Trusting and empowering the school leaders:
teachers and staff formed a dynamic team to motivate achievement.
The school uses a
Pacing system-a sequenced learning plan-tied to the school improvement
goals. All teachers on a given grade level cover the same Sunshine
State standards during a nine-week grading period. Teachers design
the yearly pacing schedule. It is supported with the right data
(i.e., every available student record), widely disseminated and
used by all teachers. This timely benchmarking is pervasive. It
drives the school's instructional focus including programs and teacher
assignments. The system interconnects the faculty. For example,
a Title I reading leader coordinates the reading program, and works
with the curriculum coordinator who oversees instruction and provides
reading comprehension assistance to critically low students.
Results: Meeting high standards: 72%, reading;
71%, math; 88%, writing. Learning gains: 88%, writing; 77%, reading;
76%, math. 86% of the lowest 25% made learning gains in reading.
Practices that Promote High Performance:
- Before, after, and Saturday tutoring; in-school "Intensive
Care Unit" for critically low students
- Reading Leader and Curriculum Coordinator participate in additional
before and after-hours instruction
- Using proven strategies, such as the CRISS (Creating Independence
through Student-owned Strategies)
- Successful grant-seeking to increase technology and companion
teacher training in technology
The Principal
has been at the school for 22 years. More than 97% of the students
are Hispanic, and 81% qualify for free and reduced lunch. Over the
years, the principal's leadership style has changed. As it evolved,
she shared leadership responsibilities, and now empowers her staff
to participate in decision making. Everyone is a leader at some
point, in some activity. Grade level chairs rotate annually to provide
opportunities. All teachers are expected to serve and lead both
short and long term committees. Budget decisions rely on teacher
input to prioritize which programs best serve the most critical
needs. Teachers also manage faculty meetings and serve as interviewers
of prospective teachers.
Results: School grade 2000: A; 2001: A; 2002:
A (410 needed for an A, school achieved 470)
Practices that Promote High Performance:
- Outside leadership as a "Professional Development School"
provided through a partnership with the University of Miami that
supplies a professor in residence and support to preservice and
veteran faculty
- Mentoring for newly hired personnel; sharing of training; modeling
lessons and strategies
- Pervasive staff belief in "nothing less than excellence,"
and confidence in their ability, nurtured by principal
The principal is an acknowledged
budget whiz. Using federal funding from Title I, grant monies, district
resources and other funding, she keeps her focus on the instructional
goals. Teachers tell her what they need, what their students need,
and those are the bottom-line priorities. Professional development
linked to academic goals is a major focus. The school is open to
innovation and constantly seeking monies for promising programs.
They invest most heavily in proven instructional strategies and
programs that work for the school. Reading improvement and hands-on
science instruction are two current concentrations. Hiring needed
personnel, including support staff, is always a budget consideration,
as are parent materials.
Results: Low teacher turnover, best
student attendance in the district, qualified resource pool to assist
teachers
Practices that Promote High Performance:
- Paraprofessionals trained to do higher level remedial assistance,
rather than clerical support
- Six computers per classroom, an open access computer lab, distance
learning
- Comprehensive reading plan with emphasis on guided reading component
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