The Urban District Improvement Model: Malden, MA
Highlights of Malden’s change efforts to date include:
Systematic Professional Development
Curriculum Alignment/Improvement
School Committee/Superintendent Partnership
Comprehensive Planning: The district has engaged in an inclusive strategic planning process with strong teacher representation, as well as targeted planning in areas such as induction, literacy, math, supervision and evaluation, and professional development. In addition, the district has established a new Professional Development Committee, co-chaired by teachers, to plan district professional development annually.
Systematic Professional Development: Teachers and administrators across the district have participated in a wide range of professional development workshops, co-teaching and model lessons, instructional coaching, and study groups in order to strengthen their instructional techniques, refine behavioral management strategies, and increase content knowledge in the core academic disciplines. During the 2007-8 school year, Teachers21 is supporting teachers to strengthen student writing.
Curriculum Alignment/Improvement: With input from teachers and administrators, the K-12 Directors have aligned K-12 curriculum to state frameworks in five major areas. Individual grade level and cross grade teams throughout the district have also begun mapping standards-based content curriculum.
Learner-Centered Schedule: Teachers and principals from several schools have worked together to develop schedules that provide students with more time for in-depth exploration and allow teachers more time for collaboration. Teachers21 has also supported the Salemwood Planning Team through its year-long planning process and current implementation of an expanded school day redesign.
Teacher Leadership: Teachers are playing a stronger role in school and district decision making. At the district level, union leadership and classroom teachers, along with Central Office leadership and School Committee representation, participate in a Steering Committee that oversees district reform efforts. In each building, teachers participate in Leadership Teams that share responsibility for school planning and decision making. The district is also promoting participation in collegial grade level and discipline teams that focus on improving student achievement. New Teacher Leader and Instructional Coach position have been established in which exemplary teachers have transitioned from directly supporting students to supporting instructional practice.
Union/Management Partnership: The Malden Education Association and the Superintendent have forged a strong alliance rooted in common strategies for increasing student achievement. As a result, the MEA and the Malden School Department have jointly implemented several new initiatives, including a fair and strengthened staff supervision and evaluation plan.
Administrator Coaching: The Superintendent, high school principal, and four K-8 principals have received administrator coaching that provides support as administrators face the complex challenges of instructional leadership. These administrators have been working to transfer leadership skills and reflective practice to their schools and district.
School Committee/Superintendent Partnership: The Superintendent and the School Committee have worked together to set the instructional priorities for the district. As a result, schools have become more focused in incorporating district priorities when planning and allocating resources.