Santa Rosa County School District

1. Santa Rosa County School District Leadership Development Institute (LDI) February 7th and 8th, 2011

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

3. Alignment Chart • See handout

4. Reporting from Principals on Rounding • Danny Carnley, Jay Elementary School • Victor Lowrimore, Woodlawn Beach Middle School

5. Making Excellence Stick

6. Assessing Excellence • 10 Questions to ask yourself if you are getting inconsistent results and/or behavior is not hardwired. • Behavior/Skill being evaluated: Leader Rounding

7. Reflective Question 1: Rounding Process Have you set clear and EXCELLENT targets for applying the leader rounding process?

8. Reflective Question 2: Rounding Process Was education provided to all involved on what the expected behavior for leader rounding was…….and have we over-communicated the WHY?

9. Why do we do leader rounding with employees? • What does the leader rounding process look like? • What are the requirements to effectively apply the process?

10. Reflective Question 3: Rounding Process • Has leadership communicated that leader rounding behavior is MANDATORY; not OPTIONAL? 1. When you hear the word “expected” do you think you must or should? 2. When you hear the word “required” do you think you must or should? 3. When you hear the word “mandatory” do you think you must or should?

11. What People Hear and Think • Mandatory:  When people hear the word, “mandatory” 98% think “MUST” • Required:  When people hear the word, “required”, 69% think “MUST” • Expected:  When people hear the word, “expected”, 26% think “MUST”

12. So….. Has leadership communicated that leader rounding is MANDATORY; not OPTIONAL?

13. Reflective Question 4: Rounding Process Is leader rounding being role modeled by leadership? Expectation: • Superintendent rounds on direct reports (stoplight report to them) • District leaders round on direct reports (stoplight report to them) • School leaders round on teachers and staff directly reporting to them (stoplight report to them)

14. Reflective Question 5: Rounding Process Has leader rounding been practiced using role-play? Have we checked competency?

15. Self Assessment • See handout

16. Are leaders giving positive feedback when they see leader rounding being done correctly?

17. Reflective Question 6: Rounding Process Are we measuring for success? Verifying? • Expectations: • Superintendent verifies direct reports are rounding • District leaders verify direct reports are rounding • What do we do when we verify? • Ask, what did you learn from your employees when you rounded last week? • How are you gauging your ability to engage employees in their work environment?

18. Reflective Question 7: Rounding Process Are the results of the verification being reported transparently?

19. Reflective Question 8: Rounding Process Are leaders giving positive feedback when they see the leader rounding being done correctly?

20. Reflective Question 9: Rounding Process Are we correcting poor performance quickly and on-the-spot if necessary?

21. Reflective Question 10: Rounding Process Are there consequences for non-compliance?

22. High, Middle, Low Performers

23. We have learned that the reluctance to address low/sub-par performance keeps an organization from being the best. Quint Studer 

24. Impact of highmiddlelow®

25. On a scale of 1-10 … 1 2 3 4 5 6 7 8 9 10 • Where would you rank in how value driven you are as an organization?

26. On a scale of 1-10 … 1 2 3 4 5 6 7 8 9 10 • Where would you rank in dealing with performance issues?

27. Focus Groups on Teacher Evaluation • Conversations with Teachers

28. Performance Curve L M H 8% 58% 34%

29. High, Middle and Low Performer H M L

30. Hoping that: More time will help More attention will help More focus will help A transfer will help They will leave The Gap becomes more evident H M H Gap is uncomfortable M L L

31. The Gap is Intolerable H The Wall H M M H Gap is Intolerable Gap is uncomfortable M L L L

32. Results Decline (look familiar?) H The Wall M M H H Gap is intolerable M M H Gap is uncomfortable Results Decline M L L L L

33. Over the Wall H M H The Wall M H Gap is intolerable M H Gap is uncomfortable M L L L

34. Blog about High Performers • Handout

35. Moving the High Performers GAP L M H Performance

36. Definition of High Performer Definition • Comes to work on time • Good attitude • Problem solves • You relax when they are scheduled • Good influence • Use of peer interviews • Pillar ownership • Brings solutions H Professionalism Adheres to policies concerning breaks, personal phone calls, leaving the work area, and other absences from work. Teamwork Demonstrates high commitment to making things better for their team and organization as a whole. Knowledge & Competence Eager to change for the good of the organization. Strives for continuous professional development. Consistently communicates organizational. Does not create we/they. Provides frequent feedback to staff. Communication Safety Awareness Demonstrates the behaviors of safety awareness in all aspects of work.

37. High Performance Conversation (Key words) • Tell them where the organization is going • Thank them for their work • Outline why they are so important • Ask if there is anything you can do for them

38. Role Play

39. Moving the Middle Performers GAP L M H Performance

40. Definition of Middle Performer Definition • Good attendance • Loyal most of time • Influenced by high and low performer • Wants to do a good job • Could just need more experience • Helps manager be aware of problems M Usually adheres to policies concerning breaks, personal phone calls, leaving the work area, and other absences from work. Professionalism Teamwork Committed to improving performance of their team and organization. May require coaching to fully execute. Knowledge & Competence Invested in own professional developments. May require some coaching to fully execute. Communication Usually communicates organizational information. Occasionally uses we/they language. Provides some feedback to staff. Demonstrates the behaviors of safety awareness in all aspects of work. Safety Awareness

41. Middle Performance Conversation (Key words) Reassure individual goal is to retain • S : Support • Describe good qualities – calm down their anxiety • C : Coach • Cover development opportunity • S : Support • Reaffirm good qualities

42. Role Play

43. Clear Expectations for Low Performers GAP L M H Performance

44. Definition of Low Performer Definition • Points out problems in a negative way • Positions leadership poorly • Master of “We/They” • Passive aggressive • Thinks they will outlast the leader • Says manager is the problem L Professionalism Does not communicate effectively about absences from work. Handles personal phone calls in a manner that interferes with work. Breaks last longer than allowed. Teamwork Demonstrates little commitment to their team and the organization. Knowledge & Competence Shows little interest in improving own performance or the performance of the organization. Develops professional skills only when asked. Communication Does not communicate organizational information. Uses language to create we/they culture. Does not provide feedback. Safety Awareness Performs work with little regard to the behaviors of safety awareness.

45. 80% timespent on5% Employees

46. Low Performance Conversation (Key words) Do not start meeting on a positive note • D : Describe • Describe what has been observed. • E : Evaluate • Evaluate how you feel. • S : Show • Show what needs to be done. • K : Know • Know consequences of continued same performance. • Follow up

47. Sample • Ms. Heinz – How to Lead Teachers to Become Great – Chapter 1

48. High, Middle, Low ACTIVITY HANDOUT

49. Improved Operational Performance Across the Board NEW OLD Performance

50. Making Excellence Stick 10 Self Reflection Questions