Starting a new, small school requires a commitment for equity and high expectations and outcomes for all students. Newly created small schools challenge familiar models of leadership, teaching, learning and system structure. They challenge the obsolete rationale for the purpose of high school. Rather than being institutions designed to sort students and educate only a portion to high levels, small schools focus on the needs and interests of individual students. They support each student to a high level of achievement in preparation for college, work and citizenship.
Although developing a new school is not a linear process, these six stages frame the work:
- Study
- Stage
- Design
- Build
- Launch
- Sustain
The work of new school development is complicated and success relies on the commitment of community members (i.e., teachers, employers, service organization leaders) to support and guide the effort. The key roles and responsibilities of those directing the effort are outlined below. The specific names of these groups may differ from school to school, but the roles and responsibilities described are central to the success of any new small school effort. The membership of these groups often will overlap.
Change Coordinator
The Change Coordinator believes firmly in the benefits of small schools to students, staff and the community and is able to communicate that message to a variety of audiences. This person is widely respected in the community, is knowledgeable about effective teaching and learning, is a creative problem solver, and has the perseverance and commitment to guide and facilitate the long, complex new school development process. The Change Coordinator is responsible for:
- Acting as the point of contact for the new school
- Keeping the focus on equity and high achievement for all students
- Understanding the school development process
- Building positive relationships with community and local district
- Staying current with small schools research
- Coordinating the design and implementation of school systems and programs
- Using reflection and feedback to inform the design and implementation process
Leadership Team
The Leadership Team consists of the Change Coordinator, school and district staff, and others as needed. The work of the Leadership Team is to:
- Develop a common set of core agreements and/or guiding principles for small school design
- Keeping the focus on equity and high achievement for all students
- Design strategies and processes for small school development and implementation
- Facilitate the process for assessing and allocating resources
- Lead small school development and implementation
- Communicate with and engage stakeholders
- Apply appropriate consensus building and decision making strategies
- Coordinate and support the small school design team
- Coordinate and support ad hoc committees and follow-up on their findings and recommendations
Small School Design Team
The Design Team consists of representatives from all stakeholder groups and includes an administrator and at least two teachers (one of these three may be the School Change Coordinator) and at least one community partner. The responsibilities of the Design Team are to:
- Build a shared understanding of small school models and instructional approaches
- Pursue high expectations, equity and social justice in school design and implementation
- Define the small school’s mission, vision and beliefs
- Define the small school’s systems, programs, and policies
- Determine the evaluation plan for the small school
- Develop the agreements for special education and other support services
- Communicate with students, parents, community members and staff, and solicit feedback on issues
- Identify staffing needs and related roles and responsibilities
Once the small school is designed, a combination of people is responsible for launching and sustaining it. The key roles and responsibilities are outlined below.
SmallSchool Leader
Every small school has a leader responsible for aligning the school program with the vision, directing the day-to-day operations of the school, supervising staff and providing appropriate professional development. This leader may be an administrator, director or a teacher leader.
In the successful small school, the small school leader plays a critical role in school leadership, however, she does not lead alone. Often the first staff member hired for the new small school, effective small school leaders empower others to lead by modeling collaborative processes, sharing leadership responsibilities and by providing training for those assuming leadership roles. This leader communicates the vision and supports and holds staff and students accountable to designing and implementing programs and strategies that align with the vision. A governance and decision-making model must be identified, communicated to all stakeholders, and followed by all.
Advisory Council
Although charter schools are required by law to have a School Board, all small schools should have an Advisory Council. This Council should consist of key stakeholders in the community, and should reflect the demographics of the community and school. The Council is responsible for helping the school adhere to its stated mission and vision, supports professional development and school improvement, and provides insights and advice in operations, programs and communications strategies.
Small School Teacher
All teachers in small schools are involved with the design of school policies, curriculum and programs. Usually hired before the school actually opens, teachers work directly with the small school leader and Change Coordinator in the design of many components of the small school, especially in the design of curriculum.
The Change Process will be under construction for the next few months, and additional content, tools and resources will be added. Check back for more detailed information, tools and resources to carry out the work of converting to small schools.
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