2013 Pathways to the Prize - District Winners | Page 10
Pathways to the Prize
Lessons from the 2011 SCORE Prize District Winner
Pathways to the Prize
Lessons from the 2011 SCORE Prize District Winner
measureable annual benchmarks and strategies for
reaching them in a revised strategic plan.
be able to do at the end of the lesson. In schools serving older students, teachers post objectives in studentfriendly language directly aligned with each standard.
“Maryville City Schools Strategic
Communications Plan”
District leaders stated that the plan transformed
the system from one in which individual schools
tnscore.org/scoreprize/
created school improvement plans to one in which
Maryville-Strategic-Communications_Plan.pdf
the district as a whole focuses on creating and
measuring initiatives—aligned with the learning
criteria created by the International Center for
Leadership in Education—that improve student achievement. “Our Strategic Plan will continue to
guide our decision making, but more importantly, it will help guide the creation of opportunities
to deliver exceptional education for the development of ‘whole’ individuals,” the plan notes.
Anglim said the district learned two important lessons through their strategic planning process: engage as many stakeholders as possible and keep them
informed on how their input is being used, and involve principals from the
beginning. “They need to buy into what you are planning and articulate the
right messages since they are the leaders,” she said. “They will be the ones to align
school and classroom practices with the priorities in the plan, so they have to have
a deep and clear understanding and believe in what you are doing.”
Reports on progress. The goals of the strategic plan are measured annually and
reported to the school board. For example, Goal 2 (Engage and challenge every
student by providing an array of academic and co-curricular programs) involves two
objectives: increase the percent of graduates who complete one or more college credit-bearing courses and increase student engagement and participation in extracurricular activities. Maryville measures the first objective by tracking a series of indicators,
including the percentage of graduates leaving high school with at least three hours of
college credit, the percentage of graduates with at least 12 hours of college credit, the
percentage of graduates completing at least one
dual enrollment course, the percentage of graduates completing one or more AP courses, and the
number of AP exams administered. The second objecVideo: “Expanding AP and Dual
tive is measured by ensuring that all students in grades
Enrollment Opportunities”
7-12 have a personal education and career plan. The
http://youtu.be/sFqcNIPzdtk
district also uses the National Student Clearinghouse
Data and senior surveys to track the percentage of students graduating with a regular high school diploma,
the percentage of students enrolling in postsecondary
education after high school, those who return to postsecondary work if they leave, and when and if degrees are
earned. The district also tracks the percentage of students who say they are engaged with their school and the
number of students participating in job shadowing, internships, and apprenticeships. Students with disabilities
receive extra attention at their exit meetings to help them and their families plan for life after high school.
Teachers discuss the standards during workshops and in professional learning community meetings to ensure
that they understand the knowledge and skills that students are being asked to master. They track mastery
through the use of frequent formative assessments, some of which are commonly developed by teacher groups.
In the district’s elementary schools, teachers report progress using standards-based report cards to make the
connection between standards and lessons even clearer.
Maryville is forward-thinking with regard to academic standards. When it became clear that the requirements
for science were going to change through the Tennessee Diploma Project or that the Common Core State
Standards were going to be adopted and implemented, the district quickly initiated professional learning opportunities for teachers to help them understand and plan for the change. “We don’t wait when something new
is coming,” said Tracy Poulsen, an assistant principal at Maryville High School. “We instituted the new science
requirements nearly two years before the state mandated them. We are working on the Common Core now.
We tune into what is coming down the pike, anticipate what is needed, get the resources, and get it done.”
All stakeholder groups grasp the importance of being proactive in pushing toward ever-increasing advanced
skills and high standards. Administrators and teachers know that the community demands strong performance. They know that they need to exceed expectations in their lessons by supplementing them with
activities that extend thinking and prepare students for success in college and later in life. “Teachers
are empowered and encouraged to expect a lot from students,” said Greg Roach, the principal at
Maryville High School. “We know they will set high expectations and help each other and the
students to achieve them. We work together here, and we always work to benefit the students.
It’s who we are.”
Cultivating strong leaders
Leadership at the Central Office. The Director of Schools, Stephanie Thompson, spent
eight years in the district as the Assistant Director of Schools, exemplifying the district’s
preference to cultivate leadership within the district. She assumed the directorship in 2008
after having worked in the district since 1983.
Standards in action. High standards are reflected in the strategic plan and articulated in school and class-
room practices. In each school, teachers keep track of stud V