achievement, and are grounded in (4) a safe, orderly and respectful learning environment for students and a collegial, collaborative, and professional culture among teachers. These practices became the foundation of Massachusetts’ assistance services and resources for turnaround and low-performing schools and districts. The Turnaround Plan Template and Guidance documents are structured around the four turnaround practices, and the School Redesign Grant program incorporates the turnaround practices into the grant application and review process. Monitoring Site Visits, which provide feedback to schools and districts on the progress they are making in support of turnaround efforts, are similarly organized around the four turnaround practices. Massachusetts is committed to continuously looking at data to identify and disseminate best practices in turnaround to the field, and the 2016 evaluation and resources are key example of that commitment. The following provide detailed examples of what each turnaround practice typically looks like in year 3, for both achievement gain and non-gain schools, as well as additional detail on what the turnaround practice means for schools moving from year 1 through year 3. This view can be used to inform or jumpstart a deeper conversation of what the practice means in a school or district and how the practice connects with other turnaround practices, as well as with district systems and policies. For more information on accountability and assistance in Massachusetts, please visit: Turnaround Practice 1 Leadership, Shared Responsibility, and Professional Collaboration Effective Strategies Autonomy Communication Culture School-Specific Examples Union Hill Elementary School Establishing an improvement mind-set Using common planning time to drive turnaround efforts Jeremiah Burke High School Cultivating a learner mind-set Creating integrated teaming structures for collective inquiry The school has established a community of practice through leadership, shared responsibility, and professional collaboration. autonomy and authority to improve teaching and learning School leaders make strategic use of staffing, scheduling, and budgeting autonomy to focus work on implementing their turnaround plan or other improvement efforts to improve the quality of teaching and learning at the school. Teaming, shared leadership and responsibility, and collaboration Collective, distributed leadership structures and practices are apparent throughout the school building in the form of an active, well-represented instructional leadership team and grade-level and vertical
achievement, and are grounded in (4) a safe, orderly and respectful learning environment for students and a collegial, collaborative, and professional culture among teachers. These practices became the foundation of Massachusetts’ assistance services and resources for turnaround and low-performing schools and districts. The Turnaround Plan Template and Guidance documents are structured around the four turnaround practices, and the School Redesign Grant program incorporates the turnaround practices into the grant application and review process. Monitoring Site Visits, which provide feedback to schools and districts on the progress they are making in support of turnaround efforts, are similarly organized around the four turnaround practices. Massachusetts is committed to continuously looking at data to identify and disseminate best practices in turnaround to the field, and the 2016 evaluation and resources are key example of that commitment. The following provide detailed examples of what each turnaround practice typically looks like in year 3, for both achievement gain and non-gain schools, as well as additional detail on what the turnaround practice means for schools moving from year 1 through year 3. This view can be used to inform or jumpstart a deeper conversation of what the practice means in a school or district and how the practice connects with other turnaround practices, as well as with district systems and policies. For more information on accountability and assistance in Massachusetts, please visit: Turnaround Practice 1 Leadership, Shared Responsibility, and Professional Collaboration Effective Strategies Autonomy Communication Culture School-Specific Examples Union Hill Elementary School Establishing an improvement mind-set Using common planning time to drive turnaround efforts Jeremiah Burke High School Cultivating a learner mind-set Creating integrated teaming structures for collective inquiry The school has established a community of practice through leadership, shared responsibility, and professional collaboration. autonomy and authority to improve teaching and learning School leaders make strategic use of staffing, scheduling, and budgeting autonomy to focus work on implementing their turnaround plan or other improvement efforts to improve the quality of teaching and learning at the school. Teaming, shared leadership and responsibility, and collaboration Collective, distributed leadership structures and practices are apparent throughout the school building in the form of an active, well-represented instructional leadership team and grade-level and vertical
turnaround-practices-508.docx