The superintendent's Role

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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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Stages, phases & levels structures: DLT/CSLT-BLT-TBT connections

OIP-stages The OIP involves four-stages (see Figure below) across which processes, structures, tools, and people are connected – all with the intent of helping districts enact Ohio’s Leadership Development Framework by (1) using data to identify areas of greatest need; (2) developing a plan to address those areas of need that is built around a limited number of focused goals and strategies to significantly improve instructional practice and student performance; (3) implementing, and monitoring the degree of implementation, of the plan with integrity; and (4) evaluating the effectiveness of the improvement process in changing instructional practice and impacting student learning and performance.

Sustainable improvement is not random. Rather, it is highly focused, beginning with an honest assessment of student data and the identification of academic weaknesses and related issues (e.g., climate and conditions) that must be addressed.

Leading Change: Where Do I Begin?

Considering change? Are you a superintendent considering a change initiative or trying to figure out what derailed your previous efforts? Superintendents will benefit from learning about the common mistakes that other leaders have made when implementing change, and understanding why employees resist change. Gaining this kind of insight is essential in beginning the conversations inherent in using the Ohio Improvement Process (OIP) and the online learning resources available through the Ohio Leadership Advisory Council (OLAC) as the district’s framework for guiding change and making sustainable improvements.