A Practical Plan for Creating and Sustaining a Multicultural Foundation
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Transcript of A Practical Plan for Creating and Sustaining a Multicultural Foundation
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A Practical Plan for Creating and A Practical Plan for Creating and
Sustaining a Multicultural FoundationSustaining a Multicultural Foundation
Equity Alliance Forum 2011Equity Alliance Forum 2011
Janet Monseur-DurrJanet Monseur-DurrDiversity Coordinator Diversity Coordinator Hilliard City SchoolsHilliard City Schools
Hilliard, OhioHilliard, Ohio
Judith MonseurJudith MonseurProfessional Development ConsultantProfessional Development Consultant
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OverviewOverview
• Introductions
• Presentation objective
Share how a district has used a cohesive framework to establish systemic, sustained multicultural policies and structures
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Recent History of School Leadership Roles
• 1980s – School effectiveness and improvement
• 1990s – Leaders’ roles in time of turbulent change
• 2000s – Leaders’ roles in accountability-driven reform
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Conceptualization of School Leadership
Learning improvement agendas:
- Student learning- Professional learning- System learning
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Successful School Leadership
• Sets directions that are embraced by school community
• Develops people by providing opportunities to increase their capacity and improve practice
• Redesigns the organizational culture and conditions that exist within schools
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Leadership and Learning
• Importance of leadership is often subtle…but
“Leadership is second only to classroom instruction among all-school related factors that contribute to what students learn in school.”
Leithwood, Louis, Anderson, and Wahlstrom 2004
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Ohio Leadership Development Framework
• Establishes the foundation to improve the quality of leadership in Ohio’s districts and schools
• Identifies skills and knowledge all school leaders should have, regardless of role
• Delineates essential leadership practices throughout all levels of a school system
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Three Policy Elements
Quality of school leadership determined by:
• Standards
• Training
• Conditions
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Standards
Training
Conditions
Cohesive Leadership System(adapted from the Wallace Foundation)
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Assumptions about Our Use of the CLS Framework
1. School leadership extends beyond the principal
2. Adapted the CLS framework and used it as a lens to examine cultural competency policies and practices in large suburban high schools
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StandardsStandardsOhio Standards for Teachers
Standard # 1:
Teachers understand student learning and
development and respect the diversity of the students they teach.
Ohio Standards for PrincipalsStandard # 5:
Principals engage parents and community members
in the educational process and create an environment where
community resources support student learning, achievement, and
well-being.
(2005)
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The Role and Significance of State Standards
• Spell out clear expectations for leaders’ skills and abilities
• Hold leaders accountable for results
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Training of StudentsTraining of Students Davidson H.S.
(first school) Bradley H.S. (newest school)
Structure Ethnicity-based and Student-leader groups
Ethnicity-based
and Student-leader groups
Purpose Emotional/
social needs
Emotional/
social needs
Providers Internal and External
Internal and External
Focus Education/
Re-education
Education/
Re-education
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Training of StaffHelps ensure educators have skills and capacities to meet established standards and are well prepared for leadinEntry-year teachers
• Culture Cards• TESOL Professional Development• Book talks• Multicultural Film Series• Summer Workshop: Culturally Responsive
Teaching• PD for educators and parents for international
exchange program
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The Impact of TrainingAnne Jenne Anne Jenne
Darby Creek Elementary TeacherDarby Creek Elementary Teacher
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Conditions
Affect long-term success or failure of leaders
• presence of data to make decisions
• authority to direct needed resources
• policies that affect recruitment, hiring, and evaluation of other school leaders that support meeting the standards
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Conditions Conditions
Mr. John Bandow Principal of Hilliard Davidson,
the first high school in the community
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2008-20092008-2009
• Construction of Bradley High School
• In preparation for its opening, the principal began deliberate efforts to create a purposeful climate and community by meeting with students, staff and parents
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Conditions
Mr. David Stewart Principal of Hilliard Bradley,
the newest high school in the community
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Next Steps for Hilliard City Schools
• Provide information sessions on state requirements for cultural competency standards for teachers and principals
• Continue data-based high quality PD at Davidson and Bradley
• Explore the use of creating school leadership teams to help address diversity issues in their work with teachers
• Create a scale and sustainability plan
• Explore networking opportunities around multicultural efforts with other districts in Ohio
• Continue to develop partnerships with schools in Hong Kong for student and teacher exchange
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ReferencesCenter for the Study of Teaching and Policy (2006). Leading, learning,
and leadership support. University of Washington: Seattle.Center for the Study of Teaching and Policy (2006). Redefining roles,
responsibilities, and authority of school leaders. University of Washington: Seattle.
Leithwood, K, Louis, K.S, Anderson, S., & Wahlstron, K. (2004). How leadership influences student learning. New York: The Wallace Foundation.
Ohio Leadership Advisory Council (2007). Ohio leadership development framework. Columbus, OH: Ohio Department of Education.
Ohio Department of Education (2007). Ohio standards for educators. Columbus, OH: Ohio Department of Education.
Wallace Foundation (2006). Leadership for learning: Making the connections among state, district, and school policies and practices. New York: The Wallace Foundation.
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Contact Information
Janet Monseur Durr:
Judith Monseur: