Being an Instructional Leader in All Stages of the OIP: Superintendents and Principals

1. Being an Instructional Leader in All Stages of the OIP: Superintendents and Principals Brian A McNulty Ph.D.

2. 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

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

4. Ohio’s Strategic PlanEach Child, Our Future

5. Change in the OIP

6. The Ohio Improvement Process OIP is the enactment of Ohio’s Leadership Development Framework.

7. The Ohio Improvement Process

8. Step 1: Identifying Critical Needs Engaging in identifying critical needs is the first step. The process begins by collecting and analyzing data.

9. 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

10. 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.

11. 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.

12. 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

13. Questions for Reflection/Discussion What primary outcomes are we trying to achieve though the OIP?

14. Primary Outcomes Through the OIP • Better outcomes for ALL students

15. Primary Outcomes Through the OIP • Better outcomes for ALL students • More shared accountability for these outcomes

16. Primary Outcomes Through the OIP • Better outcomes for ALL students • More shared accountability for these outcomes • More shared responsibilities for ongoing learning

17. Better outcomes for students… …come from better collective inquiry and learning on the part of all staff.

18. The only way to achieve large-scale and sustainable improvement is to invest in… Harris 2014

19. The only way to achieve large-scale and sustainable improvement is to invest in… …collective capacity building through collective learning. Harris 2014

20. What does collective capacity building and collective learning look like?

21. What does collective capacity building and collective learning look like? Using the OIP to have ALL staff collectively inquire and learn

22. Through the OIP, your TBTs/BLTs/DLT should be able to answer the BIG Inquiry Questions.

23. 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?

24. All of our improvement work should be about our Collectively Inquiring and Learning. Inquiry Based Learning

25. How do schools get better? Questions for Reflection/Discussion

26. 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.”

27. The short answer is that…

28. The short answer is that… • There are no examples of schools getting better by having everyone to figure things out by themselves.

29. 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.

30. 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)

31. Leadership is second only to classroom instruction as an influence on student learning. Louis, et al. 2010

32. Now let’s talk about how the OIP relates to… Instructional Leadership

33. 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

34. Two Primary Findings Leithwood and Seashore-Louis, 2012

35. Two Primary Findings 1. Collective leadership has a stronger influence on student learning than any individual source of leadership Leithwood and Seashore-Louis, 2012

36. 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

37. Instructional leadership includes two complementary approaches and both are necessary. Leithwood and Seashore Louis, 2012

38. Instructional leadership includes two complementary approaches and both are necessary. • A focus on classroom practice Leithwood and Seashore Louis, 2012

39. 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

40. Both of these factors were significant in terms of the schools overall achievement. Leithwood and Seashore Louis, 2012

41. The degree of teacher collaboration depends on the strength of instructional leadership. Goddard et al. 2015

42. Leading teacher learning and development Inclusive Instructional Leadership TBTs and BLTs

43. Let’s talk first about TBTs. TBTs and BLTs

44. What are TBTs supposed to be doing? Questions for Reflection/Discussion

45. When I asked BLT members what TBTs are supposed to do in their meetings, they said two things…

46. When I asked BLT members what TBTs are supposed to do in their meetings, they said two things… Study Data

47. When I asked BLT members what TBTs are supposed to do in their meetings, they said two things… Study Data Fill Out the Forms

48. TBTs TBTs look at three primary things. • Unpacking standards to identify and agree on important learning outcomes

49. 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

50. TBTs TBTs look at three primary things. • Unpacking standards to identify and agree on important learning outcomes • Developing and using shared Formative Assessments