Building Trust Through Distributive Leadership & Improved Accountability Systems

Diana Vega-Nunez • Cahn Fellow 2019

In 2018, our W. H. Adamson High School experienced significant growth, rising in rank from 11th out of 23 schools to 3rd and received the only B rating out of all comprehensive high schools in our district. We also received four distinctions out of seven, placing our campus at the top 10 percent in our state peer group in those areas. The next year we experienced an unexpected increase in students with an additional 160 students. The rise in enrollment resulted in very high student to teacher ratios in some classrooms. Despite all this, we were able to maintain our academic achievement. Still, because our rating included local accountability for the first time, our state accountability rating for the 2019-2020 school year dropped to a C at 79%. Dallas ISD uses a combination of state and local measures to derive campus ratings. Based on state measures alone, we would have been a B campus with an 82. Recognizing the growth opportunity to improve local accountability ratings, including a culture component, we determined to focus on campus culture for our project.

Through internal climate surveys, including open-ended questioning, the district created surveys, task forces, and committees; we gathered data and adjusted behaviors consistent with staff feedback. We implemented a cycle of inquiry, adjustment, and evaluation to build trust and strengthen campus culture continually.