools in Seattle so we were perceived as the haves and the have-not. But, basically, the only thing it covered was site-co-ordinator meetings and training the majority of people did not know they were a part of it. Another Century 21 site received as much money or more than the whole group of Seattle schools. Early on the large groups meetings were not effective It was also hard to separate NEA from 21st Century hard to say what one did and what another didnt It will be difficult next year in the sense that for the last 6 years the site co-ordinator has taken a major leadership role and received a small stipend. Next year a person will still be site co-ordinator but (presumably) there will be no stipend. They really work hard can we keep it up? Will we have a teacher leader to communicate with the principal? I worry what will happen in the other schools: the role of site coThis resource document transcribed and typed by Lynn M Stuter; published 1998.
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ordinator, staff development, finding extra days, writing waivers, communication with staff and between other schools, attending meetings, etc Another colleague agreed: The greatest concern I have is the lack of staff development time this staff is one which demands excellence for itself. If we lose the staff development days it will be really hard Were somewhat interested in a flexible year so we will have more planning time. A third member of staff reflected on the changing patterns of staff development: Staff development used to be site-co-ordinator and principal planning. We now know its most effective when the staff agrees on what is needed. It needs to relate to our themes, while giving us time for ourselves (the Pacific Rim initiatives were an example). Weve achieved more by focusing on less. The staff is [464] a working team we make consensus decisions; the staff takes a lot of initiative in staff development. Every year weve moved forward and changed styles but that has helped us grow. Another Century 21 Seattle school (but not one in the same consortium as Kimball) was Montlake Elementary. Lake many other sites, Jennie Reed and Orondo included, the staff learned the need to focus their professional development activities: We were learning together, supporting each other, attending numerous workshops. We were exposed to a lot of things we used to have inservices to death learning styles, TESA, etc. People felt overwhelmed. Under the new principal, were focused down more on technology, for instance. Were not so scattered. In-service days are now our time to talk, to do joint planning our time to learn together Extra pay for additional work feels right. When we feel compensated, we have positive attitudes. When teachers are goal-focused, they work far harder here A respondent at College Place Middle saw much the same kind of positive growth and teacher renewal. I see in the 21st Century (initiative) teachers who genuinely believe that they are in charge of the program. They have a sense of control over what they do teacher morale is high; they are focused on kids and the program, dont worry about time. Theyre much more self-actualized. The professionalization of teachers has been a real out-growth of Schools for the 21st Century. Reading again these comments from various respondents, it is striking to see how the 3 stages identified at Sunny Slope have been played out across the sites. The early efforts [465]
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were unfocused a case of random scattering but not unproductively so. All kinds of learning occurred. All kinds of connections were made; all kinds of expertise gathered for future use. The pace was so frenetic, however, that teachers soon became rather stressed and no time was left for processing the learning. When these negative factors were acknowledged and acted upon, however, the real changes began. The efforts became more focused, more attuned to the site-based goals, more channeled, more processed, more tailored to identified needs. Because the pace (and amount) of the training slowed down, time was left for the teachers to plan together (and, therefore, became more focused), to communicate with each other and share ideas, organize more site-based training opportunities and to process change and thus to exercise much more control in the changing situation. When taken together, all of this went a long way to increasing teacher empowerment, professionalism and collegiality. These shifts in emphasis did not occur at all sites at the same time. In Orondo, for instance, the teachers probably stayed too busy, too long as a plethora of training activities creating problems for teachers and parents alike. From the parents perspective, We are seeing the need to provide families with services during in-service days. Theres no day care; makes it hard for some parents The staff in-services are beneficial but I dont like so many half-days so frequently. Our staff is on the competitive edge and they are learning and it takes a lot of time to do this but we need to find a balance. Inservices benefit some teachers, but not others. I would be helpful if teachers listed what they are interested in choose their top five choices; teachers should give input into what they want for in-services Theyve had quite a few in-services. Sub-teachers cause disruption you see it in the primary grades especially. You dont find out in advance enough; working parents have a problem. Parents dont receive notification in time to provide child-care. Theres a communication [466] problem this is the worst year for communication. Id like to see the school do a newsletter with all school activities in it. Perhaps mailing would help communication From the teachers perspective, In-services - some are useful, some are not. The annual retreat is the place where topics come up. The retreat is very good for the staff: we set goals for the next year. The whole staff is there; its a great chance to plan ahead. We have input for the content in a roundabout way it should continue on after the 21st Century money In-services most are not much help. I find that they pay a person from the outside; not that useful to us. Id like to see more technology-type things we have some input into whats happening The retreat needs to continue: it is so valuable. It includes all the staff and the board; they stay for the whole retreat. The release days are nice taking classes is great. The retreat is wonderful; everyone
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has input into the planning. The summer program is enrichment for students and teachers The release days some have been beneficial; wed like more input into the topics. Lately we have been having more input into what is offered. We do know next years schedule; we need to continue to grow so it is really important In the first year there was a feeling of changing; we felt more professional, had a sense of professionalism. There was more collaboration, more programs; the openness of the district was significant The retreat is very valuable, very unique we meet with the board. We are asking now for a mid-year retreat. Release days can be very valuable for input into what we are doing [467] While the Orondo teachers obviously appreciate the yearly retreat (it is their opportunity to plan and process the changes), the release day training still sounds rather unfocused, somewhat arbitrary and hit and miss and not related to any identified needs of the staff. In our experience, the quality of utilization of staff training is a reflection of the quality of the school as a learning organization. In the case of Orondo, there is clearly something still missing on both counts. In the sites that have managed to progress further, a pattern of events is discernible. The more a site widens the definition of professional development and goes beyond content training to include the systematic acquisition of collegiality and process skills, the more it builds the capacity for change processing, which is just as important (if not more important) as the changes themselves. As the staff members work together effectively to focus the changes, to plan, to evaluate, etc, professional development turns into staff development (see Holly, 1988), school improvement becomes school transformation. Teachers become change agents; they acquire process learning, developmentally appropriate learning, connected learning and authentic learning of their own. The similarity with what is happening in the students learning is striking. Teacher learning mirrors students learning and vice versa. Both teachers and students are learning, while building the capacity for future learning. They are both involved in changing the culture of learning of schools and classroom. According to a respondent in North Mason, the early training was in technology. Then it was reality therapy and control theory now the plan is to change the culture. Another commentator obviously agrees: [468] Early on, it was the opportunity to have outside consultation (action research, reality therapy, etc.); we had lots of opportunities to learn. The picture of multiple waves of innovation occurring simultaneously is really a picture of our school system as it was but there are limitations to what human time and participation can do Teacher autonomy has always been extremely high dont need more How have people gone
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about change. Visioning process first, followed by systematic planning (keeping all involved and informed) followed by maintaining the management of systems no long functioning the way they are supposed to There is a commitment to continue but it will be more complicated. Change must be more intentional. The district has been at a unique size and place to be able to change. Different individuals have different skills required in the change process. The critical part of leadership is to recognize and bring to bear these qualities during the change process. According to another observer, however, Although a team approach has been introduced in each of the 4 buildings and having those days to plan has gotten the schools from them to us; there are still not enough connections across the buildings The more you learn and assimilate, the more you have to let go but letting go is a terribly difficult aspect of change. Yet training has become so much better those days have been the most important thing we have offered staff. I wont forget K-12 teachers watching the development of their own curriculum that was truly wonderful. Part of the secret seems to be the ability to generate individual teacher commitment to changing both classroom practice and the degree of collaborative team-work across the faculty. Its a question of change agency on two levels: [469] Other North Mason responses included the following: Different people are brought into the change (process) at different times; almost a religious experience for born again teachers and administrators We became focused on wanting to change; perceived ourselves as positive change agents we felt a new pride. We had two teacher presenters at the National Science Convention and weve been invited other places Its happening because of the commitment of specific individuals not everyone is as committed as others. Were going as fast as we can on this frustrating train called education the trains momentum keeps us going forward. Change is difficult for a lot of people we needed to observe for a while. We had to feel it. We consulted middle school research which shows teaming as being important. We visited and called the interesting sites already doing some of these things. What appealed to us was the smaller group of students with the same 4 teachers a school within a school. Creating a family led to an increased liking for school; the schools visited showed decreased discipline problems, increased productivity The board has bought into a shared vision; the motto is becoming life-long learners.
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This reflects a tremendous change in style on the board. Instead of saying we are at the top of the chart, theres more listening, trying to make sure everybody was really on board. Theyve adopted policies on the change process; theyre committed even though the money is running out Looking at these responses, we get the impression that the educators in North Mason are having to struggle to overcome some obstacles but are determined to win though. Commitment is the crucial factor in place at different levels within the North Mason system. At Garfield in Olympia, another site like Orondo which has struggled somewhat in the hunt for a unified focus, the emphasis for staff training, not unsurprisingly, was on choices. This is the schools biggest success this school [470] has worked hard moving toward change. Options have been offered; opportunities for visits and training Ive not felt restricted in any way during the 21st Century. We have had the freedom to try new ideas and really get involved It was a kick in the rear for the school; it opened up a door to try different things. It gave permission to teachers to try and stretch themselves toward innovations. It was a catalyst that got things going; it started the creating, the thinking, the pain of change. I was at the vision committee meeting yesterday and there was a tension about the changes ahead. But there is also energy now toward change and teachers are more comfortable with change. Now they really take on the challenges given them and rise to their professional standard. Theyve come a long way 21st Century has offered us options; I have enjoyed the opportunities to try things. Weve had a lot of training options for the computers; the staff is fairly literate on the computers. There are some problems which happen because of the lack of staff expertise not having a computer expert slows the process down Staff training takes place around the needs identified but the school believes strongly in choices There is a nice tension here (identified needs/focus areas versus choices/multi-options) which some sites have yet to resolve. At other sites, it does not seem to be a problem. At Sevenoaks, for instance, the schools critical friend praised the qualities of the staff members: The whole staff seems to share the same traits. They are basically being themselves; theyve got lots of ideals, theyre action-oriented and risk-takers, prepared to just do it. They spend an enormous [471] amount of time on planning and preparation. They have an affectionate disregard for bureaucracy. Other things (eg. improving student
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learning) are just more important. Their healthy skepticism has liberated them from hierarchic concerns. Theyre incredibly social; theyre always willing to share ideas (not into the old expert model). They team-teach and are willing to be vulnerable while being secure and collaborative. They are investors in students and their learning; theyre advocates for kids. They believe in a developmental, continuous progress model for themselves and their students. Sevenoaks has three other major strengths when it comes to staff development. (1) The staff members know their staff development theory and, in applying the ideas of Joyce and Shows, are ensuring that colleagues receive on-going coaching and feedback when trying a hands-on approach to implementing new ideas in the classroom. When we did training in co-operative learning, we applied the ideas in the classroom immediately after the workshop. It was very much learning by doing; when we learned the Quest grouping skills, we practised the skills amongst the staff first. (2) There are incentives for staff training at Sevenoaks. An impressive scheme has been established in which core objectives are tackled at three levels of staff learning. Peer evaluation/observation is built into the program; the intention is to investigate the level of training in use by means of collegial support. Both co-operative learning and the application of [472] math manipulatives were examples of pilot-training investigations. If a teacher is observed to be implementing the training successfully, he/ she can then claim a place at a national conference of their choice. (3) In-service is geared to the focus area being develop in the school. In-house trainers are used when reaching advanced learning in, say, co-operative learning in order to make the staff successful. Sevenoaks definitely invests in its own people. Staff members have gained fantastic skills they are used extensively outside but not inside the district. This is a resource-ful school which has learned to train itself. We are more discerning concerning training now. We found ourselves saying all too often, I could have done that. Why spend resource on anything less then useful? Fidalgo is another school which invests in its learners students and teachers alike. All staff members have been trained in the Structure of Intelligence (SOI) program; indeed, 18 faculty members were trained in Japan. Fidalgo has also instituted an on-site Masters Program was
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designed for/by the school. The program, organized by Western Washington University, was written to best suit the needs of the staff. It was a highly focused, tailor-made program real powerful. This customized course proved a tremendous incentive for staff; it became a critical component {in our development} with a curriculum geared to the needs of my classroom. The Masters program sparked individual teacher development, team development and, indeed, school development. Above all, however, it impacted on everyday classroom practice. It [473] enabled process learning to occur. Class-based theoretical discussion was followed by practice and then further discussion. It also led to the ingrained habit of researching practice, e.g. one teacher did a thesis on creativity and language It really works as we grow, the children get the benefits. Teacher development impinged directly on the growth of kids. For example, I learned about Walter Barbs modalities and taught them in each of my classes. Fidalgo has also benefited from continuity of staffing and, therefore, continuity of staff development. The staff has been virtually intact all the way through 9 years with the same group helps a lot. What should not be under-estimated is the buzz that teachers have experienced by being so involved in the heady excitement of Schools for the 21st Century a once in a life-time opportunity; a real case of flow as C mihalyi refers to lifes optimal experiences. I was trained in it (SOI) Im very proud of our success; one of lifes accomplishments. Its been hard work, but a real high. Very exciting. Previously, I was in the danger of being burned out, about to leave teaching. I was stuck in the blocks and couldn't get out. Its been a real shot in the arm Im born again! Im feeling as good about teaching now as I did at the beginning. The standardized, narrow curriculum cramps teacher creativity its a real grind But the world opens up [474] when youre working on these things. Theres been time to talk, to sit and exchange ideas (elementaries are less compartmentalized anyway) lots of opportunities for networking; so many people have contacted us have had to filter some out.
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From the perspective of a school board member, We are working on time out for every site across the district now the need has been recognized The negative feelings of the other elementaries are waning. Teachers from across the district are able to be part of the Masters course, which really helped. And its obviously working! From the perspective of a Western Washington University representative, The Masters was very attractive to me. A cadre of Fidalgo teachers was a ready market. They required a delivery system and the Masters Outreach program became a custom-built scheme to meet the schools needs and mention intellectual integrity. The university bureaucracy insisted on screening adjunct faculty and that course should be evaluated. The came round when accolades came from OSPI. Home-free then, but a pile of work! As already cited, at Fidalgo everything is integrated in the main flow of school development professional development included. The Masters program is a good example of this. It was developmentally appropriate for the teachers involved and it was developmentally appropriate for the school. This all constitutes a fine balance of interests. Above all, however, professional development can never again be a separate activity. At Shorecrest High School they like to relate [475] Pat Dolans Toyota story. Statistically, he is able to show the impact on productivity that occurs when employees are given time-out for training and problem-solving discussion within their paid, contract time. This, they say, is why the ten days of release time had such a profound effect on Schools for the 21st Century. It gave them time to process. We had time to sit and talk across departments. It drove me crazy at the time became very frustrated, but it was actually very valuable. There was some give and take around turf issues; we gradually recognized others strengths. Eventually, something we talked about happened something got done Teachers used the time to talk to each other, plan together. Departmental boxes opened up people worked more together no more dittos (courses); constantly improving the learning experience. The staff used the time well and change takes time It took six years for the science department to come on board. Cultures evolve; it takes time for time to work it owns magic natural patterns of an evolving staff. There has to be time for traditions to grow The department was sponsored on a month-long Institute in Colorado. We said earlier that a fourth possible stage of professional development is reached when
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teachers and students learn (and grow) together. Shorecrest, it would seem has achieved this advanced level of development: When we built the Senior Connections course (the teaching context for the Senior Project), a consultant, Sam Wineburg, met with a team of teachers and students together they [476] hashed out the whole philosophy of the course. We bought subtime, summer time, consultant time plus materials to build the integrated course. Putting me (an English teacher) together with students and history teachers changed the way I think about teaching. Its all wrapped up in one integrated learnings are so much more sophisticated. Its a whole new way of teaching for me. We received very similar responses from teachers at Mountlake Terrace High School. When we arrived we were told (rather accurately it transpired) that Were the transformation school Weve been involved in on-going change weve worked hard and fast; were still in the heat of battle Were in a constant process of curriculum development and change. Were always prepared to investigate whats working, whats not and adjusting accordingly Staff members are now being invited to present at conferences, e.g. at Gardners multiple intelligences conference in Seattle, where 4 teachers presented. This is the neat thing about all this. At conferences, weve gained so much information; attendance was filtered by the schools committee When it comes to change, we have to take the longer view for deep institutional change takes at least 4-8 years. Were still educating our public, changing their mindset. We do have a commitment to all the changes we would fight for all of them; weve sweated for them. These comments underline the intricacy of the relationship between teacher/professional development, curriculum development and school change at the deep, institutional level. Another colleague added We were given permission to change to mess with the machine. We were encouraged to make proposals and show how they will make things better. Its been upbeat, refreshing. Were continuing to talk about change (across departments) theres no territorialism. Theres an openness here; no nay-saying waiting to shoot things down. Theres a climate of innovation here, involving risk-taking, supportiveness [477] but also critical challenge. Were constantly tweaking our changes; were self-critical Originally, we got ourselves a lot of information from Futurists (concerning what kids will need in the 21st Century a backward mapping exercise plus alternative instruc-tion strategies, active learning, etc). People were encouraged to go out to conferences then put to use the information gained. We have an action orientation: we try stuff, review, edit, adjust, change, amend, refocus. We apply new ideas, share successes. Now were being sought to contribute, present elsewhere its a reflection of the degree of confidence in being able to apply the new
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ideas Older teachers are pumped up; its not just a job, its a mission. Theres a fine balance between collective vision and personal passion/interest. The vision has been specific enough to agree on, but open enough to be able to go off and meet the objectives by drawing on individual strengths and differences. We are lock-step in terms of the vision only, but, thereafter, we use an amazing degree of personal interest, passion, freedom/discretion, diversity at its best but still meeting the objectives Now were interested in finding out what weve created. We have departmental presentations on a recent, full staff day it was a blast. Mountlake Terrace has established a climate, an atmosphere of support for learners and learning. We have the freedom to try and fail before you succeed. Leadership recognizes that top down reform doesnt work; they had the wisdom to set people free with the help of resources and support Its a carefully crafted environment where its O.K. to make waves Am I in my niche? Im in high heaven here. Theres been the transformation of people we werent like this 4 years ago. A team of 7 went to Harvard to find out about Gardners multiple intelligences; then they returned to their departments to spread [478] the word. People are allowed to be creative; theyre pumped up, supported in risk-taking. Theres openness here, sharing Its rare to see so much staff pride in the accomplishments of other colleagues. The skys the limit; people have been allowed to take risks. The grant has been a catalyst; it bought so much goodwill over and above the investment. People have to want to change not be forced. History tells us that top-down, imposed change doesn't work (the subject of my thesis). We worked on the competencies from the inside made them our own We were one of the beginners now were watching others being forced to innovate. Imposed change is an oxymoron. Its been change by contagion through infectious enthusiasm. Portfolios are currently spreading across the school by some snow-ball effect. Weve had the freedom to invent. We were told, OK, we trust you. Given this trust, weve taken it and run with it. Its amazing to see the difference in the school: co-operative learning, project work, investigative learning, etc. {Its all about empowerment, input gets} A chunk of people went back and got Masters degrees with Antioch involved site-based accreditation [Page 479 inserted here; see next page.] [480] Many sites have learned much about professional development, staff collaboration and the change process. Not all this learning, however, has been based on positive experiences. In large high schools like Sammamish and Sehome, it seemed particularly difficult to make toward progress. The faculty members at Sammamish, for example, originally aimed to work on 12 components in order to achieve the enhancement of student learning. Although, we were told,
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CAMEO
[479]
Gary LeTamer
For me personally, Twenty-first Century was inspiring originally, a real motivational event. The teachers got together and asked themselves what would we do if we could do anything? This made a huge impact on me, gave me a real buzz. I enjoyed the application process and the successful grant award. I joined the original steering group. Since then, Century 21 has taken me out of the classroom. Ive now got access to staff and district, as well as being on-line. I have also attended many conferences. My growing awareness has taken me from the Dark Ages to the current situation. Computer literacy has given me words, a voice. I am able to exchange with others on a footing of equal access. Ive fulfilled new roles in the district. Ive clearly grown and the district context is more open now to what I have to offer. Im involved in authentic interaction. I wasnt allowed to be these things for 20 years; I was boxed in my art-room. Twenty-first Century has given a new lease of life for old-timers like me. Its been a release, its meant an escape, its involved travel I wanted to work on different things (during the life of the grant), so I changed component teams along the way. Committees have been active in spurts: it has been a fluid, dynamic situation. Nothing has been institutionalized. Individuals (like me) were able to get off, change teams. I need flexibility, but like to get my ideas off the ground (not to do this is a fault of educators generally.) I was formerly a fringe worker; now Im working on the inside. Ive changed, but so has the district. Did I have self-imposed perceptions? I dont know, but Schools for the 21st Century let me out; I was boxed till then. I experienced revitalization. Initially, I enjoyed working on an after-school program; then I received Global Reach training. It was very professional training (cover global and multi-cultural issues); we were equipped to return to our schools to set up half-day or one week events without having to cancel the curriculum. This was a valuable experience which reflected the pendulum swing from putting resources into general, randomly scattered staff training to supporting specific activities of direct benefit to kids. Examples of the latter include enhancement
[Remainder of this cameo appears to be missing.]
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We were not attempting to rebuild the world, because of the number of initiatives, the diversity and fragmentation led to frustration and lack of focus. This year, in a decision of the entire faculty, we agreed to work on 2 focus areas/directions only. Added another respondent, Weve been working in a context of change dynamics. Were not very good at helping others make changes, because were not very good ourselves. We dont want to experiment and fail In the struggle weve learned a lot. We need to do the groundwork before making significant changes. We have gained a new cohesiveness of faculty; all have strengths and limitations theres much more staff collaboration now Weve been trying to be too egalitarian. We should say to people we wont do it unless you can come along, but we also need to lead by example and do more modelling. They have to want to come along for the ride. Some are not bold enough to be at the front. We should send an advance party out first; then the rest of us can say, its O.K for us to go now the roads been paved. We might lose some of the advance party, however; normally, we dont want to lose anybody, so we play it safe. Weve tried to make it too palatable. 12 goals/components were too broad; we should have focused down need a tighter focus. We tried the K-mart approach [481] something for everybody. We were too timid initially. The concept of commitment is a complex one. Some people can be adventurous and dont care if they get burned once in a while; some cant do that. Still others stand by and take force the few to always give. It needs more reciprocity. We need to keep the fire stoked, keep the sparks flying dont let the embers die. We all know it is extremely difficult to shift a big secondary school. Departmentalization is one barrier; the style of change approach taken is often another. At both Sammamish and Sehome, the decision was made to go forward on a broad, unified front (with everyone on board) when this kind of lock-step advance may be impossible when such a large collectivity of different personalities is involved. At Sammamish, although its a dedicated staff, on any issue, there is likely to be a 35-35 split with each side taking what they consider to be a rational stance, based on 2 different philosophies. We only picked 12 components so that everybody would get something (you picked what you wanted to work on) but this led to automatic fragmentation. But we are all committed (in our different ways). We care about kids; but were a diverse population. We can work together if our central interests, philosophies are not being threatened. According to a Sammamish parent, Some teachers/parents look back to the 1950s, not acknowledging that kids have changed (or acknowledge that they have changed and are trying to avoid them kind of
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private school lobby in a public school.) Some teachers feel validated by such parents gives them a cushion of support On the PDC there is a polarization over every issue (without ever daring to butt heads over philosophies) Parents cant see the successes (or dont want to, they dont see the gains in technology and global awareness, the celebration of diversity. The [482] P.T.A. has questioned the 21st Century success; they want quantifiable, concrete evidence But in education, so much that is achieved is not measurable unless the students are tracked over a 10/15 year period to college and beyond, follow their routes taken, connections made with 21st Century experiences. We have to use anecdotal evidence otherwise, we are not going to be able to measure Century 21! We need a different kind of evidence when the product is human-beings. What is the affect/effect of exposure to the 21st Century experience? Do you want to be seen as an SAT score? What about avocation, personal development, community service? the human factor. You cant reduce people to numbers I came across town to put my children in a school where they would meet real life, global life have to deal with reality. Public education is under huge attack; ghettoized education is developing. With the white flight, theres a grave danger of us becoming a haves/have-nots society. I dont want private, homogenized education. Having made the choice, I had to get in here to help, influence, become involved in volunteerism You have to get a grasp of where you are where youve been, where youre going. Thats really valuable. But you cant guarantee it thereby reducing the value. You can talk it, you can feel it, you can communicate it anecdotally. Another change dynamic wrestled with at Sammamish is how to keep going on continuous improvement, how to retain the spirit of innovation. According to one participant, We must retain the 21st Century Steering Group or something like it. Unlike the PDC (which is enmeshed in management, FTEs, jobs, budgeting, the power base), we need an innovation group where staff can have candid, open, stress free conversation. Theres a need to just roll with it; it something bombs, regroup, learn from it, but keep going The problem in large, departmentalized secondary schools is that management/power/territorial concerns get confused with innovation [483] issues. The staff approach innovation as though they are doing collective bargaining for change; it is an adversarial stance from the outset, the antithesis of Coveys win-win approach to personal/inter-personal development. It is an approach based on power relationships and control, not on collaboration growth and development. This particular respondent countenances the new approach while somewhat steeped in the old: We need to put more weight behind our changes; we should have had knock-down, drag-out fights. We should have said, dont stop us and we wont force you into anything. Suggested changes were to easily vetoed. Well, you live and learn; and
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weve done more than we remember; theres a lot being done thats a lot different but not always dramatic. Theres been a big impact in lots of small ways. Theres now more acceptance of change and more willingness to investigate our changes: we tried that, it didnt work, why not? We have to change and adapt, incrementally, in fits and starts. You have jumps then settle back We now need to integrate the dual opportunities of a self-study and the Student Learning Improvement Grant (SLIG) to look at where we are, what were doing, where were going, how were going to get there What Sammamish never achieved was a central, shared, guiding vision which could be articulated in the form of goals and set against current practice in terms of a gap analysis in order to identify needs and priorities for development. Without this there is no context, no integrity, no focusing device for professional development, no framework for development. While individual passion and commitment is vital, of equal value is the constitutional context within which the individual enterprise can be deployed. Reflecting on this phenomenon and the Liberty Bell experience, Gordy Renaud had these comments to make: [484] Together we have made a whole. In order to do so, however, you have to start with the whole picture in mind. Its essential to keep to the vision and never lose sight of it. Its easier to understand (why were here and not there) if you know the context. You can then say were here because Its like being on the Oregon Trail; weve crossed the Platte River. Nebraska is nasty. Why are we here? we ask. This voice says: You know why you're here; the goal is to cross the Blue Mountains and find the valley in Oregon where youre going to live. Remember? Its your dream. [Diagram on page 484 inserted here. See next page.] [485] The evidence arising from Schools for the 21st Century would tend to support Michael Fullans advice for schools on the change process to some extent. He says that visioning should occur later rather sooner in the change process. He also seems to down-play its importance. Our research would suggest the visioning is indispensable and has to happen at some point in order to provide the framing the importance of which is discussed above. It also does not have to be a one-and-for-all vision. Century 21 Schools often started with a provisional working vision and amended it/added to it as they went forward. Visioning, however, cannot be avoided. It is rather high-risk (philosophies are in jeopardy at this point), but the pay-off in terms of depth commitment makes it a potentially very valuable exercise. It can also be a strategy to bring together all the constituent groups in order to gain their shared commitment. In short, then, visioning, if it is done effectively, pays rich dividends and provides a context for the whole change process. If it can be done effectively early on in the process, then do it in our advice but judge your run on it very carefully because if it backfires, youll be picking up the pieces for years. What we have learned by working with Schools for the 21st Century is that, if it is culture change youre after, you cannot by-pass the culture of the school. And visioning and school culture are innately connected.
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[62. 484]
Liberty Bell: The Change Process
The Learning Community: Students, Parents, Community
Faculty
Surveys
Visioning Gap Analysis Needs Analysis
Interpretation: what were actually saying; identification of real needs
Goals
Privitization
Program Planning
Action Planning
Training/Professional Development
Focused Training
Implementation/ Coaching/Feedback/Evaluation
Collaborative Action Research
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[486] At Sehome, just as there have been mixed change efforts, there are now real mixed views about whether these efforts have been successful or not. Negative responses included the following: the kind of change here has not been the kind that was originally envisioned; we never got to the experimentation part. weve had a very mild impact in the skill areas. some people withdrew, hated it, disliked the money-grabbing; felt they didnt accomplish anything. did the taxpayers get their moneys worth? Probably not. not a total bust, but what did they actually do in the committee meetings? They just did time, got the money. Weve had all this new technology, yet no real enhancement of instruction. Having done all this stuff, it still stops short of the classroom. No real impact in the classroom; business as usual.
On the positive side, we were told that some people put their hearts and souls into it. They are proud of the accomplishments, the community of learners; theyre nervous now things seem to be moving away. The Assessment Committee organized a recent workshop with break-out services best weve had. Warts and all, everybody gave it a good faith effort, their best shot. Similar to our comments about Sammamish, in relation to Sehome, we were told that during Century 21 there has been the creation of a faculty bureaucracy. The staff members spent much too much time investing in the bureaucracy. This legalistic approach stifled any action orientation; they worried too much about payment for meetings Lock-step change in slower A different attitude is needed; need to ask, how [487] can we do it?: How could we change it to work for us? Theyve spent 5 years getting ready; they could really exploit the opportunity now!
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We sowed a lot of seeds (although few blooms); got some glimmers (eg the awareness of assessment); some successes (eg. the curriculum work on skills). We need some fertilizer now! Schools that did the best early on were already doing school improvement stuff we were at ground zero. Now weve had the beginning weve got all these things, now lets fire it off. It is the beginning, not an end. Its a slow process. Wherever it is were going, were not there yet were still on a learning curve. The fertilizer called for above is arriving in three ways. First, there is the districts determination to promote both school-level and district-level planning for Bellingham Public Schools. Sehome is one school in the district; there needs to be district-wide planning at all levels in order to see the whole a systemic approach Theres an impetus for change across the district. Were introducing site-based councils (they dont look like Sehome's, but its the same idea. Each school will look a little different. Change is easier when people are wanting it to happen, people pick up on things, revise them to meet their needs and keep on going. Formerly, in the district, there was a vacuum; Sehome was left in its own orbit there was no trusting relationship. The school district itself had to experience the critical transfer from conventionality to being on the move. Its been a [488] tumultuous time in the district. Theres been so much negativity. The district was probably embarrassed by Sehome's Century 21 status. Staff felt victimized by top-down bureaucracy; schools left to do what they liked but this autonomy was not counter-balanced by accountability. Second, the new principal at Sehome is encouraging more focus and 15 members of staff have been put through Glassers RTCT and quality schools training. Of course, this may turn out to be yet another initiative or the initiative. Is it taking? Will the training lead to the elimination of coercion and the transformation of classrooms? It is going really well. Staff are being encouraged to integrate the part that makes sense to them. Change takes longer this way. Staff are afraid it is the new innovation of the moment; theyre afraid it is being imposed. This reaction tends to typify the dysfunctionalism of many large secondary schools. The staff members seem reluctant to get behind change on their own volition, but are deeply suspicious of anyone who is like to impose change on them. Worse still, some (obstructive) members of staff can point to results of their obstruction and say, There, we told you so, it doesnt work. Furthermore, old dynamics, old enmities, old suspicions come home to roost in change scenarios. It remains to be seen, therefore, whether this new principal-led initiative will be successful. There is another advantage for this latest endeavor.
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Century 21 empowered them to do good things, despite the personal and organizational isolation. Now theres a need to put the cards on the table and ask what worked and didnt work and why? [489] Third, there is now a real chance to put the cards on the table. There is a general desire to continue with Century 21 work at Sehome in order to move from something to something else. Bill Cooks Cambridge strategic planning process is being used to preserve the best of Schools for the Twenty-first Century and adding freshness; focusing energies on what want to become. The staff of Sehome have learned their lessons well. They know that they need a visceral, up-lifting vision. They know that they must prevent their change efforts being fragmented and dissipated. The Student Learning Improvement Grant planning process is vital for Sehome and its future success. Smaller schools (elementaries like Skyline and Fidalgo, secondaries like Liberty Bell) did have a head-start. Skyline, for instance, has mustered all the necessary ingredients of staff collegiality: Trust is defined at Skyline as the ability to accept a wide variety of styles Were not cloned, not exactly alike in fact, if anything, weve become more different (as weve recognized our differences). Weve got randoms and sequentials; were now more accepting of each others styles. Kids can learn successfully in classrooms influenced by both styles even if randoms need management skills! Knowing leads to understanding which leads to trust and respect. According to Skylines principal, Dave Boeringa, the staff have worked hard on trust-building: Now, theres no back-biting if theres a problem, we deal with it an get on with the business. Respect grew with the peer coaching at Skyline You see what other people are doing, see other teaching styles, see different strengths builds respect for a variety of styles and people. Everyone wants to improve even the lunchroom talk is about teaching; we want to become the best we can become Given that we have the same goals, a teaching style has to be shown to be effective by demonstrating its effectiveness in terms of student learning. Thats [490] where the action research comes in Motivation is provided by the principal (hes an inspiration) and by colleagues
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We all have pride and dignity we can learn from each other. We all have hidden strengths which blossom when were supported; talents are developed that you dont know you have. The principal supports our ideas he shows an interest, so we dont mind working hard. The staff are quality, hard-working people; there are no slackers, no clock-watchers all are willing to go the extra mile the school has a reputation as a quality center of education. Authentic Relationships typify the school. We still get angry with each other; we have real not manufactured relationships. Theres an atmosphere here of real feelings we are able to voice our anger. If you dont say it, it festers so weve learned to say whats upsetting us. We also give compliments. We are real human beings in a real family situation with real feelings. This is a crucial reminder that the growth from teacher/professional development to staff collegiality is more affective than technical, more about feelings and social/inter-personal skills than technical skills. Professionalism is a hall-mark of Skyline. What was essentially a quality staff already (and one always striving to get better) used the Century 21 experience to raise their level of professionalism. A parent recently spoke up at the school board meeting to endorse the professionalism of the staff. In fact, the parents here honor the teachers people seek out your advice; you feel like the professional in the situation. [491] People here have grown. Teachers are very methodical use a clinical methodology (like a doctor) in the way they do their jobs. They use best practices, analyze their performance always trying to improve. People discuss their methodologies and models of good teaching. They have a larger bag of tricks; theyre motivated because they want to do their best for the kids People are also constantly looking outwards, taking classes, etc. Risk-taking has grown during Century 21 Given the sense of trust and safety, primary teachers now talk to their intermediate counterparts. They are reaching out beyond their grade
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levels and, therefore, their comfort zones. Curriculum sharing is now more common-place; people have grown in their ability to work together and to support each others risk-taking. Learning Climate is the result of all of the above. A poster in the school exclaims Excitement is caught not taught. Kids and teachers are excited; the excitement feeds off itself. There are high expectations for academics, behavior and social interaction. No child is written off; the belief here is that every child can learn. Clear Focus has carried the school successfully through the Schools for the 21st Century experience. The staff dont change direction they stick with the same stuff. Take peer coaching/collegial sharing as an example; Century 21 gave the green light to make it happen. When the staff became really good at it they added other things that complemented the original focus. When these became second nature, they added more and kept it (the learning curve) going Like [492] building a house, you have to build the foundations first, then the walls (with the foundations still in place), then the roof. Otherwise you just build foundation after foundation after foundation and never get to the roof never get to the full learning structure. Accountability has been built-in to Skylines change efforts. The staff take a developmental approach (You dont make people better by telling them how bad they are. You hit their strengths and point out areas where they could be stronger), but are also prepared to ask the tough questions. The staff were told to give it (Century 21) your best shot (in order to increase student learning) but to remember that its not experimentation, its the real thing. Nothing is taken at its face value In the case of activity centers, the question was asked, can kids fall through the cracks? There are lots of wonderful things going on, but can the kids read? Questioning, then, is a real strength of the school. The school is full of reflective practitioners like Doug Banner, whose recent reflections to us are worth
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including at this point. Change is a dynamic process containing many hazards. Theres always the danger of wearing out people; have to avoid grabbing everything thats new theres the danger of becoming mediocre at everything. We should not assume that change is good for everybody Weve put our hearts and souls into co-operative learning, yet some students still cant function in groups and some parents still havent bought in Peer coaching is [493] seen (by some parents) as a different form of evaluation. They dont see it as a positive change it might be good for teachers, but what about the kids? Whats the accountability? The thing about hard-line parental attitudes is that they provide great checks and balances they help to ward off soft options I baulked at first, but Ive since realized that they make us more precise. Theres too much jargonese anyway; we all too often assume that they know what we know. Its a basic courtesy to explain things to them. We are a public service operation; we shouldnt go blithely off without consulting people As a SLIG planning team member (along with several parents) Ive experienced the gaining of wisdom gaining trust by listening, attending to detail, walking my talk, being both far-sighted and aware of the immediate situation, being flexible Its a case of flex and move Its all about the gaining of harmonic synchronicity. Harmonic resonances (learning opportunities) produce harmonic convergences (when learning is internalized) [494] Our strength is our honoring of difference. Peer coaching, cross-age tutoring and co-operative learning they add up to a constant theme because it works. Given the validity of having different teaching styles and the safety-net for trying new things, there is a climate of safety both adults and kids feel able to take risks. Connections lie at the heart of our philosophy and the principals leadership. There is great ownership you are the instructional leader in your own classroom. The peer coaching means that different strategies can be shared you can learn and feel validated all at the same time. You get feedback when trying something new and taking risks The principal has pushed a bit, but its basically all grown from our efforts. In terms of our original entry into Century 21, he insisted that it had to be unanimous; all staff were involved in the writing of the grant atmosphere. This contributed to the readiness and the ownership. The co-operative atmosphere was built on the willingness of all sides to collaborate. There has to be leadership for collegiality. The principal has real leadership skills: he listens, he takes the big things to the staff (takes care of the little things himself), he helps
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people to achieve their vision. Hes got a vision and weve all caught the fever. The administration has to be an active learner. People here are unthreatened, happy overwhelmingly; people like coming to work. Its recognized that people have different teaching styles that theres no one way to do anything as long as it helps kids. There are no hare-brained schemes were not going to jump on every bandwagon or fad. Any change has to be substance According the the Superintendent, The staff work together in a relaxed environment, yet theres an intensity of goal-oriented instruction. Theyre focused; they know where theyre going. If you talk to the staff, they can say where they are, where they have been, and where theyre going. What is very clear is that sites like Skyline are now reaping the benefits of their hard work on the process side of the change equation: capacity-building is now very much working for them. As one Skyline teacher observed, [495] Coming up with our SLIG plan was real easy for us. We used a school improvement team containing 4 teachers and 4 parents, who took a lot of input from the staff Century 21 brought the school together. Its now amazing how similar we think in terms of visions and goals. This year we re-focused; built up our ideas (on what we need to really focus on next) in 2s, 4s, 8s; eventually 2 halves of the staff reported out and said exactly the same things. That was real powerful. But groups wanted to document our good practices, take stock and move on. This decision fits the Skyline culture. Like Fidalgo, Sevenoaks, Newport Heights, and Liberty Bell, Skyline is a genuine Learning School (See Holly and Southworth, 1989) in that its change efforts are needs-based, data-driven. Evaluation is very much inside the cycle of development; it triggers development, guides development and records development. It is action-oriented research. Indeed, action research (introduced to Century 21 schools by Peter Holly) has been an on-going feature of the change efforts of many of the sites. In several of these sites (especially those mentioned above) action research has achieved cultural embeddedness; it is the way these sites go forward. At Skyline, for instance, every member of staff has been involved in individual or small team action research as on extended professional development activity. According to one such action researching teacher, We make changes in the light of it (action research); it affects how we move forward. It makes us look at what we do. We tie it to our interests, our innovations (what we want to do and need to do); it then validates what we do well and helps us to identify the areas to enhance, enrich and change. It takes time, but its well worth it. My action
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research is on literature circles, math manipulatives (math was my major in college; Im a firm believer in hands-on math. After all, as Aristotle said, if you cant hold it in your hand, you cant hold it in your brain); the aim is to fine-tune my implementation of both In my action research, then, Im asking how are math manipulatives helping children learn? Ive been developing hands-on and problem-solving strategies, so that the children can understand the whys of math. Im trying to build enjoyment in math; it isnt just paper and pencil, worksheet stuff. I feel its working; then I look at my test scores. Ive got 4 chapter kids, 3 resource room special ed. kids in my [496] group and almost 1/3 of the group are at-risk. The lowest test score was 76% and 9 students had 100%. Weve also been doing the Math Olympiad as an early morning enrichment activity and one student was first in the state Action research behoves me to keep going; its a lot of work. I chose the personal growth option (for teacher evaluation); its exactly the same as action research it all comes together. Its a 2 year process Im not there yet. Ill never be there! We do need to keep going but were tired! This particular teacher is the true extended professional. She cares about her own development and that of the school (as part of her masters course she recently conducted a culture audit of and for Skyline); she also cares enough about her colleagues (those doing literature circles with their students) to form a staff book club. This support group (of 10 members) not only have regular evening meetings to discuss their latest reading but also manage to squeeze in some more action research at the same time. Through their own learning process, they have discovered why the children do not like to do journals or story-webs they tend to detract from the enjoyment of the book. Above all, however, this teacher cares about her students. Every three months for instance during a planning day the time is used to do in-depth, developmental assessment of the students in both reading and math. One on-one the students answer questions, build numbers using manipulatives (she uses extensively the assessment parts of Math Their Way Hands-on Math). It is her real attempt to introduce performance assessment and provide clues to the personal development of each and every student in her care. She believes in the importance of the creative acquisition of basics and skills: those things the students need to know, need to have and need to be able to do. The child, she says, is an academician and a social animal a whole child. You cant teach self-esteem but you can get it through academic success. [497] Action research is at its most impactful when it becomes habitual when it becomes the way we go about change around here. According to Ferndales superintendent, the entire district has got the action research bug from Skyline: Significantly, he says, 4/5 sites used action research to get the data to build their SLIG plans. Taking a look at ourselves/data-gathering is very much part of site-based planning
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It is much the same at other Century 21 sites. At Fidalgo, where accountability comes with the responsibility of site-based development, We feel we successfully met the original goal; that gives us a sense of achievement. We re-evaluate, drop some things, fine-tune then it becomes part of our program. Evaluation done this way becomes a habit. The staff evaluate as they go; they come up with new goals (based in data), take the best of what we have keep improving where we are. This approach has been characterized by Holly (1993) as needs-based, data driven. At Sevenoaks, there has been an end-of-year evaluation for every year of the grant. An evaluation team including consultants and an Evergreen State College representative has completed joint observation across the school and then compiled a narrative report for the use of the school. According to a member of the evaluation team, The radical approach to innovation needed a radical approach to evaluation. Weve collected qualitative and ethnographic data searching for meaning. Weve interviewed parents (how they think the school is doing); weve interviewed faculty members [498] weve also done video-taping Shorecrest High School has done so much in the area of evaluation/action research. Firstly, the school has taken it very seriously: After 6 years, said a spokesperson, assessment is required if only to convince the skeptics; of all things, this is not the thing that should be short-changed. We take it very seriously Secondly, as a reflection of this serious approach, an evaluation team (containing both staff and students) was set up, led by an assessment co-ordinator: Our interest in assessment/evaluation led to strident help being assigned and the role of assessment co-ordinator being created Its not going to just happen; there has to be planning for evaluation Thirdly, this planning for evaluation, at Shorecrest took the form of back-hooking: the staff retrospectively identified some central goals for their Century 21 efforts and, then, using Peter Hollys 1,4,5,2,3 technique, further articulated those goals in the form of detailed, more specific success criteria We reinvented our goals (they were out there ideas originally), completed the 1,4,5,2,3 plan for assessment, then ran with the plan (93/94). Our expectations were
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set and we checked whether they had been achieved Fourthly, the evaluation team combined interview and survey data into an impressively in-depth site report which focused on all the major goal areas. The whole school is now having to digest and react to this report. The data, we were told, is being used to lead into the future. We are saying, this [499] is the data, this is the deal, lets take a common look and then ask, now what? Our usual style is things that are proven not to work get tossed and we go on to something else As the principal commented, Well have to study this document deeply to formulate 2/3 new priorities for our building goals and then come up with a new action plan. In a timely manner, of course, this scrutiny (of the report) coincided with the planning exercise for the Student Learning Improvement Grant (SLIG) an exercise generated at the state level in an attempt to emulate and to build on Schools for the 21st Century. Indeed, Shorecrest, like many other Century 21 sites, has been actively planning for life after Schools for the 21st Century. In doing so, besides using the data-base for the SLIG planning, Yarrow Durbin, the school co-ordinator for Schools for the 21st Century, has been responsible for collecting survey feedback from representative parents concerning the projects SCOTS days. Fifthly, therefore, the school has acquired the habit of collecting anticipatory data every time a major change is promulgated. As the Sony multi-national company does, so does Shorecrest: They dont act, says Holly (1993), until they know theyre going to be successful. The major idea this time around was the instigation of a new scheme of release time (to replace the Century 21 days). On her own admission, Yarrow Durbin is a member of a new breed of teacher leader, more interested in personal influence than personal power for the sake of ensuring the making of sound and sane decisions about change I got myself on the district committee (looking at this issue we made a reasonable policy which was stated as 5 days release time at least more if parents support it. The superintendent then suggested that I should consult the parents (when we all know that vocal parents are normally over-represented. [500] In order to obtain and register parental concerns about release time, therefore, I designed a representative sampling technique (somewhat similar to the Nielsen Family Rating scheme used, for example, by USA Today) in order to get feedback from a representative cross-section. Some 150 parents have been identified and have agreed to respond quickly every time soundings
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need to be taken thus avoiding the tail wagging the dog. Significantly, the Shorecrest staff are anxious to continue the practice of using staff release time for such activities as collegial planning and evaluation. Staff release time, all site members have chorused, has been the main Support for Restructuring received by Schools for the 21st Century.
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[501]
Chapter 4: Supports for Restructuring
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[502]
SUPPORTS FOR RESTRUCTURING
Release Days All site-members agreed on one thing: Century 21 release days made the initiative work for them; they clinched the deal. At Montlake Elementary, for instance, we were informed that the Century 21 release days and extra stipends recognized the on-going need for planning time. We even gained extra Seattle days but well lose this waiver next year which will be another potential element of strain. The planning time has been essential for implementing the vision Were a small school, so its been a real plus. As a result, morale/humor is pretty high here we feel compensated for our time, energy. The joint planning time has certainly helped to strengthen the team-working. Without planning time change will not happen At North Mason, staff members rue the passing of the release days: We need the the extra days to do the work for assessment, evaluation, rubrics, etc. We need the 10 days. The district would probably support the 10 days philosophically but probably not financially. At Clark, we were given a lot of the advantages accruing the release time: The extra days gave time for teachers to plan and the ability to go somewhere to talk and learn; they also enabled us to open up communication (thus connecting all the grades). Teachers confidence rose considerably as did their sense of ownership During the days we also learned about change and how people deal with it how we can make it easier. [503] We must address their fears what are people afraid of. Weve done some hit and miss stuff, but more hit than miss Above all, in Clark and so many sites besides, the staff time had a real process impact: it gave the opportunity to improve their capacity for shared decision-making. Theres more staff decision-making now. Weve also had the time to learn how to do better decision-making. We had to decide what we need to vote on and what decisions still need to be made administratively. Ive never seen committees more productive than those weve had in the last few years. Were a lot more aware of when were dropping the ball its become O.K. to point this out
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Other comments from Clark participants included: The days were used for planning, for involving parents. Those days are absolutely critical. Theyre critical for getting a focus for the year collegial time for teachers to plan and work together Kids are performing at a higher level because we give the teachers the opportunity to do just that perform at a higher level. The planning is critical; well still have 4 days with 1209. This has truly been the reason we are different in this school: Kids and teachers have been unpacked in a big way. Release days dont know what we are going to do without them. Those 10 days have made a critical difference. I dont think anyone realizes how much has been gained because of these monies The amount of time we could have devoted to it would have been minimal without the release days. We used them flexibly I shudder to think what would [504] have happened without the grant. The change has been remarkable Teachers need to talk to each other for collaboration to happen. The teacher release time is the most critical issue in pulling the teachers through change. It is essential even with the amount of parent involvement; partnerships are essential The release days have energized the staff. It came to a point when they were ready the days came at just the right point; they helped to open them up a lot more Release days have been a huge part of the grant It provides time to get together at the first of the year for intense goal-setting and in-service (the first 5 days) the other 5 are flexible after that. Teachers are now teaching teachers, they take classes from other teachers in the building. The grant has been responsible for that moving away from using outside consultants According to a district administrator, The prime component (at Clark) has been the planning time that has been such as blessing for them. They could have good solid discussion related to a common topic (recently, its been the 7 intelligence) We have wonderful teachers in the district; there are a higher proportion of shining stars here. But team planning time has really helped to elevate the whole as a combination of all the strengths of all the individuals. Providing time for teachers is a state-wide problem We are changing the definition of what it means to be a teacher. It is important to reach out to the community so that they are appraised of the way schooling is different now we have struggled through the issue of, training time
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[505] Other comments from other sites included the following: Paid time we felt of value, dignified, professional; able to make decisions about kids. We chose to use the 10 days in multiples of hours for the sake of flexibility, but it added to the fragmentation. (Sammamish High School The 10 days were used for developing programs, portfolio assessment, etc. We had 3 full days before the school year began; 1 personal conference day; 2 days at departmental work; the rest in days (Mountlake Terrace High School) The planning release days have been very helpful; were hoping for 3 days through the student learning improvement grant. (Kimball) The dollars to pay a co-ordinator helped facilitate what we had already been working on. The release days were significant. You can make major changes without lots and lots of money. It pays to be resourceful, however; take what you have and connect to other resources (time, conferences, technology all the pieces fit together). Weve taken each of these initiatives (21st Century, the district levy, NEA, etc) and have put them all together blended them into a cohesive pool. It all hinged on the process of coming up with a common vision. The district now says that all schools have to have a strategic plan. The question was how do we do this in a strategic way, so it wouldnt hurt (i.e. divert) us? We clarified the most important vision issues which pieces were the most important, eg. ownership; so we made a concerted effort to include everyone parents, students, community, staff (Kimball) The Kimball approach (we make all the pieces work for us, said Vicki Foreman, the schools principal) has been endorsed by the Rand research team led by Paul Hill, whose report was called Schools [506] with Character. The research looked at the factors that enable schools to make change happen effectively. The investigation high-lighted 2 major features: the establishment of a clear, shared vision (giving everyone involved a sense of direction and a filtering system with which to approach any potential innovations, supports, etc. will they work for us?) and change skills (such as the ability to prioritise, sequence, action plan, implement and evaluate the desired changes). Kimball would undoubtedly have emerged from this Rand research as a school with the character to succeed. Kimball has a culture to support successful change. Indeed, such a culture (which is so vital, yet so hard to grasp) is the support for restructuring. Ultimately, it is not the release days, the stipends, the (potential) incentives: its how you use them. Judging from the evidence of our research, an interesting hypothesis emerges. In schools with a positive development culture (see Holly and Southworth, 1989)
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any incentive is likely to act as one of Herzbergs satisfiers, trigger further growth and add to the positive orientation of the culture. In schools with unhealthy, dysfunctional and negative cultures, however, the opposite happens. Even potentially positive incentives enter the unhealthiness and become unhealthy themselves. At one Century 21 site, for instance, the teachers never stopped arguing about the use of the time and money. Competition, suspicion and lack of trust undermined the process of growth from the beginning. In fact, the incentives merely exacerbated the situation; they became disincentives. Our conclusion, therefore is that if the school culture is not supportive of restructuring, it is the place to start the first thing to be restructured. It is that important and another indication that, when it comes to change, process is equally if not more important than content. Less, processed better, is more says Peter Holly. These comments by the principal at Montlake Elementary are most pertinent here: We were in danger of becoming masters of nothing; were were going off in a thousand directions originally; if anything were were too global. Theres a need to be [507] realistic, healthy. Sometimes its best to take baby steps instead of being overwhelmed; need to take one step at a time. Then it all adds up over time; you look back at the end of the year and youre surprised to see how much has been accomplished. Early on it was only a dream; it was all excitement the collaboration with stakeholders. Then, it was important for us to take stock. Under each goal statement, we asked whats practical? We built an incremental plan for developmental growth, piece by piece, as in technology. We gave every teacher a computer. We were pragmatic, but retained allegiance to the spirit of the grant. Im a rule follower, so I was honor bound to make it all happen its steady-work. Visions are built on dreams; incremental development (toward the visionary) is the stuff of action planning. Both guiding visions and purposeful but practical action plans are required for effective change-making. Both are part of a development culture. Moreover, having a positive change culture is intimately related to readiness for change. Such a culture is pre-conditional. As one of the respondents said above, the release days arrived just when the school was ready for change. Timing, therefore, is not as important as time. We were told, for example, that, when schools for the 21st Century arrived, Fidalgo was able to hit it running. One participant at Fidalgo said that it needed to happen, its all gone so smoothly. It was a nice fit when the state announced its intention to develop a program to develop student performance. We were already primed and focused The proverbial bow-string was taught ready to be released. There was so much potential energy to be unleased. Moreover, the staff at Fidalgo were well-prepared. They already had Page289
their change [508] plan (whereas some other sites were merely planning to plan). They had already completed a self-study an effective schools review according to the Connecticut model which produced several major goals for the school. These goals (or identified needs) provided a filtering system we were looking for anything that would help us further our goals. We did a ERIC search, we obtained a practitioners grant and we received consultant help; we mainly focused on learning styles and intelligence models because our main goal was to increase academic performance. We studied for 1 years, piloting, probing, processing looking at whats out there. This was our period of gestation: it took about 4 years (implementation was to take another 5 years) We were looking on the edge (not just for a new project) for a big impact. By the time Century 21 came along, we were ready to pilot the components. The grant years were our period of implementation. Now were fine-tuning; its now Fidalgos program, but well always keep changing it. In fact, were now ready for a second major cycle and another self-study to set us on our way One point is worth underlining here. To site members like those at Fidalgo, doing a self-study is an opportunity not a problem. Previously, many sites across the state when faced with the self-study mandate seemed to just go though the motions to get the thing done and nothing more than that. It was an empty, meaningless exercise for all concerned. At sites like Fidalgo, however, the opportunity to do an in-depth investigation which could then lead into needsbased, data-driven change efforts was too good to be true. As [509] mentioned previously in this report, it is note-worthy how quickly the sites that had recently completed a self-study were able to respond to the challenge of Schools for the Twenty-first Century. This discussion, of course, is very relevant now that schools in Washington State are beginning to respond to the opportunities provided by the Student Learning Improvement Grants (SLIGs). Obtaining one of these grants is neither a paper exercise nor a status thing nor a chance to get some money. It is a wonderful chance to concentrate on teacher/professional, whole staff and institutional growth on behalf of the improvement of student learning. At Fidalgo, again, it has taken several months to come up with the SLIG plan. Three teams (a site team otherwise known as the assessment team which was responsible for the self-study; a staff team; and a PTA group which looked at national and state mandates) got as much input as possible. All parents and staff members were surveyed: we did a lot of listening, a lot of valuing their judgments 5 areas for major focus were identified, prioritized, and budgeted. We decided to concentrate on high impact students, i.e. those with special needs of any sort. According to the Assistant Superintendent, however, compared with other sites, there is a fundamental different (between them and Fidalgo)
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that is striking. Many other sites go for the Singleton effect. They say, for example, we do co-operative learning when it is only happening in two classrooms. At Fidalgo, it is the uniformity of the mix that is impressive. They learned how to work as a group (typically, teachers are not good team-players; they lead in the classroom and are not used to giving to other team members), they developed a common focus and a common vocabulary (the key here was the Masters [510] program), they examined and reinforced their belief system and chose to concentrate on the implementation of the Structure of Intellect (SOI) system. They came to believe in the modifiability of human intelligence (long before Gardners views became popular) and learned to ask the question (of each student), how are you smart? Above all, then, Fidalgos advantage was that the staff chose not to work on one project or innovation, but on a whole bundle of innovations (just like the GRASP areas) which covered the map of restructuring. To their credit they also appreciated the importance of the chemistry of the mix. Rather than working on several separate singletons, they established a potent mixture of inter-related changes, thus becoming a school with integrity. Just to re-emphasize the point, it was the release days that made this all possible. It was on these days that the processing, the mixing, the integrating occurred. The award of the release days (strictly speaking this is a misnomer, they were additional, paid days so there was nothing to release the teachers from except their own time) was a start; the days were very necessary but not sufficient. It was what the site members did with the days that was crucial. Collegial planning produced the necessary plans and strengthened the teamwork, thus enabling the high-performing teachers (now in high-performing teams) to better facilitate the learning of high-performing students. Given that, besides the planning opportunities, the days occasioned much of the professional development activities, it can be argued that they were the vehicle for the professionalization of the teachers and the means by which a changed definition of what it takes to be a teacher came about. The days activated the causal chain that provided the torque (Pat Dolans felicitous expression) for the Century 21 initiative. [511] A similar structural issue as staff time is re-scheduling, particularly in secondary schools. Several Century 21 high schools tried to re-schedule, knowing that this is only a beginning. At Sammamish, they attempted a flex day, X-period schedule (for curriculum enhancement) but it was a big disappointment. The way we phased it in we tried to do 2 things at once. We also tried triads (3 teachers with 3 classes) but this ran into scheduling problems. One real success story, however, has been North Mason High School. The staff have achieved significant change at the secondary level the way time and classroom organization is structured These changes started with the action research piece and 21st Century meetings including reading articles on the Copernican Plan. Eventually, the high
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school staff decided to change from a traditional 6 (x 55 minutes) period school day to a 4 period, 90 minute block schedule. The crucial point, however, is that changing the schedule doesnt necessarily change teaching/learning process. Were now in the second full year and weve taken on the question of curriculum changes these are the significant changes. It makes no sense to change the schedule and not to change pedagogical practice. Rescheduling is another opportunity to be grasped. At Mountlake Terrace High School, however, they have done it the other way round. They made curriculum changes and then launched into structural changes Functionality, we were told, was the key concern We introduced trimesters in order to offer more choice, more interest-based courses. Current criticisms, however, are that the students cant get through the material and the teachers dont get to know the kids There is also an extended day [512] (6 periods plus 2) and a school within a school is being planned, as is flexi-time At Liberty Bell High School, in the quest to follow-on from Schools for the 21st Century and to become even stronger, the staff members have been studying the pros and cons of the block schedule (the so-called 4 period day). It's a natural step. Weve built a staff group that can function together; weve built a process which has made it possible to work together on the block schedule Finally, were getting to the real stuff. What I value is whats implemented in my classroom. Changing how we get on in our classrooms is more personal Were currently planning for the implementation of the block schedule; what it can be, realizing its potential Were studying curriculum integration and a team orientation building on the fact that the staff can work together, nurture one another (this doesnt often happen at secondary level its an indicator of the wellness of the staff) In fact, during the transitional year (93/94) the faculty divided into 3 self-selected groups. One group worked on methodology (co-operative learning, delivery models, assessment, inservice, etc), a second on graduation requirements/student outcomes, and a third on marketing and public relations (including finance and community links). [Insert diagram on bottom of page 512 here. See top of next page.]
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[512]
GOALS
B L O C K T E A M S
O U T C O M E S
ASSESSMENT
[513] Another kind of support for restructuring is the kind of relationship that can be established between a school and its home school district. Of course, some Century 21 sites were individual schools; others were entire school districts containing several sites. One site was a large consortium of Seattle schools. Whatever the size and character of the site, however, the issue remained the same: is the school district relationship a positive, supportive one or not? As one school representative remarked, We struggle with the district; we try to ignore them, but we need their support They foster mediocrity in this district; they put too much reliance on uniform panaceas, whereas we know instinctively, to rely on a combination of the old and the new. Another site representative also sensed a lack of positive support: They (the district) pay lip-service to supporting the program, but behaviorally they speak one way but dont necessarily walk the walk. Im not sure anyone had had the experience of what to do to accomplish this, i.e. Schools for the Twenty-first Century Technical support from the district is lacking for our technology efforts.
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Some lone sites felt somewhat out-numbered and unappreciated by less radical, neighboring schools. The problem with this situation is that these schools share the same students within feeder arrangements. According to one respondent, I think its hard to leave here and go to the high school. Its a transition issue for the district to look at The high school is changing somewhat, but they dont have the technology we have here Theres an important role for the district here as arbitrator, mediator and connector of experience. Shoreline School District the immediate context for Shorecrest High Schools Century 21 efforts got it about right in our estimation. According to a district representative, The size (of the district) helps. We are positively positioned to make change We had four applications (to become Schools for the [514] Twenty-first Century) but only Shorecrest was successful. So, from the beginning, the district helped the other 3 on a limited basis. In fact, the grant has been the precursor to working together more closely Were a site-based school district; changes are not top-down here. We try to encourage and support our teachers as risk-takers You cant legislate change; it has to come from the inside from the heart. This is the key for success There is no micro-management by the district. We look at the big picture things, the long term issue we are seeking the cohesion that comes with strategic planning. We try to avoid extremes and help to define the middle ground. We also see ourselves responsible for the transitional flow across sites, for continuity. We are setting up corridor meetings which will enhance the systemic, continuous progress model. More and more,we are seeing Shorecrests senior project and community service schemes as the culmination not just of the Shorecrest experience but of the whole district experience, K-12. It is interesting to note that this respondent (and others like her) is a member of a new breed of school board member: Weve been involved parents since Kindergarten. We joined ad hoc school committees, the PTA and provided parent leadership. It was a logical step to join the school board. We still have children in school here. So you could say that weve served our dues. We still get involved in our schools; we stay informed, visit our sites The schools are the heart-beat of our community, they are of the community. In Bellevue, the districts evaluation project co-ordinator, Jan deLacy, has been a constant source of support for the staff at Newport Heights Elementary. Her comments are most pertinent. I spent a considerable time observing in 6-8 classrooms (at Newport Heights) checking of implementation of our curriculum reforms. I didnt have a base-line except the Page294
district's SLOs (Student Learning Outcomes). There is obvious evidence that they have made inroads on implementing some very difficult things according to my other data, Newport Heights cohesiveness is shown compared to the district. It shows a rather extreme positive position [515] compared to most other schools. My survey was written specifically for the needs of the district, it focused on the 5 new reform efforts: schoolcentered decision-making, technology to improve instruction, equity and excellence, empowerment of people and support services. I surveyed parents, administrative staff, teachers, community people, etc and the schools used the resulting data as they saw fit. Newport Heights, typically (and gratifyingly for me), used the data to a great extent; the entire staff has a total sponge-like attitude to information they eat it up. Theres a lack of defensiveness, a desire to learn. Each year the principal has me go over this with staff with an eye to making improvements. Newport Heights has a tremendous capacity to learn that you can feel in meeting with them; they have a willingness to get into depth on issues and a willingness to face issues Unfortunately, the same respondent was unable to be as positive about another Century 21 site in Bellevue: Sammamish let me in but neither year did they pay much attention to the results. There was only reasonable acceptance (of the data) and no attempt was made to follow-up on it. This was a personal disappointment She was able, however, to give a list of the supports given by the district to a site like Newport Heights: two portfolio projects; survey data feedback to staff; district-wide inservice opportunities; help when asked for the central office to co-ordinate things; evening parent presentations; giving visibility to the Newport Heights efforts in order to validate their work; and perhaps surprisingly, protected the sites by taking some of the flak from the community. I dont know if they will be able to continue with their early release days theres flak in the newspaper about teachers being out of the classroom Were getting parents going to the board saying kids arent being well served (not textbooks, etc.). The board tends to listen and generalizes Im now in the middle of designing a parent survey for the whole district. The negative phone calls dont represent everyone; there are misinterpretations in our district as well as elsewhere 516] The staff at Kimball Elementary have obviously enjoyed a similarly positive relationship with Seattle School District: The district is very supportive of Kimball and I feel that they watch over us a little more carefully than some other places. They try out some of our ideas elsewhere theres a high trust level between us
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Far from being an embarrassment to the school district (which has been the case in some instances), Kimball has been a light-house site for the district. Kimball has always had a good reputation. We have a very good reputation with the district. They see us as committed, hard-working; theyve allowed us to do things differently from some other schools It has been much the same in terms of the relationship between Covington Junior High and Evergreen School District. We were told that, Covington led the way the 21st Century grant got Covington going broke down barriers. It was not a template; it would not have worked if it had been. The district learned this and the need for much more staff development. Consequently, the district is very supportive of building autonomy. You just cant have it both ways: strong centralization and site autonomy. Theres no mandation here. Even the technology plans were requested; then the district provided co-ordination (of the levy) and oversight. We asked the sites to tell us what they were going to do; then provided central office expertise to work out collaboratively how to get there. Each individual building was supported separately in order to suit their needs. The key to change is collaboration.
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[517]
Chapter 5 Governance
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[518] One of the keys to change is, indeed, collaboration, collaboration between students, between students and teachers, between teachers, between teachers and administrators, between teachers and parents, between parents, etc. Phil Schlechty has always argued that school restructuring, includes, first and foremost, restructuring rules, roles and relationships. New rules (e.g. waivers) have undoubtedly helped Schools for the 21st Century; so have new roles, especially for teacher and parent leaders. The kind of new relationships engendered by collaborative team work, however, have made a crucial difference. In fact, the biggest support for restructuring for Century 21 teachers came from their own colleagues. Collegial planning, so much a feature of the initiative, not only rested on good working relationships and the building of productive partnership, but also indicated a complete re-working of the concept of governance in schools. Every 21st Century site believed that re-inventing governance was one of its major tasks. This was not a mandate, more a cultural expectation. Site-Based Decision Making/SBDM became indigenous to Century 21 sites. Staff involvement in decision-making led to parent involvement and in a few cases, student involvement. Involvement, we know, generates commitment and ownership. In this report we have chosen to take a wider definition of both governance and site-based decision making. Our prerequisites for these terms being used in relation to site-based change are not only wider involvement and participation in decision-making, but also more open, more horizontal (therefore, less vertical, less hierarchical) relationships, more power-sharing and more active site-based democracy. Such a scenario does not demean the [519] importance of leadership (actually, it becomes more important, as we will discuss later in this chapter). Newport Heights, for instance, has a strong school leader the principal, Jill Matthies. Yet the school is very much run as a collaborative partnership. A member of staff described the situation for us We {have taken} took such a close look at what we are doing. Discussions were more specific; we looked at things we worked to change. There was more ownership; more ownership was what we were doing The time issue of teachers being able to be together was crucial; it was the impetus to get us there. We had a staff that was truly committed to it (Century 21). The School Improvement Team (SIT), parents, other staff were the writers of the grant. The SIT team was established already (for a self study about 15 people worked hard on it for over a year) The staff has truly gotten to know each other: they are willing to share and know where everyone is coming from. The decreased isolation has made a significant difference. It didnt come right away; it had to be worked at. It took quite a while to develop a staff who had the same desires to work together. In fact, this is the first year that I have truly felt we are a team. People, however, still do things in their own style. According to this same interview, staff cohesiveness at Newport Heights results in success for students:
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The synergy produced by what the teachers do is what the kids get. Were closer to believing the central mission (student success) then other schools; we have an energy that other schools dont have. There is some jealousy about all the time we get At the beginning of the year we had a collaborative effort around the theme of bridges; Im not sure that would have happened if we hadnt had the time to plan together. The students see the teachers working together and it [520] filters down to them. We have more cross-age happenings than before. Were really trying to make things work better; we keep asking what can we do for more substance. Technology is an example of this; there are still some nine substantial things that we need to go through its a shame the grant is ending The modeling by staff and the quest for substance are two examples of the Newport Heights drive for improvement. At times, the staff members probably drive themselves too hard and demand too much of each other: Its been a lot of work - its been very stressful. Were always dealing with that each year. A lot of it is self-imposed. Its too easy to place the blame on the administrator; we do it to ourselves. This group just doesnt let go. We love the excitement of being learners and teachers Finally, however, we had to do something to help teachers to learn to be healthy and establish boundaries. So last fall we had an in service with a psychologist; parents were there as well. Previously a lot of people were not sure how to set boundaries; in the past we assumed that if we were asked, we should do it In terms of site-based decision-making, we are not involved in every major decision; a lot do go through the PDC (Bellevues version of a site-based council) and Jill (the principal) serves as a filter on a lot of decision There are two points mentioned here that are so typical of Newport Heights and are so much part of the schools effectiveness. When the staff felt stressed out, this was admitted, treated seriously and dealt with. The staff at Sunny Slope did the same thing at one of [521] the grant years, took a time out, sorted themselves out and then shot forward again. Newport Heights did the same. The second point to emerge is crucial for this section of the report. Contrary to popular belief, in a site-based decision-making school (like Newport Heights) the staff do not have to be involved in the making of every decision even the major ones. Is this statement a contradiction in terms? We would say not. Members of healthy organizations like Newport Heights where collaboration and collegiality (particularly in curriculum terms) seep through every pore do not feel that they have to get uptight if a decision is made by another group, so long as this has been agreed beforehand. Its a question of respect, trust and practicality. And with a principal as good as Jill Mathies to monitor proceedings, not a lot is going to go wrong. Site-based decision making has to remain non-dogmatic, non-paradigmatic. What works for Newport Heights is good enough for them and good enough for us. We would say the same about Fidalgo Elementary.
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At Fidalgo we were told that We have site-based management (but its not named that.). Its very empowering as it all comes from the staff. We have ownership of the program The caliber of people here is extremely high; they are flexible, bright, committed they have the ability to compromise individually Staff collegiality has grown with Schools for the 21st Century, which was our opportunity to focus on sharing as a staff. What we said got done. Previously we had lots of committee meetings but nothing happened as a result. This time our ideas were implemented and followed through with [522] The Masters program helped the bonding; it created a unity of purpose. Were like a big organism; were all an intimate part of it. We turned the SOI profiles on ourselves, realizing that we can support each other and help to compensate for each others profiles, teaching modalities, etc. The teachers took ownership of the whole program; once the goals were agreed, we formed sub-committees to study various programs but we stayed real focused. Despite disagreements (we learned to disagree without being disagreeable), the end-purpose remained the same kids and their learning. This initial goal became our responsibility and our accountability. Other responses from Fidalgo participants added to the picture: Schools like Fidalgo dont make a big deal out of SBM (Site-Based Management) they do it without over-formalizing it. We are wary of the plop method of consensus (where the clock batters the participants into submission or group-think takes over) It is inspiring to bat ideas about. During prime time the staff had uninterrupted interaction; they had teacher talk which entails validation without judgment. As a result, the teachers had more confidence as thinkers, as expressers, as shapers/ interactors, etc They are now able, in turn, to feed workshops for Western Washington University. Theyve helped each other become computer literate formerly they were computer bone-heads [523] According to a school board member who had had the opportunity to read the proposals for 1209 Grants (the SLIGs), the staff here worked together and their proposal is significantly different, more fleshed out. Its incredible to see what theyve put together its their next big foray You can tell theyve had practice here! Fidalgo, then, is another site where site-based decision making has gone well without anyone trying to make it into the latest educational religion. The Mountlake Terrace High School experience underlies this same point.
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We do it (SBDM) without making a big fuss about it. Twenty-first Century has been the opportunity to learn how to do it well were now able to make we decisions, better able to communicate we meet much more frequently for adult interaction and to establish relationships We would have got lost without our steering committee; its members are servant leaders/facilitators they dont force us into anything; they do the nitty gritty detail work At Mountlake Terrace the steering committee, said another respondent has kept the pulse going. It consists of 5 teachers and one student (who was interviewed by last years committee he wanted to work on the application level and public relations issues with the community); all members volunteer and are then elected by colleagues they can be on the committee for more than one year if re-elected. The committee is totally in charge of Century 21 planning, budgeting, and requests for professional development/professional growth days and how they are structured. Its meets daily for one period [524] Another interviewee at Mountlake Terrace provided rich detail of the schools cycle of development: The staff waded through the head-butting stage to become a decision-making group; we learned to decide together. There are now no faculty divisions; we listen to each other, work together to make decisions. There are new attitudes aboard here a real renaissance even amongst the other members of staff; theres lots of excitement and enthusiasm. We feel like beginners again we feel rejuvenated. We share others successes; theres been lots of sharing, much more interdisciplinary work and much more communication. Its been a grass-roots effort. We sweated, we fought, we headbutted we had to introduce the fun stuff to take the heat off. We took time out to be silly to experience staff joy to avoid burn-out. Wed been taking things too seriously so we introduced pizza parties. Weve used humor extensively to combat stress (this can all be very stressful) It was very tough to produce the competencies: we fought over every word But the ability to share successes has been invigorating. The excitement has come with staff members working together within a clear philosophy and being able to put their little spin on it. Theres a sense of contribution, of acceptance, of incorporation of personal passions leading to the same vision There is no boss leader, but plenty of servantleaders. Yet there has been strong leadership from the principal: she fights the external battles for [525] us. In fact, shes been the soul of the thing: her vision and her passion have been contagious. She takes the lead in terms of liaison with the community But she hasnt been the only leader. Teacher leaders hard working, devoted people have come to the fore. Teacher leadership has been evident on the steering committee and task forces. Teacher leaders front the half days; they are more and more comfortable with their roles they are
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perceptive thinkers, balanced in their viewpoints, unthreatening and not defensive At Garfield Elementary in Olympia, the faculty membersas at the sites named abovehave learned that none of this stuff comes easy: Our vision committee is changing to a site-based model. Were seeing a more active parent role in decision-making. Sometimes theres a feeling of being overwhelmed with school-based management and that theres not enough time to plan for my class; I dont know how this will be done in the future. We need release time to do the shared management business PERKS has helped us on this a bit. We need time to experiment, to think to create The point that needs emphasizing here is that, in Twenty-first century schools, teachers operated as extended professionals on two levels as curriculum developers and as staff developers. At Liberty Bell High School, for instance, Things are not as they were four years ago; although its a clich; things arent topdown anymore. The new principal doesnt know what to make of this other approach he only knows the top down approach. So the system feels a bit shaky right now. There are swells and troughs its like going out to sea. [526] Despite these hiccups, however, the fact remains that change has basically occurred at Liberty Bell, from the bottom up stake-holders have been involved; no-one came in saying, this is what youve got to do At Liberty Bell, teachers, we were told, have worked on two levels as curriculum developers and as decision-makers have to devote time to each for due process to occur. Theres a reasonably healthy tension here between what should be an administrative decision and what should be a faculty decision. Moreover, we are all diverse personalities all have to be merged. The staff at Liberty Bell learned four lessons from this rich experience: leadership is important; those that do it best have the best chance of pulling off innovation. If not visionary (himself/herself), the school leaders must encourage it to happen. He/she must have a deep sense of responsibility. the role of teacher co-ordinator (rotated at Liberty Bell) is equally important. This person is the prime implementer, the fulcrum a very pivotal person. Its a very powerful role constructing the discussion, planning the meeting, retaining the
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overview For us its been a defining role; the role incumbent ensured that we stayed true to what we said we were going to do he/she has been the keeper of the collective vision. [527] Consensus is a slippery concept. In group decision making there are constraints, worries, issues; any solution wont meet them all. Honesty is vital you need to know whats being given up to get there. Its not that everybody agrees but everybody needs to agree to go along the same road together and to give it their best shot. Thats all anyone can ask for At another site, the participants referred to an artificial form of consensus (consensus by attrition), where everyone agrees to a solution just to be able to leave the room and head for home. In productive team-work, you have to accept people for who they are, what theyre good at, what they bring to the table. They can play different roles, because the benefit of team-building is that the sum is greater than the parts All the sites give witness to the fact that site-based decision making is something else to learn, something else to get better at. At College Place Middle , for instance, site-based management I think that it has gone well here. We are getting better at it. Weve created an instructional council and we must have had 20 different teams writing Staff involvement in decision making has gone well in general. We never came down to a point where we had an absolute model in place, but we have tried to produce a system where we categorize a certain amount of decision making as being the steering committees responsibility and other categories weve tried to separate out to bring to the entire staff [528] Concerning leadership, the principal has attempted to drop the boss leadership style. She wants the staff to be able to be empowered but not altogether as its hard to let go totally. Shes been through lots of trials and tribulations for being a leader on the forefront of restructuring, but shes maintained her positive attitude At one point she was gone a lot to speak about what we were doing; she has changed that now and is here more because of the staff need It certainly has been a learning experience for all concerned. Montlake Elementary in Seattle was one of the first schools to have a site council, and a PTA board, and an Enrichment Committee, and Executive Committee, and a Support Committee. Because it was in the
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lead in this area, the school didnt feel it necessary to follow the district guidelines (concerning site councils) when they were introduced. From the teachers perspective, there is probably too much parent influence and not enough teacher ownership. Things are now in a state of frustration; theyre trying to create a more balanced committee. From the parents perspective, there is still some resistance by the principal and the staff to collaborative decision-making is this a refusal to share power? A parent interviewee at Montlake believes that theres now an opportunity to do more. The school is in danger of going stale; it needs a new impetus but it needs to be re-charged collaboratively (as opposed to it being imposed). They need to struggle with this, dialogue. Can it happen from within? Only if [529] those inside ask for outside help On one side, the principal is very honest about her ambivalence: I have mixed feelings over the site-based council. Parent involvement at the governance level can be a mistake. They have good hearts but they dont have all the information; they dont know what they should or shouldnt know. They bring their personal agendas to the table. How can it be balanced out? Inevitably, there are more meetings for teachers to attend On the other side, the parent respondent thinks that recently, a chance was missed. Staff emotions were running high when some parents questioned the schools heterogeneous ability grouping policy. It turned into a big brouhaha. Possibly the teachers were afraid their expertise was being usurped; they insisted that they meet independently to compose their rationale The staff argue that they are overloaded anyway; that they dont need more meetings which dont relate to student learning. Parent involvement? My gut tells me its got to be a good thing working in partnership. It should be noted that the sites mentioned previously in this section were successful because they concentrated on teacher involvement and staff decision-making first and foremost. Montlake is having to do the whole thing at once while still making change happen in the classroom. No wonder there are growing pains. My impression, however, is that the people involved are well-meaning enough, earnest enough, invested in success enough, that they will get this thing sorted out. Part of the problem, it would seem, is [530] that the staff already work very long hours maintaining their new curriculum, preparing tomorrows classroom to be the best it can be including preparing the individual student packets to be given to the parent volunteers. They are working very hard and putting in very long hours above the norm in our opinion. They probably dont feel they can work any harder and they havent got the time
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to explain themselves to any pesky parents; mainly because the thematic approach takes so much more time to prepare. The price paid is that a faculty member has to make a substantial investment just to teach here. The parent response to this is so why use this approach?, not realizing, perhaps, the staffs depth of commitment. This is another part of the problem. The 21st Century grant was very much the brain-child of the previous principal. She was creative, energetic, always brain-storming. We had a hard time keeping up with her her brain and her personal rate of change. It was very much principal directed and the teachers supported the design or else! She said, This is what is going to happen; if you dont feel comfortable youre free to transfer Parents were not too involved at that stage; although the plan was sold to the community, it was the principals vision. She expected a high energy level (of the teachers) and collaborative decision-making amongst the teachers was definitely part of her design. She expected a strong professional commitment, e.g. working long hours Then along came another very different principal with a very different style. She is a great manager, [531] very organized, is a good implementer. She aimed to reduce stress; she didnt want the staff to over-reach themselves. She could see burn-out approaching, so tried to reduce overload, the number of meetings, etc. Then along came the new pressure for parent involvement, meetings with staff, etc. We have included this lengthy discussion because we see some real issues beginning to surface here. Parent involvement will be a vital ingredient of school-life in the 21st Century but only if some of these issues are addressed. The staff at Montlake have no problem whatsoever with parents volunteering to help in the classroom in fact, they celebrate it. It is in the governance area when power is a factor (and power plays are suspected) that difficulties arise; when the professionals are questioned on classroom matters in the decision-making arena by anxious parents. The Montlake staff happens to have encountered these issues first they certainly wont be the last. Is parent involvement in governance a good thing? Of course; but only if it works for all those concerned. It has to be a win-win situation and, in other Covey language, each constituent group should be first seeking to understand (the other points of view) and only then be seeking to be understood themselves. The road to wholesale site-based decision making has been equally rocky at Sammamish High School. There has been a Century 21 steering committee throughout the grant years with the same chairperson for 5 of the six years. The committee was composed of 12 component chairs plus one parent, one student and the chair-person. In theory, the whole staff was gathered around them in the compliment teams (it was possible to be in more than one team). According to the chair person: [532] The election of the chair is done by the full faculty. I thought I needed a change last
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year. I was beginning to be seen as an administrator! I thought I was losing the trust of the staff. I was also facing stress and burn-out. I chose to come back and things are going real smooth this year. We didnt allocate any time for leadership, so we hired a secretary to do the leg-work. This was a real life-saver. The 21st Century steering committee and the schools PDC are both examples of site-based decision making at work. In terms of the PDC, We had training in decision-making processes at a facilitated retreat. We worked out procedures, processes how to work effectively as a group, e.g. dealing with issues not personalities. We now need to revamp its wording The relationship between the 21st Century committee and the PDC. The PDC feels to be a rubber stamp oks the major things only. A respondent explained that The staff enjoy working together especially in extra-curricular terms but cant give ground to each other territorially; its gut stuff they think jobs are on the line: Whenever we suggest major changes here we have a 50-50 split or a 33-33-33 split across the staff. Were unable to do anything as a unified effort Another interview had a different viewpoint: 21st Century here was an enriching situation providing a capacity for leadership; the staff were energetic, motivated, unified (compared to other high schools); so many ideas everyone shares and joins in [533] We got the strong impression at Sammamish that both these viewpoints are correct. The school is a hive of activity; there are lots of things happening, but is the energy and creativity focused and channelled? Does it break institutional barriers? Does it threaten the sacred turf issues? Our impression was that, yes, the staff do enjoy working together until the intracurriculum (as opposed to the extra-curriculum) is threatened. According to a parent representative, Parents are totally welcome theres openness generally. Over the demographic issues, the staff have to be flexible Building-Based Management there is some staff ambivalence. They say they want strong leadership and direction until it arrives; then they complain that their decisions have been pre-empted. Its a nowin situation. The administrators are frustrated, hamstrung. Parents can be conduits for information; advocates for the school The staff ambivalence mentioned above is not confined to this one site. It emerges from our
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research as a wide-spread phenomenon especially in the sites that are not yet comfortable with power-sharing and have not yet realized that it is not political power that is being shared but educational power the leverage to make things happen for all the students and their learning (as opposed to the concerns of political vested interest groups, which may have nothing to do with students and their learning). [534] The ambivalence seems partly to be about wanting responsibility (i.e. clout) without the accountability that comes with it; partly, however, it is the manifestation of what happens during a paradigm shift: the participants (the shifters) need to leave one foot planted in the old (constancy) in order to place the other foot into the unknown (turbulence). They want the new, but still need the old. As one of the Sammamish paradigm shifters suggests, SBDM: its an evolutional model we will continue to develop a process using facilitators. We will continue to define consensus as decision making what is sufficient? Its a good principle, there are some bonuses but it doesnt work. It can lead to the tyranny of the minority. Weve been defeated by protectionism and territorialism; its a high school phenomenon. 21st Century people have really put the work in but have been forced to work semi-independently. Some colleagues have had the attitude: dont bother us you do the work. So despite super human efforts (on the part of some) to make their philosophy work, it was never embraced by the whole building. Whole school projects [page 535 appears to be out of place; and the page that should follow page 534 appears to be missing.] [536] opened up the way to the lobbying of the powerful (some would say power-hungry) vested interest groups. It is, essentially, an unsophisticated approach; moreover, as far as staff members are concerned, it is developmentally inappropriate. In some cases, they were not applying to themselves what they were trying to do in their classrooms. Like the children, adults are also at different points in their development, at differing levels of awareness and in possession of differing personal values. All of this diversity needs to be respected and, indeed, celebrated, while seeking a framework of agreement over in the case of the Century 21 schools future directions. In other words, the more sophisticated sites came up with approaches which allowed for graduated support (reflecting the different positions held by those involved). Questions were posed such as: are you whole-heartedly behind this venture? can you live with it? what would have to be changed for you to be able to live with it? what are the parts you like/dislike? can you not live with this at all?
Such questions allow people to take different positions without feeling forced into corners or
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over-pressured. It also gives the school some time to obviously make some changes in the suggested plan according to the wishes of the waiverers. Mutual adaptation is the name of the game at this point. Then, participants can see that their voice is being heeded. Ultimately, however, in order to avoid the disproportionate impact of the veto groups, the whole group has to agree on a fair time-scale (for amendments to be made) and a fair number of votes which have to be gained for any set of ideas to be passed. [537] It is known, of course, that if the bulk of folks are not behind a decision, it will not be implemented, whole-heartedly, anyway. It is worth all the time and effort getting as many people as possible on board with the decision. Clearly, then, a faculty has to agree the how of the process of decision-making. They also have to agree the what; what do we need to discuss and decide upon and what can be left to others. Many sites fell into a similar trap as the above and thought that everybody had to agree on everything the trivial as well as the important. Again, they had to realize that life is too short to have to come together to decide everything. In most cases, this was a stage in the sites learning curve especially when it became clear that the classroom (and therefore the progress of the students) was beginning to suffer. The staff decision-making was beginning to invade in terms of time, space, and psychic energy the classroom domain. Consultant Peter Holly, in working with the Century 21 sites, has to suggest, therefore, that they needed to decide how to decide and what to decide upon. They had to decide about decision-making. His other point was that they could use Twenty-first Century matters as their learning arena, because not only
[538]
New Century High School . . Site-Based Leadership Decision-Making Model

Level One This is my decision how will it impact you? Here are the recommendations and budget constraints. Take a look at it and give a recommendation for my decision. We will make the decision together by consensus. You know the parameters and constraints. Ill go by whatever you decide. Let me know what you decide so I can support you. Remember: Consistency builds trust.
Level Two
Level Three
Level Four.
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were these all important things to decide upon anyway, but also they could use the opportunity presented by the grant to learn how to make decisions well thus increasing their process capacity for the future. [538] The more sophisticated sites, then, decided about deciding (to borrow the apt phrase used by the Kimball staff): They decide who makes what decision and how. New Century High School, for instance, borrowed an excellent scheme from consultant, Wilma Smith, and adapted it to their own purposes. Their approach is based on four levels and, for every decision to be made, it is decided at which (*) [539] level to tackle it. Does this decision merit being tackled at Level One, Two, Three or Four? Looking at the scheme, the Levels graduate from leader decision-making (albeit based on an awareness of the impact of the decision on others) to conversation prior to a leader decision to consensus decision-making to semi-autonomous staff/team decision-making. Across the levels the participation grows as does the responsibility (and, presumably, the accountability) vested in the collegial group. Autonomous decision-making by the school leader decreases. A similar approach provided by W. P. Dolan and Associates is provided overleaf in the form of a decision-making matrix. Yet the point remains that each decision would be handled on its merits. No one level, therefore, is better than the others. The decision of which decision-making level to use is contingent on many factors, including the need for an urgent decision, the need for involvement and collegial process, the importance of the decision, etc. [*Chart on page 538 inserted here] [Pages 541 through 544 appear to be duplicates of pages 548 through 551 and are out of sequence].
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[540]
Decision Making Matrix

Logistics
Budgetary Control
Personnel
Education (in the broadest sense of curriculum, learning environments & styles, etc.)
Source: W. P. Dolan and Associates This resource document transcribed and typed by Lynn M Stuter; Published 1998.
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[545] Indeed, Holly and Lambert (1994), based on the research for this report, have taken up Dolans idea and suggested a matrix approach to deciding about decision-making. Along one matrix is the importance of the decision and along the other is the importance of involvement in decision-making. How this can play out is depicted in the diagram below:
[545]
Need for Participation in Shared Decision Making
Low Example: Decision required: is it too wet to go out to play at recess time?
Medium Example: Decision required: the schedule for supervising recess.
High Example: Decision required: safety rules for the play-ground.
Low
Importance of the
Medium
Example: Decision required: type of tables to use in the cafeteria.
Example: Decision required: how to give each teacher a lunch break?
Decision
Example: Decision required: what to do about a deficient teacher? Example: Decision required: whether to group homogenously in the primary rooms.
Example: Decision required: what to do about low morale because teachers dont get a break? How to approach this systematically?
High
Example: Decision required: which focus areas to work on in the Schools Transformational Plan?
[546] In a recent edition of the National School Development Councils newsletters School Team Innovator, under the title Who Makes Which Decisions? was a suggested scheme from Washington State very similar to ones suggested here in this chapter. [547] At Shorecrest High School governance processes and procedures have been evolving during the life of the grant. The project was directed by a team of teachers and students (a real strength in the Shorecrest approach) and, like at Sammamish, there have been revolving elections every year. As a consequence new teacher leaders have kept on emerging, thus adding to an ever-increasing pool of expertise:
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[546]
School teams can use a decision matrix to help assess who makes which decisions now and how that might change in the future. A recent issue of Visions, the newsletter of the Washington State Staff Development Council, suggests such a matrix can be a valuable planning tool and lead to greater shared decisions as shifts occur in areas of responsibility, authority, and accountability. In a Visions article, Gail Robbins of the Everett School District in Washington also suggests a matrix can be useful in encouraging decisions to focus on student learning or on issues that support student learning.
WHO MAKES THE DECISIONS?

Given Contract District Policy State Requirement Principals Decision Alone with Rationale Principals Decision with Input Collaborative Decision Principal with Staff and/or Site Council
ISSUES
Staff Decision with Input
Staff Decision with Rationale
OPERATIONAL Facilities, schedules, discipline, field trips, assemblies, etc. BUDGET Department or grade level allocations, textbooks, materials, supplies, etc. STAFFING New hires, assignments, teams, etc. LEARNING, INSTRUCTION, CURRICULUM, Student outcomes, teaching strategies, [cant read] programs, etc.
In terms of teacher leadership, teachers have grown tremendously so in working with other adults about how the school should be. The time really helped. Every teacher should work under these conditions of enhanced professionalism. And being an increased professional these days involves a teacher in being far more than a teacher. Unlike at Sammamish, however, the project at Shorecrest is much more than what Pat Dolan would call a temporary scaffold (or a temporary system alongside the real system). Yarrow Durbin, the school's 21st Century co-ordinator and a teacher leader par excellence, combines a mixture of the practical (I keep my feet on the ground) and the idealistic (I like to look ahead). She looks to the professionalism of the teacher teams, the empowerment. Staff, she says, are not in the mood to use teacher leadership thus her personal quest to
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extend release time for staff in the post-grant period. The time, she adds, [548] is the forum, the stage for professionalism, the playground for teacher leadership opportunities. It would be true to say that, in the years of the grant, site-based decision making has been coming to Shorecrest but has not yet been formalized. Indeed, the staff like to tell the anecdote of a colleague who phoned the local ESD anonymously to ask about sites noted for current good practice in this area and was referred to Shorecrest High School. Formalization, however, is on the way. A Curriculum Committee (formed from the Century 21 leadership and departmental needs) has been taking stock of the grant experience and rethinking the curriculum for next year. Are we meeting the needs of all the students? they asked. Are we leaving holes in the curriculum? They have built a most useful curriculum matrix which can be used for level planning and evaluation currently, it is being used to identify needs (and therefore, missing classes) and to evaluate courses already in existence. This curriculum overhaul will not only take the school into the post-grant period but also help to institutionalize the Century 21 experience in the school. A site council has also been formed to develop SBDM policies and establishing ground rules in other words, deciding how to decide. Fifteen [549] people are on the Site Council and they are still forging ahead, determining its purpose. Their mission-statement is as follows: We exist to provide long-term, principle-centered, collaborative leadership to guide the school. The Covey influence is unmistakable. Their intentions are clear: We next need to define terms, articulate beliefs (our basic beliefs about teaching and learning). We know that we can be neither principle-centered nor parent-centered because both can be capricious. Moral authority has to be in the group; it is then safer, more sustaining, more deeply embedded. Patricia Lambert, the co-researcher behind this report, has noted that the health of SBDM can be correlated with the style of leadership exercised in the school. The way the principal has run the school in the past, she says, has not only modelled how to go about leadership, but also may now impede or enhance the transition to more site-based decision making. In short, leadership style can be capacitating or incapacitating of SBDM. In this case, the comments of Shorecrests principal are most pertinent:
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Participatory decision-making has been growing here for 6 years. The school is being transformed into the community of leaders and learner/ Building-Based [550] Budgeting is already here its directed openly by departmental heads. Im hoping that their departments will transcend themselves into collaborative teams My leadership style is about deep commitment. My beliefs are based on the relationship between mind and heart and the need for an elevator between them. I believe in the power of a learning community based on personal effectiveness. You should never say, as a leader, theyve done this to us. You have to really watch your language it can be disempowering I am cautious about parents and site councils. Schools are evolving, complex; they are leading and influencing On site councils, parents should not try to micro-manage. Once let in, some see it as their chance to make changes, fire the principal, power-play its their opportunity to be inside the tent. But what is real power anyway? Parents have to be immersed operationally; when they are adjuncts, volunteers should they be guiding on operational questions? Its asking a lot of them. On the other hand, parents must have a central, pivotal role in helping the school community to define its central purpose. They can offer a unique perspective that of their kids. According to one of the schools many teacher leaders, The principal is a new age crystal person. Shes a great promoter. Shes getting real, trying to give up control In terms of the development of the site council, its taken all year for [551] parents to understand how things work. Its an informational issue. There needs to be a controlled setting in order to ask for the parents feedback, receive a perspective on the family and their kids. This is important but not the whole picture Sehome High School has faced and is facing many of the issues touched on above. Said one participant, The (release) time was used too much for bureaucratic discussion (over pay and structure and not enough for training, etc) During Century 21 the teachers made all the decisions (by voting) which probably led to more polarization. It was intentionally exclusive, not inclusive the community was not on board. There was no real shared decision-making (involving the classified staff, students and parents) absolutely not. Should decision-making based on power sharing should not only be inclusive but also nonpartisan. It almost seems at Sehome that once the staff were in power, they were not prepared to open the same trap door (through which they had entered) to anyone else. In order for sitebased decision making to be successful, there would seem to be several pre-requisites: that the principal (or, indeed, any particular interest group) is after being in control [believe this should read is not after being in control.] Page314
[552]
Consensus Building Leads to Win-Win Solutions

0. I am prepared to exercise my veto power. Meeting leaders and facilitators find it useful to have several strategies to fall back on when a group experiences difficulty in achieving consensus. Stephanie Hirsh, Associate Director of the National Staff Development Council, offers the following consensus-building tips that groups may find useful. Clarify the definition of consensus. Often groups lose sight of the definition they have agreed upon and some individuals continue to strive for their priority choice. Ensure that everyone has a clear understanding of the issues under debate . Sometimes consensus cannot be achieved because individuals are arguing over different issues. Ask each member to state his or her opinion and establish a compromise position based on these opinions. Begin the discussion again with the compromise positions. Provide private think time and begin the discussion again. There may be an individual in the group who can find the right words if the discussion would shut down for just a few minutes. Leave the issue and return to it later. When emotions are aroused, it may be easier to achieve consensus after a cooling off period is provided. Assign a mini-task force to reach consensus. Include individuals who have the strongest opinions and one neutral person. This process can allow the group to continue its work while a smaller group works to a consensus position. Organize a large group into small groups to reach consensus. Put each groups recommendations on display for the entire group to consider. Change the facilitator. Sometimes the inability to achieve consensus is associated with the facilitator. Choosing another group member to facilitate may alter the individuals outlook and expedite the process. Recognize when consensus cannot be achieved and have a process for moving on to the next issue. When consensus is not achieved it is often appropriate to return the proposal to the recommending group for more study and revision.
Decision-Making Methods & Outcomes

Method Outcome
Executive Decision Win/Lose Majority Vote Consensus Win/Lose Win/Win
Helpful strategies Several strategies can be useful during a meeting to facilitate the consensus process. After school teams have worked to reach consensus on a proposal, they might want to avoid a final yes or no vote by having each member respond to the proposal on the following 0-5 scale: 5. I believe this proposal is good, and enthusiastically endorse it. I would take the lead with implementation. 4. I feel this proposal has merit and will support its implementation. 3. I am weighing the advantages and disadvantages of this idea and believe it is worthy of a limited test. 2. I am not sure of the value of this, but am willing to support a limited pilot test. 1. I am strongly opposed to this proposal, but will not exercise my veto power to prevent a pilot test.
Source: School Team Innovator (NSDC)
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that the staff do not extend the collective [553] bargaining model of labor relations (based on adversarial, them against us, power-taking thinking) to the site-based decision making. It should not be about power struggles. It is about making schools learning communities for adults and students. The collective bargaining model is not appropriate in this context but it is the only one known by the leaders in some cases. Joint management/shared decision-making is based on reciprocity and mutuality and requires a much different procedure model in order to prosper. Ownership (by one group) has to be replaced by coownership; sole authority by collective authority.
Sehome, like Shorecrest, has developed a site council over the past year. It does involve parents, teachers and students (its exact composition is 3 students, 3 staff, 3 teachers, 3 parents and 1 administrator). According to one of the parent representatives, however, progress has been somewhat problematical. We made 2 important decisions. The central office said no to one and the staff said no to the other The site council has been an attempt to develop the parent constituency but it didnt fly with the staff who seemed rather paranoid about whos behind this movement. What was an attempt to increase parent accessibility and volunteering was seen as a form of teacher evaluation There was some miscommunication/misperceptions about a suggestion for parent visitations in the [554] classroom. The staff over-reacted (saw it as the parents coming to check up on us) and jumped to conclusions. The committee was doing research, not making policy. The staff were very negative. Maybe theyre afraid that their jobs are on the line. When staff heard about the visitations, they literally cringed and didnt want to listen to explanations before they jumped to conclusions. There were legitimate concerns that needed to be discussed; then the teachers got more upset that the students discussed it (after theyd vetoed it). Their attitude was when we say no, the students shouldnt be talking about it. While this is frankly astonishing, it should be dropped right now. Ive got a mixed emotions. Im glad we got a response, albeit a heavy one! Why are they so defensive? Various other responses amplified (and to some extent reinforced these comments. The specter of parent involvement opens up old wounds and scars. Theres an old history and depth of feeling on this issue. Parents-as-overseers: weve been there before! (Teacher) Not much has happened (with Schools for the Twenty-first Century). The people in charge were not dynamic enough they didnt rally the people together. Its still their turf. Its not my place to come in and cause a disturbance. I dont want to add to the rough-house [555] it should be more of a learning environment here anyway and more student centered.
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(Student) The school is disconnected from its community. The community was invited, but did not get involved in the Century 21 change effort the logistics were not dealt with; the school was somewhat thoughtless Theres a gap between schools and the community. Theyre disconnected There is a certain defensiveness here. Parents questions are not welcome (maybe some are over-aggressive) {(Community representative)} There was no broad ownership in Century 21. A whole new level of bureaucracy was formed. They tried to justify their existence; they needed results. The themes were never defined by the masses; we needed a lot more whys. Its a mistake to try and get everything lock-step. Now the product is mired in the need to be accountable; to find assessable measures and skills When something is imposed top-down, intelligent people (students included) will resist because theres no ownership. It sounds as though someone is saying, Heres the concept, you make the product, apply it then you assess it; thats tough, thats scary teachers were handed responsibility for coming up with a product when they didnt have ownership in the first place (Teacher) [556] Some people want autonomy without accountabilityif I could it it over again I wouldnt pay teachers. If you pay them, they get cynical. Its free money if you turn in your number of hours. Various initiatives were never finished it pays to sit tight and take the money (Teacher) Parents are not heeded. We want a traditional education but taught creatively and dynamically. Teachers are too entrenched in some ways, too innovative (too much fluff) in other ways The majority of teachers never bought into Century 21. There were just more committees, more things on their plates. Its all been nebulous, no guidelines, no specific ways of testing after five years. Another experiment with no evaluation. Its hard to tell whether weve gained anything. Its been a five year plan like in Russia. Theres a need for on-going screening and accountability. Theres no need to go along with all the fads; no need to keep reinventing the wheel If parents complain, theyre branded as busy-bodies. But were personally invested in this place (Parent) The culture of the school has changed. Its gone from being a departmentalized and autonomous high school to be an academy of professional collaboration and cross disciplinary conversation, involving parents (although this was very bumpy early on). There are strong individuals here, yes, but theyre learning to enter [557] collaborative discourse and are establishing lasting, foundational collaborative structures The site
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council should prosper, despite the early battles Restructuring is so complex you are working on many fronts at once. What youre also looking for are deep changes. At this point it is worthwhile just stopping and reminding ourselves, why shared decisionmaking? The most effective decisions are made when those most affected by the decision are involved in the decision making process. Decision making should occur at the level of the organization where information concerning the decision is most readily available, where the decision is to be implemented and where accountability for the results of the decision can be established. These principles can then be applied to shared decision-making for school improvement/ transformation: A. School improvement is best accomplished building by building. B. Consensus through collaboration should be the preferred process for making decisions. C. School improvements will be most effective and long lasting when carried out by those who feel a sense of ownership and responsibility for the identification and solution of problems. D. School improvement can best be sustained when all components of the school district are working together. E. School improvement will result in effective teaching and learning. Decisions are best made by those who are most directly affected by them. Consensus through collaboration is the preferred process for making decisions.
[558] In short, all of the above coming from school transformation efforts in Iowa, but they could easily be from Washington State initiatives (the two states are kindred spirits when it comes to education reform). In the New Iowa Schools program (very similar to Century 21), the sites are encouraged to be: INCLUSIVE in planning DISTRIBUTIVE in decision-making COMPREHENSIVE in ownership They are also encouraged to use action research to provide the data in order to identify their needs (as in needs based, data-driven development). Working in both Washington State and Iowa, Peter Holly has further encouraged sites to interlock this action research with site-based decision-making and strategic planning in order to create a package deal for Site-Based Development: [Diagram on page 559 inserted here; see next page.]
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School- Site-Based Development: The Package Deal

[559]
Site-Based DecisionMaking
Strategic Planning/ O.B.E.
Needs Assessment
Action Research
Student Learning
[559] Peter Holly (1991) further amplified this model for Century 21 sites by offering these trigger questions for site-based discussion: [Page 560 is a diagram; see following page.] [It is obvious, in looking at the questions posed, that these trigger questions were first constructed to be used in Kentucky. Note that KERA (Kentucky Education Reform Act) was scratched through at one point as Holly reconfigured the questionnaire specifically for Washington State.) [561] Many Century 21 sites have tried to apply most, if not all, of these ideas. They have seen the sense in them. They can also feel when some of these features are missing. For example, the staff of the Extended Learning Family, correctly feel a lack of collegiality,
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[560]
SCHOOL SITE-BASED DEVELOPMENT

In your school Site-Based Decision Making
Is everyone getting involved - beyond the PM Century 21 Steering Committee? Are parents getting involved? In what ways? Have development/goal area teams been formed? Is PM SBDM being used to talk about significant issues? Have you discussed/decided how to go about decisionmaking?
School-Development Planning/OBE
Is PM SBDM being used as the vehicle to plan for the future? Is there a school development plan? or even several plans Is such a plan outcome-based? Is such a plan compatible with the demands of KERA national and state mandates? Is such a plan based on a self-study?
Action Research
Is data collection happening as a norm? Is it being used for informed decision-making? Are needs being identified which can become goals for school development planning? Is action research being used to connect with classroom and student learning?
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Staff around here are very diverse, very opinionated; people like to have their voice heard on everything I dont think weve ever worked as a team. Weve been hurt by the change of principals over the last 6 years. This place needs somebody with a lot of vision and focus; someone to be our friend, in and out of our classrooms. In my opinion the time was used inappropriately. What we never did was to sit down and do the work that would really be meaningful. We established no philosophy, no group dynamics. We took this big notion of technology and we jumped into a pool that none of us was comfortable with. My opinion was that we needed to become better communicators first, assess the student needs and then come up with strategies that would address those needs Generally, we care for the students individually; weve become more isolated [562] PARENT INVOLVEMENT Judging by the ambivalence voiced by teachers in the previous section, we are well aware that this area can be a veritable mine-field. We do like, however, Ernest Boyers practical, nononsense approach when he extols the virtues of treating Parents as Partners Parents are a childs first and most essential teachers, and in the Basic School they are also active and committed members of the learning community. The school establishes an early partnership with parents through a preschool PTA. Every parent enrolling a child in the Basic School enters into a learning covenant which clearly defines the schools goals and expected outcomes. Parents, in turn, pledge to do all they can to assist their childs learning. The Basic School has an ongoing parent consultation schedule in which teachers report to parents on school and student progress in achieving objectives. Parents are also involved in a wide range of school activities based on their response to a parent interest inventory that is filled out at the beginning of the year. A parent co-ordinator maintains close communication with parents throughout the year, and the school has set aside a place where parents can get together and chat informally over coffee with each other and with teachers. There is no word in this passage about parent control of schools, parent oversight of classrooms, etc. It doesnt have to be the kind of political rough-house alluded to earlier in this chapter. Indeed, a parent volunteer at New Century High School exclaimed: people carelove is what is going on here. [563] Fidalgo, according to a PTA representative, is a school where parents have an awful lot of ownership; there is much involvement,
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volunteering, membership on panels, committees, etc. In fact, parents are being empowered along with teachers and students. It takes everybody to make a child successful. Another respondent agreed, Parents are welcome; you can be involved here as much as you can be. Theres always something to do, e.g. helping with structured writing, volunteering in the kindergarten, etc. A parent a Kimball outlined the ambitious program of parental involvement activities: I was with the first group of parents who started the site council. Ive helped write grants to fund the exchange with the Soviet Union. Parent involvement here extends to tutoring, the PIPE school-business partnership, the multi-cultural committee, translating the school newsletter into at least 4 languages the parents do all the work on the newsletters. The PTSA is the umbrella. For a lot of committees; its also the third year of the Kimball Education Foundation. We made $16,000 last year for the Foundation, which is all parents There is a budget and teachers can apply for funding. A volunteer co-ordinator (as suggested in Boyers Basic School) who is paid through the grant is a parent. Parents [564] are used so much more here. The PTSA board has 18 members and all are very active. Expectations are high for parents to be involved. People want to be here and theres always a waiting list. The school has a great reputation they know the expectations of parent involvement. Theres no resistance to parent suggestions on the part of the staff and our site council is a real one; were taken seriously. I knew from the first day my son arrived here that it was a partnership; now Im still active after my children have gone to the middle school There has been 3 year funding for an outreach program (house visits, orientations, parent education meetings, translators, the volunteer co-ordinator position, etc). Obtaining grants is an ongoing process; a lot of money flows in and out of the school. Teachers are trying to enrich the school constantly. Parents are also involved in a gardening project; also the kindergartens extended day, plus foreign language and art classes after school. Parents add so much to what the school offers It all fits with the consensus building and teacher empowerment. Theres a positive atmosphere regarding student discipline. Kids are treated with respect. The conflict managers in the 5th grade are taught great coping skills [565] Many other Century 21 sites have appointed volunteer parent coordinators. At Sunny Slope, the co-ordinator organizes 140 volunteers; at Jennie Reed there are 100 parent volunteer in the school on a weekly basis. Indeed, at Jennie Reed we were told that Parent involvement is outstanding. You dont have to make an appointment to get help here. They want parents involved; they want volunteers in the classroom. Two days a
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week we have parent workshops run by a kindergarten teacher and a parent trainer (paid by grant money) Parents can visit anytime. Indeed, I selected this school (on its reputation). I really appreciate the warmth of the school and the principal. It is so accessible here. The kids are nurtured they love it here. Its like a family. Lynda Smith, the principal, is proud of the schools work with parent training (it puts us above the other schools), the home visiting/family contacts, the role of paid parent volunteer coordinator and the fact that the parent surveys indicate a high degree of satisfaction. Parent involvement is also significant in Orondo. There is volunteering in the classrooms and in the library. Theres an organized parent volunteer program; the numbers of volunteers have increased this year mainly because the staff have asked for more help [Page 566 is a diagram; see following page.] [567] As part of Orondos night school activities, parents are brought in to be educated alongside their children and community classes cover a range of subjects. Orondo is inclusive, so everything is school-wide we have more of an open-door policy for students and their parents. At Newport Heights, parent involvement is very much part of the schools culture. As one involved parent said to us, The parents-as-teachers program was my first contact with the school, so I was involved before my child ever came here! Then I was on the PDC as parent representative there are 6 on the PDC now (plus 6 staff; the principal and 2 others). Every major decision except personnel goes through the PDC. Im now parent representative for the districts PDC (Program Delivery Committee). The parents understand that they really are listened to; still at other schools there is confusion about the PDC The principal plays an important leadership role. Shes willing to support well thought out ideas; shes willing to support ideas from parents. Maybe with other schools its the principals who are confused. Another respondent added that I think we are fortunate in that our community brings out at lot of parents. Not all schools in [568] Bellevue do. We have a lot of participating parents; its so healthy to
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[70, 566]
BEHAVIOR & DISCIPLINE PROBLEMS
TEACHER OVERLOAD
BUDGET CUTS
SCHOOL FAILURE
MISCOMMUNICATION
FAMILY PROBLEMS
ISOLATION
Jennie Reed Parent Involvement
STAFF ED. COMMUNICATION PTA - VOLUNTEERS
PARENT EDUCATION CEC-PLT
FAMILY FUN NIGHT
PARENT COORDINATOR
EXTENDED-DAY KINDERGARTEN
HOME LEARNING ACTIVITIES
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have them in the classrooms. Kids dont seem to notice, but its helped parents feel close to the children. Parents become advocates for their children Parents have also had to learn a whole new style of learning; I dont know whether our critical mass is at a high energy level to begin to make changes in our middle school There are a handful of parents who are not that happy and maybe there always will be. Generally speaking, there are a lot of happy parents here. They question and challenge, but the active listening skills of the principal have taught us to be that way. Parents are heard theres never a complaint that isnt heard. Sometimes some confuse being heard with getting their own way. The challenge for this community is to continue to explain our mission and why we do what we do There is as much parent involvement at College Place Middle School as there is at many of the Elementary Century 21 sites. Some commentators expect parent involvement to decline as the children get older; this is certainly not the case at College Place. However, two interviewees both parents gave rather different perspectives: [569] Ive always been welcomed here. I think that parent leaders in the core teams are a great idea. Parents also help with a column in the school newsletter; we sell the school a lot. I like the openness of everyone whenever Ive had a problem; phone calls are returned immediately We had 140 volunteers in the school last year weve had tremendous help (we have a volunteer co-ordinator.) Parents are on the SIP team and some parents are becoming advocates for this style of learning Its been a slow process for me to figure out how to fit in Communication has got to be good The school has opened up more. The curriculum is presented and it is explained what is going to happen. I didnt feel welcomed in the past; parents were not involved in the decision to change the grading system (she doesnt agree that a student should get a second chance on a test). You cant leave parents out; they will fight if they feel they are losing control. They want clones; I also dont think values should be taught in school. There are also a lot of social problems which take away the teachers attention. I feel we are at the point of compromise now in terms of the school being more receptive to different opinions from parents Indeed, it is a tribute to the school that two parents with widely differing political, social, and religious viewpoints can both feel heard and involved at College Place. [570] It is much the same at Skyline Elementary: The school is accessible; everything I say is taken seriously. Parents are always welcome The principal (Dave Boeringa) creates a spirit of co-operation and partnership. He has a steady hand and is well-respected.
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In a school where the motto is I can, I care, I contribute, the climate is such that sixty parent volunteers logged 8,000 volunteer hours in one working year in the office, in the library, in classroom, or after-school programs, etc. Its contagious, said one participant; a Native American parent; its not just about the academics, its about the spirit. Its the same for the students, the teachers, the parents youre putting your skills on the line, putting yourself at risk, getting new skills and being supported all the time. At Shorecrest High School, a parent told us that the grant gave me a way of being involved ( which was more meaningful then the PTA). I worked on the senior projects, sat in on meetings when the grant was being discussed. It was fascinating to see the teachers talking about education, their incredible level of dedication, the conservative and liberal ones trying to find ways to meet each other Teachers have been welcoming, but its been hard to get [571] parent volunteers. If youre involved you feel more positive. You see teachers treating kids with respect, pushing them to do more than 60 hours in the senior projects. These are wonderful for college entry. Theyre confidence-building. The presentations connecting with the real world out there I could see it was working. When you sit on the panels, its amazing to see the different array of projects. Nearly all the presenters are selfpossessed and well-prepared Here is an involved parent, being won over to the school and its way of doing things. This is a feature of parent involvement played down by skeptics. Involved parents, as Joyce Epstein has always argued, can become advocates for the school. At Covington Junior High parent involvement is growing. There is a parent committee, a new citizens advisory committee and parent involvement in curriculum development committees. Parents, we were told, dont want to be a rubber stamp; they say things we dont want to hear but need to hear. At Montlake Elementary, the experience of parent involvement on the site council has not been an entirely happy one: Parents are a wonderful part of the school, but they cannot dominate or make educationally sound decisions. Site-based councils dont let them mess with governance and the curriculum at the same time. [572] Yet, when looking at it in the round, the Montlake experience of parent involvement is
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most impressive. Theres a PTA board which is very active. There are fund raising events, a silent auction, a community carnival, etc. Were trying to reach the neighborhoods and all those who come to the school from across town. Theres a tutoring program based on the work of volunteer parents. We asked parents: would child-care and/or transportation help? Over 40 volunteers now work in classrooms and were trying to attract more. Theres a volunteer co-ordinator a parent who is now being paid. Theres a community newsletter, organized by the PTA, as is the Husky Club for at-risk students. Parents are very actively involved tutoring, going on field trips, etc. Theyre just not so easy to deal with when theyre (properly) relentless advocates for the kids. Century 21 schools, then, have generated a great deal of parent involvement activity. Spanning Epsteins 5 levels of involvement, the activities and the concomitant problems have been expertly scrutinized by Harriet Herman, herself a most involved parent at Newport Heights (see her accompanying report). Schools for the 21st Century have sought community support; they have also gone out into their communities both to be of the communities and to act on behalf of their students in terms of attracting community [573] resources. The new idea is to marshall all community and social human service supports at the school site on behalf of each and every student. Once again, the Basic School as portrayed by Ernest Boyer, fits the bill; it is intended, he says, to provide services to children as follows: The Basic School goes beyond the academic to focus on the whole child. A nurse or other health professional is available to provide screening procedures, primary care where appropriate, and emergency care. The school offers a counseling service to provide emotional and social support for children. It also has a collaborative relationship with both public and private health, and social service agencies in the community, and makes referrals as needed for student and families. Responding to changes in family life, the Basic School offers an optional beforeand after-school enrichment program The school may also offer an optional Saturday school and summer enrichment program. Although this description tends to be a composite of what is occurring across Century 21 sites, the site that has come closest to it has been Garfield Elementary in Olympia despite many growing pains in the process. At first, the plan at Garfield, says one of the participants, was to house social services in the school. Technology was a secondary issue; we were more concerned with connecting families to the school. It was all about asking parents to do more It has evolved. The first year we really did a fine job [574] of opening the doors to parents and asking them to be part of what we were doing. The first year we looked at school governance more then anything else. That took the bulk of our energy.
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After the second year, the school culture changed. Decision-making and parent involvement were connected; the parents wanted to be in the middle of the decision-making Linkages was the main focus of the grant. Part of the effort was to link all the community agencies. The city of Olympia and the school joined a partnership to reclaim some land as a park; we now have the Garfield Nature Center According to another participant, The day care/on-site social service agency was the first idea but it did not work. But it started the thinking process about parent and community involvement. We began to think about how else we could involve the parents. At first the teachers were skeptical of parent involvement, but later they changed. Some parent education needed to happen so that both groups understood each other I think now, after a tough first year, that I see a lot more respect for this kind of thing. Teachers have regular updates on the work of the vision committee and the parents now have a better idea about the Garfield program and the needs of the teachers [575] The vision committee is a wonderful combination of parents and staff. The goal was to get the community people on board. The committee has fourteen members and meets monthly. We deal with the visions of the school, the time-lines for acquiring them, the goals related to the 21st Century project, etc. We work by consensus, not voting. Weve done parent surveys and parent forums. Said another observer, This is quite a mixed school. There are a lot of Asian kids and high percentage of free and reduced lunch kids. Theres a lot of involvement on all sides; lots of parents being involved the school works, it does well partly through the involvement of, and time given by, parents. The school takes the parents seriously. There is a large amount of ownership in the schools They involved the parents more in the whole process. The site council concept was ahead of the other schools. The concept of community involvement is very important. Its essential for positive results. Here was a forerunner for other schools: staff, parents and the principal are on the council. It is the main decision-making body for the school within some limitations. Another community education feature at Garfield has been PERKS (the Program of Enrichment for Reinforcing Kids and Staff). It was set up because of the need for teachers to have more planning time when everyone was available; the options were offered mainly by community [576] people standing in for the teachers. Indeed, this has proved so successful that the PTA now wants to supplement the grant by financing the PERKS program. PERKS has been valuable; the children have really enjoyed a different class and the collaboration time (for staff) has been invaluable we offer opportunities in school. Parents like that rather than early release days; it also provides community interaction
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within the school All respondents at Garfield agree that, despite it being an uphill climb, the parent piece has been a real success. According to the schools social services co-ordinator, one of the goals of the proposal was to increase parent involvement and family access. Im tied in with lower functioning families. With the 21st Century I spend evenings here for support programs for parents. 7 parents were trained to provide assistance for other parents; I come every night they meet as back-up Education Plus a group of people who work with community mental health are providing services in the building with the most at-risk kids. Theyre working with 16 kids and their families Im paid from 21st Century funds to be present here Im also on call for the [577] PERKS program. The more of that kind of thing we have, the better success we will have with kids. The key thing we can do with kids is build bridges, help them feel success, build trust, not judge them were really looking for those connections for student success. According to a most involved parent, the school is open to parent imagination and creativity. For example, Im on the vision committee (along with staff members and other parents/community representatives) we meet once a month with an open agenda and a real sense of ownership. Im involved in the state conference titled You are the expert for parents who have children with disabilities and the national parent to parent conference, which brings in parents from all over the country to discuss relevant issues I am personally very committed. These final two responses from Garfield participants reflect both the triumphs and the difficulties encountered in achieving thesis, 'The first two years we looked at change as a process; we had two or three years of colliding philosophies, a lot of conflict resolution and blending of ideas. It seemed like there were two incredibly distinct groups with no communication between them, no way to network and very little interest in that. [578] Now there is common agreement to move in the same direction. Before the school was at the center and people would head out to different locations; now the energy is divided inside the school There has been a remarkable transformation You still need someone who would be willing to stand outside the circle; but I felt very much alone the way it was set up with no council. I was supposed to hatch these plans and then see them not accepted by the faculty. Moving off the teaching staff put me in a
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less trusting relationship with the other teachers. We went on a retreat the first year to make decisions about year two. The staff was going to decide if parents would be given permission to be part of the school. But the retreat polarized people. We made some decisions there, but 85% of the participants did not feel good about it. They felt the decisions did not meet their needs. Its not an issue now My second year, I was in a different role an extra body on the vision committee. It could not have moved any faster. We really needed to go through all those phases. Everyone now looks at issues; there is more trust, more give and take on discussions. Its about families and how their role in the school has developed in school governance and decision-making [579] The social service agencies in this school are now institutionalized. A lot of people here accepted that as part of what is offered here The 21st Century site that has probably put the most emphasis on and the most energy into its parent involvement is Clark Elementary in Issaquah. Very much a school of choice for parents, parents chose Clark on the understanding that they will have to contribute to the life of the school. The understanding is akin to Boyers covenant. Clark is referred to as a child-centered school but the child-centeredness rests on the foundational partnership established between staff and parents. As one teacher put it, Parent involvement is the reason I wanted to come here. The parents are such a support They do all kinds of things allowing me to concentrate on the needs of the kids. Every teacher trains their own parents at the beginning of the year. It requires a lot of work but its worth it From a parents perspective, it is equally good news I thought we would be cutting paper dolls, etc, but instead it went more into the enrichment I have been able to teach units in my childs class. Ive seen that all kids need lots of individual work. I was just as capable of helping children as the next person; and any [580] contribution a parent makes is a valuable one. We are not here on a token involvement; we are really making a difference in our childs education. hours are documented by signing on a list in the classroom. I now work with Issaquah Schools Foundation business partnerships, etc. By being so involved, added another parent, You understand what your kids are talking about. When youre here you understand the expectations much more clearly and I understand so much more about what is going on in his life The school has done a wonderful job including parents; all parents can contribute in so many ways. The value of their efforts makes a real difference. The continuing education of parents is exceptional. We have all come together as a community; we have built strength through parent involvement.
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The school also makes a valiant effort to keep in touch and involve all the parents. Evening activities have included: hot-dogs and hobbies, a sock hop, technology nights (when the parents try out new computers), a rummage sale, a carnival, sessions with outside speakers, etc. There is also a parent classroom co-ordinator who keeps track of the volunteer hours (see the statistics supplied by her below). She commented to us that: [Pages 581 through 584 are charts and graphs; see pages following.] [585] I have a computer program for keeping track of all the volunteer hours. I have done a lot of computer training with parents and some computer literacy work with them. The staff is appreciative and flexible and hard-working in fact, students, teachers and parents all work hard here. It is all so rewarding According to a parent and school board member, You cant make school restructuring happen without parents their actual involvement in the classrooms. We always believed that parents should be a part of their childs education. As a parent, I always felt very important here; it has made a big difference for kids and their families I was a reading parent, reading daily with 5 children; I was able to put it (the assessment) directly into the computer after I worked with them Parents and teachers here are a team working together; a tremendous amount of time is spent planning and working with parents, but it pays off. Its invaluable. The teachers here deserve a lot of credit; they have to be organized enough to involve parents. There is a PTA but everything is together; the parent advisory has evolved with shared decision-making. We are a shared decision-making school; we are so far beyond where most schools are The community perception is also [586] significant. We are known for having a heavy parent participation program. Its mostly a middle class community; its not as diverse as some. Its an alternative school and the parent(s) must put in 40 hours of volunteer time in order for their children to stay here. They can put in the hours in any way that helps the children. We have also made a neighborhood component in the school up to 30% of the school. These parents will be encouraged but not required to put in the time If you are going to be successful at change, we must involve the community members. They will see that the skills needed now are different and they will buy into it more This is remarkable testimony for Clark and for parent involvement. As we mentioned in the introduction to this report, the 21st Century initiative has enabled these involved parents get up close to the change process in schools and classrooms. As a result, they became much more appreciative of what is being attempted and, in turn, become advocates for the schools and their changes. Another interesting and significant development has been the transition of involved parents from school governance to district governance as school board members. There is a connectedness here which has got to add value to the educational enterprise. [587] From the perspective of a central office administrator, therefore,
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[581] Clark Elementary
TLC PARENT VOLUNTEER HOURS

Year # Students Total # Volunteer Hours # Hours per Student Change from 1989-90
#1 Totals for the Year 1989-90 1991-92 1992-93 1993-94 418 442 402 423 29,741.5 26,576.6 26,086.58 inc. til June 71.15 60.13 64.89 inc. til June
-15.5% - 8.8% inc. til June
#2 Totals Based on Sept - Feb 1. (5 months) 1989-90 1991-92 1992-93 1993-94 418 442 402 423 14,259.5 15,366.0 13,273.13 13,063.6 34.11 34.76 33.02 30.88
+ 1.9% - 3.2% - 9.5%
#3 Average Hours per Month, based on Sept - June (10 months) Hrs/Student/Month 7.11 6.01 6.49 6.18
1989-90 1991-92 1992-93 1993-94
418 442 402 423
2,974.15 2,657.66 2,608.66 2,612.72**
-15.5% - 8.8% -13.1%
**Based on 5 months data
Note:
TLC requires a commitment to volunteer 40 hours per student per year 1990-91 Hours report is not available 1992-93 Clark enrollment was closed. 1993-94 First year of neighborhood enrollment (approx. 33 area students)
Prepared 3/29/94
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[582]
Clark TLC PARENT VOLUNTEER HOURS

TOTAL HOURS PER STUDENT
80
# H R S P E R S T U D E N T
70 60 50 40 30 20 10 0 1989-90 1991-92 1992-93 1993-94
# Students
Total # Volunteer Hours 29,741.50 26,576.60 26,086.58 Inc. til June
# Hrs./Student
% Change from 1989-90 -15.5% - 8.8% Inc. til June
1989-90 1991-92 1992-93 1993-94
418 442 402 423
71.15 60.13 64.89 Inc. til June
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[583]
Clark

TOTALS BASED ON 5 MONTHS (SEPT-FEB1)
H R S /
40 30 20
M O N T H
10 0 1989-90 1991-92 1992-93 1993-94
# Students
Total # Volunteer Hours 14,259.50 15,366.00 13,273.13 13,063.60
# Hrs/Student
% Change from 1989-90 + 1.9% - 3.2% - 9.5%
1989-90 1991-92 1992-93 1993-94
418 442 402 423
34.11 34.76 33.02 30.88
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[584]
Clark
8 7
# H R S / S T U D E N T
6 5 4 3 2 1 0 1989-90 1991-92 1992-93 1993-94
Note: 1993-94 hours are based on 5 months (Sept through Jan)
# Students
Total # Volunteer Hrs. 2,974.15 2,657.66 2,608.66 2,612.72
# Hrs./Student Month 7.11 6.01 6.49 6.18
% Change from 1989-90 -15.5% - 8.8% -13.1%
1989-90 1991-92 1992-93 1993-94
418 442 402 423
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Clark is the place for parental involvement. The TLC program was born from the parent desire to be more heavily involved in a school setting. That was the original impetus. This is the first year that there has been a neighborhood component Parental involvement has changed over time the participants have broadened their skills. In fact, Clark has set the example for the district for parental involvement From a parents perspective, I was involved when someone thought of writing the governor to see the campus We knew the parent component was pretty strong here; parent training was essential teachers here are always willing to help us learn I was on Victoria Smiths task force: it was open to all parents. These types of things have been more than helpful Most people are very happy to do the parent volunteer hours. They end up doing more than 40 hours per child; we do waive the hours in certain circumstances. We had people trying to bribe the school to get in; in 4 years only two sets of parents have been asked to withdraw their child from the school[588] Parents volunteer in every possible way. You can be a reader, a science or math helper; you can help with projects at home. Youve got flexible options. Decision-making is joint except in the area of the curriculum; although we (volunteers) supplement it if we have something which helps the unit, it is requested that parents not interfere in the curriculum Everybody (volunteers included) gets a payment of $400 for their own education if they have contact with children. This models the concept of life-long learning I think it works here because everyone trusts the intentions of everyone else. We also respect each other for our talents. The staff and parents choose to be here; Ive never been asked to do something a staff member would not be willing to do And, finally, it was pointed out to us that the parent advisory and PTA are the same body; officers function in dual roles. There are teachers in the parent advisory committee; communication is fluid there are real partnerships with teachers and parents. We look at it globally; a parents expertise will often be used in a classroom other than his own childs. The administration has validated us for two years validated us with being a permanent program instead of a pilot program What a success story. Clark is everything it set out to be The Learning Community (TLC). [589] LEADERSHIP Running through the whole of this report but particularly in this chapter on school governance has been a recurring theme: leadership. While teacher leadership has been vital to the success of Schools for the Twenty-first Century (we would refer readers to our comments later
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in this section), it is building leadership in the role of school principal that has been pivotal. As one observer remarked, its been a critical role creating conditions favorable to change, conducive for professional growth. Clark Elementary, for instance, given the parent involvement, the shared decision-making, the collegiality the learning community, etc, would not be the way it is without the way the principal, Randall Fortenberry, plays his role. According to observers, he is very visible, very professional; hes in every classroom, every day, in the school yard Hes open to parent concerns; hes a facilitator. He sits in on the parent advisory meeting and works in consort with parents. His most critical quality? His sense of direction and support for any movement in that direction. His direction is clear and consistent; hes got a great sense of focus, is able to set priorities and more importantly, stay on task The principal is a very good communicator. He lets parents know how teachers spend the in-service days. In the past, when there was not strong leadership, parents just [590] kept on going. Randy is accessible to parents, staff, and children. He is very visible, a facilitator not a dictator; he has a presence. There is strong leadership here; you know someone is in control of things. He handles the challenge of being in a fish bowl well "The perception I've had is that Randy's leadership has been very fine. There's a difficult balance to be maintained and he's done it very well. He has been a facilitator with extreme finesse. He has also systematized many time-burdening processes; created more time for working toward the vision" "There's not a whole lot of ownership for the leadership here. Randy never has been a dictator; there's a real partnership. He was willing immediately to start giving up things he'd been hired to do. The teachers are really good about that too " According to the principal himself, "When I started here there'd been 4 principals in 2 years. One of the first things I told the staff is that they fail forward, take notes, learn from their mistakes, keep going Teachers truly want my feedback; we've had a lot of growth that way. They are also really educated people. I don't have to act as a buffer; we have a genuine partnership. We have a complete decision-making model. The staff will direct whether they want me or a task force to take care of the issues. I don't run the staff meetings anymore. Teachers generate the agenda items and I add as necessary. Because we have an electronic vehicle in the building, we've gotten rid of a lot of busy work. I clarify the
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budget and legality issues. If you empower people they will do what [591] they need to do. They have the ability to evaluate their own work. The teachers choose to be here because the parents are so active; they also know that not using parents is not an option." It is very much the same at Sunny Slope Elementary in South Kitsap. John Richardson has been a real stalwart and advocate for Schools for the Twenty-first Century across the state; according to all the testimony we received, he has also been a superb building-based leader: "He's a good leader, able to facilitate, and bring people to consensus. He is willing and able to bring people together toward common goals; he remembers to celebrate successes, is flexible and has ensured that the changes are founded in their beliefs and an appreciation for kids." "He is fair, interested in everyone's viewpoint and a firm believer in group decisionmaking. He's a new leader; he's not a pusher but he's not afraid to let his feelings be known but not a dictator. "He has really changed a lot. It was hard for him at first. He has done a good job empowering students and staff; he encouraged us to say just what we think and why "How to define a good principal? It's changing he was the leader, the decision maker, set the tone at the top of the pyramid. Now it's changed; he is more of a facilitator. This staff is very motivated to be involved in decision making. The staff are very well trained; it works well here - not at all schools He has a positive attitude children are made to be responsible; when they are they get positive rewards. The principal is very [592] accessible, very visible, willing to stop and listen. As a result, this is a great school. It has been work; its not a top-down school. There are positive attitudes, flexibility, trust, ownership, group decision-making, an appetite for growth and, above all, a positive response to children. It's the kind of place that values everybody's strengths. "I'm a better teacher by having contact with other teachers. This school is made up of strong-willed teachers, but John has somehow got us to work together. I think it's based on a mutual respect. Every teacher must feel they are a good teacher, focused on the good things. He helps me know where I need to work (on improvements), but he reinforces that I am a good teacher" "From the district viewpoint, we're encouraging him to do state presentations and have visitors to share the things he's doing. He did the implementation strategies very well for getting into multi-age. He did extensive internal planning, brought in resource people, worked with parents and gave parents and staff chores."
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According to the principal himself: "I had started changing a long time ago. It was always my belief that all those affected should have input. It was a real struggle for the first 2 years, but it's been a building process since then. The [593] building budget is still under my control. The staff are not real interested at this point. The principal of the future will be much more the facilitator, promoting and developing leaders in the staff, providing leadership opportunities for others, helping to develop and carry on the vision the co-ordinator of the vision." As mentioned above, John Richardson is a new leader, but is still a strong leader. In the new change scenarios of 21st Century schools, leadership, we have concluded, is more important not less. It is, however, different. A school is no longer a "one-man" (or one-woman) show. Everybody counts in the new deal; and the principalasorchestrator makes them count. He/ she is the one with the overview and the one with the skills of a change agent/process consultant. Both these assets are touched upon in the following comments by John Richardson: "We're always driving ourselves to the edge of exhaustion. In order to have fun in what we're doing, sometimes we have to take a little reprieve and take a look at what we've done By doing change, we've learned so much about it The most important thing is not the goals set (they will change) but it is the process of change itself that is so important. We must have some vision know where you are going. Prior to the 21st Century grant, we did a needs analysis it set our vision and brought parents on board. Then when we went multi-age we saw staff moving apart, so we asked them to write down lists of "successes" and "obstacles". The obstacle list was enormous (and the items were rather petty, self-centered); people weren't talking together like they used to. A researcher says that grieving is similar to the change process; the staff took time to dialogue and it brought them back to where they used to be . Action research is a process vital for improvement. We've got 4 task forces presently doing action research it's [594] important to share information about what is going on in the school and important to keep informed of national friends (John Richardson himself is on the board of the National Association of Elementary School Principals). This school is ready to be evaluative. It comes from me and the staff they are very retrospective; we are very critical of ourselves in a productive way. I've helped make this a risk-free organization. You can make a mistake and the principal is not going to step all over you as long as you are trying to do something you think is best for kids. I've been here ... 16 years I've always tried to have strong leaders and individuals with good ideas" Other colleagues underlined his perspective: "We've realized how much time it takes for the collaborative process; a lot of what is going on here will have to become part of the leader's contract" "We are interested in new methods of education/assessment: internal feedback loops
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inside our projects; discussing the projects, quality indicators, good research, good thinking, good workmanship looking informally at how we are doing selfevaluation. This school is typified by trustworthiness, respect, self-management, pride, interdependence and interrelatedness The essence of Sunny Slope is empowerment and collaboration for both students and teachers" Jill Matheis at Newport Heights is a highly respected school principal. Her comments on her role are illustrative of her wealth of experience: [595] "My heroes in this area are James McGregor Burns and Carl Rogers. Leadership is an interactive process. When I put myself into the situation I get a lot out of it; every interaction that I have I want someone to get something from it in some way. Look around here and feel what its like in this place: that meets my ego needs. It's the shared energy that's here. I'm very clear that I've had an impact. I play many roles at many times partly deliberately. I'm very clear about where I want to go and the expectations that I have. Yet I'm there for people; I hang in with them. I truly believe that everybody hasn't got to be in the same place at the same time. That is part of the wonderful variety of people. We would play with the edges a bit, but student success is a priority nonnegotiable. I can be tough if my principles are threatened and my bottom line is being endangered. If kids are not learning or are being harmed, there is no way I'm going to protect that adult. I go through a very methodical approach to deal with them. We owe it to our kids. It makes me upset with my peers when I know they are not doing the job. The district knows that I work with people, that I'm fair and that I will go to the nth degree; but if everything is not right, I will have everything in order I will pursue it. I'm still comfortable with the role of instructivist leader gate keeper, counselor. You can take on a whole bunch of ways of looking at it. It's developmental for me and the group; they all need different kinds of things they're all at different developmental levels. It's incredibly complex I'm completely OK with site-based decision making. I'm still part of the decision-making and, if I can't make my case well enough, then probably I need to look at something else I really do need to listen. I need to be responsible to the group that I work worth That sense of community is probably one of the [596] most important things that we need to look at to keep us from isolationism in the world of the next 20 years. I think we are pretty close here to the public feeling they 'own' their school. It is what we strive to achieve; it serves the community and is part of the community " From the central office perspective, "I've seen a consistency in her style. She has an unwavering commitment to quality instruction. She will take risks as a principal; she has always done a good job at seeking any resource that she can get. She is not bashful about doing that. It's about her commitment to her school. She does have a reputation of being too demanding; she's
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always eager to show me what is going on in the school. Her bottom line is quality instruction for kids. She has worked almost annually on deficient teachers removing them from the school. She hasn't tired of the legal hassles, she 's very brave. If she thinks she can do something for kids to better the climate for kids she does it; she supports a strong teacher to the hilt. But if one is not pulling his/her weight, then she will take that on" Harriet Herman supplies the parental perspective: "The staff cohesiveness is the school's greatest strength. Having the time is so valuable; we didn't go out and buy a bunch of computers, we bought time. We grew in areas we would not have the time to do. We've had the opportunity to share much more than we have before so important for the teams to work together. It's a focused staff the focus is on [597] student learning. Century 21, and its attendant challenges, has kept Jill Matthies here. It comes clear to leadership; Jill kept us accountable She's incredibly innovative and progressive; somebody who comes in and knows where they want to go and what the end product looks like. She knows just how to facilitate so that everyone thinks it is their idea people begin to understand why and then they do it. Being the controller that she can be, she had to learn how to give up some control and bring in the staff and community more. We've observed her doing that; but she never gave up on her vision. She did develop a sense of patience, although she does not perceive herself as being patient. I don't know how I feel about the democracy in a PDC. I have reservations about the theory without appropriate leadership. I agree with Deming that the quality of information impacts the quality of decisions made. So here's my problem it concerns the parent role on a PDC making decisions on curriculum and programs (which is the self-same doubt voiced at both Montlake and Clark). If the parent is not willing to give themselves the information base to make quality decisions then I wonder if it is appropriate for them to be there in the first place. I might have different attitudes because the school has educated me; that would not have happened if it were not for Jill her expecting parents to become educated on the issues we are dealing with makes me do a better job in my role in the school. I know were all there out of interests and [598] not every parent needs to be like me and absorb information like a sponge, but I do think there is a responsibility to acquire a certain information base in terms of why we are doing what we are doing. Otherwise, parents have their own agendas and are working out of gut-level interest Yes, the PDC makes the decision, but it's not a black and white thing. There are times when the principal has to make the decision; she's a strong leader, a facilitator, an extraordinarily strong leader" Another most experienced principle (at College Place Middle School) echoes some of these themes and adds some words of her own: "One of my strengths is to understand the development of others. {One of my fla}
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Looking back, one of my flaws originally was to do too much myself; so it's been a personal struggle to delegate. I had to really self-examine {giving that up} myself. I don't run the council meetings anymore and I feel guilty about it; but they do a great job The belief part is my enthusiasm; my real strong belief to try to do something for kids. I'm very driven, very focused to figure out a better way. I feel the pain inflicted on kids because of our system (the discouragement of kids because they have not been successful.) People become the way they are because of the system structure. I've learned so much from people like Glasser." The system is the problem, yet the system (if changed) is the solution. That is exactly what Schools for the 21st Century has been about: system change, systemic change: [599] "Being instruction leader is still part of the principal's role. My other (new) role is to connect people in the school to all other parts of the system. I must help people understand that, whether they are district administrators, parents, community, internal staff, students, etc, they can have the greatest possible influence in making the system work. They have the opportunity to either shut down or keep the system flowing. The principal is the only person with the time to bring all those parts together, the chief worker for the vision The vision is about success for kids. The principal must also be the one to pass on new information because they have the opportunity and the time I have a passion for the job and a lot of energy which is a part of that. I have a lot of empathy for people and their feelings. I wrote a lot of the things which are helpful and I work long hours I'm willing to put some time in. I never feel I accomplish because of intellect, but because of hard work. We're sharing a vision and it becomes more possible to see a group vision; as time goes on it becomes more clear. A hologram is a wonderful way to look at a vision I think Peter Senge said that. Each person comes at it a little differently based on their experience and what they think is possible." [600] Throughout these comments there are references to, on the one hand, visioning, and on the other, passion and enthusiasm. This informal dualism in the role of modern day leadership has been high-lighted in two important pieces of research. In the U.K. the Industrial Society are working with schools on a model that aims to create a match between 'strategy' (left-brain logic) and 'culture' (right-brain feelings) in order to achieve, in their words, {a genuine side} a genuine sense of mission. Looking at this model for School Development Planning (see below), all the words contained in the quotations above re-appear. The argument, of course, is that 'leadership' has to be about both strategy and culture - and the fit between them. Leaders, they say, have to worry about putting together the whole map, so that a sense of direction can be enriched by a sense of belonging/a sense of identity. This research in the UK is almost a mirror image of the work of Thomas Sergiovanni in the USA. In his book Value-Added Leadership, he underlines that the differences between merely competent work and extraordinary performance is achieved on the often ignored righthand side of the equation. It's a question, he says, of mobilizing people, releasing and
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channelling their energy, their spirit, heart, passion, fortitude and persistence. It's about "flesh and blood", "fire in the belly" stuff. It's about having the courage to take risks. Extraordinary levels of performance (ie, value-addedness) are accomplished when leadership appeals to and achieves a depth of reaction, commitment and determination on the part of the "doers", the staff members. Value addedness, therefore, comes when participants give of their utmost ("heart and soul" is the much used phrase by Century 21 sites) inspired and encouraged by an appropriate style of leadership a style being described by Century 21 school leaders on these pages. Interestingly, Sergiovanni also [*] [602] argues that the right sided "flair" is qualitative in nature and can only be captured by qualitative research methods like those used in this current study. [*Diagram on page 601 inserted here; see next page.] Building on the UK research and that of Sergiovanni, Holly and Lambert (1994) {have been able to conceptualize their own leadership 'map' by the} based on their research with Century 21 sites, have been able to conceptualize the data in terms of their own leadership 'map'. Their map is based on four quadrants and in each quadrant there is a mega task focus: Visioning Directional leadership Strategic planning Culture building Enabling leadership Capacity building
The first two quadrants occupy the left-hand side of the equation and the next two quadrants the right-hand side (see below). The main leadership role is to orchestrate the operation of all 4 quadrants with a systemic whole. The task of leadership, therefore, is orchestration for connectedness, coherence and integrity; the achievement of leadership is systemic synergy. Quadrant One: Visioning There are three aspects to this quadrant: 1. 2. the principal/leader has to be prepared to lead from the front, to lead by example and to set the overall tone. the principal/leader has to ensure that there is a shared and clear vision based on common goals. There has to be focus, remembering that less is more. The vision/goals/focus provides a sense of direction and a sense of educational purpose. the principal/leader has to be the keeper of the vision and, therefore, has to worry Page343
[603] 3.
about its articulation and its accomplishment. Standards and expectations have to be established in order to provide for accountability. This involves the principal building or instructional leaders (in terms of a commitment to quality standards of education) and it behoves the principal to be principle-centered and to articulate his/her beliefs, 'givens', limits/parameters/bottom-line. The aim, as in OBE, is mastery not mystery. Quadrant Two: Strategic Planning There are also three aspects to this quadrant:
[601]
School Development Planning

Match between STRATEGY WHAT the School has decided to do (left brain logic) Analytical Plans Objectives Initiatives Budgets Targets Success criteria Resources Individual priorities Evaluation CULTURE WHY and HOW it will be done (right brain feeling) Emotional Delegation Teamwork Trust Consultation Involvement Reward Mutual support Synergy Going the extra mile Enthusiasm Resilience Sense of belong Sense of identity When strategy and culture match, you achieve a genuine sense of mission
Sense of direction
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1. the principal/leader needs to foster in others "an appetite for growth" by providing opportunities for focused training. The goal is a well-trained staff who are 'fit' (ie honed) for change. They have the skills pertinent to the content of the change agenda, e.g. they can teach in a multi-age primary setting. the principal/leader has to create an understanding of the change process. the principal/leaders has to provide opportunities for all staff to learn the skills of change agents. Change process skills include: research/needs analysis/problem-solving prioritizing/goal-setting action planning team management implementation strategies action research/evaluation Everyone in the building has to become effective (i.e., skilled) in handling change.
2. 3.
[604] Quadrant Three: Culture-Building Again, there are three aspects to this quadrant: 1. the principal/leader is a climate-setter. By his/her presence, visibility, accessibility and modelling, a risk-free organization is created based on positive feelings, emotions and attitudes. Affective is effective. Enthusiasm, drive, passion, pizz-zazz, commitment, motivation, energy, flexibility, openness, trust and respect are all ingredients. the principal/leader creates an interest in all viewpoints. Everybody is valued and dignified. Everybody is listened to so has a voice. Everybody is promoted, developed and empowered. the principal/leader promotes a sense of community in which everyone has an identity/a sense of belonging. Above all, everyone feels a sense of involvement, participation, co-ownership and collegiality. They feel on-board; that they have a stake in the organization. It is a learning community and one which extends beyond the school. Another task of the principal/leader, therefore, is boundary management, ie, protecting those internally from external turbulence. In this he/ she is an unsung hero because if those inside the organization don't notice the turbulence, the principal is doing a good job albeit completely unnoticed and uncredited!
2.
3.
Quadrant Four: Capacity-Building 1. 2. the principal/leader insured that shared consensus/group decision-making (ie, SBDM) is the natural approach in the organization. the principal/leader at every opportunity promotes collaboration, team-work, Page345
Left-Brain
[72, 605]
Right-Brain
Quadrant One: 1. leading from the front. 2. clarity of focus/sense of direction 3. principle-centeredness.
Quadrant Three: 1. climate setting and the establishment of positive attitudes. 2. empowerment for all. 3. sense of community, involvement and coCulture Building Leadership for Orchestration, Systemic Connectedness and Integrity
Visioning
ownership
ENABLING LEADERSHIP
DIRECTIONAL LEADERSHIP
Strategic Planning
Capacity-Building
Quadrant Two: 1. appetite for growth and professional training 2. understanding of the change process 3. acquisition of change process skills.
Quadrant Four: 1. site-based decision making 2. collaborative teamwork 3. co-ordination/human resource management 4. constant communication/information processing 5. supportiveness for self-actualization; leading from behind.
3.
4. 5.
[606] partnerships, etc. Working together is a common theme of the organization. the principal/leader co-ordinates the individual strengths and unique talents of all participants. Human resource management is the task here. The principal/leader has to also 'lead from behind', has to promote the leadership qualities of others and has to remember that his/her success is in the success of others. the principal/leader promotes constant communication, information processing and networking. the principal/leaders has to encourage, praise, and support all participants, while providing counseling/empathy/critical friendship/coaching/feedback/constructive criticism remembers that the goal is the self- actualization of others. Page346
This last quadrant is where the staff members and all other participants become the key-players. But they need the necessary skills (personal and interpersonal) to be able to do so and go beyond the principal. Process skills (as opposed to change process skills) are required in this quadrant. Above all, the principal/leaders has to provide service and ministrate to colleagues in order to build their capacity. As William Arthur Ward reminds us: "Greatness is not focused in possessions, power, position or prestige. It is discovered in goodness, humility, service and character. The principal has to be both great director and great enabler. Above all, the principal-asorchestrator has to ensure the whole map is covered in terms of the responsibilities and obligations suggested by it but not necessarily by himself/herself. Delegation is the next task. [607] It would be interesting to use this emerging model to look at the impact of other Century 21 principal/leaders. At New Century High School, for instance, the principal "ensures the course is steered, but the teachers also feel they have the opportunity to make change. All staff feel that they have the freedom to make a difference." "Gail (the principal) provides strong leadership, but the school operates around a team orientation. It's a function of the size of the school. The team concept is enhanced by being relatively new and different enough for everyone to hang together. The staff is very much involved in decision-making" "Good (teacher) leadership opportunities are created by good leaders. In turn, teacher leaders create the same opportunities for the students." "The principal is a consensus builder with a vision; she has been able to capture and mold the vision. She immediately went to an SBDM plan and gave it high ownership. She doesn't mind asking for more money from the superintendent; she is seen by staff as a total advocate. She encourages risk-taking. She has also taken the community link project and made it work. Because of her leadership style she has gone after leaders in the community; she's been able to sell the importance of this to the community. She is an instructional leader and selects a fairly aggressive staff. She gives a lot of freedom to her staff. This program really draws talented staff. Gail's involvement in the community has paid off the school is very visible" "It's important to mention the importance of leadership we have a leader with a vision and shes very supportive of site-based management. [608]"The principal wanted everybody to have a say; we're all more involved now than we ever were. I'm drawn into all decisions. I've grown in ways I sometimes didn't want to! We model our success for students; our empowerment sets the standard for
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them. There's no feeling of tasks from above; no feeling that someone is hovering over us We've all said things which were not positive. People cut each other a lot of slack; there's no bitterness. We see it as a learning process. We view this not just as a school for our students; we view ourselves as students also. We include our custodian in all our activities; we involve all support staff in our decisions. We respect everyone's opinion if we hadn't had the in-service days we would not be where we are now. We could not have evolved without those days We now have a deep respect for one another; we have a fiercely independent group working together, but we learn from each other and we're willing to compromise. We do the budget; it is a real level playing field, with a rotating chair at our meetings with the agenda generated by the staff. If you take a leadership role you have more work to do than if you don't. It depends on what kind of person you are as to whether you will be a leader. If often depends on how popular you are. Here it does not depend on how popular but how motivated you are. Here anyone can do anything they want to so I take a big leadership role 'Knights of the round table'; we get together to tell the principal about the things we want changed. The principal listens and does [609] his best to come up with solutions. We have a lot of ownership. The teachers really care; it comes from being in a small school; I've learned more in one year here than in the previous three years somewhere else" "This is the first place I've really seen site-based management work. We might have 5 or 6 items or concerns. There is a leadership group they will put a time limit on the items they have a time-keeper. A different person chairs the meeting each time. When the time is up, someone can choose to give up their time if the issue is not resolved. It's done strictly by consensus. If you don't reach consensus they hold it over to the next meeting. It is helpful to realize the type of decision it is (levels 1-4 or Wilma Smith's model included in a previous section); we know the levels of decision-making. That is why this faculty is not co-operative about everything. You never hear negative gossip The grant has done a lot to allow teachers to really reach their potential; the time to plan and receive additional training has been significant The principal empowers all of her teachers; they feel they can make decisions on what impacts them. She gives them the freedom to be creative. She feels confident herself or she could not 'release' other people; but it's a low-keyed confidence. Leadership goes all the way down the line the classified people speaking as much as the certified; they get the same respect. I genuinely believe that I haven't really expected much of the bosses I have worked with in the past because I have had problems with their value systems. Gail is an exceptional administrator; she hasn't received appropriate [610] recognition. She's a true role model; very demanding and hard-working. She's demanding of herself and expects the same of others and gets it. She practices what she preaches; she's dedicated to the SBDM and that genuinely occurs. There is real give and take. She is also in the classroom a lot (previous administrators came once a year). In fact, she's in and out of classrooms so much that you are comfortable with evaluation meetings. There is meaningful feedback; you get genuine information about being a good teacher. She gives specific, concrete advice about developing yourself as a
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professional. You're not afraid of receiving criticism, because she also praises you for what you do. She acknowledges to the faculty what good things people do. There's lots of sharing and positive feedback. She gives valentines; she's real creative. In my old school I wouldn't go to the faculty lounge. It was too negative. Here it is a place to share ideas and concerns and to be positive and supportive of one another. The positive attitude makes people open up. " [Page 611 is a memo, dated April 5, 1995, from John Anderson.]
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[612]
Chapter Two
Changing the Way We Go About Change (2): Changing the Change Culture
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[613]
"One must strive increasingly to keep sight of the true nature of things, endeavoring to comprehend it from every angle and so see into its very heart."
Karlfried Drckheim (The Japanese Cult of Tranquility)
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[614] {Indeed, as was happening elsewhere (see Holly, 1992), these changes were already beginning to cluster in five major areas} Changing the way we go about change, then, entails focusing on a group of fundamental changes Governance, the Real Curriculum, Authentic Assessment, Supports for Restructuring, and Professional Development (G.R.A.S.P.) {see the separate chapter devoted to these themes.} But this is not the whole story. The Schools for the Twenty-First Century also learned to tackle these fundamental changes in a particular sequence, a developmental pattern. What has {also} become clear over time is that the sites have traversed the areas in the GRASP 'model' in a particular patternnot slavishly and certainly not in a neat and tidy fashion {manner}, but there has been a general pattern to their efforts (see G.R.A.S.P. In Action on the following page): [Diagram on page 615 inserted here; see next page.]
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[615]
G.R.A.S.P. IN ACTION
GOVERNANCE
LEADERSHIP SBDM PARENT INVOLVEMENT SHARED COLLABORATIVE TEAM WORK CLIMATE OF COLLEGIALITY OUTCOMESBASED EDUCATION
SUPPORT FOR (RE)-STRUCTURING REAL CURRICULUM (focus on student learning)
AUTHENTIC ASSESSMENT
INTENDED CURRICULUM
RECEIVED CURRICULUM
REAL CURRICULUM
SHARED PLANNING
DELIVERY PROCESS
IMPACT ON STUDENT LEARNING
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[616] Either during the grant-writing process (or thereafter in order to compensate for the deficiency), the sites got together their constituent groups. This collaborative involvement led naturally to changes in governance and in associated practices. Ingredients of this stage of growth included: Enabling leadership on the part of the school principal and district officials alike; Parent and community involvement; Site-based/shared decision making; Outcomes-based planning; A climate of collegiality.
At Kimball Elementary (a Seattle School District project) the staff members, in their remarkable efforts to case study their change process, refer to this stage as the time for "deciding how to decide." They also point out, however, it is not a once and for all 'event.' While they have worked through their changes in the general pattern painted above, they can see that the various activities and, indeed, the various stages are not discrete. While, for instance, site-based decision-making is the main emphasis during this period, their first stage of growth, they have returned to it throughout the process of change in a recurring fashion. In other words, although each of the G.R.A.S.P. areas is a major orientation during the overall change process, the other areas need ongoing care and cultivation. At the front end of the change process, however, it seems that the major orientation consists of the kind of activities associated with site-based decision-making allied with a strategic planning exercise that is needs based, {and} outcomes-oriented and {outcomes} data-driven. Even if the fruits of the matter this exercise are couched in terms of student learning outcomes, however, changeespecially change at the classroom levelis not a foregone conclusion. There is a missing link; there is a need for a link mechanism to connect the organizational learning level with the classroom learning level, whole school planning with individual practice, is reflection with action. {The connector is} It was at this point that many of the sites heard about action research (see Holly, 1991 and Sagor, 1993) and its potential for helping them in their change efforts on two levels: [617] Level One: (i) Action research could be used to frame their change efforts, thus providing them with 'process discipline' in order to make change actually happen. In short, action research would give them a vehicle for focused and effective change-making. {As the diagram below suggests} Action research ensures that the change process becomes data-driven. It ensures that the change program is needs-based and, therefore, is based in the reality of the participants; it provides the basis of evidence necessary for informed decision making and focused planning and the wherewithal to check that the plans are being implemented and have been successful. Indeed, during the change process, action
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research can be used in three ways: Action research for understanding our (needs); i.e., researching our way into action. Action research for monitoring; i.e., researching the impact and effectiveness of our actions as they happen. Action Research for evaluation; i.e., researching whether our actions have been successful.
In short, action research accompanies and, indeed, prompts the entire change process. Moreover, it constitutes ongoing teacher learning about student learning. Typically, action research is classroom-based, teacher-initiated, and data-oriented. It is focused on the improvement of both instructional practice and the 'product' of this practicestudent learning. Defined as a systematic investigation of an educational situation with the intent of improving the quality of practice within that same situation, action research has as its touch-stone teacher reflexivity. This is the willingness to critically examine one's own practicein order to improve. Of direct relevance to this chapter are a set of reflections by Doug Banner, a member of the faculty at Skyline Elementary School. He has reflected on his personal quest through action research and has summarized his reflections in the form of a developmental pathway. [Diagram on page 618 inserted here.]
[618]
Growth Period
Gestation Period
Observations Goal Setting Action Research
Literature Review Content and Strategy Managing
Teacher as Researcher
Implementation Evaluation Analysis
Development
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[618] Action research has been the vehicle for improvement, the developmental pathway for this teacher and many others like him. Action research, then, is not only the link mechanism; it mobilizes the participants to be both reflective practitioners and change agents, and it energizes the change process itself. It acts like a moving walkway: it carries the participants along and through the stages of the process of change. In Iowa, they refer to action research as the 'engine for change.' [619] Action research is effective, says Holly (1991 and 1994), because it triggers the operation of the six Cs: It encourages clarity of purpose and a clear focus; it proves a compelling agenda for the participants; it provides the substance for team-based collaborative inquiry; it enhances the culture of development (the growth of real, sustained and lasting change); it promotes the use of external critical friends to enhance the internal change process and, eventually, underlines the need for congruence systemwide. More recently, {I have noted} in fact during the 1993 College basketball season, Holly has identified the "Big Eight" factors that contribute to the success of action research: Action research epitomizes change from within; it stands for the internalization of change (as opposed to the externalization of imposed, mandated change), intravention (instead of intervention) and self-confrontation. "Know thyself" (in order to launch into supported self-improvement) is the drumbeat of action research. Action research is about participation and empowerment. It enables the participants to control the change agenda; it gives them a voice and dignifies their professionalism. As Mihaly Csikszentmihalyi has said recently, "It is by being fully involved with every detail of our livesthat we find happinessinstead of being buffeted by anonymous forces, we feel in control of our actions, masters of our own fate. On the rare occasions that it happens we feel a sense of exhilaration, a deep sense of enjoyment" Action research provokes an unavoidable challenge by presenting the subjective participants with 'their' objective data. They cannot get off their own hook. Their assumptions are fractured. As Leon Festinger always maintained, they are challenged by the powerful logic of cognitive dissonance. Action research is gloriously mundane. It is rooted in the practical, in the 'work-aday' concerns of the participants. It is down-to-earth and is used to investigate and inform everyday, real world situations. Action research can be done at any level of institutional life. As such, it promotes both personal and organizational mastery. Action research demystifies 'research.' It {brings} invites the participants {into} to Page356
[620]
enter the world of research and, in so doing, promotes an interest in the research of others. Action research is the substance of team-based collaborative inquiry. It creates the information base for a collegial dialogue in classrooms, schools and school districts. Action research serves as a change agency. As mentioned above, it is a strategy that works on two levels. It is essentially a strategy that leads to changes (i.e., improvements). {and to changes in the way we go about change.} It also works, however, at a second, deeper level.
Level Two: (ii) Action research {could} can also be used to engage in deeper contemplation concerning the change process itself in order to change the way we go about change. Process reflection can lead to better change-making and a capacity for more effective changemaking in the future.
Argyris and Schon (1978) refer to these two levels as single-loop and double-loop learning. All change is a form of learning (single-loop learning), they argue, but it is also possible to learn how to learn differently and more effectively (double-loop learning). Moreover, at both these levels, action research provides the form and substance of collegial dialogue. It provides the process framework and it suggests the content areas. It is the "flexible friend" when it comes to collaborative planning, implementation and evaluation. Above all, however, action research is about classroom improvement. Its underlying purpose is to improve the teaching and learning process. It opens up an investigation of the pedagogical domain. It invites teachers to study their classrooms and to ask the following questions: Is there a performance gap between my intentions and the everyday reality of my classroom? What is causing this gap? What is the nature of the problem? How can I go about dealing with this problem and thus reduce the gap?
[621] This is an invitation to launch into gap analysis; in this case, the gap to be analyzed is the one between what we say we want to do and what we actually end up doing. It is also the difference between our rhetoric and our reality. {In a similar vein} Indeed, Holly (1992) and Cuban (1993) have encouraged teachers to think of there being different kinds of curriculums. Holly refers to the intended curriculum (akin to what Cuban calls the official curriculum), the received curriculum (Cuban's taught curriculum) and the real curriculum (what Cuban calls the learned curriculum). Cuban also refers to the tested curriculum which, he argues, often reflects the official curriculum, but not, unfortunately, the taught or learned curriculums. Holly maintains that the intended curriculum, the received curriculum, and the real curriculum are all important (planning, process and product all have a vital role to play), but that it is the real curriculum that finally counts. Intentions are good, but not good enough. Good teaching is
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essential, but not the complete story. Student learning has to occur in order to complete the educational circle. Holly's argument is that action researching teachers have to be able to investigate the quality of all threetheir planned intentions, their actual teaching process, and their student's real learning. In any ideal situation, all three curriculums should be of high quality and in correspondence with one another. Responding to Holly's bidding, the staff of Sehome High School have composed a conceptual map of the three curriculums and a chart of how the three levels can be assessedincluding the use of action research techniques (see Appendix One). Moreover, Holly (1992) has constructed a classroom inventory (see Appendix Three) which enables participant teachers to chart the gaps (between intentions and accomplishment) in their instructional practice. Where Holly, {Elliott} and Cuban clearly agree is that action research enlists teachers (and often students) as curriculum researchers; it encourages them to investigate the ups and downs and the ins and outs of their classrooms. By doing this, action research has the potential of activating change where it counts [622] mostin individual classrooms across schools as organizations. It's a question of focusing on the essentialsteaching and learning. Action research, while acknowledging the importance of launching into systematic inquiry, is alsoas the name suggestsaction-oriented. The idea of action research is to create a change situation in which the data-gathering and action-taking form a symbiotic partnership. According to one practitioner, "I've got from action research what I've not got from all other strategies that I've tried. With action research you're not afraid to take chances, to just jump in with both feet, try some things, look at what went right or wrong and then re-format and just keep going." These comments remind me of the T-shirt logo: Just Elevate and Decide in the Air It is surprising how many people hear the term action research but only remember the word research. Action research is exactly what it says: it is action-oriented research and researchbased action. It is dualistic, interactive, ongoing and cyclical. In addition, change is a part of every cycle, every iteration. Action research, then, invokes change-making. It is the changemaker. It's proponents are the change-makers. Looking again at the diagram entitled GRASP in Action, it would seem that those 21st Century sites that have incorporated action research in their change efforts allowed it to kick in after the original decision making and planning stage and during the next stageas a
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support for restructuring, as a form of professional development and as a collegial activity that connected the organizational domain of site-level policy-making and planning with the classroom domain of everyday pedagogical interaction and curriculum implementation. It was action research that enabled the participants to not only contemplate but also tackle deep-seated issues related to the real curriculum. It is noteworthy that when the Kimball Elementary staff conceptualized their change processes they referred to: [623] Deciding (how to decide) Learning Choices Integration/Synthesis [Governance] [Support for (Re-)structuring] [Professional Development] [Real Curriculum/Assessment]
Action research is vital in the 'Learning' and 'Choices' stages; it provides the wherewithal for teachers and other participants to learn from the data in order to make informed choices. As we shall see in the next section, action research is also a crucial factor in the growth of integration and synthesis. In summary, then, data-based action research has been a pivotal activity during the early stages of the change process. Its inclusive and informative character enabled schools to involve various constituent groups in informed decision making, thus paving the way for focused change efforts propelled forward by a collective state of mind {called} referred to as 'ownership.' Data-based colleborative planning was underpinned by the action research activities. Moreover, as a professional development activity in its own right, action research became the vehicle for teachers to identify their training (i.e. professional development) needs. Action research, then, along with other major factors such as time, additional funding, waivers, flexibility for local innovation, etc, became a major support for the restructuring efforts. Above all, it became the process vehicle for classroom practitioners to begin to approach the rigors of the real curriculum. Action research challenges teachers to ask the basic question, 'How does my classroom match up?' None of this really makes sense, however, without an authentic example from a 21st Century site. As examples go, this is a good one. North Mason High School, according to the testimony of all concerned, was {going nowhere fast} not a bastion of innovation. It had no real need to be. Graduation numbers were always high, as were college entries. There was no obvious need to change; moreover, good people with the most honorable of intentions don't just require a sense of need, they have to feel capable of making change happen. They have to know what is required and how [624] to go forward. Action research provides answers to both. It helps to identify the need and a sense of efficacy that the particular need can indeed be mastered. Action research evokes a 'can do' mentality. Action Research in Action
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In a conference paper Holly (1991) described the practical example referred to above as follows: In November 1990 an introductory workshop, led by Dick Sagor and myself, took place in Bremerton, Washington. One of the participantsa high school teacher from North Mason School District which is a four-school consortium involved in the Schools for the 21st Century initiativeidentified her focus area. She developed her interest in investigating why many of her students did not seem to be 'switched on' by their high school experience. As Shumsky (1958) said, this focus areas was of "deep personal significance" to her. She felt it was a real needwhich needed to be addressed in her school. So while the issue was significant to her personally, in her estimation it clearly had institutional significance. Between the workshop in November and a follow-up workshop at the end of January 1991, 'Toni' collected her data by interviewing (both semi-formally and informally) and surveying students in order to elicit their opinions, attitudes and feelings. She wanted to open up the affective domain in order to see what was happening "on the other side of the mountain" (Drummond, 1986). She probably got more than she bargained for. When she turned up at the second workshop, Toni was in possession of rich, meaningful, and in-depth data. She was in the process of analyzing this data; but where next? Where could she go with the data? How could it be used to promote improvement; with the 'research' under her belt, how to move forward into the 'action'? Simultaneously, and somewhat coincidentally, I was invited to work with the school improvement teams of the four North Mason schools (Toni's included). The issue was the same in all four cases: 'having been in the Schools for the 21st Century initiative for over six months, why don't we feel that we're moving forward?' Frustration was in the air. Mobilization [625] was not happening. In the case of the high school, it was decided that a staff day would be organized at the end of February 1991with the purpose of unlocking and energizing the school. The crucial decision followed: that the day would begin with a task session during which 'mixed' staff groups would be asked to analyze Toni's data (supplemented by similar data collected by a colleague on the school improvement team) and come up with 'issues,' 'themes,' and 'focus areas' in need of collective attention. This session exceeded all expectation. It had three direct repercussions: Firstly, Toni's colleagues became hooked on what the data was saying to themit had become 'their' data and their issuesas one of the colleagues observed, "It's no longer Toni's program, it's our program." The transfer of ownership to the staff-at-large had begun. Moreover, and secondly, the data stiffened their resolve; it gave them cause for not only further reflection but also remedial action. Something had to be done, they said. Above all, the issues (common across all the groups when they reported out) gave them the focus areas (the bite-sized chunks) on which to concentrate. The task session concentrated their mindsand their efforts. It provided the natural focus for their
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energies where none had existed before. Thanks to Toni, her colleagues, and their data, theythe staffhad found themselves and their real needs. Significantly, the learning journey of this particular high school faculty had only just begun; yet they were already in possession of a golden nugget of understandingthat to be successful in the long run, they had to transfer {at the lease} co-ownership of the learning process to the students themselves. The students, the staff realized, had to take much more responsibility for their own learning. Teaching, by definition, is an extrinsic operation for the students; learning, by definition, has to be intrinsic. Yet the students were not intrinsically motivated. According to {my} our mentor in these matters, Doug Banner, it is the difference between what the Japanese call 'kagebetsuden' (external teaching communicated to everyone individually) and 'mushidokugo' (the meaningfulness of the learning experience and the internalization of the learning process). Their action research led this particular high school faculty to unite in moving from a [626] state of kagebetsuden to one of mushidokugo: they were led to embark on the ultimate educational journey from dependence to independence and interdependence from teaching to learning. {Changing the Way We Go About Change At several sitesvisited belowaction research has been instrumental in 'change the way we go about change.} Liberty Bell High School This site's original plan in its grant proposal contained a number of columnsor 'silos' as Pat Dolan would call them. Once the work was embarked upon, however, it was recognized that the elements actually made up a lattice of 'process' areas and 'content' areas. It was also recognized that the process areas were somehow preordinate in the sense that they were required to service the needs of the content areas. [Diagram on page 627 inserted here; see next page.]. [627] This realization gave the staff not only an order of play but also a change process in order to get to the content areas. Then the action research kicked in as another horizontal in the lattice and as the vehicle for staff learning. What is now happening is that the content columns are beginning to merge with each other. Having worked on either the reading, the Methow Valley as a classroom, or the technology pieces (serviced and supported by the 'horizontals'), the staff are beginning to want to integrate and synthesize their learningaided and abetted by the action research component. What have we created in total?, they are asking. What is the
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[627]
READING
METHOW VALLEY AS A CLASSROOM
COMPUTER TECHNOLOGY
INVESTMENT IN HUMAN CAPITAL
CONCENSUS MODEL OF DECISION MAKING
ACTION RESEARCH
sum of the parts? What is the changed experience of student learning across the school? What do we now have to do organizationally to reinforce these changes? Would a four-period day be appropriate? Should the Methow Valley Curriculum become the entire curriculum? What is clear is that, four years on, having worked on the parts, the staff at Liberty Bell are now beginning to want to glimpseand pursuethe 'whole:' the whole of their creation. And this is the same for many sitesKimball, Skyline, and also Newport Heights Elementary included. [628] Newport Heights Elementary School If action research is the 'engine,' then Newport Heights is the engine roomfor educational improvement. Major changes have occurred in the school during the life of the 21st Century grant, but now the staff are 'taking off' anew. It's almost that a breakthrough occurs after being awash with change for so long and so intensely. Perhaps it's the achievement of critical mass. Maybe it's the accomplishment of synergy. What is clear is that the breakthrough is directly related to the stage referred to by Kimball as integration and synthesis. At Newport Heights they have recognized that many of the current change efforts overlap, interrelate and leverage one another. [Diagram on page 628 inserted here; see next page.] Their current, path finding work on student portfoliosso suited to their parallel efforts for K/1 integration and multi-age groupingis leading to changes in ways that student conferences are
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[628]
Portfolios/ Authentic Assessment K/1 IntegrationMulti-age Grouping
Student Conferences
Staff Teaming
Development Growth Plans
Professional Development Teaching and Learning Styles
Parent Involvement
processed and to the development of developmental growth plans for every [629] student (individual learning plans), which both ease the ongoing relationships with, and involvement of, the parents. Indeed, parent involvement is a real feature of Newport Heights. But what the staff are now asking is, "what lies in the middle?" What is the essence of their efforts? Or, as we say, What is the 'the'? It is my our belief that Newport Heightslike several other 21st Century sitesis currently experiencing a new, advanced stage of transformation. According to the research of Regina Kyle in schools in Jefferson County, Kentucky, there does come a stage when the separate changes begin to not only leverage one another but collapse into each other. It is a form of implosion. It is a more systemic period of growth. Each part of the package becomes necessary but not sufficient. It is the qualityand essenceof the package itself (and the process of packaging) that really counts. What is paramount at this stage is the willingness of the participants to come together to work with the connectedness, the 'gestalt,' the synergy and the integrity of the previous efforts. The chemistry of the situation is obviously important. The various ingredients, when leveraging each other, create chemical reactions and act as catalysts for further growth, further change, and further integration. One of the ingredients, as all
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commentators agree, has been time. The additional ten days of staff time has given them all kinds of opportunities; in Kimball's terminology, time to meet with the constituents and decide, time to learn, time to investigate and experiment, time to integrateand, of course, time to do action research. {I} We now want to add to this argument. Changes, everyone agrees, is about content and processyet everyone seems confused about how to define these terms, especially process. Based on {my}the work with 21st Century sites and pushed and prodded by the excellent conceptual data of the work being done in Yakima, {I} we now want to argue that when it comes to changes, there are in fact three dimensions about which to be concerned. There will always be content dimensionthe changes themselves. The process dimensions {I am} we are defining in two ways. First, there is the strategic or process skills area. Second, there is the affective, motivational domain. It's about involvement, commitment, and empowerment; it's also about trust-building and the growth of mutual respect and collegiality. Content is nothing without process skills and vice versa; but, together, they are nothing without the third (human) {strategic} dimension. For a recent workshop/conference I introduced the model as follows: [Page 630 inserted here; see following page.] [Diagram on page 631 inserted here; see following pages.]
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[630]
Making Change Easier: the 4 Es of Change (and Learning)

Change and learning are about process and content. But both are strengthened when a three-dimensional model is articulated and utilized. This model has been constructed in the light of the experience of Twenty-first Century schools. It consists of three dimensions:
The Content Dimension The Process Skills Dimension The Affective Dimension
The first is about excellence in terms of the quality of the change agenda, the second is about effectivenessof the change process and the third is about emotionalityin terms of the degree of engagement of those involved in the change process. When these dimensions are integratedas they must beat the heart of the enterprise lies the ethic of learning (see the following diagram). What is important is that this three-dimensional model can be used both for planning and evaluation: it is both a reminder of what has to be in place and a map for checking whether these ingredients are indeed present.
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[631]
The Content Dimension
The Affective Human Dimension
Excellenceof the Change Agenda the Changes Themselves
Ownership of the Agenda
Emotionalityof the Change Agents; the Degree of Psychological Engagement
Planning Skills
Interpersonal Skills
Effectivenessof the Change Process Process Skills
The Ethic of Learning The Strategic/Process Skills Dimension
[631] As Timar and Kirp (1986) argued, schools have to be institutionally competent (in handling change). Indeed, more recently Paul Hill and his Rand associates have said much the same thing {more recently}. And what is significant about the 21st Century work is that schools have had the time to work on all three dimensions: time to try some changes, time to collaborate, 'feel on board' and individually empowered, and time to acquire and apply new skills in order to strategize and leverage the changes.
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[632] Indeed, there now appears to be a sequential logic to this three-dimensional model. While admitting that the quest for linearity is usually in vain, there is a body of evidence to suggest that the 21st Century sites have moved through three stagesinvolving six stepswhich are related to the three dimensions (see the diagram below). [Diagram on page 632 inserted here.] [633] During the first stage (during and immediately after writing the original proposals), the
[632]
Stage One Setting Off
2 Content Dimension
1 Affective Dimension
3 4 5
Strategy/ Skills Dimension
Stage Two Getting Focused/ Working Smarter
Stage Three Finding the Integrity: Becoming True Believers
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sites came together internally in order to compose an interim vision underscored by provisional and partial ownership (the affective dimension) in order to agree on the change agenda (the content dimension). Over time the participants decided to focus on certain major changes (the content dimension) in order to work smarter and thus become more skilled change agents (the strategic/process skills dimension). It was at this stage that action research truly came to their aid. The third stage involves the site members not only changing the ways they go about change (the strategic dimension) but also changing the entire psychological and sociological culture of the organization from within which their changes take place (the affective dimension). At this stage {of} the organizational vision and the collective ownership underpinning it are both internalized to a much deeper level of commitment. Moreover, during the successive stages, schools have added to their content capacity (what they're able to work on), their skills capacity (what they're able to do) and their cultural capacity (what they're able to countenance doing). It's a question of creating new content (work practices), new strategies (work skills) and new attitudes and affiliations (the work culture). It is also a question of putting all this together and, as a consequence, changing the change culture of the organization. {Changing the Change Culture} Skyline Elementary School The staff members of Skyline have gone about change in much the same ways as the sites described aboveexcept that everyone at Skyline has become an action researcher. This didn't happen overnight, but, sure enough it has happened; and now the school is bearing the fruit. Once the original proposal had been agreed on by the staff, they decided to work on their separate interests, their 'projects,' their probes as I like to call them. So they worked on multiple innovationsindividually, in small groups and in grade level teams. Nothing was too institutionalized, but everyone was encouraged to try some new thingsto experiment, to take risks, and to make a difference. Then the kicker was addedthe action research. Each small scale project became an action research project; there was a growing interest in asking, 'How [634] linked to the individual, small group initiative for change (it had always been stressed that action research is most successful when it is linked to what you have to do or want to do; that it is best done 'naturally' and not as an add on). linked to the staff members' everyday interests, needs and perturbations. It was deliberately not a big deal linked to the growing awareness of the need to monitor (formatively) their change efforts over timein order to do the best they could do. At this stage, {my} the role as of the action research consultant (Peter Holly) was to meet with a string of individuals and small teams to discuss their projects. Over time, however, another
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need began to grow: to use their findings from the small-scale projects as a basis for collegial sharing. A staff group met and produced two vital conceptual maps. The first was a simple and straight-forward attempt not only to identify the main projectsthe separate ingredients of the 'Skyline Experience'but also to begin to integrate them into a shared vision. [Diagram on page 634 inserted here.]
[634]
THE SKYLINE EXPERIENCE
Learning Styles Special Needs Inclusion
Cooperative Learning
K/1 Integration Portfolio Assessment
Cultural Pluralism
SHARED VISION Trust Support Empowerment
Media Center Cooperative Planning Cross-age Tutoring Literature Circles
Social Skills Development Volunteer Program
Writing Process
[635] Perhaps Michael Fullan is right, and a shared vision succeeds rather than precedes working on change efforts. Of course, Skyline always had goals and a working visionthey were encapsulated in the original proposalbut we are here talking about something different. We are talking about a shared vision that has been Worked on and established over time Created and molded Actively discovered not passively received Owned by the participants Invested in though sheer hard work
The same group, however, went further. They produced a list of "Ingredients for Positive
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Learning Relationships." [Diagram on page 635 inserted here.]
[635]
Skyline Elementary School

Ingredients for Positive Learning Relationships
Phase One Phase Two Phase Three
Trust Need/Readiness Positive Climate/Attitudes Support/Encouragement Flexibility to Personalize Time to Practice/Internalize Respecting of Others; Strengths/Weaknesses Freedom to Make/Learn from Mistakes Celebrations/Sharing of Successes
[636] The terms make a good list; indeed, they cover the territory of the three dimensions mentioned above. But then I begin to see something of a sequential slant in the list, and three 'phases' become apparent which are, indeed, akin to the three stages described earlier in this chapter Phase One: (akin to 'Setting off') Trust building Identification of need/establishment of readiness Creation of a positive climate/attitudes Process support and encouragement Phase Two: (akin to 'Getting Focused/Working Smarter') Page370
Flexibility to personalize Time to practice/internalize Respect for others strengths/weaknesses Freedom to make/learn from mistakes
Phase Three: (akin to 'Finding the Integrity') Celebrations/sharing of successes
[637] Phase One would have occurred during and after the writing of the original proposal. The proposal had to be an organizational response. Preconditions for success had to be established at that point. I would add more. It has been stated recently that collaboration grows from strong individualism. While not disagreeing with this statement, I would also turn it around and claim that individual endeavor and enterprise can prosper when the collaborative climate is strong enough to support it. This would seem to be the case at Skyline. Certainly, Phase One created the launch-pad for Phase Two. Phase Two was the stage documented above: the phase of individual, small group, small scale endeavors involving lots of projects, lots of probes, lots of small tries, lots of 'bunts' (which, according to Tom Peters, is what most change is really about). Phase Three, however, is the same stage experienced by not only Skyline, but Kimball, Liberty Bell and Newport Heights alike; the period of sharing, of integration and of synthesis. So the plan is one of an organizational launch, followed by individual and small group enterprise (enhanced by the infusion of action research), followed by a shared understanding of the extent and quality of 'total' organizational change. It's almost a case of moving from dependence to independence to interdependence. Maybe it's a form of growing up institutional maturation. Having written these words, {I am} we are reminded that this thesis echoes Stephen Covey's growth map involving his 'seven habits of highly effective people' (reproduced below). The correlation between the arguments contained in this chapter and Covey's finding is strikingif not uncanny. His seven habits {(be} or words of advice (be proactive; begin with the end in mind, put first things first, think win-win, understand before trying to be understood, synergize and 'sharpen the saw,' i.e. take time out to hone the skills of renewal) not only provide a multifacetted [638] perspective on the change process, but also work on both the individual and institutional levelsand, indeed, the interfacing between them. What is of paramount importance here is that Covey's work and {my} our research with Schools for the 21st Century has led us to the same conclusion: that the change process for individuals and institutions involves a learning journey from dependence, to independence, to interdependence. Moreover, the personal (private) victory leads to public/institutional success. [Diagram on page 639 inserted here; see next page.]
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[639]
Seven Habits of Highly Effective People
7. Sharpen the Saw
INTERDEPENDENCE
Understand them Be Understood 5. Synergize
PUBLIC VICTORY
Think Win-Win
6.
4.
INDEPENDENCE
3. Put First Things First 1.
PRIVATE VICTORY
2.
Be Proactive
Begin with the End in Mind
DEPENDENCE
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[640] Since 1991, {I have} Peter Holly has argued that the action research has to be a natural part of the flow of change. It has to become, {I have argued} second nature to uslike, in the words of the song from 'My Fair Lady,' {it has to be a ease of} "breathing out and breathing in." By working with the 21st Century sites, {I have} he has come to understand more about the significance of this assertion. As was pointed out to {me} him by participants in a workshop in Yakima School District, the same action research technique can be used for alternate bouts of breathing in and breathing out during the change process. The particular approach known as the 'tambourine'and used extensively across 21st Century sitesis a simple technique for group processing and decision making which involves everyone (by giving every individual a voice) and produces a set of goals on which to work. It is a technique, therefore, that traverses the three dimensions described above. It is also a technique, as mentioned above, that can be used for both breathing in and breathing out. 'Shaking the Tambourine' The tambourine is a group-based activity. Participants are first invited to form pairs and do some reflective interviewinganother related action research technique. In order to continue the flow, the pairs are asked to join with other pairs to form groups of six or eight people. They then share the fruits of the interviews by completing on a large sheet of paper a tambourine shaped diagram. [Diagram on page 641 inserted here.]
[641]
Individual Agendas
Shared Agenda
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[641] Each of the outer 'bubbles' stands for each of the individual group members and they are asked to summarize individually the main points arising from the interview {under the} inside his/her allotted bubble with his/her partner's help. When all the outer bubbles are complete, the crucial task is introduced. What concerns/agenda items do the group members have in common? When they're identified they are inserted in the middle section of the diagram. An extra stage involves sharing the common ground issues across the various groupsand thus constructing another tambourine with each group having an outer bubble and shared issues across the groups going into the midsection. Used like this, the tambourine facilitates the process of breathing indiscovering the shared agenda for the whole group to work on. It is an excellent technique for shared goal setting. Yet, it can be used in a different way, for a different purpose and at a different point {of} in time: This time it is a {use} question of breathing out. The {active} entire group already has a shared vision or set of goals and [642] this is articulated in the middle of the diagram. Individuals and small groups are then invited to spotlight their areas of interest, their likely personal investments, by filling in the outer bubbles. For example, the whole group might identify cooperative learning as a goal for the school but one teacher might want to invest in the growth of literature circles or a young authors scheme. By working outwards in this way, the umbrella goal is still being tackled, but individuals are enabled to take ownership and work on their interests and their concernsas in the case of Skyline Elementary. By working inwards, therefore, the tambourine enables integration to occur; by working outwards, the technique facilitates differentiation. Indeed, by working outwards from the organization, the technique enables the individual participants to be inner-directed and take personal ownership of each probe or project {forward} toward the collective "whole.' At Skyline, across their stages of growth, the staff members have been breathing out and breathing in. The first phase was about breathing in, oxygenation. They gathered strength, built up reserves, looked inward organizationally, drew themselves in around their goals, identified their needs, got themselves ready for take-off. In Phase Two they breathed out: they used their reserves of strength and resources, they looked outwards, they experimented, they took risks, they personalized their efforts, and deployed their investments. Organizationally speaking, it was a time of letting go, of empowerment, of very skilled leadership (an unmentioned ingredient thus far, but one running right across the case material presented here). Now, they are beginning to breathe in once again, to regroup, to share, to gather new strength, to come together organizationally, to celebrate their successes, to synthesize their achievements, to create the 'whole.' Gertrude Stein once said, "there is no 'there' in Oakland." Skyline staff memberslike their colleagues within other 21st Century sitesnow want to show themselves that they have traveled successfully and, as a consequence, have arrived at their very own there; that they have achieved something. They want to demonstrate the vitality and quality of their there, the extent and holistic excellence of the 'the' that they have createdas individuals, as small teams, and as a whole faculty. There is no small measure of pride at stake herethus the increasing importance of evaluation and assessment. The question now really is one of 'have we created the real curriculum?' Have we achieved the real thing?
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[643] All of the above is well explained by an able and prescient commentator, Mikahy [Mihaly} Csikszentmihalyi (in 'Flow. The Psychology of Optimal Experience') {and Peter Senge (in the 'Fifth Discipline')}. Csikszentmihalyi refers to four motivational stages experienced by many 'life travelers' and change agents: Self-preservation: survival, a sense of the physical sense. A need for community and a wider meaning system. Greater complexity of the self and the development of reflective individualism. A turning away from the self, back toward an integration with the people and "with universal values."
Now, these motivational stages (especially the second, third and fourth) fit exactly with the phases identified at Skyline and at other 21st Century sites (it can be assumed that the first stage would have been achieved prior to the grant proposal). According to this author, the process over time consists of alternating between differentiation and integration and that it is a dialectical relationship, i.e., the one spawns the other. In other words, differentiation in excess breeds a need for integration and vice versa. This lengthy quotation from Csikszentmihalyi provides the overview of the dialectic process: "In this scenario building a complex meaning system seems to involve focusing attention alternately on the self and on the Other. First, psychic energy is invested in the needs of the organism, and psychic order is equivalent to pleasure. When this level is temporarily achieved, and the person can begin to invest attention in the goals of a community, what is meaningful corresponds to group valuesreligion, patriotism, and the acceptance and respect of other people provide the parameters of inner order. The next movement of the dialectic brings attention back to the self: having achieved a sense of belonging to a larger human system, the person now feels the challenge of discerning the limits of personal potential. This leads to attempts at self-actualization, to experimentation with different skills, different ideas and disciplines. [644] At this stage enjoyment, rather than pleasure, becomes the main source of rewards. But because this phase involves becoming a seeker the person may also encounter a midlife crisis, a career change, and an increasingly desperate straining against the limitations of individual capability. From this point on the person is ready for the last shift in the redirection of energy: having discovered what one can and, more important, cannot do alone, the ultimate goal merges with a system larger than the persona cause, an idea, a transcendental entity In this final stage the extremely individualized personlike Siddhartha letting the river take control of his boatwillingly emerges his interests with those of a larger whole." [The last sentence of this quote is not from Flow, but appears to have been added by Holly]. The commentator's comments on the stage of reflective individualism are most relevant to this {paper} chapter, because, according to the Skyline experience, this is the stage where action research enters the scenarioto bolster the individual and small group endeavors. And it
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would seem that there is even a dialectic at work within the stagebetween 'activity' and 'reflection/ contemplation,' action and research. Csikszentmihalyi refers to the activity stage, as one concerned with involvement in concrete,' maybe even 'external' challenges. It is a period of "unconscious spontaneitywithout questioning priorities." It is the release of energy and freedom. Goals, he says, are pursued with such intensity that all potential competition (between them) is preempted and ignored. This is the period of innovation, of being awash with {innovation} change. But the sheer abandonment, he says, has its costs. The change efforts are unfocused and the inner conflict growsand needs to be resolved. There are just too many competing claims on the participants' attention. (No wonder, then, when I entered sites engaged in this level of "innovation promiscuity" that I was to tempted to scream, "get focused!") There are just too many competing and incompatible demands; there is a pressing need to work out the essential items from those that are not. The individuals have breathed out in gay abandon and now begin to breath into become contemplative, to become more focused, to recognize the need for research. He or she enters the stage of reflective individualismit's a question of reflection and internalization, says Csikszentmihalyi: [645] "The person again turns inward, finding new grounds for authority and value within the self. He or she is no longer blindly conforming, but develops an autonomous conscience. At this point the main goal in life becomes the desire for growth, improvement, the utilization of potential." It is a case of self-actualization. There is a turning away from running the "risk of frittering away our energies on contradictory, meaningless goals." There is, instead, a need for the productive pursuit of freedom: "Through trial and error, through intense cultivation, we can straighten out the tangled skein of conflicting goals, and choose the ones that will give purpose to action." But, says the author, it is the contemplationthe research-in-actionthat provides the realistic weighing of options within a veritable {cornucopia} maze of change possibilities (Kimball's 'Choice' stage): "Activity and reflection," he says, "should ideally compliment and support each other. Action by itself is blind, reflection by itself impotent." Together, he says, they provide the warp and woof of life; and together they lead to the need to share and unite. Csikszentmihelyi [Csikszentmihalyi] concludes: "Just as we have learned to separate ourselves from each other and from the environment, we now need to learn how to reunite ourselves with other entities around us without losing our hard-won individuality The problem of meaning will be resolved as the individual's purpose merges with the universal flow."
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Self-actualizing individuals come to respect the need for a self-actualizing organization which unites around "life themes" in which all the individual members feel they have an investment. During this new phase of integration when the staff members are breathing in again, reviewing their collective strengths and using evaluative data at the basis [646] of their dialogue, three things tend to happen. At Skyline, for example, the staff found that: They had their action research projects to share with each other. The action research, therefore, was the basis of their sharing, their new coming together; They had data arising from their projects which had implications for the ongoing work of colleagues. For example, the {initiative} innovative K/1 team needed to see the data arising from the action research of their special needs colleague regarding 'her' students in their group. These students were displaying an inability to adapt to using learning stations in any effective manner. This was a classic piece of action research as the data led to remedial action which led to an immediate improvement in the learning situation for the students in question; But all of this did not happen without some delicate issues arising concerning interpersonal group dynamics. What was highlighted hereand this is crucial to the success of the new stage of integrationwas the need to process the issues concerning interpersonal relationships as the school moves from small-scale, individual/small group pilot projects or probes to large-scale, whole school, whole staff implementation.
This is an aspect of the concept of institutionalization (see Holly, 1993) which has been long neglected. Action research projectsto be most successfulhave to be highly individualized and personally significant. It is a question of individual empowerment and reflexivity. The next question becomes 'where can you go with this personalized endeavor?' 'Can the work of individuals gain organizational acceptance?' 'Can it be institutionalized?' Some commentators John Elliott includedare skeptical. They see organizational forces as having the potential to stifle the personal initiative through the operation of what Donald Schon calls dynamic conservatism. This view reflects the organization theory of these commentators. To them it's a closed book; to {me} us it's still an open question. Presumably 'change' is {two dimensional} has to occur at two levels: individuals have to change their everyday practice and the culture that those individuals share and which guides their everyday practice also has to be changed. This is the integrative dialogue now being embarked upon at many 21st Century sites, [647] Skyline included. What is the nature of our new culture? Having worked apart what can we now create together? How do we recreate ourselves? One interesting by-product of this question of cultural permeation is that the changes, to retain their essential spirit, often have to lose their names. Action research is a good case in point. 'Action research' starts as a project and ends up as reflective practice and 'the way that we go about change around here.' In Yakima, Outcome-Based Education (O.B.E.) has been the main thrust of their work across the district, but the vital question is now being addressed. What the participants are saying is that if the essence of OBE is happening (i.e. effective planning predicated on the articulation of the Page377
elements of success and the consequent alignment of the delivery system), do we still need the label, especially if it is a label that causes more harm than good and thus impedes progress to cultural adoption? What is at stake here is how to move from individual empowerment, self-actualization and internalization to the School as an Empowered Community of Learners: the Learning School. Combining the perspectives of Csikszentmihalyi with {my} our own research findings and the experience of the 21st Century sites, the following conceptual map looms into view: [Diagram on page 648 inserted here.]
[648]
THE CHANGE PROCESS
Phase One
Setting Off
Phase Two
Getting Focused/ Working Smarter
Phase Three
Finding the Integrity/ Becoming True Believers
Deciding Governance - Site-based Decision Making - Visionary/Goal Setting - Planning: Outcomes-Based - Needs Assessment
Learning
Support for Restructuring Time for Collegiality Professional Development
Choosing
Synthesizing
Real Curriculum
A period of Integration Breathing in
Differentiation Breathing out
Integration Breathing in
The time when action research can be used for: Understanding assessment of needs organizationally/ original goal setting
Monitoring/reflective individualism/classroom and pedagogical change/self-actualization
Evaluation and student assessment/ gaining a sense of organizational achievement and integrity. The time to share successes.
Doug Banners Period of Gestation Stephen Coveys Dependence
Period of Growth
Development
Independence
Interdependence
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[648] Embedded in this conceptualization of the change process is the operation of action research. According to Machure (1991), action researchand other related activitiesenables teachers to be affirmed, their professional [649] Embedded in this conceptualization of the change process is the operation of action research. According to Machure (1991), itand other relative activitiesenables teachers to be affirmed, their professional empowerment to grow and the realization to dawn that the ultimate goal is student empowerment. And all of this, say the Kimball staff, has to be accomplished, "While the airplane is still flyingand the crew are questioning every move!" But much has been accomplisheddespite the {viussitudes} ups and downs of everyday life in all the 21st Century sites and not just the ones mentioned in this chapter. In terms of accomplishments, first there have been the changes themselves. Never again will students learn in the same old ways in their schools. And the learningas evidence {in another chapter} elsewhere in this reportis not just different, it is better, more effective, and of a higher order. Student learning outcomes have generally increased in quality as a result of Schools for the 21st Century. The real curriculum has been achieved. The real curriculum has been made real by the efforts of teachers, parents and students. But then there are the changed ways of going about change. These 'ways' include accepting that: change is the only constant in our working lives in schools: each one of us has to learn to be an effective change agent. to be effective change agents, we have to adopt a dualistic approach. We have to be: - More determined, yet more discerning; - More enthusiastic, yet more evaluative; - More skilled, yet more skeptical; - More planning-minded, yet more opportunistic; - More action-oriented, yet more research-based; - More global, yet more focused; - More differentiated, yet more integrated (Holly, 1992)
[650] {But} What this chapter has added to the debate is that while the changes themselves and how we can go about change are both vital ingredients, there is a third, equally indispensable elementthe affective dimension. It is a case of processing (strategically) a change that matters to the people involved. More than that, however, it is a case of changing the change culture. Each one of us has to be an effective change agent and an affective change agent. Once again, action research provides the means of galvanizing the affective. Action researching teachers, by the nature of their activities, feel more involved, more at center stage, more professional,
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more capable of collaboration. Change efforts that ignore and try to by-pass the affective dimensionthe human side of the storyare destined to failure. Thankfully, the Schools for the 21st Century initiative always acknowledged the importance of working with the hands (the tasks and the changes themselves), the mind (the reflection around the changes/working how to get better at change), and the heart. Doing, thinking, and feelingwhen working togetherare what it takes to make change happen.
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[651] Appendix 1
CURRICULUM ALIGNMENT
INTENDED CURRICULUM
WHAT IS PLANNED Is it educationally worthwhile, developmentally appropriate, and outcome-based?
ACTUAL/RECEIVED CURRICULUM
WHAT IS DELIVERED Is it an active, interactional, high quality learning experience?
REAL CURRICULUM
WHAT IS LEARNED Is it impacting at the level of real student learning? What does the student KNOW, and what can they DO?
GENERIC GOALS VALUED (EXIT) OUTCOMES SPECIFIC GOALS
THE LEARNING TEACHING PROCESS THE DELIVERY OF CURRICULUM TO STUDENTS
STUDENT LEARNING DOCUMENTED BY ASSESSMENT
RELATIVE LOOSENESS ENCOURAGING MULTIPLE ADAPTABLE STRATEGIES
RELATIVE TIGHTNESS REQUIRES OUTCOMES TIED TO GOALS AND ASSESSMENTS TIED TO THOSE OUTCOMES
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[652] Appendix 2
LEVELS
ASSESSMENT TECHNIQUES
Review/Analysis of the documentation
LEVEL ONE: THE INTENDED CURRICULUM
(Guidelines, frameworks, policies, lesson plans, etc. Question: Is this set of intentions: educationally worthwhile, developmentally appropriate, and outcome based?
LEVEL TWO: THE ACTUAL/ RECEIVED CURRICULUM
Observation notes/anecdotal records. Systematic observation using schedules, interactional analysis, video, audio-taping, review, and analysis. Question: What is actually happening, and is it a high quality learning experience? What does the teacher do, and what does the student do as a result?
LEVEL THREE: THE REAL CURRICULUM
Performance-based/task-based assessment. Portfolios/logs, diaries and journals. Interviews/attitude surveys, standardized test scores, self critique. Question: What was really learned as a result of this experience? What does the student know, and what will they be able to do with that knowledge?
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[653] Appendix 3
The Classroom Inventory

1. Milieu: Learning Climate/Environment
Rich and Stimulating
Impoverish
2.
Instruction Activities: Teaching/Learning Styles
Multi-dimensional
One-Dimensional
3.
Subject Matter: Study Focus
Relevant and Challenging
Irrelevant and Nonchallenging
4.
Instructional Materials/Equipment/Resources
Varied and Plentiful
Inadequate
5.
Involvement
Deep/Totally Engaged
Disengaged and Disinterested
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[654] Appendix 3a

6. Inquiry (as a Learning Process)
Open (Discovery Learning/ Problem Solving
Closed
7.
Interaction
Active and Productive
Passive and Unproductive
8.
Independence
Learning Independently (from the Teacher)
Learning Dependently (on the Teacher)
9.
Curriculum Balance
Full Range Across the Disciplines/ Realms of Experience
Unbalanced
10.
Curricular Adaptations
Modified to Suit Students Needs
No Modification
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[655] Appendix 3b

11. Expectations
Attainment Levels Set that are Challenging and Developmentally Appropriate
Nonchallenging and Developmentally Inappropriate
12.
Assessment
Integrated with and Enhancing of the Learning Process
Separated from Learning
13.
Progression and Continuity
Well-coordinated and Systematic
Uncoordinated and Fragmentary
14.
Differentiation
Personalized Attention
Nonpersonalized
15.
Staff Relationships
Collegial and Supportive
Isolated and Fragmented
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[656]
Schools With Integrity
An independent evaluation of Washington State's Schools for the Twenty-first Century Initiative
Peter J. Holly Patricia E Lambert (EDC Consultants, Louisville, Kentucky)
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[657]
Part One: The Change Process
In part one the authors of this report offer some observations and reflections based on site-based visits made during the life of Schools for the Twenty-first Century, i.e. during the change process itself.
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Part One: The Change Process
Chapter One:
Changing the way we go about change (1): Cutting to the Chase Changing the way we go about change (2): Changing the Change Culture Changing the way we go about change (3): Collaborative Inquiry and the Janus Model of Evaluation.
Chapter Two:
Chapter Three:
Note from the authors: Throughout this first part of our report we have purposefully quoted at length from an excellent national report on school restructuring. We have done that to provide a backcloth of national thinking against which to set the change efforts of Schools for the Twenty-first Century. Reference: Developing Leaders from Restructuring Schools. New Habits of Mind and Heart. A Report of the National LEADership Network Study Group on Restructuring School. March 1991 (U.S. Department of Education. Office of Educational Research and Improvement.)
[The above referenced document was written by a study group that was facilitated by Pat Todd and Terry Brooks of the Jefferson County Public Schools/Gheens Professional Development Academy where Peter Holly began his consulting career in the United States.]
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[659]
Chapter One:
Changing the Way We Go About Change (1):
Cutting to the Chase
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[660] "System transformationin Schools for the 21st Century it's not entirely out of our GRASP". (John Anderson, Director of Schools for the Twenty-first Century, 1993)
Let us make no mistake about it. The 'Schools for the 21st Century' venture in Washington State has beenand continues to bea very major change initiative. State-initiated but not state mandated, it has been a brave attempt to mobilize real educational change at the local level. Steeped in the largely European tradition of school-based development, the initiative has been site-driven and a true example of 'change from within' (see Holly, 1991). As Roland Barth has argued cogently, when teachers, parents, and principals (and, we would add, students) come together to improve their schools from withinwith appropriate external supportthey can make all the difference. This has certainly been the case in Washington State's Schools for the 21st Century. When the schools embarked on this adventurethey did so in two waves, 1988 and 1990the psychological contract with the grant providers was for them to launch into multiple innovations. Change was to be the order of the day. Indeed, many of sites were soon awash with changeto the point where many of them were teetering on the brink of innovation overload. They shot off in what seemedand felt likea thousand directions in a vainglorious attempt to change overnight the whole world of schooling. As a result, in this booming, buzzing change menagerie, the site-based efforts often became unfocused and confused. Several years on, however, the undaunted success of Schools for the 21st Century has been largely caused by the fact that the majority of the sites learned that they had to change the way they go about change. They learned to focus their change efforts and they learned to focus on the right things, i.e. the important things. The sites learned, according to one participant, to "cut to the chase." [661] In {my} Peter Holly's previous book The Developing School (which he co-authored with Geoffrey Southworth), he contended that the real, genuine implementation of educational change is extremely rare; so rare, in fact, that we hardly know what it looks like. We seldom get to true, lasting implementation, he argued, because we do not 'hang tough' with our changes. We constantly indulge in what he now calls 'atoll-hopping,' i.e., we jump from change to change without moving beyond the initiation stage. In this cornucopia of faddish indulgence, the main casualty is change itself. This cannot be said, however, of Schools for the 21st Century. Between them, they have mustered a remarkable amount and degree of change. Collectively, they have much experience of successful implementation. Indeed, they have learned to master implementation. The site members, to use Rosabeth Moss Kantor's apt phrase, have become the "change masters."
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It is by no means coincidental that the context for this experience has been of a particular kind. The 21st Century program was indeed state-initiated, not state-mandated. The {latter} former is a far cry from the {former} latter. Indeed, the nature of state-initiated school restructuring is nicely summarized in this quotation from the U.S. Department of Education publication: "It is still legitimate for a board and superintendent to have a vision for what the district and school should beto set district expectations and goals and to expect positive results for children Restructuring does not mean license for people to do their own thing." (But) "Schools engaged in restructuring need understanding and nurturing from district and state-level leaders. They need enlightened policies and regulations that focus more on desired student outcomes and less on the means by which these outcomes are achieved. District- and state-level leaders need to promote risk-taking and encourage innovation and variation at the school level." [662] These are fine words; not just impressively 'lofty' but also finely judged, nicely balanced. It is {to be} now generally expected that the state-or district-will be responsible for the establishment of a framework of expectation concerning the 'positive results for children' in the form of desired student outcomes. Interestingly, however, the sites involved in the Schools for the 21st Century did not have such a framework within which to work. They had to create their own site by site. There was something of a vision vacuumuntil the sites used their own initiative, that is. But they would certainly testify to the importance of having a vision, of being focused on a set of goals, the purpose of which is to frame the restructuring efforts, not to provide a 'painting-by-numbers' approach. In addition, the frame prevents complete atomization and fragmentation and, therefore, dissipation of effort. There has to be a {avenue} measure of site-based autonomy, but it's a case of responsible autonomy, independence within bounds. What have to be avoided are both the extremes: over-dependence (on centralized control) and total, splintered decentralization. The first is deadening, {and} the second is chaotic. It's very much {the} a case of achieving a fine balance by creating what amounts to a flexible, responsive framework. Once this is established, the task becomes a new one: to nurture, support and sustain the efforts of the change makers. Change is never easy and the first requirement for change agents is sympathetic understanding. Space, time, and support (both technical and emotional) are all vitalin order to encourage the local "risk-taking, innovation, and variation" mentioned in the quotation. There really is a very delicate balance to be struck here. Anyone entering the fray with a strict input-output model in mind is hell-bent on failure. Such a stance leads to either a complete denial of the importance of 'process' (and a {commitment} concomitant attempt to by-pass{ing of} the 'noise in the system') or the erection of an over-detailed strangle-hold on the means of delivery. This is state-mandated changeas is currently being exercised in England and Wales. It is state-initiated and state-controlled to a fine degree. It is so over-tight (the central
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government just couldn't stop meddling with the delivery system) and so over-bearing that the professionals in the situationthe teachershave been stifled. They have been blamed (for the government having to introduce mandation in the first place), exhorted to execute the government's dictates by exercising their professionalism and then blamed again for being less than enthusiastic. State-mandated change is all-embracing and stiflingly so. Those 'professionals' in the UK do not feel very professional. They've been attacked, bludgeoned, demotivated, and deprived; and they're in no mood to launch into massive amounts of innovation. They have lost their spirit, [663] their enterprise, their initiative, their flaireven their pride. They are servants of the 'what,' not the master of the 'how.' Thankfully, then, this was not the case in Washington State. Parameters were set ({perhaps somewhat} in terms of the grant application process) but then the innovating teachers were invited to be just that innovative. They were also given the support to be so. The Schools for the 21st Century initiative can bear rich testimony of the experience of successful implementation, because the state-level initiators wisely held off and thus created the climate for change, the climate for risktaking and innovation. This is why the entire program deserves such close scrutiny. As statemandated change efforts cross the Atlantic and march westwards across the United States, it needs to be remembered that a much different kind of change program has been mounted in Washington Statewith impressive results. There is another wayan alternative to complete, stultifying mandation. {Responsible autonomy for school change by the school changers} And this other way local school change engineered by those local to the situation does work. This is the evidence from Washington Stateas laid out in this {the volume} report. Freedom from State-mandation, however, is not the whole story. {You} Change-makers could have 'freedom' to change and still go about change in the wrong way. The 21st Century sites, {illustrated their responsibility} however, have been successful by changing the ways they have gone about change. Again, the report quoted from above {supports the case in question} helps us to begin to understand the reasons for their success. By concentrating on the process of school restructuring, they have pushed back "{pushes back} the boundaries of what traditional approaches take for granted and moved beyond existing constraints through fundamental changes that are systemic in scope and strategic in approach Minor adjustments will not accomplish the required transformation. The problem is structural and will not be solved by episodic and piecemeal tinkering. Fundamental flaws in the system can only be addressed by fundamental changes." But what are these fundamental changes? According to the same report, restructuring schools "the schools will have to redesign the curriculum; the teaching and learning environment; and the way in which people, time, facilities, and other resources are used to support that teaching and learning process and environment."
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[664] Small adjustments (that have "rendered the schools changing but unchanged") have involved the fine-tuning of the existing system; they now have to give way to a new system for schooling that "educates all children for productive lives." There is, however, "no one best model," no fixed recipe, no one sure formula for success. Even so, the report concludes, there is substantial consensus on the {rationale and} key elements of restructuring; the fundamentals: "It takes many forms, but usually involves school-based management; enhanced roles for teachers in instruction and decision making; integration of multiple innovations; restructured time-tables supporting collaborative work cultures; radical reorganization of teacher education; new roles such as mentors, coaches and other teacher leadership arrangements; and revamping and developing the shared mission and goals of the school among teachers, administrators, the community, and sometimes students." No recipe or formula, perhaps, but, echoing the themes listed above, sites in the Schools for the 21st Century initiative have typically worked in five major fundamental change areas: {it is a question of GRASPing the Future.} They have worked on Governance, the Real Curriculum, Authentic Assessment, Supports for (Re-)Structuring and Professional Development (G.R.A.S.P). What is fascinating here is that the various sitesworking somewhat autonomouslyleaned not only the power of focusing itself but also the power of focusing on the same set of core concerns. They learned to focus on the same areas of change. Indeed, the GRASP categories became the defining characteristics of Schools for the Twenty-first Century and their efforts to GRASP the future. [Diagram on page 665 inserted here; see below. Diagram on page 666 inserted here; see following page.]
[665]
G.R.A.S.P

GOVERNANCE THE REAL CURRICULUM AUTHENTIC ASSESSMENT SUPPORTS FOR (RE-)STRUCTURING PROFESSIONAL DEVELOPMENT
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[666]
GRASP
Governance covers all the moves toward local, site-based decentralization, school focused leadership, building-based budgeting, site-based decision making (SBDM), increased parent involvement, community schools, etc. The Real Curriculum embraces all the work that is leading to the creation of productive Learning Classrooms in Learning Schools. Blending/ inclusion models, teaching children how to learn, tailored teaching, focused learning, senior projects, outcomes-based education (OBE), developmental growth plans all fall into this vital category. At all sites the emphasis has been the sameexcellence in student learning. Authentic Assessment reflects the general need to find alternative ways to comprehensively and authentically assess progress in student learning. Largely based on the ideas of Howard Gardner and Grant Wiggins, the drive is on to launch into performance-based assessment (as in the senior project idea, portfolios, exhibitions, etc.). Supports for (Re-)Structuring indicates the growing need, particularly in high schools, to restructure, reschedule and relocate in the interests of extended, flexible learning opportunities. When the school is structured to reflect the needs of student learning, it becomes a very different kind of organization. Re-structuring reschedules time, takes time and needs time for planning, collaboration, training, etc. Professional Development reminds us that there is no change without teacher change and no teacher change without quality professional and staff development opportunities. What is interesting in this context is the fact that teachers in Twenty-first Century schools now know good training when they see it. They are more focused, discerning, demanding and, therefore, sophisticated customers and consumers of training opportunities.
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[667] Governance "Restructuring schools are characterized by site autonomy, shared decision making among school staff, enhanced roles for teachers and parents, and regulatory simplicity. They redesign decision-making and communication structures, changing roles and relationships both within the school and between the school and its external environment Increased authority and responsibility for teachers are exercised through decision making process in which school-based teams forge agreements about improvement plans that bind individuals to a common mission. The school-based team uses shared decision-making processes to deal with decisions that matter. Schools engaged in restructuring employ integrated top-down and bottom-up approaches to change. Organizational structures are based on networks and flexible work groups rather than hierarchies. Power, understood as the ability to achieve the mission and goals of the school, is shared among administrators and teachers in such a way that the total power of the organization is expended." In taking a broad definition of governance, it is all these things and more. It's about buy-in; it's about getting all the playersthe stakeholdersinto the game. It's about horizontalism; partnership and community at the local level. It's about a community of learners (in which participation, co-ownership and commitment to carry through to success are the key ingredients) based on shared and informed decision making processes in order to build a school improvement plan which coalesces around a common vision focused on what really mattersstudent learning. [Page 668 inserted here; see next page.] [669] Putting together these ingredients speaks to the start-up experience of Schools for the 21st Century. The sites created their inner strength by creating a sense of communityin order to enable different groups of constituents to get involved in shared and informed (i.e., data-based) decision making on what should go into a plan for the future development of the school around a set of central issues pertaining to what really mattersstudent learning. John Richardson, principal of Sunnyslope Community School, talks about a school needing an inner voice. This felicitous phrase reminds us that every restructuring school needs to create this shared inner vision which is built, and committed to, by the participants and articulated by them in word and deed during the process of implementation.
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[668)
SITE-BASED DEVELOPMENT; THE START-UP EXPERIENCE

Is your school In terms of Participation Sense of Community
Are all the constituent groups involved? Is it real involvement? Do they feel involved? What evidence exists to tell you that the various stake-holder groups not only feel co-ownership of the enterprise, but also are committed to ensuring its success? Is parent involvement embedded in your school? In what ways are they involved? Do teachers feel professionally enhanced and recognized?
In terms of Site-Based Decision Making Are those involved improving their skills of consensus/shared decision making? Do you have an agreed set of procedures for decision making? Is data collection happening as a norm? Is it being used for informed decision making? Are needs being identified which can become goals for school development planning? Is action research being used to connect with the classroom and student learning?
In terms of School-Development Planning/O.B.E Is SBDM being used as the vehicle to plan for the future? Is there one school development plan? Is such a plan outcome-based? Is such a plan compatible with expectations of your District and/or State?
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[670] Restructuring schools focus the attention of all professionals and the community on the student and the teaching and learning process. By having this central focus, breadth of adherence is created. Each constituent group is able to emphasize different aspects of the same focus area. According to the U.S. Department of Education report, the teachers respond to their feelings of enhanced professionalism and their pivotal role at the point of delivery (in the classroom); school board members like to promote issues of accountability surrounding essential learning outcomes; parents enthuse about childcentered decision-making that promotes a holistic view of each student; and the business community applauds the universal attention to creating real-world learning and work environments, including performance-based assessment. It really can be a win-win situation for all those concerned. Parent involvement is a major theme within the reconstruing of governance in schools. Reasons for this new emphasis on parents and their involvement in the life-blood of their school are legion: As school systems become more and more decentralized (as part of the reinvention of local government) individual schools need to create a power-base for themselves and need to become firmly embedded in their local communities. As Tom Peters has argued since the 1980s, modern organizations need to stay close to the customer by taking up a customer service stance advocated by supporters of Total Quality Management (TQM). As part of their ongoing self-evaluation work, schools need to be asking parents for feedback. How do you think we are doing? What could we be doing better? These are the kinds of questions schools need to be asking. As James Comer has argued cogently, schools and home need to speak with one voice, accepting co-responsibility for the progress of each and every child; [671] When the parents become allies with the school, you reduce the dissonance between home and school and you give the kid a long-term supporter for education at home. There is much evidence that by attending student conferences, commenting on their childs progress as part of the portfolio process and becoming involved in target-setting and development planning sessions, parents can add significantly to the likelihood of educational success for their children. When parents become stake-holders in their school, they become advocates for and partners in the education enterprise.
In her extensive research, Joyce Epstein has identified five levels of parent involvement (see below), all of which would seem to be endemic in Schools for the 21st Century.
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Joyce L. Epstein [672]
FIVE LEVELS OF PARENT INVOLVEMENT
LEVEL ONE:
BASIC OBLIGATIONS OF PARENTS Providing for basic needs including preparation for school
LEVEL TWO:
BASIC OBLIGATIONS OF SCHOOLS School-Home communication/informing parents through memos, report cards, calendars, notices, etc.
LEVEL THREE:
PARENT INVOLVEMENT AT SCHOOL a. b. c. Parent volunteer assistance in classrooms, on class trips, in the cafeteria, library, playground, computer lab, etc. Fund raising Parent attendance at student performances, sports competitions, assemblies Parent attendance at workshops/training sessions for learning purposes
LEVEL FOUR:
PARENT INVOLVEMENT IN LEARNING ACTIVITIES AT HOME a. b. with or without specific advice/direction from teachers General skills: social/personal skills; responsibility, conversation, problem-solving, critical thinking, self-discipline Specific skills: In sequence with schoolworkreading, math, language arts, music, etc.
LEVEL FIVE:
PARENT INVOLVEMENT IN GOVERNANCE/ADVOCACY a. Governance: PTA; school committees; advisory councils; school improvement planning teams; policy-making groups; budget committees. Site-Based Decision Making Advocacy: Pressure groups to influence funding decisions/ legislation; watchdogs for discrimination/desegregations issues
b.
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[673] According to Epstein, In a comprehensive program, however, all five types (of parent involvement) will be effectively practiced. All parents at all grade levels should be involved in purposeful communication with the school, and in the education of their own children. Indeed, says Epstein, more productive parent involvement requires: Changing the major location of parent involvement from school to home; Changing the major emphasis from general policies to specific skills; Changing the major target from the general population of students to the individual child at home.
But there are blocks to parent involvement and these are examined by Harriet Hermanherself an involved parentin her accompanying report. Despite the attendant problems, however, the struggle to achieve parent involvement is well worth all the effort. As the national report concludes about restructuring schools and parent involvement: Such schools develop extended families that include parents and members of the community in responsible roles. Teachers increase their conversations with parents about learning and development. Parents take on increased responsibilities for their childrens growth and development, participate in developing new programs and services, and contribute their time to assisting teachers in facilitating learning. Restructuring schools develop an ongoing involvement with the communities they serve, attracting commitment and support for their mission and improvement priorities. [674] The Role of Principal and School Leadership Site-based decision-making and collective involvement have rendered the role of principal problematical, but certainly not unimportant. Indeed, the principal as leader, facilitator and orchestrator is more important, not less. But the new role does bespeak a new kind of leadership style, a style which is sympathetic with and supportive of the new deal inside our schools. Vicki Foreman is principal at Kimball Elementary School in Seattle. She is not only an experienced principal, but also a member of the new breed of transformational leaders. In interview, she had these comments to make: I guess Im a new kind of instructional leader. Ten years ago, the principal had to know everything about teaching, text books, instruction, etc. Nowadays you cannot be a
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curriculum expert, but you can enable others to become appropriately expert in their areas. She went on to identify key aspects of her role: helping people to articulate a common vision and encouraging them to keep focusing on it. I see myself as the keeper of the dream Building and maintaining relationships. You cant talk to each other about meaningful things without thema leader has to pay attention to them. Facilitating teacher leadership and enabling others to come to the fore; its a question of culture-building around the norms of collegiality. Encouraging people to challenge themselves and their workconstantly. We can never rest on our laurels. Attending to boundary maintenance. [675] You cant let the school go down (Its a question of) looking to the area from which we draw our support; connecting with voices outside the school. Articulating whats important by retaining a voice about the bottom-linebut without taking back control. If Ive got a big need for power and control, Im in real trouble! Sometimes Im tempted to draw things back again, but Its uncharted territory; when trying to achieve consensus, sometimes I have to say, this is how it has to be for them to come on board. You have to work to where things are congruent with your stance. Sometimes you have to speak up for what you think is right. But, its a fine balance. I try to err on the side of humility and listen real carefully because I could be wrong. Treating people with honesty and respect by affirming them, encouraging them. Sometimes I screw upforget to say thank you or something like that. Its best to be up-front with people. If ever the faculty got on my back (which hasnt happened) Id have to say that Im tired of you taking pot shots at me. I dont do it to youget real this stuff hurtsIm on the line here. Im trying to take risks (like all of you). I want everyone to like mewhich makes it difficult to deliver bad news; not everyone can be
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happy with me. Ive learned it the hard way. Not expecting to have your own ego needs met. I have them but I try to keep them in control. I talk to myself a lot. My need for strokes and positive reinforcement is met by having a supportive site coordinator. She helped me when my feelings got hurt recently. Vicki Foreman then recounted the following, rather poignant story that says so much about the inner dynamics of site-based decision-making and the role of leadership: [676] The staff got $130,000 in special levy funds to spend on technology, but the principal could not access the money. I wanted to use some of our baseline dollars to buy a computer to use at home, connected to the district system, in order to work more effeciently when Im at home. I put this request to the Site Council and they questioned whether there were other unmet needs and wanted a detailed budget. Not one of the staff who has a computer at home made any positive comment and yet I knew how much they valued the tool for their own work. (The district paid for five of their computers.) At the next meeting I provided a full picture of revenue, expenses, and requests, including my own. After many questions, one staff member remarked that I would not be using a Kimball purchased computer for my personal benefit, but rather I would be doing the work of Kimball that would benefit everyone. Thats all I needed to hear tears filled my eyes and ran down my checks, right in front of the parents and teachers. I was embarrassed, but it felt so good to have someone say that my needs were legitimate. It didnt matter to me anymore whether they authorized the money, I just needed to hear that someone cared. I learned later that while I was out at a meeting a rumor swept through the school the Friday after that first site council meeting, that at the end of the evening I walked out in anger and in tears. In my absence, Chris (the site coordinator) asked those who were there if that was the case and they confirmed otherwise. At 3:15 she called the staff together and put the story straight. She phoned me the next morning to tell me what shed done. At the next staff meeting (the following Wednesday) I spent a few minutes sharing why I wanted the computer and to thank Chris for her leadership in heading off the rumor. It was a wonderful example why sharing leadership is the right thing to do in our school. She concluded: I dont think anybody should be under any illusion that theres anything magic in this school improvement businessbut leadership is different now nows the time for real leadership.
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[677] School leaders like Vicki Foreman recognize that success rests on task accomplishment and culture-building inside the organization. Each is as important as the other. Significantly, however, Sergiovanni (1987) in his book entitled Value-Added Leadership underlines the fact that the difference between merely competent work and extraordinary performance is achieved on the cultural side of the equation. Its a question, he says, of mobilizing people, releasing and channelling their energy, their spirit, heart, passion, fortitude and persistence. Its about flesh and blood and fire in the belly. Moreover, Sergiovanni adds, competency (doing things right) is achieved by emphasizing task accomplishment alone; extraordinary levels of performance (doing the right things) come when value-added leadership appeals to and achieves a depth of reaction, commitment and determination on the part of the doers, the implementing staff members. It is their passion that will carry a school through to success. Competency, then, is necessary but not sufficient. Value addedness comes with next level of endeavor extraordinary performance which can be inspired and activated by the transformational style of leadership. The Platform for the Joint Exercise of Governance. School development planning, argue Holly and Southworth (1989) is the process, which all constituents can become involved in order to concentrate on the important tasks in hand. Involvement, we know generates commitment, thus the importance of inclusivity where it comes to the planning exercise. Davis (1994), observing similar work in [678] schools in Iowa, has concluded that its vital to be: inclusive in planning; distributive in decision-making; and comprehensive in ownership
Involvement, commitment and ownership are all central aspects of culture-building; they can result from and, indeed, reinforce collegial planning thus the importance of participative planning in Schools for the 21st Century. [679] Planning for Success Nobody plans to fail, They just fail to plan. This two-liner from a current T.V. commercial says it all. Good planning is necessary but not necessarily sufficient for success in educational reform. It is one of the variables that has to be in place (along with others like school leadership, professional development, etc); but it is an important variable nonetheless, as, without it, according to one site co-ordinator, youre just flying blind.
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While planning provides purpose, direction and organization, however, it cannot ensure ultimate success. Planning leads you to the brink of charge. It leads toward success; it also provides for a seriousness of intent. It also helps to define success. It grasps the concept of success. It helps to clear up some of the fog that always accompanies change efforts. As Holly and Southworth (1989) have argued, [680] school development planning is a golden opportunity to define what success should actually look like. It is a product-oriented process; and, crucially for ultimate success, it provides focus for the change efforts. Indeed, it helps to render these efforts productive. Planning, therefore, is the vehicle to manage change toward ultimate success. According to Sparks (1992/3), Successful implementation of change efforts requires that the board of education, district administrators, and teacher leaders learn about the change process. Knowing what is involved leads to better planning, more realistic expectations, and a sense of what to anticipate throughout the multi-year process. School leaders also need opportunities to study cutting-edge research and theory so that improvement plans reflect up-to-date developments in the field. Moreover, what everyone seems to agree on is that while school development planning is a technical exercise, it is an opportunity to activate the human emotional dimension of change. It bonds people together and binds them to the same definition of success. Planning in Yakima, for instance, led to the following common agreements in the form of exit behaviors: [Diagram on page 681 inserted here; see next page.]. [682] Holly (1992), in collaborating with the change-makers in Yakima, re-worked their model to show that their plans were more than likely not only to be successful but also to lead to success where it really counts in the area of student learning through the establishment of the real curriculum. [At this point manuscript indicates that a diagram is to be inserted on from the reverse side of 682. Diagram not included in manuscript.] [683] THE REAL CURRICULUM Restructuring is at least as much an interior change as an exterior one. We need a better focus on what we really want to accomplish and a firmer grasp of the realities of what we can accomplish with real people and real constraints. In short, its time to get real. That is, it is time to do real things in ways that have real impact. According to the same report, its time: to infuse real-world learning into the curriculum and to encourage the students to take more responsibility and to work both independently and collaboratively; Page403
[681]
An Outcome-Based Approach: A Systemic Response

In order to make sure that all students become successful learners, we have spent time identifying what we want our students to be like when they leave our school system. We call these exit behaviors or outcomes, and they are as listed below: 1. Yakima Public School students will possess knowledge and the ability to think at all levels. We want all of our students to learn factual information as well as to develop the ability to apply and analyze information. Yakima students will have positive self-esteem. We want all students to be pleased and proud of themselves, and therefore produce within themselves conditions for success. Yakima students will be self-directed, lifelong learners. We expect our students to experience the joy of learning throughout their lives. Yakima students will exercise responsible citizenship (local, national, global) and concern for others. We want our students to be good citizens who care for one another. Yakima students will use process skills of problem-solving, communications, decision-making, and accountability. These are skills that can be learned and that can be applied to all situations.
2.
3.
4.
5.
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to use instruction time and resources differentlyin a more targeted, focused manner; to design instructional alternatives to accommodate the full range of student abilities and talents; to reorganize instruction for the purposes of understanding, more in-depth learning, higher-order thinking and more relevant learning tasks; to attend to the whole child and his/her uniquely individual needs.
The real curriculum is the one that accomplishes all this and more. Elsewhere Holly (1992) has introduced the real curriculum as follows: It is useful to differentiate between the intended curriculum (the curriculum as planned), the received curriculum (the curriculum as actually experienced by the students) and the real curriculum (the curriculum as learned by the students). The real curriculum is achieved. It is the product not only of curriculum planning and the ensuing classroom process but also of the unavailing efforts of teachers and students alike. It is the real curriculum which can have a lasting impression on students and their learning. It is the real curriculum that counts. [684] While the intended curriculum is planned for and the received curriculum is presented, (i.e. delivered/experienced), the real curriculum has to be performed and accomplished and the accomplishment has to be demonstrated. Assessment, therefore, is a vital component of the real curriculum. It has to be shown that the learning experience has been productive and impactful. As Ted Sizer and his coalition schools have registered, however, productive learning is enhanced through such guiding principles as the importance of: [685] maintaining an intellectual focus by helping all students to use their minds well; emphasizing simple goals, with each student being encouraged to focus on a number of essential skills and areas of knowledge (thus acknowledging that less is more); establishing universal goals which should apply to all the students, while the means of achieving these goals will vary as those students themselves vary. Within these goals, however, the schools practices should be tailor-made to meet the needs of every student. It is a question of outlining general expectations, while preparing individual learning plans for meeting those expectations. Every student should be the recipient of rigorous instruction and high expectations. providing for personalization of attention.
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stressing the concept of student-as-worker.
Indeed, Sizers principles have been an inspiration for many 21st Century sites, where curriculum alignment, focused learning, individual learning plans, tailored teaching and outcome-based approaches have changed the face of classrooms from North Mason to Yakima, Fidalgo to Seven Oaks, Concrete to Sunnyslope, Newport Heights to the International School. Many of the sites also warmed to the work of William Glasser, who, (in The Quality School) argues that the real curriculum becomes a possibility when it is recognized that better teaching is really better managing (of student learning). Better management of learning, he says, involves the following: the students learning experience not being boring, thus enabling them to discover its relevance and applicability; remembering that its impossible for bored workers to do high quality worktherefore tasks have to be assigned accordingly;
managing students in needsatisfying ways (as opposed to coercion); [686] discovering the choice and flexibility of learning usually seen in magnet/alternative schools and schools of choice; teachers should teach more of what they enjoy/students should learn more of what interests them (then, there is no need for coercion); teachers as managers practicing lead-management not boss management; in turn, administrators treating teachers in likewise fashion; better evaluation (standardized tests, says Glasser, reward low quality workin what amounts to a self-destructive system).
For the real curriculum to become a reality, then, curriculum planning and curriculum processing/delivery are necessary but not sufficient. Building on Sizers advice quoted earlier, the curriculum has to be targeted, focused and above all, aligned. The Real Curriculum is the Janus Curriculum It has to meet both external expectations and internal (i.e., individual) needs; indeed, it has to be a constant conversation between the external and internal. For this reason (as well as for other reasons), the school in its wider local community should be the place where the dialogue is brokered. External scanning should be used to inform such a community about the external expectations which can then be set against the internal (student) needs. The prime outcome of such a conversation should be a set of localized (i.e., internalized) standards which are shared
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by teachers, students, parents and the community alike and which speak to the shared vision of these stake-holder groups. At the center of these activities, however, are the professionals in the situationthe teachers. [Diagram on page 687 inserted here.]
[687]
JANUS CURRICULUM
Job descriptions of teacher team members need to change to include more time for Assessment Negotiation and Understanding individual needs in the light of established Standards or expectations
[687] The Janus Curriculum requires that teachers-as-mentors have the time to face both ways at the same time. They can then consider and understand the students internal needs in the light of external expectations. They can then create the curriculum which will be composed of learning experiences which accommodate both the needs and the expectation. These experiences can arise from the more challenging learning goals encased within Individual Learning Plans (ILPs) and agreed within student-teacher negotiation, i.e. contract learning. Indeed, these goal-based plans are the crux of the matter. The goals, the plans and the ensuing customized learning units (having combined internal and external considerations) are the Janus Curriculum, as is the assessment that is embedded in the development process. Again, the assessment procedures will have to look both waysto the ipsative development of each and every student in the light of his/her previous progress and the criterion-referenced challenge that comes from exacting external expectations (i.e., standards). Jane David argues that: The curriculum must change to engage all students in challenging activities (It) must shift from fragmented, superficial coverage of material to emphasize application of skills, deep understanding, and practical knowledge. Schedules and groupings must be flexible so that teams of [688] teachers can adapt instructional strategies to individual students and tasks Restructuring education aims to create a performance-based system
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in which school faculties have the knowledge, authority, and resources to make instructional relevant decisions in exchange for real accountability for results. Real accountability for results demands assessment that authentically captures the real curriculum. In summary, then, the real curriculum: results in student learning; is a successful combination of planning, process, and products; is achievedthrough the efforts of teachers and students; has to be demonstrated and performed; is the curriculum that counts if there is an adequate assessment system to do the counting.
[689] Authentic Assessment Authentic assessment sets out to capture the essence of the real curriculum, i.e., student learning in all its facets and all its glory. Authentic assessment is also a major part of the increased accountability that Schools for the 21st Century have been willing to add to their other responsibilities; indeed, with local responsibility comes accountability: In restructuring schools, accountability is a central concern (yet, unlike previously) it originates as much from within the school as without. The schools accountability for all of the students is a concomitant of the school-based teams increased authority and responsibility as professionals. School boards expect accountability as before, but how we gain it is exchanged for providing the means to be accountable. Accountability is a function of the professional agreements established by the school-based teams. Teachers individual autonomy is bounded by schoolwide professional agreements forged by the professionals and guided by the schools vision and mission. (U.S. Department of Education report) While assessment has been a key feature across all the 21st Century sites, in Orondo, for example, a system of assessment is currently being created. Indeed, the Orondo School community has determined that a major goal for development is student assessment. This resolution is not unique among 21st Century sites, many of which are recognizing not only that student assessment is a major sub-set of program evaluation, but also that there is a pressing need to get it (evaluation) absolutely rightin order to register the extent to which the sites have impacted on student learning and, therefore, have been successful. What is unique about Orondo, however, is the degree of resolution and the scale of involvement. In a matter of months, teachers, administrators, parents, board members, and community representatives supported by external consultantswill have created an assessment system in which they will all have ownership. This systemgrounded, as it will be, in local proactivity and state-of-the-
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art thinkingwill predate development work at state level in Washington by many months. Indeed, it will be a model system from which others may want to learn. [690] The Systems Guiding Principles The Orondo assessment system is underpinned by five guiding principles. In Orondo assessment will be: ever-present, but not over-present; conducted according to a comprehensive framework, but one which is flexible; integrated, but individualized; internalized, but externalized; containing the best of the old, but also the best of the new
Assessment will Be Ever-Present, But Not Over-Present In moving to a system of continuing progress, student assessment will be developmental, formative, ongoing and iterative. It will reflect student progress and, indeed, guide its future paths. It will be part and parcel of the process of the learning and will conform to the statement that the best assessments looks like learning It will be in thereinside the learning process and, as such, will be productive but unobtrusive. The chief aim will be to use assessment to reinforce learning, not to detract from it. The system can never take away from learningits intended beneficiary; therefore, it will have to be realistic, practical, manageable, doable, and above all, not time-consuming. Keep it simple is the advice; dont let it become an industry unto itself. It has an important job to do, but it can never become the universal panacea. It has to fuel learning not substitute for it. In addition, while assessment cannot happen just once a year, there may well be a summative assessment period toward the end of the academic year, but this should offer no real surprises. Assessment will have been the constant companion of student development throughout the year. It will have been ever-present but never over-present. [691] Assessment will be Conducted According to a Comprehensive but Flexible Framework It will be a system; a system which is managed, is organized and built around consistency of application. It will be school-wide. It will be comprehensive in two major ways: the system will provide enough nets to capture all kinds of student achievement, academic as well as social, artistic, as well as physical. It will be established on the basis of Howard Gardners multiple intelligences not only because the desire is to get all
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students to experience different kinds of success but also because research tells us that this is highly motivational for students. Recording and rewarding success breeds successand often in areas other than those in which the original success was experienced. The importance of this knock-on effect cannot be discounted; the system will be composed of a full repertoire of different but complementary assessment techniques. No one technique will be sufficient to create the system. No one technique will play a dominant role. Standardized testing will certainly be present, but will be reconfigured. It will be one technique, not the technique. The same will be the case with student portfolios. Anecdotal records, performance -based assessment, students skills profiles will all be part of the package deal. Furthermore, while there will be a need for some general agreements, e.g. what constitutes a good portfolio, the system must never be one that demands total conformity. Flexibility of approach will be requiredaround certain baseline expectations.
According to one staff member, the system has to fit together but allow for flexibility within a given, agreed framework we dont all have to do exactly the same thing. The framework, therefore, will be non-negotiable but its elements and their configuration will be somewhat discretionary. [692] Assessment Will be Concerned with Both Integration and Individualization In order to merit the title of system, the assessment work will not be a stand-alone activity. It will be an integrator and will lie at the heart of a cluster of related activities. This integrated package will include the following: Weekly Discussions Including Student Self-Assessment Parent Conferences Target Setting Individual Learning Plans (ILPs)
In order to register a significant degree of institutionalization, the system will need to become embedded in a host of additional school activities. The system will go to the heart of the matter. It will constitute the life-blood of the school. It will permeate the everyday. But it will be doubly significant. The system, by encouraging the use of target-setting and Individual Learning Plans (ILPs), will also promote the personalization of service according to the students individual needs and the establishment of a differentiated curriculum. Individualized needs will demand individual assessment, so that, as one teacher remarked,
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Were doing the best for all our kids. This is all the more important, of course, given the unique and rich mix of students served by Orondo School District. The aim, therefore, is to learn from the best of special education provision and be on top of the learning needs of each and every student. The system will treat every student as special and will incorporate the superb screening and diagnosis services previously established in Orondo. Indeed, the differentiation of attention will demand an integrated support system in the district. Learning mediationfor all childrenwill replace remediation for some. Indeed, given the level of attention for all students and the accelerated learning that will ensue, the weight of remediation will quickly become redundant. It will, however, mean having all hands on deck in terms of in-classroom support. In addition, this integrated approach will lead to more targeted teaching teaching which will be fine tuned and targeted on the needs of [693] each student. Every piece of teaching and learning will be purposefulin three ways. There will always be a content purpose, i.e. the material is educationally worthwhile and demands inclusion in the curriculum. In addition, however, it will now be possible to argue that this material is not only educationally justifiable but constitutes the appropriate learning vehicle to carry this particular student to the next developmental stage. And this seconddevelopmentalpurpose will lead to a third, more affective purpose. The student will be much more of a partner in the dialogue around the learning process. He or she will be part of the negotiation leading to the final shape of his or her curriculum. This measure of involvement, commitment and ownership will mean that the affective is the effective when it comes to curriculum design. Assessment has to Combine Internal Needs and External Expectations into a Meaningful Whole The teacherthe assessorbecomes a crucial figure. In fact, in the pursuit of continuous progress, the teacher becomes more important not less. As a Janus figure, the teacher has to look both ways at once. He or she has to know the internal so well that every student in the group and their current learning needs are specifically well-knownin some detail. But so is the externalthe general expectations placed on students within all developmental stages by the outside world. The teacher has to know both: what this child should be capable ofthe externaland what this child is actually capable of right nowthe internal. Reconciling these different demands will be the major teacher taskthe true act of mediation. The teacher has to act for boththe subjective world of individual needs and the objective world of general expectations. Also one element of the mediation will be an open dialogue with the student about what constitutes success, what is a good piece of work. Criteria for success will be shared, open and public. Grading will no longer be a mystery, no longer arbitrary, no longer a kind of guessing game. In addition, this on-going dialogue, as Grant Wiggins has argued, will lead to the establishment of locally determined and meaningful standards, but not standardization And, in the words of one participant, what were after here is Mastery, not mystery.
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[694] Moreover, these standards, reflecting as they will do, external expectations, will inject the objective rigor into the debate. As Tom Reese, former superintendent in Orondo, has questioned about portfolios: are they only scrapbooks or are they about assessment? If they are about the latter, then there has to be rigor and consistency running through them. While standardization may not be called for, compatibility and comparability (across a student population against certain, agreed criteria) certainly is. And this is where Orondo comes into its own. The process is under way in which an assessment map is being constructed in the form of a lattice which is composed of two dimensionsthe horizontal and the vertical. The vertical dimension is a serious of continuumscontinuums of skill development in the areas registered by the G-CERF recommendations and referred to as Student Learning Goals. The horizontals are stage-related levels of general expectations against which the progress of all students can be cross-referred. Where the dimensions meet, e.g. language development in the first stage of acquisition, a set of descriptors will be identified which will encompass the kinds of skills to be acquired and the essential learnings to be encountered. The continuums under construction are concerned with six major areas. Reading Language Math Social Skills Work Skills Bilingualism
[695] Assessment in Orondo Will Continue the Best of the Old (i.e. Existing Practice) and the Best of the New It would be foolish not to build on current strengths. There will be much to add to create the new system, but there will be much to preserve. It is not the time to throw out the baby with the bath water. This combination not only encourages the retention of staff confidence and ownership but also ensures that what will be developed and nurtured will be a home grown scheme, informed by, and close to, the world of everyday practice. Design and implementation will be interactive and not divorced from each other. Policy will be grounded in practice. Beyond current practice and the inner world of implementation, there is the outer world of new ideas. There would seem to be three main areas in which the practitioners in Orondo can continue their learning and stretch out toward the future: 1. Portfolio assessment and other related techniques are in need of development across the school. Then, there is the vital work of the assessment lattice. Maybe in an attempt to Page412
combine these approaches, student skill profiles will be necessary, thus building on pathfinding work in the United Kingdom on student records of achievement. New assessment will have significant implications for teaching and learning. Grade and age-relatedness may well become redundant under the twin threats of continuous progress and accelerated, personalized learning. Uses of new technology, of course, could well have a bearing on this debate. In addition, if it is important to assess multiple intelligences, therefore, it is crucial to teach with them in mind. Performance-based assessment demands a great deal of preparationin order to build the opportunities for demonstrating the accomplishment of learning into the everyday flow of learning. How to do this is a fine art in itself. The developmentally appropriate curriculum has to be constructed. There is much to do, much to explore, much to learn in the creation of the new classroom, the environment for the new assessment. The redundance of ageand graderelatedness has one further implication. Orondo, energized and prompted by the accelerated learning [696] activities, has the unique opportunity to become a K-12 Elementary School, whatever that might be! This is the challenge, the real area of stretch. This would create in Orondo a true school of distinction.
2.
3.
Orondo, then, is a genuine learning communitya community of learners; students, teachers, parents, board members and community representatives alike. In order to retain this basis of community strength, however, there is an urgent need for parent and community education around the theme of assessment. Such a program could only add to the strength of the learning community. In this context, it is worth noting the following equationendemic in Schools for the 21st Century. [Diagram on page 696 inserted here.]
[696]
Learning = School Based Development School-Based Development = Local Innovation Local Innovation = Relative Autonomy Relative Autonomy = Responsibility Responsibility = Accountability Accountability = Evaluation Evaluation = Student Assessment Student Assessment = Learning
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Twenty-first Century sites in Washington State are deservedly referred to as restructuring schools. Orondo is no exception; it certainly fulfills this list of defining characteristics: Restructuring schools watch student performance in all essential areas, attending to real-world thinking, learning, and performing skills, as well as to the traditional basics. They attend to the appropriateness of assessment instruments and procedures that monitor students ability to reason well and solve real world problems, to search and use information, and to use technology tools for increased effectiveness and productivity. They give special attention to authentic assessment, using observations, portfolios, and student performance in addition to traditional tests as the means [697] of judging progress. They place responsibility on the student for self-monitoring and assessment. Orondo and many other Century 21 sites are now aiming to do all this and more. Indeed, Nick Grubich, Orondos principal, has argued that assessment cannot be a stand-alone. It has to intersect with other related activities which, in Orondo, are gradually falling into place. New assessment, he says, bespeaks instructional adaptation, on-going parent conferences (as opposed to special days), and the construction of individual learning plans (which, says Grubich, will be the solidification of everything were doing). Put together all these pieces speak to a model of continuous improvement. Once the integrity of this package is appreciated, says Grubich, then, it wont be contrived; it will be a natural outgrowth of whats happening already. Above all, assessment practice has to be consistent with, and supportive of, the other change efforts. [698] Indeed, whether its Orondo or Clark Elementary, Moses Lake or Newport Heights, College Place Middle or Kimball Elementary, 21st Century sites have been tailoring their assessment procedure so match their innovative change efforts. As the U.S. Department of Education report agrees: Restructuring schools use an extensive range and higher quality of information about student and organizational performance to inform their decisions about needs and priorities These schools exhibit an universal openness to information, incorporating interactive testing and adjustment into their risk-taking and innovation. Restructuring schools have their share of failures, but they fail intelligently, incorporating new knowledge into their future improvement activities (and given the local variations) they need to provide for the documentation and analysis of these variations, so that what is learned can be fed back into the ongoing process of restructuring. Four crucial points emerge from this quotation: first, schools need to establish feedback loops in order to inform themselves of their
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successes and their comparative failures. This kind of informational activity needs to be recurring, ongoing, developmental and, above all, formative. second, such schools need to recognize that student success is inextricable linked to school success and vise versa. third, these schools need to realize that assessment (of student performance and progress in learning) is a subset of wider evaluation (of school performance and progress). According to Ruth Mitchell (in Testing and Learning), commenting on the state of play in the use of evaluation: It soon became clear that current paradigms for evaluating the schools are incomplete. In spite of the ongoing national discussions about student, school, and teacher evaluation and efforts of some states to [699] redesign their assessments, no consensus about a systematic framework for evaluation has yet emerged. She argues that reshaping the system (of education) requires changing assessments, not so much because we need to know what we are doing (although we certainly do) but because assessment drives instruction Yet,, the reform of testing is only one of many (reforms) required to transform schools. New standardized tests and innovative forms of assessment by themselves will not increase student learning. Yet, in these words, there is a seeming contradiction. Like many other current commentators, Ruth Mitchell advocates the use of assessment-driven instruction, but then admits that new forms of assessment alone will not increase student learning. Student learning is such a complex set of processes that effective assessment can only ever be one contributing factor. The same is true of effective instruction. What occurs inside the student-as-learner is equally important. It is all interactive and inter-dependent; there is no one driver. fourth, an assessment technique such as the student portfolio is not just an assessment instrument. It is also a teaching tool and a means of professional development (teachers can moderate their assessment practices by comparing notes with each other), it can also enhance teacher and student reflexivity. According to Ruth Mitchell, portfolios permit the observation of the footprints of a work, thus enabling the teacher to document the cognitive and affective shifts, the ups and downs, as the composition of a play, story, poem or painting proceeds. And this is the kind of evidence that guides the reflection of teacher action-researchers. Says Mitchell, The research potential is also important in the development of the growing body of teacher-researchersteachers who undertake to account for a [700] phenomenon in their own classroom or school (and) portfolios are obvious raw material for teacher research. To some extent, every teacher who uses them in the classroom or who takes part in a portfolio evaluation (i.e., moderation) session is doing research, for the
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experience cannot do otherwise than increase the stock of knowledge about students and their learning processes. Moreover, she says, portfolios can also be used to help students reflect on their own learning and therefore to begin the process of learning to assess themselves, thus not only developing the ability to judge their own work but also to take responsibility for their own learning. This selfcritical capacity is vital, she says, for the development of life-long learning. In summary, and reflecting on the experience of staging a year-long portfolio project, Ruth Mitchell has this to say: By the end of the year, the students understood that writing is a complex interaction of form and content, where meaning guides choices; that they, as students, must be responsible for their own learning; and that the teacher is a coach, not a dictator. The portfolio method was a powerful vehicle to bring about these changes. One year, however, is too short to consolidate such a shift. It can be wiped out too easily in a subsequent grade of unreflective teaching. As 21st Century sites have come to understand, if something is worth developing, it is worth devoting time to the development. Indeed, time, it has transpired, is the support for restructuring. [701] SUPPORTS FOR (RE-)STRUCTURING The paradigm shift referred to in these chapters can best be described by the expression from Teaching to Learning. Schools as structured organizations are moving from being systems for teaching (i.e. systems geared to the demands of teaching) to being learning systems (i.e. systems geared to the demands of learning). Moreover, the principle of systemic congruence (see Holly, 1991) demands that a learning system if it is to merit the title has to structurally re-engineer itself around the interests of learning and the needs of the learners, students and teachers alike. Consequently, both teachers and students deserve both open access to learning opportunities and extended opportunities to learn. Flexibility is a key word here. Flexibility is evidenced in the re-scheduling efforts encountered by many Twenty-First Century sites high schools in particular. Another key descriptor is [702] alignment. Learning systems engage in backward mapping from the needs of students and their learning. Everything is aligned behind those needs in order to achieve maximum impact. Accordingly, (Restructuring schools) work at creating a better match between the teaching and learning environment designed by the teachers and the organizational and management structures and procedures that are needed to support that environment. Staff, time, facilities, and other resources are allocated according to the requirements of the teaching and learning process. Restructuring attends to the principle that form follows function: the organization must accommodate the transformed ends and means of the learning Page416
process. (U.S. Department of Education report) The crucial phrase here is form follows function. The function is the enhancement of student learning; the form is the kind of organizational structure that can help to enhance and maximize student learning. Schools as learning organizations have to promote learning not impede it; they have to foster learning not undermine it. Schools as organizations have to be facilitatory and enabling when it comes to learning. They have to [703] regularly promote learning, not impeded it through their regularities. Consequently, Because restructuring schools create organizational structures that support risk-taking and innovation, they often require that external and internal controls laws and regulations, policies and bargaining agreements be modified or waived to allow new solutions to be tested These schools challenge the regularities of schooling those entrenched structural and procedural conventions that typify the school organization from state to state and decade to decade. They push back the boundaries of what is taken for granted. The constants (e.g. the use of time and people) of schooling have accumulated like sediment over scores of years in response to many different external and internal pressures. Often, the regularities are anchored in past practice (the way weve always done it); sometimes they are written in collective bargaining agreements that constrain as much as they protect. Restructuring requires that school boards, administrators, and teachers honestly and openly renegotiate the way they will negotiate, as well as the very substance of the regularities themselves. (U.S. Department of Education report) [704] Restructuring schools, then, regularly challenge their organizational regularities. They have to challenge as a norm their norm-based organizational cultures. The members of restructuring schools the restructurers themselves have to be prepared to restructure their own cultural norms. They have to restructure themselves. They have to restructure their ways of doing business. They have to be prepared to exploit: the use of waivers (rather than hide behind the perceived non-availability of them); the time made available to them in productive and creative ways; all the available financial supports in the form of building-based budgeting that operates on the principle that form (i.e. money and resources) follows function (i.e. the schools focus areas/goals geared to the needs of student learning). Building-based budgeting demands of those at the site level to act with responsibility and accountability [705] in the interests of students and their learning. Building-based budgeting presents school people with the gift of
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flexibility in order to pursue alignment. Then, as Holly (1989) and Sizer (1986) have both argued, less can truly become more. A school can package for success, i.e. assemble the building blocks for development in a package deal that ensures success; the opportunities that exist for staff co-learning. Put simply, when individual teacher re-learning (professional development) occurs in collegial settings it becomes staff development. In this deal, staff members dont just obtain technical assistance; they also receive psychological and emotional support. Indeed, this form of professional development has proven so vital to the work of Century 21 sites, that it deserves some special [706] attention (see the next section)
Time is the key. Ask one hundred educators what is the greatest support in school restructuring? and they will chorus TIME! The ten days of support for each site have, indeed, been crucial. Time is the great enabler, the great provider. Time has meant opportunities: for involvement in decision-making; for helping and guiding students to experience the real curriculum; for doing authentic assessment in order to enhance student learning; for extended professional development and collegial dialogue, etc.
Based on the accumulated experience of Twenty-first Century sites, change takes time at least five or six years to launch into depth change (it takes much less time, of course, to activate superficial non-change, but, presumably, thats not what was required). Depth change takes so long to initiate partly because, during the molting period, there is so much to unlearn, there are so many old behaviors to discard first. Unlearning precedes relearning. Change, it is now commonly agreed, is a lengthy process, not an event. It takes time. It is complex. It has to take place over time. It also takes time to do things properly, to marshall resources, to package for success. As the saying goes, if its worth doing, its worth doing properly. Given the one chance to become [707] a School for the Twenty-first Century, the members of the various sites wanted to be successful and wanted to do everything right in order to achieve success. They soon realized that spending real time on less could lead to them achieving more. Spending time on success seemed a good deal. Moreover, the site members quickly realized that time, like water, is a real resource not to be wasted. Time is precious and needs to be used sparingly and well. As a consequence, participants grew much more conscious of the importance of timemanagement, much more discriminating in the use of time. They became discerning time consumers. From the developmental perspective, the participants also needed time (and space) to grow. At this point, they needed protection and nurturing. Having to try new things, take risks, re-learn, share new experiences, they needed time for growth and development and for the impact of their professional development to take hold.
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Restructuring schools are vulnerable, waiting for the new structure to strengthen sufficiently to accommodate the new mission and context. Change takes slowly. People have to work with the changes and make them their own. Its about internalization, personalization and institutionalization. Unfortunately, the vast majority of change initiatives are not given the time necessary for this vital stage to be accomplished. Time also allows colleagues to become more [708] collegial. It enables them to share, work together, and grow together. The most valuable of resources is time for teachers and administrators to work together on improvement tasks. Finally, the granting of time paid time for processing change has been a powerful incentive for productive change-making. In actual fact, judging by the Twenty-first Century experience, the question of incentives is an interesting one. The same incentive in different contexts can be a satisfier and a dissatisfier. Sometimes extrinsic motivators work, sometimes they dont. Certainly intrinsic motivators have the clear edge when it comes to impact. What is also clear is that state-initiated changes are more likely to be viewed as intrinsic than state mandates (which often become counter-productive, negative incentives). Above all, the opportunity (given the time allotted) to participate in important work was a powerful motivator for many participants. Much depended, however, on the readiness and emotional well-ness of the site as a context for change. We would hypothesize (on the strength of the Washington State experience) that if the emotional climate of the school is negative and dysfunctional, any incentive (including time, money, training opportunities, etc.) that is introduced will be viewed negatively. Fortunately, however, the opposite also seems to hold, i.e., Herzbergs satisfiers work better and [709] probably exponentially within a satisfying emotional climate. Perhaps the biggest challenge for all the sites, however, has been the dual task of running the existing system at full tilt, while erecting and introducing a new one. Each site has had to find the time for dealing with the countless demands created by the restructuring process without overburdening all those involved and risking the detrimental effects of staff burn-out. After a hectic couple of introductory years, the staff at one of the sites Sunnyslope Elementary decided to take some time out from the constant barrage of change in order to consolidate the gains already made. This was a consummately wise decision. Not only were they able to complete their work of consolidation but also, given the breather, they were able to leap ahead after the break at a pace that would have been otherwise impossible. They had re-charged their batteries, re-energized, re-committed to change. They had learned much about themselves and their change efforts. They had learned much about time and its utilization. Time is, indeed, precious; it is crucial. Like professional development, it is a catalytic converter. [710] PROFESSIONAL DEVELOPMENT More than anything else, the time made available to Schools for the Twenty-first
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Century enabled the participants to develop themselves professionally. They re-trained, reskilled themselves, became tooled up for the demands of change. They acquired new knowledge, new skills, new attitudes. After all, if we believe that all kids can learn, we should act as if all members of the organization can learn also. Professional development provides the adult learning within learning organizations. From the beginning, however, two major changes occurred in the mounting of professional development opportunities. Firstly, and part of the overall paradigm shift, there occurred a shift in professional development activities from out there to in here, from externally-provided events to internally-generated, site-based process experiences. Secondly, while staff members still attended these external activities (workshops, visits, conferences, etc) and found them of great value, they did so with a brief, a purpose, a contract agreed beforehand with their colleagues. Purposefulness corresponded with increased focusing on what really mattered to the participants acting more in concert. Moreover, every opportunity for learning was screened, sifted, viewed with much more [711] discernment. Will it do the job for us? How can we apply it at our school? How can we make it work for us: By asking such questions, they come to treasure more the professional development opportunities provided for them. Professional development, then, has been a major contributory factor in the success of Schools for the Twenty-first Century. In order to achieve this status, however, professional development has itself experienced a series of developmental stages. Indeed, it can be said that professional development has experienced professional development. Stage One: From Teacher Development to Staff Development
Prior to, and at the outset of, the Century 21 initiative professional development consisted of inservice training opportunities that were largely individualistic and fragmentary. Holly (1987), referring to the cult of the individual, described a situation where teachers were in-serviced one by one. As one participant noted, it all added up to a mad, frantic dance to the tune of the Land of a Thousand Workshops. There was much activity, much busy work, the impact of which, however, was less than certain. Single innovative classrooms resulted, no doubt, but it was all rather hit and miss; lots of changes, but no changing; lots of events but no on-going developmental processes. According to another participant, everything was event-driven at this stage any process is treated like an event. Meanwhile, educational organizations remained untouched, unconnected, atomized and silent, unable to accommodate internal conversation. During this era of the one-shot workshop, much developmental potential fell through the cracks. This was the situation first encountered by Schools for the Twenty-first Century and, initially, the temptation was to subscribe to the lure of unfocused fragmentation. For some participants, maybe, it seemed attractive to feel busy but not have to do [712] anything that would change the current system. The sites soon learned, however, that if anything was really going to change, the people involved would have to change together. Moreover their change
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efforts (and, therefore, their training experiences), would have to be more focused, more based in the identification of shared needs and more integrated with the life-blood of organizational development. In order to be more productive, personal teacher growth and learning had to be enhanced by team-based development for organizational learning in the form of staff development. As Peter Senge has pointed out, its a case of achieving both personal and organizational mastery. It makes eminent good sense, therefore, to be more discriminating in the use of language around these issues and to see professional development as being at least two-dimensional: teacher development (i.e., personal growth) and staff development (i.e., shared, team-based and collaborative growth).
Teacher Development Individual
Professional Development
Improved Classroom Practice
Staff Development Shared, Collaborative
As growth occurs, however, teacher development is not replaced by staff development. They co-exist continually serving each other. Strong individual teachers can make for strong staff teams. Team-building is not cloning. Differences are vital for a successful team as long as the different, personal strengths can be blended together. [713] Stage Two: From Staff Development to School Development Schools in the process of restructuring also invest heavily in staff development that is designed by the staff and focused on the school's improvement priorities. Teacher isolation is minimized through participatory planning and development (Such schools) catalyze and support new roles for teachers. They encourage risk-taking and innovation. In the classroom, teachers serve as instructional designers, coaches, resources, and facilitators. Outside of the classroom, they serve as members of teams working on improvement projects agreed on by the staff (These same schools) attend to their organizational health creating humanistic environments in which all members can learn and grow. A central modus operandi for achieving organizational health is enhanced communication. Restructuring schools engage in a continuing conversation
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focusing particularly on programs and services for children. [Although not sourced, this quote comes from the U.S. Department of Education report, Developing Leaders for Restructuring Schools; New Habits of Mind and Heart.] In Twenty-first Century sites it proved a small step from generating tailored, targeted and customized staff development activities to establishing integrated packages of school development. In the process, as the sites increasingly aligned their plans and resources (including training opportunities) with their chosen change agendas, the need for content (workshop) training declined and the need for professional time for collegial sharing and change [714] processing increased. One indicator of this trend was a new parsimony in the use of the available time. Training time was no longer frittered away. Systematic planning replaced random indulgence. Faculty members, it was recognized, needed time to process, time to acquire process skills (e.g. decision-making, conflict resolution, planning, evaluation, etc) and time to work together in order to become more united and supportive of each other. Indeed, we would argue that the more staff members learned together (how to enhance student learning), the more they enhanced their capacity to become a learning organization a community of learning. At this stage, team-building was a crucial activity. It became increasingly clear that, as team-based approaches are used, organizational dysfunctions come to the fore and block the way forward. Historical baggage impedes growth. Lack of trust, teacher isolation and territorialism all add to the pathology of dependence on independence as opposed to interdependence. Only team-work, however, can lead to the fruits of organizational synergy thus the essential need to confront dysfunction. During this stage of development, staff collaboration takes on both form and substance through the agency of collegial reflective practice which, in turn, underpins informed decisionmaking. According to Langer and Colton (1994), the development of reflective professional judgment is the corner-stone of any school reform effort. Reflective decision-makers are [715] intrinsically motivated to analyze a situation, set goals, plan and monitor actions, and evaluate results as they work closely with others Staff developers and other school leaders can play a major role in helping teachers and administrators develop the mental flexibility and thoughtfulness to make responsible school reform decisions. As Stephen Covey has argued so persuasively, taking time out for reflection, and for, in his worlds, sharpening the saw, is as important as time spent on change itself. It is the time to work together to extend change agent capacity. It is the time to teach and be taught about change. It is learning time. As evidenced by Century 21 sites, this professional time is for becoming intelligent in order to make informed decisions about the change process (planning, implementation and evaluation). Becoming intelligent involves gathering information of two kinds: internal data concerning the state of the current (internal) situation and external data about the ways things could be done differently. This is the stuff of team-based action research.
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Again, according to Langer and Colton, when the person (the reflective practitioner) has defined the problem and selected an action plan, we then move into Action Research - a systematic examination of ones practice using research techniques appropriate to the situation under investigation Although Problem Framing and Action Research are often used with classroom problems, [716] they are equally effective when applied to school improvement efforts. Indeed, the stepsreflect the exact process required by many existing school improvement and outcomes-accreditation models As a result of working with Schools for the Twenty-first Century, Holly (1991) was able to compose such a model. He integrated strategic planning and action research to form the C.R.E.A.T.E. model for school development. [717] In this model action research is used for three sequential purposes: understanding needs, monitoring progress and evaluating results. C.R.E.A.T.E. thus becomes a needs-based, data-driven process. Moreover, as Holly has pointed out, professional development for school development involves reflective practice and action research as legitimate activities. Reflection on needs (as opposed to unreflective acceptance of an imposed change agenda) as part of the process of action research leads to the active construction of the future instead of its passive reception. Participants become the controllers, not the victims, of change. Above all, however, reflective professional development (action research) provides the wherewithal for informed decision-making which, in turn, augments the outcome-based planning process all in the interests of student learning. [718] Stage Three: From School Development to Professional Development Professional development, as re-cast by participants in Schools for the Twenty-first Century, is the vehicle for school development. To use Pat Dolans words, it provides the torque for productive school change. It provides the platform and the motivation for people to step up to change. It fosters inclusion and empowerment (defined by one participant as stopping doing for others what they can do for themselves). Above all, it creates the school as a professional development center, as a center of inquiry and as a center of change. It creates, say Holly and Southworth (1989), the Learning School Such a school has a climate that supports professional growth. Within an atmosphere of openness, trust, supportiveness and mutual respect, risk-taking behavior is encouraged in the spirit of learning. Organizational members are encouraged to break free of tradition, to be daring, to act as scouts out there before returning with their lessons to the main advance. The secret in all of this is that this is not innovation for the sake of it this is innovation for Learning. These innovative, scouting teachers take informed risks, they achieve both innovation and professional development. It is the learning from their experience that makes the difference. It is the sharing of their
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stories that is all important. [719] Such schools as organizations are restructured on the human dimension. Verticalism/ hierarchialism is discarded, horizontalism is the order of the day. According to the same report, much quoted in this chapter, such schools create frequent opportunities for human contact and information processing not only to break the stranglehold of teacher isolation but also to: supply a continuing stream of new facts and ideas (content); promote new focus of working together (process skills); penetrate the psychology of change and the attendant confusion and uncertainty in order to galvanize staff motivation. Then
Teacher Isolation
Teacher Autonomy Now
Teacher Collegiality
Schools were always built on the principle of isolated autonomy; now they are constructed around autonomous collegiality. As described above, autonomous teacher behavior is still required but now its within the climate of collegiality and professional growth. Individuals are still needed to be bold and audacious, so long as they learn from their experiences out there and are prepared to share these lessons with their colleagues in here. [720] These new professional academies know how to avoid lock-step approaches, though the careful orchestration of individual, small team and whole staff endeavor. When it comes to human relationships and interaction, however, the norm is staff collaboration, collegial relationships and shared responsibility. Again, according to the same report, shared decision-making is not a solution. It is a process to arrive at a solution. More and more, however, the quality of the decision (and its implementation) is becoming a joint concern, a shared responsibility. Professional accountability is the issue. Increasingly, educators are becoming deeply involved in decision-making while being held accountable for the correctness of those decisions. Teachers are increasingly prepared to accept the mantle of quality control and continuous improvement: they are the total quality managers in schools and classrooms. As part of being a truly professional workforce and working in truly professional organizations, teachers are not only jointly responsible and accountable for curriculum
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development and instruction (and more besides), but also collectively accountable for the results obtained. The school team is collectively responsible for success and with responsibility for success comes accountability for outcomes. Such school staffs construct and apply standards of success that can be used to accurately measure desired outcomes and provide for both formative and summative evaluation.
[721]
Concerning current goal/focus area,
Why is it important for us? What are we trying to achieve? In what ways does it help to realize our vision? What will constitute success? What should it look like? What is GOOD PRACTICE in this area? How will we know when weve got there? How will we be able to show evidence of our success? What are we prepared to be held accountable for?
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[722] To this end, Holly (1991) extended his C.R.E.A.T.E. model for school-based development by emphasizing with schools for the 21st Century the need to plan early for evaluation by generating success criteria. Trigger questions were generated, the responses to which could lead to the establishment of these criteria for success. [Chart on page 721 appears to be the insert indicated on page 722.] [723] So far, however, we have described the valuable work of professionals in their schools as professional communities. Increasingly, though, these same professionals looked to a wider professional community, to a wider from of professional development in the form of professional networking. From internal networking and intra-school mentoring, they extended their work to include external networking and inter-school mentoring. According to Jill Matthies, principal at Newport Heights Elementary School, they knew (from their work internally) that networking is a form of co-operative learning. Its about, she says, sharing, accepting differences and being willing to learn from each other. Now, teachers across the sites became interested in teaming and networking across the sites by applying their site-based lessons and understandings. They looked to the creation of a learning network state-wide and the establishment of a genuinely professional dialogue. This growth confirms the experience (as recorded in the same report) that, They (the restructurers) need to find occasions for professional contact with peers who share their frustrations and fears, confirm the worth of their efforts, and offer possible solutions for intractable problems. There are no blueprints for this undertaking, no packaged programs or ready answers. Educators in the middle of the restructuring maelstrom say they have learned not to depend on canned wisdom but to lead with our hearts. [724] Just reflect for a moment how teachers involved in Schools for the Twenty-first Century have grown in professional stature. Professionally they have developed through all their professional development experiences from classroom practitioners to staff developers to school developers to state developers not a bad return on the investment placed in them! Teachers who were trained initially are now trainers themselves. Those who were mentored are mentors themselves. Those who were developed professionally are professional developers themselves. Professional capacity-building in classrooms, schools, school districts and statewide has occurred at an unprecedented level. This is one major measure of success, major step toward GRASPing the future. Taken together, then, the each constituent part of the GRASP package is important in its own right. But GRASP is also a package and when all the parts are working together in concert, the potential of synergy is realized, i.e., the whole is greater than the sum of the parts. This is the real potential of systemic change. The major task is to put the umph into the transformation of schooling. It is not just a question of working on the right things (GRASP), its also a question of assembling the whole package in the right way as will be examined in
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the next chapter.
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[725]
Chapter Three
Changing the Way We Go About Change (3): Collaborative Inquiry and The Janus Model of Evaluation
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[726] Evaluation serves two major purposes: program improvement and development, and accountability to the public. The basis of evaluation is either internal or external. John Anderson (1992)
This chapter is an extended explorationboth in theory and practiceof this opening statement. Indeed, in the above quotation, John Anderson is describing the parameters of the evaluation model which has been developed to suit the Schools for the 21st Century initiative. The task in this chapter is to elaborate and explain this model as it operates from site to site across the statewide scheme. Given the level of investment and external interest in Schools for the 21st Century and the high profile, high energy, and high risk nature of the enterprise, evaluation was always going to be an important part of the operation. Given the fact that evaluation, by definition, has to involve some judgment concerning the worth (or value) of any endeavor, it was bound to receive high profile attention also. But what should the evaluation look like? What kind of model should be adopted? One thing was certain, schools charged with being innovative and encouraged to stretch into the Twenty-first Century deserved an innovative approach to evaluation to accompany their change effortsand one which would support and not stifle these efforts. [727] THE JANUS MODEL: IN THEORY Articulating Some Principles of Procedure The model emerged over time in the form of several principles of procedure. Evaluation has to be demystified. It can be done for schools, by schools and with colleagues and critical friends. Traditionally, evaluation had been done on schools and to schools. Given this experience, the schools had walked away from it, disowning it, even disparaging it as the games other people play. It belonged to someone else. There was no sense of psychological ownership and affiliation. Evaluation lay outside the schools; it was all about externalization; external evaluators with external agendas bypassing the internal world of schools. The fashionable model of evaluationthe inputoutput model fitted this situation perfectly. When the task is to measure what comes out against what goes in, theres no need to disturb what happens inside the sausage machine. But now the task was a different one. The big question was how to galvanize a model of evaluation that would create internalization. Evaluation had to enterand be accepted bythe world of schools and teachers. It had to become theirsas much as anyone elses. Evaluation has to be flexible and fit what the schools are doing; rather than vice versa.
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In the case of the 21st Century initiative and the invitation to the schools to be relatively autonomous in their change efforts, the evaluation work undertaken had to be congruent in theory and practice with the conception of the self-developing school (Holly and Southworth, 1989). Different sites doing different things needed to do different kinds of evaluation; there had to be a flexible framework. Evaluation cannot be relegated to the status of an afterthought; it can accompany and, indeed, drive the process of development. Like development itself, therefore, it has to be planned for in advance. Above all, evaluation and development have to co-exist in an interactive, symbiotic relationship. With this in mind, Holly and Hopkins (1989) described three evaluative orientations: - Evaluation-as-development, where evaluation is the change strategy being used; they are one and the same; [728] - Evaluation-for-development, where evaluation accompanies and enhances the change process; this is akin to a process evaluation in that a formative feedback loop is being used to improve upon the current change efforts; - Evaluation-of-development, where evaluation is used summatively to assess the extent and quality of the changes. Holly and Hopkins saw these orientations as being largely sequential and, as such, intertwined with the change cycle in schools.
[728]
EVALUATION OF
EVALUATION AS EVALUATION FOR
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In other words, when it comes to the change process, each of the orientations has its place; its own pivotal role to play. The one drives the change process initially, the next enhances the flow of change and other challenges us to take stock of our change efforts over time. Evaluation has to feed into a larger picturethe creation of a Learning System (see Bayne-Jardine and Holly (1994). In addition, such a system has to exist on different levels.
[729] Student Learning It was always acknowledged that the central task of the initiative was to reshape life in the classroom and thus impact at the level of practice. The aim was to redesign student learning through the introduction of diverse instructional methods tailored to the needs of individual learners and more opportunities for all students to experience active learning, problem solving, critical thinking, and cooperative learning. But all of these strategies were seen as the collective means to one endthe improvement of student learning outcomes. [730] Teacher Learning School staffs, it was said, would be entrusted with the ability to shape what happens in classrooms through the exercise of their professional discretionthus making them both responsible and accountable for organizing student learning opportunitiesand would be encouraged to enter into collaborative dialogue in order to foster exchanges of experiences. Organizational Learning What was crucially acknowledged was that, while the process (of change) is different at each school site, top-down reform mandates have too little positive, and often negative, impact on the essential conditions of learning; real fundamental change in schooling must emerge from the school site, rather than imposed externally or unilaterally. School-based development (see Holly and Southworth, 1989) was the chosen path of local/site-based restructuring. The continuing examination of the core elements of schooling (including, vitally, school culture), the discovery of fresh ways of thinking and acting, the establishment of a selfrenewing systemall of this is the stuff of the self-developing, self-reviewing, self-evaluating school. But school-based development, as Holly and Southworth (1989) have recognized, is not only a new paradigm for schooling, it is a new change paradigm for schools which demands a new evaluation paradigm. Moreover, it is no longer tenable to evaluate the new change paradigm in education using the old, tired style of evaluation. While system congruence (see Holly, 1990) given integrity to the package deal; systemic incongruence is undermining, dysfunctional and leads to the fragmentation which was such a feature of the old paradigm.
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Moreover, when changes are externally generated and imposed on schools (as has been, traditionally, the case), a matching, congruent evaluation is comparatively straight forward. It is a question of asking: Has the change been adopted effective, i.e in its entirety? Has it been installed in the school? Has the external world been imposed successfully on the internal world? Does the output correspond to the input and does the latter result in the former?
[731] Ernest House (1981) has referred to this so-called fidelity approach as the technological perspective. Above all, this perspective on evaluation keeps faith with the essence of the traditional change approach which it is intended to support. If school-based development constitutes a new approach to change in schools, therefore, it deserves an evaluation perspective which matches itand, indeed, enhances itin both philosophical and practical terms. This match may be provided by the use of collaborative inquiry which contains a large measure of self-evaluation (see the diagram below). Indeed, it can be argued that the power of schoolbased development as a comprehensive school improvement process is seriously diminished if the act of evaluation proceeds separately and incongruently.
CHANGE PERSPECTIVE
EVALUATION PERSPECTIVE
- EXTERNALIZATION FORMER PARADIGM INTERVENTIONIST TECHNOLOGICA
- INTERNALIZATION EMERGING PARADIGM

?
INTRA-VENTIONIST/ SCHOOL-BASED DEVELOPMENT
[COLLABORATIVE INQUIRY]
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[732] Collaborative inquiry then becomes the learning systemin the specific sensewhich then leads to the mobilization of the wider learning system. Consequently, Holly (1989) threw down the gauntlet to 21st Century sites. Essentially, he said the task was to, fill in the box (of the diagram above) to create new, impactful forms of evaluation congruent with, and supportive of, the new change paradigm in schools and school districts. The sites were charged with the task of learning how to use evaluation to enhance learningstudent learning, teacher learning, and organizational learning (see Senge, 1990). It is a question, therefore, of not only restructuring and reframing the local school system, and the ways in which it goes about renewing itself, but also reconfiguring the relationship between school-based development and evaluation. Building on the work of Donald Schon and Peter Senge, Holly (1990) argued that such a rapprochement should lead to the establishment of a genuine learning system at the local level, a genuine spirit of inquiry, with the school as the center of inquiry (see Schaefer, 1967) and, therefore, as the center of change (Sirotnik, 1989). The System that Learns It seems most appropriate to include here a quotation from Alfred North Whitehead, the AngloAmerican philosopher, mathematician and educationalist. This quotation comes from Whiteheads Aims of Education, first published in 1932, yet, it can be argued, so relevant today: After all, our pupils are alive and cannot be chopped into separate bits like the pieces of a jig-saw puzzle. In the production of a mechanism the constructive energy lies outside it and adds discrete parts to discrete parts. The case is far different for a living organism which grows by its own impulse toward self-development. This impulse can be stimulated and guided from outside the organism, and it can also be killed. But for all your stimulation and guidance, the creative impulse towards growth comes from within, and is intensely characteristic of the individualwhat I am now insisting is that the principle of progress if from within: the discovery is made by ourselves, the discipline is self-discipline, and the function is the outcome of our own initiative. While Whitehead is talking here about student learning, I want to argue that he is talking about some generic principles of learning, organizational learning included (see Senge, 1990). In the Learning School (Holly and Southworth, 1989) i.e. the [733] school that maximizes student learning and that can itself be called a learning organizationlearning is what everyone does, students, and teachers alike. Moreover, as Bayne-Jardine and Holly (1994) have recently pointed out, when the principles built into the Whitehead quotation are applied at the level of organizational change and learning (see Handy, 1989) they demand the following: 1. A systemic, holistic, coherent, and integrated approach, which avoids the fragmentation Page433
of being chopped into separate bits; 2. The avoidance of a mechanistic approach which is both bolt-on, additive, arbitrary and uncoordinated in nature (adding discrete parts to discrete parts) and which retains the constructive energy outside the learning organization; The promotion of an organic approach which treats the learning organization as a living organism which grows by its own impulse towards self-development. According to Holly and Southworth (1989), the Developing School is the selfdeveloping school. The learning school is a self-developing, self-reviewing, selfknowing, self-regulating, self-determining, self-renewing organism; it is alive with potential for growth; The provision of sympathetic/empathetic external support which guides, facilitates, and enhances the learning of the organization and which stimulates growth rather than stifles/ kills it. Ownership of, and commitment to, learning have to flourish inside the organization, which is why, according to Senge (1990), so many ill-conceived interventions are not just ineffective, but also addictive, in the sense of fostering increased dependency and lessened abilities of local people to solve their own problems. The release of the creative impulse towards growth that comes from within and which is learner/learning school-specific and needs-based, i.e., intensely characteristic of the individual. Different learning organizations, like different students, have different learning needs. Differentiation, therefore, is a key concept.
3.
4.
5.
[734] 6. The acceptance of the principle that progress is from within. What Holly (1990) has referred to as internalization, reflects the inside-outness of this perspective. It is intraventionist, rather than interventionist; it is more about learning than teaching. Teaching is outer-directed; learning is inner-directed. Taking these six points together, argue Bayne-Jardine and Holly, Whitehead is saying much about learning and change, growth and development. Indeed, as Charles Handy (1989) has observed: Change, after all, is only another word for growth, another synonym for learning learning is not finding out what other people already know, but is solving our own problems for our own purposes, by questioning, thinking and testing until the solution is a new part of our life. A learning organization needs to have a formal way of asking questions, seeking out theories, testing them and reflecting upon them. Learning, in this sense, is about what Donald Schon (1983) has called reflection-in-action; it is about action research (i.e. action-oriented research and research-based action) and ongoing
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reflection and self-evaluation. It is action-learning. As Senge (1990), Handy (1989) and Timar and Kirp (1987) have all emphasized, the practice of change and learning (and, I would argue, evaluation) has to be capacity-enhancing in order to extend what Timar and Kirp call institutional competence. In other words, in doing supported development and evaluation now, we must be enabled to learn from the practice in order to do them betterfor ourselves next time round. Indeed, the concept of capacity-building operates on two levels. For instance, evaluating our developments can not only increase our capacity to perform well in those areas of development, but also further our capacity to do better evaluation. The concept of dual enhancement is akin to what Argyris and Schon (1978) have referred to as single- and doubleloop learning. They argue that most organizations can accomplish single-loop learning, i.e. solving everyday problems. They further contend, however, that for significant organizational development and for ensuring long-term survival and renewal, change must occur in more fundamental ways. Although problems must be solved in a single loop, new ways of learning how to solve problems must be learned as well, thus adding another loop to the learning cycle what they refer to as double-loop learning. The best evaluation practice, therefore, should enable those inside an organization to both learn better and to learn how to learn better. [735] While the level of single-loop learning is fundamental (Argyris and Schon stress that all those in the organization should be involved in detecting and correcting errorsthis is what makes for effectiveness, thus enabling the organization to achieve its goals), double-loop learning is more radicaland essential for restructuring. Argyris and Schon maintain that there has to be an in-depth investigation of the nested organizational norms regarding how inquiries are conducted in the school, i.e. how the school learns. This, they say, is not a case of doing things better, but doing them differently. Thus different strategies are adopted and, in so doing, the norms of inquiry are questioned. This is the level of learning about learning. It is close to what Gregory Bateson has called deutero-learning and is essential if the organization is to learn how to restructure itself and invent and evaluate new strategies for learning. In summary then, the process of evaluation must always be an educative learning experience with the evaluatorwhether an insider or an outsiderbeing the facilitator of learning. This speaks to a brand new role for evaluation within a learning systemcapacity building and enablement (as opposed to disablement). The System that Develops The system that learns through ongoing evaluation and then acts on the strength of its learning is able to be a developing system. The Learning School, therefore, is the self-evaluating and self-developing school (see Holly and Southworth, 1989). Such a schoolor local system embeds evaluation within development. Consider this quotation regarding evaluation (or assessment) of student progress: Evaluation must facilitate self-evaluation. The most fundamentally important outcome of evaluation is what happens within the learner himself (or herself). In the narrower
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terms of subject matter he needs to understand with some precision what is to be learned and what it is all about (i.e., why it is important, how it relates to other subject matter and to himself). To whatever extent he has succeeded, he needs to know about it, for a sense of success contributes energy for the next task; to whatever extent he has not yet achieved mastery, he needs to know what the gaps are so that he can figure out what to do about them. In some degree he has to be equipped to be his own diagnostician, [736] because in the final analysis he will be his own diagnostician anyway: he is the person who is in control of his learning energies, and it is better that he do the job well. In the broader terms of the learners development as a person, it is essential that evaluation help him steadily toward a valid and healthy image of himself. It is especially important for him to learn about his strengths and resources in a way that genuinely leads him to incorporate these into his self-concept. It is also essential that evaluation should enrich his conception of the life-space he has to operate in by expanding his vision of the opportunities and the choices that can be open to him and by enriching his background perceptions of purposes and values to judge by. Of course, it is also important to help him appraise realistically his residual weaknesses and the limitations of his resources, if this can be done in such a way as to create a genuine challenge. But most evaluation probably rushes in too soon and concentrates too much on the catching of failures. Youngsters who accumulate a sense of strength, resource, and opportunity gain the psychological freedom to look with clear eyes at their remaining problems. Those who are overwhelmed by a hopeless sense of failure are forced, for their own self-preservation, to distort the evidence, and never become good diagnosticians. Taken together, the kind of feedback which a young person receives from a system of evaluation is crucial in his learning and development. It can lead him forward to precisely calibrated learning efforts on an ever-broadening front. Perhaps the greatest gains of all would occur within the young person himself. As he learned not only to see his academic progress with clear eyes, but also to appraise himself validly, he would be more and more in position to take charge of his own life space and guide his own learning energies. The whole spirit of a school constantly guided by thoughtful evaluation would be healthy and constructive. For, as everyone became more and more aware of purposes and progress, and as diagnosis came to be seen as an ally, the old lines of antagonisms and cross-purposes must surely be erased. (Wilhelms, 1967) [737] Now apply these same sentiments at the teacher and organizational levels. What you get is a school (or school district) in which evaluation facilitates self-evaluation, where the system of evaluation is crucial for teacher/organizational learning and development, and where the local culture encompasses healthy and constructive dialogue guided by thoughtful evaluation. What you get is evaluation incorporated within development (i.e., the Developing School; a
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model of evaluation which mobilizes, in Whiteheads words, growth from within. Such learning organizations need to be informed. They need constant feedback; they need to know about themselves and their present and future needs; they need to be able to register their successes and the areas where they havent been so successful. They need evaluation. Such schools intertwine development/learning and evaluation. Indeed, it is no longer tenable to see evaluation and development as separate activities. As has been argued elsewhere (in Holly and Southworth, 1989), evaluation is a vital part of development (when development is definedas in the Oxford dictionaryas systematic, organic growth). Evaluation is second nature to development; they are systematic partners in a reciprocal process of breathing out and breathing in. They are interdependent; neither can be substitute for the other. Their very closeness has some interesting repercussions. For instance, when they are so close, when evaluation is so much a part of development that it almost disappears into the mix, they have to subscribe to the same set of guiding principles; they have to keep faith with the principles of a learning system. Like all systems, learning systems seek homological integrity which rests on internal consistency. Systemic congruence (as opposed to dsyfunctionalism) provides both consistency and synergy. In other words, when evaluation is integrated within systematic change efforts (development), each side of the equation has to abide by the same set of ground rules, the same set of principles of procedure. [738] Ground Rule One: Go for development as opposed to innovation. Being focused and targeted helps in getting beyond the glitz (Toffler, 1990). Evaluation can be a major cornerstone when it comes to ensuring real, long-lasting developmental success. Moreover, it is the concentrated nature of the package-deal (that is school-based development) that not only wards off fragmentation and faddism (innovation), but also ensures intensity of impact and lasting success (development). What is significant and developmentally-attuned evaluation is that it not only tells you when youve achieved your goals, but also helps you achieve them in the first place. [739] Ground Rule Two: Be systematic. Development and evaluation have to be planned for jointly and simultaneously. Evaluation can never be an afterthought. When Peter Holly was approached recently and invited to help some schools answer the question, Are we better now than a year ago?, his immediate response was to inquire whether baseline data had been collected a year earlier to set against the advances made since that date. No, we didnt think of that, was the reply. But if youre taking this business seriously, not thinking about evaluation in advance is just bad planning; it is not an option. As you plan for development, you have to plan for evaluation; it has to be an integrated process. He would go further. Far from being something that occurs at the end of development; evaluation has to occur throughout every stage of the cycle of development, including evaluating our way into development, evaluating our developments as they happen and, then, down the line, evaluating the outcomes of our developments. The relationship between evaluation and development becomes a constant, ongoing, recurring dialogue. Indeed, it can be said that evaluation generates the cycle of
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development in that the cycle becomes data-based and data-driven. It means that there will always be supportive database for our systemic development work. It also means that we will be able to make more informed, and therefore, better decisions concerning the change process. This enables a developing school to become a system that is self-regulating, self-correcting, and self-determining (as opposed to self-defeating). It also enables a developing school to build in the experimentation stage (which is distinct, we would suggest, from real implementation). When our experiments and our pilots are accompanied by self-evaluation they become learning experiences, which, in turn, can be used to guide our decision prior to wide-spread implementation. Experimentation thus becomes a self-conscious process which enables us to test new ides and practices deliberately in order to understand whether they suit our needs, whether they enhance our current program, and in what ways they will have to be amended in order for them to work for us in our context. [740] Our early failures enable us to create future successes. We can learn from them and apply the axiom that we should only act (implementation) when we know we are going to be successful. As a teacher remarked to us recently, Is that why we feel so immobilized most of the time? Because we are afraid of failure? Weve seen change come and change go. If we could see this process as a series of experimentations (according to a plan)investigations with an eye to improvement perhaps we could be less fearful of failure and see these experiments as successes on the road to positive change as we change direction based on resulting data. This teacher is making a vital point. When teachers become action researchers (i.e., researchers of their actions), this creates not only the possibility of learning from their experiences, but also the opportunity to take a more detached, healthily skeptical and, therefore, more objective view of their change efforts. It enables them to avoid both the zealotry of the crusading innovator and the hit and miss approach of flying blind. Such action researching teachers are able to investigate what actually works rather than depending on blind faith. As one such action researcher commented recently, In America we focus on the quick-fix: if it doesnt work in six months, we throw it out and try something new. Those of us who have been around the block in education a few times have experienced the cattle prod of change endlessly. What we need is to have time to reflect on what works in our own classrooms and in our buildings and then work, individually and collectively, to enhance work we do. The teacher is clearly pointing to the need for organic, systematic growth (i.e. development) which is informed and energized by serious attention to classroom-related investigations (i.e.,
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action research). Ground Rule Three: Make it participative and collaborative. Evaluation which is integrated within development is largely (although not exclusively) self-evaluation[741] which is done by the participants, for themselves, their students, and their school and with their colleagues. Self-evaluation is evaluation that is demystified. It is not only about participation, however; it is also about building commitment and ownership in a way that external evaluations (those done at you, to you, and on you) can never be. Self-evaluation is inside-out evaluation; it comes from within the system and adds to the system. It is internalized from the beginning. In arguing that the local school site should be the center of school renewal efforts, Richard Williams (currently executive director of the Puget Sound Educational Consortium) has talked about the developing school which, typically, follows: a planning and development sequence which includes: collecting and analyzing data to determine the schools current problems, identifying the highest priority problems, identifying the cause of the problems, selecting and implementing programs to attack the identified problems, and continuous research and evaluation of the schools progress. Williams (1991) also argues that, really fundamental change will not be accomplished unless those who are expected to change are deeply engaged in the change (and, we would argue, evaluation of change) process. Further, the creativity and energy of a schools staff is maximized when leadership is distributed widely within the school. These assumptions are consistent with the current moves toward site-based, participative management. As is now widely recognized, those who participate in the making of something are so much more likely to use what theyve manufactured. That is why working for school development is so important; it turns us all into investors. As stakeholders, we have an investment in the success of our efforts. As a teacher commented recently, School development can never be a spectator sport. You have to work for it; and by working for it, its importance is internalized. Internalization (i.e., internalized resolve) is crucial for school-based development. [742] Ground Rule Four: Match development with accountability. With ownership and responsibility, however, comes accountability. As W. Edwards Deming (see Gabor, 1990; Deming 1986) always argued, when we are dependent on the decisions of others, we can walk away from accountability. But when we are the decision-takers we also have to become the
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quality controllers. We are accountable. We can no longer claim that the system lies outside us; weve become the system. We are the system, weve internalized it and have the responsibility to maintain it. Put simply, quality control is our business. If teacher empowerment is a cornerstone of participative management/site-based decision making, its corollary is teacher accountabilityin the form of professional (i.e., self) accountability. Whitehead, in the passage quoted above, not only talks about self-discovery, but also selfdiscipline, i.e., self-control, internal control. School-based development, therefore, has to be about development and accountability. Indeed, the demand for more internal control/accountability within organizations is growing, not only in education circles, but also in the business/ industrial world. The latest example of this interest in internal control systems has emerged from the Piper Alpha Inquiry, which was held in Aberdeen, Scotland, into the North Sea oil rig disaster of 1988. The three assessors who worked under the chairmanship of Lord Cullan went well beyond the immediate reasons for the lack of safety on the particular oil rig (the symptom) and explored the systems used to maintain safety generally and the thinkingor lack of itunderpinning these systems (the cause). What they unearthed were the following: The oil industry (especially in the UK) has been over regulated and over inspectedall of it being externalized in nature; This led to the growth of a curious kind of psychological malaise which led the workforces to the conclusion that if its not right, it will be picked up by the inspectors. This dependency culture stifled internal initiative, internal motivation; it gave rise to an over-dependence on external forces.
When the inquiry team visited Norway to see the control systems operated by Statoilthe state-run oil companythey found something very different. All the talk was of internal control, quality assurance, and quality management systems (QMS) and they found the following: [743] External regulations, yes, but only concerning the need/responsibility to set up internal control processes; External inspection, yes, but only concerning the external monitoring of the functioning of the internal processes.
The emphasis, then, has to be on the generation of systems of internal control which are both self-monitored and externally monitored. This is internal accountability in action; it is a process within which internalization is safeguarded at the expense of an over reliance on externalization, and enterprise replaces dependency. It is the stuff of Total Quality Management (TQM). It is also the stuff of the Janus model of evaluation, but more about that later.
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Mentioning accountability in the same breath as development, however, might seem rather strange to some readers. Certainly, to some observers, they are incompatible, even antipathetic demands. It is our belief, however, that while the fragmentation of the former (change/ evaluation) paradigm flourished on a diet of false dichotomies, the new, holistic paradigm treats them for what they arefalse dichotomies. A learning system canand shouldbe both selfdeveloping and self-monitoring/accounting. By the same token, such a system, while resting on the kind of principles listed above, can equate internalization (of resolve, etc.) with externalization (of support, guidance, and an out-of-culture perspective). In a learning system, therefore, two sets of creative tensions (development/accountability and internalization/ externalization) have to be accommodated. This, therefore, is the crucial principle of procedure. Evaluation entails striking a balance between, on the one hand, development and accountability, and, on the other, the internal or external perspectives. It is a question of not only striking a balance, however, but also of meshing the two dimensions. The internal and external perspectives can be connected through the creation of collaborative inquirywhich takes the strengths of each and acknowledges the basic understanding that, potentially, those inside know more and those outside can see more. [Diagram on page 744 inserted here]
[744]
Internal/Self Perspective
Collaborative Inquiry
External Perspective
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[744] Then, when the development/accountability dimension is added, the following diagram emerges: [Diagram on page 745 inserted here.]
[745]
COLLABORATIVE INQUIRY
Development
Internal Perspective
External Perspective
Accountability
[746] The numbers on the diagram above refer to four quadrants, each of which is crucial to the success of school-based development and each of which contains a different cocktail of development and evaluation. Quadrant 1 is about internal development driven by self-evaluation. It is, indeed, the essence of
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school-based development, consisting of such building blocks as school development planning (see Holly and Southworth, 1989) and team-based/collaborative implementation. But it is also about internal evaluation and action research can be a major activity in this quadrant. Quadrant 2 is about external support for school-based development. Process consultancy is crucial here, as is the help that comes from critical friends. There is also a place here for a local dialogue in which school districts do their planning in conjunction with the school-based planning and give the schools feedback on the quality of their planning (and, indeed, vice versa). Quadrant 3 is about more down-the-line self-evaluation with the schools being responsible for self-reviewing, self-monitoring and self-evaluating their progress over time. Holly (1990) has referred to this as developmental accountability and, more recently, has linked school success with student success/evaluation with assessment (Holly, 1991). The acid test of school development is the students and their learning outcomes. Quadrant 4 is about external summative evaluation and its crucial, though sensitive, role within school-based development. Team-based validation can be a key concept here. Indeed, the final principle of procedure is predicated by the diagram above. External support by critical friends is vital for the healthy fulfillment of internal promise. Critical friends are indispensable within collaborative inquiry. Writing in 1985 about the role of the critical friend, Elliot Eisner has this to say: Teachers are too close; a critical friend provides a fresh eye, distance and an illuminative intent. Trust is crucial for a meaningful dialogue between teacher and critic; this is not quite coaching, more a counsel of friendsone makes oneself vulnerable only to those who one believes are not intending to hurt. [747] Joint reflection rests on investment of time in the classroom and an integrated process of professional development. Handy (1989) concurs on the importance of attracting the support of mentors. Learning organizations, he says, need mentors and mentoring. Therefore, The mentor role will become increasingly important Properly selfish individuals will, if they are wise, look for their own mentors. Organizations could make this easier by maintaining a list of approved, and paid for, mentors, inside and outside. They will not always be people of great authority, those mentors, and will seldom be ones immediate superior. Mentoring is a skill of its own. Quiet people have it more than loud people; for mentors are able to live vicariously, getting pleasure from the success of others; they are interpreters, not theorists, not action men; best perhaps in the reflective stage of learning, people who are attracted by influence, not power.
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Such people are much more process consultants than external evaluators. These consultants for school-based development and evaluation are critical friends and mentors who bring their external perspectives to bear on internal matters. They are there to add to the evaluation work, not to detract from it. It is their perspectives and their insights that are needed, not their control. It is their expertise and skills that are required, not their private agendas. Indeed, while involvement in self-evaluation (as part of school-based development) contributes to the process of internalizationi.e. growth from withinand encourages the transfer of ownership to those who are internal to the school including the mobilization and energizing of their collective efforts, it is important to widen the concept of self-evaluation to include external critical friends. If internal development demands internal/self-evaluation, both are considerably enhanced through the application of an external perspective. Collaborative inquiry, therefore, can be conducted amongst those who are internal to the situation and between those who are both internal and external. Moreover, it may well be the case that any analysis of the culture of the school (through an approach such as portraiture) is dependent on the incorporation of an external perspective. Critical friends are vital for the inquiry to be genuinely collaborative and for the collaboration to produce a genuine inquiry. In addition, they have a major role to play in each of the quadrants. [748] Critical friends introduce their expertise in both seeing and tapping into the knowing of the insiders. They are both teachers (i.e. educators) and learners. But they have to be prepared to immerse themselves in the internal world of the schools, to internalize the external. Otherwise their evaluation work will go the way of most external evaluationit will be a conceit; a deceit. They will have to perform the role of legal aliens. They are not residents, neither can they be camp-followers. They have a permit to pursue certain activities for the betterment of those who are resident and are internal to the change situation. Critical friends can help people change (through evaluation); they cannot change for them. They are active partners, but like their evaluation work itself, they can never become substitutes for those who inhabit the internal world of organizations in the throes of change. Critical friends, then, in order to support internal growth through collaborative inquiry, have to immerse themselves in the black box of the change process in schools (as Michael Fullan refers to it) in order to have any impact on the outcomes of schooling. Significantly, McLaughlin (1987) has this to say: Learning from experience, then, requires moving away from a positivistic model to a model of social learning and policy analysis that stresses reflection and assistance to ongoing decision-making To assess the activities and outcomes of a special program in isolation from its institutional context ignores the fundamental character of the implementation process Strategies for analysis and evaluation might become selfconsciously multi-staged, developmental and iterative, keying questions and methodoloThis resource document transcribed and typed by Lynn M Stuter; Published 1998.
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gies to the point in the process under study, to the needs of key decision makers, and establishing a regularized system of feedback to actors at all levels of the system. Not only is this good advice, but McLaughlin also highlights for us some essential features of collaborative inquiry in action. It has to: take the form of experiential learning, i.e. reflection-in-action; be formative and regularly provide a feedback loop to all decision makers; [749] be sensitive to the complexities of the institutional context within which the process of implementation occurs; be deliberately/self-consciously multi-staged, developmental, and cyclical with appropriate techniques and approaches being slated for use at the various stages. Two cues are worth taking up here. Like all those involved, critical friends have to be sensitive to the complexities of institutional context, and they have to find the right evaluation technique for the right time and place. The case study is one technique that is appropriate to use in a timely manner and which enables all concerned to get under the surface of the institutional context and culture. Consequently, it was suggested to the Twenty-first Century sites that they may want to collate data over time which could be used both formatively and summatively and which could be compiled into a comprehensive case report. These case studies/reports are symbolic of the evaluation model posited here. They are produced internally with external help. They combine internal and external perspectives; in Janusian style, they look both ways at once. They can be used formatively and summatively for the purposes of development and accountability. [Page 750 inserted here; see next page.] [751] They are built on the principles of co-ownership and collaborative inquiry. They help to open up the complexities of change in schools. They are a vehicle for co-learning. They provide rich data upon which to base informed decision making. Such case studies can be longitudinal (thus providing data for and about the various stages of
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[750]
School-Based Development
Staff Member(s) as Archivist
Evaluation as Development
Evaluation for Development Compiling a Case-Study over time of the Schools Development Programme
Evaluation of Development
to be used for
- incorporating such data as:
- diaries - documentary evidence - interview material - participant observations - audio and visual evidence, etc
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growth) and can be compiled and, indeed, used at classroom, school, and district level. Holly (1993) has summarized the elements of an effective case study for Twenty-first Century sites.
[752]
SCHOOL/SITE CASE STUDIES

An effective case study includes the following elements: Process and product: the flow of change plus what outcomes have been achieved (especially in terms of the student and their learning). In other words, how and the what (of change); Breadth, depth and length: comprehensive coverage of the flow of the intermingling of complex factors treated in an in-depth, insightful fashion with a longitudinal sense of time and history, critical incidents, and the struggle over time; Multiple perspectives (of all those involved); A sense of what has to be done to communication with multiple audiences; Authenticity and richnessincluding use of the real words and real stories of the participants; The positive (how and why change has worked and the successes achieved) counterbalanced by the negativethe factors that have impeded growth and the areas where change has been most difficult. My advise, however, is to err on the side of the positive. We have many analyses of why change doesnt work, very few concerning positive, successful change initiatives and how they work; An emphasis on culture changechange within the culture of the school and within the change culture (changing the ways we go about change) of the school: An emphasis on the role of leadershipas exercised by district administrators, school principals and teacher leaders; An emphasis in the major (GRASP) change areas. An emphasis on the role of critical friends in supporting change at the site level; Above all, a deep sense of the particular and the unique. A case study is exactly as it says, a study of a case. In addition, however, the reality and richness of the case description should enable the readers to generalize from the case in question to their own situations. What is similar/dissimilar in this situation to my own? What are the general factors at work in our situations?
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[753] Holly, in the same paper, also included on the advice of Yin (1989) concerning the construction of a case study, while the faculty members of Kimball Elementary School prepared Steps to a Case Study.
[753]
AN EFFECTIVE CASE STUDY

In collecting material for a case study, the advice of Yin (1989) is of some use. A case study, says Yin, should be: Particularistic; it should portray events in a particular real-life situation as authentically as possible; Holistic; it should capture as many variables as possible, including the historical and contextual backgrounds and the interplay between different interest groups; Longitudinal; it should have a dynamic quality and tell a story over time; Qualitative; it should provide both a description and an analysis of the situation using qualitative research methods.
Yin also argues that a case study must be: Significant; (by displaying the unique qualities of the situation and by revealing underlying issues); Complete; (by being holistic, considering different perspectives and displaying sufficient evidence); Composed in an engaging manner.
It can be argued that such an evolving case study is a profile of the schools development work over time.
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[754]
STEPS TO A CASE STUDY

1. II. Why do it? external reasons, internal reasons
Create a timeline - determine the beginning and the end A. Possible documents/sources to gather data minutes test data surveys/evaluations reports/summaries action plans/building improvement plans staff development schedules charts schedules programs/projects B. Possible people resources staff, committee chair-people/facilitators principal PTSA board parents students testing/evaluation office central office business/project partners receiving schools
III.
Look for strands A. Themes governance resources/support assessment staff development curriculum B. Breakthroughs/Turning Points seeds blossoms focus
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[755] In Summary Collaborative inquiry constitutes an innovative approach to evaluation. It is built around the following premises: Evaluation has to be embedded in the Developing School. The Developing School is the Learning School. The Learning School, as a learning organization, needs a system for learning. The system for learning is a continuing evaluative feedback loop. The feedback loop creates a continuing data-based dialogue amongst co-learners. The co-learners feel joint ownership of both the evaluation and the consequent program of development. Evaluation and development are both interactive and intertwined. They are constant companions. As companions, they have to live by the same ground rules. One of the ground rules is the willingness not only to listen to the data, but also to be prepared to be constantly challengedin the form of a gap analysisby the identified distance between where we are now and where we want to be. When Ted Sizer (1984) was asked how the Coalition of Essential Schools would be evaluated, his response was to say slowly. His second response was as follows: By staff members of each school themselves. They will quickly know whats awry, and can try to correct it. (Evaluation as development) By sensitive outside review much as the better accreditation efforts are conducted. (Evaluation for development)
[756] By the performance of the students. (Evaluation of development) Sizers levels of approach clearly correspond with the three developmental stages introduced in this chapter. Indeed, if these are added to the quadrant arrangement, it becomes possible to create a map for school-focused collaborative inquiry. Stage one (evaluation as development) activates internal development and, therefore, is consonant with quadrant one. Stage two
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(evaluation for development) is supportive and formative and rests well within quadrant two. Stage three (evaluation of development) has two faces: (self-)evaluation of outcomes by those internal to the situation using success criteria previously established as the planning stage (quadrant three) and external validation of the same outcomes using the same criteria (quadrant four). When it is appreciated that these quadrants are largely sequential, the multi-staged model suggested by McLaughlin begins to emerge. Indeed, the Bellevue work described below is a good example of fusion between selfevaluation and more external evaluation at the evaluation of development/summative stage. Evaluation of development becomes a joint responsibility and is best accomplished as a synthesis of internal and external perspectives, including the validation that comes from teambased external evaluation by critical friends who are working collaboratively to the same success criteria as those who are internal to the situation. [757] Indeed, the synthesis that makes up evaluation of (and, in fact, the whole evaluation map) would seem to be a good example of the Janus factor and Janusian thinking (see Rothenberg, 1976). The latter, says Weick (1979), occurs when two or more opposite or antithetical ideas, concepts, or images are being actively conceived together. This style of thinking, which Rothenberg has associated with creative activities has been named after the Roman god Janus (the god of doorways and boundaries) who had two faces and who perceived the world in opposite directions simultaneously. The two faces, says Rothenberg (1971), allowed him to observe both the exterior and interior of a house and the entrance and exit of all buildings He was the god of beginnings, presiding over daybreak, and was considered to be the promoter of all initiative. His role as beginner is commemorated in the name of January, the month which begins our year Janus was also considered to be the god of all communication, an extension of his function as god of departure and return. The relevance of Janusian thinking to the model described in this chapter is undoubted. The ability to embrace both internal and external perspectives and the embracing of developmental initiative at the beginning of the cycle with down-the-road, end-of-cycle summative evaluation (for accountability purposes)these are the creative tensions yet also the accomplishments of the model posited in this chapter. Collaborative inquiry, if it is to succeed, has to reconcile opposites on at least two dimensions. Those involved in doing the evaluation work have, in true Janusian style, to look both ways at once. What is so different about this model of evaluation? Lou Tice, the Seattle-based management consultant, has recently compared two philosophical perspectives, the Newtonian and the Whiteheadian, and has interpreted both in terms of their implications for leadership and change management in educational organizations. He has
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concluded that the Whiteheadian approachas summarized in the passage included at the beginning of this chapteris more in keeping with current and future needs. Whiteheads ideas have much to say, not only about the management of change, but also about the role of educational evaluation within change scenarios. Prompted by Tice and based on Whiteheadian thinking, we would suggest that collaborative inquiry and the Janus model constitute a new departure for evaluation in terms of externally-supported and enhanced internalization. This model leans heavily on the right-hand column of the diagram reproduced below. EXTERNALIZATION Outside-in Teachers as passive recipients/objects
[758]
INTERNALIZATION Inside-out Teachers as active participants/subjects/ partners Collaborative inquiry Internal change agents, developers, improvers, innovators, evaluators Internal control; external support Internal accountability Integrated/thematic/organic/built-in Evaluation as/for/of (three dimensional) Springing from/within the culture
RD and D External change agents, developers, improvers, innovators, evaluators External control External accountability Add-on/bolt-on Evaluation of (one dimensional) Avoiding the complexity of the schools culture METAPHOR: teaching [758] THE JANUS MODEL: IN ACTION
Learning
Evaluation is normally used, summatively, to register the successful products of any initiative. It is also used formatively to ensure that success is achieved in the first place. The role of evaluation in Schools for the 21st Century has been no different. In addition, however, one of the outcomesindeed, successesof the Schools for the 21st Century initiative has been the novel and extensive use of evaluation. [759] Evaluation as a major change in itselfhas been institutionalized; so much so, in fact, that John Anderson (1992 was able to construct the following diagram, which he entitled, A Converging Mosaic, and which was entirely based
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on the site-based practice and utilization of evaluation. [Diagram on page 759 inserted here.]
[759]
SCHOOLS FOR THE 21ST CENTURY EVALUATION MATRIX
1992
Evaluation
A Converging Mosaic1992
Action Research Project Review Teams SelfEvaluation
for Development
Staff Survey Washington State University Process Audit Concerns Based Adoption Model Policy Research Associates
Internal Evaluation
Annual Reports Regional Meeting Presentations SRI & Associates
External Evaluation
Achievement Test Scores Attendance Reports
Self-study
Nat. Center for Ed & the Economy Dropout Data
Evaluation
for Accountability
[760] Reaching New Heights With Evaluation: A Case-Study of Evaluation-at-Work One hive of evaluative activity has been Newport Heights Elementary School in Bellevue School District. Newport Heights is the epitome of the Learning School. The faculty members
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at Newport Heights learn their way forward through their on-going evaluation efforts. Indeed, their work in evaluation is not only comprehensive and systematic, but also ever-present. Evaluation is a constant theme at Newport Heights. The detail of the chart below, produced by the school, and based on the model suggested earlier in this chapter, is impressive in itself. So is the use of external critical friends to support the internal work of the school. It is partly a question of climate and context. Bellevue School District itself is taking evaluation very seriously with its Bellevue Evaluation Project. Using an internal (to the district) evaluator in an external role (she is a former employee of the district who is now a university-based researcher), Bellevue is evaluating its school renewal efforts. During the 1989/90 school year, using a comprehensive survey and interviews, the researcher investigated the extent and quality of the changes in such important areas as sitebased/school-centered decision making, new technologies, teacher empowerment and equity and excellence; during the 1990/91 school year, she focused her efforts on the $64,000 question, Has the classroom changed as a result of the renewal efforts? Given the explosion of interest in action research in Bellevue schools and classrooms, it was recognized that the classroom evaluation work would have to be applied with some sensitivity and would have to keep faith with the principles of action research. Consequently, a circular (entitled, Gathering information on what is happening in the classroom) was prepared and distributed to district staff. The circular contained the suggestion that: we prepare statements describing desired practices related to several topics and then give schools the option of deciding how to generate the information so it will be most useful to them. We would provide them with suggestions as to how they might collect and analyze the information, in case they do no want to take the time to design their own process. (Suggestions [*] [762] could include the use of a check list or the school could hire someone to interview teachers, students and the principal and to make supplementary observations). Schools would have to understand that we need information in order to assess progress and determine whether we are on course; that information should be useful to them for the same purpose. {Various district staff members were asked to prepare ten signs that an approach such as cooperative learning is being used effectively as one instruction strategy. Holly (1991) did the same for actions research:} [*Chart on page 761 inserted here; see next page.] [763] Meanwhile, the local researcher, {Jan Dalacy,} negotiated to work with a small group of pilot schools and, with their cooperation, has developed a sophisticated approach to classroom observation in such areas as Language Arts, Mathematics, Technology, Cooperative Learning
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[761]
NEWPORT HEIGHTS ELEMENTARY SCHOOL BELLEVUE, WASHINGTON ACTIVITIES WHICH CAN EVALUATE AND ADVANCE OUR RESTRUCTURING AGENDA EVALUATION AND DEVELOPMENT (formative)
Lots of reflective activities built in: teams promote continuous feedback, perceptions of process and content PDC promotes continuous feedback from both staff and parents informally everyone seems to easily say Ive got this problem commitment to explore, try-out ideas for enhancing learning Student surveys whole school individual classrooms math questionnaire learning styles questionnaire Needs assessment for teachers Classroom meetings Goal setting conference with Jill Peer coaching Action research ongoing Peer editing for our writing C-21 assessment questions written by SIT Held Assessment Fair during a C-21 inservice day to share wealth of assessment tools already being used by staff Created Assessment Kiosks to communicate diversity of methods/tools being implemented Value Goal setting and assessment Surveyed staff regarding assessment needs and current practices. Used data to plan activities. Informed and poised to go after outside resources reading resource person, Jane Wolz C-21 Peter Holly piloting portfolio project Parent involvement at all levels established assessment resource file for parents (and staff) Critical friend - Pat Wasley, Coalition of Essential Schools, Brown University District wide/Newport Heights Evaluation - Jan Delacy Staff participation in research & interpretation Connection with University of Washington mentor principal student teachers Danforth Intern - writes portraiture Connection with NEA Learning Lab/PSI Net Visitations from other schools Professional involvement National Network for Educational Renewal International Conference - England District math and language arts assessment training piloting portfolio project Puget Sound Education Consortium Using the district staff development on assessment trends increased staff education/awareness base of assessment workshop on use of computer to maintain comprehensive student anecdotal records
INTERNAL PERSPECTIVE Support new staff in assessment mentorships, assessment resource file, assessment video Created School Assessment Team maintaining representation at all grade levels and continued parent involvement Teacher authored math assessment Portfolios - writing, math, reading In process of implementing and exploring portfolios in other levels Journals Self-evaluation being taught Staff meetings, PDC, etc., focus on process as well as content Affirmations and concerns C-21 Assessment - goal setting - SIT writes questions, then go to Jill M. with video camera for formal staff evaluation Established 2 year goals (1991-93) for assessment Demonstration of mastery in performance task -
EXTERNAL PERSPECTIVE Bloodflow that comes from attending district meetings, sharing Communication to parents invites their participation Newsletters - way of communicating assessment information Classroom PDC C-21 Curriculum night - exchange of information. Parents give helpful feedback school video shared open door policy to visitors, parents Parents select piece to put in portfolio District evaluation - Jan Delacy Critical friend - Pat Wasley Standardized tests Criterion referenced tests Observation of instructional criteria - Jan Delacy
EVALUATION FOR ACCOUNTABILITY (sumative)

format from Peter Holly
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and Science. Armed with her lists of essential ingredients to watch for, she recorded information when she saw something related to one of the ingredients and then she rated each ingredient each day according to the following scale: [Insert diagram on page 763]
[763]
-1 = Instead of seeing evidence of the ingredient I was looking for, I saw evidence that pointed in the opposite direction. 0 = There is no evidence that the journey (of implementing new curriculum and instructional strategies) has begun. 1 = The journey has begun; forward steps are apparent, but there is still a long way to go to reach the destination 2 = The journey is well underway; great strides forward are apparent 3 = The journey is complete. The destination has been reached. There is crystal clear, consistent evidence that this ingredient is present in the classroom.
At this early stage this work is being used formatively, but the path finding efforts have real potential for future application at the summative stage of evaluation. Nonetheless, it is interesting to note the introductory comments of the researcher, Jan Delacy, when reporting about her observations at Newport Heights: SUBJECT: Summary of Data Gathering from Recent Classroom Observations Innovative thought and the implementation of change are not neat, tidy processes and this evaluation study is no exception. There is no neat, tidy way to report back to you on the data I gathered from the classroom observations I made at Newport Heights during February and March this year. Yet, my task is to report something. What follows is a first effort at quantifying and explaining data. My hope is that it will make sense to you, appear fair, and spark conversation about classroom instruction. Perhaps, at this point, it will help to remind you that a major purpose of the Bellevue [764] Evaluation Study, of which these classroom observations are a part, is to provide schools data in a form that will promote further analysis and corresponding adjustments at the classroom level to improve instruction. I will be the first to admit that the collection of classroom data through observation involves much subjectivity. The observer has to make decisions about what he/she sees. The observer might miss something while watching something else. The observer does not know the history and routines of the classroom and might misinterpret some of what is happening. All of these add to the messiness of this type of data collection. It is
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important to be up front about that. You might be asking, Why bother to collect data that may be fraught with misinterpretation and subjective decisions? The reason is that a trained observer does report on what he or she sees and this pair of reflective eyes can often see student and/or teacher patterns and behaviors that the teacher is unable to see when caught up in the fray. The data gives a different perspective to the teacher and, therefore, can be used as the basis for meaningful analysis about what is going on in the instructional programs in the classroom and school. In the case of the observations I made recently at Newport Heights, my intent was not to analyze individual teachers. Rather, I was trying to look at instruction in a broader sense so that, as a full school, you could look at the patterns that emergedsee if you could explain them, perhaps discount them because you have additional data that reduces their significance, or maybe discover some areas that need further attention for improvement. Before I start sharing specifics, let me acknowledge more of the messiness that surrounds the classroom observations I made. I asked to observe six teachers for three days each, and thanks to those who volunteered, I came very close to accomplishing that. However, some of the days I observed were not typical. In one case, an assembly chopped up the schedulehowever, I was able to see how the teacher integrated the assembly into the classroom. In another case, a teacher was willing to have me observe just before and on Valentines Day in grade 1/2. I need not remind you how that can disrupt the instructional program. In three cases, I was observing substitute teachers and/or student teachers part of the time. Other days, my own schedule prevented me from being there a full day. All of this required some arbitrary decisions about what to count and not count. After much weighing of the pros [765] and cons, I decided to count five of the sets of observations and discount one (where I was only there portions of two days instead of three full days and a student teacher and substitute were largely responsible for the instruction I saw.) So the data I report back on the following pages comes from five classrooms. So this conversation between the observer and the school around the subject of quality of classroom interaction has been a continuing feature of life at Newport Heights over the last few years. There are aspects of this dialogue that are crucial for the healthy pursuit of educational development: there is the dialogue itself, the merging of perspectives, the joint reflection, the other pair of reflective eyes. there is the willingness to take a long, hard and searching look at the extent and quality of the changes that have been achieved at Newport Heights. The principal and faculty members are prepared to face, square on, the rigors of summative evaluation at the heart of the enterprisein the classroom. Page457
behind this positive attitude to evaluation, there is the confidence that comes from the growing knowledge that there is something substantial worth evaluating. Back in the 70s, Charters and Jones wrote a seminal paper on evaluation (entitled, On the Risk of Appraising Non-Events in Program Evaluation.) They noted that much evaluation itself is a non-event because theres nothing to evaluatemainly because of the desire to evaluate too early, but also because not enough effort had been put into implementation in the first place. The opposite is the case at Newport Heights. Valiant efforts have been made to institute a cluster of related changes (see the previous chapter). Indeed, so much has been accomplished that the faculty came to see the need for more summative statements about the nature and extent of their successin order to take stock and refocus their future change efforts.
But even these evaluation efforts have not been enough for Newport Heights. Encouraged and supported by their Program Development and School Improvement Committeesboth strongly bolstered by parent representation and led by the redoubtable Harriet Hermanthe faculty members responded to a paper on [766] summative evaluation (prepared by Peter Holly for use by the sites) and completed a comprehensive survey of the schools progress as a Twenty-first Century site. This rich, impressive set of responses is included (in the appendices) in its entirety. The paper, to which the Newport Heights team responded is fully concentrated on the GRASP categories and the extent of their implementation. Holly also suggested that the sites should reflect on the changes themselves, the specific exit outcomes sought, the methods of gathering evidence and the degree of change experienced. Like so many other Twenty-first sites, Newport Heights is a Learning School. The school learns through on-going evaluation which is integral to its change efforts. Evaluation walks along the same path as the process of change. It is a path well-trodden by Washington States Schools for the Twenty-first Century.
[766]
Degree of Change
Initiation
Implementation
Institutionalization
Categories Governance Real Curriculum Authentic Assessment Supports for Re-Structuring Professional Development
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[767]
APPENDIX
NEWPORT HEIGHTS SUMMATIVE EVALUATION: THE CHANGES THEMSELVES
GOVERNANCE The Changes Themselves 1. Moved from principal as primary decision maker to building-based decision making (PDC) Moved from 2 to 6 parent representatives on PDC. More people are involved in the decisionmaking processmore subcommittees. More trust in building between parents and staff. Creation of the School Improvement Team which wrote and now oversees the six year Century 21 grant (SIT is another decision making body composed of parents and staff). Feeling of empowerment by the staff. Staff has a say in making decisions in the classroom as well as building-wide.
2. 3. 4. 5.
6.
Specific Exit Outcomes 1. 2. 3. 4. [768] Methods of Gathering Evidence Used 1. 2. Jan DeLacys Study BEA Survey All decision making bodies of the school (PTA, SIT, PDC) working together. Include community representation. How can we reach more parents for input? How can we reduce the time involved in making decisions?
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3. 4. Parent Century 21 Surveys Talking with PDC Chair and Principal
Degree of Change Experienced 1. Providing more information to PDC members prior to meeting to enable them to make more informed decisions. More willingness to share information with the rest of the school community. The SIT continued to run and work with the PDC.
2. 3.
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[769]
REAL CURRICULUM
The Changes Themselves Characteristics of Former Curriculum: 1. 2. 3. 4. 5. 6. Teacher directed learning. Textbook/worksheet oriented. Special needs met with pull-out program Isolation of subject areas. Student tracking. Limited communication with parents and community.
Characteristics of Present Curriculum 1. 2. Teachers role seen as a facilitator for learning. Classrooms organized to facilitate flexible grouping of children, cooperative learning and a developmentally appropriate active learning environment for multi-age classes. Emphasis on whole language with integration of reading and writing. Thematic integration across the curriculum. Problem solving with higher level thinking skills encouraged across the curriculum for all children with emphasis on the learning process. Community involvement: Parents in the classroom. Curriculum night inservice for parents. Open oral and written communication with parents and community. Guest speakers from the community in the classroom. Encouragement of elderly people to participate in the classroom. Incoming Kindergarten information night and open house. Blended special needs and choices program.
3. 4. 5. [770] 6.
7.
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8. 9. 10. 11. Teaching to multiple learning styles, intelligences, and brain modalities. Blended musical/art program into fine arts program. Spiraling curriculum for two-year cycle. Child involvement in decision making during class meetings and input into class theme choice. Team teaching in individual classrooms and total team planning of curriculum. Individualized instruction to meet the needs of all students. Multicultural integrated curriculum.
12. 13. 14.
Degree of Change Experienced 1. From a whole group, teacher directed, pullout model to a child-centered blended program which encompasses the specific changes mentioned in this report. A changed teaching style which encourages freedom of learning from both teacher and students through involvement in decision making and inner discipline. Total staff involvement with a variety of levels of implementation and continuing growth.
2. [771] 3.
Specific Exit Outcomes Sought 1. Development of an ability to problem solve and make appropriate choices within the learning environment. Staff and students develop ability to use technology as an integral part of learning and communicating. All students will develop the ability to use higher-level thinking skills. To develop enthusiasm for lifelong learning. To help children recognize and build on their own learning style. To meet district student learning objectives. Students will be able to make practical application of knowledge and skills acquired.
2.
3. 4. 5. 6. 7.
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8. 9. 10. To foster a feeling of success and positive self-image for students and staff. Students will be able to work cooperatively in both large and small groups. Students and staff will accept and respect individual differences and cultures.
Methods of Gathering Evidence 1. 2. 3. [772] 4. 5. 6. 7. 8. 9. 10. 11. 12. Portfolios and collections of childrens work. Classroom photos. Anecdotal records. Team meetings and staff development. Individual evaluations by Peter Holly, Jan DeLacy, and Pat Wasley. Community and professional observation and feedback. Conversations with parents and children. Individual teachers self-evaluation. Self-evaluation by teams and total staff. Video taping and professional observation Community visitation. Parent, student, and staff questionnaires.
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[773]
AUTHENTIC ASSESSMENT
CHANGE I
The Changes Themselves Our goal was to provide research information to staff and parents in order to develop a knowledge base on authentic assessment. This was done through inservices offered by internal and external professionals; literature compilation available for checkout; morning and evening meetings for families offering visible demonstrations of authentic assessment; piloting work for district assessment projects.
Specific Exit Outcomes Sought We were looking for a common understanding of assessmentwhat it is, what it looks like, and what to do with itamong the staff, and an expanding base of knowledge among families in order to facilitate a partnership between teacher and parent.
Methods of Gathering Evidence Used Family survey forms; conferences; attendance rates at meetings and feedback; staff surveys; staff personal development goals.
Degree of Change Experienced Family survey from Spring 1992 indicates a high level of awareness of alternative assessment tools (81 percent), but shows that more work needs to be done to help families understand how they are useful. [774]
CHANGE II
The Changes Themselves Development and use of authentic assessment tool to assess student performance and guide instruction.
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Specific Exit Outcomes Sought Individual goals and growth demonstration for each child, using a variety of tools appropriate to the teacher and child (taking into account age, developmental level, and learning styles)
Methods of Gathering Evidence Used Visible evidence (portfolios, etc.); parent feedback; material gathered to share among staff members demonstrates the variety of tools being used to evaluate student growth and performance.
Degree of Change Experienced This is developing on a teacher by teacher basis. Each staff person is at a different place in utilizing authentic assessment tools for curative purposes. All staff are using a variety of tools to observe and analyze student performance, and using these tools to help guide instruction. Most staff have initiated the portfolio process.
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[775]
SUPPORTS FOR RE-STRUCTURING
The Changes Themselves

Characteristics of Former Structure 1. 2. 3. 4. 5. 6. All classrooms self-contained. All special programs based on pullout model. Most lessons taught to full group in each classroom. Few opportunities for crossage grouping. Multiage groupings based only on enrollment patterns. Little or no opportunity for staff members to meet and plan, so very little teaming or cooperative teaching occurred. Very little time for staff to participate in inservice opportunities on site. Some special needs students sent to other facilities for instruction. Contact with parents mostly limited to rigidly controlled districtwide conference times. Very few decisions concerning building needs were made at the building level. Teachers had little or no input in decisions effecting their classroom, teaching methods, or materials. Parents rarely had an active part in local decisions.
7. 8. 9. 10.
[776] Characteristics of Present Structure 1. Many classrooms with open walls between them. Children interact with several teachers. Majority of special programs provided in the classroom. Lessons taught to variety of group size depending on student learning styles and purpose of lesson.
2. 3.
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4.
All classrooms are multiaged groups. Cross-grade groups meet in large and small groups for a variety of activities. The development of the Dolphin Discovery Day Program* has provided for a large block of time for staff to meet in teams for planning and for inservice on a regular basis. Whenever possible, all students from the Newport Heights community are educated at their home school. Contact with parents is ongoing and occurs throughout the year. Building-based decision making is well established. Both staff, parents, and community are actively involved in this process.
5.
6.
7. 8.
Degree of Change Experienced 1. From a model which kept each staff member isolated in their own workspace with no time or opportunity to interact and communicate, we have restructured our time so that teaming, inservice, and time for planning are part of our regular work week. From single grade classrooms with pull-out programs, we have created multi-age grouping in teaming situations with opportunities for students to work individually and in groups of various sizes. Each student is encouraged to work [777] to his/her developmental potential. The needs of special students are met within the classroom. From a rigid district determined schedule of conference times, the parents at Newport Heights have a broader opportunity for contact with staff. A more open path of communication has been established with parents and the community resulting in greater participation in decision making and an increase in volunteers in the classrooms. Parents have increased their knowledge of how instruction takes place and how their children are educated. Building-based decision making has been highly developed at Newport Heights. Staff, parents and community are working actively together for the best results for our school. Students are included in decision making whenever appropriate.
2.
3.
4.
Specific Outcomes Sought 1. 2. 3. Greater interaction of students of all ages. Increased opportunity for staff to work together for planning and inservice. A more open environment in all classrooms with greater emphasis on students
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individual developmental progress. 4. 5. All students educated in the classroom at their home school. Greater opportunity for staff, parents, and community to be involved in local decision making. A more open, welcoming environment for parent participation in activities at the school.
6.
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[778]
Wednesday afternoons have been set aside for professional development, with the time divided between inservice planning. There are some visiting speakers, but more inservice and team planning. Over the 5 years, topics have become more focused and needs-based. A staff committee participated in developing inservices and staff needs were survey. Focus on math and assessment were most requested. However, we have tended to fall short in the following through these areas. We may also want to utilized staff who have attended conferences. Several days before school starts are used to organize for the year. Up to 5 additional days are available for staff development. The Changes Themselves 1. 2. 3. 4. Time for staff to gather and collaborate on Wednesday afternoons. Several days of staff inservice in August. Additional days throughout the year for professional development. Teams meet regularly to share and plan curriculum and to interact in every aspect of the educational environment.
Degree of Change Experienced 1. Very little time was available for professional development and there was much less staff decision making before Century-21. Before, development was isolated. Now there is a shared base of information and staff interaction. This interaction continues when an inservice is over. Prior to this, teams rarely had any time to interact, plan, and share.
2. [779] 3.
Specific Exit Outcomes Sought 1. 2. Good use of sharing information gained. Scheduled time is provided for sharing.
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3. Teachers become more confident and competent in these new concepts, such as cooperative learning, multiage philosophy, whole language, technology, etc., and are able to support one another in this development. Materials are shared, new ideas are expressed. A support group is established.
4. 5.
Methods of Gathering Evidence Used 1. 2. 3. 4. 5. 6. 7. Calendars documenting inservices. Teacher survey regarding inservices. Parent and visitor feedback. Jan DeLacys in-district evaluations. Portraitures completed by principal interns. Spiral curriculum is in place. Minutes from team meetings are kept.
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[780]
Wednesday Inservices
1991-92
September
11 18 25 2 9 16 23 30 6 13 20 27 4 11 9 15 23 29 5 12 19 23 2 9 18 23 1 15 22 29
Century 21 Inservice Teams Positive Discipline Inservice? DDS Begins? 1 hour staff; 1 1/2 hour teams Inservice Teams Assessment Teams Teams Homework and Assessment Teams Inservice Teams Assessment Teams Cultural Awareness DARE Multicultural Teams Teams Teams James Vasquez, Learning Styles of Culture Teams Teams Teams L. St George, Writing Workshop L. St George, Writing Workshop
October
November
December
January
February
March
[781] April
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May
6 13 20 27 3
Teams Staffing/Class Configurations Special Needs Special Needs J. DeLacy, Observer Feedback
June
1991-1992
November
4 18 25
Curriculum/Themes Choices Talk Teams Teams
December
2 9 16 6 13 20 3 10 17 24 27 3 10 31 7 21 28 5 12 19 26
?Choices/Class Grade themesfinish Teams Finish Reading Recovery? Teams Language Arts Teams Teams Portfolio Math Teams Language Arts Teams Teams
January
February
March [782]
April
Teams
May
Teams Teams Evaluation
Page472
June 2 9 16 Teams Direction 93/94 Teams
Staff has attended conferences on topics including Whole Language Learning Styles Cooperative Learning Technology Math Assessment Portfolios
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Final Report to the Legislature

Schools for the 21st Century

Lynn M Stuter Researcher Washington State

43 54 77 161 255 285 297

Table of Contents, contd.

350 386 387

A Word About This Document

Education Development Consultants

Student Learning The Performance Level

Supports for Restructuring

Organizational/Systemic Connectedness Governance Changing the Change Culture

Schools With Integrity

Add waivers to appendices section of report.

SUPPORT FOR RESTRUCTURING REAL CURRICULUM (focus on student learning)

Time for Collegiality

IMPACT ON STUDENT LEARNING

CHANGING THE CHANGE CULTURE

Time for Collegiality

STUDENT AUTHENTIC ASSESSMENT LEARNING

CONNECTEDNESS CHANGING THE WAY WE GO ABOUT CHANGE

Chapter One: Assessment: Product and Process

Section One: The Product of Assessment

Montlake Elementary School, Seattle

Section Two: The Process of Assessment

THE LEARNING MAP

How much does the student now know as a result ?

Has the students personal capacity to learn been increased?

SUCCESS IN STUDENT LEARNING

What can the student now do as a result of this learning?

Has the students capacity for ongoing learning been increased?

MORE APPLIED LEARNING

Accommodation Affectivity Articulation Page25

Anchoring Alignment Accountability Achievement Application Authenticity Assessment

s ces Pro rning a Le

The Real Curriculum

Each student to be a: Acquiring and Integrating Knowledge Centrality of Language

Abstraction Complex Thinker Extending and Refining Knowledge

Collaboration Collaborative Worker

Services for Whole Child

Community Contributor System Thinking

Liberty Bell: The Change Process

The Learning Community: Students, Parents, Community

Visioning Gap Analysis Needs Analysis

Interpretation: what were actually saying; identification of real needs

Collaborative Action Research

Chapter Five: Governance and the Creation of Learning Communities

Need for Participation in Shared Decision Making

Medium Example: Decision required: the schedule for supervising recess

High Example: Decision required: safety rules for the play-ground

Example: Decision required: type of tables to use in the cafeteria

Example: Decision required: how to give each teacher a lunch break?

BEHAVIOR & DISCIPLINE PROBLEMS

Jennie Reed Parent Involvement

STAFF ED. COMMUNICATION PTA - VOLUNTEERS

PARENT EDUCATION CEC-PLT

FAMILY FUN NIGHT

HOME LEARNING ACTIVITIES

An Implementation Initiative for Education Reform In Washington State

The Enabling Context for Site-Based Development

Introduction Entering the Implementation Zone

Principles of Site-Based Development

[Diagram on page 80 inserted here; see next page]

Network of Regional Clusters