LEVERAGING SCHOOL AND

SYSTEM CHANGE
2023 Fulbright TEA Seminar
January 31, 2023
Linda Hirsch, Ed.D.
Assistant Superintendent
Chelmsford Public Schools
 TODAY’S AGENDA
By the end of this session, participants will:
1. Describe principles and practices of organizational learning
2. Describe the principles and practices of organizational learning as
they apply to schools
3. Identify principals and practices of organization learning are in
your current schools and what you would like to change/add

Session Plan
• Introduction to organizational learning: “Schools as Learning
Organizations”
• Continuum Exercise: Where is my school relative to this
WHO DO YOU SEE AS A LEADER?
 What Makes a School a Learning Organization?

Keys to turn a school into a learning organization:

• Shared Vision centered on the learning of all students
• Promoting and supporting continuous professional
learning for all staff
• Promoting team learning
• Establishing inquiry, exploration, and innovation
• Creating systems for collecting and exchanging
knowledge and learning
• Learning with and from the external environment and
larger system
Shared Vision Centered On The Learning Of All
Students
• A shared and inclusive vision aims to enhance the
learning experiences and outcomes of all students
• The vision focuses on a broad range of learning
outcomes, encompasses both the present and the
future, and is inspiring and motivating
• Learning and teaching are oriented towards realizing
the vision
• Vision is the outcome of a process involving all staff
• Students, parents, the external community and other
partners are invited to contribute to the school’s
vision
Chelmsford Public Schools - Vision Statement

The vision of the Chelmsford Public Schools is to

provide all students with multiple pathways to
optimize their own potential for academic
excellence, leadership, and social and emotional
wellness. We work from a rigorous curriculum that
is aligned with state standards using multiple forms
of data to inform innovative approaches to teaching.
Our students’ success is anchored in the high
expectations of teachers who are part of a
professional, collaborative culture that demands a
continuous focus on instructional improvement. It is
Chelmsford Public Schools - Vision Statement
Our students’ successes are celebrated within and across
schools as well as throughout the broader community.
Parents and the Chelmsford community are connected to
the daily life of our schools through consistent,
multidirectional, and multi-modal communication, which
builds external support for and pride in the district, schools,
teachers, and students. As a result of high-quality teaching,
meaningful partnerships, and well-resourced schools, our
students contribute to the Chelmsford community as self-
directed, creative, and well-rounded learners who are ready
to become the innovative leaders of tomorrow.
WHAT DOES TEACHER LEADERSHIP
LOOK LIKE AT MY SCHOOL?

CONTINUUM EXERCISE
1. Does the concept of school as a learning organization
resonate in your own policies or practices?

2. Are the actions and elements described above

evident in your school?

3. How might you explore this idea further and develop

schools as learning organizations?
Your Turn…..
Promoting and Supporting Continuous Professional Learning
For All Staff

• All staff engage in continuous professional learning

• New staff receive induction and mentoring support
• Professional learning is focused on student learning and school goals
• Staff are fully engaged in identifying the aims and priorities for their
own professional learning
• Professional learning connects work-based learning and external
expertise
• Professional learning is based on assessment and feedback
• Time and other resources are provided to support professional learning
• The school’s culture promotes and supports professional learning
Chelmsford Examples – Prof. Learning
• Mentoring and induction program for new teachers
o All mentor teachers take a course prior to mentoring
o 50 hours of mentoring with monthly check-ins with mentor coordinator
• Professional development days related to district and department goals
o Seven half day professional development sessions each year. One full day.
o Department/Faculty meetings
• Feedback surveys to all staff to gather needs for professional development
o Yearly survey
o Department surveys
• Professional development committee
o Review district survey to set next year’s sessions
• Expert teachers providing professional development
o Develop and teach Professional Development
o Graduate level course
Your Turn…..
 Promoting Team Learning

• Staff learn how to work together as a team

• Trust and mutual respect are core values
• Collaborative working and collective learning Staff feel
comfortable turning to each other for consultation and
advice
• Staff reflect together on how to make their own learning
more powerful
• The school allocates time and other resources for
collaborative working and collective learning
Chelmsford Examples – Team Learning
• Professional Learning Communities (PLCs)
o Like content working together
o Book groups on a subject of learning

• Establish Norms of Collaboration

o Norms of Collaboration, Promoting a spirit of inquiry, Pausing, Paraphrasing,
Probing for specificity, Putting ideas on the table, Paying attention to self &
others, Presuming positive intentions.

• Teaching expertise of others beyond department

o English Teacher providing PD on writing to science department.
o High School teachers providing content PD to elementary teachers

• Providing substitute coverage for PD or observations

o New curriculum adoption
o New teachers lesson observations
Your Turn…..
Establishing Inquiry, Exploration, and Innovation

• Staff want and dare to experiment and innovate in their practice

• The school supports and recognizes staff for taking initiative and
risks

• Staff engage in forms of inquiry to investigate and extend their

practice

• Inquiry is used to establish and maintain a rhythm of learning,

change, and innovation

• Staff have open minds towards doing things differently

• Problems and mistakes are seen as opportunities for learning

• Students are actively engaged in inquiry

Chelmsford Examples - Inquiry,
Exploration, and Innovation
• New technology or pedagogy
o TIS integration of Google Suite tools

• Identifying topics of study

o Book groups, PD sessions

• Looking at student work/Problem of Practice

o Mixed content group of teachers to provide insight action items

• Sending teams to learn new practices

o Project Lead the Way
WHAT DOES TEACHER LEADERSHIP
LOOK LIKE AT MY SCHOOL?

CONTINUUM EXERCISE
1. Does the concept of school as a learning organization
resonate in your own policies or practices?

2. Are the actions and elements described above

evident in your school?

3. How might you explore this idea further and develop

schools as learning organizations?
Your Turn…..
BREAK TIME
Take a 15-minute break
Creating Systems For Collecting and Exchanging Knowledge
and Learning
• Systems are in place to examine progress and gaps between current and
expected impact
• Examples of practice – good and bad – are made available to all staff to
analyze
• Sources of research evidence are readily available and easily accessed
• Structures for regular dialogue and knowledge exchange are in place
• Staff have the capacity to analyze and use multiple sources of data for
feedback, to inform teaching and allocate resources
• The school development plan is evidence-informed, based on learning from
self-assessment, and updated regularly
• The school regularly evaluates its theories of action, amending and updating
them as necessary
• The school evaluates the impact of professional learning
 Chelmsford Examples – Systems of Collection
• iReady
o Benchmarks to identify learning gaps
o Individualized lessons to close gaps
• Panorama
o System to see overall picture
• Data meetings
o Identify learning gaps trends
o Develop interventions
• Surveys
o Feedback on what does and does not work – what is needed
• Strategic planning
o Develop Initiatives and action plans to achieve goals based
on data
Your Turn…..
Learning With And From The External Environment and
Larger System

• The school is an open system, welcoming approaches from

potential external collaborators

• Partnerships are based on equality of relationships and

opportunities for mutual learning

• The school collaborates with parents/guardians and the

community as partners in the education process and the
organization of the school

• Staff collaborate, learn and exchange knowledge with peers

in other schools through networks and/or school-to- school
collaborations

• The school partners with higher education institutions,

Chelmsford Examples – External
Environment and Larger System
• COVID -19
o Working collectively with teachers
o Sharing information, protocol examples with area districts

• Collaborative Professional Development

o NPEN
o Job Alike/PLCs

• Community Partnerships
• Mass Hire Board

• University of Massachusetts /Merrimack University

o Fulbright TEA Fellows
o UTeach
o Merrimack Teaching Fellows
Your Turn…..
 Modeling and Growing Learning Leadership
• School leaders model learning leadership, distribute leadership and
help grow other leaders, including students
• School leaders are proactive and creative change agents
• School leaders develop the culture, structures and conditions to
facilitate professional dialogue, collaboration and knowledge exchange
• School leaders ensure that the organization's actions are consistent
with its vision, goals and values
• School leaders ensure the school is characterized by a ‘rhythm’ of
learning, change and innovation
• School leaders promote and participate in strong collaboration with
other schools, parents, the community, higher education institutions
and other partners
Chelmsford Examples – Modeling and Growing
Leadership
• Teacher Mentors
o Trained mentors for new staff

• Team Leaders
o Liaisons between administration and teaching staff (Elem. & MS)
o Faculty Senate (High School)

• Facilitators
o Supporting departments – ELL Parent Liaison

• Teacher Professional Development Leaders

o Provide PD, Graduate coursework

• Administrator Development
o Mentors for teachers in administration programs
Your Turn…..
QUESTIONS OR COMMENTS
NEXT SESSION –
FEBRUARY 7TH

Strategic Planning

• Putting planning into action

Consultancy Protocol

• Identifying a Problem of Practice