Here are some recommendations for additional action steps Delightful could include under each leadership role: Communicating Clear Expectations - Principal meets monthly with teachers to review objectives and expectations for literacy practices - Leadership team creates communication plan to share progress and next steps with all stakeholders Building Capacity - Provide release time for teachers to observe model literacy lessons in other classrooms - Hire literacy coach to demonstrate lessons and co-teach with teachers Monitoring and Reviewing - Conduct student focus groups to assess understanding of literacy strategies - Analyze formative assessment data monthly to identify students needing additional support - Survey teachers quarterly on support needed and make adjustments to PD accordingly The action steps in Delight

1. Creating and Implementing
Improvement Plans for Impact
Leadership for Improvement Plan
Implementation

2. Session Questions
• Why is leadership critical for the effective
implementation of the improvement plan?
• What roles must leaders carry out to support
implementation of the plan?
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3. Quote to Consider
“As anyone knows who has worked in
the field, implementation of new practice
is the biggest challenge of all.”
Hollin, C., & McMurran, M. (2001). Series editors’ preface. In G. A. Bernfeld, D.P.
Farrington, & A.W. Leschied (Eds.), Offender rehabilitation in practice: Implementing
And evaluating effective programs (p. xvii). London: Wiley.
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4. Implementation Bridge
Communicating clear expectations
Building capacity
Monitoring and reviewing
Adapted from Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns,
principles, and potholes. Boston: Pearson.
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5. From Your Experience
• What are some leadership factors that promote
implementation of improvement plans?
• What are some leadership factors that hinder
implementation of improvement plans?

6. Leadership Roles
• Communicating Clear Expectations
• Building Capacity
• Monitoring and Reviewing
At all levels of the system
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7. What Does Research Say About
Leadership for Implementation?

8. Articles*
• What We Know about Successful School Leadership
• Partners in Progress: A Framework for Raising Student
Achievement in Under-Performing School Districts
• Systems for Improved Teaching and Learning
• Studies of the Charles A. Dana Center in Texas
(pg. 11–21 in Supporting School Improvement)
• Restructuring Through Learning-Focused Leadership
*Articles were selected from resources available from the Center on Innovation
and Improvement as well as a review of multiple documents that represent
consensus in the field and professional wisdom.
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9. Table Group Activity
• Each member of the table group will select a
different research article to review.
• Locate specific examples of leadership actions;
write them on sticky notes (one action per note).
• Place each sticky note in the center of the table as
you finish it.
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10. Communicate
purposes.
Articulate
direction for the
school and
establish buy-in
for the goals.
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11. Apportion
resources.
Reallocate
resources to
support specific
goals.
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12. Monitor
progress.
Engage
teachers in
assessing and
monitoring
student
mastery.
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13. Table Group Activity (continued)
Work together as a table group to sort your
leadership actions into three categories:
1. Communicating Clear Expectations
2. Building Capacity
3. Monitoring and Reviewing
Post them in the corresponding Research column
of the chart.
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14. 14

15. Leadership Roles: Implications for
Improvement Plans
• What did you observe about the placement of your
leadership action in the three categories?
• Did any not fall in one of the three categories? If so,
why?
• In what ways do these leadership actions relate to
the implementation of improvement plans?

16. Delightful’s Path to Improvement
This is on
Delightful’s
CIP handout
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17. Objective 3 from Delightful’s CIP
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18. Delightful’s Campus Improvement Plan
Ideal State (Goal): In order to increase student achievement, Delightful School has a system to support and ensure that teachers know and use research-based literacy
practices and they continuously collaborate to plan lessons using research-based practices and align instruction to state standards.
Objective 3: 100% of teachers will apply the 4 research-based literacy practices in their classrooms throughout the 2008-09 school year.
Strategy 1: Monitor the use of research-based literacy practices for continuous improvement
Person(s) Completion Evidence of Evidence of Benchmark Title 1
Action Steps Responsible
Resources Schoolwide
Date Implementation Impact Timeline Components
1a. Conduct walk-
throughs and informal Complete 3
Principal Time and PDAS walkthroughs
observations focused PDAS walkthroughs documented
and assistant completed walk- Ongoing completed for
on use of research- completed by March walkthroughs per
principals through reports PDAS requirements
based literacy week
practices
Teachers and PD on analyzing
Beginning of the
1b. Analyze data on use Data analyzed by 3rd, coaches identified AYP scores
Teachers school year
of research-based AYP data & time 4th, & 5th grade areas in reading in completed on 2nd
and coaches professional
literacy practices teachers which students need day of staff
development
support development
The administrative
Calendar of school team, instructional
and district staff specialists, literacy Review of
1c. Use data to plan for Instructional
development days, coaches, and the Staff attends PD on completed walk-
PD on researched- specialists
and calendar of PD Once a month campus leadership research-based through reports
based literacy and literacy
provided by ESC, team use AYP data to literacy practices gathered during
practices coaches
monthly staff develop a plan for LA time blocks
meetings providing support to
staff
Staff reports
Instructional
1d. Share data on use Time & walk- training attended
specialists Monthly at Agendas from faculty Every month
of practices with through feedback and can name
and literacy faculty meetings meetings discuss practices
faculty/staff forms successful literacy
coaches
practices
Time during At monthly
Agendas from faculty
faculty, grade- leadership team
Instructional & team meetings and Instructional staff
1e. Provide coaching level team/ and faculty
specialists notes and meetings and coaches respond Sharing sessions at
to faculty/staff on department meetings, team
and literacy scheduled with to teachers requests faculty meetings
literacy practices meetings, and meetings, and
coaches teachers upon for needed coaching
teacher planning with individuals,
periods as needed
teacher’s request
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19. Examining Delightful’s Improvement Plan
• Reflect on evidence of the three leadership roles in the action
steps on this portion of Delightful’s improvement plan
• Examine the sticky notes under each leadership role to offer
recommendations for additional action steps that could be
included in the plan
You have 10 minutes.
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20. Leadership for Improvement Plan Implementation
• Monitoring the improvement plan
– Implementation
– Impact
• Research on leadership for the improvement work
– Communicating clear expectations
– Building capacity
– Monitoring and reviewing
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