2011–2012
School District/Organization
Work Plan
Due Date: September 30, 2011
TABLE OF CONTENTS
The Oregon Leadership Network
1. Purpose of Work Plan
2. The Oregon Leadership Network (Vision, Mission Statement, Theory of Action and
Strategy)
3. General Provisions for Membership in the OLN
4. OLN Accountability and Participation Requirements
5. Key Dates for 2011–2012
Appendices
Part A: Leadership Team Roster
Part B: Statement of Work
Part C: Leadership for Equity Work Plan
CONTACT INFORMATION
Oregon Leadership Network
Education Northwest
101 SW Main Street, Suite 500, Portland, OR 97204
Sara Sellards, Program Analyst
Phone: (503) 275-9619
Sara.Sellards@educationnorthwest.org
Nanci Schneider, Senior Advisor
Phone: (503) 275-9557
Nanci.Schneider@educationnorthwest.org
Rob Larson, Director
Phone: (503) 275-0656
Rob.Larson@educationnorthwest.org
2
1. Purpose of Work Plan
The purpose of this work plan is to clearly articulate school district and organization
priorities for participation in the Oregon Leadership Network for the 2011-2012 school year.
The success of the OLN is based on productive action by all member organizations, and
requires thoughtful planning and accomplishment of leadership tasks in service to the highest
need students.
2. The Oregon Leadership Network
(Vision, Mission Statements, Theory of Action and Strategy)
OLN Vision
All Oregon school, district and organizational leaders model demonstrably enhanced practice
through culturally competent instructional leadership anchored in Oregon’s research-based
leadership standards.
Mission Statement
To strengthen educational leadership, to increase equitable outcomes, and to improve student
achievement and success so all students will meet or exceed state standards in reading and
math, and there will be no gap between performances of different ethnic or socioeconomic
groups.
Theory of Action (Collective belief about what is necessary to fulfill mission)
If a coherent system of standards-based leadership development in Oregon is a powerful
contribution to continuously improving the instructional core of teachers and students
engaging with rigorous content; Then culturally competent instructional leadership will
increase equitable outcomes and improve student achievement and success.
OLN Strategy
The OLN strategy is to develop a coherent statewide system of leadership development
through training that reaches all levels of the leadership continuum and is linked to the
condition of assessing leadership effectiveness. Key strategies address a variety of aspects of
leadership development and may include, but are not limited to, the following areas:



Pre-service leadership development and induction
In-service leadership development
Professional learning initiatives (e.g., professional learning teams, etc.)
3. General Provisions for Membership in the OLN
(See the following membership section of the Guiding Principles for the OLN that were
adopted by the OLN State Steering committee March, 2009.)
Membership
3
Section 1: General. The membership of the OLN will be open to school districts, state and local
education agencies, institutes of higher education, and diverse professional educational
organizations that operate headquarters or are doing business within the state of Oregon.
Section 2: Roles and Responsibilities of the Members. Membership entities will be considered
active members when demonstrating the following criteria:
a. Participation in professional learning opportunities in conjunction with the OLN;
b. Collaboration in the work of the OLN;
c. Contribution to the progress of the OLN;
d. Commitment to a funding structure and member funding support that will sustain the
state network;
e. Completion of reporting requirements and data collection, and if required submit an
annual written progress report demonstrating contributions to items a-d.
4. Accountability and Participation Requirements
Team Leaders from each district/organization are responsible for submitting the following items:
Report
A. Leadership Team Roster
B. Statement of Work
C. Leadership for Equity Work Plan
D. Mid-year Progress Report
E. Final Report
Format
Template attached – see Part A
Template attached – see Part B
Template attached – see Part C
Format will be sent to you by
December 15, 2011.
Format will be sent to you by
May 1, 2012.
Due
September 30, 2011
September 30, 2011
September 30, 2011
January 15, 2012
June 1, 2012
Please submit all items electronically to:
Sara.Sellards@educationnorthwest.org
5. Key Dates for 2011–2012
Date
September 15, 2011
1:00 – 4:00 p.m.
December 2011
January 11, 2012
1:00 – 4:00 p.m.
March 14, 2012
1:00 – 4:00 p.m.
June 13, 2012
1:00 – 4:00 p.m.
Spring 2012
Meeting/Event
Location
OLN State Steering Committee Meeting
Education Northwest
OLN 2011 Fall Leadership Institute
TBD
OLN State Steering Committee Meeting
Education Northwest
OLN State Steering Committee Meeting
Education Northwest
OLN State Steering Committee Meeting
Education Northwest
OLN 2012 Spring Leadership Institute
TBD
4
PART A
LEADERSHIP TEAM ROSTER
SEPTEMBER 2011 – JUNE 2012
(Due on or before September 30, 2011.)
The Leadership Team allotment is based on district student enrollment. School district leaders,
please use the chart below to determine how many team members your district may have.
(Organizational leaders will receive the allotment for their organization in a separate email.)
District Leadership Team Allotment
District Enrollment
2,000 – 7,000
Maximum # of District
Leadership Team Members
10
7,000 – 20,000
15
20,000 +
30
Please fill out the Leadership Team Roster on the next page. School district leaders, please
include your District Superintendent on the roster. Please bold the name of your District
Team Leader.
The District Team Leader is an individual who is a senior district administrator who serves as
key contact and liaison to the OLN with the following responsibilities: 1) leads the District level
Leadership Team and 2) is a member of the OLN State Steering Committee. He or she may be
the superintendent, but should be knowledgeable about leadership development and district
leadership policy and priority.
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LEADERSHIP TEAM ROSTER FOR 2011–2012
Last Name
First Name
Rose
Jeff
2
3
Baumbardner
Bridges
Sheila
Jon
4
5
6
Brock
Chamberlain
Clemens-Brower
Shirley
Mike
Teresa
7
8
Cunningham
Deal
Karen
Sherri
9
Evans
Barbara
10
11
12
13
14
Flores
Gillespie
Hertz
Hulquist
Jones
Will
Lawrence
Claire
Joann
Veronica
15
Kobrowski
Robin
16
17
Langford
Lekas
Steve
Holly
18
Lewis
Brenda
19
Lukich
Victoria
1
Title
Superintendent
District Team CoLeader
Principal
Administrator for
Accountability
Principal
Principal
Principal
Board Member
Assistant Director of
SpEd
Administrator for
Elementary School
Programs K-8
Principal
Assistant Principal
Chief Financial Officer
Principal
Teacher on Special
Assignment
Administrator for
Curriculum, Instruction &
Assessment
Chief Information Officer
Administrator for Middle
School Programs
Administrator for Special
Programs & Title Schools
Administrator for High
Schools & Option
Programs
Email
Jeff_Rose@beaverton.k12.or.us
Sheila_Baumbardner@beaverton.k12.or.us
Jon_Bridges@beaverton.k12.or.us
Shirley_Brock@beaverton.k12.or.us
Mike_Chamberlain@beaverton.k12.or.us
Teresa_ClemensBrower@beaverton.k12.or.us
Karen_Cunningham@beaverton.k12.or.us
Sherri_Deal@beaverton.k12.or.us
Barbara_Evans@beaverton.k12.or.us
Will_Flores@beaverton.k12.or.us
Lawrence_Gillespie@beaverton.k12.or.us
Claire_Hertz@beaverton.k12.or.us
Joann_Hulquist@beaverton.k12.or.us
Veronica_Jones@beaverton.k12.or.us
Robin_Kobrowski@beaverton.k12.or.us
Steven_Langford@beaverton.k12.or.us
Holly_Lekas@beaverton.k12.or.us
Brenda_Lewis@beaverton.k12.or.us
Victoria_Lukich@beaverton.k12.or.us
6
20
21
22
Maurizio
Mead
Porterfield
Toshiko
Carl
Ron
Principal
Deputy Superintendent
Deputy Superintendent
Toshiko_Maurizio@beaverton.k12.or.us
Carl_Mead@beaverton.k12.or.us
Ron_Porterfield@beaverton.k12.or.us
23
Robertson
Sue
Sue_Robertson@beaverton.k12.or.us
24
25
26
Ruf
Russell
Shigeoka
Claudia
Cindy
Sho
27
28
Tran
Wheeler
Angela
Maureen
29
Wilkinson
David
30
Yarnell
Ken
Chief Human Resources
Officer
Principal
Assistant Principal
District Team CoLeader
Equity Coordinator
Principal
Public Communication
Officer
Teacher Association
President
Principal
Claudia_Ruf@beaverton.k12.or.us
Cindra_Russell@beaverton.k12.or.us
Sho_Shigeoka@beaverton.k12.or.us
Angela_Tran@beaverton.k12.or.us
Maureen_Wheeler@beaverton.k12.or.us
David_Wilkinson@beaverton.k12.or.us
Ken_Yarnell@beaverton.k12.or.us
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PART B
STATEMENT OF WORK
SEPTEMBER 2011– JUNE 2012
(Due on or before September 30, 2011.)
1. Identify your school district or organization policy that describes congruence with the
OLN vision, mission, and/or theory of action.
In May of 2009, the Beaverton School Board adopted a new Strategic Plan for the Beaverton
School District for the 2010-15 academic years. As illustrated below, this document details our
vision, mission, the goal of our work, our core strategies and the values we embrace as a district.
It will serve as an accountability tool to ensure that we become a system that guarantees the
achievement of each individual student. It is our belief that enhanced culturally competent
leadership development that focuses on instructional core is the key to help us actualize this goal.
Strategic Plan for Beaverton School District 2010-15
Our Vision:
Students are the center of our vision. Their individual achievement is our collective
responsibility.
 We fundamentally believe that every single child has unique gifts and talents, and we are
committed to helping discover and develop them.
 Success belongs to each student and will not be predicted by race, ethnicity, family
economics, mobility, gender, disability, or initial proficiencies.
 All children will have choices for their future success and will carry with them a life-long
love of learning that enhances their lives and supports generations that follow.
 High standards and high expectations drive our students, our staff, and our community.
 Every staff member commits to professional growth, excellence, and success.
 We are strongly connected to our families and the local and global communities.
Our Mission:

Engage our students in rigorous and joyful learning experiences that meet their individual
needs so they may thrive, contribute, compete and excel.
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The Goal of Our Work:
 All students will show continuous progress toward their personal learning goals,
developed in collaboration with teachers and parents, and will be prepared for postsecondary education and career success.
Our Core Strategies:







Develop a customized learning plan for every student that is relevant, current, and
challenging.
Hire, develop, and retain qualified, committed, and diverse staff throughout the District.
Strengthen student learning experiences through teacher collaboration, student
proficiency, and common assessment.
Employ technology to support innovation and excellence.
Directly connect parents and the community to student learning and students to
community life.
Ensure a safe and caring learning environment for students and staff.
Regularly review and improve the strategic plan and the implementation details that
support it.
The Values We Embrace:










Rigor. We set high standards and high expectations and relentlessly pursue success.
Curiosity. A desire to understand, to know more, and to explore is the foundation of
engaged learning.
Diversity. Diversity is an essential asset of our community and a source of learning and
opportunity in our schools.
Equity. Student achievement belongs to everyone and will not be predicted by race,
ethnicity, poverty, mobility, gender, disability, or initial proficiencies.
Balance. We nurture the whole child and promote joy and well-being among students
and our staff.
A great place to work. We create an environment that nurtures passion for great work,
collaboration, and leadership.
Accountability. We manage resources wisely and create results that surpass the
expectations of the community.
Communication. Our communication is honest, clear, and transparent.
Sustainability. We embrace our stewardship responsibility for our environment and our
community, and manage our activities with future generations in mind.
Scholarship. We are committed to learning that is life-long, self-directed, and
community-supported.
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Strategic Plan Implementation (THRIVE):
Technology:
Employ 21st century technology to support innovation and excellence.
High Quality Empowered Teaching Staff:
Hire, develop and retain qualified, committed, and diverse staff throughout the District
Respect for Human and Environmental Rights:
Ensure a safe, caring, and sustainable learning environment for students and staff
Individual Student Growth:
Strengthen student learning experiences through teacher collaboration, student
proficiency, differentiation, and common assessment
Volunteerism, Service, Engagement:
Directly connect parent and the community to student learning and students to
community life
Equity in Student Outcomes:
Develop a customized learning plan for every student that is relevant, current and
challenging
To actualize the district goal of preparing all students to be college and career ready, the District
leadership team developed a framework, entitled the “College and Career Readiness (CCR)
Framework” in the summer of 2011. This framework outlines four key strategies that will ensure
all students, regardless of race, ethnicity, language, and socioeconomic class, are prepared to be
college and career ready. All of the strategies articulated in the School Improvement Plans
(SIP), as well as department plans, are in direct alignment with what has been outlined in the
CCR framework’s strategies. As illustrated in the following page, these CCR Framework
strategies are in direct alignment with the District Goal:
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Beaverton School District
COLLEGE AND CAREER READINESS STRATEGIES
1. Supportive, inclusive learning environments ensure each and every student,
regardless of background, experiences success. (Technology, High Quality, Respect,
Volunteerism, Equity)
1a. Collaborate with parents and students to develop educational goals that embed college
and career readiness expectations. (T3/E1)
1b. Increase educator skills in developing authentic relationships with students across
cultures. (T1/H3/R1)
1c. Create supportive, inclusive learning environments by teaching and demonstrating safe
and respectful behavior, as modeled by PBIS classrooms. (R1)
1d. Engage educators in community partnerships to support the learning community. (V1)
2. Learning Targets provide each and every student with a clear pathway to college
and career readiness (CCR). (Technology, Individual Student Growth)
2a. Develop K-12 Learning Targets aligned with the four domains of college and career
readiness: key content, key cognitive strategies, academic behaviors and contextual skills.
(T2/I1)
2b. Ensure educators, students, and parents know the meaning of Learning Targets and what
constitutes rigorous, quality work and mastery of Learning Targets. (T1/I1)
2c. Provide students and parents with clear feedback on student progress toward and
mastery* of Learning Targets. (T2/T3/I1/I2)
2d. Use high quality interim and summative classroom assessments aligned to Learning
Targets to inform teacher judgments about student learning. (I1)
3. Effective instruction ensures each and every student demonstrates mastery* of K-12
Learning Targets. (Technology, Respect, Individual Student Growth)
3a. Implement lessons and units focused on Learning Targets that include interventions and
extensions to ensure continuous progress toward student mastery* of Learning Targets.
(T1/I1)
3b. Increase teacher use of effective instructional strategies (e.g., SIOP, differentiation,
culturally relevant pedagogies) to help each student make progress toward and mastery of
Learning Targets. (T1/R1/I1)
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3c. Strengthen the Quality Curriculum Cycle in order to efficiently identify instructional
materials, resources and instructional strategies that support student learning. (I1)
3d. Use the formative assessment process during instruction to help each student make
progress toward and mastery of Learning Targets. (T1/I1)
3e. Use interim and summative assessment data to improve classroom instruction and guide
interventions and extensions for individual students (e.g., RTI, within PLCs). (T2/I1/I2)
4. Ongoing, job-embedded collaboration strengthens the instructional core. (Highly
Qualified Empowered Teaching Staff, Individual Student Growth)
4a. Engage educators in five-stage professional learning communities. (H1/I2)
2. Articulate your school district or organization theory of action on leadership for equity
(A theory of action represents the organization’s collective belief about the causal
relationships between certain actions and desired outcomes. Some find it useful to think of
a theory of action as an “if…then…” statement, or a series of such statements.) If you do
not have a working theory, this may be something to be developed in your plan.
In Beaverton, equity is defined as follows:
Student achievement belongs to everyone and will not be predicted by race, ethnicity,
poverty, mobility, gender, disability, or initial proficiencies.
In short, equity in Beaverton is about outcomes related to student experiences. These outcomes
are measured by indicators including, but not limited to the following: state/district academic
benchmarks, attendance, graduation, college attendance, course enrollment,
suspension/expulsion, and perception of respect, safety, and inclusiveness. Ultimately we have
actualized our equity goal if these indicators show no disparities or disproportionality based on
race, language, socio-economic status, sexual orientation, or any other social factors.
Producing equitable results - in Beaverton’s case, it is about making sure all students are college
and career ready – is completely dependent upon the larger system that consists of policies,
practices, procedures, structures, and culture that supports high quality teaching and learning.
Who is directly responsible for such a complex system? It is none other than school leaders –
both administrators and teachers – who have the direct impact and influence to transform such a
complex system. It is our belief that all leaders must possess cultural competency, which
involves knowledge, courage, will, skill, and tenacity, as we impact the system to achieve our
equity goal. Our commitment to enhancing cultural competency is guided by our belief around
equity and its critical tenants:
i. Equity is NOT equality
ii. High expectations with support
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iii. Interruption of current thinking, behaviors, construct, and systems
iv. Alliance building across differences
Culturally competent leadership development is a critical leverage to ensure equitable outcomes.
Beaverton’s key strategy in developing an aligned system of leadership development to produce
equitable outcomes is through the implementation of high quality Professional Learning
Communities (PLCs) across the District. All leaders, both administrators and teachers, will be
active members of PLCs with a focus on the instructional core and provide ongoing evidence of
improved achievement results for each and every student. As leaders, we must continue to gain
the knowledge and skills necessary to lead the work of implementing effective PLCs for all of
our teachers by removing the systemic barriers, promoting the culture of collaboration, and
enhancing continuous leadership development work. Highly functioning PLC will only ensure
equitable outcomes in the classroom.
Beaverton' theory of action is as follows:
If the District brings 5-stage cycle Professional Learning Communities (PLCs) to scale,
we will ensure full engagement in effective instructional environments by all students and
teachers which will then result in all students attaining the District equity goal.
3. What are your district or organization needs relative to serving high needs students?
Our vision is clear. We want all of our students to be college and career ready upon graduating
from our system. The current data painfully reminds us of the urgent need for reinventing our
current system to realize the vision. "High needs students" are the symptoms, not the cause, of
the inequitable system that continues to produce achievement disparities in the District.
Beaverton’s needs relative to serving “high needs students” via system transformation is as
follows:

Learning Networks:
o Professional Learning Communities for on-going, job-embedded, collaboration time
in all schools and among schools focused on improving instruction for all students
o Culturally competent instructional leadership support systems for teachers and
administrators

Professional development:
o Culturally responsive teaching & practice for all staff to enhance knowledge and
skills around creating an inclusive learning environment across differences
o Instruction, assessment, and reporting to enhance student achievement in a standardsbased teaching and learning system
Data and accountability system aligned with and supportive of a culturally responsive,
standards-based teaching and learning system
Parent and community reciprocal partnership across cultural, racial and language differences


13
4. What does your district or organization seek to learn this year in support of leadership
for equity?
In their seminal work, Leadership on the Line, Ron Heifetz and Mart Linsky discuss the
opportunities leaders have to make a difference in the lives of those we serve. The authors
summarize what it means to lead. “It is to live dangerously because when leadership counts,
when you lead people through difficult change, you challenge what people hold dear – their daily
habits, tools, loyalties, and ways of thinking – with nothing more to offer perhaps than a
possibility.”
Throughout our involvement in the OLN, we have re-affirmed our belief that leadership counts.
In fact, leadership is what makes it or breaks it when it comes down to producing equitable
outcomes. Developing culturally competent leadership for equity means we, as an organization,
must develop capacities among our leaders to engage in what Heifetz calls as “adaptive” work.
We must constantly generate new knowledge and skills to become a culturally competent
organization that serves the needs of all students by functioning as a learning organization.
What we seek to learn is how we individually, as Beaverton OLN team members, as well as a
learning organization of the larger OLN, articulate the development of culturally competent
leadership, which consists of the following elements (Gay, 2009):
Knowledge about the cultural values, learning styles, historical legacies, contributions, and
achievements of different cultural and racial groups
Courage to stop blaming the victims of school failure and to admit that something is seriously
wrong with existing educational systems
Will to confront prevailing educational canons and convictions, and to rethink traditional
assumptions of cultural universality and/or neutrality in teaching and learning
Skills to act productively in translating knowledge and sensitivity about cultural diversity into
pedagogical practices
Tenacity to relentlessly pursue comprehensive and high-level performance for children who
currently the system is underserving in schools
In addition, we seek to learn from each other, both internally and with other OLN
members/districts, how each element of cultural competency is applied to leadership practices in
the following areas with an equity lens: 1. Equity is not equality, 2. High expectations with
support, 3. Interruption of current thinking, behaviors, construct, and systems, 4. Alliance
building across difference:



Visionary leadership
Instructional improvement
Effective management
14
 Inclusive practice
 Ethical leadership
 Socio-political context
(Oregon Administrative Licensure Standards)
Ultimately, our work should be about changing our practices in the classroom so that all students
are successful learners. We hope to seek from each other how embedding culturally competent
leadership for equity is changing our practice at the classroom level to support the learning of all
students.
5. What does your district or organization plan to do through your Leadership for Equity
Work Plan*:
a. Goals/Objectives – 2-3 key goals that address school and district or organization
leadership for equity development.
b. Strategies - Strategies are the set of broad actions that a district deliberately takes
to provide capacity and support for goals and objectives, (professional learning
teams for all administrators, etc.)
c. Evidence - Primary indicators, products and/or evidence that will assist you in
knowing if you are successful in your leadership development work this year.
*Childress, S.; Elmore, R., Grossman, A., King, C. (2007) A Note on the Public Education
Leadership Project. Harvard University: Cambridge, MA.
15
PART C
LEADERSHIP FOR EQUITY WORK PLAN
SEPTEMBER 2011 – JUNE 2012
(Due on or before September 30, 2011.)
GOAL #1:
Enhanced system of culturally competent leadership development for equity to support CCR for all students
Strategies
Tasks to be accomplished
Evidence
1.1
Emerging Leaders
 Leadership development
program funded by the
Nike School Innovation
Fund

Place two minority certified
staff into 2-year internship
practicum at a school and/or
district level
Provide individual and group
mentoring for technical and
cultural support

1.2
Courageous Conversations
About Race
 Site-based professional
development
opportunities to enhance
knowledge, skills, and
will to serve as antiracist leaders

Develop a pool of trained
facilitators by providing
annual training
Provide on-going
professional development for
site-based facilitators
Offer a minimum of 15 sitebased book groups
Conduct a “Day of
Reflection, Day of Action”








100% retention of the
two emerging leaders
in the district
Emerging leaders
serving as district
and/or school leaders
upon completion of
the program
Increased knowledge
about race and its
impact on student
learning
Increased skills to
eliminate racial
disparities
Increased number of
SIP and professional
learning goals to
Key Leadership
Responsibility
Carl Mead
Target Date
Carl Mead
Sho Shigeoka
June 2012
June 2012
16
to develop strategies to be
applied at each site to
eliminate racial disparities
1.3
Equity Leadership Team
 District-wide capacity
building for equity
leadership development



1.4
District-Wide Staff
Development on Cultural
Competency
 On-going offering of
professional
development on cultural
competency teaching &
learning

1.5
Training of Trainer



Conduct a monthly
professional learning group
to enhance knowledge and
skills for serving as leaders
for equity
Add one cohort on an annual
basis
Offer “joint” ELT meeting
three times a year for all
cohorts to develop systemwide actions to produce
equitable results

Offer annual Diversity
Summit in partnership with
local agencies to increase
organizational and individual
cultural competency
Offer PD on cultural
competency three times a
year

Offer training on elements of
equity, components of





eliminate racial
disparities
Decrease in racial
disparities in student
suspension/expulsion
Increased district and
school-level leaders
with ELT experience
SIP and professional
learning goals to
produce equitable
results
Reduction in
disparities in student
outcomes at schools
with ELT members
Increase in student
and staff reporting
they feel included at
sites with ELT
participants
300 staff across the
district participate in
PD on cultural
competency
Increase in student
and staff reporting
they feel included at
sites with PD
participants
Carl Mead
Sho Shigeoka
June 2013
Carl Mead
Sho Shigeoka
June 2012
Embedded culturally Carl Mead
relevant practices into Robin Kobrowski
17
culturally relevant practices
for PBIS coaches, content
area teacher leaders, and all
leaders
Model: Culturally
Relevant Practices
 District-wide T of T
model to build capacity
for culturally competent
educators
1.6
Oregon Leadership
Network

Conduct team meetings three
times a year to enhance
system capacity for equity
leadership through
professional learning




all district-level
initiatives
Sho Shigeoka
Increased district and
school-level leaders
with OLN experience
SIP and professional
learning goals to
produce equitable
results
Reduction in
disparities in student
outcomes at schools
with ELT members
Increase in student
and staff reporting
they feel included at
sites with OLN
participants
Jeff Rose
June 2012
18