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