Leader Assessment and Diagnosis What is your role? # Responses% Response Rate Board Member 3 of 5 60% Superintendent / Asst. Superintendent 5 of 5 100% Director / Manager 23 of 28 82% Principal 25 of 33 76% Assistant Principal 25 of 31 81% Total 81 of 10279%
Leader Assessment and Diagnosis Please choose the top 3 things your district does well and should continue to do. Board Member Superintendent / Asst. Superintendent Director / Manager PrincipalAssistant Principal Tie: Financial & Fiscal Responsibility; Safety & Quality Tie: Financial & Fiscal Responsibility; Student Achievement Financial & Fiscal Responsibility Student Achievement Tie: Consistency in Leadership Behavior; Goal Setting; Parent Engagement; Standardizing Best Practices; Student Achievement Tie: Consistency in Leadership Behavior; Safety & Quality Student Achievement AccountabilitySafety & Quality N/AParent SatisfactionAccountabilityFinancial & Fiscal Responsibility
Leader Assessment and Diagnosis What are the top 3 barriers/challenges you face that keep you from achieving your results in your area of responsibility? Board Member Superintendent / Asst. Superintendent Director / Manager PrincipalAssistant Principal Tie: Financial & Industry Pressures; Lack of Funding; Time & Priorities Lack of ResourcesLack of Funding Time & Priorities Tie: Lack of Sense of Urgency; Communication Skills (other) Lack of FundingTime & Priorities Lack of Resources Lack of Funding Lack of Employee Engagement / Buy In Lack of Resources Lack of Funding Lack of Resources
Leader Assessment and Diagnosis Please list the top three opportunities for improvement in your district? Board Member Superintendent / Asst. Superintendent Director / Manager PrincipalAssistant Principal Communication Compensation & Benefits Tie: Employee Engagement & Satisfaction; Teacher Engagement & Satisfaction Compensation & Benefits Tie: Consistency in Leadership Behavior; Teacher Engagement & Satisfaction Tie: Employee Engagement & Satisfaction; Teacher Engagement & Satisfaction Teacher Engagement & Satisfaction Tie: Compensation & Benefits; Communicatio n Tie: Communication; Employee Engagement & Satisfaction Tie: Goal Setting; Technology Tie: Consistency in Leadership Behavior; Focus on Strategic Directions & Success System; Goal Setting; Technology Communicatio n Tie: Employee Engagement & Satisfaction; Teacher Engagement & Satisfaction Technology
Leader Assessment and Diagnosis Over the past 5 years, the external environment in Santa Rosa County School District has been: * Calculation: 1=0, 2=25, 3=50, 4=75, 5=100 Santa Rosa Very Easy 1 Easy 2 Normal 3 Difficult 4 Very Difficult 5 Board Member Superintendent / Asst. Superintendent Director / Manager Principal Assistant Principal Total
Leader Assessment and Diagnosis Over the next 5 years, the external environment in Santa Rosa County School District will be: * Calculation: 1=0, 2=25, 3=50, 4=75, 5=100 Santa Rosa Very Easy 1 Easy 2 Normal 3 Difficult 4 Very Difficult 5 Board Member Superintendent / Asst. Superintendent Director / Manager Principal Assistant Principal Total
Leader Assessment and Diagnosis If the district continues to perform exactly as it does today, your results over the next 5 years will be: * Calculation: 1=0, 2=25, 3=50, 4=75, 5=100 Santa Rosa Very Easy 1 Easy 2 Normal 3 Difficult 4 Very Difficult 5 Board Member Superintendent / Asst. Superintendent Director / Manager Principal Assistant Principal Total
Leader Assessment and Diagnosis How well does your current leader evaluation system hold people accountable? * Calculation: 1=0, 2=25, 3=50, 4=75, 5=100 Santa Rosa Very Poor 1 Poor 2 Fair 3 Good 4 Excellent 5 Board Member Superintendent / Asst. Superintendent Director / Manager Principal Assistant Principal Total
Leader Assessment and Diagnosis How well does your current leadership training prepare you for your leadership role? * Calculation: 1=0, 2=25, 3=50, 4=75, 5=100 Santa Rosa Very Poor 1 Poor 2 Fair 3 Good 4 Excellent 5 Board Member Superintendent / Asst. Superintendent Director / Manager Principal Assistant Principal Total
Leader Assessment and Diagnosis How many employees do you directly supervise (complete their annual evaluation)? Santa Rosa Board Member 0.00 Superintendent / Asst. Superintendent 8.80 Director / Manager Principal Assistant Principal Total 32.58
Leader Assessment and Diagnosis How many of the employees that you supervise are not meeting performance expectations? Santa Rosa Board Member 0.00 Superintendent / Asst. Superintendent 0.75 Director / Manager 1.35 Principal 2.79 Assistant Principal 0.82 Total 1.61
Leader Assessment and Diagnosis How many employees do you have currently working for you who are in formal corrective/disciplinary action? Santa Rosa Board Member 0.00 Superintendent / Asst. Superintendent 0.00 Director / Manager 0.59 Principal 0.25 Assistant Principal 0.23 Total 0.32
Leader Assessment and Diagnosis From a teacher/staff perspective and point of view, how would a teacher/staff member rate your district? (1=Worst to 10=Best in Class) % 9s & 10s Top Box Santa Rosa Worst Best in Class 9 Best in Class 10 Board Member 0.0% Superintendent / Asst. Superintendent 0.0% Director / Manager 8.7% Principal 24.0% Assistant Principal 16.0% Total 14.8%
Leader Assessment and Diagnosis From a parent/family perspective and point of view, how would a parent/family member rate your district? (1=Worst to 10=Best in Class) % 9s & 10s Top Box Santa Rosa Worst Best in Class 9 Best in Class 10 Board Member 33.3% Superintendent / Asst. Superintendent 40.0% Director / Manager 34.8% Principal 44.0% Assistant Principal 36.0% Total 38.3%
Leader Assessment and Diagnosis Rate the skill set of our district in implementing and standardizing best practices throughout the organization. (1=Worst to 10=Best in Class) % 9s & 10s Top Box Santa Rosa Worst Best in Class 9 Best in Class 10 Board Member 33.3% Superintendent / Asst. Superintendent 20.0% Director / Manager 8.7% Principal 24.0% Assistant Principal 36.0% Total 23.5%
Leader Assessment and Diagnosis Rate your perception of the consistency in leadership behavior / practices throughout Santa Rosa County School District. (1=Worst to10=Best in Class) % 9s & 10s Top Box Santa Rosa Worst Best in Class 9 Best in Class 10 Board Member 0.0% Superintendent / Asst. Superintendent 20.0% Director / Manager 21.7% Principal 36.0% Assistant Principal 24.0% Total 25.9%
What Do the Results Say About the Ability of the Organization to Change? Talk in your groups.
Harvard Business Review - Leadership in a Permanent Crisis Are you waiting for things to return to normal in your organization? Sorry. Leadership will require new skills tailored to an environment of urgency, high stakes, and uncertaintyeven after the current economic crisis is over.
HBR – What to Do Foster adaptation, helping people develop the next practices that will enable the organization to thrive in a new world, even as they continue with the best practices necessary for current success.
(cont.) Embrace disequilibrium, keeping people in a state that creates enough discomfort to induce change but not so much that they fight, flee, or freeze.
Critical Learning Point Adapted from Peter Senges concept of Creative Tension Unconsciously Unskilled Consciously Unskilled Critical Learning Point Consciously Skilled Unconsciously Skilled
(cont.) Generate leadership, giving people at all levels of the organization the opportunity to lead experiments that will help it adapt to changing times.
The Why and the How
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.
People wish to be settled: Only as far as they are unsettled is there any hope for them Ralph Waldo Emerson
Valley of Despair Uninformed Optimism Immobilization and Denial Bargaining Despair Informed PessimismFace The New Reality Hopeful Optimism Discovering the Devil in the Details Informed Optimism Structure around the New Reality Leverage the New Reality Anger Adapted by Keith McFarland. Author, The Breakthrough Company (2008) and Bounce (2009)
Purpose – Why this journey? Proactively lead with an understanding of the external environment Develop accountability system, create ways to be transparent, train leaders with very specific skills sets at LDIs and give them tools to use to be successful
Purpose, worthwhile work and making a difference ® Studer Flywheel ® Bottom Line Results (Transparency and Accountability) Leader Results Teacher Results Self- Motivation Prescriptive To Dos Tactics 1 to 4: recruit & retain Tactics 5 to 14: coach & support WHY
Whats Your What Exercise? Individually respond to the questions. Then discuss in your group. Whats your what exercise? Whats your what? Whats your employees what? Whats your students what? Whats your parents what? Whats your bosses what? Whats your superintendents what? Whats your school board members what?
WHY- Satisfied Employees Care about them and value them Make sure they have the tools and equipment to do their job Give them opportunities to learn and re-learn Recognize and reward them for their good work Deal with low performing employees and stop hiring more of them
High Performer Come to work on time Good attitude Problem solver Good influence Eager to learn Owner rather than renter in organization Eager to change for the good of the organization
Middle Performer Good attendance Loyal most of the time Influenced by high and low performers Want to do a good job Help managers be aware of problems Adhere to organization policies May need some coaching to help move to high performer
Low Performer Point out problems in a negative way Position leadership poorly Master of we/they Passive aggressive Think they will outlast the leader Say manager is problem Demonstrate little commitment to work and organization Come to work with a negative attitude
High, Middle, and Low Performers About 34% High, 58% Middle, 8% Low Of those 8% 1/3 will change behavior 1/3 will leave 1/3 will stay the same Leaders spend about 80% of time on low performers
What Do We Do with High, Middle, Low? High Performers Left alone to do what they do best They guide the development they need Rewarded and recognized Middle Performers Coached and developed Low Performers Held accountable with good follow-through
Why- Reduce We/They When you throw somebody under the bus to make yourself look better. Manage Up rather than We/They
Managing Up - Communication Positioning Others in a Positive Light... Makes others better Makes your organization better Aligns behavior and energy
How Can We Reduce We/They Know how to answer tough questions – very important in a changing environment People look to leaders for answers to questions. If not prepared, its difficult to answer and we tend to throw someone else (your boss) under the bus.
Tough Question Exercise Step 1 Respond to the situation Lets say your district just laid off 100 teachers because of the budget. And the district is building a new school in a growth area. As a leader what do you say when a teacher asks you how the district could lay off teachers and build a new school? Step 2 Identify tough questions (like the one above) you hear from employees Step 3 Determine how you would answer the questions without applying a we/they answer
Why? - Recruit and Retain Good Employees Recruit good employees and value them to keep them – 3 to 1 –Peer Interviewing –30/90 day with new employees –Leader rounding
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
EBL Components in Evidence-Based Classroom Learning Principle 1 When Teachers Know What to Expect, They Perform Tactic 1Hold high, middle, and low performer conversations with teachers Tactic 2Use peer interviewing to help select new hires Tactic 3Hold 30 and 90 day meetings with new hires Tactic 4Round for outcomes on teachers
Tactic Two – Peer Interviewing Get the right people on the bus and do everything leaders can to keep them Hold peer interviews to determine Skill – performance based Will – passion for the job Leader initially reviews candidates and excludes any that dont meet minimum qualifications or ones that the leader could not live with Peer interview team scores the candidates using performance-based questions. The candidate with the highest score if offered a job.
Tactic Three – 30/90 Day Meetings For new employees hold 30 and 90 day meetings and ask the employee How do we compare to what we said we could be like? Tell me what you like. What is going well? I noticed you came to us from ___ school district. Are there things you did there that might be helpful to us? Is there anything here that you are uncomfortable with? On the 90 th day ask the above, and ask - as your supervisor is how can I be helpful?
Tactic Four – Leader Rounding Way to build relationships with teachers and staff Shows that we care about our employees Allows us to be proactive in solving problems We suggest that school leaders try to round on teachers and staff at least once a month Share this with all school leaders Rotate who rounds on who
Summarizing Why District GPA Exercise Complete individually Discuss with group Whole group discussion
Where Will Our Focus Be? Accountability Transparency Training Tools
Accountability To improve it is important to know answers to questions by looking at data. So, what are we going to do first? Build an accountability system. What is the district going to be accountable for?
What Measures Are Important? Quality Pillar - Student Achievement Get baseline scores for FCAT, graduation rates, and attendance rates of students. Used the FCAT Scores as the district accountability measure People Pillar - Employee Satisfaction with Work Environment Get baseline scores for employee satisfaction with school leaders and superintendent
What Measures are Important? Service Pillar Parent Satisfaction with Schools –Get baseline scores for parent satisfaction for district and by school Satisfaction with District Services to Schools (for departments) –Support Card
Where Do We Start with Measures Baseline for employee satisfaction, parent satisfaction and satisfaction with district support services Once baseline is taken, whats next – finalize goals Once goals are finalized, whats next – align goals to evaluation of leaders First – Superintendent and District Leaders Second – Principals and other leaders
Superintendents Goals and Measures See copy of handout
Expectations for Leaders In year one, superintendent and district leaders will be evaluated on goals and measures aligned to the superintendents goals and measures In year one other leaders will Begin to set goals and measures aligned to the superintendents goals and measures In year one, all leaders will Apply procedures that make the results of the measures transparent to employees and parents Participate in LDIs (training sessions) to learn how to apply tools to achieve goals
Summary of Goals and Measures Quality – FCAT scores People – Employee Satisfaction by District, Department and School Baseline – September 2010 Mid-term - Dec 2010 Final - April 2011 Service Parent Satisfaction Survey for each school –Baseline – September 2010 –Final - March 2011 Support Card – Monthly measures Finance – Financial efficiency ratios
Connecting Back to Purpose Why is it Important to Change Our Practices? We know that even if economic times get better if we stay the same we will lose ground. Leaders who lead with a sense of urgency will be more likely to achieve excellence We improve the most when we unsettle the organization – creative tension
What is this all about? It is about developing excellent leaders who live each day 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