Supporting Whole-Schools Change: Learning to Lead From Behind

• In Event: 60.081 - Unpacking Systems Capacity Through SWIFT Schools: Building Coherence

Abstract

The majority of schools assigned to school improvement programs show little evidence that they have transformed practices in a way that benefits students (Yatsko, Lake, Nelson, & Bowen, 2012). The SWIFT Center’s approach shifts the focus from problems to strengths, develops partnerships with critical stakeholders, and uses implementation science to guide the development of new practices. The results have significant implications for change theory as it is applied to school improvement.
The SWIFT Center defined a set of core features based on research that, when implemented, allow for high quality instruction, a positive school culture, engaged families and community members, and creation of services and supports for students that are based on individualized data and monitoring for progress. The focus is on practices that support the meaningful participation and academic success of all students, and the creation of practices to provide equitable services to all students. The theory of action is grounded in an approach that: (a) focuses on the strengths rather than the weaknesses of school practices, (b) spends significant energy on the engagement of the school administration and full faculty to create a vision for their school that is aligned with the SWIFT core features before selecting priorities for change, (c) uses a variety of data sources (school implementation of the core features, student outcomes, school climate and other stakeholder input) to choose change priorities, (d) realigns available resources with local needs, and (e) uses a technical assistance model that assists the district in supporting capacity building in schools. Data flows from the school to the district; school priorities are analyzed to create district-wide supports that affect all schools. Resources within the district and from the state are identified to help build the capacity of the school in their targeted areas (practices within the core feature priorities). All activity is designed to achieve equity, opportunities to learn, participation, and success for all students.
We evaluate the implementation and impact of this framework in 64 schools in five states using a tool that assesses the degree of fidelity of implementation. Individual student data from each of the schools provide a measure of the impact of core feature implementation and change in academic and behavioral student outcomes. District and school action plans describe the priorities, resources aligned or provided, and actions taken to transform school capacity. Our field notes and interviews collected at each visit further our understanding of the work in progress. This paper presents 18 months of data collection and analysis at multiple change levels. Data from the SWIFT project, coming from schools challenged by the social conditions of their communities and ineffective and inadequate resource distribution will help us better understand the complexities and intersections of structures, learning practices, policies, and community building. This study examines that work on the ground, bringing data collected over time, using both qualitative and quantitative methods to expand our understanding of the work and the levers for transformation.

Author

• Carol Quirk, Maryland Coalition for Inclusive Education