About
Leadership is a Shared Responsibility
Established in 2007 through a partnership between the Ohio Department of Education & Workforce and the Buckeye Association of School Administrators, the Ohio Leadership Advisory Council (OLAC) is a statewide advisory and study group comprised of representatives from Ohio’s education and professional associations, higher education, state and regional agencies, and practitioners in the field.
We believe that all educators have the capacity to lead and that leadership is a shared responsibility—no matter what role you play in education.
To develop and support leadership at every level, we provide Ohio educators with the structures, essential practices, and professional learning resources to become more effective leaders.
Our work and resources are research-based and grounded in the following principles:
Leadership is a shared responsibility and needs to be viewed not as a role, but as a set of essential practices directed toward the improvement of instruction with the ultimate aim of increasing students' learning.
Leadership is a process distributed across an entire school system and its central office and all of its buildings-involving shared responsibility for and concerted action on behalf of improved instructional practice and school performance.
Accountability for school improvement requires leadership structures (that is, district leadership teams, building leadership teams, and teacher-based teams) through which personnel take responsibility and hold one another accountable for organizing, implementing, monitoring, and learning from improvement processes.
A collective focus on full and sustained implementation and monitoring of the degree of implementation-of a few potent yet flexible strategies provide the conditions necessary for school improvement.
The Ohio Improvement Process (OIP) is a structured process based on the use of a connected set of tools for reviewing, analyzing, and basing decisions on relevant data-provides a vehicle for initiating Ohio's Leadership Development Framework in ways that are responsive to stakeholders' insights about local commitments, needs, and assets.
All learning, including teachers' learning of instructional practices, depends on changes in behavior that respond to precise and relevant feedback. Procedures (e.g., routine classroom monitoring) that provide teachers with feedback and support constitute the most powerful way to enable teachers to improve their instructional performance. For professional learning to occur teachers must be deeply engaged in understanding and responding to such feedback and support-not simply trying to comply with external requirements.