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The joint labor-management model built staff trust, improved professional culture and classroom instruction, strengthened school climate, and gradually raised student achievement. The effort later earned the 2017 School on the Move Prize.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Avenue K–8 become dissatisfied with school leadership?","Question",{"text":63,"@type":64},"Teachers faced shifting expectations across leadership changes and described reforms as lacking consistent academic expectations and limited teacher input, leading to an unsteady instructional leadership approach.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did Mildred educators respond when the state did not designate the school for turnaround resources?",{"text":68,"@type":64},"Teachers and district leaders activated a rarely used Boston Teachers Union contract provision to create an intervention team, using district and union support to drive school improvement without relying on additional state resources.",{"name":70,"@type":61,"acceptedAnswer":71},"What impact did the teacher-led intervention team have on school practices and outcomes?",{"text":72,"@type":64},"Over time, it improved teacher professional culture, school climate, and classroom instruction, contributing to gains 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MANNING, COURTESY OF EdVESTORS  \nBy Annelise Eaton, Jennifer Poulos, Alison B. Stevens, and Janet Anderson  \ntenure for a principal atthe school was just 18 months, with five new principals arriving during those nine years. With each leadership change, teachers faced shifting  \nIt’s an early spring morning atthe Mil- expectations and priorities. Thoughteach  \ndred Avenue K–8 School, and only the ers were deeply unsatisfied with the edu  \nsound of soft chatter cation provided to Mildred  \ncan be heard in Dani- students, they had little elle Neville’s eighth-grade input into organizational English class . Students, and instructional solutions who have just finished read- to problems at the school. ing John Steinbeck’s The Faced with pressure Pearl, are editing persuasive from district leadership toessays about the novel’s improve student achievecentral themes of oppres- ment atthe school, Mildred sion, community, and fate. principals during this era A student in the front row often adopted a directive passes his tablet to his Tthhphfollowiannd tg pegwo onshow leadership style, effectively neighbor, asking for feed- students and teachers from serving as school managers, back on the evidence hehas the Mildred Avenue K–8 and providing little opporchosen to support his essay’s School. tunity for teacher voice or  \nmain argument. leadership. * Staff culture  \nIn Ms. Neville’s class, and in classrooms suffered and instruction lacked coheracross the school, students think critically, ence across classrooms. School-level analyze problems, ask questions, collabo- performance data showed that students rate with peers, and make real-world con- were not mastering grade-level content. nections across texts, math problems, and According to teachers, low levels of stuscience experiments. Located in the Mat- dent engagement impacted an already tapan section of Boston—a neighborhood tenuous school climate . Math profirich in diverse cultures but with persis- ciency, as measured by the Massachutently high rates of poverty—the Mildred setts Comprehensive Assessment System, continuously strives for academic excel- the state’s standards-based assessment lence for its students. program, plummeted to the 1st percentile  \nThe scholarly learning environment in Massachusetts.  \nthat characterizes the Mildred today Given the school’s poor performance, seemed impossible five years ago, when many school staff believed the Massachuthe school was among the lowest perform- setts Department of Elementary and Secing in the commonwealth of Massachu- ondary Education would identify Mildred setts. Between 2004 and 2013, the average as a Level 4 “turnaround school” in 2013,  \nAnnelise Eaton is a senior research associate and Jennifer Poulos is an associate director at the Rennie Center for Education Research & Policy. Alison B. Stevens is the senior director of schoolbased investments and Janet Anderson is the executive vicepresident at EdVestors. This article is excerpted with permission from their 2018 report, Teaming Up for Change: Teacher-Driven Transformation at the Mildred Avenue K–8 School, [available at www.bit.ly/2LrJyIL](available at www.bit.ly/2LrJyIL).  \na designation made by the department’s commissioner to prompt intensive intervention at chronically underperforming schools, for which the Mildred met the criteria. This classification would bring ablend of additional resources to the school  \n*For more on teachers’ roles in school decision making and school performance, see “Leadership Matters” in the Spring 2018 issue of American Educator, available at [www.aft.org/ae/spring2018/ingersoll_sirinides_dougherty](www.aft.org/ae/spring2018/ingersoll_sirinides_dougherty).  \nbut also lead to heightened accountability for school performance. When the state announced the newest turnaround schools in 2013, school and district leaders were surprised that the Mildred ","cbCaikvKba2OXvHH","https://ap.wps.com/l/cbCaikvKba2OXvHH","pdf",271883,"English","# Staff culture and student performance\n## Teacher dissatisfaction and instructional coherence\n# Joint labor-management intervention model\n## Contract provision and shared responsibilities\n# Building trust and school improvement\n## Professional culture, climate, and instruction\n# Results and recognition\n## 2017 School on the Move Prize","[{\"question\":\"Why did teachers at Mildred Avenue K–8 become dissatisfied with school leadership?\",\"answer\":\"Teachers faced shifting expectations across leadership changes and described reforms as lacking consistent academic expectations and limited teacher input, leading to an unsteady instructional leadership approach.\"},{\"question\":\"How did Mildred educators respond when the state did not designate the school for turnaround resources?\",\"answer\":\"Teachers and district leaders activated a rarely used Boston Teachers Union contract provision to create an intervention team, using district and union support to drive school improvement without relying on additional state resources.\"},{\"question\":\"What impact did the teacher-led intervention team have on school practices and outcomes?\",\"answer\":\"Over time, it improved teacher professional culture, school climate, and classroom instruction, contributing to gains in student achievement and helping the school earn EdVestors’ 2017 School on the Move Prize.\"}]","When Educators Lead the Way - Teacher-Driven Change at One Boston School | PDF"]