SHARED LEADERSHIP…OPPORTUNITIES DISCOVERED

Leadership that Benefits ALLYoung Learners

LuAnn ShieldsPam Laubenstein

Robin Miller Young Prairie Children Preschool - Early Childhood Education Program

Indian Prairie School District # 204630-375-3030

District 204 Snapshot Unit District 21 Elementary Schools 6 Middle Schools 3 High Schools Preschool (2 sites) 1 Alternative High School

Communities Served

62% Naperville 33% Aurora 4% Bolingbrook 1% Plainfield

Prairie Children PreschoolIndian Prairie #204

Continuum of Services: Speech/Language Services Phono Class Inclusive Classrooms Self-Contained Classrooms

Prairie Children PreschoolIndian Prairie #204

Ethnicity Fall ‘07 Spring ‘09

White 61% 50%

Asian 22% 24%

Black 6% 6%

Hispanic 8% 14%

Multi-Racial

2% 4%

Demographics:

Today’s Focus

I. Change versus Transition

II. Creating The Vision

III. Implementing A High Performance Model

IV. Sustainable School Improvement

Part I: Change versus Transition

“Our dilemma is that we hate change and love it at the same time;

what we want is for things to remain the same but get better.”

- Sydney Harris

Is It Change Or Transition?

Change vs. Transition

Change vs. Transition

Fears Associated With Change

Fear of the unknown

Fear of not being in control

Fear of being inadequate

Fear of leaving a comfort zone

“Change gives all of us

the opportunity to grow and learn

together for greater outcomes.”

~Anonymous

Part II: Creating the VisionPhase I - Evaluating the current environment/situation

Phase II - Diagnosing the Problem

Phase III - Developing the Action Plan

Phase IV - Maintaining Effective “Coaching”

Phase IFour Areas to Evaluate

Know Where You Stand

Give staff a voiceGet feedback via survey –

evaluate the culture & conditionsMake the survey anonymous to encourage open and honest feedback

Know Where You Want to GoVision of what you want in the futureData to support

Phase IFour Areas to Evaluate (Cont.)

Review performanceAcknowledge the difference between

desired outcomes and current outcomes

External influences for changeRegulations, board, superintendent,

community, parents, etc.

OWN ALL OF IT!

Phase IIDiagnosing The Problem

Analyze strengths & weaknesses from survey

Understand application of strengths to progress the vision

Identify areas of focus from the weaknesses that will hinder vision

Create a sense of urgency for change

Establish best practices

Phase IIIDeveloping The Action Plan

Clarify the Purpose & Mission

Define Roles & Responsibilities

Link Staff Goals to Building Initiatives

Phase IIIDeveloping The Action Plan (Cont.)

Identify Measurable Outcomes

Share the Plan with Staff

Support Development of Skills

Phase IVEffective “Coaching” for High Performance

Keeping Leadership in the Forefront Coaching Positive Performance Coaching Performance Improvement

Hold Each Other Accountable

Continuous Improvement Implementing A High Performance

Model

Part III: Implementing a High Performance Model

Structure

Expectations

Skills

Attitude

Expectation90% leadership

10% staff

Skill20% leadership

80% staff

Structure80% leadership

20% staff Attitude10% leadership

90% staff

High Performance

Copyright of Leadership Results, Inc.

Implementing a High Performance Model

Expectations (90% leadership 10% staff)

GoalsHigh Performance ActivitiesStrategic InitiativesStrategic DirectionVision, Mission, Purpose, Values

Implementing a High Performance Model

Vision – What you want to be

Mission – How to get there

Purpose – Why you exist

Values – Rules to play by

Opportunities Discovered

Expectations (90% leadership 10% staff)

Specific & Measurable Program Goals

High Performance Activities

Specific & Measurable Staff Goals

Opportunities Discovered

Expectations (90% leadership 10% staff)

Skill of LeadersChange ManagementTime ManagementCoaching people for performance

Skill of StaffIdentify coaching opportunities

Opportunities Discovered

Values (How)

Results (What)

Coach

Coach

Cherished and

Honored

Out

Copyright of Leadership Results, Inc.

Implementing a

High Performance Model

Structure (80% leadership 20% staff) Systems Processes Resources Communication Structures Physical Layout Equipment Department Structure

Opportunities Discovered

StructurePractices for consistent performance

Meeting management

Communication plan

Values of how we work together

Skills (20% leadership 80% staff)Staff Goals Linked to InitiativesStaff LeadershipInstructional PracticesProfessional DevelopmentOngoing “Coaching”

Implementing a

High Performance Model

Attitude (10% leadership 90% staff)

Habit of ThoughtThinking ProcessesBeliefsValuesFeelingsOpinionsMood

OWN IT!

Implementing a

High Performance Model

Part IV: Sustaining School Improvement

Leadership

Curriculum

Interventions

Assessment

Technology

Sustaining School Sustaining School ImprovementImprovement

Professional Development

Culture

Community

Structure/Budget

Linkages to Elementary

Next Steps

Collaborative Teams

Program-Wide Problem Solving

Special Education Service Delivery

Consistency of Instruction

“If you find a path with no obstacles, it

probably doesn’t lead anywhere. ”

- Frank A. Clark