SCHOOL TRANSFORMATION
Helping Schools Improve Instruction
Framework has a track record of helping schools improve through the school improvement/transformation process. Framework's highly skilled coaches help teachers improve instruction through professional development and job-embedded coaching. Intensive coaching and professional development create permanent changes in instructional practices that support student learning.
SCHOOL TRANSFORMATION
Framework's role as either a Supporting Partner (SP) or Lead Turnaround Partner (LTP) is to provide a comprehensive and disciplined approach to School Improvement. We seek to understand the school's unique culture by working with school districts and school Leadership as well as lead teachers to collaboratively develop solutions that promote the learning environment and improve student outcomes.
Framework transforms and supports innovation through job-embedded professional development with reflective coaching. We help teachers use formative assessments in their lesson design to be able to capture in-time student learning, assess the learning and adjust where needed.
Framework has a deliberate focus in three key areas where we support teachers, school & district leaders in improving instructional quality and increasing student achievement.
TURNAROUND TRANSFORMATIVE LEADERSHIP
Feedback Intensive Program
Leadership for under-performing schools is fundamentally different from leadership for higher-performing schools. Extensive research shows that to achieve real turnaround and academic improvement, underperforming schools need to experience a significant and fundamental change in instructional practices as well as in the school’s climate and culture.
Turnaround leadership requires dramatic and transformative intervention in a culture of underperformance within a short amount of time. Leaders are pivotal to the success of any organization. Great schools do not exist without great leaders. School effectiveness is closely related to the quality of leadership, and to be successful, educational leaders must embrace many roles: visionaries, strategic leaders, instructional, curriculum, and pedagogical leaders, assessment specialists, disciplinarians, relationship builders, communications and public relations authorities, budget experts, facility managers, program administrators, as well as oversee contractual, legal, and policy directives. The impact of leadership on student learning is second only to classroom instruction (Leithwood et al., 2004).
Turnaround Transformative Leadership as a Community of Practice
Definitions of leadership abound and vary widely in application and emphasis. In its simplest form, leadership involves influencing others to work toward a stated end. Leadership today continues to be more challenging and involving, and it requires preparation. New environmental challenges continue to emerge, and educational leaders must adapt to changing environments. Leadership calls for new ways of being in the world, not in oppositional isolation or confrontation, but in convivial cooperation which brings a world of new possibilities and opportunities. Educational leaders have multidisciplinary, interwoven roles.
Framework’s theory of action for turning around and ultimately transforming underperforming schools and leading schools in continuous improvement is grounded in a firm belief that leaders matter to student achievement. Framework understands the challenges educational leaders face and recognizes the opportunity to help educators grow, develop, and succeed.
Framework prides itself on being very flexible and school/district/region/state-centric. We understand that each state and school district has very specific needs, so our approach is nimble and can surge up and down based on the number of participants and individual group needs.
Framework presenters are highly trained developers with profound educational leadership and management experience who have demonstrated strong presentation or facilitation skills. We enjoy working with state, regional, and district school leaders to advance and transform the learning organization.
Modules are delivered in a vibrant, trusting, individualized, leader centered learning environment. The leadership curriculum content uses findings from Leithwood et al.’s (2017), Gurr’s (2017), Robinson et al.’s (2008), Leithwood, Harris & Strauss’ (2010), and Ylimaki and Jacobson’s (2011) research on leadership for school turnaround.
Program Module Offerings
