California School News — January 2018
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New brief discusses promising practices for developing and implementing LCAPs

A new governance brief from CSBA describes a model known as the Coherence Framework, which aims to drive district Local Control and Accountability Plan development and implementation. California School News discussed the brief, “The Coherence Framework in Action: Promising Practices for Developing and Implementing LCAPs,” with co-author David DeLuz, director of strategic initiatives and development for CSBA.

The Coherence Framework in Action:

Promising Practices for Developing and Implementing LCAPs

What is the Coherence Framework?

The Coherence Framework is about developing a shared understanding of the purpose and the nature of the work of transforming learning and student success. By focusing on a small number of ambitious goals, creating connections between stakeholders, understanding how teachers teach and students learn and reinforcing accountability through shared understanding, the Coherence Framework fosters a continuous learning process that leads to improvement in students and schools.

How does the framework apply to the LCAP?

The LCAP is the standardized planning tool for the district. The Coherence Framework is not meant to replace it, but is one tool that can be used to help integrate input and secure stakeholder buy-in for the LCAP through increasing understanding of its goals.

How can a district or county office of education use the Coherence Framework?

The Coherence Framework consists of four “lenses”: focusing direction, cultivating collaborative cultures, deepening learning and securing accountability. Each lens allows a local educational agency to continually evaluate the teaching and learning that is needed to meet each of the goals, determine the resources needed to support the effort and identify the metrics used to determine success. By addressing each of the lenses, the LEA can effectively communicate its plans and activities, and also reassess its direction and evaluate whether they have been successful.

How can school board members suppor t this process?

School boa rd member s can support th is process in a number of ways:

Understa nd their role as lea ders. School gove rning boa rd me mbers play a vital lead ership role i n focu sing d irection based up on t he sha red values and beliefs of the LEA and community. Sp eci fically, govern in g boa rds have the ability to build and support a collab orative approach to cont inuous improvement and max imi ze conditions for effective i nternal accou ntability. By ma ximi zing their role and fully e ngagi ng their resp onsibil ities as education lead ers, school board members can “lead by example” a nd illu minate the way for others who want to tran sform student outcomes.

Master the Framework. Board members who want to use the f ramework ef fect ively ne ed to under stand how it work s. To begi n, they need to rev iew our pol icy brief. The n, t hey need t o r ead Michael F ul lan’s book Coherence and ut ilize the resources contained in it t o begi n the pr oc ess of learn in g how the C oherence Framework serves to guide lea rning and focus attention.

Commit to developing leader ship at all levels. Boa rd members should make t he commitment to invest in leadership development —for them selves and for other key stakeholders — by supporting robust stakeholder engagement and col lab oration. Additionally, prioritizing leadership training and professional development (both formal and informal) throughout the district empowers every stakeholder and makes engagement more meaningful and powerful.