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© 2010 Studer Group Dr. Robin Largue Dr. Janet Pilcher Day 2 Summer Leader Development Institute (LDI)

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Presentation on theme: "© 2010 Studer Group Dr. Robin Largue Dr. Janet Pilcher Day 2 Summer Leader Development Institute (LDI)"— Presentation transcript:

1 © 2010 Studer Group Dr. Robin Largue Dr. Janet Pilcher Day 2 Summer Leader Development Institute (LDI)

2 How? Accountability Transparency (Communication) Training Tools

3 Accountability Measures PillarAreaTool QualityStudent AchievementFCAT PeopleEmployee Satisfaction with Work EnvironmentSurvey ServiceParent Satisfaction with Schools Satisfaction by School Leaders w/ District services Survey Support Card FinanceEffectiveness and efficienciesCost/Revenue

4 Employee Satisfaction Measure - Survey Who completes? All employees except the Superintendent Employees complete the survey responding about the department or school in which their direct supervisor resides When is it completed? Baseline – September 2010 Every December and April How is it analyzed? Top Box Loyalty By district and by each school/department How are results shared? Roll out of data to teachers District report

5 Employee Satisfaction Questions I have the materials and supplies to do my job. My principal/supervisor has provided feedback on my strengths as an employee. Principal/supervisor led staff meetings make efficient use of time and are productive. My principal/supervisor recognizes good performance. My principal/supervisor demonstrates a genuine concern for my welfare.

6 (cont.) My principal/supervisor makes the best use of available funds. My principal/supervisor consults me on the decisions that affect my job. The expectations for judging my performance are clear. My principal/supervisor provides the support needed to accomplish my work objectives. My principal/supervisor has provided feedback concerning areas for improving my performance.

7 (cont.) The superintendent is committed to the professional development of school employees. The superintendent manages district finances effectively. The superintendent implements Board policies and procedures. The superintendent uses a variety of methods to promote effective communication throughout the district.

8 (cont.) The superintendent makes informed decisions based on the best interest of the district. The superintendent is clear and effective regarding his role in communicating the vision and mission of the district. The superintendent has integrity and is honest.

9 Parent Satisfaction Measure - Survey Who completes – all parents who have children in schools in Santa Rosa County When is it administered? Baseline – September 2010 Every March/April How is it analyzed? Top Box Loyalty For the district and for each school How is it communicated? Roll out of data to teachers District Report Through a newsletter to parents by school leaders

10 Parent Satisfaction Survey Questions 1. My childs learning is a high priority at this school. 2. School rules/discipline plans are enforced consistently at this school. 3. I regularly receive feedback from school staff on how well my child is learning. 4. My family is treated with respect at this school. 5. My child has every opportunity to be successful at this school.

11 (cont.) 6. My child has the necessary classroom supplies and equipment for effective learning. 7. I would recommend this school to other parents. 8. This school provides a safe environment for my child to learn. 9. My child is recognized for good work and behavior at this school. 10. The school is clean and well maintained.

12 (cont.) 11.The teachers, staff, and administration at this school demonstrate a genuine concern for my child. 12.I am proud to say I have a student at this school. 13. I receive positive phone calls or notes about my child from the school. 14.The principal at this school is approachable and reachable.

13 (cont.) 15.The principal at this school is an effective leader. 16. The Superintendent of the Santa Rosa School District is an effective leader. 17. The Superintendent of the Santa Rosa School District makes decisions that are in the best interest of children and parents of the district.

14 Roll Out of Survey Data Roll Out of Survey Results Remember: Employees respond to questions thinking about their immediate supervisor (person who does their evaluation) Supervisors roll out to department employees Principals roll out to school employees Training for this roll out process will occur on September 9 (one group) and September 28 (second group)

15 Satisfaction of School Leaders with District Support Services Who completes? School leaders (principals and assistant principals) When is it administered? Each month How is it analyzed? Top Box Loyalty By department How is it communicated? Report sent (by superintendents office data person) each month to district and school leaders

16 Ronald J. Doncaster - Newton- Wellesley Hospital - Director, Operations Management Services; Director, PHC PI Support Card Sample Accessibility Accuracy Attitude Operations Timeliness

17 Definitions of Scale for Support Card Accessibility – Can we reach a live person or use an electronic tool to reach someone? Accuracy – Did we receive the right product/service or was a variation communicated? Attitude – Was it a nice experience? Did you receive a service with a smile? Operations – Do day to day operations run efficiently and effectively? Timeliness – Was the response or solution delivered when promised?

18 Applying Support Card Steps for District Leaders of Departments to Inform Staff Expectations Meeting Meetings to Discuss Results Use this to find out how to get better

19 © 2010 Studer Group Transparency

20 Communicate without We/They Teach leaders not to answer tough questions by throwing another person/leader under the bus The best way to answer tough questions is to be transparent and factual. If difficult, teach leaders to tell employees they need to research it and get back with them. Tough questions need to be answered consistently by leaders.

21 Transparency – Communication Explain why a certain decision was made Connect back to purpose, worthwhile work and making a difference –Values –Skill –Recognition –Consequences –Money Align to goals and measures (helps with cascading and connecting communication in an organization)

22 Transparency - Communication How Employee Forums – Town Hall Meetings Monthly Briefs Meetings What to include: Statement about current external environment issues Results on goals Recognition for specific performances Manage Up from rounding and manage what you do up – provide information that I listened and acted

23 Transparency – Communication Tools Superintendents communication with district employees and community Town Hall Meetings Web casts Monthly Briefs to his direct reports Leaders communication with direct reports –Monthly Brief (see handout)

24 Practice Using what you know up to this point, individually begin writing a paragraph that explains to staff what this journey is all about. Share your paragraphs with your group members. Debrief with whole group.

25 Transparency - Communication Effective Meetings – (will provide training in future LDIs) Alignment of meeting agendas to pillar goals Need for a linkage grid after each meeting (so that everyone knows what their assignments are and why before coming to the next meeting)

26 Practice On or after August 16 th what will you include on an agenda at your first meeting? How does what you include align to the district pillar goals? How would you explain that what you are covering helps the district achieve its goals?

27 Training Leadership Development Institutes (LDI) When – Summer 2010; 2 in fall; 1 in spring Why – to train on how to implement tactics and tools to help leaders achieve goals

28 © 2010 Studer Group Tools

29 Tools for Today People - Employee Satisfaction Leader Rounding Service Parent Satisfaction –3 to 5 positive phone calls home to parents a week –Monthly newsletter to parents Quality Student Achievement –Focusing on student engagement

30 Tools – Employee Satisfaction TEACHER PREFERENCE CARD Teacher Name: What are the three most important things to you when you are teaching? What is one item you would like to have improved? (Adapted from Studer Group, 2001)


32 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

33 Leader Rounding 87 percentile – employee rounded on monthly 79 percentile – employee rounded on quarterly 55 percentile – every six months (twice a year) 50 percentile – never rounded on

34 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

35 Different Purpose than a Classroom Walkthrough Purpose of Rounding – to build relationships and improve processes Purpose of Classroom Walkthroughs – to get a pulse check on instructional practices of teachers Page 32 in book

36 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

37 Verification: Employee Rounding Log What is working well? Staff / physician to recognize? Any systems needing improvement? Do you have the tools and equipment to do the job? Anything else I can do for you right now?

38 Senior Leader Scouting Report Accomplishments New equipment Staff to recognize Current Expense Management Results Tough Questions External Environment Employee Satisfaction Parent Satisfaction Student Achievement

39 Sample Rounding Stoplight Report

40 Steps for Validating Rounding Occurs Validate on leaders who are your direct reports Meet with each leader monthly to review –Rounding Logs –Stop Light Reports –And document ways leaders have recognized good performance and behavior of employees

41 Role Play Rounding

42 Practice Get a partner and round on your partner by asking Whats working well for you in the district? Do you have the resources, tools, equipment you need to do your job? Probe for specifics. What could we do to help you do your job better? Any barriers that are getting in your way? Is there anyone in particular that has been helpful to you in the district? Then, change roles In your groups, use the rounding information to create a Stop Light Report

43 Leader Rounding Tips Focus on high performing areas. What gets recognized, gets repeated. Put rounding in your daily/weekly plan. Create a plan for rounding. If your validating your leaders rounding create a plan for how that will occur. Share wins with the organization. Follow-up on issues identified.

44 Reward Desired Performance Performance Gap Aligned Behavior StandardizationAccelerators Aligned ProcessAligned Goals Objective Evaluation System Leader Development Must Haves ® Thank You Notes

45 Study conducted by Dr. Gerald Graham, Management Professor at Wichita State University Motivating Todays Employees, Bob Nelson Talent+, 1998 Top 5 Workplace Incentives 1. Written Thanks From Manager/Executive Team Leader 2. Personal Thanks From Manager 3. Promotion for Performance 4. Public Praise 5. Morale-Building Meetings

46 Recognize and Reward Behavior Reinforces positive behavior Creates role models for other staff Shows staff how they can make a difference Creates improved results across organization

47 Reality People like specific feedback Complimented and recognized behavior will be repeated There is more to a job than pay! It is okay to be uncomfortable as you begin to compliment

48 What Excuses Do People Have for Not Complimenting Employees? If I give too many compliments staff will get a big head. I never received a compliment, what should others receive one. They should have to tough it out like I did. I dont have time to for all this complimenting business. I feel silly doing this. They should be thankful they have a job.

49 Practice Think of someone in the district who has been very helpful to you. Take your thank you card and write him or her a note being very specific about the action, performance or behavior you are thanking them for. When you get home, mail it to them.

50 Who Rounds on Who? Superintendent rounds on direct reports. When rounding on departments or in schools get scouting report from department leader or principal. Validate direct reports are rounding effectively Then tell others why you went to particular areas and what you found Manage up your work

51 (cont.) Senior leaders (assistant superintendents) round on managers and directors and validate that managers and directors are rounding on their direct reports. Managers and Directors round on employees. Principals round on teachers and staff.

52 Rounding - Addressing the Visibility Issue Research shows the key to success is the direct supervisor. They are the ones to be visible to employees more than the need for senior leaders. Are senior leaders Park Rangers?

53 Practice In your group, ask each person to determine who they would round on and if applicable, who they are responsible for validating that rounding is occurring. Debrief with whole group.

54 Tools – Communication With Parents (Chapter 5) Make 3 to 5 positive phone calls home to parents each week. Create a monthly newsletter sent to parents Whats been going on this month Achievements of students Recognition of teachers

55 Tools – Student Achievement – Future Resource More on Student Achievement and Student Engagement Whos Engaged: Climb the Learning Ladder to See August 2010

56 Tools – Quality – Student Achievement Student Engagement Framework

57 Teacher Reflection Handout

58 What Effective Teaching Looks Like? Marzano Study Black and Wiliam Study

59 Learning Ladder

60 Effective Teacher GPA Handout

61 Non Example and Example of Effective Instruction Handout

62 Critical Learning Point Unconsciously Unskilled Consciously Unskilled Critical Learning Point Consciously Skilled Unconsciously Skilled

63 Coaching Probe Tool ProbesNotes Do you see the learning targets written on the board? Describe. Do you see evidence of instruction aligned to the learning targets? Describe. Do you see students receiving feedback in class on the learning targets? Describe Do students look like they are taking control of their learning? Describe. Do students seem to understand the classroom procedures? Describe.

64 Time Exercise Handout

65 Connecting Back to Purpose What Are We Doing? Creating a great place for teachers to teach and staff to work so that students learn at their highest levels and parents are satisfied with their childs education –Quality – Student Achievement –People – Employee Satisfaction –Service – Parent Satisfaction and Principals Satisfaction with District Services

66 Expectations Robin lead coach to help all leaders with three goals employee satisfaction parent satisfaction satisfaction of school leaders with district support services

67 Expectations When We Leave What Will the District Leadership Team Be Expected to Do Complete Leader Evaluation Goals and Measures (by Sept 15) Roll Out Baseline Survey Employee Satisfaction Results to Staff (First week in October with surveys given in Sept) Administer monthly support card to school leaders, analyze results and communicate in a Monthly Brief (last week in Sept) Complete leader rounding process each month (ask questions, record information, complete Stoplight Report, reward and recognize people) –Begin rounding in September –Begin validation in October

68 Expectations When We Leave What Will School Leaders Be Expected to Do Roll out baseline survey employee satisfaction results (first week in October) Roll out baseline survey parent satisfaction results (first week in October) Complete leader rounding process (begin in September) Send Monthly Brief to staff (complete first one at end of first week of school to introduce this communication tool – see example) Encouraged to do: Monthly newsletter to parents 3 to 5 positive phone calls home a week by leader trying to get teachers to do this in each class

69 Working together we can all help students learn that they have purpose, can do worthwhile work and make a difference in the lives of others and the world we live in.

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