Oregon Leadership Network

2011–2012

School District/Organization

Work Plan

Due Date: September 30, 2011

TABLE OF CONTENTS

The Oregon Leadership Network

Purpose of Work Plan
The Oregon Leadership Network (Vision, Mission Statement, Theory of Action and Strategy)
General Provisions for Membership in the OLN
OLN Accountability and Participation Requirements
Key Dates for 2011–2012

Appendices

Part A: Leadership Team Roster

Part B: Statement of Work

Part C: Leadership for Equity Work Plan

CONTACT INFORMATION

Oregon Leadership Network

Education Northwest

101 SW Main Street, Suite 500, Portland, OR 97204

Sara Sellards, Program Analyst

Phone: (503) 275-9619

Nanci Schneider, Senior Advisor

Phone: (503) 275-9557

Rob Larson, Director

Phone: (503) 275-0656

1. Purpose of Work Plan

The purpose of this work plan is to clearly articulate school district and organization priorities for participation in the Oregon Leadership Network for the 2011-2012 school year. The success of the OLN is based on productive action by all member organizations, and requires thoughtful planning and accomplishment of leadership tasks in service to the highest need students.

2. The Oregon Leadership Network

(Vision, Mission Statements, Theory of Action and Strategy)

OLN Vision

All Oregon school, district and organizational leaders model demonstrably enhanced practice through culturally competent instructional leadership anchored in Oregon’s research-based leadership standards.

Mission Statement

To strengthen educational leadership, to increase equitable outcomes, and to improve student achievement and success so all students will meet or exceed state standards in reading and math, and there will be no gap between performances of different ethnic or socioeconomic groups.

Theory of Action (Collective belief about what is necessary to fulfill mission)

If a coherent system of standards-based leadership development in Oregon is a powerful contribution to continuously improving the instructional core of teachers and students engaging with rigorous content; Then culturally competent instructional leadership will increase equitable outcomes and improve student achievement and success.

OLN Strategy

The OLN strategy is to develop a coherent statewide system of leadership development through training that reaches all levels of the leadership continuum and is linked to the condition of assessing leadership effectiveness. Key strategies address a variety of aspects of leadership development and may include, but are not limited to, the following areas:

· Pre-service leadership development and induction

· In-service leadership development

· Professional learning initiatives (e.g., professional learning teams, etc.)

3. General Provisions for Membership in the OLN

(See the following membership section of the Guiding Principles for the OLN that were adopted by the OLN State Steering committee March, 2009.)

Membership

Section 1: General. The membership of the OLN will be open to school districts, state and local education agencies, institutes of higher education, and diverse professional educational organizations that operate headquarters or are doing business within the state of Oregon.

Section 2: Roles and Responsibilities of the Members. Membership entities will be considered active members when demonstrating the following criteria:

a. Participation in professional learning opportunities in conjunction with the OLN;

b. Collaboration in the work of the OLN;

c. Contribution to the progress of the OLN;

d. Commitment to a funding structure and member funding support that will sustain the state network;

e. Completion of reporting requirements and data collection, and if required submit an annual written progress report demonstrating contributions to items a-d.

4. Accountability and Participation Requirements

Team Leaders from each district/organization are responsible for submitting the following items:

Report / Format / Due
A. Leadership Team Roster / Template attached – see Part A / September 30, 2011
B. Statement of Work / Template attached – see Part B / September 30, 2011
C. Leadership for Equity Work Plan / Template attached – see Part C / September 30, 2011
D. Mid-year Progress Report / Format will be sent to you by December 15, 2011. / January 15, 2012
E. Final Report / Format will be sent to you by
May 1, 2012. / June 1, 2012

Please submit all items electronically to:

5. Key Dates for 2011–2012

Date / Meeting/Event / Location
September 15, 2011
1:00 – 4:00 p.m. / OLN State Steering Committee Meeting / Education Northwest
December 2011 / OLN 2011 Fall Leadership Institute / TBD
January 11, 2012
1:00 – 4:00 p.m. / OLN State Steering Committee Meeting / Education Northwest
March 14, 2012
1:00 – 4:00 p.m. / OLN State Steering Committee Meeting / Education Northwest
June 13, 2012
1:00 – 4:00 p.m. / OLN State Steering Committee Meeting / Education Northwest
Spring 2012 / OLN 2012 Spring Leadership Institute / TBD

/ PART A
LEADERSHIP TEAM ROSTER
September 2011 – June 2012
(Due on or before September 30, 2011.)

The Leadership Team allotment is based on district student enrollment. School district leaders, please use the chart below to determine how many team members your district may have. (Organizational leaders will receive the allotment for their organization in a separate email.)

District Leadership Team Allotment
District Enrollment / Maximum # of District Leadership Team Members
2,000 – 7,000 / 10
7,000 – 20,000 / 15
20,000 + / 30

Please fill out the Leadership Team Roster on the next page. School district leaders, please include your District Superintendent on the roster. Please bold the name of your District Team Leader.

The District Team Leader is an individual who is a senior district administrator who serves as key contact and liaison to the OLN with the following responsibilities: 1) leads the District level Leadership Team and 2) is a member of the OLN State Steering Committee. He or she may be the superintendent, but should be knowledgeable about leadership development and district leadership policy and priority.

LEADERSHIP TEAM ROSTER FOR 2011–2012

Last Name / First Name / Title / Email
1 / Rose / Jeff / Superintendent
District Team Co-Leader /
2 / Baumbardner / Sheila / Principal /
3 / Bridges / Jon / Administrator for Accountability /
4 / Brock / Shirley / Principal /
5 / Chamberlain / Mike / Principal /
6 / Clemens-Brower / Teresa / Principal /
7 / Cunningham / Karen / Board Member /
8 / Deal / Sherri / Assistant Director of SpEd /
9 / Evans / Barbara / Administrator for Elementary School Programs K-8 /
10 / Flores / Will / Principal /
11 / Gillespie / Lawrence / Assistant Principal /
12 / Hertz / Claire / Chief Financial Officer /
13 / Hulquist / Joann / Principal /
14 / Jones / Veronica / Teacher on Special Assignment /
15 / Kobrowski / Robin / Administrator for Curriculum, Instruction & Assessment /
16 / Langford / Steve / Chief Information Officer /
17 / Lekas / Holly / Administrator for Middle School Programs /
18 / Lewis / Brenda / Administrator for Special Programs & Title Schools /
19 / Lukich / Victoria / Administrator for High Schools & Option Programs /
20 / Maurizio / Toshiko / Principal /
21 / Mead / Carl / Deputy Superintendent /
22 / Porterfield / Ron / Deputy Superintendent /
23 / Robertson / Sue / Chief Human Resources Officer /
24 / Ruf / Claudia / Principal /
25 / Russell / Cindy / Assistant Principal /
26 / Shigeoka / Sho / District Team Co-Leader
Equity Coordinator /
27 / Tran / Angela / Principal /
28 / Wheeler / Maureen / Public Communication Officer /
29 / Wilkinson / David / Teacher Association President /
30 / Yarnell / Ken / Principal /

/ PART B
STATEMENT OF WORK
September 2011– June 2012
(Due on or before September 30, 2011.)

1. Identify your school district or organization policy that describes congruence with the OLN vision, mission, and/or theory of action.

In May of 2009, the Beaverton School Board adopted a new Strategic Plan for the Beaverton School District for the 2010-15 academic years. As illustrated below, this document details our vision, mission, the goal of our work, our core strategies and the values we embrace as a district. It will serve as an accountability tool to ensure that we become a system that guarantees the achievement of each individual student. It is our belief that enhanced culturally competent leadership development that focuses on instructional core is the key to help us actualize this goal.

Strategic Plan for Beaverton School District 2010-15

Our Vision:

Students are the center of our vision. Their individual achievement is our collective responsibility.

· We fundamentally believe that every single child has unique gifts and talents, and we are committed to helping discover and develop them.

· Success belongs to each student and will not be predicted by race, ethnicity, family economics, mobility, gender, disability, or initial proficiencies.

· All children will have choices for their future success and will carry with them a life-long love of learning that enhances their lives and supports generations that follow.

· High standards and high expectations drive our students, our staff, and our community.

· Every staff member commits to professional growth, excellence, and success.

· We are strongly connected to our families and the local and global communities.

Our Mission:

· Engage our students in rigorous and joyful learning experiences that meet their individual needs so they may thrive, contribute, compete and excel.

The Goal of Our Work:

· All students will show continuous progress toward their personal learning goals, developed in collaboration with teachers and parents, and will be prepared for post-secondary education and career success.

Our Core Strategies:

· Develop a customized learning plan for every student that is relevant, current, and challenging.

· Hire, develop, and retain qualified, committed, and diverse staff throughout the District.

· Strengthen student learning experiences through teacher collaboration, student proficiency, and common assessment.

· Employ technology to support innovation and excellence.

· Directly connect parents and the community to student learning and students to community life.

· Ensure a safe and caring learning environment for students and staff.

· Regularly review and improve the strategic plan and the implementation details that support it.

The Values We Embrace:

· Rigor. We set high standards and high expectations and relentlessly pursue success.

· Curiosity. A desire to understand, to know more, and to explore is the foundation of engaged learning.

· Diversity. Diversity is an essential asset of our community and a source of learning and opportunity in our schools.

· Equity. Student achievement belongs to everyone and will not be predicted by race, ethnicity, poverty, mobility, gender, disability, or initial proficiencies.

· Balance. We nurture the whole child and promote joy and well-being among students and our staff.

· A great place to work. We create an environment that nurtures passion for great work, collaboration, and leadership.

· Accountability. We manage resources wisely and create results that surpass the expectations of the community.

· Communication. Our communication is honest, clear, and transparent.

· Sustainability. We embrace our stewardship responsibility for our environment and our community, and manage our activities with future generations in mind.

· Scholarship. We are committed to learning that is life-long, self-directed, and community-supported.

Strategic Plan Implementation (THRIVE):

Technology:

Employ 21st century technology to support innovation and excellence.

High Quality Empowered Teaching Staff:

Hire, develop and retain qualified, committed, and diverse staff throughout the District

Respect for Human and Environmental Rights:

Ensure a safe, caring, and sustainable learning environment for students and staff

Individual Student Growth:

Strengthen student learning experiences through teacher collaboration, student proficiency, differentiation, and common assessment

Volunteerism, Service, Engagement:

Directly connect parent and the community to student learning and students to community life

Equity in Student Outcomes:

Develop a customized learning plan for every student that is relevant, current and challenging

To actualize the district goal of preparing all students to be college and career ready, the District leadership team developed a framework, entitled the “College and Career Readiness (CCR) Framework” in the summer of 2011. This framework outlines four key strategies that will ensure all students, regardless of race, ethnicity, language, and socioeconomic class, are prepared to be college and career ready. All of the strategies articulated in the School Improvement Plans (SIP), as well as department plans, are in direct alignment with what has been outlined in the CCR framework’s strategies. As illustrated in the following page, these CCR Framework strategies are in direct alignment with the District Goal:

Beaverton School District

COLLEGE AND CAREER READINESS STRATEGIES

1. Supportive, inclusive learning environments ensure each and every student, regardless of background, experiences success. (Technology, High Quality, Respect, Volunteerism, Equity)

1a. Collaborate with parents and students to develop educational goals that embed college and career readiness expectations. (T3/E1)

1b. Increase educator skills in developing authentic relationships with students across cultures. (T1/H3/R1)

1c. Create supportive, inclusive learning environments by teaching and demonstrating safe and respectful behavior, as modeled by PBIS classrooms. (R1)

1d. Engage educators in community partnerships to support the learning community. (V1)

2. Learning Targets provide each and every student with a clear pathway to college and career readiness (CCR). (Technology, Individual Student Growth)

2a. Develop K-12 Learning Targets aligned with the four domains of college and career readiness: key content, key cognitive strategies, academic behaviors and contextual skills. (T2/I1)

2b. Ensure educators, students, and parents know the meaning of Learning Targets and what constitutes rigorous, quality work and mastery of Learning Targets. (T1/I1)

2c. Provide students and parents with clear feedback on student progress toward and mastery* of Learning Targets. (T2/T3/I1/I2)

2d. Use high quality interim and summative classroom assessments aligned to Learning Targets to inform teacher judgments about student learning. (I1)

3. Effective instruction ensures each and every student demonstrates mastery* of K-12 Learning Targets. (Technology, Respect, Individual Student Growth)

3a. Implement lessons and units focused on Learning Targets that include interventions and extensions to ensure continuous progress toward student mastery* of Learning Targets. (T1/I1)