ments leading to the district’s success. Last
fall, the Learning Policy Institute, an inde-
pendent, high-quality research organization
designed to improve education policy and
practice, identified CVESD as one of eight
districts in California to be a “positive out-
lier.” Most recently, CVESD was the only
elementary district to be recognized at the
Ed Trust-West Equity in Education Forum
as a “Bright Spot” district.
There are many factors that contribute
to the districts ongoing success in the im-
provement of student achievement for all
students. More and more, districts statewide
are seeking to understand the most signifi-
cant factors that have positioned the district
to continuously find success in meeting the
needs of all students.
Structures for Clear
Decision Making:
While most districts operationally func-
tion either in a centralized or an indepen-
dent site-based paradigm, CVESD has
constructed a novel interdependent sys-
tem. This construct taps into the power
of efficiencies inherent in a hierarchical,
top-down structure, while harnessing in-
novation commonly found in a site-based
network. In addition, a shared decision-
making strand is utilized to improve com-
munication and consistency throughout a
large complex system.
The symbol used to represent CVESD’s
interdependent model is the yin-yang,
which in Chinese philosophy describes how
seemingly opposite or contrary forces may
actually be complementary and intercon-
nected in the natural world. This ancient
symbol was used to offset the common no-
tion of the “us” versus “them” that many
teachers and principals operate from when
a controversial decision is made by the dis-
trict office. CVESD has elegantly outlined
discrete decisions made solely by site and
district, while establishing structures for
decisions made mutually.
This interdependent structure has led
principals to be innovative thinkers and
courageous risk takers at their school sites.
Having the autonomy to practice a student-
based decision-making process has led them
to make more informed decisions when it
comes to ensuring rigorous learning experi-
Principals visit each other’s
school sites, providing
feedback on evidence of
success criteria aligned to
the professional learning
received by the Instructional
Leadership Team.
ences and appropriate interventions for their
students. For example, in an effort to address
a more socially responsive classroom and
allow for each child to thrive utilizing their
unique talents, principals support teachers
who modify physical learning environments
that foster collaborative conversation and
transform learning spaces into maker spaces
that encourage creativity, engineering and
the design process. Although approaches
to meeting the needs of students may look
slightly different from site to site, the work
towards improving student achievement for
all students is consistent and stems from the
mission that each Child is an individual of
great worth.
Commitment to continual
improvement:
CVESD’s successes are directly related
to a sense of urgency and a commitment to
the improvement of teaching and learning
to meet the needs of all students at all lev-
els within the organization. The district’s
organizational structure is the anchor to
maximize professional learning within the
organization and positions deep learning at
the center of the culture.
The superintendent’s cabinet is comprised
of ten leaders, including one deputy super-
intendent, two assistant superintendents,
five executive directors and one director. The
Assistant Superintendent of Innovation and
Instruction, along with each of the five exec-
utive directors, are responsible for overseeing
a cohort of up to 10 schools, for which they
provide coaching and support to the site ad-
ministrator. Their role in coaching and mod-
eling high levels of instructional leadership
is key to the district’s commitment to con-
tinuous improvement. In fact, while visiting
school sites, a common practice is for the ex-
ecutive director and the principal to begin by
looking at student achievement data, hon-
ing in on a particular target group such as
English Learners. After a brief conversation
on the data, the executive director and the
principal then head out to visit classrooms
with the intent to observe the learning ex-
periences for the target group or specific
students they have identified. Upon entering
classrooms, principals are expected to know
which students are within the target group
and then observations are generally made in
three key areas; classroom environment to
support the specific learner, student behav-
ior or engagement, and teacher engagement
with the student. It is common for both the
executive director and the principal to take
a moment, while in the classroom, to talk to
the children within the target group to bet-
ter understand their perspective on how to
best support their learning in the classroom.
Following visits to the classroom, there is a
discussion on what was observed during the
visit and how the site leader will continue to
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