Development of a Focused Plan - Preview

Development of a Focused Plan

This module reviews the roles of leadership teams in creating and fully implementing focused strategies and actions to meet district identified needs as represented in coherent district improvement plans and aligned building plans.

This module aligns with:

  • Ohio's Leadership Development Framework, Area 2: Focused Goal - Setting Process
  • Ohio Improvement Process: Stage 2 and Stage 3

Receiving Credit for this Module

The Ohio Leadership Advisory Council offers educators credit and contact hours for OLAC work. Teachers, principals, and superintendents who are working toward license renewal can receive university credit for completing OLAC modules from a number of Ohio universities. Pre-approval is required. For estimated contact hours for credit or to learn more about receiving credit for OLAC work, visit the Credit Corner.

Video Transcript

Stephen White, Professional Development Associate - The Leadership and Learning Center

Hello, I'm Stephen White from the Leadership and Learning Center. Welcome to the module Developing A Focused Plan for Continuous Improvement. This module is anchored in the exemplary work of the Ohio Leadership Advisory Council's Leadership Development Framework and includes robust research in support it. There are six core areas outlined in the Framework, but this module focuses predominantly on Area Two: A Focused Goal Setting Process: sound improvement planning for goals and emphasize the following:

  • They identify a limited amount of goals and a limited of strategies to improve student performance.
  • They align district work with district goals for both instruction and achievement. Now these are non-negotiable goals that will be collaboratively developed, board adopted, and stable and sustainable over an extended period of time.
  • They will reduce the number of initiatives to align improvement efforts on a district-wide basis around, and they will develop just one plan rather then multiple and often contradictory plans. And they'll make sure that that is also aligned to the district goals.
  • Lastly, we will hold all adults in the system accountable for implementing the plan and that will support evidence based practices to improve teaching and learning.

The module also explores the Ohio Improvement Process. This is a structure based on the use of a connected set of tools. It will assists district leadership teams as well as building leadership teams to collectively and strategically making smarter decisions about which challenges to tackle and how to spend their time, energy, and resources in addressing those challenges.

To ensure that planning for improvement actually leads to deep implementation, it is imperative that overload and fragmentation are avoided. Richard Elmore points out that planning and its related professional development simply ensures for us "lots of change, but not necessarily much improvement." This module offers ten pitfalls to avoid. One pitfall involves examining parts but not the whole. What this means is school personnel attempt to make sense of the data by limiting their data analysis to merely test scores, grades and tests, or measures of attendance and behavior for students. Missing from the analysis are factors that influenced those results; frankly their corollary adult actions, their structures we put in place, behaviors we engage in, or strategies we employ. A second common pitfall is implementation by announcement. Far too often, very accomplished educators operate on the notion that implementation is providing training or a single seminar rather then embedded deep implementation. When this occurs teams typically assume there is a common understanding that has been established that has yet to be established.

The Ohio Leadership Advisory Council goal is simply to improve leadership for the purpose of improving instructional practice and student performance. This module clearly explains how a focused plan will produce that result. By aligning the focus and efforts of all district stakeholders, reducing the number of initiatives, grounding the goals and strategies in a comprehensive needs analysis, and frequently monitoring the impact of implemented strategies, districts will ensure greater success in learning for all.

This module is designed to guide districts and schools as they undergo steps to continuous improvement. It contains vital tips to guide educators in this crucial work. I hope that you and your district benefit from the powerful information that is contained the module and the selected video inserts.

Thank you for your time.

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This module features videos, pre- and post-assesments, and questions for discussion.

Number of content pages: 18

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