A Practical Plan for Creating and
Sustaining a Multicultural Foundation
Equity Alliance Forum 2011
Janet Monseur-Durr
Diversity Coordinator
Hilliard City Schools
Hilliard, Ohio
Judith Monseur
Professional Development Consultant
Overview
• Introductions
• Presentation objective
Share how a district has used a cohesive
framework to establish systemic, sustained
multicultural policies and structures
Recent History of
School Leadership Roles
• 1980s – School effectiveness and improvement
• 1990s – Leaders’ roles in time of turbulent
change
• 2000s – Leaders’ roles in accountability-driven
reform
Conceptualization of School Leadership
Learning improvement agendas:
- Student learning
- Professional learning
- System learning
Successful School Leadership
• Sets directions that are embraced by school
community
• Develops people by providing opportunities to
increase their capacity and improve practice
• Redesigns the organizational culture and conditions
that exist within schools
Leadership and Learning
• Importance of leadership is often
subtle…but
“Leadership is second only to classroom
instruction among all-school related
factors that contribute to what students
learn in school.”
Leithwood, Louis, Anderson, and Wahlstrom 2004
Ohio Leadership Development Framework
• Establishes the foundation to improve the quality of
leadership in Ohio’s districts and schools
• Identifies skills and knowledge all school leaders should
have, regardless of role
• Delineates essential leadership practices throughout all
levels of a school system
Three Policy Elements
Quality of school leadership determined by:
• Standards
• Training
• Conditions
Cohesive Leadership System
(adapted from the Wallace Foundation)
Standards
Training
Conditions
Assumptions about Our Use
of the CLS Framework
1. School leadership extends beyond the
principal
2. Adapted the CLS framework and used it
as a lens to examine cultural
competency policies and practices in
large suburban high schools
Standards
Ohio Standards for Teachers
Standard # 1:
Teachers understand student learning and
development and respect the diversity of the students they teach.
Ohio Standards for Principals
Standard # 5:
Principals engage parents and community members
in the educational process and create an environment where
community resources support student learning, achievement, and
well-being.
(2005)
The Role and Significance of
State Standards
• Spell out clear expectations for leaders’
skills and abilities
• Hold leaders accountable for results
Training of Students
Davidson H.S.
Bradley H.S.
(first school)
(newest school)
Structure
Ethnicity-based Ethnicity-based
and Studentand Studentleader groups
leader groups
Purpose
Emotional/
social needs
Emotional/
social needs
Providers Internal and
External
Internal and
External
Focus
Education/
Re-education
Education/
Re-education
Training of Staff
Helps ensure educators have skills and
capacities to meet established standards
and are well prepared for leadinEntry-year
teachers
•
•
•
•
•
Culture Cards
TESOL Professional Development
Book talks
Multicultural Film Series
Summer Workshop: Culturally Responsive
Teaching
• PD for educators and parents for international
exchange program
The Impact of Training
Anne Jenne
Darby Creek Elementary Teacher
Conditions
Affect long-term success or failure of leaders
•
presence of data to make decisions
•
authority to direct needed resources
•
policies that affect recruitment, hiring, and
evaluation of other school leaders that support
meeting the standards
Conditions
Mr. John Bandow
Principal of Hilliard Davidson,
the first high school in the community
2008-2009
• Construction of Bradley High School
• In preparation for its opening, the principal
began deliberate efforts to create a
purposeful climate and community by
meeting with students, staff and parents
Conditions
Mr. David Stewart
Principal of Hilliard Bradley,
the newest high school in the community
Next Steps for Hilliard City Schools
•
Provide information sessions on state requirements for cultural competency
standards for teachers and principals
•
Continue data-based high quality PD at Davidson and Bradley
•
Explore the use of creating school leadership teams to help address diversity
issues in their work with teachers
•
Create a scale and sustainability plan
•
Explore networking opportunities around multicultural efforts with other
districts in Ohio
•
Continue to develop partnerships with schools in Hong Kong for student and
teacher exchange
References
Center for the Study of Teaching and Policy (2006). Leading, learning,
and leadership support. University of Washington: Seattle.
Center for the Study of Teaching and Policy (2006). Redefining roles,
responsibilities, and authority of school leaders. University of
Washington: Seattle.
Leithwood, K, Louis, K.S, Anderson, S., & Wahlstron, K. (2004). How
leadership influences student learning. New York: The Wallace
Foundation.
Ohio Leadership Advisory Council (2007). Ohio leadership development
framework. Columbus, OH: Ohio Department of Education.
Ohio Department of Education (2007). Ohio standards for educators.
Columbus, OH: Ohio Department of Education.
Wallace Foundation (2006). Leadership for learning: Making the
connections among state, district, and school policies and
practices. New York: The Wallace Foundation.
Contact Information
Janet Monseur Durr:
Janet_Monseur-Durr@hboe.org
monseurj@ohiodominican.edu
Judith Monseur:
jmmonseur@att.net