Improving Schools From Within
We believe that transforming educator quality is imperative to improving teaching and learning. We have designed a data-driven approach to School Improvement that focuses on student achievement through the development of educator effectiveness.
We operate on the premise that it is imperative that teachers have the capacity to plan, implement, and assess high-quality instruction in order to affect student achievement.
Atlantic’s team provides hands-on, technical professional development support and modeling for teachers by working alongside them in the classroom to improve teaching techniques. The workshops are designed through the lens of the specific District’s core strategies, with influence of Common Core State Standards and 21st Century teaching and learning models.
Atlantic brings results-driven strategies and protocols as well as evidence-based instructional practices into classrooms by working with teachers and school leaders building teacher expertise and accelerating student performance.
Atlantic teams with school leaders and faculty to examine causes of student underperformance and implements best practices in curriculum and pedagogy with fidelity to research-established protocols.
Our practitioners ensure that the curriculum is fully aligned to Common Core Standards and is clearly articulated across subject areas and grade levels. Educators develop capacity to engage students in rigorous academic learning linked to standards to ensure highest levels of student learning.
School Improvement Non-Negotiables
School Improvement represents large scale change that occurs over time. Sustaining a focus on school improvement requires engagement in several core processes that include:
- Viewing continuous improvement as the core work of the school
- Reliance on quality data as well as quality analysis
- Establishing the expectations for substantive change in student and adult practices
- Ensuring the use of collaborative and collegial engagement
- Regular and ongoing communication focused on interim and long-term improvement and change
Management Audits: Organizing Your Central Office to Support Transformation
School transformation requires a strong central office. In our experience sometimes that requires some restructuring for success.
We know that restructuring a central office requires review of the district’s strategic plan, working climates, and overall goals for the future. New hires must be appropriately “on boarded;” and acculturated into their specific roles and onto the Superintendent’s emerging team so that their contributions can be maximized. Very often, central offices develop “workarounds,” co-dependencies, and other ad hoc methods to get daily work done because individuals are not properly trained to fulfill their roles. The end result of this misalignment is that there is little or no forward planning, insufficient redundancy and backup of critical functions, and when vacancies occur, it is difficult to replicate job knowledge and experience. It is our belief that an effective central office must have a game plan that allows for scale, succession planning, and performance management.
We work with leaders that are strong believers in performance measurement and objective setting, and that discipline should be integrated into the new organizational structure. In that way, each individual will have a clearer Idea of the interdependency of his/her role, and how the entire central office works together for shared outcomes.
Atlantic engages with organizations to provide thorough, comprehensive and logically detailed performance audits. Our experienced practitioners work with your stakeholders to tailor each audit to fit your organization’s needs.
Atlantic Research Partners worked closely with Chicago schools who were recipients of US Department of Educations’ School Improvement Grants (SIGs). Atlantic Research Parnters worked closely with these schools on data-driven instruction, curriculum and instructional coaching. These grants are authorized under section 1003(g) of Title I of the Elementary and Secondary Education Act of 1965 (ESEA), are grants to state educational agencies (SEAs) that SEAs use to make competitive subgrants to local educational agencies (LEAs) that demonstrate the greatest need for the funds and the strongest commitment to use the funds to provide adequate resources in order to substantially raise the achievement of students in their lowest-performing schools. Read three case studies below.
Atlantic supported Principal Skanes as she rolled out her plan for improving the instruction at Al Raby. Her first focus was on the curriculum. Click on the link to find out more about the impactful practices that were established at Al Raby.
“Our mission and vision are the anchor and pillar of the work that we do. Our mission and vision have a focus on environmental activism, social justice, and community activism.”
-Dr. Femi Skanes
Atlantic is honored to have been chosen to be the Lead Partner providing School Transformation services to this amazing school. We were able to support Principal Marcey Sorensen and her leadership team realize their vision for their school. Click on the link to learn more about the great things happening at this school!
“When I think about my vision for Clemente, I want it to be the very best neighborhood school that we can be where neighborhood families choose Clemente.”
-Dr. Marcey Sorensen, Principal, Roberto Clemente Community Academy
Atlantic worked as the Lead Partner with Principal Sims and her teachers to examine their beliefs and practices around instruction, creating a more personalized and meaningful educational experience for all of their students. Click on the link to read more about the exciting work done at Bogan.
“By focusing on people’s individual needs and helping them reconnect to the purpose of learning and academic growth in their students, we’ve seen that students are now more focused…They really have adopted the school slogan: Bogan Today, College Tomorrow.”