Baltimore School Complex

External Review

Written Report

March 22nd – 24th, 2010

  

External Review Team Members:

Rodney Butcher, Southwest Arm Academy

Lori Green, Stella Maris Academy

Maureen Linehan, St. Catherine’s Academy

Lisa O’Keefe, Eastern School District Office

Facilitators:

Ron Smith, Senior Education Officer, Eastern School District

Cheryl Donovan-White, Consultant for School Development, Department of Education

 

CONTENTS

The External Review Process

AREA I: School Organization

AREA II: Leadership

AREA III: Teaching and Learning

AREA IV: Culture and Climate

The Internal Review Process

Summary Comments

 

The External Review Process

  

The external component of the School Development Planning Process at Baltimore School Complex was conducted using the following process and activities:

 

  1. The External Team received (electronically) and reviewed all school Internal Review data prior to coming to the school.
  1. At the end of the school day on March 22nd, 2010, the team toured the school.  This was followed by an interview with the Assistant Principal.
  1. On March 23rd, 2010, the team conducted interviews with teachers, student groups and support staff.
  1. On the evening of March 23rd, 2010, the team conducted an interview with parents/school council members.  The data gathered during the day was analyzed during the evening and work was completed on the oral report.
  1. Interviews were conducted with staff members on the morning of March 24th, 2010.  The team concluded with an interview with the Principal. The oral report was then finalized

6.   The Oral Report was presented at 1:30 pm on Wednesday, March 24th, 2010.

 

                                

SCHOOL ORGANIZATION

 

School Organization refers to those structural and procedural components of the school which facilitate learning.  Based on our examination of the data gathered and analyzed by the school during the Internal Review, and by the data gathered through the External Review process, we offer commendations and recommendations below:

 

Commendations:

Matching teacher expertise with their teaching assignment, as much as possible

Considering the school population, offering a high school program that provides students with a variety of courses (in-school, CDLI) “we do the best we can with what we’ve got”

Providing students with a variety of programs (i.e., physical education, home economics, music, band, tap dancing)

Providing students with the opportunity for input into the revision and development of school-based policies (i.e., Code of Conduct) Objective 2.2

Providing staff the opportunity for input into the revision and development of school-based policies

Orderly arrival and dismissal procedures (i.e., bus arrival, parent drop-off, traffic flow)

Communicating policies and procedures to staff, parents and students (i.e., staff meetings, school website, student agenda, memos, newsletters, FirstClass™)

Reviewing policies and procedures with students

A well-maintained building

A well-respected maintenance staff

For establishing Monday as “meeting day”

A well organized and well attended breakfast program, 5 days a week

An accessible and approachable staff (teaching staff and support staff) “amazing school…should be a role model”

 

Recommendations:

Continue to utilize and further explore the options provided by CDLI

Explore ways to inform/educate the school community on the operation and benefits of CDLI (i.e., presentation by CDLI)

Consider developing, reviewing and revising school-based policies to ensure they meet the current needs in the school and are aligned with district policy (i.e., homework)

Continue to consistently apply all school-based and district policies

Continue to advocate for parking lot upgrades

Investigate issues related to the assignment of supervision during the June exam period and seek input to resolve them (i.e., staff input, consensus decision-making, revisions)

Investigate ways to ensure that the disbursement of food at recess is done efficiently

Explore ways to reduce the frequency of duty (i.e., doubling up on duty)

Increase awareness of allergies in the school (i.e., signage at all entrances, newsletters, website)

Consider conducting a needs assessment of the daily cleaning requirements of the school with the intent to addressing identified deficiencies (i.e. washrooms, gym)

 

LEADERSHIP

 

Leadership refers to the degree to which individuals within professional learning communities are empowered to affect change.  Based on our examination of the data gathered and analyzed by the school during the Internal Review, and by the data gathered through the External Review process, we offer commendations and recommendations below:

 

Commendations:

Providing a variety of opportunities for students to become involved in school-related events and activities (i.e., literacy assemblies, yearbook committee, refereeing games, student leadership/class representatives, prefect program) “really show pride in being here”

Providing a variety of opportunities for parents to become involved in school-related events and activities (i.e., coaching teams, school council, breakfast program, Christmas dinner, Pi Day, banana split days)  “our doors are never closed”; “parents are one of our greatest assets”; “90 volunteers; 150 families”

Fostering and maintaining a positive and collaborative relationship with community partners (i.e. breakfast program, Christmas dinner, CYN, fire department, Remembrance Day celebration)

An administrative team who support and encourage staff members to avail of professional development opportunities (time and financial)Providing teachers with the opportunity to visit other schools to learn and share best practices

Encouraging and providing teachers with the opportunity to share best practices and information gathered at professional development sessions

A dedicated and very involved support staff (i.e., skating rink, tree lighting, setting up for dances and concerts)

A visible administrative team

Encouraging and supporting staff members to participate in district and department initiatives (i.e., committees, marking boards, inclusion pilot)

Maintaining a positive relationship with Baltimore Alumni

All teaching staff, support staff, parents and community members are valued

A dedicated and highly respected secretary who contributes to the efficient operation of the school

Providing parents the opportunity to participate in decision-making processes (i.e., fundraising, graduation, Code of Conduct)

 

Recommendations:

Continue to explore ways to move the school community toward a professional learning community model (i.e., collaborative decision-making, shared values and vision)

 

 

TEACHING & LEARNING

 

Teaching and Learning refers to the processes, interactions and experiences of all members of the school as a professional learning community.

Based on our examination of the data gathered and analyzed by the school during the Internal Review, and by the data gathered through the External Review process, we offer commendations and recommendations below:

 

Commendations:

Recognizing and celebrating students’ academic achievements (i.e., awards assemblies, dinners, newspaper articles, PA announcements)

Providing a variety of activities that support the curriculum (i.e., science fair, heritage fair, Pi day, sessions by Planned Parenthood, 100th Day, Olympics)

Structuring and promoting a variety of tutoring opportunities for students (i.e., Tutoring for Tuition, teacher tutoring) “Miss, I really like it when the other kids teach us.”

Maintaining contact with parents (i.e., phone calls, Synervoice™, email, monthly newsletter)

Connecting teacher professional development to their Professional Growth PlansMaking inclusion and differentiated instruction a school-wide initiative (i.e., inclusion pilot) Objective 2.1

Analyzing internal and external assessment data and using it to inform instruction

Encouraging parent participation in parent-teacher conferences (appointments in primary/elementary, parents pick-up reports in junior/senior high)

Wide variety of facilities for extra-curricular and co-curricular activities (e.g., gym, skilled trades lab, LRC, fitness room, music room, student lounge, science lab)

Implementing and utilizing an on-line homework page

 

Recommendations:

Consider revising a homework policy and ensure it is aligned with District policy

Explore ways to reduce the number of curriculum projects at the intermediate level (i.e., cross-curricular, staggering, alternating) Strategy 1.2.5

Investigate ways to increase parental participation in parent-teacher meetings (i.e., time of evening meetings)

Continue to consistently maintain and update teacher homework pages

Continue to explore strategies and opportunities with respect to inclusionary practices and differentiated instruction (i.e., team teaching and planning) Strategy 2.1.3

Continue to explore and avail of opportunities to see other teachers modeling best practices (school/district/province)

Continue to explore ways to ensure that student award and recognition programs are inclusive

 

 

SCHOOL CULTURE & CLIMATE

 

School culture refers to the way things are done and is a reflection of the shared values and shared understandings of the school community. Climate refers to the ‘feeling’ and reflects the interactions and relationships that exist within the professional learning community.  Based on our examination of the data gathered and analyzed by the school during the Internal Review, and by the data gathered through the External Review process, we offer commendations and recommendations below:

 

Commendations:

Creating and maintaining a welcoming, safe and collaborative environment for all members of the school community (“friendly, very caring”; “safe – have to report to the office”; “community feeling”; “older ones take care of the younger ones”)

Displaying student work throughout the building

Fostering and maintaining the school’s involvement in the community (i.e., Santa Claus parade, summer folk festival, Shamrock concert)

For increasing student awareness of social justice issues through involvement in the Dominican Republic project (flip-flops, exercise books, pencils, etc.)

Recognizing Veterans from the community (i.e., ‘Wall of Remembrance’)

Celebrating student successes (i.e., Star Student, Thoughtful Thursday, Literacy Awards, mid-year awards, in-school monitors)

Frequent visits by the Principal to the primary and elementary classrooms (“makes them feel important”)

Recognizing accomplishments of school community members

Recognizing the history of the school and its place in the community (i.e., banners, former teachers)

 

Recommendations:

Consider ways to consistently create more aesthetically pleasing classroom environments (i.e., displaying student work, commercially produced posters)

Consider updating display cases and hallway displays (i.e., student accomplishments)

Continue to explore opportunities to build stronger connections between all staff members

Continue to investigate, and if necessary respond to, incidents related to bullying (i.e., busses, bus stops, stairwells, washrooms)

 

 

The Internal School Review Process and Plan

 

A school development plan is designed to sustain and extend school strengths and address areas needing change.  This is achieved through achievable goals, objectives, and strategies articulated by action plans that include time lines, individual responsibilities, indicators of success, and resources required.  This section will include commendations, and recommendations, about the process and plan.  A more detailed analysis, together with suggested additions/revisions, is included on the school’s plan.

 

Commendations:

For seeing the process through to the external review

For the work completed on the 1 year and 3 year plan

For seeing the connection between the school goals, strategies and support plan

For identifying academic achievement, actively engaging students in the learning process, and fostering a safe, healthy and caring environment as critical issues

For writing some excellent strategies in all goal areas

For including current practices as strategies in the plan

For making school development a collaborative effort of the staff

For individuals who took on the lead roles in the Internal Review

For linking school goals to individual and district goals


Recommendations:

Continue to utilize action teams to address each of the goals in the plan

Continue to use staff meetings to action and track school development goals

Include the school council and support staff in the implementation of the plan and in the next internal review

Continue to include students in the implementation of the goals in the plan that are appropriate for them

Communicate the plan and its progress to the school community

Seek input from District and/or Department personnel when revising the plan (see recommendations)

Employ the SMART principle (Specific, Measurable, Attainable, Realistic, Time-bound)

Identify and track operational issues using the School Development template 


Summary Comments

Please consider the recommendations provided to move your plan forward

Ensure that all Operational Issues are addressed in a timely fashion

Seek input from district, department, other schools, and community when revising and implementing the plan (no need to reinvent the wheel)

Continue building capacity for school development and further your personal Professional Development opportunities by participating in things like marking boards, curriculum development committees and external reviews

Well Done Baltimore School Complex! We wish you success in achieving your goals.