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    T+L Copy2 T+L Copy2 Presentation Transcript

    • Avoca School District 37 • Wilmette, IL Moving from Good to Great Using a New Paradigm for Strategic Planning Avoca School District 37 Wilmette IL 1
    • Avoca School District 37 • Wilmette, IL True or False? 1. Strategic plans are antiquated vestiges of the late 1980s and early 1990s and have little value in the fast changing 21st century. 2
    • Avoca School District 37 • Wilmette, IL True or False? 2. Every district should have both a technology plan and a strategic plan. 3
    • Avoca School District 37 • Wilmette, IL True or False? 3. There should be strong congruity and interconnectedness between the strategic plan and the technology plan. 4
    • Avoca School District 37 • Wilmette, IL True or False? 4. Jim Collins’ Good to Great has excellent concepts, but its relevance to the education world is sketchy - its really a business world model. 5
    • Avoca School District 37 • Wilmette, IL True or False? 5. The main role of technology is to advance the goals of the district’s strategic plan. Technology is an accelerator for other goals and not a goal in and of itself. 6
    • Avoca School District 37 • Wilmette, IL True or False? 6. If technology is not treated as a separate curricular subject just like the other subject areas, it will not receive the attention, resources, and direction it needs. 7
    • Avoca School District 37 • Wilmette, IL True or False? 7. One big problem with strategic planning is other than test scores there is no real way to measure its success. 8
    • Avoca School District 37 • Wilmette, IL True or False? 8. Moving to Good to Great sounds nice, but there is no real way to apply it in education. Even if you can define greatness in schools, you could never find ways to measure it. 9
    • Avoca School District 37 • Wilmette, IL True or False? 9. Traditional strategic planning provides a time-tested process that gives planners everything they need to develop a strong vision, verified by solid accountability measures. 10
    • Avoca School District 37 • Wilmette, IL True or False? 10. Hedgehog concept is the thing you are best in the world at. Business can have a hedgehog concept but school cannot because we have to teach all subjects equally well. 11
    • Avoca School District 37 • Wilmette, IL True or False? 11. When you infuse traditional strategic planning with the main traits of Good to Great, the result is a hybrid planning model that leads to a clear vision and strong accountability. 12
    • Avoca School District 37 • Wilmette, IL True or False? 12. Technology needs to get into the hands of teachers and children at the point of instruction (the classroom) to have a measurable impact on teaching and learning. 13
    • Avoca School District 37 • Wilmette, IL True or False? 13. It’s better to create a technology plan first, then a district strategic plan. Once you know what the technology accelerator will be, it is easier to infuse technology into the strategic plan. 14
    • Avoca School District 37 • Wilmette, IL True or False? 14. This workshop is going to be outstanding. 15
    • Avoca School District 37 • Wilmette, IL Strategic Plan - Technology Plan Connection • Technology plan in isolation loses impact and focus • Technology plan as an “accelerator” in a district strategic plan adds strength and coherence to the district vision • Focus must first be on district strategic plan and vision • Tech plan should then enhance and accelerate the district plan 16
    • Avoca School District 37 • Wilmette, IL Traditional Strategic Planning Mission Cu r inte rent r f he or t ty of Beliefs roa rnal a eality cus ajori time Fo t m em dbloc nd ex focus g pha ks, t e v as lannin sis and ernal d on p on the dat not en as Themes our ough ces Goals Action Plans 17
    • Avoca School District 37 • Wilmette, IL Short-comings of Traditional Strategic Planning • Excessive time spent on mission and beliefs leaves little time, energy and enthusiasm for the goals and action plans • Trite and meaningless mission, beliefs and vision • Little or no way to measure success of the plan or goals • List of accomplishments is not a measurement of success 18
    • Avoca School District 37 • Wilmette, IL Strategic Planning and “Good to Great” Merger • Addresses each of the short-comings of traditional strategic planning • Addresses the concerns that “Good to Great” concepts cannot be successfully implemented in an educational setting • Provides a powerful tool to create and measure a district’s journey to greatness • Infuses technology into the process as a critical accelerator for success 19
    • Avoca School District 37 • Wilmette, IL Avoca Strategic Planning Model- “Hybrid” Recruit representative committee “Good to Great” Overview Mission and Beliefs- new or revise Data Analysis -Satisfaction surveys -Test scores, local and national -Tech survey -Earlier strategic plan -Other measures Define Greatness for Avoca Specific and Measurable Identify the “Gap” Between the Current Reality and the Definition of Greatness Themes Emerge Goals Developed Action Plans Created 20
    • t G rea o d to view Go ver O Good to Great: Overview for Strategic Planning 21
    • t rea Methodology o G d to view Go ver O The book… 22
    • t rea Level 5 Leadership o G d to view Go ver O •Essential for transition/transformation of a company or school district •Balance of professional will and personal humility and modesty •Shoulders responsibility when things go poorly and gives the credit to others for success •Remarkable work ethic -- “more plow horse than show horse” •Driven to produce sustainable results and demonstrate the courage to make difficult decisions 23
    • t rea First Who….Then What o G d to view Go ver O • “Who” questions come before “what” decisions • Bus Analogy • Right people on the bus, and in the right seat • Wrong people off the bus • Rigorous not ruthless in people decisions • Rigorous people decisions: • When in doubt, keep looking • Act, don’t wait • Put best people on biggest opportunities, not biggest problems 24
    • t rea First Who….Then What o G d to view Go ver O • Challenges in the educational setting • Tenure • Culture of nurturing • Culture of “all for one…” 25
    • t rea Confronting the Brutal Facts o G d to view Go ver O • Find the path to greatness by confronting the brutal facts of the current reality • Leader must create a climate where people don’t merely “have their say” but they are actually “heard” , • Create this culture by: • Lead with questions, not answers • Engage in dialogue and debate, not coercion • Conduct autopsies without blame • Build red flag mechanisms- be proactive 26
    • t rea Confronting the Brutal Facts o G d to view Go ver O • Emerge from diversity stronger and more resilient • Stockdale Paradox • Retain faith that you will ultimately prevail, despite difficulties • But, confront the brutal facts about the current reality 27
    • t rea Hedgehog Concept o G d to view Go ver O • A clear understanding that you know and do “one big thing” really, really well • An understanding of what you cannot do well • Interaction of the three circles: • Deep passion Deep Passion • Core business • (best in the world at …) • Economic Engine The VERY Economic best at … Engine 28
    • t rea A Culture of Discipline o G d to view Go ver O • Fanatically consistent adherence to your core business. (Walking the talk of the strategic plan). • Shared vision - creating loyalty and intensity. • Creating a culture of quality (the board models the culture). 29
    • t rea Technology Accelerators o G d to view Go ver O • Use carefully selected technologies in innovative ways to support “hedgehog” circles • Application of technology only to accelerate momentum, not to initiate it • Reaction to technological change is not reactive or fearful, but future oriented and results drive • In 80% of “good to great” organizations, technology is not a significant factor in transformation 30
    • t rea Flywheel Concept o G d to view Go ver O • Momentum for transformation and/or breakthrough builds slowly, very slowly • Transformation happens through a series a series of small, incremental steps that will reach a “tipping point” where improvement soars geometrically • Alignment does not cause transformation--alignment follows from good results and the momentum of the organization • Though it takes enormous effort to get it moving, once it is moving fast, you cannot stop it without enormous effort and pain (cf. “spinning class”) 31
    • Avoca School District 37 • Wilmette, IL Step 1: Recruit a representative committee • All key stakeholders • Board members • Teachers • Administrators • Parents • Community members • No more than 25 members 32
    • Avoca School District 37 • Wilmette, IL Step 2: Provide overview of “Good to Great” • Provide books in advance • Review main concepts • Establish common language 33
    • Avoca School District 37 • Wilmette, IL Step 3: Revisit or create the mission and beliefs • Define and provide examples of high quality mission and belief statements • If district has them already- keep it, tweak it or totally reconstruct it? • If district does not have them, create in whole group activity • Assign revising and word-smithing to a subcommittee 34
    • Avoca School District 37 • Wilmette, IL Step 4: Conduct an in-depth data analysis of current reality • Past strategic plan • Test scores • Local • National • Satisfaction surveys • Focus groups • Other surveys and measures 35
    • Avoca School District 37 • Wilmette, IL Step 5: Define “Greatness” for your district • Specific • Measurable • Social Sector “Greatness” • Superior performance • Distinctive impact • Lasting endurance 36
    • Avoca School District 37 • Wilmette, IL Greatness •Greatness Indicator Component -Selected measurements (Year Implemented) of n n Superior •Student academic achievement n itio ss i efi atne D e Performance -Administer ISAT tests yearly (2008-2009) Gr oca -Conduct MAP tests twice per year (2008-2009) Av -Clay Graham report (2009-2010, every other year) •Recognition of students, staff, school, district -Create District Recognition Portfolio (2008-2009) -Monitor employment applications (2008-2009) -Gather evidence from teacher evaluation (2010-2011) •High levels of satisfaction -Administer triennial surveys to parents, staff, student and broader community (2009-2010) -Conduct focus groups, blogs and specialized surveys, as needed (2008-2009) -Conduct, exit interviews of employees (2008-2009) 37
    • Avoca School District 37 • Wilmette, IL Distinctive •Leadership in Innovation Impact -Create Distinctive Impact Inventory (2008-2009) -Publish Avoca materials and practices (2010-2011) f io n o in -Implement Professional Review Panel (2009-2010) nit ess •Student Connectedness efi atn D e -Create Student Connectedness Data Base (2009-2010) Gr oca -Analyze extracurricular activity participation (2009-2010) Av -Monitor attendance and discipline referrals (2008-2009) -Conduct student surveys (as needed) Lasting •Success in High School and Beyond Endurance -Analyze high school data on achievement(2009-2010) -Analyze high school data on extracurriculars(09-10) -Survey freshman students and their parents(June 2008) -Create Avoca Alumni Association(Summer 2008) •Fiscal Responsibility -Pass the 2009 referendum 38
    • Avoca School District 37 • Wilmette, IL Step 5: Identify emerging themes • Important step before setting specific goals • Better focus on Collins’ tenets • Flexibility for future revision or expansion of strategic plan 39
    • Avoca School District 37 • Wilmette, IL Step 6: Develop specific goals and timelines • Seamless connection among mission, beliefs, definition of greatness, themes and goals • Set three-year timeline for goals • Try hard not to front-load all the big goals in the first year 40
    • Avoca School District 37 • Wilmette, IL Step 7: Create action plans for each goal • Expand the number of people involved in the process • Specific and detailed • Persons responsible and timelines • Accountability measures • Enrich with technology accelerators and culture of discipline principles 41
    • Avoca School District 37 • Wilmette, IL Avoca Mission, Beliefs and Goals The mission of Avoca School District 37 is to maximize the unique potential of each child we serve. We believe: • Continuous improvement leads to sustained excellence • All decisions must center on, “What is in the best interest of the children we serve?” • We educate the whole child: cognitive, social, emotional, aesthetic and physical • Children learn best when learning comes alive at the point of instruction • Inclusive practices benefit all children 42
    • Avoca School District 37 • Wilmette, IL Greatness •Greatness Indicator Component -Selected measurements (Year Implemented) n of Superior •Student academic achievement i tio ss in Performance fin tne -Administer ISAT tests yearly (2008-2009) De ea -Conduct MAP tests twice per year (2008-2009) Gr oca Av -Clay Graham report (2009-2010, every other year) •Recognition of students, staff, school, district -Create District Recognition Portfolio (2008-2009) -Monitor employment applications (2008-2009) -Gather evidence from teacher evaluation (2010-2011) •High levels of satisfaction -Administer triennial surveys to parents, staff, student and broader community (2009-2010) -Conduct focus groups, blogs and specialized surveys, as needed (2008-2009) -Conduct, exit interviews of employees (2008-2009) 43
    • Avoca School District 37 • Wilmette, IL Distinctive •Leadership in Innovation Impact -Create Distinctive Impact Inventory (2008-2009) -Publish Avoca materials and practices (2010-2011) of n n -Implement Professional Review Panel (2009-2010) n itio ss i efi atne D e •Student Connectedness -Create Student Connectedness Data Base (2009-2010) Gr oca Av -Analyze extracurricular activity participation (2009-2010) -Monitor attendance and discipline referrals (2008-2009) -Conduct student surveys (as needed) Lasting •Success in High School and Beyond Endurance -Analyze high school data on achievement(2009-2010) -Analyze high school data on extracurriculars(09-10) -Survey freshman students and their parents(June 2008) -Create Avoca Alumni Association(Summer 2008) •Fiscal Responsibility -Pass the 2009 referendum 44
    • Avoca School District 37 • Wilmette, IL Strategic Goals 2007-2010 • 2007-2008 Implement the new K-8 Language Arts Curriculum • 2007-2010 Implement the 2007-2010 technology plan • 2007-2008 Conduct a comprehensive study that leads to improvement and enhancement of the Avoca ELL program • 2007-2010 Strengthen Avoca’s continuous improvement process for student achievement through: • Focused professional development • Enhanced parental partnership • On-going analysis of the overall improvement model • 2007-2009 Review, refine and improve surveys and other measurement tools that assess Avoca’s progress toward greatness • 2007-2008 Pass a referendum to balance the budget • 2007-2008 Create a specific curriculum review process corresponding to Avoca’s instructional needs. This includes but is not limited to a: • Framework for conducting curriculum studies • Priority-based timeline designating the year of study for each curricular area • Electronic system for curricular and instructional management 45
    • Avoca School District 37 • Wilmette, IL Strategic Goals 2007-2010 •2007-2010 Establish a District Diversity Committee that will research and initiate activities that celebrate, enhance and expand the benefits of diversity at Avoca, and promote an understanding and appreciation of a world community, including but not limited to: •Curriculum and instruction •Recruitment and hiring practices •Community outreach •2007-2010 Establish a Community Outreach Committee that will research and implement activities that enhance the partnership between the school district and the Avoca community, including but not limited to: •Communication vehicles •Volunteerism in the schools •Service projects and service learning •School finance education •Business partnerships •2009-2010 Improve and enhance extracurricular and service opportunities for students at both schools by: •Balancing activities among sports, fine arts, leadership, student interest and community service •Increasing the number of developmentally appropriate options at Avoca West 46
    • Avoca School District 37 • Wilmette, IL Strategic Plan - Technology Plan Connection Revisited • Technology plan in isolation loses impact and focus • Technology plan as an “accelerator” in a district strategic plan adds strength and coherence to district vision • Focus must first be on district strategic plan and vision • Tech plan should then enhance and accelerate the district plan 47
    • Avoca School District 37 • Wilmette, IL Getting Started by Confronting the Brutal Facts of Your District 48
    • Avoca School District 37 • Wilmette, IL Long-Range Technology Plan 2004-2010 Mission: • “…to transform and improve the way we teach and learn in a dynamic, technology rich environment. ” Key Beliefs • ubiquitous access • technology at the point of instruction • infusion of technology to enhance learning • educationally meaningful • innovation grants/technology academy • technology accountability 49
    • Avoca School District 37 • Wilmette, IL Technology Team Structure 50
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    • Technology at Avoca West Elementary School 4th & 5th Grade 1:1 Laptop Program Grades K-3 computer centers, mobile laptop carts, interactive boards Twenty station computer lab Encore Technology Technology workshops offered throughout the year 53
    • Technology at Marie Murphy Middle School 1:1 Laptop Program Creative Technology Mini Lab 12 Station Music Lab PowerSchool/PowerGrade 54
    • Avoca School District 37 • Wilmette, IL Increased Teacher Efficiency • Improved communication with: • Staff • Parents • Students • Flexibility in developing instruction • Standardized set of applications • Availability of peripheral equipment 55
    • Avoca School District 37 • Wilmette, IL Long-Range Technology Plan • Lessons Learned So Far • Teacher ownership was a huge key to success • Heavy emphasis on staff development provided support and direction the summer before • Parental communication and involvement was very important in launching the laptops • Over-plan for the support and repair component • Be willing to make compromises • Student and staff technology accountability 56
    • Avoca School District 37 • Wilmette, IL Change in Teacher Methodology • No need for computer lab • Technology added to established projects where appropriate • Students acquire technology expertise organically • Parental contact increased dramatically 57
    • Avoca School District 37 • Wilmette, IL ISAT Score Growth at Avoca 2003 2004 2005 2006 2007 2008 5th Reading 82 83 80 81 96 95 5th Math 96 93 87 97 96 98 From 20th to 8th in the State Change Change of Illinois Change 03-06 04-07 05-08 8th Reading 87 86 86 95 99 98 +13 +16 +18 8th Math 84 92 84 96 98 99 0 +5 +12 58
    • Avoca School District 37 • Wilmette, IL Spring 2008 MAP Summary at Avoca Expected Yearly Growth Years Above Grade Level In Achievement 3rd Reading Exceeds 1.5 3rd Math Exceeds 2.0 4th Reading Exceeds 2.0 4th Math Exceeds 2.0 5th Reading Exceeds 3.0 5th Math Exceeds 2.5 6th Reading Exceeds 3.0 6th Math Exceeds 3.0 7th Reading Exceeds 3.0 7th Math Exceeds 3.0 8th Reading Exceeds 3.0 8th Math Below 3.0 59
    • Avoca School District 37 • Wilmette, IL Faculty Survey Highlights 2004-2005 2005-2006 SA or A SD or D SA or A SD or D Having a laptop has helped me manage/ 76% 8% 78% 6% improve my communication with parents. Having laptops in class has changed the way I 58% 8% 66% 9% teach. Having laptops has made me more efficient. 85% 4% 88% 6% All in all, I think laptops have made my class 77% 0% 81% 3% function more effectively. Having laptops has not improved my access 15% 74% 6% 94% to materials and information useful to my teaching. 60
    • Avoca School District 37 • Wilmette, IL Faculty Survey Highlights 4 or 5 3 (Neutral) 1 or 2 (Dissatisfaction) (High Satisfaction) 2002 2007 2002 2007 2002 2007 Tech - Hardware/ 50.5% 73.7% 22.7% 17.1% 26.8% 9.2% Software Tech - Classroom 58% 72.4% 25.0% 23.7% 17% 3.9% Infusion Tech - Support/ 91.1% 2.9% 5.8% Service 1:1 Laptop 66.1% 10.2% 23.7% Avoca West 1:1 Laptop 84.3% 5.9% 9.8% Marie Murphy Website 73.6% 89.6% 15.4% 7.8% 11% 2.6% 61
    • Avoca School District 37 • Wilmette, IL Faculty Survey Highlights 2007 Survey STRENGTHS 1. Excellent teachers and staff 2. Ample resources to support education 3. Technology program and technology resources 4. Supportive, appreciative and involved parents 5. Bright, motivated students 62
    • Avoca School District 37 • Wilmette, IL Parent Survey Highlights 2004-2005 2005-2006 SA or A SD or D SA or A SD or D I would like to see at least some of the 38% 17% 32% 17% money currently spent on technology spent on more teachers/human resources. I think having a laptop has caused my 29% 5% 31% 1% child’s grades to improve. My child spends too much time 17% 74% 7% 72% learning how to use the computer and not enough time on core subjects. The whole computer thing is 12% 70% 3% 83% depersonalizing and detracts from education. I believe the laptop initiative has been 79% 16% 80% 9% a good investment of resources. Since receiving the laptop, my child is 3% 70% 1% 78% less interested in school. Since receiving the laptop, my child is 8% 74% 1% 78% less creative. 63
    • Avoca School District 37 • Wilmette, IL Parent Survey Highlights 4 or 5 3 (Neutral) 1 or 2 (Dissatisfaction) (High Satisfaction) 2002 2007 2002 2007 2002 2007 Tech - Hardware/ 86.7% 88% 12.2% 10.2% 1.1% 1.9% Software Tech - Classroom 86.1% 86% 9.8% 11.6% 4.1% 2.4% Infusion Tech - Support/ 82.4% 14.8% 2.7% Service 1:1 Laptop 83.9% 6.3% 9.7% Avoca West 1:1 Laptop 88.5% 7.7% 3.8% Marie Murphy Website 68.9% 77.0% 22.6% 18.5% 8.5% 4.5% 64
    • Avoca School District 37 • Wilmette, IL Parent Survey Highlights 2007 Survey STRENGTHS 1. Excellent teachers and staff 2. Small class size and individual attention to students 3. Technology program, laptops, technology support 4. High-quality education, commitment to excellence 5. Two-way communication between home and school 65
    • Avoca School District 37 • Wilmette, IL Contact Information • District Web Site www.avoca37.org • Dr. Joe Porto portoj@avoca37.org • Chris Brown brownc@avoca37.org 66