DTLI

DTLI

District Transformational Leadership Inventory for system support and enhanced student achievement

“We can make trains run on time, but if they are not going where we want them to go, why bother?”

— Neil Postman

THE DISTRICT TRANSFORMATIONAL LEADERSHIP INVENTORY for system support and student achievement

Things to keep in mind

In today’s educational environment, a higher level of accountability for school improvement has become the norm, and central office administrators and support staff are feeling greater pressure than ever to bring about rapid district wide improvement for all schools. The roles of central office staffers are being reviewed to make sure their roles and responsibilities are focused on purposeful efforts to improve teaching practice and student learning. In order to do this, the “new” transformed central office will need to systematically partner with schools in this work.

Individual items on the District Transformational Leadership Inventory (DTLI) are based on a review of research to identify key elements of transformed central office leadership. These elements will enable districts to provide leadership for learning, modeling and monitoring of effective leadership practices, advocating and brokering for supplemental resources based on specific school needs, and to understand the need for central office administrators to accomplish continuous improvement as a professional learning community itself.

To accomplish the transformation necessary in district leadership, we need to carefully examine how we are currently working to facilitate school improvement and impact student achievement. What are the current work practices and relationships of district administrators? How do district administrators and offices work with schools in each of the following areas?

Complete the DTLI statements by choosing a rating of 0 (never) to 3 (always) reflecting your own perception.

The DTLI is designed to help you and your team members to understand the current readiness of your central office to engage in this work. You may have reviewed some background on systems leadership, and heard about some research that describes key elements of change that “district offices” must consider in district transformation. As we begin this process together to review your team’s results, keep these 4 principles in mind: • PERSPECTIVE: Are you open and receptive to the possibility and promise of a new role for the Central Office?

• RECOGNITION: Your district team and those “back home” are those who will need to do this work. Keep them in mind as you work though this process.

• INTERPRETATION: An understanding of the current situation is essential before movement of any kind is possible.

• APPLICATION: As you reflect on results for your team, keep in mind that the team’s goal will be to come to consensus around areas to target for change in the form of a district action plan.

DISTRICT

To accomplish district leadership transformation, we need to carefully examine how we are currently working to facilitate school improvement and impact student achievement. What are the current work practices and relationships of district offices with school leaders and among staff members in each of the following areas?

TRANSFORMATIONAL LEADERSHIP INVENTORY for system support and enhanced student achievement

characteristics of district leadership: I. Relationships and networking

I. R e l at i o n s h i p s and networking

Never:

Sometimes:

Usually:

Always:

Don’t know:

District administrators work with principals one-to-one and in networks to improve instructional leadership skills.

0

1

2

3

N/A

District administrators foster strong and trusting collaborative relationships with principals and school leadership teams.

0

1

2

3

N/A

District administrators model leadership strategies and work directly with principals to determine external resource needs.

0

1

2

3

N/A

District administrators constantly review school procedures and policies for evidence of cultural and ethnic sensitivity.

0

1

2

3

N/A

District offices intentionally staff positions with individuals capable of providing responsive service to schools in ways similar to case management methods used by hospitals.

0

1

2

3

N/A

District provides varied opportunities for principals to share information and work collaboratively on common issues.

0

1

2

3

N/A

District administrators interact with schools and teachers to provide support for principals to become successful leaders.

0

1

2

3

N/A

Add rating points to create Area I Relationships and Networking subtotal:

Other comments about Relationships and Networking:

“If we want to create a workplace that values idealism, human connection, and real in-depth learning, we will have to create it ourselves.”

— Peter Block

characteristics of district leadership: II. differentiated support

II. d i f f e r e n t i a t e d support

Never:

Sometimes:

Usually:

Always:

Don’t know:

0

1

2

3

N/A

Departments of our central office place higher priorities on supporting schools instructionally than on

compliance and reporting.

0

1

2

3

N/A

District clears away regulations and conditions that hinder the ability of principals and teachers to work together to improve teaching and student learning.

0

1

2

3

N/A

District offices are organized to allow the personalization of services to schools using case management techniques.

0

1

2

3

N/A

District administrators act to locate and broker (where necessary) the additional or external resources necessary to address school

needs.

0

1

2

3

N/A

District offices organize the allocation of resources, positions, and processes to differentiate support based on school needs.

0

1

2

3

N/A

District administrators work directly with schools to provide coaching support, guidance, and instructional resources for students with special needs.

0

1

2

3

N/A

District office provides differentiated support and involvement with principals based on individual needs of schools.

Add rating points to create Area II Differentiated Support subtotal:

Other comments about Differentiated Support:

I I I . i n s t r u c t i o n a l design and coaching

characteristics of district leadership: III. instructional design and coaching

Never:

Sometimes:

Usually:

Always:

Don’t know:

Our district shares a clear vision, mission, and specific targeted strategies to ensure an aligned curriculum, instruction, and assessment

system.

0

1

2

3

N/A

District administrators work with schools collaboratively on school issues, and share responsibility for conducting, participating, and sharing data from classroom walk-throughs.

0

1

2

3

N/A

District and school administrators have a common vocabulary, shared tools, and protocols for observing, evaluating, and improving teaching.

0

1

2

3

N/A

District and school administrators use master scheduling practices to plan regular times for collaborative lesson planning and professional learning communities.

0

1

2

3

N/A

Our district uses a system of formative and curriculum-based assessments, and high school end-of-course tests, to assess, evaluate and adjust instruction in order to maximize student achievement.

0

1

2

3

N/A

Our district provides an integrated, user-friendly data system that enables teachers and administrators to monitor and analyze student results for instructional diagnosis and planning.

0

1

2

3

N/A

District administrators support schools by frequently modeling ways of thinking and acting that exhibit effective leadership practices for school leaders.

0

1

2

3

N/A

Add rating points to create Area III Instructional Design and Coaching subtotal:

Other comments about Instructional Design and Coaching:

I V. S t u d e n t - f o c u s e d professional

learning

characteristics of district leadership: IV. student-focused professional learning

Never:

Sometimes:

Usually:

Always:

Don’t know:

Our district defines a clear theory of action describing its vision for improvement, use of resources, instructional practices, and partners.

0

1

2

3

N/A

District administrators actively share the vision for an aligned system of instruction and assessment with accountability for student learning in all schools.

0

1

2

3

N/A

Our district clearly defines the roles necessary for planning, delivering, and evaluating high quality professional learning for all (teachers to school-based leaders to superintendent).

0

1

2

3

N/A

Our district designs research-based and jobembedded professional learning that is collaborative, aligned with curriculum and instruction, and planned around school improvement needs.

0

1

2

3

N/A

Performance appraisal systems for teachers, principals, and district personnel use technically sound evaluation methods based on common goals for student achievement, school, and district success.

0

1

2

3

N/A

Our district provides a specific model, staff, and resources for training and support of professional learning communities to improve teaching practice in

all schools.

0

1

2

3

N/A

Our district not only supports the philosophy of professional learning communities, but also provides resources necessary to make them possible (e.g, providing for common planning, coaching support, release time, etc.).

0

1

2

3

N/A

Add rating points to create Area IV Student-Focused Professional Learning subtotal:

Other comments about Student-Focused Professional Learning:

To create your Individual DTLI Profile, add the points for each subtotal area and enter those scores below for Areas I, II, III, and IV. Then add points from each subtotal area to create the Total Score. creating an individual profile

i n d ivi d u a l s c o ri n g a n d c r e a t i n g a n i n d ivi d u a l d t l i p r o f i l e Transfer the point totals from Areas I-IV. Add subtotal points to create your individual DTLI total score.

score Area I:

Relationships and Networking

Area II:

Differentiated Support

Area III:

Instructional Design and Coaching

Area IV:

Student-Focused Professional Learning

TOTAL SCORE:

Record your subtotal area scores in each area below again. Also record the number of items marked “don’t know”. d t l i c o m p o n e n t s a n d t o ta l p o i n t s

individual dtli scoring and profile

P o i n t V a l u e P r i o r i t y DK *

I. Relationships and Networking

II. Differentiated Support

III. Instructional Design and Coaching

IV. Student Focused Professional Learning

Individual DTLI Total Points

* DK=number of items marked ‘N/A’ for ‘Don’t Know’.

Compare the subtotal area scores in each area. The lower the score value, the more discussion and work may be needed to have ‘transformed’ leadership for schools. RANK ORDER subtotal area scores from lowest (1) to highest (4) to determine your own “profile” for priority areas for teamwork and discussion.

“When a man imagines, even after years of striving, that he has attained perfection, his decline begins.”

— Th e o d o r e M a r t i n

notes

notes

“Don’t try to innovate for the future. Innovate for the present.”

— Peter Drucker

po box 157 路 clemmons, nc 27012 路 336 712 3396 漏2012 School Leadership Services. All rights reserved.