Integrating Ohio’s Work into a Comprehensive Improvement Process Using the Updated OIP

1. Integrating Ohio’s Work into a Comprehensive Improvement Process Using the Updated OIP Brian A McNulty Ph.D.

2. Outcomes • Explore, and understand how continuous improvement works in the updated OIP • Make recommendations for specific actions on the part of the DLT and BLT and TBTs

3. Ohio’s Strategic PlanEach Child, Our Future

4. Ohio’s Strategic PlanEach Child, Our Future

5. OLAC Leadership Framework Provides Foundation for the Ohio Improvement Process.

6. “The OIP is not compliance-focused. It’s an organizational strategy.” Ward, J. 2019 Office for Improvement and Innovation, ODE

7. The OIP as an Organizational Strategy

8. Components of the OIP • Collaborative structures for shared learning at all levels of the system

9. Components of the OIP • Collaborative structures for shared learning at all levels of the system • Collaborative teams a. Shared leadership b. Collective decision-making

10. Components of the OIP • Collaborative structures for shared learning at all levels of the system • Collaborative teams a. Shared leadership b. Collective decision-making • Statewide System of Support (SSoS) State support teams (SSTs)

11. OIP as an Organizational Strategy

12. OIP as an Organizational Strategy • Inclusive Instructional and Organizational Leadership that fosters a culture of inquiry and continuous learning on the part of all district personnel in order to provide equitable access to high quality instruction and support for all children in every classroom in every school across the district;

13. OIP as an Organizational Strategy 2. Human Capital Management that builds the capacity of the district to address its fundamental goals, including the recruitment, selection, onboarding and deployment of all personnel, the provision of ongoing support to all personnel in the use of service delivery models that improve equitable access to high-quality instruction and support for all children;

14. OIP as an Organizational Strategy 3. Inclusive Instructional Practice that ensures equitable access to high-quality instruction and support, and improves learning outcomes for all children.

15. Theories of Action

17. Increased Student Learning

18. Changes in the OIP

19. OIP is the enactment of Ohio’s Leadership Development Framework.

20. OIP is the enactment of Ohio’s Leadership Development Framework.

21. OIP is the enactment of Ohio’s Leadership Development Framework.

22. The Ohio Improvement Process

23. Step 1: Identify Critical Needs Engaging in identifying critical needs is the first step. The process begins by collecting and analyzing data.

24. Step 2: Research and Select Evidence-Based Strategies • After identifying the critical needs it is important to research and select evidence-based practices that address those identified critical needs. • Some of the benefits of selecting an EBP are: • Anincreased likelihood of positive student and adult impact • Less wasted time and resources

25. Step 3 Effective Strategy - Plan forImplementation Co-creates a plan for intentional implementation of the selected Evidence-Based Practice including look-fors to ensure the strategy is supporting student learning as intended.

26. Step 4: Effective Strategy - Implement and Monitor Implementation is the most complex part of the OIP primarily because it requires changes in adult behaviors and practices that are part of the unique culture of every district and every building. The implementation of well-aligned district or community school and building plans resides with the DLT, BLTs, and TBTs. Monitoring is collaborative learning through observing implementation of the practice and its impact on students and their work.

27. Step 5: Examine, Reflect, Adjust • Determine if the delivery of the evidence-based practices had the expected team outcomes. • Examine the implementation of adult practices and the impact on student performance • Reflect on successes to replicate and practices to improve • Adjust as needed

28. All of our improvement work should be about Inquiry and Learning. Inquiry Based Learning

29. Inquiry and Learning Through the OIP, your TBT/BLT/DLT should be able to answer the BIG Inquiry Questions. Are you making progress? • HOWdo you know? • What is your evidence? • Do you know WHY?

30. IF you don’t know what is working…

31. IF you don’t know what is working… …how do you expect to make progress?

32. Inquiry and Learning Through the OIP, your TBT/BLT/DLT should be able to answer the BIG Inquiry Questions. If you are not making progress… • HOWand WHEN do you know? • What is your evidence? • Do you know WHY?

33. All of this work is about continuous collective improvement through strengthening instruction.

34. Why does the OIP use teams as the primary method for improvement? Questions for Reflection/Discussion

35. We don’t have TBTs/BLTs/DLTs just to have teams.

36. We don’t have TBTs/BLTs/DLTs just to have teams. The purpose of the teams is to achieve better outcomes.

37. A New Way to Think about Change Using Teams to Lead Change • Christakis, & Fowler (2009, 2011) • Kegan & Lahey (2009) • Prochaska, Norcross,& DiClemente, (2007) • Rosenberg, T. (2012) • Oz, M., (2012) • Karlgaard & Malone (2015)

38. Teams are more likely to come up with really great new ideas. Karlgaard, & Malone (2015)

39. Experimental studies have found that, in comparison with working alone, team members show as much as a 50 percent increase in performance during teamwork… Karlgaard, & Malone (2015)

40. Experimental studies have found that, in comparison with working alone, team members show as much as a 50 percent increase in performance during teamwork… …because they do not want to let their teammates down. Karlgaard, & Malone (2015)

41. Change Occurs More Readily In Teams Risk Sharing Shared Accountability

42. Research establishes that groups of teachers, working together in purposeful ways over periods of time, will produce greater learning in more students… Fullan (2014)

43. So, if schools (teachers, principals, BLTs, DLTs) can directly influence how teachers learn together, they will maximize their impact on student learning. Fullan (2014)

44. TBTs Why do we have TBTs? • Why do we have TBTs? • Why do we want effective teacher teams?

45. Why do we have TBTs? Why do we want effective teacher teams? Questions for Reflection/Discussion

46. TBTs Supported By Study After Study • Collaborative schools do better than individualistic ones. Hargreaves & Fullan, 2012

47. TBTs Supported By Study After Study • Collaborative schools do better than individualistic ones. • Teachers who work in professional cultures of collaboration tend to perform better than teachers who work alone. Hargreaves & Fullan, 2012

48. What are TBTs supposed to do? How are they supposed to do this? Questions for Reflection/Discussion

49. When I asked BLT members what TBTs are supposed to do in their meetings, they said two things… Study Data Fill Out the Forms

50. TBTs TBTs look at three primary things. • Unpacking standards to identify and agree on important learning outcomes