shared leadership… opportunities discovered leadership that benefits all young learners luann...
TRANSCRIPT
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SHARED LEADERSHIP…OPPORTUNITIES DISCOVERED
Leadership that Benefits ALLYoung Learners
LuAnn ShieldsPam Laubenstein
Robin Miller Young Prairie Children Preschool - Early Childhood Education Program
Indian Prairie School District # 204630-375-3030
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District 204 Snapshot Unit District 21 Elementary Schools 6 Middle Schools 3 High Schools Preschool (2 sites) 1 Alternative High School
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Communities Served
62% Naperville 33% Aurora 4% Bolingbrook 1% Plainfield
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Prairie Children PreschoolIndian Prairie #204
Continuum of Services: Speech/Language Services Phono Class Inclusive Classrooms Self-Contained Classrooms
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Prairie Children PreschoolIndian Prairie #204
Ethnicity Fall ‘07 Spring ‘09
White 61% 50%
Asian 22% 24%
Black 6% 6%
Hispanic 8% 14%
Multi-Racial
2% 4%
Demographics:
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Today’s Focus
I. Change versus Transition
II. Creating The Vision
III. Implementing A High Performance Model
IV. Sustainable School Improvement
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Part I: Change versus Transition
“Our dilemma is that we hate change and love it at the same time;
what we want is for things to remain the same but get better.”
- Sydney Harris
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Is It Change Or Transition?
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Change vs. Transition
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Change vs. Transition
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Fears Associated With Change
Fear of the unknown
Fear of not being in control
Fear of being inadequate
Fear of leaving a comfort zone
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“Change gives all of us
the opportunity to grow and learn
together for greater outcomes.”
~Anonymous
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Part II: Creating the VisionPhase I - Evaluating the current environment/situation
Phase II - Diagnosing the Problem
Phase III - Developing the Action Plan
Phase IV - Maintaining Effective “Coaching”
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Phase IFour Areas to Evaluate
Know Where You Stand
Give staff a voiceGet feedback via survey –
evaluate the culture & conditionsMake the survey anonymous to encourage open and honest feedback
Know Where You Want to GoVision of what you want in the futureData to support
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Phase IFour Areas to Evaluate (Cont.)
Review performanceAcknowledge the difference between
desired outcomes and current outcomes
External influences for changeRegulations, board, superintendent,
community, parents, etc.
OWN ALL OF IT!
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Phase IIDiagnosing The Problem
Analyze strengths & weaknesses from survey
Understand application of strengths to progress the vision
Identify areas of focus from the weaknesses that will hinder vision
Create a sense of urgency for change
Establish best practices
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Phase IIIDeveloping The Action Plan
Clarify the Purpose & Mission
Define Roles & Responsibilities
Link Staff Goals to Building Initiatives
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Phase IIIDeveloping The Action Plan (Cont.)
Identify Measurable Outcomes
Share the Plan with Staff
Support Development of Skills
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Phase IVEffective “Coaching” for High Performance
Keeping Leadership in the Forefront Coaching Positive Performance Coaching Performance Improvement
Hold Each Other Accountable
Continuous Improvement Implementing A High Performance
Model
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Part III: Implementing a High Performance Model
Structure
Expectations
Skills
Attitude
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Expectation90% leadership
10% staff
Skill20% leadership
80% staff
Structure80% leadership
20% staff Attitude10% leadership
90% staff
High Performance
Copyright of Leadership Results, Inc.
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Implementing a High Performance Model
Expectations (90% leadership 10% staff)
GoalsHigh Performance ActivitiesStrategic InitiativesStrategic DirectionVision, Mission, Purpose, Values
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Implementing a High Performance Model
Vision – What you want to be
Mission – How to get there
Purpose – Why you exist
Values – Rules to play by
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Opportunities Discovered
Expectations (90% leadership 10% staff)
Specific & Measurable Program Goals
High Performance Activities
Specific & Measurable Staff Goals
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Opportunities Discovered
Expectations (90% leadership 10% staff)
Skill of LeadersChange ManagementTime ManagementCoaching people for performance
Skill of StaffIdentify coaching opportunities
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Opportunities Discovered
Values (How)
Results (What)
Coach
Coach
Cherished and
Honored
Out
Copyright of Leadership Results, Inc.
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Implementing a
High Performance Model
Structure (80% leadership 20% staff) Systems Processes Resources Communication Structures Physical Layout Equipment Department Structure
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Opportunities Discovered
StructurePractices for consistent performance
Meeting management
Communication plan
Values of how we work together
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Skills (20% leadership 80% staff)Staff Goals Linked to InitiativesStaff LeadershipInstructional PracticesProfessional DevelopmentOngoing “Coaching”
Implementing a
High Performance Model
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Attitude (10% leadership 90% staff)
Habit of ThoughtThinking ProcessesBeliefsValuesFeelingsOpinionsMood
OWN IT!
Implementing a
High Performance Model
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Part IV: Sustaining School Improvement
Leadership
Curriculum
Interventions
Assessment
Technology
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Sustaining School Sustaining School ImprovementImprovement
Professional Development
Culture
Community
Structure/Budget
Linkages to Elementary
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Next Steps
Collaborative Teams
Program-Wide Problem Solving
Special Education Service Delivery
Consistency of Instruction
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“If you find a path with no obstacles, it
probably doesn’t lead anywhere. ”
- Frank A. Clark