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Building Capacity for High School Improvement at the State, District and School Level
Question 2: There are a significant number of complex issues which suggest that if State Education Agencies (SEAs) are going to effectively address Secondary School Redesign in their state, a set of planned actions must occur at the state level, which allow local schools and district to fully understand the expectations for the work. What do you believe are the key aspects that drive these SEAs actions leading to transformational (change) for entire state system? |
Restructuring secondary schools is a system-change challenge for all states. Most states have secondary schools which are unable to accommodate the needs of all students in their objective of preparing children for the 21st century. High schools in particular have been resistant to change whether it is through their own internal reform initiatives or by efforts initiated at the district or state level. SEAs need to gauge their own policy framework, capacity and leadership issues relative to effectively leading and supporting secondary school transformation in their state. Once states have taken steps to better understand their own implementation capacity issues, an in-depth dialogue must begin with practitioners and key stakeholders relative to the challenges that districts and schools face and how the SEAs can better support the expected high school transformation requirements.
While these steps suggest a sequence of activity, the process is not linear. In all likelihood the SEA has initiated various actions in the area of high school reform, increasing graduation requirements, and improving curriculum for secondary school students. Although, research indicates that in some cases, there has been very little penetration of those actions in the most challenging high schools. The SEA CAPACITY AND LEADERSHIP SELF-ASSESSMENT TOOL developed by Council of Chief State School Officers (CCSSO) and staff from 26 states discusses the actions that states should be engaged in. This self assessment tool suggests a theory of action which is based on organizational self examination and reflection through an analytical process.
SEAs who are attempting to develop a state-wide diploma system which ensures equal expectations across all Local Education Agencies (LEA) for what students need to know and are able to do, may want to undertake the use of this tool to more accurately assess their progress. By doing so, they will have engaged in a "gap analysis" which will inform their next steps in assisting their high schools in making positive change and fostering innovation. Important questions such as; "Is the current secondary school transformation model comprehensive and transparent?”can be addressed by bringing in practitioners and "voices from the field"to the process to solicit input and feedback on the design work. Communication strategies are critical to develop an understanding with the parents and thepublic, yet in some states few resources have been expended on this aspect. In all, the theory of action states should consider engaging in to effectively boost their secondary school transformation expectations are encompassed by the following simultaneous activities:
- Action Strand #1- Clarity of Design and Expectations: SEAs need to engage in a collaborative process wherein the expectations for the secondary school transformation model are made clear from the standpoint of being transparent and comprehensive. The formulation of the design will have incorporated data, relevant information from higher education and other state agencies, and the private sector/business and industry. The model also should respond directly to the call for increased rigor and preparation to meet the demands of 21st century learning. Most important, the rationale for the design is based on best practice, research and supports flexibility in local implementation strategies.
- Action Strand #2- Broad-Based Community Involvements: One of the biggest obstacles currently to achieve a transformation of the high school system is that parents and the public DO NOT understand well the reasons for SEAs wanting to change the current high school structure. If there is to be coherence state-wide around having similar expectations for all students, communication and public engagement around those commonly held expectations must be undertaken methodically. A process for vetting, and taking feedback necessarily is part of that process.
- Action Strand#3- SEA Organizations and Leadership: What is now known , as opposed to even four years ago, with respect to what leadership and supports needs to be provided by an SEA for a successful secondary school transformation process to occur, is significant. Both core teams and cross functional office teams with essential staff are critical. An interagency and community based dialogue with specific SEA leadership mechanisms that continuously updates key partners is also essential. Most likely, a "practitioners advisory group" which includes all key stakeholders is necessary when design work undergoes modification. All elements of the secondary transformation model need to have explicit implementation guides to assist LEAs in understanding the expectations.
- Action Strand #4: Capacity Building/Sustainability: Perhaps the biggest threat to achieving a true transformation of a state's secondary school redesign effort, is lack of continuity, sustainability and implementation capacity. SEAs must develop the capacity to provide high quality technical assistance to LEAs. Partnerships must be forged to boost and augment SEAs’ capacity in the areas where it is needed. A "cadre of experts" and peer review of systems using the technical expertise from the field should be the bedrock for sustainability in terms of providing co-learning opportunities for schools. Targeted resource allocation should also be part of the action planning of an SEA to achieve the desired results.
Systemic school reform is required if America's high schools are to deliver on what can only be considered as one of our nation's most sacred social compacts: the fundamental civil right that ensures that schools deliver a high quality, free and appropriate education for all families and their children. States must exhibit greater leadership in the area of secondary school transformation if forward progress is to be made in the next decade.
References
The Council of Chief State School Officers
www.ccsso.org
The National Association of State Board Educators
www.nasbe.org
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