| Update from Dr. Shane Martin, Dean
Loyola Marymount University School of Education
July 28, 2008 I am writing to update you on the current status of the Loyola Marymount University (LMU) Family of Schools It has been a privilege to work in partnership with the incredibly committed Family of Schools stakeholders. After more than a year full of dialogue and movement forward, I invite everyone to reflect on the progress we have made together while forging a pathway forward. When we first began this journey together, we did so with a collective commitment to the idea that those closest to the students should be tasked with the responsibility for making decisions about budget, staffing, operations and instruction. By recognizing that each community has unique needs, this model of local decision-making frees schools from many of the mandates and decrees of the district, while still promoting the needs of all students. The votes for local decision making and accountability were clarion calls to engage and support teachers, school staff, parents, community members and students in self-governance. In light of this, the LMU Family of Schools is focusing its efforts this summer and in the year ahead on facilitating and guiding our partner schools as they make the transition to local decision-making and accountability. We are thrilled to report that the LAUSD voted on an agreement to accept LMU as a Network Partner in the iDesign Schools Division (formerly iDivision) with the five local public schools that voted into iDesign this past year. Those five schools are: Westchester High School, Orville Wright Middle School (both community and magnet schools), Cowan, Kentwood and Westport Heights Elementary schools. This agreement is a one-year initial term with LMU to begin working in partnership with school communities on reform efforts. The agreement will focus on planning and transition in the first phase of a multi-phased initiative, emphasizing three specific areas – instruction, professional development and external partnerships. During this year, LMU will work with teachers, parents, community members and other stakeholders to transition into local decision-making models and develop the human capital necessary for further phases of the work. Another exciting development within the LMU Family of Schools is the establishment of a new role within the iDesign Division for a Director of Learning and Leadership. This role, filled by Stephen Rochelle (former principal of Orville Wright Middle School), will serve as a facilitator and partner with LMU and the partner schools as they make the transition to local governance. Schools in the partnership will no longer report to the Local District, but will be guided by Stephen as they move into this new model of self-governance. We are thrilled to be working with Stephen in this capacity. iDesign Division will also work with us to meet with respective stakeholders at Loyola Village Elementary School and Paseo Del Rey Elementary School during this coming school year to talk about options for joining the iDesign Schools Division.
LMU has worked with Westchester High School, Orville Wright Middle School, and Cowan, Kentwood, and Westport Heights Elementary schools to establish stakeholder research teams (Autonomy Exploratory Committees) and to identify members of Transition Teams (who serve to support the school in key action steps and decisions in the interim prior to an agreed-upon governance structure). These Transition Teams, with support from LMU and the iDesign Division, have begun to change practices around critical areas like hiring for school staff and the establishment of accountability measures (such as school performance assessments, etc). In addition to the work already begun at each school, there are several key next steps ahead for each partner school. Immediate Needs at Partner Schools Staffing Needs: Some partner schools have multiple vacancies in teaching positions, administrators and in other school staff roles. These schools are redesigning processes for how hiring decisions are being made. Critical Interim Priorities: Transition Teams will also focus on pressing needs at the partner schools during the summer. This includes enhanced professional development, schedule changes and expanded intervention or enrichment opportunities for students in the coming year. Budget Priorities: Transition Teams also will be working with the iDesign Division to understand and disseminate information about each schools budget and will work with LMU and the iDesign Division as the schools transition to a per-pupil-funding model. This will involve training and outreach for a broad group of stakeholders. Governance:
Governance Structure Development: Each Transition Team will begin to identify options for effective governance structures during the summer. Governance Establishment: This fall, this research on effective governance options will be discussed with stakeholders throughout the school community for input and discussion. Once a model is approved, these governance bodies will be constituted. Leadership/Governance Training: When the governance structure is determined, LMU will train representatives from the governance teams in an intensive leadership certificate program that will equip each team with skills in school vision-setting, data-based decision making and strategic planning. Professional Development:
School Site Instructional Plans and Priorities: LMU will work with each partner school to identify critical instructional priorities and to identify resources from the university, the district and beyond to address these needs. LMU Programming: In addition to this instructional support, the enclosed list of programs details additional professional development resources that LMU will be developing specifically for partner schools. External Partnerships:
Resource Development: LMU will continue to seek external resources and funding to address the needs of the Family of Schools. We are already engaged in a very productive summer as our works continues and the community, teachers, staff and parents begin their important work. Together, we are a great team that will make a difference. Sincerely, Shane P. Martin
Dean, School of Education
Loyola Marymount University
Transitioning to Local Decision Making
All five LMU/iDivision partner schools have formed Transition Teams. Because each school has different needs and different stakeholders, the teams look accordingly unique. Each team is required however to include a broad base of parents, teachers, community members and other stakeholders.
The Transition Teams already have had some great discussions about the challenges of redesigning a school and critical tasks that need to be completed before the end of the year. If you would like to attend a Transition Team meeting, please contact your school principal or for more information, contact Amy Orringer at amy.orringer@lausd.net
Role of the Transition Teams
The role of the Transition Team is two-fold. They exist both to help the principal and school staff complete necessary tasks (like hiring for staff positions) and to plan for the coming year. Again, each school has its own unique issues to look at and resolve, but broadly, the Transition Teams have created subcommittees to explore governance, human resources, budget, curriculum and instruction, safety and operations, parent and community engagement, and overall school vision. These topics are not limited – school teams are completely free to add subcommittee topics. Each Transition Team will strive to make their meetings and processes as open as possible to allow for as much community input as possible. Transitioning to Local Decision Making
One key function of the Transition Teams involves researching and proposing a model (or multiple options) for governance structures at their school. This can include ways to support existing structures to prepare them for additional governance responsibilities. LMU is helping to lead this effort by providing research assistance and expert advice on possible ways to structure new models or to bolster existing governance models.
See the article on the left for more information about Samantha Brown, who is already working with Transition Teams in this work. |