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The document outlines Ohio's school improvement process which relies on data to institute leadership teams and produce focused plans to expect changes in student performance and instructional practices. It establishes a leadership team structure from the state to the district to the building level to oversee the process. Key terms are defined and the purpose of the leadership teams are to develop, monitor, and support district and building level plans and initiatives through the continuous improvement process.
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Luigi Cusano provides a 3-page summary of his professional portfolio from 2011-2015. He led several initiatives that improved safety, productivity, and financial results. Initiatives included a safety culture improvement strategy that reduced injury rates, a leadership development program called Q Challenge that improved team collaboration, and a strategic master site plan that increased capacity and reduced costs. Key results included doubling oven capacity, reducing emissions by 50%, improving safety rates from 1.9 to under 1, and increasing margins while absorbing cost increases. Cusano demonstrated experience leading operations, safety, and strategic planning across multiple industries.
Unit 1 Performance Management Overview.ppt
Performance management is defined as a continuous process that aligns individual and team goals with the strategic goals of the organization. It involves performance planning, reviewing progress, and developing skills. The key aspects of performance management are that it is an ongoing process that ensures employee activities are congruent with organizational objectives in order to improve performance and gain a competitive advantage. Effective performance management creates a high-performance culture, improves organizational efficiency, ensures quality service, and links individual performance to strategic goals.
Executive development
To acquire skills
Executive development is to improve competencies and increase capabilities.It helps manager to enhance the their efficiency to work more effectively and to prepare them for future needs of organization
Barber integrated talent management
Strategic Learning and Development for Improved Workforce Performance was presented to the Western NC chapter of SHRM. Based on best practices research this presentation uses a case study to show how the entire talent cycle can be aligned around common competencies, processes and systems.
Comprehensive needs assessment
A comprehensive needs assessment collects data to document existing challenges in order to discover needs related to attendance, parental involvement, school climate, leadership, and test achievement. It provides direction for programs by determining priorities through aligning goals, strategies, professional development, and outcomes. The assessment asks individuals connected to education what is needed to close gaps between current status and desired outcomes, considering a range of needs from valid and reliable data involving many individuals to develop goals, action plans, and regularly evaluate strategies.
Awsp Seattle Hilton May 2013
The document discusses principal evaluation, including:
1) The history and current status of principal evaluation in Washington state, with multiple new laws and guidelines passed since 2010.
2) Recommendations and challenges around calibrating evaluation elements to determine summative scores and collecting evidence for student growth areas.
3) An overview of the AWSP Leadership Framework that is intended to support principal development through criteria, rubrics, and research.
Effective Coaching
This Power Point presentation shares the various methods to provide professional development to teachers and teacher assistants. The presentation also discusses the effects of quality coaching and the components of practice-based coaching. And finally, the Power Point presentation provides the three Ps of programmatic support to educational staff -- preparation, policies, and processes.
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The District Decision Framework outlines factors for districts to consider when making important decisions. It focuses on subscale probes in specific areas like finance, operations, and academics to assess challenges and opportunities. Administrators should use this framework and its subscale probes to guide discussions and help strategize comprehensive, well-informed solutions.
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This document provides an overview of the subjects and grade levels covered by the Ohio Achievement Test. The test assesses students in reading and math in grades 3 through 8, science in grades 5 and 8, and social studies in grades 5 and 8. It gives a brief heading for each subject and lists the grade levels for which questions are included in that subject area.
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This document provides an analysis of questions from the Ohio Achievement Test for grades 3 through 8, breaking down the test into separate sections for Reading, Math, Science, and Social Studies and analyzing the questions asked in each section and subject area across all grade levels.
Building goals 2008 2009
The John R. Lea Middle School has outlined goals for the 2008-2009 school year. The goals include increasing student achievement in reading and math through targeted instruction and tutoring. Teachers will also focus on differentiating lessons to meet the needs of all learners. Administrators aim to strengthen communication with parents through monthly newsletters and increased volunteer opportunities.
Expectations 2008-2009
John R. Lea Middle School outlines its expectations and team structure for the 2008-2009 school year. Teachers will be organized into grade-level teams to discuss student issues and bring topics to building-wide committees. The principal will meet bi-weekly with team and committee chairs to communicate and document school issues and improvement ideas. Teachers are expected to effectively manage classrooms and engage students during instruction.
Discipline Charts
This document contains data on grade level breakdowns of incidents and students involved from the 2004-2005 school year, a consequence chart for discipline at Apple Creek Elementary, and a three year comparison of discipline incidents at school and on buses.
How To Grade For Learning
The document discusses different perspectives on grading practices in education. It notes that while grades are not inherently bad, common grading practices can make it difficult for students to feel successful. It advocates for standards-based assessments that focus on what students have learned rather than inputs. The document also discusses the importance of motivation and how grades only motivate students when they are higher than usual or are A's. It outlines grading practices that can inhibit learning, such as inconsistent scales and penalizing students for taking risks.
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This document contains over 30 quotes and sayings related to leadership, success, teamwork, and personal growth. Some of the key ideas expressed are that opportunities are most valuable when prepared for in advance, true heroism is serving others, leadership requires keeping a team united and focused on goals rather than personal agendas, and that the role of a good leader is enabling others to excel while remaining largely unnoticed themselves.
Dlt Role
The document outlines steps for implementing the Ohio Improvement Process using a decision framework tool, including developing a focused action plan with limited goals and strategies to address the district's highest priorities based on meaningful input from stakeholders, overseeing ongoing implementation and evaluation of the plan, and making adjustments based on data results.
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Introduction
- 1. OHIO Improvement Process
- 2. • Relies on data • Institutes leadership team structure • Expects change in student performance and instructional practices • Produces focused plan Core Principles
- 3. Important Terms Term Clarification OIP Ohio Improvement Process SST State Support Team OLAC Ohio Leadership Advisory Council DF Decision Framework CCIP Comprehensive Continuous Improvement Plan DLT District Leadership Team BLT Building Leadership Team KRAL Kindergarten Readiness Assessment for Literacy HQPD High Quality Professional Development SMARTGOAL Specific, Measurable, Achievable, Relevant, and Timely
- 4. Leadership Team Structure • Shift focus from a single individual to teams • Distribute key leadership functions • Align and focus work • Ensure effective leadership at all levels of the system
- 5. Purpose • Functions as an ongoing OIP oversight team • Develops and monitors the District Action Plan • Provides focus for all district initiatives • Acts as support to the Building Leadership Team