F 7-11-2013

Team Member Update

H.T. Sanchez, Ed.D. Superintendent
ceased to be good practices. These tend to be the things that frustrate us without our awareness. I am leading this session with our district leadership. I will ask that this same work be done throughout our district. An organization that is self-aware can continue upon its success and improve its practice. This is the difference between conscious excellence and unconscious excellence. Conscious excellence connotes an understanding of what made us great and feel good about our work. Unconscious excellence, if left unchecked, can lead to failure as good and great practices fade from memory or are not incorporated into our mental model for addressing our work. Culturally Relevant Curriculum The Governing Board approved the literature component of the Culturally Relevant Curriculum (CRC) this past Tuesday. This highlights the culmination of a lot of work performed by teams of TUSD teachers and central leadership. I commend the team who put in the hours to build a curriculum framework in 4 months. The norm for such work is a year to two years. This work was done to meet language in our Unitary Status Plan (page 37, 6. Engaging Latino and African American Students, (a)(ii)). In terms of my take on the CRC, I believe what makes America strong is choice. Think about the car you drive. You have a choice in the make, model, color, and a myriad of options. Think about how you vote. You can vote for a Democrat, Republican, Independent, or a write-in. This extends to a desire to drop the course. Should a student enroll in the course and select to drop the course, we will make arrangements for the student to enroll in standard coursework for the same credit. I will always support and defend our right as Americans to choose our paths and journeys within the bounds of the law. Beyond my humble opinion, I would like to take the next few lines to share a few key points: The USP cites the need for culturally relevant courses (CRC) The USP cites that such courses are to be implemented in TUSD in 2013-14 Joining the Best Team Our Team

It is an honor to join the TUSD Team! I have met many of our outstanding TUSD Team Members throughout the community. I truly appreciate your willingness to walk up to me and introduce yourselves. Everyone with whom I have spoken is passionate about further elevating TUSD above the rest in the State of Arizona. Please know that I believe in the work you have begun and the valuable traditions you and generations before us set into place. I look forward to the new traditions we will add to the rich history of our storied district. Again, it is an honor to join the team, and I look forward to serving you, our children, and our community. Knowing What We Know With so much good work that has occurred over the last few years, it is important to capture what has moved education forward in TUSD. In our upcoming district leadership meeting this Thursday, I am asking all participants three questions. I offer them to every TUSD Team Member because it is important to stop and reflect on our practice. The first question is this: What did we do that made a difference for our learners or department this year? The question is meant to highlight effective practice, so we dont lose it if we were unaware of what made a positive difference in our work this past school year. The second question is this: What did we do that worked but could be improved? This question is meant to allow us to identify what we did that was good but could be done better. It helps us move beyond the temptation to abandon a practice that is a good one but has the potential to be a great one. The final question is this: What didnt make the previous two lists? The answer to the final question will help us understand where we are spending a lot of time but getting a meek return on our investment of time. We often carry practices for years without understanding if they should continue or if they have

F 7-11-2013

Team Member Update

H.T. Sanchez, Ed.D. Superintendent
services are not duplicated or that connections are not missed, a comprehensive review of where we are is needed in order to better chart what comes next. Such a review helps highlight the good work and identify future opportunities. As I shared in the section above, it is always good to know what we know. This is a means by which to add to the information that will be gathered through our conversations. As shared at last weeks Board Meeting, an efficiency and curriculum audit will assist in obtaining a view of what we are doing well that we need to continue doing and where our opportunities for improvement exist. The demographic study will assist us in making decisions relative to not only the USP but also have a firmer grasp on the settlement patterns of families with children within TUSD boundaries. This information is critical in our strategic planning. Once the 5-year targets are set in the areas of curriculum, finance, facilities, programs, and communication, the audits and demographic study will provide an impartial view on where TUSD stands today. We will measure the distance between where we are now and where we want to be in 5 years and address any barriers to successfully meeting the 5-year targets. Such methodic planning must take into consideration short-term targets that lead to the 5-year targets with consideration for the allocation of temporal, human, material, and financial resources. The USP and its targets must be integrated in the 5year planning process. The USP must be part of the work as opposed to seen as something outside of the 5-year plan. The USP has implications in curriculum, finance, facilities, programs, diversity, and communication; therefore, it must be part of the work of the strategic plan. I will continue to share information as we move closer to the first steps in building our 5-year strategic plan. I will also set up a means by which I will seek involvement from our TUSD Team Members. Culturally Relevant Curriculum Cont. The CRC curricula were sent to the Arizona Department of Education (ADE) for review and the provision of feedback Feedback has been received regarding the language arts curriculum. Feedback centered upon a need for greater alignment with the common core The recommendations by the ADE were incorporated into the CRC curricula with the assistance of English Language Arts teachers from two TUSD high schools The CRC curricula presented to the Board for a vote Tuesday incorporated feedback by the ADE TUSD provided the CRC curricula to the ADE for review and the provision of feedback on a voluntary basis for literature More feedback from the ADE may be forthcoming

As with any curricula development process, revisions will occur after the curricula has been taught. These revisions will reflect improvements to the curricula in areas identified post-use of the curricula. We stand ready and open to work with the ADE as we move forward in meeting the USP. Beyond language arts, government and social studies courses will be forthcoming to the Governing Board for approval. The curricula for these courses are under review by the ADE for commentary and feedback at this time. Because Board approved CRC will not be offered at all TUSD high schools, I have directed that any student who would like to take the new CRC can enroll at the three high schools that offer the CRC with transportation provided by the district. Once the courses are offered at all high schools, the students can reenroll at their designated high school. In closing, I would like to thank the team who put in the hours and who will teach the classes. Strategic Planning: Efficiency Audit, Curriculum Audit, and Demographic Study The Governing Board has set key areas of focus for the district: curriculum, finance, facilities, programs, and diversity. Each of these comes with unique work that crosses over multiple areas. To ensure that

TUSD TEAM MEMBERS THANK YOU FOR MAKING A DIFFERENCE!