Running Head: NFHS IMPLEMENTATION OF FAILURE IS NOT AN OPTION 1

North Farmington High School im!lementation o" #lan$tein Failure is NOT an Option
%ritin &e'er
Oa$land (ni)erit*
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION ,
North Farmington High School- located in Farmington Hill- Michigan- i a u'ur'an
high chool located in a ditrict that er)ice a!!ro.imatel* 11-/// tudent age 'irth 0 ,12 Thi
communit* ha a great )ariation in ocioeconomic tatu among it reident and the median
houehold income i 314-,562 North Farmington High School er)e 1-6,4 tudent in grade 4
0 1, 7ith 56 teaching ta""2 All o" the high chool in Farmington Pu'lic School are on the
trimeter cheduling *tem2
Principle 1: Common Mission, Vision, Values and Goals
The "irt !rinci!le that #lan$tein 8,/169 claim 7ill 'uild a utaina'le learning
communit* 8!2 :59 i a common miion- )iion- )alue and goal2 North Farmington High
School !u'lihe thee document in their *earl* chool im!ro)ement !lan2
;reene 8,/169 tate that:
The miion o" North Farmington High School i to 'uild a a"e- educational
communit* that honor achie)ement- encourage genuine e""ort- and cele'rate
di)erit* in a technological 7orld 7here a caring- educated !eron 7ill 'e a
!roducti)e- contri'uting mem'er o" ociet*2 &e 7ill accom!lih thi goal in a
!irit o" re!ect and !artnerhi! 7ith o!en communication 'et7een !arent-
tudent- ta"" and communit*2 8!2 59
According to #lan$tein 8,/169- there are <"our critical =uetion to 'e addreed in the miion
tatement> 8!2 5192 The "irt =uetion according to T*ler 814?49 tate <I" 7e e.!ect all tudent
to learn- what i it 7e e.!ect them to learn@> 8#lan$tein- ,/16- !2 5192 Nothing i tated in
North Farmington miion tatement that a* 7hat i e.!ected "or tudent to learn2 The
econd =uetion according to T*ler 814?49 a* <Ho7 7ill 7e $no7 i" the* are learning it@>
8#lan$tein- ,/16- !25192 Again- North Farmington doe not addre thi in it miion
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 6
tatement2 The third =uetion according to #lan$tein 8,//?9 a* <Ho7 7ill 7e enure an
engaging- rele)ant !edagog*@> 8#lan$tein- ,/16- !2 5192 Thi a!ect o" an e""ecti)e miion
tatement i alo not addreed in North Farmington miion tatement2 Latl*- the "ourth
critical =uetion according to #lan$tein 8,/169 that i addreed in an e""ecti)e miion
tatement i <&hat 7ill 7e do 7hen the* dont learn@> 8!2 5192 Thi i !artiall* addreed in
North Farmington miion tatement 7hen it tate that there 7ill 'e o!en communication
'et7een !arent- tudent- ta"" and communit*2 It can 'e in"erred "rom thi that communication
7ill hel! to addre an* iue- including lac$ o" tudent learning2
#aed on the reearch cited '* #lan$tein 8,/169- North Farmington doe not ha)e an
e""ecti)e miion tatement 'ecaue it cannot an7er the "our critical =uetion o" an e""ecti)e
miion tatement2 According to #lan$tein 8,/169- North Farmington miion tatement "it a
traditional miion tatement model rather than an e""ecti)e miion tatement model 'ecaue it
i )ague and generic- doe not de"ine learning and doe not addre the !oi'ilit* o" "ailure
8!24192 In order "or the miion tatement to 'e e""ecti)e- it 7ould need to 'e more clear- !eci"ic
a'out 7hat tudent are u!!oed to learn- meaura'le and !ro)ide "or "ailure 8!24192 North
Farmington alo mied a critical com!onent o" ha)ing an e""ecti)e miion tatement 'ecaue it
i not di!la*ed in the chool "or tudent to ee on a dail* 'ai2 The onl* !lace that the miion
i currentl* !oted i on the ditrictAchool 7e'ite2 Latl*- the miion tatement at North
Farmington High School ha not 'een u!dated "or "our *ear and in that time a ne7 !rinci!al and
aitant !rinci!al ha Boined the adminitrati)e team2 +urrentl*- the miion tatement i not
totall* aligned 7ith the chool )iion tatement 7hich create a nonCuni"ied !hiloo!h* that the
ta"" mut "ollo72
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION ?
The econd !art to the "irt !rinci!le that 7ill ad)ance tudent achie)ement in highl*
e""ecti)e chool i to ha)e a common )iion2 According to #lan$tein 8,/169- <a )iion !aint a
!icture o" 7hat 7e can 'ecome> 8!24692
;reene 8,/169 tate:
In an e.em!lar* chool- the PL+ conce!t characteriDe ho7 li"e i li)ed in that
chool on a dail* 'ai2 Teacher 7or$ colla'orati)el*- a a ta""- a de!artment- a
team to com!are and align 'et !ractice 7ith the current realitie "ound in the chool2
The im!act o" thi hared in=uir* i to im!ro)e learning and achie)ement "or each
tudent2 In other 7ord- teacher 7ill 7or$ in a *tem 'aed on reult that ha)e the
commitment to change the *tem to im!ro)e reult2
In uch a chool- teacher 7ill 7or$ colla'orati)el* in 'oth "ormal and in"ormal
tructure- ado!ting and im!lementing other 'et idea- re"lecting on their indi)idual
and collecti)e e""ecti)ene to ae the im!act their teaching ha on tudent learning2
Teacher 7ill model the commitment- e.cellence- caring- and re)erence "or learning the*
e.!ect o" tudent2
In order to achie)e our )iion 7e 7ill: Promote a curriculum that i 'oth rigorou
and rele)antE one that "ocue on a common core o" $no7ledge 7hile encouraging and
integrating trategie- technolog*- and initiati)e that im!ro)e learningE Rel* on reearch
to guide teachingE Align curriculum- intruction- and aement that can 'e readil* ued
to "oter continuou im!ro)ement 8im!l* !ut- to $ee! raiing the 'ar 7ith regard to
e.!ectation "or teaching and learning9E Pro)ide intitutional inter)ention "or tudent
7ho are truggling to meet e.!ectationE Encourage each tudent to 'e in)ol)ed in at
leat one coCcurricular acti)it* 8clu'- muic- theater- athletic- er)ice- etc29E Foter a
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION F
climate 7here tudent are re!oni'le "or their learning and 7here their e""ort are
nurtured- encouraged- challenged- and a""irmedE +ommunicate- on a regular 'ai- 'oth
"ormall* and in"ormall*- 7ith tudent and !arent a'out learning- !rogre- e.!ectation-
and achie)ement2 +ele'rate learning- on a regular 'ai- 'oth "ormall* and in"ormall*-
7ith tudent- !arent- ta""- and communit*2 8!2 59
According to #lan$tein 8,/169- thi )iion meet the re=uirement "or an e""ecti)e )iion
tatement 'ecaue it i realitic- clear and com!ellingE ha 'roadC'aed 'u* inE decri'e intended
changeE and guide action 8!2 4692 North Farmington )iion tatement i realitic in that it tal$
a'out continuoul* raiing the 'ar in e.!ectation "or teaching and learning2 It alo tal$ a'out
enliting PL+ in the !roce o" hared in=uir* to im!ro)e learning and achie)ement "or each
tudent2 Thi gi)e 'roadC'aed 'u* in 'ecaue it include e)er*one in the 'uilding2 North
Farmington )iion tatement alo decri'e intended change 7hen it tal$ a'out how it 7ill
achie)e it )iion2 Some thing mentioned include intitutional inter)ention "or tudent 7ho
are truggling and encouraging each tudent to 'e in)ol)ed in at leat one coCcurricular acti)it*2
Thi )iion alo guide action 7hen it mention how the )iion 7ill 'e achie)ed2 #aed on thee
criteria- North Farmington ha an e""ecti)e )iion tatement2
According to #lan$tein 8,/169- <)alue are the attitude and 'eha)ior an organiDation
em'race> 8!2 1/192 North Farmington ue a di""erent name "or thi- a the* are called <guiding
!rinci!le> 8;reene- ,/16- !2 592 ;reene 8,/169 tate that their guiding !rinci!le- or )alue- are
<lea)e !eo!le 'etter than *ou "ound themE get 'etter at 7hat *ou do e)er*da*E and it not a
!ro'lem that there i a !ro'lem- 7e 7ill Budge *ou '* ho7 *ou handle it> 8!2592 According to
#lan$tein 8,/169- )alue are e""ecti)e 'ecaue <the* are "e7 in num'erE direct and im!l*
tatedE "ocued on 'eha)ior- not 'elie"E and lin$ed to the )iion tatement> 8!2 1/692 North
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 1
Farmington onl* ha three )alue that are hort entence and ea* to undertand to an* reader2
All o" the )alue e.hi'it deired 'eha)ior o" all ta$eholder and tie directl* to the )iion
tatement- a the "ocu o" the )iion tatement i to raie the 'ar "or tudent learning2
#lan$tein 8,/169 a* <goal are the hort term minitarget that 7e aim "or along the
7a*> 8!2 1/F92 At North Farmington High School- their hort term goal are "ound in their
chool im!ro)ement !lan2 For the ,/16C,/1? chool *ear- North Farmington ha "our academic
goal and one a""ecti)e goal2 For thi criti=ue the "ocu 7ill 'e on the academic goal a the* are
meaura'le and ha)e the 'igget im!act on tudent2 Each goal that North Farmington choe
centered on a core academic area uch a- math- cience- reading and 7riting2 Each goal
included a meaurea'le o'Becti)e that indicated a !ercentage increae o" !ro"icienc* in tudent
that 7ould 'e achie)ed '* Gune- ,/1?2 In order to achie)e each o'Becti)e- e)eral trategie are
lited that 7ill 'e ued acro content area2 Thee trategie include common aement
7riting- etting clear learning goal and target 7ith accom!an*ing cale that tudent can trac$
their !rogre along- leon 7riting in PLT 8!ro"eional learning team9- etting high
e.!ectation "or tudent- and cele'rating ucce o" tudent2 According to #lan$tein 8,/169-
<e""ecti)e goal are 'oth !eci"ic and meaura'le2 The* clearl* identi"* the e)idence that mut
'e monitored to ae !rogre2 The* alo et a time "rame "or com!letion> 8!2 1/192 #aed on
thi it can 'e concluded that North Farmington doe ha)e e""ecti)e hort term goal ince there i
a !ercentage o" increae in tudent achie)ement that can 'e meaured '* tate aement and
each goal i time 'ound '* the chool *ear2 Latl*- in order to ha)e e""ecti)e goal
im!lementation- a chool need to cele'rate uccee o" ta"" along the 7a*2 At North
Farmington- indi)idual teacher and PLT are recogniDed 7hen great tride are made in the
!rogre to the goal2 For intance- during a ta"" meeting at the 'eginning o" the chool *ear- Mr2
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION :
;reene cele'rated the 'iolog* PLT a"ter the* re7or$ed their curriculum to 'etter meet tudent
need and in turn- reduced the "ailure rate o" 4
th
grade 'iolog* tudent '* o)er ?/H 8G2 ;reene-
!eronal communication- Augut ,:- ,/1692
Principle 2: Ensuring Achievement for All Students S!stems for Prevention and
"ntervention
Enuring achie)ement "or all tudent i eential "or a chool to em'race the <Failure i
NOT an O!tion> model2 #lan$tein 8,/169 a* <in high !er"orming chool- thee )aria'le
8di""ering learning t*le- need "or additional time and re!etition- lo7 ocioeconomic tatu- a
nonCEnglih !ea$ing home- and !arent or "amil* ituation9 are addreed in a !roacti)e manner
o the* do not 'ecome 'arrier to the ucce"ul achie)ement o" all tudent> 8!2 11,92 North
Farmington High School ha not !ut a !lan in !lace *et to addre thee need on a choolC7ide
cale2 Pro"eional Learning Team 8PLT9 are in !lace and are 'eginning the 7or$ o"
addreing thoe tudent 7ho are not <getting it> in cla2 #lan$tein 8,/169 tate <ultimatel*
it i im!erati)e that a chool entire ta"" hold high e.!ectation "or tudent> 8!211?92 Thi i
'eing addreed no7 that NFHS ha 'een la'eled a "ocu chool '* the State o" Michigan2 In
order "or NFHS to 'e ta$en o"" o" thi lit it mut cloe the achie)ement ga! 'et7een the 'ottom
6/H o" tudent and the to! 6/H o" tudent2 Thi 7ill 'e di""icult 'ecaue <it ta$e total ta""
commitment to ucceed in the thorn* 7or$ o" reaching lo7Cachie)ing and underer)ed tudent>
8#lan$tein- ,/16- !2 11?92
There are three common reaon 7h* man* chool communitie do not ta$e direct
re!oni'ilit* "or the learning o" each o" their tudent2 Thee reaon are the teacher ma* not
'elie)e that a chool can ucceed all tudent- the teacher ma* not "eel !eronall* com!etent to
ucceed 7ith all tudent- and the teacher ma* 'elie)e that ne7 re"orm arent 7orth !uruing
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 5
8#lan$tein- ,/16- !g2 111C1,/92 NFHS ha t*!icall* 'een a highCachie)ing high chool 7ith
4/IH o" graduate going to college or a technical chool2 Ne)er 'e"ore thi *ear ha the chool
had to reall* addre thoe tudent 7ho 7ere not in that grou! o" highCachie)ing tudent2
PLT are 7or$ing on identi"*ing thoe tudent and ho7 to teach thoe $id2 #lan$tein 8,/169
a* <o!tion "or addreing a true in"ormation ga! include reading and haring reearch and 'et
!ractice> 8!2 11:92
Addreing the "act that teacher ma* not "eel !eronall* com!etent to ucceed 7ith all
tudent 7ill 'e much harder "or NFHS to remed* a mot teacher 7ill not admit to thi2
Ho7e)er- #lan$tein 8,/169 a* <a 7a* to 'uild creati)e tenion i to 'ring ta"" mem'er into
cloer contact and a""init* 7ith the tudent 7hom the* "eel are unli$el* to ucceed> 8!2 11492
NFHS ha tarted doing thi '* ha)ing e)er* teacher teach a 4
th
grade cla e)er* *ear a the
maBorit* o" our atCri$ tudent are "ound in the 4
th
grade2
NFHS teacher are not unli$e man* other teacher acro the countr* in 'eing 7ar* o"
ne7 re"orm2 #lan$tein 8,/169 e)en addree thi 7hen he a* <7hate)er the !at e.!erience-
man* teacher are undertanda'l* reluctant to Bum! 7ith 'oth "eet into the 7ater o" re"orm> 8!2
1,192 Pat hitor* in Farmington Pu'lic School ha ho7n leaderhi! mandate a ne7 initiati)e
and get it to the !oint o" a7arene in the im!lementation !roce and then to to! u!!orting it2
Teacher ha)e "elt no commitment to ee omething through2
The lat com!onent o" Princi!le , deal 7ith ha)ing a com!reheni)e *tem "or
enuring tudent ucce2 According to #lan$tein 8,/169 <enuring achie)ement "or all tudent
mean ha)ing an o)erarching trateg* that encom!ae the maBorit* o" learner 0 and then
ha)ing !eci"ic trategie aimed at thoe 7ho need e.tra u!!ort> 8!2 1,592 One com!onent o"
thi i <ha)ing an im!ro)ement !lan "or all tudent> 8#lan$tein- ,/16- !2 1,592 NFHS doe not
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 4
ha)e a RtI !lan in !lace at thi time that ta"" can 7or$ "rom2 &or$ ha 'een done at the ditrict
le)el to im!lement RtI at the elementar* le)el- 'ut it ha not !rogreed to the econdar* le)el at
thi time2 There are no inter)ention in !lace that are mandator* "or truggling tudent- uch a
an inter)ention cla2 There are onl* a "e7 o!tional acti)itie "or thoe tudent- uch a getting
a"ter chool hel! 7ith the teacher- and lunchtime !eer tutoring2 #e*ond thi- "or a tudent to get
other er)ice the* mut ha)e a F/? or an IEP in !lace2 #lan$tein 8,/169 alo a* <ma$ing the
achie)ement ga! an agenda item and !u'lihing them "or the ta$eholder communit* to re)ie7
add "ocu to the ta"" e""ort> 8!2 16F92 Since NFHS 7a identi"ied a a "ocu chool thi *ear
the achie)ement ga! i no7 !u'lic in"ormation and ta"" $no7 7hich tudent "all into the
'ottom 6/H o" tudent2 The !rinci!al o" NFHS- Goe ;reene- made it clear during the o!ening
!ro"eional de)elo!ment da* "or ,/16C,/1? that cloing the achie)ement ga! i our !riorit* 8G2
;reene- !eronal communication- Augut ,:- ,/1692
In order "or NFHS to 'ecome a Failure i Not an O!tion chool in term o" enuring
achie)ement ucce "or all tudent- the chool need to em'race the =ualit* intruction
trategie that are 'eing im!lemented ditrictC7ide2 Farmington Pu'lic School ha ado!ted the
MarDano O'er)ation Protocol that in)ol)e ?1 element o" =ualit* intruction2 A a !eer
o'er)er in the 'uilding- it i a!!arent that thee !rotocol are not *temic in the claroom o"
NFHS2 I" teacher 'ecame conitent 7ith the im!lementation o" thee trategie- reearch ha
ho7n tudent achie)ement 7ill increae2
Principle #: Colla$orative %eaming &ocused on %eaching for 'earning
<+olla'oration among colleague i a mean to an end: enhancing teaching "or learning>
8#lan$tein- ,/16- !21?692 North Farmington High School ha tried to im!lement colla'orati)e
team on a cou!le o" occaion2 The "irt 7a t7el)e *ear ago 7hen the ditrict ent a team o"
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 1/
teacher and adminitrator to Illinoi to hear Richard JuFour !ea$ a'out PL+2 Ho7e)er- the
conce!t o" PL+ did not ta$e o"" 'ecaue at the time the ditrict 7a on a 'loc$ chedule 'ut did
not ha)e common !lanning time "or teacher on a PL+2 The ret o" the ta"" 7a alo ne)er
trained on ho7 to e""ecti)el* 'e a !art o" a PL+2 Thi method o" intituting PL+ did not 7or$
'ecaue <colla'oration i not natural or common in the traditional chool en)ironment>
8#lan$tein- ,/16- !2 11/92
The econd time Farmington Pu'lic School attem!ted to im!lement colla'orati)e
teaming 7a lat *ear2 The ditrict mandated that e)er*one in the organiDation- 7hether the*
7ere a !art o" the intructional ide or the o!erational ide o" the ditrict- mut 'e on a PLT
8Pro"eional Learning Team92 Ho7e)er- no time 7a 'uilt into the dail* chedule "or meeting
time 7ith colleague2 The onl* time 'uilt into the ditrict calendar 7a a monthl* earl* releae-
'ut thi time 7a uuall* ued "or ta"" meeting and other 'uilding initiati)e2 A a reult-
e)er*one 7a on a team- 'ut the team did not o!erate li$e a team- and thu the true culture o"
colla'oration 7a not 'uilt2
Thi *ear- a"ter negotiating a ne7 contract that included language re=uiring all teacher to
!artici!ate in a minimum o" 6/ hour o" PLT time outide o" the normal 7or$da*- and including
a monthl* oneChour dela*ed tart to ecure common meeting time- the ditrict ha ho7n a
commitment to ma$ing PLT 7or$2 At North Farmington High School- under the guidance o"
Goe ;reene- PLT 7ere "ormed lat *ear and 7ere re=uired to meet one hour !er 7ee$2 Thi
di""ered "rom lat *ear a there 7a no re=uirement ditrictC7ide2 Mr2 ;reene e.!ected all team
to 'egin 7or$ on S+AIL 8Standard- +urriculum- Aement- Intruction- Learning@@@@9-
"ocuing "irt on deciding 7hat tandard 7ere going to 'e taught 7hen2 Thi met #lan$tein
8,/169 re=uirement o" <the "irt order o" 'uine i "or the team to contitute itel" '* clari"*ing
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 11
it !ur!oe> 8!21??92 E)er*one on e)er* team $ne7 7hat tandard to loo$ at "or their team2 At
thi !oint lat *ear- thi ta"" a!!eared to ha)e a +ontri)ed +ollegialit* 'ecaue <teacher a!!ear
to 'e colla'oratingK'ut the* dont "ocu on dee!er iue related to teaching and learning>
8#lan$tein- ,/16- !2 1?:92
At the 'eginning o" thi *ear- team 7ere no7 in a !oition to 'egin loo$ing at 7riting
common aement to get e)er*one on the ame !age 7hen it came to 7hat 7a 'eing taught-
and 7hen2 According to #lan$tein 8,/169- the team at NFHS 7ere uing an area o"
colla'oration on +urriculum Planning 8!21?492 Another area 7here team are colla'orating at
NFHS i in ta$ "orce 8#lan$tein- ,/16- !2 1F/92 Thee grou! <tud* and de)elo!
recommendation "or dealing 7ith a !eci"ic !ro'lem a""ecting the entire 'uilding> 8#lan$tein-
,/16- !2 1F/92 There are grou! at NFHS centered on chool and communit* in)ol)ement-
chool im!ro)ement- and RtI2 At thi !oint none o" thee team ha)e diol)ed 'ecaue the* are
till 7or$ing on their ta$2
+urrentl*- NFHS ha ome o" the characteritic o" a chool 7here colla'oration i the
norm 8#lan$tein- ,/16- !2 1F/9- 'ut not all2 For intance- a !lan 7a de)elo!ed to !ro)ide
meaning"ul time "or team to meet- 'ut not all team are at a !oint 7here deciion are dataC
'aed and the team ha a clear !ur!oe and goal 8#lan$tein- ,/16- !2 1F/92 Alo- ince man*
o" the ta"" mem'er are not "amiliar 7ith the chool miion- )iion- )alue- and goal- the*
ha)e no 7a* o" $no7ing i" the 7or$ the* are doing 7ill hel! the chool achie)e their goal2 The
ta"" at NFHS ha)e 'een gi)en more "reedom 87ithin !arameter9 to ma$e their o7n deciion
8in team9 a'out 7hat $id 7ill learn and 7hen the* 7ill learn it2 Thi i alo a $e* characteritic
o" colla'oration 'ecaue the ta"" ha 'een gi)en ome authorit*2 Right no7- Farmington Pu'lic
School ha 'een ending teacher to a lot o" Pro"eional Je)elo!mentE ho7e)er none o" it
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 1,
deal 7ith colla'oration2 One o" the ditinct characteritic o" chool 7here colla'oration i the
norm i that <educator ac=uire and hare training in e""ecti)e team7or$ trategie> 8#lan$tein-
,/16- !2 1F192 (ntil teacher are gi)en the training in how to 'e on a team- the real 7or$ o"
colla'oration 7ill not get done2 There"ore- in order "or NFHS to trul* 'ecome a FNO chool in
term o" colla'oration- training need to 'e gi)en to each and e)er* ta"" mem'er on ho7 to
e""ecti)el* 7or$ in a team- and 7hat the e.!ectation are "or each mem'er o" the team2
Principle (: )ata*+ased )ecision Ma,ing for Continuous "mprovement
#lan$tein 8,/169 a* <the maBor challenge "acing chool concern the !roducti)e-
dataC'aed con)eration that lead to conitent im!lementation> 8!2 11?92 NFHS ha tarted to
ha)e ome con)eration a'out it data on a large grou! cale- 'ut thi ha not 'een tranlated to
the PLT le)el *et2 Part o" the Farmington Pu'lic School teacher e)aluation model re=uire a
teacher to 'e e)aluated on tudent achie)ement data2 Ho7e)er- at thi time the teacher can !ic$
a !ortion o" their tudent 8uch a onl* Alge'ra II coure during econd trimeter9 to collect
tudent achie)ement data2 There"ore thi !re)ent teacher "rom ha)ing the hard con)eration
a'out the data the* are "acing2
#lan$tein 8,/169 alo a* that <one o" the 'ig challenge around e""ecti)e ue o" data i
the ta"" ca!acit* to inter!ret it> 8!2 11192 Thi i )er* true at NFHSL It eem that man* ta""
mem'er are cared o" data and h* a7a* "rom it 'ecaue the* are una'le to inter!ret it in a
meaning"ul 7a*2 (ntil the ta"" 7or$ 7ith data in a more meaning"ul 7a* in PLT dicuion-
thi 7ill continue to 'e a !ro'lem2
<One o" the mot !o7er"ul and e""ecti)e 7a* o" 7or$ing 7ith data i "or )ertical or
gradeCle)el team to anal*De tudent 7or$ together 'aed on common aement or
aignment> 8#lan$tein- ,/16- !2 1:192 PLT at NFHS are 7or$ing thi *ear on de)elo!ing
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 16
"ormati)e and ummati)e aement "or each coure in the 'uilding2 Ho7e)er- the PLT till
need to de)elo! a !lan "or uing the data that i collected "rom thee aement2 #lan$tein
a* <at a minimum- ue"ul data hould 'e multiourced- rele)ant- timel*- conitent- and
diaggregated> 8!2 1:?92 In order "or thi to ha!!en at NFHS- teacher 7ill need to 'ecome more
com"orta'le 7ith uch !rogram a Microo"t E.cel and Pearon In"orm2 PLT 7ill alo need to
ha)e con)eration a'out thi data to ha!!en =uic$l* o that !lan o" action can 'e de)elo!ed to
im!ro)e tudent achie)ement 'e"ore it i too late2
Right no7 FPS i 7or$ing 7ith a data de"icit at the econdar* le)el 'ecaue it i onl*
loo$ing at ummati)e aement data "rom tate and nationall* normed tet2 #lan$tein 8,/169
a* <ince large !ro!ortion o" tudent !o!ulation turn o)er annuall*- outcome o" lat *ear
tet ma* not re"lect the trength and 7ea$nee o" thi *ear enrollment> 8!2 1:F92 To hel!
com'at thi- all teacher in the ditrict 7ill 'e recei)ing "ormati)e aement !ro"eional
de)elo!ment2 Thi i in alignment 7ith #lan$tein 8,/169 tatement that <the mot ue"ul data
"or teacher and tudent- there"ore- are the more immediate "eed'ac$ "rom "ormati)e
aement> 8!2 1:F92 The reaon "ormati)e aement can 'e o !o7er"ul i that <"ormati)e
aement !ro)ide continuou "eed'ac$ to teacher and learner a'out !rogre> 8#lan$tein-
,/16- !2 15692
There"ore- in order "or NFHS to 'ecome a FNO chool in term o" dataC'aed deciion-
it need to 7or$ at de)elo!ing ummati)e and "ormati)e aement "irt2 Along 7ith thi
de)elo!ment o" aement- teacher 7ill alo need ome hel! de)elo!ing ru'ric 7ith 7hich to
grade thee aement2 Once thi i done- teacher need training on ho7 to anal*De data "rom
thoe ource 7ithin their PLT2 Thee con)eration need to center around 7hat to do in the
claroom to raie the achie)ement le)el o" each tudent2
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 1?
Principle -: Gaining Active Engagement from &amil! and Communit!
NFHS ha a "airl* in)ol)ed !arent !o!ulation 'ut thi i mainl* limited to !arent
in)ol)ed in the PTSA and )ariou 'ooter !rogram2 For intance- there are e)eral !arent 7ho
run a co""ee ho! in the chool e)er* morning to raie mone* "or the intrumental muic
!rogram2 Ho7e)er- there are no !arent 7ho are hel!ing in the academic area o" our chool2
Part o" thi !ro'lem ma* 'e that !arent ma* not "eel 7elcome to hel! in thi area o" the chool2
According to a 144? ur)e* "rom the +enter on Familie- +ommunitie- School- and +hildren
Learning- <:/H o" !arent ur)e*ed aid the* had ne)er 'een in)ited to )olunteer in their
children chool> 8#lan$tein- ,/16- !2 14192 Auming thi ur)e* 7ould !roduce imilar
reult at NFHSE thi ma* 'e a reaon "or the lac$ o" !arental )olunteer in claroom and other
area o" the chool2
<(n"ortunatel*- in ome chool- it i common to hear educator 'lame !arent "or lo7
tudent achie)ement and to com!lain that !arent are not doing their !art> 8#lan$tein- ,/16- !2
14/92 Man* teacher alo com!lain that !arent are no longer a'le to hel! their children 7ith
home7or$ in high chool 'ecaue the content ha 'ecome too hard "or them2 NFHS ma* hel!
thi !ro'lem '* 'etter in"orming the !arent o" 7hat i going on in cla2 <One 7a* to in)ol)e
!arent in the chool i to $ee! them in"ormed a'out 7hat their children are learning 0 e)en to
the !oint o" o""ering !arent 7or$ho!> 8#lan$tein- ,/16- !2 14:92 Thi 7or$ho! model could
'e done in a num'er o" 7a*- li$e ha)ing 7e'inar or letting !arent )ie7 <"li!!ed claroom>
)ideo o" intruction- or "ace to "ace meeting in the e)ening or on the 7ee$end2
The lat !art o" Princi!le F that i eential to getting !arent u!!ort i that <it i )er*
im!ortant that the "irt communication not 'e a call home a'out 'ad 'eha)ior or !oor academic
!er"ormance> 8#lan$tein- ,/16- !2 ,/?92 At the high chool le)el- teacher o"ten do not thin$
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 1F
a'out thi !o7er"ul 7a* to get !arental u!!ort "or their cla at home2 I" NFHS 7anted to
im!ro)e their !arental u!!ort net7or$- ha)ing teacher call !arent at the 'eginning o" each
term- e)en i" it i onl* a "e7 !er da*- to o""er u!!ort and to get to $no7 the !arent 7ould hel!
immenel*2
Principle .: +uilding Sustaina$le 'eadership Capacit!
NFHS 7ill ha)e it 7or$ cut out "or it in order to 'uild leaderhi! ca!acit* that 7ill lat2
According to #lan$tein 8,/169- there are <three $e* 7ord "or longCterm chool ucce:
leaderhi!- ca!acit*- and utaina'ilit*> 8!2 ,/592 The lat time the leaderhi! changed o)er at
NFHS three *ear agoE there 7a no ucceion !lan in !lace2 No7 that Goe ;reene ha 'uilt
ome leaderhi! ca!acit* he 7ill need to maintain and 'uild on thi 7ith a care"ull* thought out
!lan2 <The !rinci!al Bo' i too 'ig and too com!le. to 'e done alone2 Moreo)er- !rinci!al
7ho tr* to M"l* olo o"ten "eel iolated and tend to 'urn out> 8#lan$tein- ,/16- !2 ,/492 Man*
o" the 'uilding in Farmington Pu'lic School ha)e had that leaderhi! model and it t*!icall*
doe not !roduce the highet tudent achie)ement reult2 Since NFHS i alread* a highC
!er"orming chool- the real tet o" ;reene leaderhi! !lan 7ill 'e the im!ro)ed achie)ement o"
the 'ottom 6/H o" tudent2
It eem that !art o" Goe ;reene leaderhi! !lan i to get a hared leaderhi! mentalit*
among the teacher and other ta"" in the 'uilding2 In order to do thi- he ha eta'lihed PLT
throughout the 'uilding 8in "act e)er*one in the 'uilding i on a PLT9 7ith leader 7ho ma* not
ha)e other7ie te!!ed u! to a leaderhi! role2 #lan$tein 8,/169 a* <calling on earl* ado!ter
to model the leaderhi! role that can 'e !la*ed i !erha! the mot !o7er"ul trateg* "or
!eruading other o" it "eai'ilit*> 8!2 ,1192 #* mi.ing earl* ado!ter and unli$el* leader in
thee !oition- the PLT !roce ha gained a olid "ooting at NFHS2
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 11
Another hi"t that chool ha)e to ma$e i to ma$e teacher 'elie)e it o$a* to ma$e
deciion 7ith a team or e)en on their o7n 'ut alo to 'e re!oni'le "or them2 #lan$tein
8,/169 a* <the ne7 and unaccutomed role o" ma$ing and 'eing re!oni'le "or deciion
re=uire a maBor hi"t in thin$ing that increae o)er time> 8!2 ,1192 Man* teacher at NFHS are
going through thi !roce right no72 A a PLT lat *ear- each team 7or$ed on aligning their
curriculum to +ollege Readine tandard2 According to #lan$tein 8,/169 thi <!ro)ide a
good entr* !oint "or de)elo!ing leaderhi! and re!oni'ilit*> 8!2 ,1692 Ho7e)er- no7 that the
+ommon +ore ha 'een ado!ted '* Michigan- the teacher 7ill ha)e to do thi ame !roce
again2 Thi i lea)ing ome teacher "rutrated- "eeling that their 7or$ lat *ear 7a "or naught2
The +ommon +ore cou!led 7ith FPS ado!tion o" MarDano Nualit* Intruction Model i a 'ig
hi"t "or man* teacher at NFHS2 Thi i 7here the PLT leaderhi! 7ill 'e )er* im!ortant2
Thee leader need to 'e "ull* on 'oard 7ith the ditrict initiati)e to hel! mo)e them "or7ard in
the im!lementation !roce2 #lan$tein 8,/169 a* <in highl* com!le.- $no7ledgeC'aed
organiDation- e)er*one intelligence i needed to hel! the organiDation to "le.- re!ond-
regrou!- and retool in the "ace o" un!redicta'le and ometime o)er7helming demand> 8!2 ,,692
I" e)er* mem'er o" the PLT at NFHS i hel!ing mo)e the initiati)e "or7ard- ucce at raiing
tudent achie)ement 7ill 'e more li$el*2
In order "or NFHS to ha)e a leaderhi! ucceion !lan in !lace- Goe ;reene and hi
aitant !rinci!al need to it do7n and tal$ a'out 7hat the* 7ant the 'uilding to 'e li$e i" the*
7ere gone and ho7 that can 'e achie)ed2 Once thi !lan i de)elo!ed- leader throughout the
'uilding need to undertand thi !lan and the role the* !la* in it2 The 'igget idea that mut 'e
maintained i" the chool leaderhi! 7a to change 7ould 'e to maintain and gro7 the role PLT
!la* in the 'uilding2 #lan$tein 8,/169 a* that one o" the idea "or de)elo!ing utaina'le
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 1:
leaderhi! in a chool i to re=uire e)er* teacher to 'e !art o" a learning team that meet
regularl* 8!2 ,6F92 I" e)er*one in the 'uilding i !art o" a hared leaderhi! !lan- the $* 7ill 'e
the limit "or NFHS2 A #lan$tein 8,/169 a* <chool are !lace 7here !rinci!al- teacher-
tudent- and !arent all lead> 8!2 ,6192
The ne.t te! "or Goe ;reene to ta$e in order to 'uild hi !lan "or ucceion include
gro7ing the leaderhi! o" the PLT leader in the 'uilding2 Each leader could 'e gi)en more
re!oni'ilit* 7hen it come to the de)elo!ment and im!lementation o" the chool im!ro)ement
!lan- a 7ell a uing the continuou im!ro)ement !roce to ada!t thoe goal o)er time2 I"
each PLT ha a )eted interet in the chool im!ro)ement !lan- then theoreticall* the chool
hould ee tudent achie)ement gain o)er time2
REFLE+TION ON #LAN%STEINS FAILURE IS NOT AN OPTION 15
/eferences
#lan$tein- A2 M2 8,/1692 Failure is Not an Option. Thouand Oa$- +A: +or7in2
;reene- Goe!h2 8,/16- Se!tem'er ,92 North Farmington High School School Impro!ement
Plan2 Retrie)ed "rom
htt!:AA7772"armington2$1,2mi2uAditrictAchoolOim!ro)ementAn"hOi!O161?2!d"