This workshop—designed for district leadership—will provide a framework for building a district system of support so that academies at school sites thrive. Participants will hear about leadership, equity, pathway design and quality, system alignment and operations with attention given to the development of a broad-based coalition.

1. Building a District System
of Support for Academies
Academy Development and Structure - Academy Leadership
Roman Stearns, ConnectEd
Mike Henson, NAF

2. Agenda
 Introductions, Expectations, and Outcomes
 What is a Systemic Approach?
 Why Systems?
 What Do Systems Look Like?
 Are We Ready?
 Q&A

3. Introductions & Expectations
 Who are you?
o Role, school, district
 What to you expect to gain from this session?
o In a sentence

4. Outcomes
Participants will
 understand the need for a system of support to ensure
sustainability of career academies
 be able to articulate the difference between programmatic and
systemic strategies
 have a grasp of the various elements of a district-wide system
 have an initial understanding of the implications for moving to a
systems approach
 have a sense of their district’s readiness to implement a system of
academies

5. What is a Systemic Approach?
 Designed to involve, serve, and support all
students, teachers, administrators, staff,
business and community leaders
 Designed for the long-term to be scalable and
sustainable
 Involves shifting policies, procedures,
structures, leadership, and culture
 Some examples…

6. Problem Statement
 Principal Support. Site principal does not
adequately understand academy needs and
therefore does not provide the level of support
necessary for high quality implementation
 Collaboration Time. Academy teachers do not
have adequate collaboration time to design,
monitor, and evaluate multidisciplinary projects,
examine data, and address student intervention
needs

7. Programmatic solution
 Principal Support. A district administrator or
external support provider takes the principal
under his/her wing to promote awareness; or
replace the principal with someone who is more
supportive
 Collaboration Time. On an academy-by-
academy basis, negotiate scheduling solutions
and/or union waivers that would allow for
additional planning time

8. Systemic Solution
 Principal Support. Establish an ongoing principal
leadership development program that systematically
builds awareness and capacity of site administrators to
deeply understand, support, and provide bold leadership
that promotes high quality academy implementation
 Collaboration Time. Establish in district-wide policies
and practices common planning time for academy
teams of teachers as a priority when developing master
schedules

9. Why systems?
 Historically, academies have been too person
dependent and, as such, susceptible to
deterioration when the leader leaves
 Academies have often been developed in spite
of the system, rather than with support from it
 It’s the only way to move away from “pilot
program” or “special project” status, and toward
the primary strategy for secondary education

10. Fundamental
Beliefs
 The district is committed to improving the
educational experience and outcomes for all
students through the use of career-themed
academies
 The district is committed to open choice and
equity for ALL students
 High school graduation and college and career
readiness are a K-12 and community
responsibility

11. What Do Systems Look Like?
 Small group activity
o What are the implications of shifting to a more
systemic approach to supporting academies?
o 8 table groups
o 3-5 members each
o 20 minutes to grapple with question: How would
district structures, culture, leadership, policies, and
practices need to shift in order to…

12. Systemic Elements
1. Equity, access, and choice
2. High quality instruction
3. Accountability systems
4. Staffing
5. Work-based learning
6. Middle school career exploration
7. Extended learning
8. Facilities and budget planning

13. Report Out
 What are the two most compelling ideas that
emerged from your group?
OR
 What would be the two most critical implications
for a district interested in moving to a more
systemic approach to academy
implementation?

14. Are You Ready?
Complete surveys independently
Table discussion:
 One person at a time, share one “high” result
and one “low” result; for each…
o How ready are you?
o How do you know? i.e., What’s the evidence?

15. Readiness Assessment
Guiding Questions
LEADERSHIP, EQUITY, AND SYSTEMS ALIGNMENT
 Does the district have stable and bold leadership?
 Is there evidence of a commitment to equity?
 Are there effective communication channels throughout
the district and out to the community?
 Are there potential local, regional partners who are also
engaged in similar work to build regional capacity?

16. Readiness Assessment
Guiding Questions
CULTURE
 Is there evidence of a culture of schools being student-centered?
 Is there a culture of data use, inquiry and continuous improvement
among adults?
 Does the district have an inclination towards systems rather than
programs?
 Does the district and community value innovative approaches?
 Is there evidence of commitment to and experience with
collaboration with community, civic, business and postsecondary
partners?

17. Readiness Assessment
Guiding Questions
PRACTICE
 Is there widespread dissatisfaction with status quo and
eagerness to improve student outcomes?
 Are foundational building blocks already in place in the
District? i.e., What is the current state of career and
technical education programs and funding?

18. Q&A

19. Contact Information
Mike Henson
NAF
mhenson@naf.org
(646) 584-1477
Roman Stearns
ConnectEd
rstearns@ConnectEdCalifornia.org
(510) 849-4945