EDAS 735 Week 4 Lecture

Ohio’s Leadership Development Framework & It’s Connection to the Ohio Improvement Process

Quick Review

What we’ve discussed so far

What is leadership about?• It is about relationships

– Between those who aspire to lead and those who choose to follow

• You don’t have to be in a position of power to matter to someone…leadership comes from anywhere

• It is about development…you developing yourself and others seeing you as someone who can develop them

Our New Problem

• It’s more than simply improving test scores

• Our challenge:– New public school curriculum– New assessment methods– New teaching methods

• This challenge isn’t a Technical one, it is an Adaptive one

There is no school for leaders that will teach them exactly how to make their district into one that will leave no child behind.

All adults will need to develop new skills…especially those who are the leaders

Internal & External Risks• Re-invention requires external and internal risks• External Risk

– Movement toward greater purpose, more focus and systematic methods to improve teaching and learning requires risk

• Internal Risk– The role of the leader isn’t to have all of the answers.

– Moving away from compliantly getting along to being actively engaged requires risk

New Challenge Requires New Leadership

• From random acts of excellence to communities of practice

• Open dialogue around goals, priorities and professionalism

• In order to meet our adaptive challenge of re-invention, we must work on our schools and work on ourselves.

Remember…

…adaptive change is not about simply applying some sort of model on the system that will alter its course.

Good to Great

The Social Sector Application

Defining Characteristics of Collins’ Work

• Defining “Great”

• Level 5 Leadership

• First Who

• The Hedgehog Concept

• Turning the Flywheel

Parallel Concept Time…

Hedgehog Concept

The Hedgehog Concept is a deep understanding of three intersecting circles translated into a simple, crystalline concept:

The Hedgehog Concept is a deep understanding of three intersecting circles translated into a simple, crystalline concept:

What you are deeply passionate about

What you can be best in the world at

What drives your economic engine

What you are deeply passionate about

What you can be best in the world at

What drives your economic engine

The OFCS’ Hedgehog

What are you deeply passionate about?

What can you be the best in the world at?

What drives your engine?

School Leadership That Works

The Principal & Superintendent

***************

Methodology: Meta-Analyses

Main Findings• Finding #1—District leadership isn’t an

amorphous blob…it has an impact• Finding #2—Goal setting is critical

– Make it collaborative

– Once agreed upon, consider it non-negotiable

– The BOE is in support of it and it is made public

– Monitoring is critical

– Resources for supporting goals must be aligned

• Finding #3—Tenure of superintendent is correlated to achievement

• Unexpected Finding—Defined autonomy (Tight and Loose Leadership)

Goal Setting Findings• Non-negotiable—while collaboratively set,

everyone must act on them– Student Achievement & Classroom Instruction

• Board Alignment—publicly adopted; discussed constantly; no personal agendas

• Monitoring—purposeful and continual checks for implementation and impact

• Resources—focused towards increasing capacity of staff and know when to turn resources down

Journal Reflection Discussion

Collins—Waters & Marzano Parallels• Greatness & Level 5 Leadership

– it isn’t a matter of opinion. • Certain companies behaved in different ways• Certain leadership characteristics increase achievement

• Hedgehog Concept & Non-negotiable Goals• What is your passion, what can you be best at, what drives

your engine• Be collaborative, but be focused once a commitment is made• Put resources only on priorities…be disciplined…do not stray

• The Flywheel and Superintendent Tenure• Stay the course and focus will produce results• Superintendent tenure is associated with increased

achievement…why? Staying the course and focusing?

Ohio’s Leadership Development Framework & It’s Connection to the

Ohio Improvement Process

OLAC Charge• What are the essential practices of leadership for

the purpose of improving instructional practice and student performance?

• What are the critical elements of a comprehensive system of development?

• What tools, products and/or services can the state provide?

• What are the policy implications affecting the development of a cohesive leadership system in Ohio?

Foundational Beliefs of OLAC• All educators have the capacity to lead• Essential leadership practices must be implemented by

the adults at all levels of the system for improvement to occur

• Leadership matters and has an impact on learning• Ohio’s leadership system must be anchored in teaching

and learning• Research evidence exists to support leadership behaviors• Leadership must be exercised at all levels of the school

organizationSo…how do these fit in:

– Relationships– Communities of practice– Open dialogue

Requires Adaptive Change in…

• District culture to require and support evidence-based practice

• Beliefs that race, disability and wealth pre-determine student achievement

• Belief that defining the Great in instruction is a matter of opinion

• Reframing leadership practices—implementation is continuous and collective across the entire system

• Adult accountability—the Cause to the Effect

OLAC Developed 6 Processes

• Data and the Decision Making Process

• Focused Goal Setting Process

• Instruction and the Learning Process

• Community Engage Process

• Resource Management Process

• Board Relations and Governance Process

Coherent & Cohesive Leadership Development

• Support growth of superintendents, principals and teacher leaders

• Address district system through leadership teams

• Align leadership initiatives at state level

The Framework• Grounded in research

• Identified several Big Ideas that serve as common threads across Superintendent, DLTs and BLTs

• Identified essential practices specific to each group

Data and the Decision-Making Process

• Identify, collect and analyze

• Construct internal measures to hold adults accountable

• Continuous monitoring

• Move past opinion—research based practices

Focused Goal Setting Process

• Limited number of goals (Hedgehog)

• Collaboratively set, then non-negotiable

• Reduce the number of initiatives

• Develop one plan

• Internal accountability

Instruction and the Learning Process

• Focus on 21st century skills—refer to 1st lecture

• Collaborative structures to discuss data and reflect on implementation and practice

• Access to challenging content for all students and student groups

Community Engagement Process

• Involve all relevant stakeholders

• Gain support to sustain focus on goals

• Access the effectiveness of community engagement process

• Include internal and external community members

Resource Management Process

• Direct all resources towards student achievement

• Include Operations people in decision making

• Defined autonomy

• Proactive and highly intentional decision making

Board Development & Governance Process

• Board openly supports district goals

• Superintendent continuity increases student performance

• Engage multiple constituents to sustain focus

• Moral imperative of maintaining student-centered focus

Ohio Improvement ProcessFrom

• Multiple initiatives

• Contradictory initiatives

• Initiatives with little or no relationship to district goals

• Monitoring implementation doesn’t occur

• Implementation effects not evaluated

• Program ownership

To

• Limited initiatives

• Singular focus

• Initiatives directly related to district goals and strategies

• Systematic monitoring

• Regular review of effectiveness

• Ownership throughout system due to parallel structures (DLT, BLT, Teacher teams)

From

• Multiple initiatives

• Contradictory initiatives

• Initiatives with little or no relationship to district goals

• Monitoring implementation doesn’t occur

• Implementation effects not evaluated

• Program ownership

To

• Limited initiatives

• Singular focus

• Initiatives directly related to district goals and strategies

• Systematic monitoring

• Regular review of effectiveness

• Ownership throughout system due to parallel structures (DLT, BLT, Teacher teams)

• http://www.ohioleadership.org/