1. Creating a Learning Community Vision
Dr. Deanne Magnusson
Department of Organizational Leadership, Policy, and Development
University of Minnesota

2. Leadership for Strategic Thinking: Creating A Future Oriented Institutional Vision
Visioning comes first in a strategic thinking
and planning process.
When visioning change, one might ask:
What is our preferred future?
What do we want to be?
What are our dreams?
What is our mental image of what we
want to be?
Need to be knowable in terms of research-based trends and practices

3. Key Components for Creating Vision
Vision needs to reflect your values and beliefs.
Beliefs are value statements influenced by these factors:
Historical, cultural, political, economic
“Best practice” educational factors
Beliefs guide the actions of all involved.
Beliefs are a key component of strategic thinking and planning.

4. Benefits of Visioning Visioning: Identifies direction and purpose
Promotes sharp focus
Encourages openness to unique and creative solutions
Builds loyalty (ownership) through involvement

5. Criteria for Quality Vision Statements (Adapted from MN Principal Training Academy)
Is the vision statement simple and easy to interpret?
Can the vision be accomplished?
Is the vision focused on results and can it lead to accountability?
Is it measurable?

6. Criteria for Quality Vision Statements in Education (Adapted from MN Principals Academy)
5. Does the vision statement lend itself to developing a clear strategy for making the vision possible?
6. Will it lead to hard choices?
7. Is it worth fighting for?
3. Kotter, J. (1996)
“Successful transformation of vision rests on a picture of that future that is easy to communicate to stakeholders”

7. Assessing Your Vision Statement
Effective vision statements are:
Imaginable—convey what the future will look like
Desirable—appeal to long term interests of stakeholders
Feasible—lead to attainable goals
Focused—clear enough to provide guidance in decision-making
Flexible—general enough to allow for individual initiative and changing responses in view of changing conditions
Communicable—easy to communicate and explain
3. Kotter, In DuFour, R., 1998 [endnote]

8. Guidelines for Assessing Your Organization’s Vision Statement
Will it lead to a better future for the organization?
Does it fit with the organization’s history, culture and values?
Does it set standards of excellence and reflect high ideals?
Does it clarify direction?
Does it inspire enthusiasm and encourage commitment?
Is it ambitious enough?
Questions to ask:
4. Nanus, In DuFour, 1998, p. 82

9. A Data-Driven Instructional Planning Framework
Learning guided by “real world” themes, questions, issues and problems
Goal alignment across grade, subject, programs, etc.
Continuous inquiry data driven decision-making; use of multiple measures
Community(ies) of instructional practice
Shared understanding of essential learning outcomes
Student work is continuously analyzed and revised
Look For
9 = Simmons, W. 2005
Quality assurance; measurable accountability indicators
Learning as a process and mastery of content and skills

10. The SWOC Analysis Process
SWOC Analysis—A Strategic Thinking and Planning Framework : Digging the Data
The SWOC Analysis Process
Assess the situation: (Consider internal and external factors)
S = What are the strengths?
W = What are the gaps (weaknesses)?
O = What are our opportunities?
C = What are our challenges? What changes do we want to make?
2. Adapted from: Puccio, G. et. al, (2007) [endnote]

11. SWOC Analysis Strengths Weaknesses Challenges Opportunities
Strategic Issue: _________________________________
Strengths
Weaknesses
Challenges
Opportunities

12. SWOC Analysis Benefits
The advantages of using a SWOC analysis process for data driven strategic thinking and planning:
Enhances analysis of internal and external culture
Assists in assessing relevance of vision and mission
Enhances the ability to develop meaningful goals, teaching and learning outcomes
Anticipates, identifies, prioritizes, focuses on key stakeholder expectations

13. Quality Assurance Indicators: Annual SMART goals
Leadership for Data Driven Planning and Decision- Making: Establishing SMART Goals
Quality Assurance Indicators: Annual SMART goals S
Specific M
Measurable A
Attainable R
Results oriented
Timeline Completion T

14. Example: Secondary School Student Performance SMART Goal
Leadership for Data Driven Planning and Decision-Making: Set Annual SMART Goals
Data driven education leaders recognize that formalized goal setting can lead to improved student and institution outcomes.
Example: Secondary School Student Performance SMART Goal
The percentage of 10th grade students scoring at the 90th percentile on the national exam in mathematics will increase from 60% in spring 2010 to 80% in spring 2011.

15. Set a SMART Goal for international admissions to your institution.
Leadership for Data Driven Planning and Decision-Making: Quality Assurance and Institutional Accountability
Optional Assignment:
Set a leadership SMART Goal for assessing or shaping the culture of your organization.
Set a SMART Goal for the integration of technology in your courses, education program area or institution, etc.
Set a SMART Goal for P16 public/ private sector or transnational partnerships.
Set a SMART Goal for international admissions to your institution.
Set a SMART Goal for staff development.
These SMART Goal categories accompany Activity # 6
Each team will establish TWO SMART Goals from the list.
Set a leadership SMART Goal shaping your school culture.
Set a leadership SMART Goal for time management.
Set a SMART goal for the integration of technology in an Oman secondary school.
Set a SMART goal for school community partnerships.
Set a SMART goal for the leadership and management of your school.

16. ?
Reflective Questions
Do you think the goal will advance student learning for the expected knowledge and skills to be achieved by students in 2015?
These reflective questions accompany Activity # 5
Discussion Questions after goals have been posted to the flip charts:
Are the components of a SMART goal evident?
If not, what changes need to be made?
Do you think the goal will advance student learning for the expected knowledge and skills to be achieved by Oman students in 2010?

17. Frame critical questions and challenges
Continuous School Improvement: Leadership for Data-Driven Planning and Decision-Making
Promote shared and distributive leadership
Create shared vision
Frame critical questions and challenges
Use multiple data sources
9 = Simmons, W. 2005
Facilitate alignment of school, local school community, regional, national, and international policies, practices

18. Creating A Data Driven School Performance Portfolio
Translate school vision into agreed upon data driven expectations, practices, and results
GOAL
Example Data
Student learning outcomes
Curriculum standards
Instructional practices
Leadership and management
School culture norms
Note: Need national, regional, local alignment
9 = Simmons, W. 2005

19. What is QUALITY? Quality is Measurable Quality is a Result
What Gets Measured
Gets done!