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Parents have no place in helping to decide who the next principal will be of their child’s Title I -School. <\/span><\/h4>\nAt least that is the message we heard last night from Superintendent McKell Withers and Associate Superintendent Patrick Garcia:\u00a0<\/span><\/strong><\/h4>\nFlawed Principal Selection Process (video)<\/a><\/p>\nThe school district hired four new principals at Title I Schools and excluded teachers and parents from the process.<\/p>\n
I point out in this letter (with supporting documentation), why the district broke several commitments to the teachers association & the administrator association in order to hire principals outside of current policy:<\/p>\n
Flawed Principal Selection Process for Westside Schools<\/a><\/p>\nOnce the meeting video was posted today, on the district’s web page, I received several calls from teachers advising me that Associate Superintendent Patrick Garcia was less than honest when he told me (in the board meeting) that the University of Virginia’s School Turnaround Program is not really a “PROGRAM”.<\/p>\n
The reason he is over reaching to deny that it is a “program”, is because the district has a written agreement with the Salt Lake Teachers Association that states that the faculty should be included in the decision making process \u00a0before a school adopts a new program.<\/p>\n
Nice try Patrick -but a Program is a Program, no matter how you slice it:<\/pre>\n\nU.Va.\u2019s School Turnaround Program<\/span> Helps Salt Lake City Schools Make the Grade<\/h2>\n<\/header>\n\nPublished on UVA Today: September 30, 2013<\/div>\n\nChildren in Utah\u2019s low-performing schools are raising their scores, and with continued support from the University of Virginia\u2019s\u00a0Darden\/Curry Partnership for Leaders in Education<\/strong><\/a>, they are reaching new heights with record-breaking gains in achievement.<\/p>\nThe program<\/strong> pairs experts from U.Va.\u2019s\u00a0Darden School of Business<\/strong><\/a>\u00a0and\u00a0Curry School of Education<\/strong><\/a>\u00a0with school systems to institute new practices and increase student success. The approach requires work with educators at every level \u2013 from state and district administrators to school principals and teachers.<\/p>\nPositive Turnaround Through Collaboration
\n<\/strong>\u201cIn the state of Utah, a number of districts had persistently low-achieving schools,\u201d said Karl Wilson, state director of Title 1 and federal programs at the Utah State Office of Education. \u201cWe have seen these schools implement the principles that were developed through PLE, and they have achieved 20, 30 and 40 percent gains in areas such as reading, language arts and mathematics.\u201d<\/p>\nPrior to the new school year, state and district school leaders from Salt Lake City received lessons in leadership that broadened their professional toolkits during a two-weekExecutive Education<\/strong><\/a>\u00a0residency at the Darden School in which Darden and Curry faculty led workshops on a range of topics such as strategic planning, using data to improve student outcomes, and diagnosing and addressing the root causes of school challenges..<\/p>\nTheir experience is now a part of Darden\u2019s many\u00a0top global Executive Education offerings<\/strong><\/a>\u00a0taught by some of the world\u2019s most highly acclaimed faculty.<\/p>\n\u201cWe offer the nation\u2019s only turnaround program<\/strong> that focuses on establishing system-wide changes and building transformative leadership,\u201d William Robinson, interim executive director of the Darden-Curry partnership, said.<\/p>\nThis is the second year that Robinson has worked with the Salt Lake City group in the partnership\u2019s three-year program. He looks forward to seeing the group take their next steps toward a successful turnaround process.<\/p>\n
When the Salt Lake City cohort finished its U.Va. residency and returned home, several of them made school site visits to ensure that their teachers were prepared to help every child learn and succeed this academic year.<\/p>\n
\u201cI have two cohorts,\u201d said Patrick Garcia, associate superintendent for Salt Lake City School District and district shepherd. \u201cOne is a set of schools that have been a part of this for one year, and they have their own individual program<\/strong> to work toward this year. And we have a new set of schools that are developing their priorities for us as a district.<\/p>\n\u201cWe must realize how we can support the common goals as well as the individual goals of our schools and move forward with our district priorities as well.\u201d<\/p>\n
A Systemic Approach
\n<\/strong>\u201cEducators are like parents. They want what\u2019s best for their kids,\u201d said Barbara Kuehl, director of academic services in Salt Lake City\u2019s school district, who attended the July residency with Wilson and Garcia. \u201cHowever, it\u2019s not enough to have a series of good teachers in the classroom. We need to build effective systems around those good teachers. That\u2019s where leadership comes in.\u201d<\/p>\nKuehl lauded the Partnership for Leaders In Education\u2019s focus on involving all stakeholders in the process of implementing change, a task that is familiar to Dorothy Cosgrove, the recently retired Salt Lake City School District associate superintendent. Before leaving the district, Cosgrove was among the first group of leaders to implement changes developed in partnership with the Darden-Curry partnership.<\/p>\n
\u201cWe needed to intervene quickly and do things differently,\u201d she said. \u201cWe sought quick wins by becoming data-driven, suspending beliefs and assumptions about children\u2019s learning abilities and regularly assessing the children\u2019s mastery of what was taught.\u201d<\/p>\n
Cosgrove added that the program offers the most impactful intervention she has ever seen and referred to the Partnership for Leaders In Education leaders\u2019 abilities to listen and build confidence.<\/p>\n
\u201cNow, the group will go after the harder goals,\u201d she said. \u201cThey will further establish the \u2018Salt Lake Way\u2019 and take changes in the curriculum and the way success is measured into all of the district\u2019s schools.\u201d<\/p>\n
Robinson added, \u201cOur theory is that teachers and students are working in broken systems and leaders can transform those systems by re-envisioning and rethinking the design of the system, and having district and school leaders work together to ignite change.\u201d<\/p>\n
Commitment to Improvement
\n<\/strong>Since its inception in 2003, the Darden-Curry Partnership has helped to turn around failing schools across 16 states, including Florida, Illinois, Louisiana, Missouri, North Dakota, South Dakota, Colorado, Arizona, New Mexico, Oklahoma, Utah, Nevada, Ohio, Pennsylvania, Texas and Virginia. Its goal is to work as a partner in helping school systems optimize classroom performance.<\/p>\n\u201cThe laboratory of school turnaround provides a great opportunity to explore education reform in really exciting ways,\u201d said Daniel Player, academic and research director for Partnership for Leaders In Education. \u201cMany of the districts in the program are implementing changes that would benefit any school system that decided to adopt them.\u201d<\/p>\n
However, a school district that wants to work with the partnership must first make sure it is ready. According to Robinson, districts should be prepared to take ownership of the system changes needed to create positive results.<\/p>\n
\u201cThey need to be willing to commit to dramatic growth, to make difficult changes to establish conditions for growth, and be able to demonstrate publicly to their stakeholders that dramatic success and growth are possible,\u201d he said.<\/p>\n
The Salt Lake City school system experienced growth in all four initial partnership schools during its first year with the program. Going forward, it must sustain its positive improvements so that all involved \u2013 especially students \u2013 continue to get high marks.<\/p>\n
\u201cThis experience has really been top notch. It has given me confidence in terms of understanding what it is that we want to go about doing and I\u2019m just really geared up and ready to go after it,\u201d Garcia added.<\/p>\n
Link to Article<\/a><\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":" Parents have no place in helping to decide who the next principal will be of their child’s Title I -School. At least that is the message we heard last night from Superintendent McKell Withers and Associate Superintendent Patrick Garcia:\u00a0 Flawed Principal Selection Process (video) The school district hired four new principals at Title I Schools and excluded teachers and parents from the process. I point out in this letter (with supporting documentation), why the … Continue reading
Flawed Principal Selection Process (video)<\/a><\/p>\n The school district hired four new principals at Title I Schools and excluded teachers and parents from the process.<\/p>\n I point out in this letter (with supporting documentation), why the district broke several commitments to the teachers association & the administrator association in order to hire principals outside of current policy:<\/p>\n Flawed Principal Selection Process for Westside Schools<\/a><\/p>\n Once the meeting video was posted today, on the district’s web page, I received several calls from teachers advising me that Associate Superintendent Patrick Garcia was less than honest when he told me (in the board meeting) that the University of Virginia’s School Turnaround Program is not really a “PROGRAM”.<\/p>\n The reason he is over reaching to deny that it is a “program”, is because the district has a written agreement with the Salt Lake Teachers Association that states that the faculty should be included in the decision making process \u00a0before a school adopts a new program.<\/p>\n Children in Utah\u2019s low-performing schools are raising their scores, and with continued support from the University of Virginia\u2019s\u00a0Darden\/Curry Partnership for Leaders in Education<\/strong><\/a>, they are reaching new heights with record-breaking gains in achievement.<\/p>\n The program<\/strong> pairs experts from U.Va.\u2019s\u00a0Darden School of Business<\/strong><\/a>\u00a0and\u00a0Curry School of Education<\/strong><\/a>\u00a0with school systems to institute new practices and increase student success. The approach requires work with educators at every level \u2013 from state and district administrators to school principals and teachers.<\/p>\n Positive Turnaround Through Collaboration Prior to the new school year, state and district school leaders from Salt Lake City received lessons in leadership that broadened their professional toolkits during a two-weekExecutive Education<\/strong><\/a>\u00a0residency at the Darden School in which Darden and Curry faculty led workshops on a range of topics such as strategic planning, using data to improve student outcomes, and diagnosing and addressing the root causes of school challenges..<\/p>\n Their experience is now a part of Darden\u2019s many\u00a0top global Executive Education offerings<\/strong><\/a>\u00a0taught by some of the world\u2019s most highly acclaimed faculty.<\/p>\n \u201cWe offer the nation\u2019s only turnaround program<\/strong> that focuses on establishing system-wide changes and building transformative leadership,\u201d William Robinson, interim executive director of the Darden-Curry partnership, said.<\/p>\n This is the second year that Robinson has worked with the Salt Lake City group in the partnership\u2019s three-year program. He looks forward to seeing the group take their next steps toward a successful turnaround process.<\/p>\n When the Salt Lake City cohort finished its U.Va. residency and returned home, several of them made school site visits to ensure that their teachers were prepared to help every child learn and succeed this academic year.<\/p>\n \u201cI have two cohorts,\u201d said Patrick Garcia, associate superintendent for Salt Lake City School District and district shepherd. \u201cOne is a set of schools that have been a part of this for one year, and they have their own individual program<\/strong> to work toward this year. And we have a new set of schools that are developing their priorities for us as a district.<\/p>\n \u201cWe must realize how we can support the common goals as well as the individual goals of our schools and move forward with our district priorities as well.\u201d<\/p>\n A Systemic Approach Kuehl lauded the Partnership for Leaders In Education\u2019s focus on involving all stakeholders in the process of implementing change, a task that is familiar to Dorothy Cosgrove, the recently retired Salt Lake City School District associate superintendent. Before leaving the district, Cosgrove was among the first group of leaders to implement changes developed in partnership with the Darden-Curry partnership.<\/p>\n \u201cWe needed to intervene quickly and do things differently,\u201d she said. \u201cWe sought quick wins by becoming data-driven, suspending beliefs and assumptions about children\u2019s learning abilities and regularly assessing the children\u2019s mastery of what was taught.\u201d<\/p>\n Cosgrove added that the program offers the most impactful intervention she has ever seen and referred to the Partnership for Leaders In Education leaders\u2019 abilities to listen and build confidence.<\/p>\n \u201cNow, the group will go after the harder goals,\u201d she said. \u201cThey will further establish the \u2018Salt Lake Way\u2019 and take changes in the curriculum and the way success is measured into all of the district\u2019s schools.\u201d<\/p>\n Robinson added, \u201cOur theory is that teachers and students are working in broken systems and leaders can transform those systems by re-envisioning and rethinking the design of the system, and having district and school leaders work together to ignite change.\u201d<\/p>\n Commitment to Improvement \u201cThe laboratory of school turnaround provides a great opportunity to explore education reform in really exciting ways,\u201d said Daniel Player, academic and research director for Partnership for Leaders In Education. \u201cMany of the districts in the program are implementing changes that would benefit any school system that decided to adopt them.\u201d<\/p>\n However, a school district that wants to work with the partnership must first make sure it is ready. According to Robinson, districts should be prepared to take ownership of the system changes needed to create positive results.<\/p>\n \u201cThey need to be willing to commit to dramatic growth, to make difficult changes to establish conditions for growth, and be able to demonstrate publicly to their stakeholders that dramatic success and growth are possible,\u201d he said.<\/p>\n The Salt Lake City school system experienced growth in all four initial partnership schools during its first year with the program. Going forward, it must sustain its positive improvements so that all involved \u2013 especially students \u2013 continue to get high marks.<\/p>\n \u201cThis experience has really been top notch. It has given me confidence in terms of understanding what it is that we want to go about doing and I\u2019m just really geared up and ready to go after it,\u201d Garcia added.<\/p>\n Link to Article<\/a><\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":" Parents have no place in helping to decide who the next principal will be of their child’s Title I -School. At least that is the message we heard last night from Superintendent McKell Withers and Associate Superintendent Patrick Garcia:\u00a0 Flawed Principal Selection Process (video) The school district hired four new principals at Title I Schools and excluded teachers and parents from the process. I point out in this letter (with supporting documentation), why the … Continue reading Nice try Patrick -but a Program is a Program, no matter how you slice it:<\/pre>\n
U.Va.\u2019s School Turnaround Program<\/span> Helps Salt Lake City Schools Make the Grade<\/h2>\n<\/header>\n
\n<\/strong>\u201cIn the state of Utah, a number of districts had persistently low-achieving schools,\u201d said Karl Wilson, state director of Title 1 and federal programs at the Utah State Office of Education. \u201cWe have seen these schools implement the principles that were developed through PLE, and they have achieved 20, 30 and 40 percent gains in areas such as reading, language arts and mathematics.\u201d<\/p>\n
\n<\/strong>\u201cEducators are like parents. They want what\u2019s best for their kids,\u201d said Barbara Kuehl, director of academic services in Salt Lake City\u2019s school district, who attended the July residency with Wilson and Garcia. \u201cHowever, it\u2019s not enough to have a series of good teachers in the classroom. We need to build effective systems around those good teachers. That\u2019s where leadership comes in.\u201d<\/p>\n
\n<\/strong>Since its inception in 2003, the Darden-Curry Partnership has helped to turn around failing schools across 16 states, including Florida, Illinois, Louisiana, Missouri, North Dakota, South Dakota, Colorado, Arizona, New Mexico, Oklahoma, Utah, Nevada, Ohio, Pennsylvania, Texas and Virginia. Its goal is to work as a partner in helping school systems optimize classroom performance.<\/p>\n