shared leadership… opportunities discovered leadership that benefits all young learners luann...
TRANSCRIPT
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
District 204 Snapshot Unit District 21 Elementary Schools 6 Middle Schools 3 High Schools Preschool (2 sites) 1 Alternative High School
Communities Served
62% Naperville 33% Aurora 4% Bolingbrook 1% Plainfield
Prairie Children PreschoolIndian Prairie #204
Continuum of Services: Speech/Language Services Phono Class Inclusive Classrooms Self-Contained Classrooms
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:
Today’s Focus
I. Change versus Transition
II. Creating The Vision
III. Implementing A High Performance Model
IV. Sustainable School Improvement
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
Is It Change Or Transition?
Change vs. Transition
Change vs. Transition
Fears Associated With Change
Fear of the unknown
Fear of not being in control
Fear of being inadequate
Fear of leaving a comfort zone
“Change gives all of us
the opportunity to grow and learn
together for greater outcomes.”
~Anonymous
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”
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
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!
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
Phase IIIDeveloping The Action Plan
Clarify the Purpose & Mission
Define Roles & Responsibilities
Link Staff Goals to Building Initiatives
Phase IIIDeveloping The Action Plan (Cont.)
Identify Measurable Outcomes
Share the Plan with Staff
Support Development of Skills
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
Part III: Implementing a High Performance Model
Structure
Expectations
Skills
Attitude
Expectation90% leadership
10% staff
Skill20% leadership
80% staff
Structure80% leadership
20% staff Attitude10% leadership
90% staff
High Performance
Copyright of Leadership Results, Inc.
Implementing a High Performance Model
Expectations (90% leadership 10% staff)
GoalsHigh Performance ActivitiesStrategic InitiativesStrategic DirectionVision, Mission, Purpose, Values
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
Opportunities Discovered
Expectations (90% leadership 10% staff)
Specific & Measurable Program Goals
High Performance Activities
Specific & Measurable Staff Goals
Opportunities Discovered
Expectations (90% leadership 10% staff)
Skill of LeadersChange ManagementTime ManagementCoaching people for performance
Skill of StaffIdentify coaching opportunities
Opportunities Discovered
Values (How)
Results (What)
Coach
Coach
Cherished and
Honored
Out
Copyright of Leadership Results, Inc.
Implementing a
High Performance Model
Structure (80% leadership 20% staff) Systems Processes Resources Communication Structures Physical Layout Equipment Department Structure
Opportunities Discovered
StructurePractices for consistent performance
Meeting management
Communication plan
Values of how we work together
Skills (20% leadership 80% staff)Staff Goals Linked to InitiativesStaff LeadershipInstructional PracticesProfessional DevelopmentOngoing “Coaching”
Implementing a
High Performance Model
Attitude (10% leadership 90% staff)
Habit of ThoughtThinking ProcessesBeliefsValuesFeelingsOpinionsMood
OWN IT!
Implementing a
High Performance Model
Part IV: Sustaining School Improvement
Leadership
Curriculum
Interventions
Assessment
Technology
Sustaining School Sustaining School ImprovementImprovement
Professional Development
Culture
Community
Structure/Budget
Linkages to Elementary
Next Steps
Collaborative Teams
Program-Wide Problem Solving
Special Education Service Delivery
Consistency of Instruction
“If you find a path with no obstacles, it
probably doesn’t lead anywhere. ”
- Frank A. Clark