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Leader Development Institute October 27, 2010 Robin Largue Janet Pilcher

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1 Leader Development Institute October 27, 2010 Robin Largue Janet Pilcher

2 Leading organizations will step up to accept responsibility for preventing the preventable and never events truly becoming never. 2.Reputations will be earned by performance not publicist. 3.Inconsistency will be more noticeable. 4.Transparency will increase.

3 Those organizations who already have solid employee relationships will have trust needed to build structure for changing evaluation and payment systems. Those that have relationship issues will have performance issues 6.Pay for Performance will improve quality as measured by student achievement measures. 7.Schools are under the microscope with Differentiated Accountability. Teachers are under more pressure to make sure students show academic growth. Student achievement depends on effective teaching.

4 8. Accountability systems will improve. 9. Improving quality in school districts means improving student achievement. This depends on principals spending time developing effective teachers whose students show academic growth. To do so, principals must establish relationships with teachers.

5 In this environment of very rapid change, we have had to evolve quickly.

6 ALIGNMENT + ACTION + ACCOUNTABILITY __________________________ ALWAYS Always

7 NeverSometimesUsuallyAlways

8 Nine Principles ® Commit to excellence Build a culture around service Measure the important things Create and develop great leaders Focus on employee satisfaction Build individual accountability Recognize and reward success Communicate at all levels Align behaviors with goals and values

9 Execution Framework Evidence-Based Leadership SM StandardizationAccelerators Must Haves ® Performance Gap Objective Evaluation System Leader Development Foundation Breakthrough STUDER GROUP ® : Aligned GoalsAligned BehaviorAligned Process Rev

10 Barriers to Change Denial Rationalization Blame Uniqueness Unwillingness Not Skilled

11 Phases of Change PHASE 1: The Honeymoon PHASE 2: Reality Sets In PHASE 3: The Uncomfortable Gap PHASE 4: Consistency What to expect: Sense of excitement Right to do list Things will get better (hope) Quick fixes are implemented Skeptics What to expect: We/they Inconsistency Bigger than I thought This will impact me Some are getting it Some are not What to expect: The performance gap is evident Tougher decisions must be made Process improvement increases Inconsistencies become obvious What to expect: High performing results Everyone understands the keys to success Disciplined people and disciplined processes Proactive leadership

12 Manage UP (Harvard Business Press) Managing up is a conscious approach to working with your supervisor toward mutually important goals. Through managing up, you build a better relationship with your boss and also deliver value to your school district.

13 Manage UP (Harvard Business Press) In particular you Cultivate a beneficial relationship with your manager. Take advantage of expertise and resources to solve problems. Negotiate win/win solutions to challenges.

14 Manage UP (Harvard Business Press) People who manage up understand that they and their bosses are mutually dependent on one another. Your boss needs cooperation, reliability, and honesty from you. And you need your boss to forge links to the rest of your organization, to set priorities and to obtain critical resources.

15 ExampleManaging Up A principal provides the following information to employees at a faculty meeting. The district budget was reduced by 15% due to a decrease in tax revenues. The Superintendent was committed to retaining as many instructional personnel as possible. In order to do this some difficult decisions had to be made. But the Superintendent showed a strong commitment to our employees and to the well being of our students and their families.

16 Being silent is another form of We/They.

17 People wish to be settled; but only as far as they are unsettled, is there any hope for them. Ralph Waldo Emerson

18 Unconsciously unskilled (incompetent) Consciously unskilled (incompetent) Consciously skilled (competent) Unconsciously skilled (competent) Phases of Competency

19 EBL and Challenges You may encounter many defeats, but you must not be defeated. In fact, it may be necessary to encounter the defeats, so you can know who you are, what you can rise from, how you can still come out of it. Maya Angelou

20 What are your Take Aways?

21 Four Steps to Solutions Deny the data. Accept the data, but think it is someone elses problem. Accept the data and the problem, but think a solution cant be found. Accept the data. Accept the problem. Accept the solution.

22 Areas of Strength to Leverage ( Parent Survey ) The major strengths of the Santa Rosa County School District are: Academic achievement of students Safe schools Source of pride for the community

23 Parent Satisfaction Survey September 2010 The district mean: 3.95 Highest Scored Items My childs learning is a high priority at this school. The school provides a safe environment for my child to learn. The school is clean and well maintained.

24 Areas with Most Opportunity for Improvement Santa Rosa County School District has the most opportunity to improve these major areas: Perception of effective leadership at all levels of the school district More opportunities for positive communication with parents Better ways for school staff to communicate with parents about student performance

25 Parent Satisfaction Survey September 2010 Lowest Scored Items Superintendent is an effective leader. The principal is an effective leader. I receive positive phone calls and notes about my child from this school.

26 Areas of Strength to Leverage ( Employee Survey ) The major strengths of the SRCSD are: The highest scored item on the survey indicates that staff has confidence in the value of the education that students receive in schools in the district. Leaders show genuine concern for the welfare of employees. Good work and high performance are recognized by leaders in the school district

27 Employee Engagement Survey September 2010 The district mean: 3.81 Highest Scored Items My principal/supervisor demonstrates a genuine concern for my welfare. My principal/supervisor recognizes good performance. The expectations for judging my performance are clear.

28 Areas with Most Opportunity for Improvement In regard to staff engagement, SRCSD has the most opportunity to improve these major areas: Be more transparent in communicating why particularly difficult decisions (financial) are being made. Provide tools and equipment that staff needs to meet their work objectives. Leaders need to engage with employees in very specific ways to gain their input and to provide feedback to help them improve their performance.

29 Employee Engagement Survey September 2010 Lowest Scored Items The Superintendent manages district finances effectively. The Superintendent makes informed decisions based on the best interest of the district. The Superintendent has integrity and is honest.

30 Managing Up Stopping the WE/THEY Take a look in the mirror Managing Up-Communicating Effectively Exercise

31 Employee Engagement Survey September 2010 Lowest Scored Items without Superintendent Items My principal/supervisor consults me on decisions that affect my job. I have the materials and supplies to do my job. My principal/supervisor provides the support needed to accomplish my work objectives.

32 Parent and Employee Surveys Responses to open ended questions will be sent soon. What is working well? What could be improved? Who should be rewarded and recognized for good work?

33 Debrief Survey Roll Out What worked well? What questions do you still have?

34 Leader Rounding Connecting to Staff

35 How do we explain things… WHAT WHY HOW WHAT HOW WHY


37 Purpose Purpose of Rounding – to build relationships and improve processes

38 Rounding for Outcomes - Employees Align Questions to fit Desired Outcomes of the Organization Concern and Care What is Working Well People to Recognize Systems to Improve Tools and Equipment Follow-up

39 Why do we do leader rounding? Process Improvement – execution and consistency Reward and Recognition 92% of people respond to reward and recognition What gets rewarded gets repeated Communicate things that are right Be specific Senior leaders write notes; direct supervisors say it personally

40 Negative 1 compliment 1 criticism 1 to 1 Neutral 2 compliments 1 criticism 2 to 1 Positive! 3 compliments 1 criticism 3 to 1 Source: Tom Connellan, Inside the Magic Kingdom, pgs 91-95

41 Sample Rounding Stoplight Report

42 Monthly Brief Message from Principal Whats Working Well Areas to Improve Special Recognition

43 Rounding Process Survey

44 Leader Rounding How did you explain why you are rounding?

45 Debrief Leader Rounding Process Debrief using Rounding Survey

46 Questions and Comments on Leader Rounding Where are the gaps?

47 Take Aways What is your take away from this last segment on managing up or leader rounding?

48 Tools in the Toolbox Support Card11-1; 2-1; 5-1 Calling 3 to 5 parents a week with positive news Parent Newsletters (monthly, quarterly) Rounding on all employees every 30 days Rewarding and recognizing employees Employee Engagement Survey 12-1 Roll out the dataJanuary Parent SurveyApril LDI2-8 or 2-9

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