The “Why”
The Ohio Inclusive Instructional Leadership (OH-IIL) website provides information on professional learning opportunities grounded in a commitment to equity on behalf of all children and aligned with Ohio’s improvement framework – the Ohio Improvement Process (OIP) and Ohio’s Leadership Development Framework (2022).
All IIL professional learning engages adults in working together to improve learning environments, opportunities, and outcomes for all students. Through these learning experiences, leaders build knowledge and skills in using inclusive instructional and organizational leadership practices in four key domains:
1. Prioritizing the Improvement of Teaching and Learning
2. Building Capacity through Support and Accountability
3. Sustaining an Open and Collaborative Culture
4. Promoting Systemwide Learning
Professional learning opportunities are customized to focus on the application of leadership practices by particular target audiences (e.g., principals, central office personnel, teams of district- and school-level leadership personnel, coaches).
Mission:
To provide adults with the knowledge and skills in leadership, instruction, and learning to create meaningful change in their schools and districts
Vision:
Ensure that EACH child is provided the highest quality education
District Leadership:
Promoting Systemwide Learning
- Supporting and modeling effective professional learning practices and mindsets expected from educators at the district, school and classroom levels.
- Using evidence and collaborative inquiry to continuously test and refine a theory of action that links the district’s vision, goals and strategic actions with intended results.
- Using evidence of student learning, teaching, learning conditions, and leadership practice to hold school and district leaders reciprocally accountable for their role in improvement.
Prioritizing the Improvement of Teaching and Learning
- Developing a clear vision and a small number of ambitious goals for powerful learning and effective pedagogy for all students, placing these at the center of the district’s improvement strategy.
- Developing a theory of action that links strategic actions of the central office with the district’s vision and goals for quality and equity in teaching and learning.
- Developing coherence in the district’s human and resource capacity and strategies to address the district vision, goals and theory of action to improve teaching and learning.
Building Capacity through Support and Accountability
- Developing evidence informed strategies to attract, support and retain highly qualified teachers, school leaders, and district leaders.
- Developing capacity for inclusive instructional leadership at school and district levels grounded in evidence of student learning and professional practice, and differentiated in light of school contexts and needs.
- Supporting the development of cultures of effective collaboration to examine and improve learning, teaching, and leadership practices in light of data on student learning and professional practice.
Sustaining an Open and Collaborative Culture
- Modeling and cultivating trust and reciprocal accountability
- Developing effective collaboration and shared leadership between the central office and schools
- Connecting and collaborating laterally and upward with the state system.
