Books

Collaborative School Reviews: How to Shape Schools from the Inside

Books

Beverley Freedman & Raffaella Di Cecco

Publication Year: 2013

DOI: http://dx.doi.org/10.4135/9781483387833

Subject: School Change, Reform, & Restructuring, Leadership, Data-Driven Decision Making

Less information >

Print ISBN: 9781452242958 |

Online ISBN: 9781483387833

Online Publication Date: December 23, 2014

Publisher: Corwin Press |

Print Purchase Options

Abstract

“It is heartening to read about a practical, specific and supportive school review process that begins with true collaboration! Bev Freedman and Raf Di Cecco offer a complete package for educators who crave how to collaboratively guide school improvement from the inside out.”

—Lyn Sharratt, Author, Putting FACES on the Data

Say goodbye to top-down evaluations and hello to collaboration and change!

How can you leverage the objectivity of outside evaluators and the knowledge of local educators who understand your school's particular situation to help you drive school improvement? The answer: collaborative schools reviews.

Beverly Freedman and Raf DiCecco show how to design and implement a rigorous and effective school evaluation process, conducted by personnel from within your district in collaboration with your school leadership team. Here you'll find ...

Citations
Add to My List
Share
Text Size

Chapters
Front Matter
Back Matter
Subject Index

Copyright

View Copyright Page

[Page iv]
Copyright © 2013 by Corwin
All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
All trade names and trademarks recited, referenced, or reflected herein are the property of their respective owners who retain all rights thereto.
FOR INFORMATION:
Corwin
A SAGE Company
2455 Teller Road
Thousand Oaks, California 91320
(800) 233-9936
http://www.corwin.com
SAGE Publications Ltd.
1 Oliver's Yard
55 City Road
London, EC1Y 1SP
United Kingdom
SAGE Publications India Pvt. Ltd.
B 1/I 1 Mohan Cooperative Industrial Area
Mathura Road, New Delhi 110 044
India
SAGE Publications Asia-Pacific Pte. Ltd.
3 Church Street
#10-04 Samsung Hub
Singapore 049483
Printed in the United States of America.
A catalog record of this book is available from the Library of Congress.
ISBN 9781452242958
This book is printed on acid-free paper.
13 14 15 16 17 10 9 8 7 6 5 4 3 2 1
Acquisitions Editor: Arnis Burvikovs
Associate Editor: Desirée Bartlett
Editorial Assistant: Mayan White
Production Editor: Amy Schroller
Copy Editor: Gretchen Treadwell
Typesetter: Hurix Systems Pvt. Ltd
Proofreader: Victoria Reed-Castros
Indexer: Maria Sosnowski
Cover Designer: Candice Harman
Permissions Editor: Jennifer Barron
Acknowledgments
[Page xi]
In addition to our own combined experience, many colleagues have contributed to the making of this resource, notably Marjatta Longston and Lisa Millar who are instructional leaders at a system and provincial level in their own right. We also have quotes from practicing system leaders Mike Borgfjiord and Lesleigh Dye. We have learned immeasurably from the Toronto District School Board's School Effectiveness Team of Kathy Cowan, Annie Appleby, Linda Curtis, and Leslie Banner, Bev's partners on many reviews. Thanks to Susan Schwartz, Karen Grose, Susan Murray, Nina Bascia, Jennifer Adams, Joan Powell, Mark Smiley, Dafna Ross, Roula Anastasakos, Linda Massie, and especially the Ontario Principals' Council for their ongoing support and feedback. Thanks to Jason Canavan for his assistance creating graphics. A special thanks to Barbara Bodkin and Angela Piscitelli for their friendship, support, and encouragement. Last, a debt of gratitude to our husbands, Lorenzo and Jon, and our families for their patience.
The resource is influenced by the works of Barber, Bernhardt, Crevola, DuFour, Elmore, Harris, Hattie, and Marzano, among others. Coming from Ontario, we owe a debt of gratitude to Michael Fullan, Ken Leithwood, Ben Levin, Avis Glaze, Lyn Sharratt, Mary Jean Gallagher, and the governments that have enabled excellence in Ontario schools. They have shaped education reform across that province which the Organisation for Economic Co-operation and Development (OECD) has acknowledged as an innovative and successful jurisdiction. For further information and additional resources, please visit the website associated with this book (http://www.collaborativeschoolreviews.com).
Publisher's Acknowledgments
Corwin would like to thank the following individuals for their editorial insight and guidance:
Dr. Peter DeWitt, Elementary School Principal/Corwin Author
Averill Park Central School District
Poestenkill, NY
[Page xii]
Mary Johnstone, Director
AdvancED Alaska
Anchorage, AK
Tom Lindsay, Assistant Superintendent
Mannheim School District 83
Franklin Park, IL
Natalie Marston, Principal
Central Special School
Edgewater, MD
Dr. Sara E. Spruce, Professor of Education
Olivet Nazarene University
Bourbonnais, IL
Dr. Gayle Wahlin
Retired Assistant Superintendent, Currently Educational Consultant
DuPage Regional Office of Education
Wheaton, IL
About the Authors

[Page xiii]
Beverley (Bev) Freedman, EdD, is an educational consultant, involved in numerous district and provincial reviews, strategic planning, and system improvement. Currently she is supporting school districts in their implementation of reviews in Ontario and has led several provincial leadership and special education reviews. She is a trainer in several types of classroom observations. She presents on issues of principal instructional leadership, equity and inclusive education and evidence-informed decision making, and works with several independent schools on school improvement planning. In any one year, as an instructional leadership trainer, she visits hundreds of classrooms in a variety of schools and districts including districts in Manitoba, Nova Scotia, New Brunswick, and Newfoundland and outside Canada including Chile.
Bev has presented at numerous provincial, national, and international research conferences including the American Education Research Association, Congress for Humanities and Social Science, the International Congress for School Effectiveness and Improvement, and the International Principals' Congress. She coordinates professional learning for Canada's Outstanding Principals in collaboration with the Learning Partnership. She was superintendent of programs for the Durham District School Board and the former executive officer for the Ontario Ministry of Education's Literacy and Numeracy Secretariat (LNS). She worked as the leadership coordinator for the Faculty of Education, York University and remains affiliated with the Ontario Institute for Studies in Education, University of Toronto, and the University of Ontario's Institute of Technology. She was on the executive of Ontario's Provincial Superintendents' Organization (OPSOA), and in 2001, was named Ontario's Distinguished Leader by OPSOA. Her doctoral thesis won the Doctoral Dissertation Award from Phi Delta Kappa University [Page xiv]of Toronto (PDK-UT) Chapter and she won the Larry Frase award from Curriculum Management Services Inc. (CMSi) in 2007. She is on the boards of Scientists in School, Licensed to Learn, and Teacher Mentor's Abroad.
Raffaella (Raf) DiCecco, CMC, is an authority on managing complex policy and program reform within a government environment at the provincial, federal, and local level. She has held senior positions at both the federal and provincial level in a variety of policy fields, in positions ranging from direct program delivery to policy development and program design. She has an expert understanding of educational, social, and labor market issues, policies, and delivery mechanisms. As regional director of education, she provided oversight for fifty-two school districts and as executive director of the Ontario Royal Commission on Learning (http://www.edu.gov.on.ca/eng/general/abcs/rcom/main.html), she directed the first review of Ontario's elementary and secondary education system in twenty-five years. The Commission's report For the Love of Learning, tabled in 1995, has established the foundation for Ontario's current reform agenda.
Raf has extensive experience in strategic planning and organizational development as both a senior executive and an organizational development professional. Her consulting practice focuses on change management and specifically the educational and employment sectors. Her clients include the public sector, the broader public sector, as well as the not-for-profit and the private sector. She has led major program reviews and evaluations within the education and employment sectors, has extensive experience as a facilitator building coalitions, and is well regarded as a coach and mentor. Her work has given her a unique understanding of the relationships between educational interests and the range of players and stakeholders; she brings this understanding to this resource.
Raf is a Certified Management Consultant (CMC) through the Canadian Association of Management Consultants and a member of the Canadian Evaluation Society.
References and Further Reading

[Page 193]
Ackoff, R., & Addison, H. (2010). Systems thinking for curious managers: With 40 new management flaws. Axminster, Devon, UK: Triarchy Press.
Armstrong, A. (2011). Lesson study puts collaborative lens on student learning. Tools for Schools, 14(4),1–3.
Barber, M., Moffit, B., & Kihn, P. (2010). Deliverology 101: A field guide for educational leaders. Thousand Oaks, CA: Corwin.
Bauer, S., & Brazer, D. (2012). Using research to lead school improvement: Turning evidence into action. Thousand Oaks, CA: Sage.
Bernhardt, V. (2004). Data analysis for continuous improvement
(2nd ed.).
Larchmmont, NY: Eye on Education.
Berry, B. (2011). Teaching 2030: What we must do for our students and our public schools–now and in the future. New York: Teachers College Press.
Blase, J., & Blase, J. (2006). The teacher's principal. The Learning Principal, 1(4),1, 6, 7.
Burke, W., Lake, D., & Paine, J. (2009). Organization change: A comprehensive reader. San Francisco: Jossey-Bass.
Christensen, C., Horn, M., & Johnson, C. (2008). Disrupting class: How innovation will change the way the world learns. New York: McGraw-Hill.
Cialdini, R. B. (2001). Systematic opportunism: An approach to the study of tactical social influence. In J. P.Forgas & K. D.Williams (Eds.), Social influence: Direct and indirect processes(pp. 25–39). Philadelphia: Psychology Press.
City, E., Elmore, R., Fiarman, S., & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education University Press.
Costa, A., Garmston, R., & Zimmerman, D. (2012). Cognitive capital: An investment in teacher quality. Education Week, 32(12),26, 32.
Curtis, G. (2011). Education updates. Alexandria, VA: Association for Supervision and curriculum Development.
[Page 194]
Curtis, R. (2011). Achievement first: Developing a teacher performance management system that recognizes excellence. Washington, DC: Aspen Institute.
Curtis, R., & City, E. (2009). Strategy in action. Boston: Harvard University Press.
Darling-Hammond, L. (2010). Evaluating teacher effectiveness. Washington, DC: Center for American Progress.
Darling-Hammond, L. (2011, May). Lessons from the US. Speech. Australian Association for Research in Education Conference, The University of Sydney.
Dean, C., Hubbell, E., Pitler, H., & Stone, B. (2012). Classroom instruction that works
(2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.
Dufour, R., Dufour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work
(2nd ed.).
Bloomington, IN: Solution Tree Press.
Dufour, R., & Marzano, R. (2011). Leaders of learning. Bloomington, IN: Solution Tree Press.
Eck, J., Stringfield, S., Reynolds, D., Schaffer, E., & Bellamy, G. T. (2011). Noteworthy perspectives: High reliability organizations in education. Denver, CO: McREL.
Freedman, B. (2007). Looking for leadership: Increasing principal presence through classroom-walk-throughs and the resulting influence on principal-teacher relationships (Doctoral thesis). Toronto: OISE/University of Toronto.
Fullan, M. (2010). Motion leadership: The skinny on becoming change savvy. Thousand Oaks, CA: Corwin.
Fullan, M. (2011). Choosing the wrong drivers for system reform. Victoria, AU: Centre for Strategic Education. Retrieved from http://www.michaelfullan.ca/home_articles/SeminarPaper204.pdf
Furhman, S., & Elmore, R. (2004). Redesigning accountability systems for education. New York: Teachers College Press.
Grose, K., & Strachan, J. (2012). Flash forward: Rethinking learning. Seattle, WA: Lantern Press.
Hancock, L. (2001, September). Why are Finland's schools successful?Smithsonian Magazine. Retrieved from http://www.smithsonianmag.com/people-places/Why-Are-Finlands-Schools-Successful.html#ixzz1kJrxE2qc
Harris, A., Day, C., Hopkins, D., Hatfield, M., Hargreaves, A., & Chapman, C. (2003). Effective leadership for school improvement. New York: Routledge Press.
Harvard Educational Review. (2011). Adolescent literacy. Cambridge, MA: Harvard Educational Press.
Hattie, J. (2009). Visible learning. London: Routledge.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.
Hilliard, A. G., III. (1998). SBA: The reawakening of the African mind. Gainesville, FL: Makare Publishers.
Hirsh, S., & Hord, S. (2012). A playbook for professional learning: Putting the standards into action. Oxford, OH: Learning Forward.
Hord, S., & Sommers, W. (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin.
Kielburger, C., Kielburger, M., & Page, S. (2010). The world needs your kid. Toronto: Me to We Books.
[Page 195]
Leithwood, K., Louis, K., Wahlstrom, K., Anderson, S., Mascall, B., & Michlin, M. (2009). Learning from district efforts to improve student achievement. New York: Wallace Foundation.
Leithwood, K., Louise, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. New York: The Wallace Foundation.
Levin, B. (2008). How to change 5000 schools. Cambridge, MA: Harvard Education Press.
Levin, B. (2010). Leadership for evidence-informed education. School Leadership and Management, 30(4),303–315. http://dx.doi.org/10.1080/13632434.2010.497483
Levin, B. (2012). More high school graduates. Toronto: OPC and Thousand Oaks, CA: Corwin.
Little, J. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91(4),509–536. Retrieved from http://www.tcrecord.org/Content.asp?ContentId=406
Lortie, D. (2002). The schoolteacher: A sociological study
(2nd ed.)
Chicago: University of Chicago Press.
Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R., & Waters, T. (2009). District leadership that works. Bloomington, IN: Solution Tree Press.
Marzano, R., Waters, T., & McNulty, B. (2005). School leadership that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Office for Standards in Education (OFSTED). (2012). The framework for school inspection. Retrieved from http://www.ofsted.gov.uk
Ontario Ministry of Education. (2010). School effectiveness framework. Toronto: Queen's Printer. Retrieved from http://resources.curriculum.org/secretariat/framework/index.shtml Organisation for Economic Co-operation and Development (OECD). (2011).
Education at a glance. Retrieved from http://www.oecd.org/education/educationeconomyandsociety/educationataglance2011oecdindicators.htm
Pfeffer, J., & Sutton, R. (2000). The knowing-doing gap: How smart companies turn knowledge into action. Boston: Harvard Business School Press.
Phillips, V., & Hughes, R. (2012). Teacher collaboration: The essential ingredient. Education Week, 32(13),32.
Pink, D. (2009). Drive: The surprising truth about what motivates us. New York: Riverhead Books.
Pinnell, G., & Fountas, I. (2011). The continuum of literacy learning
(2nd ed.).
Portsmouth, NH: Heinemann Press.
Portin, B., Knapps, M., Dareff, S., Feldman, S., Russell, F., Samuelson, C., & Yeh, T. (2009). Leadership for learning improvement in urban schools, Seattle: Center for the Study of Teaching and Policy, University of Washington.
Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin.
Programme for International Student Assessment (PISA). (2011). PISA 2009 key findings. Retrieved from http://www.oecd.org/pisa/pisaproducts/pisa2009keyfindings.htm
[Page 196]
Reeves, D. (2005). Accountability in action
(2nd ed.).
Englewood, CO: Advanced Learning Press.
Sahlberg, P. (2011). Finnish lessons: What can the world learn from educational change in Finland?New York: Teachers College Press.
Schwartz, S., & Pollishuke, M. (2012). Creating the dynamic classroom (2nd ed). Toronto: Pearson Education Canada.
Sharratt, L., & Fullan, M. (2009). Realization: The change imperative for deepening district-wide reform. Toronto: OPC and Thousand Oaks, CA: Corwin.
Sharratt, L., & Fullan, M. (2012). Putting faces on the data. Toronto: OPC and Thousand Oaks, CA: Corwin.
Schwartz, & S. Pollishuke, M. (2012). Creating the dynamic classroom
(2nd ed.).
Toronto: Pearson Education Canada.
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. New York: Portfolio Press.
Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. New York: McGraw-Hill.
Tate, M. L. (2004). “Sit and get” won't grow dendrites: 20 professional learning strategies that engage the adult brain. Thousand Oaks, CA: Corwin.
Van Clay, M., Soldwedel, P., & Many, T. (2011). Aligning school districts as PLCs. Bloomington, IN: Solution Tree Press.
Wessling, S. (2011). Trust, professionalism, truth. Education Update, 53(5).

Corwin: A Sage Company

[Page 202]
The Corwin logo–a raven striding across an open book–represents the union of courage and learning. Corwin is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of PreK-12 education. By providing practical, hands-on materials, Corwin continues to carry out the promise of its motto: “Helping Educators Do Their Work Better.”
The Ontario Principals' Council (OPC) is a voluntary association for principals and vice-principals in Ontario's public school system. We believe that exemplary leadership results in outstanding schools and improved student achievement. To this end, we foster quality leadership through world-class professional services and supports. As an ISO 9001 registered organization, we are committed to “quality leadership–our principal product.”
Entries by Letter:
164773
- Loading...