EDEquity, Inc. in partnership with schools committed to transforming their school culture; proposes a three-year comprehensive staff development model that will address the key principles of school transformation for Closing the Achievement Gap. In addition, EDEquity will provide a clear and focused support plan to create and foster strategies to increase student achievement. The intent of the plan is to enhance schools’ leadership skills to lead and sustain the promising practices to improve the quality of instruction.
The proposal outlines the key service models that will support the schools’ educational goals and objectives. The service model will illustrate the coherence, congruency, and commitment that are essential for sustainability (Garcia, 2005). An implementation rubric will outline an action plan to support the four key components to building cultural conscious leadership, effective use of data to initiate courageous conversations to improve classroom practice, how to facilitate a deeper understanding of instructional leadership, lastly, how to develop internal capacity for teachers to lead school transformation.
The Professional Development offerings are research based approaches when linked to culturally consciousness will lead to improved student performance.
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Equitable Practices
EDEquity's school transformation model is featured in the recently released ASCD DVD "The Sight and Sounds of Equitable Practices." The Key Principles of Equity framework outlines the DVD; which highlights districts and schools from across the country and the impact of implementing Equity throughout the entire school system. The DVD targets 3 levels of the school system (District, principal leadership and classroom practice), and clearly demonstrates how other school systems can implement Equitable Practices.
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The year I support model’s primary focus is to Assess current practices, protocols and perceptions of the school. In collaboration with the district and school leadership team, EDEquity will Design a professional development support plan to align with the school’s transformation goals and objectives. Based on the district and site assessments and readiness, key instructional training's will be Implemented. The following would be the essential areas of support during year I (but not limited to):
Area of Support |
Desired Outcomes |
Suggested Training Days |
|---|---|---|
| Equity Implementation Assessment |
|
2 Days |
| Site Leadership Training |
|
4 Days |
Key Principles of Equity Transformational Training |
|
10 Days |
The year II model’s concentration would be deepening the Implementation of the key principles of Equity at the different levels of the system. As identified in the year I assessment, a formal Monitoring system would be implemented to measure the frequency, quality and effectiveness of the actions of the participants. Year II would move the Equity work to the site level with the development of site equity teams and site level support.
Area of Support |
Desired Outcomes |
Suggested Training Days |
|---|---|---|
| Site Leadership Team |
|
2 Days |
| Principal Cluster Equity Learning Walks |
|
4 Days |
Teacher Level Support |
|
6 to 8 Days |
Year three support would provide deeper implementation of the identified promising practices at every level of the organization. Key data will be collected to Evaluate the implementation and effectiveness of the professional development. Formal communication and documentation will be crafted to institutionalize practices that transform protocols, processes and perceptions.
Area of Support |
Desired Outcomes |
Suggested Training Days |
|---|---|---|
| Equity Team |
|
6 Days |
| Site Level Support |
|
5 to 6 Days |
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