Getting Serious About the System

Before retiring from SEDL in October, 2010, D'Ette F. Cowan led Texas Comprehensive Center efforts to assist state and intermediate agencies in providing high-needs districts and schools with technical assistance that is systemic in nature. In her 12-year career at SEDL, she also assisted low-performing districts and schools throughout a five-state region to improve student learning, and investigated strategies for transforming schools into professional learning communities. Currently, Cowan serves as a consultant to SEDL on a variety of projects. As one of the researchers and authors of Working Systemically in Action: A Guide for Facilitators, she has had first-hand experience in helping district and school leaders apply a systemic approach to improve learning outcomes for students. Her study of professional learning communities over her career has included conducting and applying research and presenting findings at conferences and in books and journals. She has authored chapters and articles in Demystifying Professional Learning Communities: School Leadership at Its Best; SEDL Letter; Journal of School Leadership; and Learning Together, Leading Together. Prior to joining SEDL in December 1997, she served as a junior high school teacher and an elementary school principal. Her continuing research interests include leadership for change, systemic improvement, and professional learning communities. Stacey Joyner is a Program Associate at SEDL-a nonprofit education research, development, and dissemination corporation based in Austin, TX. She participates in efforts to build state education staff capacity to serve districts and schools. She is the former editor of the USDE's Reading First newsletter The Notebook, and former editor of the Texas Comprehensive Center's newsletter Texas Focus. She is co-author of SEDL's Working Systemically in Action, a comprehensive process for school improvement. Prior to joining SEDL, Ms. Joyner served as the Reading Coordinator for the Idaho State Department of Education. She has 11 years of teaching experience. She has served as a reading specialist and teacher trainer for the Clark County School District in Las Vegas, Nevada. Ms. Joyner holds a BA in Elementary Education from Idaho State University and an MEd in Curriculum and Instruction from the University of Nevada at Las Vegas. She is currently a doctoral student at the University of Texas at Austin. Shirley Beckwith is a Communications Associate with SEDL's Texas Comprehensive Center (TXCC). She provides editorial review of training materials and resources used in meetings hosted by the TXCC and prepares materials for submission to national evaluators. She also provides and reviews content for the TXCC Web site. She has been involved in several revisions of the Working Systemically approach, including the 2008 Working Systemically in Action: A Guide for Facilitators and a conversion of the process into a scripted training manual for school support teams. Prior to joining SEDL Ms. Beckwith worked for several years at the University of Texas LBJ School of Public Affairs as the coordinator and researcher for the Guide to Texas State Agencies. Ms. Beckwith has a master's degree in Library and Information Science.

Preface Acknowledgments About the Authors Introduction to Systemic Improvement Systems Thinking Systems Thinking in Education Working Systemically: A Process Grounded in Research Testing and Refining the Working Systemically Approach The Working Systemically Approach: Levels, Components, and Competencies What It Takes Summary References 1. The "Works" of Working Systemically Levels of the System Components of the System Competencies for Working Systemically The Working Systemically Approach in Action 2. Phase I: Understanding Systemic Improvement Step 1. Study the Approach Step 2. Collect and Analyze Preliminary Data Step 3. Present the Approach at the School Level Step 4. Commit to Systemic Improvement 3. Phase II: Analyzing the System Step 1. Form the District and School Leadership Teams Step 2. Begin the Comprehensive Needs Assessment Step 3. Conduct a Gap Analysis Step 4. Begin the Process at the School Level Step 5. Formulate Problem Statements Step 6. Describe the Ideal State Step 7. Review System Initiatives Step 8. Continue the Process at the School Level 4. Phase III: Planning Action Step 1. Investigate Research-Based Practices Step 2. Explore the Professional Teaching and Learning Cycle (PTLC) Step 3. Review Progress Made to Date and Existing Plan Step 4. Develop a District Improvement Plan Step 5. Formalize and Communicate the District Improvement Plan Step 6. Develop School Improvement Plans 5. Phase IV: Taking Action & Monitoring Progress Step 1. Implement and Monitor the Improvement Plans Step 2. Provide Continuing Leadership for the Improvement Work Step 3. Address Unique Challenges as They Arise 6. Phase V: Assessing & Reflecting on Outcomes Step 1. Analyze and Reflect on Evidence of Implementation and Impact Step 2. Decide on a Focus for Continuing the Improvement Work Step 3. Recognize Work, Progress, and Accomplishments Bibliography Matrix Index

"This book is a critical roadmap to district and school transformation. It takes the guess work out of determining where improvement is needed." -- Freda Hicks, Assistant Principal "The working systemically model provides a research-based approach to school improvement. The clearly defined step-by-step approach will assist any school or district in its improvement efforts. My professional practice has been significantly changed as a result of my direct experience implementing SEDL's working systemically approach." -- Sally Bennett, Curriculum Coordinator "This book not only describes processes and strategies but provides the tools needed for those leading the process. This is a process that a campus or district leader could use that would examine and use the resources they already have and is not another program they need to buy." -- Cynthia Stone, Director of School Improvement "The vignettes pulled everything together and increased my understanding of the phases. The tips for building relationship between team members and dealing with sensitive issues are also very helpful." -- Debbie Langford, School Counselor "This is the most comprehensive approach to improving a school system that I have seen in one text. I would absolutely recommend this book to my colleagues." -- Diana Pratt, Assistant HS Principal (retired) "This book challenges leaders to focus on what is most important and identifies the improvement efforts required to achieve dramatic results in the classrooms. It is brimming with ideas on how to transform education systemically and provides teachers, administrators, and leaders with a comprehensive resource to improve student achievement." -- Debra Paradowski, Associate Principal "The authors provide decades of high-quality professional development and hands-on work with schools and school districts. I appreciate and applaud their efforts to translate research on data use, professional development, leadership, and collaboration into tools and processes useful to educators." -- Victoria Bernhardt, Executive Director, Education for the Future