Day 1 Summer Leader Development Institute (LDI)

1. Day 1 Summer Leader Development Institute (LDI) Dr. Robin Largue Dr. Janet Pilcher

2. Santa Rosa School DistrictLeader Assessment & Diagnosis Data results analyzed 07.26.10

3. Leader Assessment and Diagnosis What is your role?

4. Leader Assessment and Diagnosis Please choose the top 3 things your district does well and should continue to do.

5. 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?

6. Leader Assessment and Diagnosis Please list the top three opportunities for improvement in your district?

7. 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

8. 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

9. 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

10. 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

11. 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

12. Leader Assessment and Diagnosis How many employees do you directly supervise (complete their annual evaluation)?

13. Leader Assessment and Diagnosis How many of the employees that you supervise are not meeting performance expectations?

14. Leader Assessment and Diagnosis How many employees do you have currently working for you who are in formal corrective/disciplinary action?

15. 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)

16. 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)

17. 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)

18. 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)

19. What Do the Results Say About the Ability of the Organization to Change? • Talk in your groups.

20. 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 uncertainty—even after the current economic crisis is over.”

21. 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.”

22. (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.”

23. Critical Learning Point Adapted from Peter Senge’s concept of Creative Tension

24. (cont.) • “Generate leadership, giving people at all levels of the organization the opportunity to lead experiments that will help it adapt to changing times.”

25. Passion = Will Ability = Skill Processes = Tools and Techniques The “Why” and the “How”

26. Four Steps to Solutions

27. People wish to be settled: Only as far as they are unsettled is there any hope for them. --------Ralph Waldo Emerson

28. Valley of Despair Leverage the New Reality Uninformed Optimism Structure aroundthe New Reality Immobilization and Denial Informed Optimism Discovering the Devil in the Details Anger Bargaining Hopeful Optimism Informed Pessimism Face The New Reality Despair Adapted by Keith McFarland. Author, The Breakthrough Company (2008) and Bounce (2009)

29. 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

30. Studer Flywheel® Bottom Line Results (Transparency and Accountability) Leader Results Teacher Results • Prescriptive To Do’s • Tactics 1 to 4: recruit & retain • Tactics 5 to 14: coach & support Purpose, worthwhile work and makinga difference WHY • Self-Motivation ®

31. Why?

32. What’s Your What Exercise? • Individually respond to the questions. • Then discuss in your group. • What’s your what exercise? • What’s your what? • What’s your employees’ what? • What’s your students’ what? • What’s your parents’ what? • What’s your bosses’ what? • What’s your superintendent’s what? • What’s your school board members’ what?

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. Why- Reduce We/They When you throw somebody under the bus to make yourself look better. Manage Up rather than We/They

40. Managing Up - Communication Positioning Others in a Positive Light . . . • Makes others better • Makes your organization better • Aligns behavior and energy

41. 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, it’s difficult to answer and we tend to throw someone else (your boss) under the bus.

42. Tough Question Exercise • Step 1 Respond to the situation Let’s 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

43. 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

44. 3 to 1 3 compliments 1 criticism Positive! 2 to 1 2 compliments 1 criticism Neutral 1 to 1 1 compliment 1 criticism Negative Source: Tom Connellan, “Inside the Magic Kingdom”, pgs 91-95

45. EBL Components in Evidence-Based Classroom Learning

46. 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 don’t 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.

47. 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 90th day ask the above, and ask - as your supervisor is how can I be helpful?

48. 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

49. Summarizing Why • District GPA Exercise • Complete individually • Discuss with group • Whole group discussion

50. How?