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.
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Each student gets the support they need, when they need it, to thrive.
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In their work with students, educators in schools:
- use culturally responsive, evidence-based practices that empower each student to learn;
- empower families to collaborate with schools to support students' learning;
- collaborate to build and strengthen an equitable multi-level system of supports.
Professionals who interact primarily with students can expect and request, from building-level leadership:
- a strong shared vision of an equitable multi-level system of supports (EMLSS);
- shared leadership to build and strengthen the EMLSS;
- training and preparation to address the needs of all students for whom they are responsible;
- equitable 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.
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School level leaders, in working with educators:
- commit to building and strengthening an equitable multi-level system of supports (EMLSS);
- 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;
- build the will, fill, and skill in all staff to ensure educational equity.
Principals and other school building leaders can expect and request, from the district level:
- a strong shared vision of educational equity;
- shared leadership and collaboration;
- allocation of human and material resources to meet each school's unique needs and ensure equity;
- evidence-based systems/processes that support strategic use of data and that empower schools to build and strengthen their EMLSS;
- access to additional supports in the statewide system.
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In working with their schools, district leaders:
- access supports from regional level, from the TA Network of Support, and other sources to empower schools' equity/improvement work;
- lead collaborative efforts, alongside family and community stakeholders, to define how the local education system should function;
- set district-wide goals for equity;
- empower each school to build an equitable multi-level system of supports (EMLSS) that meets each student’s learning needs;
- allocate human and material resources that support equity 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 of educational equity;
- commitment to providing the supports necessary to close equity gaps;
- shared leadership and collaboration;
- evidence-based systems and processes;
- professional development and other supports aligned to district needs and the statewide vision;
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In their work with districts, regional agencies:
- provide a strong, shared vision of educational equity;
- commit to providing the supports necessary to close equity gaps;
- respond to districts' needs related to their continuous improvement efforts to close equity 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 for educational equity.
Regional agencies can expect and request, from the state:
- strong shared vision of educational equity;
- commitment to providing the supports necessary to close equity gaps;
- a systemic approach to equity 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.
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The state education agency, in working with regional agencies:
- prioritizes educational equity and provides a strong shared vision;
- sets and communicates measurable targets;
- commits to providing the supports necessary to close equity gaps;
- aligns material and human resources with equity 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.