WHAT IMPACT HAS BEEN MADE BY THE SCHOOL IMPROVEMENT PROGRAM?
- A total of ten schools served in five districts: San Jose, San Francisco, Oakland, Alameda & Knights Landing (Woodland Joint Unified)
- Five “fledgling” charter schools supported from their first year of operation
- Two schools withdrawn from State-imposed closure after meeting Annual Yearly Progress and raising API scores by 60 points
- Renaissance Academy in San Jose moved from 12th place in the district to 1st place; LUCHA School in San Jose moved from 13th place to 2nd place
To date
- 15 principals and administrators mobilized
- 151 teachers aligned
- 2385 students impacted
WHAT DOES OTM'S REACH SCHOOL IMPROVEMENT PROGRAM OFFER ITS PARTNER SCHOOLS?
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On The Move bases its School Reform work on four core practices, delivered to teams of teachers and administrators. |
Coaching: OTM coaching begins with the individual, where they are. We integrate personal, interpersonal and professional coaching that gives people the skills and courage to step into big visions and big accomplishments.
Technical Support: OTM offers support in navigating compliance and other requirements such as charter renewal, WASC accreditation, A-G course list development, facilities, student performance data collection, analysis, and response, procedure and policy development, NCLB school improvement interventions, and disciplinary processes.
Skill Building: OTM builds skills in leaders and staff on a “need to know” basis as well as building capacity in particular content areas to strengthen and expand the knowledge base.
Reflection & Facilitation: OTM coaches facilitate a reflection practice that encourages self-awareness, direct communication, and thoughtful action in the work setting. Reflection challenges staff to practice being direct and non-judgmental while at the same time, give and receive honest feedback, and experience the connection between thinking, feeling, and action.
HOW IS SCHOOL LEADERSHIP IMPROVED BY FOCUSING ON COMMUNICATION?
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School leaders – administrators and teachers alike – traditionally operate very independently. Each person understands their basic responsibilities and finds their own way to achieve them. According to this model, the strategy is to stretch small bits of communication as far as they can go. |
In contrast to this, On The Move advocates for a strategy of increased and intensified communication. In many of OTM’s partner schools, teachers and administrators come together twice a month for a meeting focused entirely on communication. These meetings, called Adult Reflection, are facilitated by OTM staff.
Adult Reflection is a practice designed to produce individual development and system-wide change within educational organizations. Its purpose is to create a space where staff members learn to support each other in their professional and personal development. Ultimately, that support spreads throughout the day-to-day work, establishing a culture of learning and accountability.
Adult Reflection helps agencies become learning organizations, who share a common set of goals and foster clearly articulated values. These values often include:
- Cultivating curiosity and the capacity to question assumptions
- Being creative and adaptive
- Working as a team in which all members teach and learn from one another, regardless of position, rank, amount of experience or credentials
- Nurturing and sustaining a sense of emotional safety and support
- Encouraging risk-taking as part of everyone’s daily work
- Seeking out and addressing tensions and contradictions within the organization
- Building and fostering meaningful relationships with each other
When organizational values are discussed openly, shared learning becomes possible. In addition, historically unspoken issues come into the light. Common fears, including, admission of mistakes, appearing inept, failing, or asking for help, can be addressed instead of avoided. Ultimately, Adult Reflection establishes openness and clarity, allowing educators and professionals to maximize their impact in the workplace.
