Leading the Conversion Process

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Leading the Conversion Process Lessons Learned
and Recommendations for Converting to Small
Learning Communities Fouts Associates,
L.L.C. December 7, 2006
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Introduction

• A synthesis of evaluation findings from over 60
  high schools in Washington State, North Carolina,
  Oregon, and Missouri.
• Important lessons and recommendations for current
  and future efforts for converting to small
  learning communities.

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Lesson 1

• The schools most successful at converting to SLCs
  focused considerable attention on the moral
  imperative to change their practices to better
  serve their students.
• Relied on data
• Instrumental in bringing to surface teachers
  attitudes and beliefs about their students and
  the goals of schooling.
• Focused on beliefs

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Lesson 2

• Structural changes leading to SLCs do not
  necessarily result in improved instruction or
  increased student outcomes. For the changes to be
  truly meaningful, educators must always view the
  SLCs as a means to an end, and not an end unto
  itself.
• In successful schools, educators gave continual
  efforts
• to the reasons to change
• to a new educational philosophy, and
• to instructional improvements.

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Lesson 3

• The implementation of SLCs affects teachers at
  least as much as it does students. SLCs require
  changes in the working environment and can affect
  teachers careers, both of which must be planned
  for and dealt with carefully.
• Changes in the Work Environment
• Strong teacher collaboration
• Threats to careers

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Lesson 4

• Successful conversion to SLCs requires a
  sustained commitment by the school district.
  Board members and district administrators must
  understand and support not only the structural
  changes being attempted but also must believe in
  the type of educational experience the structural
  changes are meant to create.
• Many signed off on the grant but did not sign
  on to the philosophy of SLCs.
• Budgeting
• Hiring
• Course Offerings (electives Advanced Placement)

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Lesson 5

• Successful conversion requires an ongoing effort
  to ensure community awareness and support.
  Without these, the conversion process will be
  very difficult if not impossible.
• Parents and community members must understand the
  reasons for change and be involved in the
  planning process.
• Sports
• Music
• Advanced Placement Courses
• Foreign Language

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Lesson 6

• Specific, common issues emerged across schools
  that require special planning and consideration
  as schools move through the conversion process.
• Phase-in approach vs. Full Implementation
• Thematic SLCs vs. Generic SLCs
• International Baccalaureate and Advanced
  Placement Courses
• Contiguous Space
• Student Crossovers

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Lesson 6
Phase-in Approach Phase-in Approach
Advantages Disadvantages
Allows for trial and error Allows teachers to participate at varying degrees Allows students to continue their education in the system they started Supportive teachers are in the initial SLCs, and more resistant teachers are scheduled for later implementation Reluctant teachers may view this as a lack of total commitment If the phase-in approach lasts too long, may lose the excitement and momentum Running two programs as once creates difficulties with the budget, facilities planning, scheduling, and teacher assignments
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Lesson 6
Full Implementation Approach Full Implementation Approach
Advantages Disadvantages
Involves all teachers and staff in the change Signals a commitment to SLCs Less complicated for facilities planning, budgeting, curriculum development, and staffing Takes a longer planning period Forces staff members into the conversion, without the moral commitment Creates opposition by juniors, seniors, and their parents
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Lesson 6
Thematic SLCs Thematic SLCs
Advantages Disadvantages
Stimulates teacher, student, and parent interest Stimulates partnerships with community groups and local businesses Attracts teachers who want to move away from the tradition curriculum Strongest teachers, or those most excited, join to form an SLC Some SLCs require more resources Difficulties replacing teachers Some students may not like the options or may not receive their first choice May lead to inequity in student ability, gender, and ethnicity.
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Lesson 6
Generic SLCs Generic SLCs
Advantages Disadvantages
Assign teachers to obtain more equity on teacher enthusiasm and popularity Budget is equal across SLCs Teacher replacements are easier Student assignment is less problematic May not generate as much excitement and community support.
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Recommendation 1

• School leaders must focus their efforts on the
  human and organizational dynamics and barriers
  and on becoming change agents.
• Built the case for change
• Anticipated and planned for the human reactions
• Made the difficult decisions when necessary
• Kept the final product in clear site

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Recommendation 2

• Begin with the moral imperative of why the school
  must change, and keep that message in from of the
  educators and public throughout the process.

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Recommendation 3

• Once leaders have established the moral
  imperative to change, they must focus their
  efforts on ensuring that teachers view SLCs as a
  means to an end and on professional development
  activities for teachers that enable them to take
  advantage of the opportunities that SLCs provide.
• Increased collaboration
• Increased personalization
• Increased rigor
• Improved instruction

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Recommendation 4

• Leadership must make a careful assessment of the
  degree of support the conversion has among
  teachers, district administrators, and board
  members and plan and act accordingly.
• Employ an inclusive and transparent planning
  process

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Recommendation 5

• Leaders in the conversion process must anticipate
  and plan for the human factors that will impede
  conversion to SLCs and other changes.
• Leaders should anticipate and be proactive in the
  planning, rather than reactive
• Developed understandings with district
  administration, the school board, and unions

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Recommendation 6

• Leaders must anticipate and plan for the
  potential problems with the phase-in and
  full-implementation approaches, with the thematic
  and generic models, with contiguous space, and
  with student fidelity to the SLC.

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