Schools That Change: Evidence-Based Improvement and Effective Change Leadership
February 25, 2008
Schools That Change: Evidence-Based Improvement and Effective Change Leadership
Guest:
- Lew Smith is the director of the National Principals Leadership Institute, Panasonic National School Change Awards. He has served as associate professor in educational leadership and associate dean, program development and outreach, at the Fordham University Graduate School of Education. Mr. Smith, who also was a principal of a New York City high school, conceived and directed the New York City Middle School Initiative, which launched reform in 26 of the city’s 32 community school districts.
Kevin Bushweller (Moderator):
Welcome to today’s chat with Lew Smith, author of Schools That Change: Evidence-Based Improvement and Effective Change Leadership. As his book points out, change is often met with resistance and is difficult to implement and sustain. But some schools are embracing change and improving. What lessons can other schools learn from those schools? We have a large volume of questions, so let’s get the discussion started ...
Question from Lisa Bartusek, Assoc. Exec. Director, Iowa Assocition of School Boards:
What insights does your research show about the role of school boards in effective change/improvement efforts?
Lew Smith:
Hi Lisa,
I have not looked specifically at school boards. However, district endorsement of specific changes i(and a culture of change) is critical – and of course that extends to school boards.
Good luck,
Lew
Question from Ruth Feldman, Executive Director, Project for School Innovation:
What would you identify as a school’s “readiness criteria” in order to be successful with school improvement and change initiatives?
Lew Smith:
Hi Ruth,
Are teachers upset with things? To what degree? Why? Can you (and they) “fix” what is broken? What do you want to change? Are teachers “on the same page” as you? Send teachers to visit schools with comparable populations and exemplary programs – If they can do it, why not us?
Good luck,
Lew
Question from Cara Gregory, English teacher, Kenowa Hills High School:
What are some initial, but immediate steps that can be taken to improve the climate in a high school, in terms of overall climate, but especially amongst the teaching staff? What can teachers do who crave substantive change but find little leadership or an unwillingness to recognize areas of growth?
Lew Smith:
Hi Cara,
You seem to have a situation which calls for teacher leadership. Start with a small group of fellow believers. Tackle the physical environment -- put up student work in the classrooms and hallways. Have colleagues collaborate with you and each other on lesssons and learning experiences for your students. Hold book talks. Meet together after school. Ask yourselves: What can we do that will move forward student engagement and achievement? Build on your small successes.
Lew
Question from Rosemary Marks, Director of Bil./ESL and World Languages, Hackensack Public Schoolls:
Given the fact that “change is often met with resistance,” what do you consider to be the two or three most important elements in meeting and working past that “resistance” to achieve effective and measurable change?
Lew Smith:
Hi Rosemary,
Ask yourself why people are resisting – and respond to those findings. (Why might you resist?) Start with small success. Develop a sense of ownership. Find exemplary examples in similar schools. Persevere. Win allies. Pray.
Good luck,
Lew
Question from Dr. George I. Martin, English Supervisor, Plainfield High School:
What is the best way to have our students look beyond high school to post-secondary education so that they can understand the importance of success in high school. Our urban high school has approximately 1900 students, and most of them appear to be unmotivated.
Lew Smith:
Dear George,
I worked n NYC high schools for 20 years including a principalship, so I salute your concern. The story of Niles High School in my book gives you some answers that addressed your concern.
Some ideas – Empower a team of staff. Talk with the kids. Arrange real-life fieldtrips related to college and careers. Bring back successful alumni. Concentrate on making instruction more focused and engaging (Start with a small group of teachers). Show students you (the staff) care about them.
Good luck.
Lew
Question from Laura Kaloi, Public Policy Director, National Center for Learning Disabilities, Inc.:
I have not yet read the book. Did you specifically target improving academic performance for students with disabilities? If yes, what strategies and/or key practices helped bring about change for this group of students? If SwDs were not targeted, why not?
Lew Smith:
Dear Laura,
I studied schools that were horrible and brought themselves up to being good and then exemplary. I looked at the whole school not just one segment. You should feel good that the improvement in these schools did include an effort to better meet to needs of students with disabilities.
Lew
Question from R Frangione, Teacher:
How do you measure the change that has occurred and, are there any examples of change for the worse?
Lew Smith:
Hi Ms. Frangione,
To launch the National School Change Awards, we developed a set of 16 criteria, which are explained in my book. Schools do change for the worse and most of the schools I studied were once good – and worsened, Then with much effort they changed again – for the better, Also, change is not linear – it will experience dips,
Good luck,
Lew
Question from Joe Petrosino, EdD, Vo Tech:
There is a lot of evidence informed data written on change leadership. My question is Where does the element of trust fit in with all of the stakeholders that change leadership affects?
Lew Smith:
Hi Joe,
Trust is critical. Much now written about it. Google away.
Good luck,
Lew
Question from Amanda Skinner, Researcher, Josephson Institute:
The fundamental force for change is relationships, not things. With current focus on standardized testing and not on pedagogical relationships, how can pervasive, persistent, and sustainable change take place?
Lew Smith:
Hi Amanda,
I love the way you phrased your question. In another answer I addressed the standards – engaging instruction issue. You are absolute right about the importance of relationships. The principals I studied werevery relational.
Good luck,
Lew
Question from Pat Tilson, Assistant Principal, Tadmore Elementary School, Gainesville, Georgia:
How does an administrator create that “community of change” mentality?
Lew Smith:
Hi Pat,
Think about what gets you to accept or resist change. In other words, put yourself in the shoes of others. Some ideas; force people to face difficult realities, e.g. look at data. Have people visit exemplary schools. Empower teachers to take on specific projects and concerns. Reward advocates and those with a change mentality.
Good luck,
Lew
Question from Lee Allen, Asst. Prof., Univ. of Memphis:
If constrained to such, what single factor would you point to in your research with the subject schools that was key in promoting positive change? (If it is a factor such as “leadership”, please indicate the specific aspects as much as possible.)
Lew Smith:
Hi Lee,
There are six major variables. Leadership is the fulcrum.
The principals I studied had an unwavering focus on teaching and learning and student success. The were visionaries. They understood change. They were communicators, relational, strategic, learners, empowering, and courageous.
Good luck,
Lew
Question from Judith Parker Mastin, student, Grand Canyon University:
According to NCLB policies, schools that do not meet AYP over time are closed and reopened as turnaround schools. Usually, a whole staff is released and new teachers are hired. Is this always necessary? I think it is unfair and statistically impossible to say that all teachers on a staff are ineffective. I know that teachers are given a chance to interview for the new jobs but the “clean house / clean slate” is a don’t ask don’t tell policy that most adminsitrators of these schools adopt. I think I understand why it happens, but there needs to be more transparency around this policy. What specifics can you share that will make clear the rationale behind this practice?
Lew Smith:
Hi Judith,
I am not sure how often school reconstitution takes place. It is a drastic step but if schools don’t respond to warnings or help and do little to make the school a success, do we abandon these children? I do not think so.
Good luck,
Lew
Question from Birjees Barakzai,Ms,Student MA Education University of Bedfordshire:
What are the possible evidence-based resources, accessible, needed to bring improvement or change in the institution?
Lew Smith:
Hi Birjees,
Check the work of Fullan, Hargreaves, Cuban, and Wagner, to name a few. Of course looking in my book would not hurt.
Good luck,
Lew
Question from Dr. Linda Schoen Giddings, Education Associate, S.C. Dept. of Education:
I understand that your book deals with the difficulty of implementing change in schools. However, I was wondering if you also could talk about sustaining change, once it is implemented. In many cases, a dynamic school leader can overcome barriers to change. Once that leader leaves the school, however, conditions often revert to the previous status quo. How can we ensure that change is self-sustaining?
Lew Smith:
Hi Linda,
Bingo! You hit the prize-winning question. My next book will focus on this question as I revisit the eight schools that I studied and find out the degree to which they sustained their significant change – and why/why not. Some hypotheses: Change in leadership. Too few empowered to make the original change. Change in district policies, priorities, plans. New state mandates. Teacher turnover. Most important? Probably leadership succession. Get back to me in 09.
Best wishes,
Lew
Question from armando Lerma 6th grade teacher Goshen Elementary Schcool:
I actually have two questions. the first, is how do you measure change at a school that is going through restructuring? And why is change met with resistance and difficult to implement?
Lew Smith:
Hi Armando,
We used 16 criteria, which are explained in my book. As for resistance, think abut why you might resist change.
Good luck,
Lew
Question from Melissa Coyne, Master Lead Teacher, Child Educational Center:
I have not had a chance to read your book, but I am wondering how does one go about reforming public school policies and agendas to include more hands on learning (less textbook time), more outdoor experience (less sitting at a desk time) and more meaningful, relevant instruction (less “boring” lectures that lose children) while still meeting state standards and obtaining successful results on test scores? It seems to me that the worlds of an authentic curriculum and the expectations of schools, teachers and students are often at odds. Are there any happy mediums?
Lew Smith:
Hi Melissa,
Demonstrate that these 2 concerns are not enemies of each other. Create meaningful curricula and engaging instruction that also empowers students to meet any and all standards.
Good luck,
Lew
Question from Mike Thomas, Senior Director of Innovation, Battelle for Kids:
What metrics were used to determine that schools improved?
Lew Smith:
Hi Mike,
We used 16 criteria. They are explained in the book.
Good luck,
Lew
Question from Mike Thomas, Senior Director of Innovation, Battelle for Kids:
To what extent is what you learned “scalable?” Can principals and teacher leaders be taught what they need to know to make this happen in other places?
Lew Smith:
Hi Mike,
One school at a time while district buy-in and capacity is built.
Good luck,
Lew
Question from Dr. Theresa Yeldell, Exec. Dir., Banner Prep, Milwaukee Public Schools:
Hello Lew (from a former NYC District 13 administrator): We are a small alternative learning program in partnership with Milwaukee Public Schools. Our high school students are here to try to get back on track and fill academic gaps. We only have them for a year (or less). Please speak to how the framework components can be applied to our situation (i.e. creating consistency and positive change within an ever-changing environment). Thanks, Theresa
Lew Smith:
Hi Theresa,
Good to hear from you! Come back to the National Principals Leadership Institute this summer. Check website – www.npli.org
You have a tough job. The challenges and the measures of success are not yours. They belong to the whole staff. Therefore, bring them together and ask them to identify the school’s problems (what do we to do better?) and have them developed strategies.
Good luck,
Lew
Question from Tracy Thayer, Coordinator of Federal Programs, Bandera ISD:
How important is staff “buy in” in the change process? Does morale play a part?
Lew Smith:
Dear Tracy,
You hit the jackpot. Buy-in is number one!
Good luck,
Lew
Question from Carmen Skrine,Educator,MAVAD:
With the rise of the trend toward small schools how can negative student behavior be reversed within the buildings that house these multiple schools settings without creating signifcant pressure on the entire student population.
Lew Smith:
Hi Carmen,
The small learning community concept is predicated on the idea that a smaller group of teachers takes ownership of a smaller group of students. Everyone knows everyone else and cares for the., Except for sharing some facilities (e.g. gym), each small learning community (notice the word community) ought to be autonomous.
Good luck,
Lew
Question from Hanne Denney, Special Education Department Chair, Southern Middle School:
I am completing certification in Administration, and am wondering about the relationship between district policy and innovation. It seems that when school leaders allow teachers to deviate froms scripted programs and curriculum to try new methods, it must be done quietly and below radar. Yet, if leaders don’t encourage creativity and innovation, the vision is lost. What suggestions do you have for school leaders on how to handle resistance from above? Thanks!
Lew Smith:
HI Hanne,
You are hitting two issues here. Innovation does not have to be killed by standards. We can engage kids and at the same time have them improve knowledge, skills, and dispositions.
Second, the proof is in the pudding (whatever that means). It’s hard for district or state officials (or the public or resisters) to argue with success. Form a group of like-minded reformers/motivated teachers. Discover innovations. Adapt them. Do them. Forget the radar screen.
Good luck,
Lew
Question from LN, ex-elementary public school teacher:
Many schools show improvement by either not letting certain students into their schools from the start, or “getting rid” of students later on whose behaviors are unacceptable. This leaves many children behind, but they become invisible. In your study, have you considered these often hidden practices?
Lew Smith:
HI LN
Completely unethical.
Lew
Question from Jessica Carney, Parent, East Islip School District:
How can a “good school” make the jump to an “excellent school” - it seems our school district has been good for so long, we’re just maintaining that level and not striving for “excellent or outstanding”. Thank you.
Lew Smith:
Dear Jessica,
See Good to Great by Jim Collins Good luck,
Lew
Question from Jon Hill, Treasurer Borad of Directors, Arts & Technology Public Charter School, Washington DC:
What administrative structure for running a school do you find most effective? A academic principal and/or an executive officer with overall responsibility for the school.
Lew Smith:
Hi Jon,
The principal ought to be the instructional leader. However, someone has to handle the management chores. It ought to be someone else – or be delegated among a few people. Schools are about teaching and learning, The eight principals I studied understood that and acted on those beliefs.
Good luck,
Lew
Question from Iran Pelcyger, Professor, Bronx Community College of the City University of New York:
Given no change in community, student demographics and staff what factors cause positive change?
Lew Smith:
Hi Iran,
Three essential elements – Context, capacity, conversations. Three catalytic variables – internal dissonance, external pressure, leadership.
I explain these in detail in my book.
Good luck,
Lew
Question from Kathleen T. Hayes, implementation manager, Chicago Public Schools High School Transformation initiative/Ed.D. student in ed policy:
I’m not familiar with your research but wondering to what extent your findings mirror Larry Cuban’s analysis in “How Teachers Taught,” e.g., that for effective change to take root, teacher and principal input must be part of the reform/initiative.
Lew Smith:
Hi Kathleen,
I am a big Larry Cuban fan. He is cited in my book.
Good luck,
Lew
Question from sumicue, retired teacher:
How can, even with the best intention, prevent those who are in power, play politics, patronage, cronyism in appointing new principals and administrators in public schools, like the New York City Department of Education?
Lew Smith:
Hi semicue,
Your question is gigantic. Virtually unanswerable. Change human nature. Show examples of success that were created under more progressive leadership.
Good luck,
Lew
Also, we need to ask whether your view is the dominant view and what is it based on?
Question from J.D. Mahood, Vice Principal Aragon High School:
How might your findings be applied to the high school setting?
Lew Smith:
Hi J.D.
The website information is incorrect. My book is about 4 elementary schools, 2 middle schools and 2 high schools. They are great stories!
Good luck,
Lew
Question from Brian Cory, Vice Principal,Tenafly High School:
There’s a lot of talk about the need for education reform in our nation and the need for leaders to be willing and effective change-agents. New research is emerging everyday in regards to how best prepare our future generations. What advice would you give to consistently high-performing schools and their leaders, who on the surface may not seem to warrant major reform, but are striving to ensure that they sustain their level of excellence and remain on the forefront of education?
Lew Smith:
Hi Brian,
Good questions.
Jim Collins has completed good work in ths area. See his bestseller, Good to Great.
Also challenge these schools to look at everything they are doing and everyone they are serving. Every thing. Everyone.
Good luck,
Lew
Question from Del Bloem, President, Board of Directors, Youth Guidance (a social service agency in Chicago):
Assuming the goal of change in schools is to better prepare students for successful lives, how do you define success? What measures do you find best correlate with improving the chances for success?
Lew Smith:
Hi Del,
Great question.
How you define success? Your colleagues? The local community, business, colleges?
Bring back alumni and ask them how they would define success and whether their school prepared them?
Some of my measures: Have we created critical thinkers, team players, and problem solvers? Have we addressed social and emotional growth? Have we instilled a concern for social justice? For ethics? Have we created a love for life long learning?
Good luck,
Lew
Question from Catherine Knowles, Assistant Principal, Wachusett Regional High School:
What are the essential elements of Leadership needed to facilitate change that is sustainable and effective?
Lew Smith:
Hi Catherine,
The principals I studied had an unwavering focus on teaching and learning and student success. The were visionaries. They understood change. They were communicators, relational, strategic, learners, empowering, and courageous.
Good luck,
Lew
Question from Linda Edmonds, Science Teacher, HH Ellis Technical HS:
What challenges would you expect to be faced by High Schools embarking on change based on evidence of student achievement? How would your conceptual framework need to be refocused due to the uniqueness of the high school program and school structure?
Lew Smith:
Hi Linda,
My book deals with 2 middle schools and 2 high schools as well as the 4 elementary schools. The challenges in secondary schools are different. However, change strategies stretch across all levels – I have identified some common themes.
Good luck,
Lew
Question from LW Comer, consultant,:
What are the two most effective strategies that we need to implement that will guarentee a change to improve schools?
Lew Smith:
Hi LW,
There are six variables that need to be addressed. One must address all six – Context, capacity, conversations. External pressure, internal dissonance ad leadership.
Good luck,
Lew
Question from Margaret Statham, Acting Education Specialist, Northern Navajo Education Line Office:
Any suggestions for “special” schools? It has been very difficult making changes on the Reservations. Good leadership personnel who have high standards are hard to get placed. Status quo is the usual.
Lew Smith:
Hi Margaret,
I would like to speak with you in more depth. Contact me via email – lewsmith@npli.org
I look forward to speaking with you.
Best wishes,
Lew
Question from Jessica Carney, Parent, East Islip School District:
How can a “good school” make the jump to an “excellent school” - it seems our school district has been good for so long, we’re just maintaining that level and not striving for “excellent or outstanding”. Thank you.
Lew Smith:
Hi Jessica,
I answered this earlier. Good luck,
Lew
Question from Maria E. Gomez, retired teacher:
How can we implement change at a middle school in an affluent area where tracking is rampant with the high track reserved for GATE students and the lower tracks filled with underrepresented minority students? How can we persuade school staff and GATE parents that tracking students is harmful?
Lew Smith:
Hi Maria,
Sensitive and important concern.
See the work of Jeannie Oakes on tracking. The best way to win people over is to show them successful schools where there is little or no tracking. Give then research related to your interest in these concerns. Have them meet students who performed well in heterogeneous classes.
Good luck,
Lew
Question from Marlene Pannell, NYC retired principal, consultant:
How do you develop stakeholders’ inclusiveness and ownership in the vision/mission of change?
Lew Smith:
Hi Marlene,
You have to have everyone discuss a new mission. Then, everyone develops it. Then everyone translates it into specific actions. Ownership!
Good luck,
Lew
Kevin Bushweller (Moderator):
Thank you for joining us for this informative and thought-provoking chat. And a special thanks to Lew Smith for taking the time out of his busy schedule to answer questions. This chat is now over. A transcript of the discussion will be posted later today on edweek.org.
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