At Leadership Matters we are experienced in High School reform in urban settings. Our reform model is based on the best practices, research outcomes and 30 years of practical experiences in schools. Our aim is to help you achieve your goals for your students.

Our Services

I. Developing the Strategic Plan

• Leadership Matters works with the District to develop an in-depth reform plan by:
• Providing research on high school reform.
• Analyzing the current school data.
• Conducting surveys and/or study groups.
• Writing a reform document

II. Building Human Capacity

• Leadership Matters works with the District to develop the skills and confidence of the school leadership by
• One-to-one mentoring and coaching
• Modeling instruction and leadership skills
• Creating on-going learning opportunities such as study groups

III. Academic Rigor for All

• Leadership Matters works with the District to create an aligned curriculum that meets State standards by:
• Evaluating the course sequence against state requirements and a college access plan.
• Developing a career technology plan.
• Developing an academic support plan to coach students struggling with core course work.
• Developing and implementing an AP/honors course.

IV. The College Ready Progam

• Leadership Matters will work with the District to develop a student-centered environment by:
• Evaluating extra-curricular activities and making recommendations for the scope and variety of those activities.
• Developing an advisory model for teachers and leaders.
• Developing student voice opportunities.
• Establishing a guidance plan that monitors student progress and informs families of scholarship and work study opportunities.
• Establishing and developing a community service requirement for all students.

Developing and Strengthening Educational Leaders

Leadership Matters is experienced in the establishment and oversight of Charter Schools. We understand the unique nature of striving to maintain the spirit of independence while fulfilling the school mission and meeting the state requirements.

Services Offered

I. Strategic School Planning For a New School or For Renewal

• Assist in evaluating the present school charter plan and the school’s present capacity to enact the plan for renewal.
• Assist in developing a strategic plan that builds human capacity and supports the school mission.

II. Working with the Charter School Board

• Assist the school leader in developing strategies to keep members informed.
• Assist the Charter School Board in developing policies that impact on achievement.

III. Administrative Support

• Provide guidance in developing processes and systems to implement the changes outlined in the school plan.
• Provide support for general activities such as budgeting and scheduling.
• Provide strategies for dealing with problem situations with staff or parents.

IV. Curriculum Alignment

• Assist in assessing alignment of curriculum documents to state standards.
• Support the development of curriculum maps and benchmark assessments that assess student progress.

V. Data Driven Decision Making

• Assist in establishing a culture of data driven decision making by providing support in the instructional decision making process.
• Help each content area establish protocols for evaluating curriculum through the use of student performance data.

VI. Supervision of Curriculum and Instruction

• Support the principal in development of an instructional agenda reflecting best practices and establish school structures that foster adult conversations focused on student achievement.
• Assist in establishing a plan for curriculum implementation and professional development.

The Case Study Model provides teachers with a process that helps them:

• Use data to group students in the class.
• Identify a case study student in each group.
• Identify essential skills and content in the unit of study.
• Participate in professional development targeted to needs of students.
• Adjust practice to meet needs of students.
• Prepare and present “case study” findings to colleagues.

The Case Study Model provides school leaders with a process that helps them:.

• Create a cultural shift from discussion of student ability/potential to conversations about strengths and challenges of each student.
• Articulate the mission of the school in terms of at risk students
• Organize time to support the “case study” classrooms.
• Participate in “case study” conversations.
• Provide feedback to “case study” teachers.

Leadership Matters is ready to bring this program to your District and help you start to make meaningful changes that will support academic growth in your schools.

* Spring 2008 ELA MCAS test results, Boston

Human beings rely far more heavily on first impressions than we would like to admit especially those in the science of education. We have placed so much stock in neutral unbiased observation that we have ignored human disposition for making and judging people on first impressions. It is true there is no second chance to make a good first impression. The audit process can be an opportunity to make a very good impression.

Here are some tips I learned:

The initial self assessment matters. Very often you are expected to send in a written appraisal, assessment, document list or letter confirming the vist. Make sure it is well put together answers the questions and has been edited. Call to follow up, ask clarifying questions or conform. Everyone likes to think what they do is important. Show them you think so too.

Tell the staff, parents, board and students the audit is coming. Visitors are an event in schools. Prepare people for the visit. Share the self assessment with them, review the data and evidence with them. A little rehearsal never hurts. Your mother in law is coming. Get the house ready!

The physical environment matters. Use the power of student work to make a pint. Agree on a common theme for the bulletin boards. One that points to a subject or issue like nonfiction writing or culture, that’s improved since the last visit. It says you were listening in an authentic way.

Clean up. Providing a clean space for the auditor to work, clean halls to walk through and clean classrooms to visit says the work is important. There are no distractions. They don’t live in a building with hundreds of kids. They don’t know how quickly things get tattered. The audit day is not the time to make the point.

Control the conversation. Have artifacts; sample work, data charts and anecdotes ready to make the point your school is improving. They asked for state exam results you have them and your latest assessment results too.

Control the school tour. Visit the classrooms and highlight the improvement in practice and management since the last visit especially those that support you implemented the recommendations in the report. They don’t remember your school. They visit dozens of schools, they reread the report. You reread the report too and talk about how you implemented the recommendations without ever saying so.

Never get defensive. If you disagree with an observation present the data to make your case. The audit is not personal, don’t make it personal.
Debrief with the teachers. Tell them how it went. Thank them for their good work.

The state or authorizer visit is an opportunity to shine up the school and show the best of what you do. It never hurts to show off. Thane the opportunity and go with it!

Once the lists were compiled teachers met with other teachers and support staff who were familiar with the students to get their feedback and develop strategies for interventions. All staff members were enlisted to play a role in helping these students achieve success. Coaches, art teachers and other individuals became mentors, paired with students who had talents in their field of expertise. Many students found success working on projects in non-traditional academic areas. Feeling successful and valued in one area often gave them the stamina and drive to seek success in the more difficult learning situations.

I had an active role in helping to motivate the students at risk providing both public and private encouragement. I reviewed the information sent to me by the teachers and became familiar with the intervention plan for each at risk student. I met with all the students in a group setting, creating groups based on the student’s grade and the likely reason for their at risk status. This format allowed me to make my remarks focused and personal. I followed up the initial group meeting with individual contact, monthly or weekly as agreed upon with the student. I counted heavily on a great office staff to keep me on track and make certain I kept my appointments. Throughout the winter and spring I continued to monitor each student’s progress and show interest in them on my daily classroom visits. I also personally involved myself with the family often making home visits in the cases of the most truant students.

The end result of these efforts was that most students were able to pass. Equally remarkable was witnessing the way the entire school community focused on student success. During the months when people traditionally feel sapped by the drudgery of winter, the staff felt stimulated and energized by the challenge. I set the standard by sending a message through words and deeds that all students were important enough to have the attention they needed to succeed. The staff took that message to heart and truly worked as a team planning creative interventions, taking on extra tasks and responsibilities, and using each other as resources. The students felt acknowledged by the entire school community and that sense of self-worth helped motivate them to reach for success. - Frank DeStefano

Oh, I think numbers are important and have from time to time bought a thing or two that 9 out of 10 of you have bought too. But I just know that the numbers are not the whole story. Data can not be the only focus for a school system and data can not be the only measure of progress or means of evaluation. Numbers alone miss too much of what makes schools unique, the human dynamic. Even more dangerous is the misuse of numbers, claiming they measure what they don’t. Benchmarks that test the whole year’s work only tell a teacher what she has not taught. Why waste the time? Test results that don’t explain what the kids mastered and what they didn’t are mistakenly referred to as autopsy data. But at least an autopsy can determine the cause of death!

What can an educator do? Learn about the test the students are taking and figure out how to use the right data the right way. Ignore the useless stuff as it only confuses the conversation. Most importantly use good data to continue the conversation about teaching and learning.

Do you think data matters?