A Cohort of Boston Schools Administer ICAP and Review Findings with CAO

In the 2010-11 school year, the Boston Public Schools decided to work directly with Richard Elmore and Michelle Forman in implementing the Internal Coherence Assessment Protocol in about a dozen schools in the district.

Chief Academic Officer Irvin Scott worked with his team of assistant academic superintendents in making sure that principals were supported in the delivering the critical message that the ICAP survey was important and to be completed promptly by all faculty.

The survey results were then sent to Forman's team at Harvard who prepared individual profiles for the schools to be distributed at the meeting.

The videos on this page are segments from an afternoon work session during which district leadership and school principals participating in the ICAP came together to hear from Dr. Elmore about the elements of internal coherence, hear from Michelle Forman about how the profiles were constructed, and spend time with colleagues examining the profiles for the first time and taking in the data.

Boston Public Chief Academic Officer Irvin Scott calls the meeting to order and makes introductions.Dr. Elmore provides background on the Internal Coherence Project.Richard Elmore introduces the Internal Coherence program and explains how to read the data profiles, and requests feedback. Schools have to operate as organizations working towards building collective efficacy. The model: High collective efficacy produces performance. Leadership practice works through organizational structure and process to affect collective efficacy which affects student performance. Individual efficacy does not affect student performance. In organizations the unit of learning is the group, not the individual. Therefore the level of efficacy of the group, plus all individuals in that group, most affects student performance. Tracking the teacher survey data gives a picture of how teacher currently perceive their work in this model. The quantitative data is primarily teacher surveys. Comparison of U.S. and foreign views of accountability. A contrast between "status" and "development" accountability. The most powerful improvement process is focused on development rather than status.Dr. Scott adds a few comments.Irvin Scott explains BPS central offices' perspective on the Internal Coherence program. This should be a learning experience leadership at all levels within the district. He emphasizes the reciprocal responsibilities between the administration and schools to support each other. He emphasized the urgency of providing a high the level of education for all BPS students. Michelle Forman explains the profiles.Michelle Forman discusses the Internal Coherence survey that had been given to teachers and parents in the participating schools. Forman explains the Internal Coherence profile data that was derived from the Internal Coherence surveys. The Internal Coherence profiles are passed out for individual participant organizations. Forman lists the three big domains for the survey: leadership for instructional improvement, efficacy beliefs and organizational processes. A high school's leadership team discusses the data.A high school leadership team examines the Internal Coherence profile for their organization. There is discussion about the meaning of the chart data in the profile. Richard Elmore discusses the data with the group. They also examine and discuss the Internal Coherence profile for their organization. The small group discusses the current challenges in their organization. Richard Elmore discusses the data with the group. A small group discuss the current challenges in their organization with Richard Elmore and discuss the data as it applies to the current state of their organization. A reminder from Dr. Elmore about the goals of the meeting.Richard Elmore explains the purposes and goals for this gathering. He suggests ways that participants should initially approach and think about the Internal Coherence data provided. Elmore leads a question and answer session.Elmore field questions and urges people to share their thinking on the issues raised. Scott reiterates his appreciation to those present and his district's commitment.Irvin Scott explains how and when BPS central office will provide ongoing help and support for the schools participating in the Internal Coherence program. Richard Elmore talks about his experiences working with BPS schools. He emphasizes the need for participants to make binding commitments to each other.

The Internal Coherence Assessment and Protocol was developed by a team consisting of Richard Elmore, Michelle Forman, Elizabeth Leisy Stosich, and Candice Bocala.

 

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A Cohort of Boston Schools Administer ICAP and Review Findings with CAO

In the 2010-11 school year, the Boston Public Schools decided to work directly with Richard Elmore and Michelle Forman in implementing the Internal Coherence Assessment Protocol in about a dozen schools in the district.

Chief Academic Officer Irvin Scott worked with his team of assistant academic superintendents in making sure that principals were supported in the delivering the critical message that the ICAP survey was important and to be completed promptly by all faculty.

The survey results were then sent to Forman's team at Harvard who prepared individual profiles for the schools to be distributed at the meeting.

The videos on this page are segments from an afternoon work session during which district leadership and school principals participating in the ICAP came together to hear from Dr. Elmore about the elements of internal coherence, hear from Michelle Forman about how the profiles were constructed, and spend time with colleagues examining the profiles for the first time and taking in the data.

Boston Public Chief Academic Officer Irvin Scott calls the meeting to order and makes introductions. Dr. Elmore provides background on the Internal Coherence Project.Richard Elmore introduces the Internal Coherence program and explains how to read the data profiles, and requests feedback. Schools have to operate as organizations working towards building collective efficacy. The model: High collective efficacy produces performance. Leadership practice works through organizational structure and process to affect collective efficacy which affects student performance. Individual efficacy does not affect student performance. In organizations the unit of learning is the group, not the individual. Therefore the level of efficacy of the group, plus all individuals in that group, most affects student performance. Tracking the teacher survey data gives a picture of how teacher currently perceive their work in this model. The quantitative data is primarily teacher surveys. Comparison of U.S. and foreign views of accountability. A contrast between "status" and "development" accountability. The most powerful improvement process is focused on development rather than status.Dr. Scott adds a few comments.Irvin Scott explains BPS central offices' perspective on the Internal Coherence program. This should be a learning experience leadership at all levels within the district. He emphasizes the reciprocal responsibilities between the administration and schools to support each other. He emphasized the urgency of providing a high the level of education for all BPS students.Michelle Forman explains the profiles.Michelle Forman discusses the Internal Coherence survey that had been given to teachers and parents in the participating schools. Forman explains the Internal Coherence profile data that was derived from the Internal Coherence surveys. The Internal Coherence profiles are passed out for individual participant organizations. Forman lists the three big domains for the survey: leadership for instructional improvement, efficacy beliefs and organizational processes. A high school's leadership team discusses the data.A high school leadership team examines the Internal Coherence profile for their organization. There is discussion about the meaning of the chart data in the profile. Richard Elmore discusses the data with the group. They also examine and discuss the Internal Coherence profile for their organization. The small group discusses the current challenges in their organization. Richard Elmore discusses the data with the group. A small group discuss the current challenges in their organization with Richard Elmore and discuss the data as it applies to the current state of their organization. A reminder from Dr. Elmore about the goals of the meeting.Richard Elmore explains the purposes and goals for this gathering. He suggests ways that participants should initially approach and think about the Internal Coherence data provided. Elmore leads a question and answer session.Elmore field questions and urges people to share their thinking on the issues raised. Scott reiterates his appreciation to those present and his district's commitment.Irvin Scott explains how and when BPS central office will provide ongoing help and support for the schools participating in the Internal Coherence program. Richard Elmore talks about his experiences working with BPS schools. He emphasizes the need for participants to make binding commitments to each other.