Expanded School Based

Management Model
(ESBMM)
Creating Networks
Refining the Work
ESBMM Day
October 17, 2014
UTLA Building

Schedule for Today

Welcome
History of ESBMM Research on SBM

Cultures Built to Last

by Richard DuFour and Michael Fullan

Summary of Introduction and Chapter 1

Chapters 2 and 3 Jigsaw and Expert Groups

Survey Discussion

Overview of Upcoming ESBMM Manual

Next Steps

Goals for Today

Establish a network of ESBMM schools
Share successes and
Strategies to address challenges

Background of ESBMM
Research on successful practices in SBM schools

Identify needs and how LOOC and the Central Office

can support ESBBM schools more effectively

Why Are You an ESBMM School?

Autonomy to make meaningful choices at the school
site
Areas of Operational Autonomy
Financial Resources
Scheduling
Staffing

Instructional Autonomy
Curriculum and Assessment
Professional Development

Collaborate to solve problems

Goal: Dramatically improve the educational learning

environment and thereby student performance

ESBMM was created to:

Enhance flexibility, accountability, and local control
Promote academic excellence and full community
engagement

Dramatically improve the educational learning

environment, and thereby improve student
performance

Be a model of school-site collaboration

and shared decision-making

Autonomy to not Autonomy

from
California
Education
Code and
State
Policies

District Policy

Alternative:
Curriculum
Assessments
Bell Schedule
Budget
Staffing
P.D.

Federal Education
Policy

History of SBM
Context for Understanding ESBMMs Potential

1960s and 1970s focused on involvement in the decisionmaking process -- rarely on curriculum, pedagogy or
student concerns

1980-2000s evolved to include curriculum, assessment, and

allowed operational changes -- thus ESBMM and other SBM
models began to reflect these new dimensions

There was now a connection between the governance

structure and teaching and learning. However governance,
by itself, didnt trigger changes that would significantly
improve student learning, with some exceptions.

What was Different at Some SBM

Schools?
Article: School-Based Management: Reconceptualizing to Improve Learning
Outcomes (Fullan and Watson)

Benefits of Governance -- shared leadership contributed to

local problem solving and mobilizing efforts

Limits of Governance -- didnt initiate changes in the

classroom. Most SBM schools had little or no increase in
student achievement

At SBM schools that improved

Teachers had increased school-wide involvement
Experimented with new roles; restructured their work;
collaborated
Developed a collaborative culture; changed pedagogy and
practices

At Schools that Increased Student

Learning
Teachers worked in small groups to learn what
students needed to succeed
Examined to accurately understand student work and
performance data
Developed classroom and school plans altering
conditions necessary to achieve better results

They formed Collaborative Learning Communities

Learning by doing; collective capacity-building;
Led by practitioners working together, collective
responsibility for all students at the school
Governance supported and facilitated changes

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In other words

Professional Learning Communities

Teachers learn what

students need

Governance=School,
parents, community
leaders coordinating
and prioritizing
resources

All students learn

more effectively

Why are we talking about PLCs?

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Traditional Hierarchal System

Top Down Not Differentiated
District
Leadership

Principal and
Teacher Leaders

Students

Educators

Parents/Community

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Cultural Change
Solutions Come from the Classroom
Leaders Assist and Support

Educators work
together to learn
what students
need to learn
effectively

Inquiry

Governance
Staff, parents, and
community
representatives
prioritize and
coordinate resources

Mobilize and
coordinate to
support needs at
schools

Central
Office

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Improving means Changing

CHALLENGES
Working Collaboratively and Changing Pedagogy and Practices

Teaching has been dominated by individual autonomy

Collaboration requires new skills finding consensus

Changing how we teach (pedagogy). Change is uncomfortable
Changing to a collaborative culture cannot be forced from
above

However, school leaders can create conditions that support

a collaborative culture to develop.

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The Nature of PLCs

Assessment
of Learning

Professional Learning
Community

Pedagogical
Practices

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16

Cultures Built to Last

{Systemic PLCs at Work}
by
Richard DuFour and Michael Fullan

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Table of Contents
Introduction: Systemic PLCs
Chapter One: Clarity Precedes Competence
Chapter Two: Creating Coherence and Clarity
Chapter Three: The Loose-Tight Dilemma
Chapter Four: The Loose-Tight System in Action
Chapter Five: Sustaining the Improvement Process
Afterword: Thinking (and Doing) Bigger

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Introduction: Systemic PLCs

The Challenge of Cultural Change
Changes the way everyone relates to
each other
No formula, its multifaceted and never
ends
Process not a program
Every person has an obligation for cultural
change

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Why we need Systemic PLCs

Score below other developed nations and the gap
between high and low achieving students is growing

95% of Kindergarten students like school but by 9th

grade decreased to 37%

Almost 1 in 3 teachers is contemplating leaving the

profession and job satisfaction fell from 62% in 2010 to
39% in 2012

PLCs address all these challenges

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Why System-wide Reform is

Best
Central staff and other leaders create
conditions that promote and support effective
school leaders.
Unlikely to be able sustain positive changes
at a school without system support.
Site level change usually depends on a few
heroic individuals. When they leave, schools
usually return to their earlier state.

No success without succession

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Chapter One
Clarity Precedes Competence

What is a Professional Learning

Community?
Establish what it isnt

Not a program
Not something added on to existing work
Not something that can be mandated
It isnt what you think you hate because it was
mandated

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What is a PLC?
Six Qualities of a PLC
1. Shared mission, vision, values, and goals focused on
student achievement

2. A collaborative culture with a focus on learning

3. Collective inquiry into best practice and current reality

4. Action orientation (learning by doing)

5. A commitment to continuous improvement

6. Results orientation

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Core Concepts
A relentless focus on learning for all students
A commitment to all students learning at high levels,
examining all practices and procedures, continuous adult
learning

A collaborative culture and collective responsibility

and the authority to make important decisions
Collective responsibility for all students

A results orientation to improve practice and drive

continuous improvement
Systematic assessment of student learning and adjustments to
individual and collective practice

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Process
Four Critical Questions
What is it we want our students to learn?
How will we know if each student is learning
each of the skills, concepts and dispositions we
deemed most essential?

How will we respond when some students dont

learn?

How will we enrich and extend the learning for

students already proficient?

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Benefits of PLCs
PLCs can dramatically improve the overall
performance of the school

Engagement of students
The sense of efficacy and job satisfaction of
educators

What could go wrong?

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Plenty
A sense of urgency to reform education
vulnerable to look for quick-fixes
When PLCs are adopted and implemented like a

program they dont work

To be effective PLCs must be a change in culturepeople,
practices and processes

Underestimate what is needed to establish effective

PLCs
Problems if people do not attend to the necessary

conditions create new ways of working together

Feels piecemeal, incoherent - creates program fatigue

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The time is now

Major developments in technology, pedagogy and change knowledge
must come together to create dynamic new learning environments that are
both wider and deeper. (Stratosphere, Fullan 2012)

Solutions must meet 4 criteria:

1. Irresistibly engaging for both students & teachers
2. Elegantly easy to use

3. Technologically ubiquitous 24/7 (Coordinated learning

within school and outside to expand the learning clock)

4. Steeped in real-life problems

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Jigsaw Chap. 2 and 3

Directions will be given on how to form expert groups
for each chapter.

After reading the assigned chapter silently

Answer the questions individually for your chapter.
Discuss answers within your Expert groups and refine
your answers together.
Answers will be used in your chapter summary
presentation at your original table.

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Partner Tables
Tables are Numbered 1-8. Partner tables are listed below

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Jig Saw
Expert
Table
Groups

Blue dot teams

(Tables 1,3,5,7) will
read Chapter 2

Green dot teams

(2,4,6,8) will read
Chapter 3

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Preparing Chapter Summary

Group uses the answers and the outline of the

chapters main ideas (bullet points following the

questions) to frame a summary of the chapter that the
will be used to present to your original table group.
(Charts optional but create 2 copies.)

Consider using visual representations and prioritize the

information your group thinks is most relevant to your
colleagues.

A signal will be given to return to original tables.

Blue group presents a summary of Chapter 2
Green group presents a summary of Chapter 3.

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Return to Original Table Groups

Blue group gives a summary of Chapter 2
Green group gives a summary of Chapter 3
Table discusses the implications of ideas
from Cultures Build to Last for their schools
School partners discuss and agree on a
specific action(s) for as next step they will
do together at their school site
Each School shares out their next steps
with their table group.

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Survey Questions
Identifying Needs

Your answers are very important to us as we plan for this

school year. Your table discussions will also help us better
understand your schools

Packet has 2 copies of the survey. One is your individual

survey we will collect at the end. The other is for your own
use.

Optional: Mark Chapter Chair/Designee or

Principal/Designee

Complete the individual survey. (15 min.)

Discuss your answers the your school partner. (15 min.)

Discuss your answers with your table team. (15 min.)

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Preparation For the Gallery Walk

Each table group charts answers to their assigned question
and everyone charts answers to Question #8.

Table 1 charts Question #1. Table 2 charts Question 2

Post your completed charts on wall under the appropriate

number.

Snack time and Gallery Walk

As you eat your snack, read your colleagues responses and
add additional ideas youd like to share..(Markers are in the
table boxes)

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Wrap-up / Evaluation
ESBMM Manual Table of Contents
Closing Remarks

Plus/Delta Evaluation

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Introduction to the ESBMM

Manual
ESBMM Manual Table of Contents draft in your folder
Take a look at it and let us know if you see any areas
we have not included.

An email version will be sent to you with a feedback

form. Follow instructions in the email and return your
form.

In December we will have draft to share with you for

your input.

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Wrap-up /Evaluation (Continued)

Plus/Delta Evaluation
Please leave your evaluations on the table or
on the sign-in table as you leave

We value your feedback. We will be reviewing

the survey information and evaluation forms
carefully as we plan for the next ESBMM Day
in December.

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CONTACT US
LOCAL OPTIONS OVERSIGHT COMMITTEE
(LOOC)
(213) 241-8700

http://achieve.lausd.net/looc
Janet Davis, UTLA Representative
janet.davis@lausd.net
Elaine Kinoshita, LAUSD Representative
elaine.kinoshita@lausd.net

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