School Leaders Network examines publically available student achievement data in each of SLN’s four major regions: DC Metro, Los Angeles, New York, and San Antonio, to measure for two important indicators of success: growth in proficiency levels of students from 2011 to 2012; and performance comparison to non-SLN peer schools. Highlights include:
Changes to student achievement are driven by changes to teaching, learning, and school culture on the campus. Because the conditions students experience at the campus change, these drive changes in achievement.
As a result of 2012-13 Network Learning
“The school year began with revising the school vision and mission statement. As a collective staff, we worked in groups to document our beliefs, values, and philosophies about how children learn. The staff then took each group's contribution, synthesized the information, and discussed the content. We looked at the data and had a discussion regarding the type of environment that our students needed in order to thrive. We also discussed how we have to be accountable for each and every child across the school/grade, not just the 30 students in your class. Finally, a common vision was crafted that addressed the social and academic needs of students. The evidence is in the way the teachers look at data across the grade --not just at their class. They are able to articulate the school goals and are aware of the school's progress towards meeting it. It is evident that our focus is on student achievement” NYC Network Member
“Teachers are collaborating more to make decisions and are working with parents. Revised out positive behavior support system and progressive discipline. School worked as a team to increase attendance, which we did by 4%, which is great considering we didn't start on the goal until December. Procedures put into place based on teacher and parent input.” LA Network Member
“Before SLN, teachers did not lead professional development. They waited for administration to call outside people in to do PD. Now teachers are leading PD in common core standards, data utilization, and guiding coalitions at staff meetings. Teachers in guiding coalitions present to each other in groups and give each other feedback.” Prince George’s County Public Schools Network Member
“We met as an administrative team with input from teachers on how to best structure intervention programs at our school to help with student achievement. We were extremely strategic in our selection of standards, selection of teachers teaching those standards, and the students we chose. There were more data conference meetings with administration and teachers this year and an overall sense that we need to improve our CST scores since we dropped last year. We held a number of parent workshops throughout the year on how to help their children at home and what CST is and what to expect.” Los Angeles Network Member
“We have grown in our view of everyone being accountable, teachers have a much bigger role in data analysis and in developing the instructional focus for programs school wide. Team Leaders will also be a much bigger part of this. I will be sharing the Facilitator role in PLCS with our informal leaders. have better systems in place now, so it's not as overwhelming.” San Antonio Network Member
The majority of SLN Principals in our four major network areas attribute at least 50% of their growth as a leader to their work with the School Leaders Network.
These end of year survey findings demonstrate the impact that School Leaders Network is having on advancing leadership practice to transform schools and drive higher student achievement.