Challenging Economic Times

No school is immune from the need to plan for a future impacted by declining, or at the best, stable resources. Schools are caught between expectations for improved student performance and the reality that there are fewer human and financial resources to support the program. Almost universally the issue is one of how to be both efficient and more effective.

There are generally three responses. First, you can identify areas where you might reduce expenses by eliminating programs or reducing budgets. But in many schools these efficiencies have already been achieved. Second, you can consider alternative ways of doing things you're already doing. For example, some rural schools have shifted to a four-day week to reduced costs of transportation, food service, and office support. Some have begun to work together by combining programs, sharing teachers, or sharing central office resources. In Michigan one district contracted with a nearby district for a portion of the superintendent's time. Others consolidated human resources or business services. Third, you can prioritize what you are doing. This is often difficult, even when you use data, because it is often seen as valuing one program more than others. If you prioritize be sure to anchor your decisions in your school's vision and mission. Some schools have learned that reducing every program a little isn't very effective. It may be necessary to focus on fewer things and do them really well. Always be sure someone is advocating for the neediest students, those requiring the most support.

Some schools have begun to work together to share professional development. Others have worked with local business leaders to sponsor professional development. Or you might want to increase efforts to identify volunteers, such as senior citizens, to work with students.

Unfortunately many of the decisions involve reductions in the number of teachers and other staff. They invariably mean larger class size, fewer course offerings, and reduced opportunities for students. When appropriate decisions about how to respond to these reductions are almost always better when teachers, families and other stakeholders are included. And, of course, it is important to support remaining staff as they deal with the new reality of fewer colleagues.

These are challenging times for schools and their leaders. I'd enjoy hearing form you about how you and your community are dealing with your declining resources.

Schools that Break the Mold

I'm always looking for examples of how a principal and their staff works to improve the educational experience of their students. One of my favorite organizations is the Southern Regional Education Board in Atlanta. They sponsor both the High Schools that Work and Middle Schools that Work programs in every region of the nation. But they also provide incredible resources for educators on their website (www.sreb.org). They recently published their January newsletter, "Schools Break the Mold to Produce Graduates Ready for Success in College and Careers." The newsletter shares examples from schools that are small and large, located in rural areas and the inner city. Each is a powerful story about how adults working together can transform their schools. I hope you find them both informative and inspirational.

Lesson Study: Improving Instruction One Lesson at a Time

Originally used by Japanese teachers, lesson study emphasizes working in small groups to plan, teach, observe, and critique a lesson. Lesson study involves groups of teachers in a collaborative process designed to systematically examine their practice with the goal of becoming more effective. Teachers College at Columbia University has many resources about the lesson study process (www.tc.columbia.edu/lessonstudy/lesson-study.html) and they've developed a lesson study protocol that describes how the process might work.

• Participants should be volunteers but the invitation to participate should be inclusive.
• While working on a study lesson, teachers work together to develop a detailed plan for the lesson.
• One member of the group teaches the lesson in a real classroom while other members of the group observe the lesson.
• The group comes together to discuss their observations about the lesson and student learning.
• The group works together to revise the lesson.
• Another teacher teaches the revised lesson while group members observe.
• The group reconvenes to discuss the observed lesson.
• The revision process may continue as long as the group believes it is necessary.
• Teachers talk about what the study lesson taught them and how they can apply the learning to their own classroom. They may prepare a report to be shared with others.

Lesson study is a valuable tool to engage teachers in examining their own work and developing plans for improvement. It is anchored in a collaborative culture where teachers are comfortable working together and talking about complex issues.

I'd enjoy hearing from you about your experience with lesson study or other professional development activities.