Road Trip to Hudson School District Part 2 - Reflections

As I continue to reflect on the visit to the Hudson School District, as described in Part I of this post, the ABC’s of Accountability, Building leadership capacity, and Collaboration come to mind. Many districts start out with the same objectives and energy as the Hudson team, yet fall short in their goal setting and efforts to advance progress in student learning. Understanding the ‘secret’ of Hudson’s success is perhaps the key to unlocking successful professional development practices in other districts.   

Of course, the secret of Hudson’s success isn’t a secret at all. In fact, the opposite is true. What helps Hudson move forward is that goals for student progress aren’t kept secret from anybody. When we met with the Hudson principals and teachers, I was struck by their high level of collaboration and the explicitness of their process. Things don’t just “happen” - they are planned for, expected, and goals are always set. This helps maintain a positive, progressive academic atmosphere, and helps nurture a culture of high expectations for staff and students alike.

But how does that culture get started? One question often asked of me, whether training in the beginning steps of the S.M.A.R.T. Process, or in the introduction of any new initiative, is how do you get the entire staff to “buy-in” to the process? Hudson’s answer to that question is simple. “The system’s work is not a choice. That’s just what Hudson does.” It’s no longer about closing the door and doing your own thing. Today, it’s about consistency and collaboration as members of leadership teams to improve student achievement.

How do we support educators in becoming agents of change? Parker Palmer, the founder of The Center for Courage & Renewal, believes that there are two things needed for cultural change to occur: personal moral agency and collegial community. Studies have shown that “relational trust” among staff members is the one variable that affects how well teachers educate their students. According to Palmer, we need the courage to become champions for children. How courageous are you willing to be in your educational practice?

Another Hudson objective is to hire the right people, both teachers and principals, who share the spirit of needing to work together, not because they have to but because they understand the importance of cooperation and collaboration. Driving this expectation is a high level of accountability expected of each and every staff member. To work at Hudson is to accept the high expectations that the district aspires to …and meets! Strong mentoring and coaching support is offered to all staff members, beginning with new teachers. With a strong emphasis on collaboration and teamwork, ensuring all staff members have the tools to meet student learning goals, teachers and administrators can work together to move forward.

What can we learn from this system that could be replicated by others? What would need to be in place to make it successful? For other districts looking to harness the power of the S.M.A.R.T. goals process one only needs to look at Hudson’s successful model, where it is leadership by example. What could you do to make your school more collaborative?

Update - August 18:

Earlier this month, district leaders reported to the Hudson School District Board on their success in addressing grade level S.M.A.R.T. Goals during the course of the 2010-11 school year. Read the local coverage on the presentation.