Oregon Leadership Network-District Leadership Practices
District
What Are the OLN District Leadership Practices?
Page 1
How Are the Leadership
Practices Organized?
Beaverton School
District
The district has focused on improving instruction
through a large-scale professional development
effort, recruitment and retention of diverse
JEROME
administrators through the Aspiring Administrators
COLONNA
Program, enhancement of pre-service programs,
SUPERINTENDENT utilization of its small Professional Learning
Communities (PLCs), and participation in OLN
Institutes. The Teaching and Learning Department
supported the 17 PLCs across the district in
removing systemic barriers and improving
instruction.
Continuing development of the
Equity Leadership Team (ELT).
Beaverton/Nike Teacher Leader
Academy (TLA).
(Change Leadership) book by
Tony Wagner and Robert Kegan.
Bend-La Pine School The district has focused on pre-service preparation in
District
the area of training, support of 21 local Initial
Administrator Licensure (IAL) Program participants,
DOUGLAS NELSON and providing IAL Leadership opportunities. The
SUPERINTENDENT Principal/Administrator Induction program includes
COSA's New Administrator trainings and reviewing
the administrator evaluation tools to see if they are
up-to-date with the current requisites of leadership.
Their Professional Learning Initiatives goal has been
to develop PLCs at all the schools.
The IAL Program utilizes cohort
learning, the integration of theory
and practice, problem-based
learning, and a high-quality
faculty.
COSA Leadership Academies
focus on supervision and
evaluation of teachers.
New Administrator Training
includes formal presentation,
guided discussion, and book
studies.
Bethel District
The district has focused on developing tools for the
assessment of instructional leaders and principals,
with support from the district leadership Professional
Learning Communities (PLCs).
(Change Leadership) book by
Tony Wagner and Robert Kegan.
Leadership Immersion Institute
and National Principal Mentoring
Certification Program on Peer
Assisted Leadership Services
(PALS).
Eugene School
District
GEORGE RUSSELL
SUPERINTENDENT
The district has focused on analyzing and updating
the Educational Leadership Improvement Tool and
literacy/cultural competence with support from
Professional Learning Communities (PLCs).
Effective use of technology for all
students.
TRLD conference focused on
technology and reading for
learning-disabled students.
Hillsboro School
District
The district has focused on improving professional
practice and providing assistant principals’
leadership workshops on cultural competency
JEREMY LYON
training.
SUPERINTENDENT Eight new instructional coaches will help teachers by
Dr. Daniel Duarte conducted four
sessions with this leadership
group, in which he helped the
school leaders identify their own
areas of need with respect to
modeling lessons and best practice strategies,
observing and providing feedback, participating in
data team and grade level collaboration meetings,
and suggesting resources.
The Primary Focus of OLN District Leadership Practices
cultural competency.
Page 2
District
What Are the OLN District Leadership Practices?
How Are the Leadership Practices
Organized?
Lincoln County
School District
Gallop University’s Principal
Insight online survey to identify
the best administrator candidates.
Transitional Leadership: Being
New; What Great Principals Do
Differently (book study); Difficult
Conversations (book study);
Digital Leadership; and
Collaborative Learning Teams.
The district has focused on identifying critical
The Teaching/Learning
standards for student learning in grades K-12 and
Connection (TLC) initiative
planning related lessons and assessments.
provides a management structure
Administrators have identified Standards 2.0, 3.0,
to organize instructional
and 4.0 as those most closely aligned with current
improvement in a way that
district needs.
addresses the needs of all students.
The district has focused on identifying a School
Gathering feedback from the field
Leaders Evaluation Tool to induct and sustain
through focus groups.
effective school leaders and to develop a 360 review The district has had three sessions
for leaders. Also, the Principal Professional
so far, led by Glenn Singleton’s
Development academies have focused on equity and Pacific Educational Group.
being an anti-racist instructional leader.
The district has focused on developing instructional Shared reading of leadership
leadership through the Aspiring Administrators
literature, presentations by model
program, now called “Developing Leaders,” and
administrators within the district,
offering Balanced Leadership seminars that promote and collaborative problem-solving
problem-solving and proactive planning.
on realistic and real-time issues.
The district has focused on improving their hiring
and coaching process for administrators. In addition,
they have developed a process for K-12 curriculum
TOM RINEARSON alignment in LCSD and a way to coach
SUPERINTENDENT administrators in developing a collaborative culture
at their building.
Nyssa School District
DON GROTTING
SUPERINTENDENT
Portland School
District
CAROLE SMITH
SUPERINTENDENT
Salem-Keizer School
District
SANDRA HUSK
SUPERINTENDENT
South Lane School
District
KRISTA PARENT
SUPERINTENDENT
The district has focused on maximizing the
instructional leadership capacity of principals by
building accountability and responsibility into the
model.
Use of classroom walk-through
tool.
Examination of video clips of
teaching.
Southern Oregon
Educational Service
District
The district has added a second coaching element to Mentorship grant and two cohorts
the New Teacher Center New Administrator
of teachers.
Program in addition to completing regional
leadership institute/three modules. Future goals
include applying for a regional Mentoring Grant and
initiating a new administrator cohort.
Springfield School
District
The district is developing administrative and teacher
evaluation systems that include domains of
leadership and standards within each domain to
evaluate leaders.
NANCY GOLDEN
SUPERINTENDENT
360-degree evaluation component
involving various stakeholders
outside of the administration in the
evaluation process.