Teams: Harnessing the Driving Force for School Turnaround
8 Pages Posted: 9 Jun 2009
Abstract
Using quality circles and teams is fairly new to education— and is constrained by how schools are organized and a past emphasis on teacher autonomy. Can school leaders borrow from the business practice of using teams to promote student learning in their schools? This note discusses the information gleaned from participants in the Turnaround Specialist Program that is part of a Darden partnership with the Curry School of Education. The principals in that program conclude that teams made the formidable task of meeting federal Adequate Yearly Progress standards more manageable.
Excerpt
UVA-BC-0214
Oct. 7, 2008
TEAMS: HARNESSING THE DRIVING FORCE FOR SCHOOL TURNAROUND
The School Turnaround Specialist Program at the University of Virginia is predicated on the pivotal role of leadership in bringing about significant changes in schools with poor student achievement. Program participants—school principals—are chosen based on a proven ability to turn at-risk schools around. They attend multiple intensive training sessions on strategies to support school change and agree to work in some of the lowest-performing schools in their districts or states. These turnaround specialists are strong, capable leaders who relish a challenge and are not discouraged by dirty facilities, poor discipline, demoralized faculty, and a lack of resources. They are energetic and committed advocates for students, particularly those who have been underserved historically, and their willingness to be assigned to struggling schools, sometimes far from their former homes, is truly inspiring.
Despite the admirable qualities of many turnaround specialist principals, they would be the first ones to tell you that they are not heroic school saviors. What is truly remarkable about many of these people is their ability to mobilize the faculties in low-performing schools to set a direction for redefining themselves, and to work together as teams in the interest of students and their learning. Fostering collaboration among teachers on a leadership team, at grade levels, and in content areas has been the nonnegotiable strategy for implementing change. Both teachers and school leaders have come to the realization that teamwork is central to undertaking the school improvement process. As one teacher summed up her experience during the first year of school turnaround: “Teachers have to believe in the kids, they have to believe in themselves, and they have to believe as a group that they can get to a common goal if everyone does their part. It's not a ‘me' thing. It is a ‘we' thing.”
Districtwide teams also have been important to supporting the change process at the school level. Without the guidance and coaching provided by key administrators in the central office, the challenges within an individual school could be overwhelming. The teams also advocate for the turnaround schools in terms of additional resources such as specialized personnel, technical assistance, professional development opportunities, and instructional materials. District-level team members attend training sessions along with principals so that clearly defined goals can be identified and a coherent action plan can be developed for implementation.
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Keywords: education principal team turnaround
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