Last fall four raised beds were built in my back yard for a cut flower and vegetable garden. Throughout the spring, I have prepared the soil, arranged for the watering system, planted rhizomes, bulbs, plants and seeds, and they are just beginning to show some growth. At the beginning of a season, it seems to take forever to get a garden going, especially if there are external issues to deal with such as insects, too much or too little sun, poor soil or other challenges. Then after the weeding, fertilizing and “babying” of some plants, as my mother would say, the flowers burst forth, the tomatoes set, and although no garden is ever perfect, the results bring enjoyment and satisfaction. As I think about my garden, I am reminded that the regional model of service delivery is in its second year and that the model will continue to develop and grow.
Recently I had the opportunity to review and learn from the work of Dr. Beverly Hall, superintendent of the Atlanta Public Schools (APS) and one of the foremost educators in the United States today. As superintendent she oversees an urban school system of 96 schools with approximately 52,000 students and over 4,100 teachers. Under her leadership since 1999, this once low performing school system has embarked on a comprehensive school reform program, and the results so far have been remarkable.
The APS is the nation’s only urban district in which 100% of elementary schools met federal academic targets. Math and reading scores since 2003 have improved faster than any other urban school district. Schools once labeled “lowest performing” are being turned around, and the system has shown a consistent eight-year trend of progress.
Dr. Hall’s success can partially be attributed to a new way of supporting school level change from the central office. First, she changed the responsibilities of central office leaders and moved them out to regions. The individual in this role was responsible for anchoring his or her work in a cycle of inquiry regarding what staff and leaders in the field needed. They developed partnerships for learning and dedicated a large share of their time to listening and learning. They responded to the needs identified by brokering resources and serving as a one stop shop so that their partners did not need to navigate the central office. They also modeled processes and skills in facilitation and coaching, and they were in buildings, observing staff and developing expertise in new areas. Second, these regionally-assigned leaders became a joint meaningful work team and brought together their learnings from evidence and observation in the field. These leaders then accessed the experience, knowledge and expertise from the central office staff (those not assigned regionally).
The model she designed is based on the premise that it’s at the staff level that learning begins and practices are influenced and that the work is never done because learning is continuous. The APS has focused on communication, efficiency, effectiveness, learning, coherency and transparency. The district uses what it learns to improve practices and services to the regions. It’s exciting to learn about successful practices from around the country and be reminded that change takes time (this is the tenth year of implementation in Atlanta).
There has been a lot of learning and adjusting in Atlanta and this is likely to continue under Dr. Hall’s leadership. She has proven that all students can learn, even those in a district with over 90 percent of students living in poverty. Dr. Hall and Atlanta leaders and staff can inspire us all.
Have a wonderful summer! As always, thank you for the difference you make for children every day.
Maxine
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