Collaborative
Leadership
An Update on System-wide Work
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2013-2014 Highlights
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Outcomes of AEA Compact
Implementation Results:
•
•
Alignment of the internal AEA system
•
Alignment of AEA/DE systems
•
AEAs are delivering on state-wide commitments to the state
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Outcomes of AEA Compact
Implementation Results:
•
•
Alignment of the internal AEA system
o First Iteration of System Policies Developed
o Alignment of By-laws, Policies and Procedures
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Outcomes of AEA Compact
Implementation Results:
•
Alignment of the internal AEA system
•
Alignment of AEA/DE systems
o
Collective commitment across AEAs and the DE to work as a unified system
o
Agreement that the role of the DE is to set direction and lead and the role of the AEAs is to
implement
o
Agreement that LEAs are integral, and need to be included in collaborative work
o
Commitment to focus efforts and resources on selected priorities
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Outcomes of AEA Compact
Implementation Results:
•
•
•
Alignment of the internal AEA system
Alignment of AEA/DE systems
AEAs are delivering on system-wide commitments to the state
o Priority Focus areas established:
 Early literacy and
 Closing the achievement gaps
o
Implementing through local school, AEA, DE collaborative
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Alignment of AEA
System
Policy and Procedures
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How do thoughts and good intentions become
reality?
● Creation of policy, which will both guide everyday practice, and produce
consistency across the state-wide AEA system.
● Ongoing, highly engaged conversation.
● Multiple revisions and visitation of how policy interacts with both current and
desired practice.
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Comments from your board representatives
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Let’s process...time to talk and listen
● What do we see as the strengths of this work?
● What else should be considered going forward?
● What questions do we still have?
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Alignment of LEA/AEA and DE Systems
Collaborating for Iowa’s Kids
(C4K)
C4K
● What do you know about this work?
● What do you wish you knew about this work?
● Any celebrations to report?
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Phase One Statewide Results: Winter
54 public districts and non-public buildings in Phase
One
4 districts/non-public buildings (7.4%) had 80% or more
of their students meet benchmark
Average percent of students meeting benchmark: 63
87 public and non-public buildings in Phase One
6 buildings (6.9%) had 80% or more of their students
meet benchmark
Average percent of students meeting benchmark: 63%
Phase One Building Needs Distribution: Winter
34%
59%
7%
• % of schools needing intensive universal tier
support (less than 60% of students meeting
benchmark)
• % of schools needing
targeted universal tier
support (60-79% of students
meeting benchmark)
• % of schools needing no
additional universal tier support
(80% or more of students meeting
benchmark)
Accidental Adversaries: Summary of Dynamics
● Potential collaborators can gain from partnering together.
● However, in trying to meet their own needs individually,
they take actions that undermine the success of the other.
● Undermining the success of the other is unintentional
(although it appears deliberate).
IDE-AEA (System): Prospects for Partnership
● How do you want to define IDE success? What should be its
unique contributions?
● How do you want to define AEA System success? What
should be its unique contributions?
● How will IDE’s success contribute to AEA System success?
● How will AEA System success contribute to IDE success?
IDE-AEA (System): Accidental Adversaries
● When IDE has problems achieving results, what does it do
to get back on track?
● How do these actions unwittingly undermine AEA System
success?
● When the AEA System has problems achieving results,
what does it do to get back on track?
● How do these actions unwittingly undermine IDE success?
Theory of Success
We believe that the relationships among four key components
comprise the system that will result in an effective partnership
for student success. Our theory of success can be articulated
in the following slides.
These relationships will produce a virtuous cycle of success.
We represent the relationships in our core theory using a
causal loop diagram found in Figure 1.
Theory of Success Articulated
1. We define success for the Iowa Department of Education by
the quality of guidance and governance provided to the
overall educational system. As the quality of guidance and
governance for the system increases (Department of
Education success), we believe that will cause an increase in
the clarity of direction and outcomes for students and
educators.
2. An increase in the clarity of direction and outcomes will cause
an increase in the level of AEA System success. We define
AEA System success as quality educators in quality school
Theory of Success Articulated
3. An increase in the level of AEA System success will
cause an increase in the level of the Iowa education
system coherence and equity.
4. An increase in system coherence and equity will cause
an increase in the level of Department of Education
success.
Let’s process...time to talk and listen
● What do we see as the strengths of this work?
● What else should be considered going forward?
● What questions do we still have?
Every Iowa learner will achieve success in life as a result of ...
Alignment of AEA
System
Delivering on State-wide Commitments
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•Need to reflect the new realities created by
the re-design efforts of the previous two
years:
I.The New Compact
Redefining Relevancy: The First Two Years of The Redesign
of the AEA State System as a Community of Practice Authored
by Troyce L. Fisher, Ed. D., and E Robert Stephens, Ph. D. February 2014
Special Thanks to Connie Johnson, AEA System Communications Director
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Relevancy of the AEA State System
needed to be redefined
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Goal of the Redesign Effort
Position AEAs to play a critical role in upcoming statewide educational efforts by:
● Strengthening the AEA system so that it can devote collective organizational and
human capital capacity to address state priorities
● Changing how the AEA system conducts planning and decision-making activities
to be more efficient, effective, and equitable
● Staying cognizant that we are a regional system and most initiatives are best
delivered regionally, and most innovation occurs regionally
● Continue to focus commitment to support services for students with special
needs
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Objectives of the Redesign Effort
Objective#1 – Strengthen how the State System conducts it work in order to
capitalize on its full potential as a well-functioning, effective community of practice,
in order that it...
Objective #2 – Be successful in undertaking a bold, unprecedented role of assuming
co-ownership of the academic achievement of all students.
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Strategy of the Redesign Effort
●
● Adopt a set of guiding principles.
● Select an organizational change model that would honor the guiding principles.
● Structure the effort into a series of manageable activities.
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Major Implementation Challenges of the Redesign Process
● Changing role of the State AEA Board of Directors
● Redefining and clarifying the role of the Chief Administrators in the
system – recommend policy to the Board, provide leadership in setting
direction, identify goals and objectives, monitor progress, guide a move
to a more performance-based, results-oriented culture
● Deeply engage professional staff in program planning and evaluation
● Reciprocal accountability with LEAs for student achievement
● Planned abandonment of what the system needs to stop doing
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5 Parts of the Redesign (non-Sequential)
Part 1 – Becoming a Community of Practice
● Development of Mission, Vision, Values, Guiding Principles
● Operationalizing the Community of Practice
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Part 2 – Maximizing Relationships between
Chiefs and the Directors
● How data was collected?
● How the data was used to make improvements?
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Part 3 – Re-Defining Relationships with the Department of
Education (Collaborating for Iowa’s Kids)
A year of study produced 4 outcomes, as follows:
● A collective commitment to work as a unified system;
● An agreement that the DE sets direction and the AEAs role is to implement;
● An agreement that LEAs are critical to the decision-making process and need to be
included in C4K; and
● A commitment to focus efforts on selected priorities beginning with improving early
literacy
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Part 4 – Increasing Accountability to LEAs
●
Implications of historically ‘escaping’ accountability for student
achievement
● New Compact establishes in writing a commitment to co-own student
achievement results
● Reciprocal Accountability agreements with Phase 1 schools – design
and implementation
●
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Part 5 - Creating a New Governance Model
Establishment of the Policy Manual
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What questions do you have?
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In summary...and with thanks
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