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Voice Recognition

BLT Team

MPIP: Building Leadership Teams (BLT)<hr>

The BLT shifts the focus from an individual to a team that can function as a purposeful community. The BLT needs to understand that this work continues after the plan is developed and that the work of continuous improvement is ongoing and involves the BLT in all stages of the OIP.
Membership of the BLT should include individuals with key positions at the various levels of the organization who may be representative of the following:
  • Principal or building-level administrators
  • Teachers who represent all grade levels or grade spans, early childhood, general education, special education and English language learners (ELL), including all subgroups
  • Nonadministrative staff who serve in a leadership position, for example, literacy coach, mathematics coach, after-school coordinator, parent liaison
  • Noncertified staff, such as secretaries, custodial and maintenance staff, food services staff Stakeholders representing parents, local businesses, or community organizations, such as a program that serves children and families who will transition into the elementary building
  • Teachers union representation
  • Central office—DLT/CSLT liaison or ad hoc members
Those chosen for the team should be able to communicate effectively and influence others. The size and composition of the BLT is important for the success of the process. The BLT should be small enough to enable efficient communication and coordination but large enough to represent all aspects of the building. The facilitator of the team, if not the principal, should be an individual who can represent the team to the principal and should be in constant communication with the principal. The facilitator must be able to articulate the work of the team, build consensus among team members, and serve as the primary liaison with the DLT/CSLT. Anyone can be the facilitator of the BLT (for example, a teacher). This does not negate the pivotal role that the principal plays on the BLT. The BLT may choose to have a cofacilitator.
A rotation cycle for the BLT that allows for a core membership group with others serving a specified term may be necessary. For example, not all teachers can serve on the BLT at one time. Teachers could, however, serve in alternate years to be inclusive and balance the work. It is suggested that individuals be asked to serve staggered terms of at least two years but no more than four years in order to have a balance of new and experienced members. In some cases, a rotation may not be required, particularly in small districts or community schools. 


A summary of the responsibilities of the BLT follows:
  • Promote commitment to continuous improvement.
  • Maintain schoolwide focus on high achievement for all students.
  • Facilitate the establishment and ongoing efforts of collaborative team structures that use data to inform and improve instructional practice.
  • Develop a single SIP that focuses on a small number of actions aligned to the district’s or community school’s goals and strategies.
  • Monitor the progress of the SIP, specifically adult implementation and student performance indicators and actions, and make necessary adjustments that are based on data.
  • Communicate to ensure coherence and continuity.
  • Provide opportunities for meaningful input and feedback from internal and external stakeholders.
  • Make decisions on financial and capital management aligned to district or community school goals and strategies.
  • Evaluate the SIP for impact and process.

Interrelationships of the Improvement Teams

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