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Preparing to Use This Video with Staff:

Materials/Resources: Print copies for each person of the following resources found on any OIP Stage 0 Module page: OIP Four Stage Graphic DLT/CSLT-BLT-TBT Cog Graphic Poster Paper and/or projector Time Needed: 20 Minutes to watch video

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Preparing to Use This Video with Staff:

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  1. Materials/Resources: • Print copies for each person of the following resources found on any OIP Stage 0 Module page: • OIP Four Stage Graphic • DLT/CSLT-BLT-TBT Cog Graphic • Poster Paper and/or projector • Time Needed: • 20 Minutes to watch video • You may want to stop the video at certain points to discuss the information provided and/or clarify important points. Preparing to Use This Video with Staff:

  2. Introduction to The Ohio Improvement Process (OIP) for SuperintendentBoard of EducationDistrict/Building Administrators

  3. OLAC Leadership Framework Provides Foundation for the Ohio Improvement Process

  4. OIP is the enactment of Ohio’s Leadership Development Framework

  5. Seven Core Principles of OIP • A focused plan aligns vision, mission, and philosophy. • The process is continuous and recursive, and the plan is a dynamic document. • The process relies on quality data interpretation. • All leadership teams use a collaborative, collegial process. • An efficient communication approach ensures all stakeholders are consistently informed of progress at each stage. • The process produces one focused, integrated plan that directs all work and resources. • The process expects substantive changes in student performance and adult practices as a result of implementing, monitoring and evaluating the process and plan.

  6. Define Leadership in Terms of Practice Individuals and Board Collaborative Teams PREPARING FOR THE OIP We are all leaders! www.ohioleadership.org

  7. Roles and Responsibilities of the Superintendent in the OIP • Oversee the OIP and establish systems, structures and supports to implement the process with a primary focus on instructional improvement for all students • Select the DLT; set direction and expectations for the DLT • Be present and practice shared leadership with the DLT • Ensure that teacher based teams are fully implemented across all buildings and grade levels • Engage staff and community in the planning process • Create collaborative structures to ensure plan development, implementation and evaluation • Approve a single focused, data-driven plan, research-based plan • Ensure data is shared across all levels (DLT, BLTs, TBTs) • Budget the plan • Monitor plan development • Hold participants accountable for results

  8. Roles and Responsibilities of theBoard of Education in the OIP • Create and adopt planning policy • Approve goals prior to full plan development • Adopt focused plan/budget • Monitor plan results (adult and student indicators) • Communicate goals, progress and expectations to community

  9. Roles and Responsibilities of Central Office Administrators in the OIP • Share roles with other central office administrators in support of all students • Be a learner in the district attending trainings and high leverage workshops that focus on improved teaching and student learning • Work with BLTs and TBTs to develop supports based on needs versus isolated funding mechanisms • Provide support to building principals to move to a service delivery model that unifies support for all students • Develop focused PD plan that aligns to OIP plan goals and strategies, and supports TBTs in their differentiated training needs

  10. Roles and Responsibilities of the Building Administrator in the OIP • Be the lead learner in the building by modeling the use and application of data to inform instructional effectiveness, as well as fostering a learning organization throughout the building • Ensure time for the BLT and TBTs to meet on a regular basis • Select the BLT; set direction and expectations for the BLT • Be present and model shared leadership with the BLT • Prepare TBTs on their roles and responsibilities • Monitor plan action development and provide support for TBTs • Ensure data is shared across levels (DLT, BLTs, TBTs) • Engage staff and community in planning process • Approve/support a single focused, data-driven, researched-based plan • Align resources to the school plan with a focus on improved instructional improvement for all students • Hold participants accountable for results

  11. Roles and Responsibilities of the OIP Facilitator • Serve as a critical friend who is a trusted partner, advocates for the success of the work, asks thought-provoking questions, ensures responses are open and honest, and provides constructive feedback • Manage and direct meeting processes using a range of facilitation strategies • Understand meetings and make decisions affecting meeting dynamics • Keep the group focused on outcomes

  12. Shift focus from single individuals to teams that can function as purposeful communities Align work system-wide while focusing on a limited number of data-based district goals Distribute key leadership functions Collaborative Leadership Team Structures in the OIP Ensure effective leadership is exercised at all levels of the system Engage in all four stages of the OIP for the long-term

  13. District/Community School Leadership Team Responsibilities: Develop, implement and monitor a district focused action plan based on critical data Build a system-wide foundation for data-driven decision making Facilitate the development and use of collaborative structures (DLT, BLTs and TBTs) Using the Ohio 5-Step Process, monitor adult behaviors against student performance indicators designated in the plan Ensure high quality, differentiated PD consistent with district goals and based on adult and student data at all levels

  14. DLT/CSLT Membership At least 50% Instructional Staff Superintendent Curriculum, Instruction and Assessment Special Education Director Building Administrators Other Stakeholders

  15. Building Leadership Teams Responsibilities Develop, implement, and monitor the focused building improvement plans Build a school culture that supports effective data-driven decision making Establish priorities for instruction and achievement aligned with district goals Ensure conditions for, support and monitor Teacher Based Teams Monitor and provide effective feedback on adult implementation and student progress using the Ohio 5-Step Process Report building-level adult and student results to DLT and TBTs Make recommendations of resources, time, and personnel to meet district goals

  16. BLT Membership Instructional Coach Intervention Specialist Guidance Counselor Classroom Teacher Classroom Teacher ELL Specialist Principal Classroom Teacher Parent Liaison Other Stakeholder

  17. Teacher Based Teams Responsibilities • Improve instructional practices by following the Ohio 5-Step Process: • Step 1: Collect and chart data to identify how students are performing and progressing • Step 2: Analyze student work specific to the data • Step 3: Establish shared expectations for implementing specific effective changes in the classroom • Step 4: Implement changes consistently across all classrooms • Step 5: Collect, chart and analyze pre/post data and determine effectiveness of instructional practices • Report results to the Building Leadership Team (BLT) • Share work and celebrate successes

  18. Teacher Based Teams Subject Area Grade Level Cross Content Vertical TBTs should include ALL instructional personnel, including Intervention specialists

  19. Stage 0: Planning and Preparing for the Ohio Improvement Process See Task Guide for Establishing BLT See Guide for DLT Membership, Timeline, and Orientation

  20. The OIP:Four StagesofContinuousImprovement

  21. DATA -- ask and answer essential and probing questions to identify strengths, needs and causes STAGE 1: IDENTIFY CRITICAL NEEDS DECISION FRAMEWORK

  22. The Decision Framework:Student Achievement Trend Data

  23. The Decision Framework:Adult Implementation Data

  24. The Decision Framework:Climate and Conditions

  25. Basis for OIP Plan to Improve Educational Outcomes for ALL Students

  26. Produce one focused, integrated plan that directs all district and/or building work and resources STAGE 2: DEVELOP FOCUSED PLAN Goals Strategies Action Steps Indicators

  27. Outcomes of Stage 2 Establish Adult Implementation and Student Performance Indicators for every Strategy Create Action Steps and Tasks to support Strategies Review, revise, and adopt OIP Plan • Develop 2-3 SMART Goals • Compose 2-3 Strategies for each Goal

  28. Implementation Carry out the planned strategies and actions with fidelity Monitoring Ensure that both adults and students fulfill focused action plan expectations Stage 3: Implement and Monitor the OIP Focused Action Plan

  29. Information Management and Monitoring Tool (IMM) • Web-based tool • Links automatically to CCIP • Transfers CCIP Goals, Strategies and Action Steps into IMM • School IMM linked to District IMM • Generates valuable reports for monitoring progress • Goal Targets: Projected and Actual • Implementation Timeline • Communication

  30. Stage 4: Evaluate the Improvement Plan and Process Outcomes of Stage 4

  31. Benefits of the Ohio Improvement Process

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