At STAGE 4 of the OIP, the focus is on evaluating the effects of the improvement process at multiple levels (classroom, BLT, DLT, regional, state) and its impact on student achievement. Key indicators are customized for each level, while maintaining the focus on essential practices in the areas mentioned above (e.g., data and the decision-making process, focused goal setting process, instruction and the learning process, etc.). At the district level, continuous monitoring is necessary to gauge the effectiveness of improvement efforts on changes in adult practice and student achievement and to ensure a sustained focus on district goals for instruction and achievement, and is the key function of the DLT. At the regional and state level, monitoring the use of the OIP as Ohio’s primary vehicle for supporting statewide sustainable improvement is the major function of regional managers assigned to oversee the work of State Support Teams who work with DLTs to review data, develop focused plans, and ensure fidelity of plan implementation and its effect on instruction and achievement.
Managing Transitions
Part of the role of the superintendent is to manage transitions in leadership functions within the district. In this sense, leadership is defined not only as a title or position, but rather as the responsibility of all adults to implement essential practices as part of a shared or distributed leadership model. Orienting new staff members to the district’s priorities and approach is an important function in maintaining coherence and consistency in practice, and sustaining the district focus. Likewise, “growing” leadership from within by providing opportunities for staff to demonstrate their capacity to lead at various levels is part of intentional resource management and the district’s continuous improvement process.
View the OLAC Webinar: Shared Leadership for Superintendents
