Ohio Improvement Process OIP Training for ESC Representatives

Ohio Improvement Process (OIP) Training for ESC Representatives Fall 2008

Core Principles of OIP • Treat the district and all its schools as if they are a unit and are part of a state system of public education • Use data effectively at each level: classroom, building, district, ESC/SST, state • Focus on improving instructional practice and student performance • Align improvement efforts • Initiate and institute Leadership Team structures and practices

Ohio Improvement Process • Describe the Process — keep it simple and focus on improving instructional practice • Standardize the Process — consistency • Facilitate the Process – – Power tools Hand tools Trained personnel Guidance (simple is better) • Train constantly • Market the Process — internal/external

Essential Elements 1. Define Leadership in Terms of Practice – Superintendent – District Leadership Team (DLT) – Building Leadership Team (BLT) 2. Data (of course) – Ask essential and probing questions 3. System – All the parts must be integrated and connected

OLAC 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.

The college professor said, “Such rawness in a student is a shame. Lack of preparation in the high school is to blame, ” Said the high school teacher: “Good heavens! That boy’s a fool. The fault of course, is with the middle school. ” The middle school teacher said, “From such stupidity may I be spared. They sent him up so unprepared. ’ The primary teacher huffed, “Kindergarten blockheads all. They call that preparation – Why, it’s worse than none at all. ” The kindergarten teacher said, “Such lack of training never did I see. What kind of a woman must that mother be? ” The mother said, “Poor helpless child. He’s not to blame. His father’s people were all the same. ” Said the father at the end of the line, “I doubt the rascal’s even mine!”

Why Leadership Team Structures? • Shift focus from a single individual to a team that can function as purposeful communities • 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

OLAC Leadership Development Framework • • • Data & the Decision-Making Process Focused Goal Setting Process Instruction & the Learning Process Community Engagement Process Resource Management Process Board Development & (District/Building) Governance Process

District Leadership Teams – Primary Functions • Setting performance targets aligned with district goals; • Monitoring performance against the targets; • Building a foundation for data-driven decision making on a system-wide basis; • Designing system planning and focused improvement strategies; structures, and processes; • Facilitating the development and use of collaborative structures; • Brokering or facilitating high quality PD consistent with district goals; • Allocating system resources toward instructional improvement.

Building Leadership Teams – Primary Functions • Foster shared efficacy; • Build a school culture that supports effective datadriven decision making; • Establish priorities for instruction and achievement aligned with district goals; • Provide opportunities for teachers to learn from each other and greater opportunity for teacher leadership; • Monitor and provide effective feedback on student progress; • Support the development, implementation, and monitoring of focused building improvement plans; • Make recommendations for the management of resources, including time, and personnel to meet

Decision Framework Development (Power Tool) • Theory – a little time spent on data analysis to focus on the right things saves mega-resources that would be expended doing the wrong things • Concept – Create data-laden picture – Require decisions based on data – Provide trained support in the field • Result – Data Driven Needs Assessment – District-level tool – Building-level tool

Decision Framework Focus • Achievement • Expectations & Conditions • Resource Management

Achievement • Student data by content area (i. e. Math) – 3 -year trends – Aggregated/disaggregated • Curriculum, assessment, instructional practices • Teacher/administrator quality and stability • PD quality and alignment

Expectations & Conditions • Leadership practices • Discipline, attendance, expulsions, graduation, dropout – 3 -year trend – Aggregated/disaggregated • Parent/community engagement and practices

Resource Management • • Time Personnel Money Intentional decision-making

Decision Framework CCIP Connection Decision Framework creates the needs assessment (NA) for the district and building level Comprehensive Continuous Improvement Plan (CCIP) system

Decision Framework CCIP Connection • Needs Assessment (from Decision Framework) • One District Plan: – Goals, strategies, actions steps, fiscal resources • Improvement plan components • HQT plan components • Partnership agreement components • One Building Plan (goals/strategies from district) – Add action steps • Improvement plan components • School-wide components