Page 49 - EdViewptsSpring2018-web_Neat

School improvement requires a com- community may already know about
prehensive, locally led improvement its school system and student perfor- The process encourages
process that examines the school sys- mance levels, the accreditation pro- the use of student per-
tem as a whole and ensures all of the cess generates a plan for improvement
components of the system are strate- that results in permanent changes in formance data to make
gically aligned and everyone within the the beliefs, expectations and practices informed decisions that
system is working collaboratively on of the system. lead to increases in
common goals for improved student The process encourages the use of
performance. student performance data to make in- student achievement
However, how can school leaders formed decisions that lead to increases and improve the sys-
balance the competing challenges in student achievement and improve tem’s organizational
of daily operations, the reporting the system’s organizational capacity. It
and accountability demands from also provides the means for developing capacity.
the state and federal government the professional skills of the staff and
and real school improvement? increases understanding of what steps proposed initiative by asking if that
For the Point Pleasant Beach and are necessary to improving student initiative would assist the district in
Hazlet school districts, the answer achievement. achieving one of its goals. If it did, the
was combining the work already The process moved the Point Pleasant district found a way to fund that initia-
underway in response to state and Beach and Hazlet school systems tive and use those goal statements as
federal accountability requirements beyond the data and the reporting its rationale. If it didn’t, to the cutting
with the Middle States Association’s requirements to meaningful and room floor it went. In time, this dogged
accreditation process. ongoing school improvement. approach to alignment encouraged
the district to focus on a smaller set of
Accountability + Accreditation Point Pleasant Beach achievable aims and make meaning-
The Middle States Association’s School District ful progress toward their achievement.
Excellence by Design accreditation From a leadership standpoint, having
protocol for school systems provides The Point Pleasant Beach School the broad range of stakeholder feed-
a centralized organizing framework for District used the Excellence by Design back and other data that the accredita-
improving student performance and protocol to establish baseline data on its tion process forces an organization to
organizational capacity. The protocol current performance and create prin- gather is invaluable.
provides the means for fostering cipled, foundational aims to drive the
broad-based stakeholder involvement, district, building and classroom goals. Hazlet School District
cultivating both the support of faculty The goal statements generated during As the Hazlet School District’s high
and the commitment of the community the accreditation process became the school Middle States accreditation
necessary to sustain a culture of foundation for systemic change that renewal approached, the administra-
continuous school improvement. extended to individual classrooms. tion sought to expand on the process
Accreditation is a volunteer, peer Annual district goals were driven by the and not only conduct a self-study of
review process that promotes the kind goals established collaboratively during the high school, but the entire district.
of locally led and sustainable school the accreditation process. Those district At the time, the district was in need of
improvement research says works goals then informed the building goals a strategic plan and determined the
best. It is cost effective and ensures for each school, allowing for custom- Middle States Excellence by Design ac-
the school system’s planning and deci- ization to suit each school’s unique creditation protocol would provide the
sion-making processes are focused on needs. This alignment greatly assisted requisite vehicle to engage the school
a clear mission, world-class standards, classroom teachers, who then based community charting the district’s future
and measurable progress. their individual performance targets and growth.
professional development upon the
Accreditation helps demonstrate the goals established for their respective As with excellent teaching, reflective
school system’s efficacy and added buildings. Moreover, the entire admin- practice is the key to continual growth
value, builds community support, istrative team, from the superintendent and improvement, and the 12 bench-
organizes the system for continuous to curriculum supervisors also tied their mark standards of the protocol provided
self-improvement and provides power- performance targets and professional the district with the necessary and
ful external validation from peers. development goals to the Middle States specific feedback used to develop the
Accreditation augments state and goal statements. As a result, the entire district’s strategic plan.
federal accountability reporting by school district moved as one unit toward Two key facets of this process were
looking beyond test results to mea- a common set of contained goals. the engagement of the total school
sure a school system’s effectiveness For the first time, professional community in assessing the district’s
within the context of the community conversations focused on similar current performance levels and the
and the system’s unique characteris- concepts and targets, and leadership establishment of a continuous plan-
tics. Instead of reflecting back what a personnel measured the value of each ning ethic. School and department-

Educational Viewpoints -47- Spring 2018