Unit Three Description: The readings and the activity in this unit orient principals to the practical application of school improvement theories and strategies, using case studies and attendant literature from a number of districts that have been successful in implementing a collaborative, research-based approach to educational improvement. The examples provided in the unit come from a data-gathering and dissemination effort known as Moving Your Numbers (MYN). By reading the MYN case studies and synopsis of "lessons learned" and by completing a comprehensive, context-based planning activity, participating principals grapple with what it takes to implement reforms of the sort that promote high-quality, inclusive schools.

Unit Three Objectives Keyed to Established Standards (Educational Leadership Constituents Council--ELCC, Ohio Master Teacher Criteria--O.MT.C, Ohio Standards for Principals--OP, Ohio Standards for Superintendents--OS, Ohio Standards for the Teaching Profession--OT) 

ELCC.2.1.B.a. Candidates assess school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture.

ELCC.2.2.B.a. Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials.

ELCC.2.2.B.b. Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners' diverse needs.

ELCC.4.1.B.c. Candidates demonstrate the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members.

ELCC.4.1.B.f. Candidates demonstrate the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community.

ELCC.6.1.B.a. Candidates act as informed consumers of educational theory and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods to a school context.

ELCC.6.1.B.e. Candidates demonstrate the ability to describe the economic factors shaping a local community and the effects economic factors have on local schools.

ELCC.6.1.B.f. Candidates demonstrate the ability to analyze and describe the cultural diversity in a school community.

ELCC.6.3.B.b. Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families.

IS.1.B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning.

IS.2.F. Develop the instructional and leadership capacity of staff.

IS.3.D. Develop the capacity for distributed leadership.

IS.4.B. Promote understanding, appreciation, and use of the community's diverse cultural, social, and intellectual resources

IS.5.B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior.

O.S.3.1 Review, develop and recommend policies for the district.

O.S.3.3 Identify and respond to societal and educational trends that affect the district and community.

O.S.4.4 Ensure that the district curriculum, instruction, and assessment program are designed to provide full access and opportunity to all students.

O.P.1.2 Principals lead the process of setting, monitoring and achieving specific and challenging goals that reflect high expectations for all students and staff.

O.P.1.3 Principals lead the change process for continuous improvement.

O.P.2.3 Principals advocate for high levels of learning for all students, including students identified as gifted, students with disabilities and at-risk students.

O.P.2.4 Principals know, understand and share relevant research.

O.P.2.5 Principals understand, encourage and facilitate the effective use of data by staff.

O.P.2.6 Principals support staff in planning and implementing research-based professional development.

O.P.4.2 Principals share leadership with staff, students, parents and community members.

O.P.4.3 Principals develop and sustain leadership.

O.P.5.1 Principals use community resources to improve student learning.

O.P.5.2 Principals involve parents and community members in improving student learning.

O.P.5.3 Principals connect the school with the community.

O.T.1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.

O.T.7.2 Teachers take responsibility for engaging in continuous, purposeful professional development.

O.T.7.3 Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.

O.MT.E. Continued Professional Growth: Master Teachers engage in continuous professional development and reflection. They use multiple resources to shape the focus and goals of their professional development including student learning, assessment data, researched best practices and school and district goals. They evaluate their personal growth, understanding and application of knowledge and develop an appropriate professional plan.

Unit Three Content

Unit Three Readings

Unit Three Activities