Continuous Improvement

Supporting each other makes big goals possible

We can multiply the impact of each other's improvement efforts by functioning as a coherent educational system.

For this, we need a common understanding of what that means, and each player's role. Following is how we envision that.

Students

Each student gets the support they need, when they need it, to thrive.

 

Educators in Schools

In their work with students, educators in schools:

• use evidence-based practices that empower each student to learn;
• empower families to collaborate with schools to support students' learning;
• collaborate to build and strengthen a multi-level system of supports.

Professionals who interact primarily with students can expect and request, from building-level leadership:

• a strong shared vision of a multi-level system of supports;
• shared leadership to build and strengthen the multi-level system of supports;
• training and preparation to address the needs of all students for whom they are responsible;
• allocation of human and material resources to meet the needs of each student;
• accessible, effective systems to support evidence-based practices, collaboration, family and community engagement, strategic use of data, and continuous improvement.

School Building Level

School level leaders, in working with educators:

• commit to building and strengthening a multi-level system of supports;
• use a systemic approach and an effective continuous improvement process;
• implement evidence-based practices/systems;
• ensure a positive climate;
• empower educators, families, and communities to meet each student’s learning needs;

Principals and other school building leaders can expect and request, from the district level:

• a strong shared vision that supports every student;
• shared leadership and collaboration;
• allocation of human and material resources to meet each school's unique needs;
• evidence-based systems/processes that support strategic use of data and that empower schools to build and strengthen their multi-level system of supports;
• access to additional supports in the statewide system.

Local Education Agency

In working with their schools, district leaders:

• access supports from regional level, from the TA Network of Support, and other sources to empower schools' improvement work;
• lead collaborative efforts, alongside family and community stakeholders, to define how the local education system should function;
• set district-wide goals;
• empower each school to build a multi-level system of supports that meets each student’s learning needs;
• allocate human and material resources that support needs/goals and improvement plans;
• use a collaborative, systemic approach;
• employ an effective continuous improvement process;
• implement evidence-based practices/systems/services/supports.

Superintendents/other district leaders, and analogous leaders in charter/choice governing bodies can expect and request, from the regional level of the system:

• strong shared vision that supports every student;
• commitment to providing the supports necessary to close gaps;
• shared leadership and collaboration;
• evidence-based systems and processes;
• professional development and other supports aligned to district needs and the statewide vision;

Regional Agency

In their work with districts, regional agencies:

• provide a strong, shared vision that supports every student;
• commit to providing the supports necessary to close gaps;
• respond to districts' needs related to their continuous improvement efforts to close gaps;
• use a collaborative, systemic approach;
• use an effective continuous improvement process and other evidence-based practices and systems;
• provide high-quality professional development and other supports that are aligned to statewide and district goals.

Regional agencies can expect and request, from the state:

• strong shared vision that supports every student;
• commitment to providing the supports necessary to close gaps;
• a systemic approach across the state and a vision of the statewide system and its roles;
• shared leadership in connecting state support to efforts across the state;
• funding to support key services;
• effective systems and tools for continuous improvement, educator effectiveness, and strategic disaggregation and analysis of data.

State Education Agency

The state education agency, in working with regional agencies:

• provides a strong shared vision that supports every student;
• sets and communicates measurable targets;
• commits to providing the supports necessary to close gaps;
• aligns material and human resources with goals, providing funding for key services;
• leads collaborative efforts to define how the state education system should function;
• uses an effective continuous improvement process;
• implements evidence-based practices/systems/programs/services/supports that empower the other roles in the system;
• monitors data and identifies schools and districts where extra support is needed, in accordance with state and federal laws.