SUPPORT STANDARD
LEADERSHIP AND ORGANIZATION
The manner in which a school provides leadership, organizes itself, makes decisions, and treats its members profoundly affects teaching and learning. Faculty and administration must be clear and reflective about and responsible for the decisions and practices they have implemented in organizing and structuring their programs and in creating a culture that supports learning for all students.
Conclusions
The high school principal of the 21st Century is perhaps in the most difficult and demanding position that exists in public education. Not only is the principal expected to be the educational leader who sets the vision, focus, and direction for student learning, but he or she is also expected to lead school reform measures and curricular and instructional review, revision and implementation. Coupling these three major tasks with the day-to-day responsibility of the office presents a daunting picture to today’s principal. In order for the principal to function under these demands, support must come from both above and below. At Georges Valley High School, the support, especially from above would have to be described as limited. Lack of a district vision for education leaves the principal without a basis upon which to establish school goals or set a focus for school improvement and heightened academic achievement for all students. Also, there is no up-to-date job description for either the principal or the assistant principal. Without job descriptions that delineate roles and responsibilities, the administrator has neither a professional direction nor a mandate to lead. The principal has developed a school improvement plan with both goals and actions, some of which have been completed and others of which are in progress although a number of things are interfering with this progress. One of the problems is an issue of trust. At present, many teachers feel that the principal is doing the bidding of the superintendent and, in so doing, is allowing the school’s mission and expectations for student learning to take a secondary role to perceived K-12 needs. Related to this issue of trust is the question of who is making the decisions that affect teaching and learning at Georges Valley High School. Is it the principal or superintendent? This question must be answered if the school is to move forward in the best interest of students. The principal has a plan for improving learning, and good things are happening: an advisory program is in place; new courses are being offered to enhance academic rigor; a civil rights team is in place; opportunities for student interaction with the community have been expanded; and a Gates Planning Grant has been awarded to provide funds to examine teaching and learning practices in light of school reform needs. These changes have been made despite the fact that no formalized process for determining educational needs exists at either the district or the school level. Without such a plan, that must be centered on Grades 9-12 needs, doing what is best for all students remains unfocused and disjointed. Without clarity of authority and a clear plan, student learning and achievement, equity in educational opportunities for all students and an assurance of a rigorous academic program for all students cannot be ensured. (teachers, self-study, parents, teacher interviews, school board, central office administrators, school leadership team)
Georges Valley High School has a newly formed leadership team. This team consists
of six representatives from all areas of the professional staff plus the principal.
The major purpose of the team is to provide a mechanism of communication flow
and input to and from all faculty members. This occurs as each faculty team
member leads a sub-committee that meets weekly to discuss issues related to
school and academic improvement. Input from these sub-committees drives decision-making
at the leadership team level. It is to be noted that, in the past, many decisions
were made by full faculty vote, however, as a result of the restructuring of
the school day to provide daily common planning time that is highly structured,
time for full faculty meetings is greatly limited. In view of this, this collegial
approach to decision-making holds great potential to facilitate communication
among staff members and serves as a vehicle for powerful decision-making regarding
teaching and learning as long as the mission and expectations for student learning
serve as the basis upon which decisions are made. In addition to the leadership
team, and its six sub-committees, teachers also serve on a large variety of
committees. In this way, teachers are beginning to provide the leadership necessary
to ensure school improvement. However, while this collegial leadership style
provides opportunity for teacher improvement in decision-making, a decision-making
process needs to be developed as not all decisions are collegial in nature.
Some are purely administrational where the principal has to be the only decision-maker,
others may be best handled by the leadership team while others are full faculty
issues. Without a formal decision-making process, confusion rules, trust diminishes,
and the school mission and expectations for student learning go unmet. Also,
while the principal needs to be collegial, the role cannot be seen as conciliatory.
Some staff members may have to accept what for them are negative results. Strong
principal leadership sets the tone and, on occasion, may have to take an unpopular
stance. (teachers, school support staff, teacher interviews, school leadership
team)
The school board and superintendent in MSAD #50 have not ensured that the principal has the autonomy and authority needed to guide Georges Valley High School in the achievement of its mission and expectations for student learning. Decisions affecting the high school program are seen by many as being made at central office without regard to 9-12 needs. Recently, for example, common planning time was put in place K-12 by superintendent decision. While common planning time is greatly needed given the demands placed on schools today, the time was structured top-down without input from staff as to real needs of the high school. The use of this time needs to be left to the discretion of the building level administrator and faculty. Professional needs for improvement of curriculum, instruction, and assessment as well as school reform issues at grades K-5 or 6-8 are not necessarily those needed 9-12. While linkage K-12 is crucial, especially in curricular revision and development, instructional and assessment needs at the high school must be developed to meet the demands of that age group and to ensure that all students are provided an opportunity to meet academic success and to achieve the school’s expectations for student learning as well as the standards of the Maine Learning Results. Without the necessary autonomy to set the school’s vision, focus, and direction, the principal, no matter his or her strengths, cannot be seen by school constituents as the true educational leader of Georges Valley High School. (teachers, parents, teacher interviews, school board, central office administrators, school support staff)
At Georges Valley High School, the organizational structure of the educational program needs re-examination to determine if it adequately promotes the school’s mission and expectations for student learning or assists all students in the achievement of the standards of the Maine Learning Results. At present, students choose the level of difficulty of their core courses from four groupings: standard; comprehensive; accelerated; and advanced placement. Most core courses are homogeneously grouped. Examination of student work calls into question rigor in all four levels as well as the equity of the educational program for all students. Without equity and rigor, achievement of the school’s expectations for student learning and the standards of the Maine Learning Results for all students will not be assured. (self-study, students, parents, teachers, school leadership team, student work)
At Georges Valley High School, student
grouping patterns do not reflect the diversity of the student body or foster
heterogeneity, and are not consistent with current educational research concerning
student grouping relative to ensuring academic rigor, equity, achievement, and
success for all students. Core courses in some content areas are offered in
up to four different levels. Student work indicates huge discrepancies in rigor
and equity within and between their levels. There are some areas that promote
heterogeneity: music, art, health, and physical education do so consistently,
but core courses, except for math and English 11 and 12, remain leveled. As
such, students may choose the “easy road” in those courses that
serve as the basis for meeting the standards of the Maine Learning Results as
well as the school’s expectations for student learning. Grouping patterns
currently in place are not conducive to academic success for all students, and
many students are leaving school without the necessary skills and knowledge
needed to become successful adults. (school leadership team, central office
administrators, student work, self-study)
Georges Valley High School is on a 4x2 block schedule that allows students to
take up to four classes each day or a total of eight each semester or year.
Teachers are assigned to six 75-minute instructional periods, plus a 35-minute
study hall duty every other day coupled with a 35 minute preparation period.
On the alternate day, teachers are assigned to a 75 minute team planning time.
This leaves teachers with only 35 minutes of preparation time every other day.
While the schedule provides students numerous course choices, little time is
provided for teachers to adequately prepare for effective delivery of the curriculum.
The common planning time and the team time are needed but it is so highly structured
that it does not provide opportunity to address critical school improvement
needs. Methods must be found to allow teachers the time needed to prepare and
set up for effective curriculum delivery. Lack of necessary time impacts all
teachers but most especially those who must roam from room to room and those
who must set up materials and equipment for their classes. In these cases, student
learning time is also negatively impacted. Inadequate preparation time has a
rollover effect on academic rigor and equity, and student learning and achievement
are compromised. (teachers, students, self-study, teacher interviews, observation,
student work)
At Georges Valley High School, the principal welcomes and encourages students and parents to participate in the educational process. Parents and students are included on a variety of committees. The school’s mission and expectations for student learning was created with staff, student and parent input. Recently, a $10,000 Gates Planning Grant was received by the school. This grant was prepared via efforts of students, parents, and staff members working collegially for the betterment of the school. The principal meets regularly with a parent group to discuss school issues and concerns, and as noted above, a school leadership team has recently been established. This team meets weekly to discuss and resolve issues brought forth at the weekly team meetings. Two students elected by the student body attend MSAD #50 board meetings to present student issues. The principal also has a student advisory council that meets a minimum of once every term. Each term a student from each advisory group volunteers to meet with the principal to share and discuss student issues and concerns relative to the school’s mission and student expectations. Twice a year, any student can bring forward a “bill” to be discussed by the entire school. From this meeting, school issues can be addressed and, if appropriate, moved on to the level at which decision-making can occur. Student voice is also heard through The Valley Voice, the school newspaper; the public relations class that provides articles to local newspapers and the district’s website; and Buccaneer Broadcasting, the school’s television production and broadcasting programming. While the school provides many opportunities for student and parent involvement, a question of depth of involvement remains. Having a parent advisory group or parents and students on a self-study committee is outstanding, but if this is as far as the depth of involvement goes, a sense of real partnership, ownership and responsibility may not exist. (self-study, panel presentation, school leadership team, parents, students)
At Georges Valley High School, the student-teacher ratio is excellent. However, while the average class size is 13, with a range of six to 24, some teachers meet with over 130 students per day. Having these numbers in six classes with perhaps four to six preparations has negative implications for rigor, equity, assessment, and delivery of curriculum. An English teacher for example, who has a class load in the 100s cannot deliver best practice as a writing coach. Conferencing with students is greatly impacted as is scoring and using the results of scoring data to improve curriculum and instructional methodology. With large class loads, student achievement and academic success is compromised. (self-study, student work, observation, student shadowing, teachers, students)
While Georges Valley High School teachers are provided common planning time each morning, its use has been determined by the superintendent without regard to the needs of the school. For real collaboration to occur, opportunities must be planned by the school’s administration and faculty as they know best how and when to bring people together in an optimal manner. This means that the common planning time occurs through a school-wide plan for its use that is well thought out and implemented by those who determine its use. (teachers, self-study, observation, school leadership team)
At Georges Valley High School, the staff takes great pride in promoting the well-being and learning of students. The advisory program was established in an attempt to personalize the learning experience for all students and to provide each student with an adult within the building who is to assist them with school issues and problems. The creating of the school’s mission and expectations for student learning and the expectations portfolio are ways in which student learning is promoted and assessed. Teachers pride themselves on being accessible to students who are in need of academic assistance. Rules and regulations are published and made known to students. Concern has been raised that disciplinary issues passed on to the assistant principal are sometimes dealt with in an untimely fashion, causing frustration to both the offending student and the reporting adult and bringing about questions of equality and fairness of treatment. Another concern raised was that the assistant principal was not visible enough in the building. It is to be noted that the assistant principal is also the athletic director. Attempting to do both jobs well is a daunting task, although visibility in hallways and throughout the building certainly plays a role in reducing some types of disciplinary offenses. (students, teachers, observation, parents, student shadowing)
Student success is regularly acknowledged and celebrated at Georges Valley High School. Displays of student work in such areas as art are abundant and impressive. Athletic success is highlighted by numerous flags and trophies on display in the gym area. What is not seen are examples of student work in all academic areas posted or displayed. Student work is also recognized in video productions done by the Buccaneer Broadcasting and the school newsletter, The Valley Voice. (self-study, observation, student shadowing, students)
The climate at Georges Valley High
School is positive, respectful, and supportive. This results in a sense of pride
for the school seen in students, parents, and staff alike. There is also a strong
sense of community pride in the school and its program. The sense of pride exhibited
by so many people in the school community is somewhat shadowed by the perceived
lack of appreciation or understanding by others. Internally, among administrators
and a few staff members, who are clinging to traditional, out-of-date methodology,
there are philosophical and pedagogical differences. These negative staff members
are hindering the principal’s efforts to establish a climate that supports
ongoing high school reform efforts. The management style and decision-making
practices of the administrators and team leaders need to be openly discussed,
and from that discussion, there need to be established protocols for decision-making
that are consistently used. Without a formal decision-making process that defines
who makes what decisions, confusion rises and threats to trust and collegiality
increase. (self-study, teachers, school leadership team, team leaders, teacher
interviews)
While teachers at Georges Valley High School serve on a number of school-based
committees and while informal discussions do occur around student work, there
are no formal, planned opportunities or times to have serious, thoughtful, reflective
and constructive discussion that would inform student learning. Without a formal
plan and appropriate opportunity to discuss student learning and to use student
work as the basis for these discussions, such issues as rigor and equity of
the educational program and achievement thereof cannot be addressed in a meaningful
way. Without a solid foundation on which to review curriculum, instruction,
and assessment practices, no substantive change will occur, and increased academic
achievement for all students will not take place. (teachers, teacher interviews,
school leadership team, team leaders)
Commendations:
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