WEBVTT

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[Narrator reading on-screen text]

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I'm Dallas Saunders, associate principal
of Southern Local Jr./Sr. High School.

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My name is Danielle Butler. I'm a transformation
specialist with the Ohio Department of Education.

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In that role, we coach principals. We coach
them on implementing the Ohio improvement

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process, starting with our TBT and BLT process,
which is the teacher-based teams and the building

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leadership teams. We coach them on analyzing
student data, finding professional development

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based on their student needs and their teacher
needs, providing them with professional development

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related to creating short-cycle assessments,
and also increasing parent and community engagement.

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The support we provide depends a lot on the
school. The same way we ask them to differentiate

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instruction for the children and professional
development for the teachers, so is our support.

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So in the beginning of the school improvement
process, I was visiting Southern Local once

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a week. As they began to build their capacity
the frequency of my visits decreased, so now

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I visit between once and twice a month, but
we are in constant communication through emails,

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text messages, or calls so that we can still
provide that level of support and not actually

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be face to face. When the visit starts, I
typically come in, I meet with Dallas, we

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discuss what his focuses are for the classroom
walkthroughs. So that while we're in the

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classroom we're looking for the same things
and the teachers already know exactly what

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we will be looking for when we enter the classroom.

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Saunders: One of the areas that we have really
focused on in the last year and a half is

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the inclusion classroom co-teaching model.
And so my assistant principal and I, Danielle

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would also go into the classrooms in a co-teaching
setting, make observations, discuss what we

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saw and then we also discuss how we can improve
it or is this a model within a school building

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that we see that we think is functioning properly,
is being executed properly, and then we could

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also have in-house professional development
provided by our teachers to other teachers.

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Butler: We don't limit ourselves to just
the school turnaround tool box, we research

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new and innovative professional development
based on the needs of the students by using

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their student data and also this—the adult
implementation indicators. We'd look to

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see what the teachers are doing and if what
they're actually getting in professional

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development transfers into the classroom.
And if it doesn't, those are conversations

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that Dallas I will have and we'll look for
any resource that's available to us to help

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them be successful.

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Saunders: The help from Danielle and the transformation
specialist has helped me to develop as a leader,

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simply because there is a piece of accountability
built in, there is some mentorship and leadership

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on how to implement the best practices that
we know create high-functioning, high-performing

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schools. And it's always good to be able
to have another set of professional eyes be

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able to come in to your school, have their
perception, have their view, and help you

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to possibly refocus or put another fresh thought
into how to expand upon what you started,

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developing educationally or to possibly fix
an area where you have some sort of weakness.

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I think that probably where Danielle and the
transformation specialists probably across

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the state have made an impact is, as we transition
out—this will be our last year of funding

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through the School Improvement Grant—so
we will take those same concepts of evaluating

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data, looking at what programs have been successful,
what we have made a difference in student

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success. We can use those same concepts to
evaluate the programs and identify what programs

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we need to keep, what programs we may not
keep, and use that higher order thinking to

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be able to transition out without the funding
and still have success.

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[Narrator reading on-screen text]

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