Embedded Files
Deck 1: Leadership Capacity Domain
Standard 1.10
Standard 1.10
Leaders collect and analyze a range of feedback data from multiple stakeholder groups to inform decision-making that results in improvement.
Leaders collect and analyze a range of feedback data from multiple stakeholder groups to inform decision-making that results in improvement.
Impact Statement
Impact Statement
The Pacific East District’s basis for decision making includes multiple sources of feedback and processes, including:
Analyzing DoD Survey Results
Implementing and monitoring an Internal Review Process
Maintaining a positive partnership with the Northeast Asian Teachers Association (NEATA) through Surveys and Joint Cooperation Committees (JCC) Meeting Minutes
Developing and expanding community partnerships through School Advisory Committee (SAC) and Installation Advisory Committee, Pacific East Advisory Committee (PEAC), Regional Advisory Committee (RAC), School Liaison Officers (SLO), and Parent Teacher Organizations (PTO)
Assessing and adjusting Focused Collaboration to result in improvement
Monitoring and adjusting System Quality Factor Diagnostics
Engaging student stakeholders through associations such as student council and/or junior CSILT
Our Journey to Excellence
Our Journey to Excellence
Past
Past
While the Pacific East District had an embedded routine of conducting frequent Internal Review Visits (IRVs) in schools, this process was dramatically improved in SY 20-21. During this time, district leadership became heavily involved in the process by attending every school's IRV. Additionally, the IRV process was restructured to be more of a collaborative conversation, rather than a “gotcha.”
Results from the IRVs were used to identify and develop a district intervention--Levels of Support. The Levels of Support were designed to provide equitable allocation of resources to guide district professional learning and implement strategic plans.
Present
Present
In SY 21-22, the Pacific East annual Internal Review Process was enhanced by two significant changes:
The number of classroom ELEOTs conducted have doubled, offering more validity to the results.
Administrators and CSI chairs now serve on IRV teams in other complexes, which offering participants an opportunity to see how other schools in our district operate, while having “fresh eyes” on each school.
Future
Future
At the conclusion of SY 21-22 Fall IRV season, team members provided feedback as to how the Pacific East District can improve the IRV process. Moving forward, the district will apply the suggestions gleaned from the feedback to improve the IRV process. This practice will help maintain IRVs as an effective monitoring tool and a quality mechanism for determining levels of support for schools.
Packaged Evidence
Packaged Evidence
Item
Item
Community Partnerships
Community Partnerships
Why
Why
The Pacific East District engages in a variety of community partnership opportunities at the school, installation, district, and regional levels. In addition to partnerships with the local military community. The Pacific East District engages in work with the local Japanese community through offering Host Nation courses and engaging in partnership events with the Ministry of Foreign Affairs. The Pacific East District has increased their work with community partners to include stakeholders at various levels.
The Interactive Customer Evaluation (ICE) system
The Interactive Customer Evaluation (ICE) system
The Interactive Customer Evaluation (ICE) system is a means for all stakeholders to provide anonymous or named feedback regarding DoDEA, the Pacific East District, and schools. Comments received from the ICE system are provided to relevant stakeholders and a response is provided. Action is taken to correct any identified problems within five days. Praises are highlighted and celebrated within the district.
Internal Review Visits
Internal Review Visits
Internal Review Visits (IRVs) within the Pacific East District are the method in which the Pacific East monitors each school’s continuous improvement. The IRV process, which happens on an annual basis, provides the district with insight into areas of growth and ways to provide support for schools. As part of the IRV process, students, parents, teachers, and school leadership teams engage in feedback sessions. Anecdotal evidence from the IRVs suggest that the Pacific East District has improved in stakeholder perceptions of the district.
Northeast Asian Teachers Association (NEATA) Partnership
Northeast Asian Teachers Association (NEATA) Partnership
The Pacific East District engages the Northeast Asian Teachers Association (NEATA), the teacher association for the district, in a strategic partnership to help develop collaboration between district and school leadership and educators in the district. Through the use of surveys and Joint Cooperation Committees the Pacific East District and NEATA have increased improvement in communication between administrators and teachers.
System Quality Factors
System Quality Factors
The Pacific East District focused on SQF A: Clear Direction and SQF B: Healthy Culture and engaged in work to ensure that they provided all schools with the district’s expectations, vision, and direction in alignment with the district purpose statement. The focus on SQF A: Clear Direction, led to the development of the district strategic plan. Following a successful improvement with developing a clear direction, the Pacific East District decided to focus on SQF B: Healthy Culture and SQF D: Impact of Instruction.
Supporting Evidence
Supporting Evidence
Item
Item
Customer Satisfaction Survey
Customer Satisfaction Survey
Why
Why
DoDEA provides a customer satisfaction survey every two years to teachers, parents, and students regarding DoDEA practices. The Pacific East has improved in our responsiveness to feedback from Customer Satisfaction Survey.
Pacific East District Data Dashboard
Pacific East District Data Dashboard
The Pacific East implemented the Pacific East Data Dashboard to make data more easily accessible to colleagues throughout the district.
Technical Program Management Office (TPMO)
Technical Program Management Office (TPMO)
The Technical Program Management Office (TPMO), located at DoDEA Headquarters, identifies, prioritizes and executes a technology portfolio of initiatives, programs and projects that are aligned with DoDEA’s strategic goals and educational vision. They support the Pacific East District with the acquisition of new technology and resources, the implementation and usage of new software and technology resources, and with the development and implementation of policies and procedures regarding technology. TPMO, through their Classroom Technology Requirements Series, engages stakeholders to monitor and adjust DoDEA policies regarding technology, the acquisition of technology and the support needed to implement high quality instruction in digital literacy.
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