A United Commitment To Change
Districts and unions collaborate to implement school improvement plans
By Learning Forward
April 2012
Vol. 33 No. 2
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About Nea’s Priority Schools Campaign
The National Education Association (NEA), the nation’s largest teachers union representing more than 3 million members, has created a school-based, operational framework for its Priority Schools Campaign that focuses the organization’s support in three areas:
- Support and advocacy for priority schools as they implement School Improvement Grants, including professional development, school visits, and local advocacy on behalf of the schools.
- Organizational capacity building to improve leadership skills of teachers and school leaders and increase collaboration among the superintendent, the district, and the leadership of the local union.
- Engagement and outreach to better involve the community and successfully communicate the successes of each school as it undergoes turnaround.
NEA is working directly with 39 schools that are implementing School Improvement Grants in 17 states, providing intensive technical assistance to schools and districts as well as providing other resources to support the success of school turnarounds. Each of NEA’s priority schools has a two-year plan for improvement that was co-created with local and state union affiliates, the district, and NEA. The union also provides strategic and on-the-ground support at no cost on matters such as educator practice and professional development, family and community engagement, communications support, and collective bargaining (U.S. Department of Education, 2011).
Those leaders who were successful in the implementation of a reform plan periodically checked to see if the staff’s beliefs about the change were consistent with the plan. In addition to focusing on programs, services, consultants, and other necessary components of changes, they consistently were paying attention to the human aspects of systems change, beliefs, culture, collaboration, and behaviors. It is the human element that plays the most variable factor in the implementation of a plan, yet paradoxically is the element most often left out of the equation.
See the Video
Watch the Quil Ceda and Tulalip Elementary School’s data team in action: www.youtube.com/watch?v=SU-1nVgludA.
References
Fixsen, D.L. & Blase, K.A. (2009, January). Implementation: The missing link between research and practice. NIRN Implementation Brief, 1, 1-2. Available at www.fpg.unc.edu/~nirn/resources/publications/NIRN_brief_1_2009.pdf.
Indiana Department of Education. (2011). 1003g summary of SIG grants awarded 2011. Available at www.doe.in.gov/sites/default/files/turnaround/summary-1003g-sig-grants-awarded-2011.pdf.
Jackson, M. & DeWitt, S. (2011, July 12). ISTEP scores continue upward climb in EVSC schools. Evansville, IN: Evansville Vanderburgh School Corporation.
Mihalic, S., Irwin, K., Fagan, A., Ballard, D., & Elliott, D. (2004, July). Successful implementation: Lessons from blueprint. Juvenile Justice Bulletin, 1-11. Available at www.ncjrs.gov/pdffiles1/ojjdp/204273.pdf.
U.S. Department of Education. (2009, December 3). Applications now available for $3.5 billion in Title I School Improvement Grants to turn around nation’s lowest achieving public schools [Press release]. Available at www2.ed.gov/news/pressreleases/2009/12/12032009a.html.
U.S. Department of Education. (2010). School Improvement Grants. Available at https://data.ed.gov/grants/school-improvement-grants?page=11.
U.S. Department of Education. (2011, Summer). NEA partners with SIG schools in Priority Schools Campaign. Available at www.ed.gov/NEA-Partners-with-SIG-Schools.
Vernez, G., Karam, R., Mariano, L.T., & DeMartini, C. (2006). Evaluating comprehensive school reform models at scale: Focus on implementation. Santa Monica, CA: RAND Corporation. Available at www.rand.org/content/dam/rand/pubs/monographs/2006/RAND_MG546.sum.pdf.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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