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Contact No one is currently available to respond to questions Demographics Summary At one time, all district departments within the Long Beach Unified School District used the Baldridge model to conduct formal self-evaluations. Currently, some district departments continue the formal process each year to evaluate services and set improvement goals. The accountability system in the district is fairly informal and is considered to be effective as long as schools continue to show improvement in student achievement. Full Description Baldridge Model The Long Beach Unified School District supports the Baldridge model for evaluating district services and school program effectiveness. The approach involves self-evaluation based on a systematic review of data. Schools are considered the clients of the district office. They are surveyed about strengths and weaknesses to help identify areas for improving district services. In the beginning, all departments in the district office conducted internal evaluations but now only five departments sustain the accountability practice (e.g., Special Ed, Payroll, Human Resource Services, Personnel Commission, Business Services). The process of asking schools to evaluate district services is a part of internal accountability in a district. Schools might apply the process to asking a sampling of students and parents about school effectiveness in relevant areas (e.g., friendly atmosphere and communication with parents). In a very small district, school representatives might be asked their opinions during a district accountability meeting each year. In a large district with many departments and services such as Long Beach, a checklist with a rating scale and careful use of open-ended questions can avoid overburdening schools with this evaluation duty. One approach is for all schools to evaluate a different group of departments each year. Another approach is for different groups of schools to evaluate a few departments and rotate pairings each year. Leadership Style Internal accountability should foster adult learning and district and school improvement, rather than blaming individuals and no change in student achievement. Empowering teachers and site administrators to share decision-making is crucial in building a team approach to educational improvement. Long Beach has clear, strong leadership at the district level, setting district goals for improvement. But leadership is shared and schools are responsible to decide local strategies to address the district goals. The district sets policy and parameters for a unified approach and then supports schools to do the work. District administrators treat school administrators as team members, and principals regularly give advice to, and seek advice from, the district. Long Beach describes its leadership style as balanced leadership. The accountability system is fairly informal in Long Beach, similar to an approach often found in small districts. District and school administrators regularly meet and discuss accomplishments and problems concerning the instructional program and district goals. This free exchange of information about program implementation can replace or lessen the need to obtain information through formal questionnaires. |