Building Inclusive Instructional Leadership Capacity for Leadership & Implementation Teams
OH-AiPL Overview
OH-AiPL is a two-year, application-based professional learning series for leadership and implementation teams to examine, refine, and improve building leadership team (BLT) strategies for engaging all students in learning.
OH-AiPL is part of the national Advancing Inclusive Principal Leadership initiative supported by the Council of Chief State School Officers (CCSSO) and the Collaboration on Effective Educator Development, Accountability, and Reform (CEEDAR) Center.
Teams are supported by a coach who works to guide them in their learning, collaboration, and implementation of change. This virtual professional learning series is designed to help participants:
- Overcome collaboration challenges.
- Address student engagement.
- Understand the roles and inclusive instructional and organizational leadership functions of central office administration.
- Hold conversations that foster change.
- Improve communication among OIP teams to promote district-wide coherence.
- Operationalize and measure student engagement.
- Use P-D-S-A cycles to create local adaptations of evidence-based practices
What to Expect
Eight districts will be selected to participate in the program with each district identifying up to seven members to serve as a leadership and implementation team. Membership must include, at a minimum, the principal and at least one teacher from the designated school, the superintendent or designee in charge of curriculum and instruction (e.g., Chief Academic Officer, Deputy Superintendent), and the district’s director/coordinator of special education-pupil personnel. One team member should be designated as the contact person for the district.
This leadership and implementation team is designed to serve as incubator for examining how lessons learned in one school can be scaled across all schools in the district. They cross organizational levels and roles in order to augment systemic district-wide continuous improvement efforts and focus on inclusive instructional leadership as a key function of the interlocking teams (DLTs, BLTs, TBTs) that form the foundation of the Ohio Improvement Process (OIP).