SLL References/Resources for Schools

SLL Resource #1

Reforming Relationships: School Districts, External Organizations and Systemic Change

This report by Robert A Kronley and Claire Handley was written for School Communities: A National Task Force on the Future of Urban Districts in 2003. The Task Force was an initiative of the Annenberg Institute for School Reform at Brown University. The report is available online at the Annenberg Institute for School Reform.

The report describes findings about how service providers (Reform Support Organizations (RSO) can successfully work with schools.

Reforming Relationships Findings

  1. RSOs (Reform Support Organizations) are either “local” (from within the district) or “imported” (external to the district). This distinction shapes the relationship.
  2. All RSOs have stated beliefs leading to distinctive approaches to reform and they vary in their willingness and capacity to expand their approaches.
  3. District/RSO partnerships can energize educators.
  4. Foundation support is critical to district/RSO partnerships.
  5. Race and the achievement gap that arises out of decades of unequal treatment affect the context of reform in communities. (study done in urban schools)
  6. The Superintendent’s vision must animate the district/RSO relationship.
  7. Resistance to reform is always present. Leaders must unequivocally associate themselves with the effort and embrace implementation strategies.
  8. Comprehensive efforts to engage all stakeholders must begin early and continue throughout the work.
  9. Superintendent must not function in isolation - must empower district staff to champion, and help drive the reform.
  10. RSO approaches often focus on either CREATING STRUCTURES or on IMPROVING TEACHING AND LEARNING. These are equally important and interdependent.
  11. There has been little focus on assessing the contributions of RSOs. This is beginning to change.
  12. RSOs are continually challenged to develop new capacities to meet changing district needs. ‘Imported” organizations constantly work to add value as their reform takes hold in districts.

SLL Resource #2

Assessment Continuum of Schoolwide Improvement Outcomes: Implementing the Components of Systemic Schoolwide Improvement

This useful resource was published by the New England Comprehensive Assistance Center in 2002.  This school self-assessment tool provides two forms (short and long) that can be used to examine nine components of reform.  SLL Facilitators used this tool as the basis for developing its Teacher Survey and designing its Needs Assessment Day.  The documents can be obtained from the Education Development Center (EDC).

SLL Resource #3

System-wide Improvement: Focusing on Student Learning: A Comprehensive Guide for Research-based and Data-driven System-wide Improvement

The National Study of School Evaluation (NSSE) in cooperation with six regional accreditation commissions published this comprehensive guide in 2003. It contains detailed directions and tools for use with schools to conduct a systematic study and create a school improvement plan. The document can be ordered from the National Study of School Evaluation.