Ohio Instructional Leadership
Academy (OILA) Breakout Session:
Ensuring Effective Shared
Leadership Practices
OUTCOMES
To understand student achievement and
growth improve only when adult practices
improve
To understand development and
implementation of effective Building Leadership
Teams (BLTs)
To understand development and
implementation of effective Teacher Based
Teams (TBTs)
To identify and use OLAC and OIP resources
available
The Ohio
Improvement
Process (OIP):
Four Stages
of
Continuous
Improvement
Stage 0:
Planning and Preparing for the
Ohio Improvement Process
STAGE 1:
IDENTIFY CRITICAL NEEDS
in DISTRICT and BUILDINGS
DATA -ask and answer
essential
and probing
questions to identify
strengths, needs
and causes
DECISION
FRAMEWORK
Curriculum and
Instruction
Assessment
Processes
Culture
Decision
Student Academic
Performance and
Growth
Instructional and
Administrative
Staff Data
Framework
Discipline
Attendance
Graduation
Drop-out
Shared
Leadership
Practices
Infrastructure
and Systems
STAGE 2:
DEVELOP FOCUSED PLAN
Produce one
focused,
integrated plan
that directs all
district and/or
building work
and resources
Goals
Strategies
Action Steps
Indicators
Outcomes of Stage 2
The DLT will develop:
 SMART Goals
o One or two Student Performance
o One Climate/Conditions
 2-3 research-based Strategies for each Goal
 Adult Implementation and Student Performance
Indicators for every Strategy
The BLTs will:
 Implement the District OIP Plan with fidelity
using building data and processes
 Develop building-level Action Steps and Tasks
to support Strategies
Stage 3:
Implement and Monitor
the OIP Focused Action Plan
Implementation
Carry out the planned
strategies and actions
with fidelity
Monitoring
Ensure that both adults
and students fulfill
focused action plan
expectations
Stage 4:
Evaluate the Improvement Plan and Process
Outcomes of Stage 4
Identify and apply
lessons learned
Compare
projected results
with actual
results
Identify strategies
and actions with
greatest impact
Assess which
adult practices
impact student
performance
Extend successes
and eliminate
unsuccessful
practices
Benefits of the
Ohio Improvement Process
Reduces
Duplication
of Effort
Focuses on
student success
not programs
Streamlines
processes
and procedures
Promotes shared
leadership and
collaboration
at all levels
Builds
personnel
capacity
Sustains entire
system as learning
organization
THE QUESTION WE NEED
TO ANSWER:
What can we learn
together about
improving student
achievement?
Leadership practices that
contribute to better instruction:
1. Focusing on goals and expectations
for student achievement
2. Creating structures and opportunities
for teacher collaboration
3. Attending to teachers’ professional
development needs
Leadership and Learning Center from Wahlstrom K. L . et. al. 2010
District/Community
School Leadership Teams
Building
Leadership
Team
Teacher
Based
Team
Teacher
Based
Team
Teacher
Based
Team
Building
Leadership
Team
Teacher
Based
Team
Teacher
Based
Team
Teacher
Based
Team
DLT/
CSLT
BLT
TBT
• Build Capacity to Train TBTs in Ohio 5-Step Process
• Provide TBT Training in Ohio 5-Step Process
• Collect Data on Quality of TBT Implementation
• Set Benchmark Standards
• Use BLT Student Performance and Adult Implementation
Data to Provide Guidance and Support to BLTs
• Determines district wide and/or building-to-building
support needed from internal and external sources
• Monitor TBT Implementation and instructional practices
• Use the data to make decisions around professional
development and other supports needed by TBTs
• Identify Strengths and Weaknesses of TBT Student Data
• Provide timely flow of BLT Data to DLT Level (as defined
by DLT)
• Articulate roles and responsibilities of BLT to building staff
• Give common assessment to students
• Analyze results
• Use assessment data to group students by needs or
deficit skills
• Provide intervention/enrichment- by differentiating
instruction
• Re-assess students, evaluate effectiveness of practices
• Summarize student performance and instructional
practice data and report to BLT
DLT/
CSLT
BLTs
TBTs
TEACHER BASED TEAMS
in Support of All Students?
 Create shared responsibility for each
student as part of “all of our kids”
 Eliminate teachers working alone
 Provide effective ways for differentiated
instruction
 Establish ongoing and embedded
professional development within the TBT
A growing body of evidence
suggests that when teachers
collaborate to pose and answer
questions informed by data
from their own students,
their knowledge grows
and their practice
changes.
David, J.L., (2008/2009). What the research says about …
Collaborative inquiry, Educational Leadership, ASCD, Alexandria, VA
With a balance of administrative
support and pressure, teacher
groups are more likely to persist
with addressing problems
long enough to make a causal
connection between
instructional decisions and
achievement gains.
Gallimore et. al 2009
Teacher Implementation
related to
Student Achievement
100%
% of Teachers
Implementing
with Fidelity
90%
80%
70%
60%
50%
40%
30%
20%
10%
Student Scores
Teacher Based Teams
Responsibilities
Improve instructional practices
by following the Ohio 5-Step
Process
Report results to the Building
Leadership Team (BLT)
Share work and celebrate
successes
Non-negotiables
for Implementing
Effective Teacher Based Teams
1. Team structure for
collaboration
2. Common focus
3. Shared formative assessments
4. 5-Step Process as a protocol
Team Structure
for Collaboration
Example TBT Norms
Start on time; end on time.
Come prepared and ready to work.
No personal electronic devices.
Seek to understand before being
understood.
Offer constructive criticism for ideas, not
fellow team members.
Keep focus on teaching and learning
through the 5-Step Process.
Example TBT Roles
 FACILITATOR: Directs the procedures to be used in
the meeting, and maintains a focus on one content
and one process at a time.
 TIMEKEEPER: Monitors the use of time as allocated
in the agenda.
 RECORDER: Takes electronic minutes of the meeting
using the district-designated agenda, and reports
meeting minutes to BLT, Principal, staff members, etc.
per building/ district process.
 PROCESS FACILITATOR: Ensures the team follows
the intended protocol/process.
Grade
Level
Teacher
Based
Teams
Cross
Content
Subject
Area
Vertical
TBTs should include ALL instructional
personnel, including Intervention Specialists
Four Corners
Discussion Activity
1. Grade Level TBTs
2. Content Area TBTs
3. Subject Area TBTs
4. Vertical TBTs
Post answers on poster
following group discussion
Common Focus
Content and/or Skills
CONTENT
SKILLS
What students
need to KNOW
What students
need to be able
to DO
Handout: Using
Ohio’s New Learning Standards
Take out the representative set of
standards from 9th grade
Identify the verbs because those
are typically skills
Discuss what is common across
the different content areas
Shared Formative
Assessments
Formative or
Summative?
It’s all in the use!
Importance of Common Formative
Assessments (CFA)
“Schools with the greatest
improvements in student
achievement consistently
used common assessments.”
Douglas Reeves, 2004
Effect Size on Feedback
.73
Hattie 2009
Hattie describes feedback…..
“Feedback is not something teachers provided to
students…. It was only then when I discovered that
feedback was most powerful when it is from the
student to the teacher… When teachers seek, or
at least are open to, feedback from students as
to….what students know, what they
understand, where they make errors, when
they have misconceptions, when they are not
engaged….then teaching and learning can be
synchronized and powerful. Feedback to teachers
helps make learning visible.”
Hattie 2009, pg. 173
Effect Size on Formative Evaluation!
0.90
Hattie 2009
Powerful Research
Five reviews synthesizing 4,000
research studies conducted over 40
years concluded:
“When well-implemented,
formative assessment can
effectively double the speed
of student learning.”
Dylan William, Education Leadership, December 2007/January 2008, p. 36
Tools for Understanding
Formative Assessments
Battelle for Kids: Formative
Instructional Practices (FIP)
Modules
http://portal.battelleforkids.org/FIPOhio
/fip-home?sflang=en
The 5-Step Process
Is the Protocol
Why the Urgent Need
for Collaboration?
• Implementing Ohio’s New Learning
Standards
• Transitioning to Next Generation of
Assessments
• Implementation of OTES and OPES
• Accountability of New Report Cards
• Closing the Gaps
OLAC Video:
Ohio’s 5Step Process
Step 1
Collect and chart
data
Step 5
Collect, chart and
analyze post data
The Ohio
5-Step
Process:
A Cycle of
Inquiry
Step 4
Implement changes
consistently across
all classrooms
Step 2
Analyze student
work specific to
the data
Step 3
Establish shared
expectations for
implementing specific
effective changes in
the classroom
TBT 5-Step Process Meeting
Agenda Template
How Effective Is Your TBT in
Using the 5-Step Process?
Use the TBT 5-Step Process
Rubric
For determining your baseline
behaviors as a team
For benchmarking your
improvement as a team
Building Leadership Teams
Responsibilities
Develop,
implement, and
monitor the
focused building
improvement plans
Build a school culture
that supports
effective data-driven
decision making
Ensure conditions for,
support and monitor
Teacher Based Teams
Report building-level adult and
student results to DLT and TBTs
Establish priorities
for instruction and
achievement
aligned with district
goals
Monitor and provide effective feedback on
adult implementation and student progress
using the Ohio 5-Step Process
Make recommendations of
resources, time, and personnel
to meet district goals
BLT Membership
Guidance
Counselor
ELL Specialist
Other
Stakeholder
Relationship of
Building-level Teams
BLT
RtI
PBIS
Step 1:
Collect and chart
adult
implementation
and student
performance data
Step 5:
Define adult
implementation and
student performance
data for review
at next meeting
Step 4:
Establish buildingwide implementation
and monitoring
actions steps/tasks
for Step 3
The Ohio
BLT
5-Step
Process:
A Cycle of
Inquiry
Step 2:
Analyze adult
implementation and
student performance
relative to the data
Step 3: Review
and/or refine the
building action steps
relative to the data
and BLT needs
BLT 5-Step Process Meeting
Agenda and Minutes Template
How Effective Is Your BLT?
Use the draft BLT Practice Profile
For determining your current level of
performance as a shared leadership
team
For identifying strategies and action
steps for improvement
Using the BLT Practice Profile
As a team, review one area of the
“Target Performance” column
Think about your BLT relative to the
“Target Performance” expectations
Determine two ways you will use the
information from the draft BLT
Practice Profile before our next
session
Support from OLAC/OIP
Website
Ohio Leadership Advisory Council
(OLAC)
www.ohioleadership.org
Modules on Ohio Shared Leadership
Framework components
Training OIP Modules
Navigating the OLAC/OIP
Website
Before our next session…
Use the OLAC/OIP Website Online Help
Guide to explore various OLAC/OIP online
resources at www.ohioleadership.org
Be prepared to share out how your BLT
and/or TBTs improved their shared
leadership practices based on module
content
OLAC Video:
“Responsibility
of the Building
Leadership
Team”
Thanks for Being
Such a Great Group!