A Practical Plan for Creating and Sustaining a Multicultural Foundation A Practical Plan for Creating and Sustaining a Multicultural Foundation Equity Alliance Forum 2011 Janet Monseur-Durr Diversity Coordinator Hilliard City Schools Hilliard, Ohio Judith Monseur Professional Development Consultant

Overview Introductions Presentation objective Share how a district has used a cohesive framework to establish systemic, sustained multicultural policies and structures

Recent History of School Leadership Roles 1980s – School effectiveness and improvement 1990s – Leaders’ roles in time of turbulent change 2000s – Leaders’ roles in accountability-driven reform

Conceptualization of School Leadership Learning improvement agendas: -Student learning -Professional learning -System learning

Successful School Leadership Sets directions that are embraced by school community Develops people by providing opportunities to increase their capacity and improve practice Redesigns the organizational culture and conditions that exist within schools

Leadership and Learning Importance of leadership is often subtle…but “Leadership is second only to classroom instruction among all-school related factors that contribute to what students learn in school.” Leithwood, Louis, Anderson, and Wahlstrom 2004

Ohio Leadership Development Framework Establishes the foundation to improve the quality of leadership in Ohio’s districts and schools Identifies skills and knowledge all school leaders should have, regardless of role Delineates essential leadership practices throughout all levels of a school system

Three Policy Elements Quality of school leadership determined by: Standards Training Conditions

Standards Training Conditions C ohesive Leadership S ystem (adapted from the Wallace Foundation)

Assumptions about Our Use of the CLS Framework 1.School leadership extends beyond the principal 2.Adapted the CLS framework and used it as a lens to examine cultural competency policies and practices in large suburban high schools

Standards Ohio Standards for Teachers Standard # 1: Teachers understand student learning and development and respect the diversity of the students they teach. Ohio Standards for Principals Standard # 5: Principals engage parents and community members in the educational process and create an environment where community resources support student learning, achievement, and well-being. (2005)

The Role and Significance of State Standards Spell out clear expectations for leaders’ skills and abilities Hold leaders accountable for results

Training of Students Davidson H.S. (first school) Bradley H.S. (newest school) StructureEthnicity-based and Student- leader groups Ethnicity-based and Student- leader groups PurposeEmotional/ social needs Emotional/ social needs ProvidersInternal and External FocusEducation/ Re-education Education/ Re-education

Training of Staff Helps ensure educators have skills and capacities to meet established standards and are well prepared for leadinEntry-year teachers Culture Cards TESOL Professional Development Book talks Multicultural Film Series Summer Workshop: Culturally Responsive Teaching PD for educators and parents for international exchange program

Anne Jenne Darby Creek Elementary Teacher The Impact of Training Anne Jenne Darby Creek Elementary Teacher

Conditions Affect long-term success or failure of leaders presence of data to make decisions authority to direct needed resources policies that affect recruitment, hiring, and evaluation of other school leaders that support meeting the standards

Conditions Mr. John Bandow Principal of Hilliard Davidson, the first high school in the community

Construction of Bradley High School In preparation for its opening, the principal began deliberate efforts to create a purposeful climate and community by meeting with students, staff and parents

Conditions Mr. David Stewart Principal of Hilliard Bradley, the newest high school in the community

Next Steps for Hilliard City Schools Provide information sessions on state requirements for cultural competency standards for teachers and principals Continue data-based high quality PD at Davidson and Bradley Explore the use of creating school leadership teams to help address diversity issues in their work with teachers Create a scale and sustainability plan Explore networking opportunities around multicultural efforts with other districts in Ohio Continue to develop partnerships with schools in Hong Kong for student and teacher exchange

References Center for the Study of Teaching and Policy (2006). Leading, learning, and leadership support. University of Washington: Seattle. Center for the Study of Teaching and Policy (2006). Redefining roles, responsibilities, and authority of school leaders. University of Washington: Seattle. Leithwood, K, Louis, K.S, Anderson, S., & Wahlstron, K. (2004). How leadership influences student learning. New York: The Wallace Foundation. Ohio Leadership Advisory Council (2007). Ohio leadership development framework. Columbus, OH: Ohio Department of Education. Ohio Department of Education (2007). Ohio standards for educators. Columbus, OH: Ohio Department of Education. Wallace Foundation (2006). Leadership for learning: Making the connections among state, district, and school policies and practices. New York: The Wallace Foundation.

Contact Information Janet Monseur Durr: Judith Monseur: