Courageous Leadership Academy (CLA) ResultsOver the past decade, the HOPE Foundation has worked with districts to bring about sustainable improvement. Consistent outcomes have included: Increased leadership capacity and responsibility at all levels Alignment and focus of the districts’ efforts towards improved teaching and learning Actual implementation of best-educational practices system-wide Closing achievement gaps not only within schools, but also between schools Highly motivated and engaged staff and students
Since 2002, the districts that implemented the three-year CLA process – regardless of geographical, ethnic and economical differences – have sustained their gains and continue to improve. Aspects of the Academy have now been implemented in 17 districts in eight states since the process began. Below are outcomes from participating districts representing two divergent student populations in two varied geographies. Wichita Public Schools (Wichita, KS)In 2006-07, Wichita participated in their first year of the three-year Courageous Leadership Academy program in 44 of their 88 schools. Subsequently, they continued their training throughout the district in the 2007-08 school year. In 2006-07, Wichita met 36 of 42 Adequate Yearly Progress (AYP) subgroup targets, narrowed the achievement gap between Caucasian and African-American students and exceeded the state’s graduation target. The district met AYP for all students in reading and math, along with goals in participation, attendance and graduation. In 2007, 15 schools in the district achieved AYP that did not in 2006; 12 of which participated in the HOPE’s Courageous Leadership Academy.
Greg Rasmussen, Assistant Superintendent of Wichita Public Schools, stated: “In order to achieve excellence for all students, it is no longer an option for teachers to work in isolation; however, putting teachers together to collaborate is only the first step. To achieve the lift we are getting in Wichita, teachers have to collaborate about the right things. The HOPE Foundation has helped us to focus our work by providing our teams with the tools and processes necessary to bring our professional learning community to life.” |
Mattoon Community Unit School District (Mattoon, IL)Mattoon, a district in central Illinois consisting of six schools, participated in a CLA during the 2007-08 and 2008-09 school years. An independent research study was conducted by PlanNet Research and Evaluation Services. A report was submitted January 30, 2009 by Roberta Rodriguez Thomas, Ed.D. According to this independent study, Mattoon has seen significant growth in the following areas as a result of the work begun in their CLA, which has been a contributing factor to increased student achievement: Horizontal and vertical teaming and communication has increased More effective data analysis has led to the establishment of targeted programs for prevention and intervention Collaboration time has become valued by the staff, signifying the establishment of a culture of trust within and between schools Procedures and protocols are being established, so that this professional learning community can be self-sustaining and equipped to continue to address the changing needs of their students
Larry Lilly, Superintendent of Mattoon Community Unit School District, commented: “The piece that I find attractive is that [the CLA] focuses squarely on teaching and learning, it is something you have to struggle with and that is where the growth is. It is not something you can buy at a bookstore or order online.” |
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