the olmsted falls continuous improvement process from district leadership to building leadership
TRANSCRIPT
The Olmsted Falls Continuous Improvement Process
From District Leadership to Building Leadership
Objectives of Discussion Answer these questions:
How does this fit in with the other stuff?What is SPDG?What is the function of a District Leadership
Team?What is the function of a Building Leadership
Team?What are we trying to accomplish?
Student Learning
Instruction
Assessm
ent
Academic Content Standards/Learning Targets
Professional Learning Community
Mission Shared Vision Shared Values Goals Communication Clarity
Assessment Systematic
Interventions Collaborative Teams Focus Results Conflict
Professional Learning Community
Ohio Leadership Advisory Council Beliefs/Assumptions
The purpose of leadership is the improvement of instructional practice and student performance, regardless of role;
Ohio’s leadership system must be anchored in teaching and learning, focused on building community, and directed to ensuring the success of all children; and
A common and collective understanding of essential practices or behaviors is needed to create a coherent leadership development system.
SPDG District Requirements
Establish DLT/BLT Examine leadership team structures/practices in
accordance with OLAC Use the Ohio Improvement Process and Data
Framework to identify areas of greatest need and probable causes contributing to needs
Develop a focused plan with a limited number of goals and strategies
Submit plan for external review and make modifications based on feedback received
Implement the plan Monitor the plan for implementation fidelity and impact
Why Leadership Team Structures?
Shift focus from a single individual to a team that can function as a purposeful community
Distribute key leadership functions Align and focus work across the system using few
district goals Ensure effective leadership is exercised at all
levels of the system
Leadership Defined
Ohio Leadership Advisory Council’s Framework
Cause & Effect Analysis
What results do we currently get (Effect)?
What are the antecedents (Cause)?
Leadership Team – Primary Functions
DLT Set performance targets aligned with district goals,
and monitoring performance against the targets Build a foundation for data-driven decision making
on a system-wide basis Design system planning and focused improvement
strategies/structures/ processes Facilitate the development/use of collaborative
structures Allocate system resources toward instructional
improvement
Leadership Team – Primary FunctionsBLT Build a school culture that supports effective data-driven
decision making Establish priorities for instruction/achievement aligned with
district goals Establish priorities for instruction/achievement aligned with
district goals Provide opportunities for teachers to learn from each other;
greater opportunity for teacher leadership Monitor/provide effective feedback on student progress Support the development, implementation, and monitoring of
focused SIP
Why use this framework?
Findings from a sample of effective and not so effective districts
Evidence of Effective Practices
1.4
1.3
1.8
1.3
1.4
1.5
0 1 2 3
Alignment with Standards
Instructional Practices
Environment/ Climate
Leadership
Professional Development
Data Driven Decisions
Cri
tica
l Are
a
None Limited Adequate Strong
Summary Profile Results forSix Pilot Districts
Reference to the Six Critical Areas
Alignment with State Standards Instructional Practices Environment/Climate Leadership Professional Development Data-Driven Decisions
The SID instrument identifies the SYSTEMATIC practices and policies in these areas.
Findings: Common Weaknesses
Instructional Practices Limited higher order thinking skills Lessons geared toward tests – not engaging
to students Limited inclusion of SWD/gifted
programming Limited differentiation of instruction Inconsistent implementation/non-sustained
Findings: Common Weaknesses
Environment and Climate Highest scoring across all districts Need to emphasize high expectations for students
and staff Parent involvement needed at all levels
School District Home
Findings: Common Weaknesses
Leadership Communication is key
two-way transparent
Ineffectual building/district leadership teams (if they exist)
Top-down management of district Limited balanced leadership Board and union leadership not aligned
Findings: Common Weaknesses
Professional Development Limited alignment with building/district needs Not job-embedded Limited time for collaboration within or across
grades Coaching not used effectively
Findings: Common Weaknesses
Data-driven Decisions Beginning to analyze data – very student
based Limited use of data to drive instruction and
intervention Resource allocation not reviewed regularly
Limited building level input in budgeting
Next steps…
Diffuse the OFCS’ district plan Create a BLT structure Conduct a Cause/Effect analysis at the building
level to look for evidence regarding why we get the results that we do (both achievement and growth)
Set a very limited number of building goals that are in alignment with District CIP and building vision and mission