Download The Olmsted Falls Continuous Improvement Process

The Olmsted Falls
Continuous
Improvement Process
From District Leadership to
Building Leadership
Objectives of Discussion
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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
Assessment
Instruction
Academic Content Standards/Learning Targets
Professional Learning Community
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Mission
Shared Vision
Shared Values
Goals
Communication
Clarity
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Assessment
Systematic
Interventions
Collaborative Teams
Focus
Results
Conflict
Professional Learning Community
Ohio Leadership Advisory Council
Beliefs/Assumptions
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The purpose of leadership is the improvement of
instructional practice and student performance,
regardless of role;
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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
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A common and collective understanding of
essential practices or behaviors is needed to create
a coherent leadership development system.
SPDG District Requirements
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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?
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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
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What results do we currently get (Effect)?
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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
Functions
BLT
 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?
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Findings from a sample of effective and
not so effective districts
Summary Profile Results for
Six Pilot Districts
Evidence of Effective Practices
1.5
Data Driven Decisions
1.4
Critical Area
Professional Development
1.3
Leadership
Environment/ Climate
1.8
Instructional Practices
1.3
Alignment with Standards
1.4
0
1
None
Limited
2
Adequate
3
Strong
Reference to the Six Critical Areas
The SID instrument identifies the SYSTEMATIC
practices and policies in these areas.
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Alignment with State Standards
Instructional Practices
Environment/Climate
Leadership
Professional Development
Data-Driven Decisions
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
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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…
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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