MESPA

1. MESPA MAY 3, 2012 – Being a Leader in the Compliance and Accountability World

4. AGENDA • How did I get here ? • Data and conclusions from leadership work • Valid and reliable data • Data and Findings • Conclusions • How do you free up your time? Regain your identity as a leader! • Why do some people have time and others don’t ? • Reduce Compliance Time ! • Build leadership Capacity Throughout the Organization! • Turn Working Groups into Effective Teams • Distributing Leadership Not Simply Delegating

5. Free up Your time to Do What ? • Review of Kirtman’s 7 Competencies for High Performing Principals • Questions????

6. Looking for Leadership in All the Wrong Places • Current View – Looking for the wrong skills and competencies for leadership • The Myth of Curriculum, Instruction and Assessment • Administrator/Managers ->Instructional Leaders -> High Performing Leaders • Instructional leadership needs to exist throughout the system

7. Looking for Leadership in All the Wrong Places- continued • Individuals who can lead as a coach with effective Intra/interpersonal skills first - rather than subsequent skills rather than instructional leaders • The new school leaders – Principals and Superintendents support and promote internal educational expertise, team-building, coaching and mentoring

8. Research and Data on Leadership • 30 years of working with leaders in education – 300 school districts – 700 organizations • Results from 3 Leadership Assessments • MBTI • DISC • VALUES • New Research on High Performing Principals - Workplace Personality Inventory (WPI)

9. MBTI EXTROVERT (E) = Outer world; people, things; active; breadth of interest; live it; interaction; outgoing. INTROVERT (I) =Inner world; thoughts, concepts; reflective; depth of interest; understand it; concentration; inwardly directed. SENSING (S) = Facts; data; details; reality-based; actuality; here and now; utility INTUITION (N) = Meanings; associations; possibilities; hunches; theoretical and conceptual; future; fantasy THINKING (T) = Analysis; objective; logic; impersonal; critique; reason; criteria FEELING (F) = Sympathy; subjective; humane; personal; appreciate; values; circumstances JUDGING (J) = Organized; settled; planned; decisive; control one’s life; set goals; systematic PERCEPTIVE (P) =Pending; flexible; spontaneous; tentative; let life happen; open to change; undaunted by surprise

10. Dominance - “D” Factor Influence - “I” Factor Steadiness - “S” Factor Compliance - “C” Factor How you handle problems/challenges How you handle people and influence others How you handle change & how you pace yourself How you handle rules and procedures set by others DISC - FOURFACTORS

11. Theoretical Utilitarian Aesthetic Social Individualistic Traditional Workplace Motivators: Six Basic Attitudes/Values: = Discovery of TRUTH = Money & what is useful = Form & harmony = Inherent love of people = Power = Unity & order

12. DISC data based on 500 + educational leaders nationally

13. DISC data based on 500+ educational leaders nationally

14. DISC Data based on 200+ Principals

15. KEY Natural Adapted DC School District A KB DG KD JC TB DL KS CM SB RELATER

16. KEY Natural Adapted School District A KD DC TB JC KS KB DL CM SB DG Non-placeable RELATER

17. What are Influence Behaviors? • Coaching and mentoring teachers • Motivating staff and teachers • Building and working with your leadership team • Forming and supporting teams in your school • Listening to teachers and understanding needs and concerns • Helping teachers prioritize activities • Spending time with colleagues/Networking • Connecting to Parents and community members • Managing UP • Attending MESPA conferences

18. What is the Workplace Personality Inventory? The Workplace Personality Inventory (WPI) was developed for use in employment selection and development. The inventory can predict effectiveness in jobs that require application of interpersonal and work style attributes. To sign up to take the WPI please contact Beth Saunders at beth@futuremsi.com or 978-998-6782 x 11 Or put your email address on the sign up sheet at the back of the room. Harvard Article” http://www.hepg.org/hel/article/530

19. Principal - High Performer I/L (Catalyst for Change) D=Dominance I = Influence S = Steadiness C = Compliance

20. Sample – High Performance Principal Profile

23. WPI data based on 150 principals nationally

24. Principals WPI Comparison Charts

25. WPI Principal Comparison Chart

26. MESPA survey data • 6/11 – 239 people responded • 1. Does the new evaluation plan seem doable – 64% - NO • 2. How many hours do you spend on evaluation now ? • - per day 69 people – 1-2 hours • - per week 46 people – 6-10 hours • - per month 34 people – 25-40 hours • 3. Will the new evaluation process save you time ? - 80.4 % said No • 4. Would this framework make it harder to evaluate staff ? - 66.4 % said Yes

27. MESPA Survey 6/2011 • What type of training do you think you need ? • How to evaluate – 49.7% • What to look for ? – 65% • How to motivate people – 54.8% * • How to write evaluations – 73.2%

28. Reducing Time on Compliance tasksMeeting the spirit vs. the letter of the law ! • Focus on Goals first • How does the compliance task fit into your goals ? • If it will enhance your results than it is a good use of your time • If it does not, work on meeting the spirit vs. the letter of the law • Teacher Evaluation – 4 standards – 16 indicators and 33 elements – Continuous Feedback is more effective for change • Principal Evaluation – 4 standards 20 indicators and 42 elements -Tell Survey • Smart Goals • Engage in a discussion with your Superintendent on this issue before acting

29. Compliance Tasks • Making sure that every request from the Department of Education is responded to immediately on the proper form that is requested. • Filling out all internal and external forms in the district on time and with extra attention to accuracy • Personally checking on all tasks that are under the responsibility of each staff member. Checking that each task is being done on time. Reviewing the work of each staff person to make sure they are being productive each day. • Providing constant reminders to staff about the work they need to do and the deadlines. • Getting into classrooms every day to observe teachers or Principals. • Reviewing all written documents and revising them to make sure they are the way you want them to look. Making sure there are no mistakes on all written correspondence. • Ensuring that all rules in the system are being followed to the letter of the law. • Checking to make sure that each teacher is following all protocols and procedures that have been established. • Checking on all events to make sure no details are being missed. Attending all events to show your involvement and over sight. • Making sure that all laws are being followed and that you are not taking any chances that could cause a problem • Attending all school or system meetings to make sure that no mistakes occur

30. Exercise on Compliance • Identify one compliance task that takes a lot of time that you do not believe helps you meet school or system goals • How could you meet the spirit vs. the letter of the law ? • How would you engage your Superintendent into a dialog on how to free up your time to increase your influence behaviors ?

31. Building Leadership Capacity Four Steps • Leaders Examine their Leadership Style • Leaders Reflect on the Leadership Profile of their Team • Leaders Commit to an Ongoing Process • Leaders Maintain a Positive Culture of Change despite barriers

32. Free up your time to do what?7 Critical Competencies for Leadership • Challenges the status quo • Delegates compliance tasks to other staff • Challenges common practices and traditions if they are blocking improvements • Willing to take risks • Looks for innovations to get results • Does not let rules and regulations block results and slow down action • Builds trust through clear communications and expectations • Is direct and honest about performance expectations • Follows through with actions on all commitments • Makes sure there is a clear understanding based on written and verbal communications • Is comfortable dealing with conflict • Creates a commonly owned plan for success • Creates written plans with input of stakeholders • Ensures that people buy into the plan • Monitors implementation of the plan • Adjusts the plan based on new data and communicates changes clearly • Develops clear measurement for each goal in the plan • Creates short and long term plans

33. 7 Critical Leadership Competencies for Leadership Con’t. • Focuses on team over self • Hires the best people for the team • Commits to the on-going development of a high performance leadership team • Builds a team environment • Seeks critical feedback • Empowers staff to make decisions and get results • Supports the professional development of all staff • Has a high sense of urgency for change and sustainable results in improving achievement • Is able to move initiatives ahead quickly • Can be very decisive • Uses instructional data to support needed change • Builds systemic strategies to insure sustainability of change • Sets a clear direction for the organization • Is able to deal with and manage change effectively

34. 7 Critical Leadership Competencies for Leadership Con’t. • Commitment to continuous improvement for self and organization • High sense of curiosity for new ways to get results • Willingness to change current practices for themselves and others • Listens to all team members to change practices to obtain results • Takes responsibility for their own actions – no excuses • Strong self–management and self-reflection skills • Builds external networks/partnerships • Sees their role as a leader on a broad base manner outside the work environment and community walls • Understands their role as being a part of a variety of external networks for change and improvement • Strong ability to engage people inside and outside in 2 way partnerships • Uses technology to expand and manage a network of resource people

35. New Aspects of Hiring

36. Next Steps • Build a comprehensive understanding of the leadership profiles of leaders and teams in districts and schools • Recruit principals who are effective leaders not just instructional experts. • Use the assessment data to help determine who will be effective leaders. Alter interview processes to choose the right leaders. • Use the data to help leaders develop high performance teams to meet and exceed goals – increase focus on building teacher leadership. • Provide executive coaching on leadership for Principals • Work with systemic leadership alignment (School Committees/Boards, Superintendents, Principals and Teacher Leaders)