A Systems Approach to

a Culture of Teaching &

Learning
HCS Leadership Summit
Jeffery Smith, Ed.D.
August 1, 2016

The Power of Purpose

You Make a Difference
Mission: In
collaboration with our
community, Hampton
City Schools ensures
academic excellence
for every child, every
day, whatever it
takes.
Vision: Hampton City

The Power of Purpose

You Make a Difference
Defining Whatever it Takes
As building leaders, you set the
expectations for the culture of
teaching and learning

The Power of Purpose

You Make a Difference
Culture: reflects the shared
beliefs of individuals in the school
It can improve or hinder a
schools effectiveness

The Power of Purpose

You Make a Difference

Accessing Prior Knowledge

The Power of Purpose

You Make a Difference
Culture of Efficacy
Individuals beliefs in their capabilities
to meet or exceed performance
expectations in a particular situation
A teachers belief that he or she can
reach even difficult students to help
them learn
One of the few personal characteristics
of teachers correlated with student
achievement
(Hoy & Woolfolk, 1990, 1993; Tschannen-Moran, Woolfolk

The Power of Purpose

You Make a Difference
Efficacy
Teachers with a high sense of efficacy
work harder and persist longer even when
students are difficult to teach, in part
because these teachers believe in
themselves and in their students
Teachers sense of personal efficacy is
higher in schools where the other teachers
and administrators have high expectations
for students and where teachers receive
help from their principals in solving
instructional and management problems
(Hoy & Woolfolk, 1993).

The Power of Purpose

You Make a Difference
The good news is that we have
the ability to impact efficacy
By working with teachers,
supervisors and colleagues, we can
make positive contributions in
building individual and collective
efficacy
DiPaola, M.(2012) Conceptualizing and validating a
measure of principal support, in M. DiPaola & P. Forsyth
(Eds.) Contemporary Challenges Confronting School

The Power of Purpose: A

Students Perspective

Telling Our Story

Preliminary Results
From 12 to 16 schools fully accredited
(41% to 55% accredited)
Denied to fully accredited
Andrews Pre-K-8 School

Partially to fully accredited

Booker Elementary School

Phillips Elementary School
Eaton Fundamental Middle School
Bethel High School

**Based on preliminary data; not for sharing publicly

Telling Our Story

Preliminary Results
Schools remaining fully accredited

Armstrong Elementary
Asbury Elementary
Barron Elementary
Burbank Elementary
Cooper Elementary
Langley Elementary
Tucker-Capps Fundamental School
Jones Magnet Middle School
Phenix Pre-K-8 School
Kecoughtan High School
Phoebus High School

**Based on preliminary data; not for sharing publicly

Telling Our Story

Preliminary Results
90% on-time graduation at three of
four high schools and division rate is
up by 1% already
Over 1,300 graduates this year
Class of 2016 offered more than $30
million in scholarships and grants
Dropout rate down to just 3.4% from
**Based on preliminary data; not for
5.3%
sharing publicly

Telling Our Story

Preliminary Results
Growth in overall pass rates in both
reading (2.7%) and mathematics (.7%)
8.8% decrease in the number of K-2
students PALS identified this spring
5% decrease in students and staff
identifying bullying as a problem
2% increase in positive perceptions of
cultural competence and care and
support in our schools.
**Based on preliminary data; not for sharing publicly

A Systems Approach
Systems are comprised of people,
structures, and processes for some
defined purpose.

A Systems Approach
A deliberate process which accomplishes the following:
A culture in which members of the organization know why
the organization exists
An environment in which members of the organization
consistently see the whole among its many parts
Clarity for members within in the organization as to why
the organizational parts exist
An understanding of how various aspects or operations
within an organization are interrelated

A Systems Approach
A deliberate process which accomplishes the following (continued):

Work environments in which departments within an organization

work together for the objective of the whole
Greater focus for the daily work
Synergy within the organization for meeting the mission of its
existence
Removal of silo thinking
Outcome-based thinking
A focus on planning, doing, monitoring, measuring and adjusting the
work based on outcomes

The Environment for

Excellence
A Systems
Approach
WHAT WE WANT:
Replication
Sustainability

WHAT IT LOOKS LIKE:

Consistency in
implementation
Fidelity of
implementation

Innovation
Quality
implementation
KNOW HOW + KNOW WHY

The Work Ahead:

Expected Student
Achievement Outcomes

Expected Student
Achievement Outcomes
All schools fully accredited
95% of third graders will be
reading on-grade level (as
measured by the Scholastic
Reading Inventory) by the
end of the 2020 school year.

Expected Student
Achievement Outcomes
By the year 2020, each
middle school student will
explore at least two career
pathways prior to entering
ninth grade.

Expected Student
Achievement Outcomes
By the year 2020, each
middle school student will be
involved in at least one
extracurricular activity with a
mentorship component.

Expected Student
Achievement Outcomes
95% of the 2017-2018 ninth
grade cohort will graduate
on time with a diploma and
credentials that verify they
are prepared to succeed in
the economy and the
community.

Expected Student
Achievement Outcomes
The division's SAT or ACT
composite score in reading
and mathematics will be at
the national averageby
2020.

Expected Student
Achievement Outcomes
All schools will meet the
division's established safe
and nurturing learning
environment criteria/goals.

The Work Ahead

Remember the
Power of Purpose!

Education is the most

powerful weapon which
you can use to change the
world.
Nelson Mandela