The superintendent's Role

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Assessment Tool

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A Superintendent Pathfinder for Improving District-wide Instructional Practice & Student Learning

A superintendent pathfinder for improving student learning

This O-DWW Superintendent Pathfinder is designed to support superintendents, deputy superintendents, and other district leadership in preparing for and using the Ohio Improvement Process (OIP) to fully implement agreed on evidence-based practices that improve instructional practice and student learning on a district-wide basis. It is not intended to duplicate existing OIP and Ohio Leadership Advisory Council (OLAC) resources. Rather, it attempts to “lift out” and connect the most essential leadership components for superintendents to use in guiding their district’s improvement efforts on behalf of all adults and students. Of particular importance is the emphasis on the role of the superintendent in setting the stage for and requiring the effective use of data to support data-based instructional decision-making, including the use of major OIP tools such as the Ohio Decision Framework (DF).

Assumptions Underlying the O-DWW
Superintendent Resource

Why Superintendents Should Use the Pathfinder

Interactive Assessment Tool

This District Self-Assessment Guide is intended for use by district leadership teams and school-level leadership teams in gauging the district's degree of implementation and scale of actions associated with effective practices identified by Moving Your Numbers.

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The OLAC-OIP Connection

The essential superintendent leadership practices, as identified by OLAC (2013, 2008), set the stage for OLAC’s identification of aligned leadership practices for district leadership teams (DLT) and building leadership teams (BLTs). Collaborative team structures organized around aligned and focused work facilitate collective action and increase the district’s capacity to improve instructional practice and student learning.

Questions to Consider

Engaging district and building leadership team members in discussions using a series of questions developed from the common mistakes and why employees resist change provides a strategy for anticipating areas of resistance, and planning together a strategy for involving the wider education community in any change process. Examples of such questions include: