1. EDAS 735 Week 4 Lecture Ohio’s Leadership Development Framework & It’s Connection to the Ohio Improvement Process

2. Quick Review What we’ve discussed so far

3. What is leadership about? It is about relationships –Between those who aspire to lead and those who choose to follow You don’t have to be in a position of power to matter to someone…leadership comes from anywhere It is about development…you developing yourself and others seeing you as someone who can develop them

4. Our New Problem It’s more than simply improving test scores Our challenge: –New public school curriculum –New assessment methods –New teaching methods This challenge isn’t a Technical one, it is an Adaptive one

5. There is no school for leaders that will teach them exactly how to make their district into one that will leave no child behind. All adults will need to develop new skills…especially those who are the leaders

6. Internal & External Risks Re-invention requires external and internal risks External Risk –Movement toward greater purpose, more focus and systematic methods to improve teaching and learning requires risk Internal Risk –The role of the leader isn’t to have all of the answers. –Moving away from compliantly getting along to being actively engaged requires risk

7. New Challenge Requires New Leadership From random acts of excellence to communities of practice Open dialogue around goals, priorities and professionalism In order to meet our adaptive challenge of re-invention, we must work on our schools and work on ourselves.

8. Remember… …adaptive change is not about simply applying some sort of model on the system that will alter its course.

9. Good to Great The Social Sector Application

10. Defining Characteristics of Collins’ Work Defining “Great” Level 5 Leadership First Who The Hedgehog Concept Turning the Flywheel

11. Parallel Concept Time…

12. Hedgehog Concept The Hedgehog Concept is a deep understanding of three intersecting circles translated into a simple, crystalline concept: What you are deeply passionate about What you can be best in the world at What drives your economic engine What you are deeply passionate about What you can be best in the world at What drives your economic engine

13. The OFCS’ Hedgehog What are you deeply passionate about? What can you be the best in the world at? What drives your engine?

14. School Leadership That Works The Principal & Superintendent *************** Methodology: Meta-Analyses

15. Main Findings Finding #1—District leadership isn’t an amorphous blob…it has an impact Finding #2—Goal setting is critical –Make it collaborative –Once agreed upon, consider it non-negotiable –The BOE is in support of it and it is made public –Monitoring is critical –Resources for supporting goals must be aligned Finding #3—Tenure of superintendent is correlated to achievement Unexpected Finding—Defined autonomy (Tight and Loose Leadership)

16. Goal Setting Findings Non-negotiable—while collaboratively set, everyone must act on them –Student Achievement & Classroom Instruction Board Alignment—publicly adopted; discussed constantly; no personal agendas Monitoring—purposeful and continual checks for implementation and impact Resources—focused towards increasing capacity of staff and know when to turn resources down

17. Journal Reflection Discussion

18. Collins—Waters & Marzano Parallels Greatness & Level 5 Leadership –it isn’t a matter of opinion. Certain companies behaved in different ways Certain leadership characteristics increase achievement Hedgehog Concept & Non-negotiable Goals What is your passion, what can you be best at, what drives your engine Be collaborative, but be focused once a commitment is made Put resources only on priorities…be disciplined…do not stray The Flywheel and Superintendent Tenure Stay the course and focus will produce results Superintendent tenure is associated with increased achievement…why? Staying the course and focusing?

19. Ohio’s Leadership Development Framework & It’s Connection to the Ohio Improvement Process

20. OLAC Charge What are the essential practices of leadership for the purpose of improving instructional practice and student performance? What are the critical elements of a comprehensive system of development? What tools, products and/or services can the state provide? What are the policy implications affecting the development of a cohesive leadership system in Ohio?

21. Foundational Beliefs of OLAC All educators have the capacity to lead Essential leadership practices must be implemented by the adults at all levels of the system for improvement to occur Leadership matters and has an impact on learning Ohio’s leadership system must be anchored in teaching and learning Research evidence exists to support leadership behaviors Leadership must be exercised at all levels of the school organization So…how do these fit in: –Relationships –Communities of practice –Open dialogue

22. Requires Adaptive Change in… District culture to require and support evidence- based practice Beliefs that race, disability and wealth pre- determine student achievement Belief that defining the Great in instruction is a matter of opinion Reframing leadership practices—implementation is continuous and collective across the entire system Adult accountability—the Cause to the Effect

23. OLAC Developed 6 Processes Data and the Decision Making Process Focused Goal Setting Process Instruction and the Learning Process Community Engage Process Resource Management Process Board Relations and Governance Process

24. Coherent & Cohesive Leadership Development Support growth of superintendents, principals and teacher leaders Address district system through leadership teams Align leadership initiatives at state level

25. The Framework Grounded in research Identified several Big Ideas that serve as common threads across Superintendent, DLTs and BLTs Identified essential practices specific to each group

26. Data and the Decision-Making Process Identify, collect and analyze Construct internal measures to hold adults accountable Continuous monitoring Move past opinion—research based practices

27. Focused Goal Setting Process Limited number of goals (Hedgehog) Collaboratively set, then non-negotiable Reduce the number of initiatives Develop one plan Internal accountability

28. Instruction and the Learning Process Focus on 21 st century skills—refer to 1 st lecture Collaborative structures to discuss data and reflect on implementation and practice Access to challenging content for all students and student groups

29. Community Engagement Process Involve all relevant stakeholders Gain support to sustain focus on goals Access the effectiveness of community engagement process Include internal and external community members

30. Resource Management Process Direct all resources towards student achievement Include Operations people in decision making Defined autonomy Proactive and highly intentional decision making

31. Board Development & Governance Process Board openly supports district goals Superintendent continuity increases student performance Engage multiple constituents to sustain focus Moral imperative of maintaining student- centered focus

32. Ohio Improvement Process From Multiple initiatives Contradictory initiatives Initiatives with little or no relationship to district goals Monitoring implementation doesn’t occur Implementation effects not evaluated Program ownership To Limited initiatives Singular focus Initiatives directly related to district goals and strategies Systematic monitoring Regular review of effectiveness Ownership throughout system due to parallel structures (DLT, BLT, Teacher teams) From Multiple initiatives Contradictory initiatives Initiatives with little or no relationship to district goals Monitoring implementation doesn’t occur Implementation effects not evaluated Program ownership To Limited initiatives Singular focus Initiatives directly related to district goals and strategies Systematic monitoring Regular review of effectiveness Ownership throughout system due to parallel structures (DLT, BLT, Teacher teams)

33. http://www.ohioleadership.org/