A Practical Plan for Creating and Sustaining a Multicultural Foundation A Practical Plan for Creating and Sustaining a Multicultural Foundation Equity.

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

OverviewOverview

• Introductions

• Presentation objective

Share how a district has used a cohesive framework to establish systemic, sustained multicultural policies and structures

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

Conceptualization of School Leadership

Learning improvement agendas:

- Student learning- Professional learning- System learning

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

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

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

Three Policy Elements

Quality of school leadership determined by:

• Standards

• Training

• Conditions

Standards

Training

Conditions

Cohesive Leadership System(adapted from the Wallace Foundation)

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

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)

The Role and Significance of State Standards

• Spell out clear expectations for leaders’ skills and abilities

• Hold leaders accountable for results

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

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

The Impact of TrainingAnne Jenne Anne Jenne

Darby Creek Elementary TeacherDarby Creek Elementary Teacher

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

Conditions Conditions

Mr. John Bandow Principal of Hilliard Davidson,

the first high school in the community

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

Conditions

Mr. David Stewart Principal of Hilliard Bradley,

the newest high school in the community

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

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.

Contact Information

Janet Monseur Durr:

Janet_Monseur-Durr@hboe.org

monseurj@ohiodominican.edu

Judith Monseur:

jmmonseur@att.net