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Being an Instructional Leader in All Stages of the OIP: Superintendents and Principals. Brian A McNulty Ph.D. Outcomes. Understand the critical role of principals, central office staff, superintendents, and DLTs in the OIP and the improvement of schools
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Being an Instructional Leader in All Stages of the OIP: Superintendents and Principals Brian A McNulty Ph.D.
Outcomes • Understand the critical role of principals, central office staff, superintendents, and DLTs in the OIP and the improvement of schools • Explore the research and why instructional leadership matters in the OIP • Make recommendations for specific actions on the part of the principals, central office staff, superintendents, and DLTs
OLAC Leadership Framework Provides Foundation for the Ohio Improvement Process.
The Ohio Improvement Process OIP is the enactment of Ohio’s Leadership Development Framework.
Step 1: Identifying Critical Needs Engaging in identifying critical needs is the first step. The process begins by collecting and analyzing data.
Step 2: Research and Select Evidence-Based Strategies • Research and select evidence-based practices that address identified critical needs. Some of the benefits of selecting an EBP are: • An increased likelihood of positive student and adult impact • Less wasted time and resources
Step 3: Plan forImplementation Co-creates a plan for intentional implementation of the selected Evidence-Based Practice including look-fors to ensure the strategy is supporting student learning as intended.
Step 4: Implement & Monitor Implementation is the most complex part of the OIP primarily because it requires changes in adult behaviors and practices that are part of the unique culture of every district and every building. The implementation of well-aligned plans resides with the DLT, BLTs, and TBTs. Monitoring is collaborative learning through observing implementation of the practice and its impact on students and their work.
Step 5: Examine, Reflect, and Adjust • Determine if the evidence-based practices had the expectedteam outcomes. • Examine the implementation of adult practices and the impact on student performance • Reflect on successes to replicate and practices to improve • Adjust as needed
Questions for Reflection/Discussion What primary outcomes are we trying to achieve though the OIP?
Primary Outcomes Through the OIP • Better outcomes for ALL students
Primary Outcomes Through the OIP • Better outcomes for ALL students • More shared accountability for these outcomes
Primary Outcomes Through the OIP • Better outcomes for ALL students • More shared accountability for these outcomes • More shared responsibilities for ongoing learning
Better outcomes for students… …come from better collective inquiry and learning on the part of all staff.
The only way to achieve large-scale and sustainable improvement is to invest in… Harris 2014
The only way to achieve large-scale and sustainable improvement is to invest in… …collective capacity building through collective learning. Harris 2014
What does collective capacity building and collective learning look like?
What does collective capacity building and collective learning look like? Using the OIP to have ALL staff collectively inquire and learn
Through the OIP, your TBTs/BLTs/DLT should be able to answer the BIG Inquiry Questions.
Are you making progress as a TBT/BLT/DLT? Questions for Reflection/Discussion How do you know? What is your evidence? Do you know why?
All of our improvement work should be about our Collectively Inquiring and Learning. Inquiry Based Learning
How do schools get better? Questions for Reflection/Discussion
How do schools get better? So many things can work, but… we don’t have effective ways of sharing and collectively learning “What works here, for our kids.”
The short answer is that… • There are no examples of schools getting better by having everyone to figure things out by themselves.
The short answer is that… • There are no examples of schools getting better by having everyone to figure things out by themselves. • Schools that get better, all do so through Collaborative Learning.
What Do We Know About Instructional Leadership and Student Achievement? • Marzano, Waters, & McNulty (2005) • McNulty & Besser (2014) • Robinson, V., (2007, 2008, 2011) • Leithwood (2007, 2008, 2012) • Seashore Louis (2010)
Leadership is second only to classroom instruction as an influence on student learning. Louis, et al. 2010
Now let’s talk about how the OIP relates to… Instructional Leadership
Largest Leadership Study to Date • Nine states • 43 school districts • 180 schools • Data from a total of 8,391 teachers and 471 school administrators Seashore Louis et. al, 2010
Two Primary Findings Leithwood and Seashore-Louis, 2012
Two Primary Findings 1. Collective leadership has a stronger influence on student learning than any individual source of leadership Leithwood and Seashore-Louis, 2012
Two Primary Findings 1. Collective leadership has a stronger influence on student learning than any individual source of leadership 2. Higher-performing schools award greater influence to teacher teams Leithwood and Seashore-Louis, 2012
Instructional leadership includes two complementary approaches and both are necessary. Leithwood and Seashore Louis, 2012
Instructional leadership includes two complementary approaches and both are necessary. • A focus on classroom practice Leithwood and Seashore Louis, 2012
Instructional leadership includes two complementary approaches and both are necessary. • A focus on classroom practice • Shared leadership (through teams TBTs and BLT) to create learning organizations Leithwood and Seashore Louis, 2012
Both of these factors were significant in terms of the schools overall achievement. Leithwood and Seashore Louis, 2012
The degree of teacher collaboration depends on the strength of instructional leadership. Goddard et al. 2015
Leading teacher learning and development Inclusive Instructional Leadership TBTs and BLTs
Let’s talk first about TBTs. TBTs and BLTs
What are TBTs supposed to be doing? Questions for Reflection/Discussion
When I asked BLT members what TBTs are supposed to do in their meetings, they said two things…
When I asked BLT members what TBTs are supposed to do in their meetings, they said two things… Study Data
When I asked BLT members what TBTs are supposed to do in their meetings, they said two things… Study Data Fill Out the Forms
TBTs TBTs look at three primary things. • Unpacking standards to identify and agree on important learning outcomes
TBTs TBTs look at three primary things. • Unpacking standards to identify and agree on important learning outcomes • Developing and using shared Formative Assessments • Agreeing on a shared Instructional Practice
TBTs TBTs look at three primary things. • Unpacking standards to identify and agree on important learning outcomes • Developing and using shared Formative Assessments