Leadership for Improvement Plan Implementation

Creating and ImplementingImprovement Plans for Impact

Session Questions

• Why is leadership critical for the effective implementation of the improvement plan?

• What roles must leaders carry out to support implementation of the plan?

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Quote to Consider

“As anyone knows who has worked in the field, implementation of new practice

is the biggest challenge of all.”

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Hollin, C., & McMurran, M. (2001). Series editors’ preface. In G. A. Bernfeld, D.P. Farrington, & A.W. Leschied (Eds.), Offender rehabilitation in practice: ImplementingAnd evaluating effective programs (p. xvii). London: Wiley.

Implementation Bridge

Adapted from Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principles, and potholes. Boston: Pearson.

Communicating clear expectationsBuilding capacity

Monitoring and reviewing

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From Your Experience

• What are some leadership factors that promote implementation of improvement plans?

• What are some leadership factors that hinder implementation of improvement plans?

Leadership Roles

• Communicating Clear Expectations

• Building Capacity

• Monitoring and Reviewing

At all levels of the system

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What Does Research Say About Leadership for Implementation?

Articles*

*Articles were selected from resources available from the Center on Innovation and Improvement as well as a review of multiple documents that represent consensus in the field and professional wisdom.

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• What We Know about Successful School Leadership

• Partners in Progress: A Framework for Raising Student Achievement in Under-Performing School Districts

• Systems for Improved Teaching and Learning

• Studies of the Charles A. Dana Center in Texas (pg. 11–21 in Supporting School Improvement)

• Restructuring Through Learning-Focused Leadership

Table Group Activity

• Each member of the table group will select a different research article to review.

• Locate specific examples of leadership actions; write them on sticky notes (one action per note).

• Place each sticky note in the center of the table as you finish it.

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Articulate direction for the

school and establish buy-in

for the goals.

Communicate purposes.

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Reallocate resources to

support specific goals.

Apportion resources.

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Engage teachers in

assessing and monitoring

student mastery.

Monitor progress.

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Table Group Activity (continued)

Work together as a table group to sort your leadership actions into three categories:

1. Communicating Clear Expectations

2. Building Capacity

3. Monitoring and Reviewing

Post them in the corresponding Research column of the chart.

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Leadership Roles: Implications for Improvement Plans

• What did you observe about the placement of your leadership action in the three categories?

• Did any not fall in one of the three categories? If so, why?

• In what ways do these leadership actions relate to the implementation of improvement plans?

Delightful’s Path to Improvement

This is on Delightful’sCIP handout

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Objective 3 from Delightful’s CIP

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Delightful’s Campus Improvement Plan

Ideal State (Goal): In order to increase student achievement, Delightful School has a system to support and ensure that teachers know and use research-based literacy practices and they continuously collaborate to plan lessons using research-based practices and align instruction to state standards.

Objective 3: 100% of teachers will apply the 4 research-based literacy practices in their classrooms throughout the 2008-09 school year. Strategy 1: Monitor the use of research-based literacy practices for continuous improvement

Action Steps Person(s)

Responsible Resources Completion

Date Evidence of

Implementation Evidence of

Impact Benchmark

Timeline

Title 1 Schoolwide

Components

1a. Conduct walk-throughs and informal observations focused on use of research-based literacy practices

Principal and assistant principals

Time and completed walk- through reports

Ongoing PDAS walkthroughs completed by March

PDAS walkthroughs completed for PDAS requirements

Complete 3 documented walkthroughs per week

1b. Analyze data on use of research-based literacy practices

Teachers and coaches

AYP d ata & time

Beginning of the school year professional development

Data analyzed by 3rd, 4th, & 5th grade teachers

Teachers and coaches identified areas in reading in which students need support

PD on analyzing AYP sco res completed on 2nd day of staff development

1c. Use data to plan for PD on researched-based literacy practices

Instructional specialists and literacy coaches

Calendar of school and district staff development days, and calendar of PD provided by ESC, monthly staff meetings

Once a month

The administrative team, instructional specialists, literacy coaches, and the campus leadership team use AYP data to develop a plan for providing support to staff

Staff attends PD on research-based literacy practices

Review of completed walk-through reports gathered during LA time blocks

1d. Share data on use of practices with faculty/staff

Instructional specialists and literacy coaches

Time & walk-through feedback forms

Monthly at faculty meetings

Agendas from faculty meetings

Staff reports training attended and can name successful literacy practices

Every month discuss practices

1e. Provide coaching to faculty/staff on literacy practices

Instructional specialists and literacy coaches

Time during faculty, grade- level team/ department meetings, and teacher planning periods

At monthly leadership team and faculty meetings, team meetings, and with individuals, as needed

Agendas from faculty & team meetings and notes and meetings scheduled with teachers upon teacher’s request

Instructional staff and coaches respond to teachers requests for needed coaching

Sharing sessions at faculty meetings

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Examining Delightful’s Improvement Plan

• Reflect on evidence of the three leadership roles in the action steps on this portion of Delightful’s improvement plan

• Examine the sticky notes under each leadership role to offer recommendations for additional action steps that could be included in the plan

You have 10 minutes.

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Leadership for Improvement Plan Implementation

• Monitoring the improvement plan– Implementation

– Impact

• Research on leadership for the improvement work– Communicating clear expectations

– Building capacity

– Monitoring and reviewing

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