The
High Reliability Schools framework explicitly supports improvement initiatives
such as; professional learning communities, The Art & Science of Teaching
framework, teacher performance and development plans, curriculum
implementation, vocabulary instruction, instruction in critical thinking and
reasoning skills and formative assessment, standards-based grading and
reporting systems, or student mastery systems.
Robert Marzano, Janelle Wills, Gavin Grift and
Jan Hoegh introduced the High Reliability
Schools framework. Robert Marzano provided an introductory
keynote, followed by concurrent workshop sessions by each of the presenters.
Participants addressed leading indicators and samples of practice in each
session for the Marzano high reliability
model. Participants also took part in some self-assessment of their own
situation in regards to the levels and were introduced to the concept of
leading and lagging indicators a school might use to measure their progress
within a designated level.
High
Reliability Schools Framework
William
Ross will commence the HRS journey in Term 2 with the focus of moving the
school to the next level of effectiveness in terms of enhancing students’
achievement. All school leaders, teachers, support staff, parents/carers
and our school community will be involved in professional learning and
tutorials with the High Reliability Schools framework. The framework
provides a mechanism for all of our school leaders to show evidence of
continual school improvement, and provide clarity and focus on key elements
essential for improving learning outcomes for all students. A high reliability
school is a school that take proactive steps to prevent failure and ensure success.
As a high reliability school William Ross will continue to demonstrate build
high, clear and shared goals, real-time, understandable, comprehensive data
system, collaborative environment, flexibility, formalised operating
procedures, a focus on best practices and expertise, rigorous teacher
performance systems and a clean, well-functioning school campus.
Leading
and Lagging Indicators
Leading
and lagging indicators will be selected and levels 1,2 and 3 are worked through
and commence simultaneously but high reliability status for level 1 will be
sought initially. Leading indicators shows what the school should work on
to achieve a high reliability level – they provide direction for the school.
Lagging indicators are the evidence a school gives to validate its achievement
of a high reliability level – they provide proof. The process of achieving high
reliability status for a given level is fairly straightforward. Leading
indicator surveys are distributed to students, parents, teachers and school
leaders. Scores on the surveys are analysed to determine the school’s
strengths and weaknesses. Areas for intervention are identified and programs or
practices are implemented for targeted improvement and growth. Once those
programs and practices are in full implementation and the lagging indicators
have been met for a given level the school has reached high reliability status
for that level. The school continues to use data to monitor its status
and acknowledge success on a regular basis.
William
Ross will continue this process until it has reached high reliability status at
all five levels and declare itself a high reliability school. The school
will continue to use data to monitor its status and success at all five
levels. Whenever the data indicates that a lagging indicator for any
level has slipped below the acceptable level, the school will immediately
intervene to bring the school up to acceptable levels of performance on the
fluctuating indicator.