…… identifying true northstrategic design ……. © 2003, updated 2006, schwahn leadership...

…… Identifying True NorthStrategic Design …….

© 2003, Updated 2006, Schwahn Leadership Associates and Pennsylvania Leadership Development Center 1

TOTAL TIME 16 hours over a two-day period

• Paper: The Future Is Now by Schwahn and McGarvey• Book: Total Leaders by Schwahn and Spady• Power Point Slides: Strategic Design by Schwahn and McGarvey• Handouts: Module Outcomes

Universal Values Modified Power Point Slides PLDC Workshop Evaluation Form

• Large chart paper• Marking pens• Masking tape• Nametags

MATERIALS

PARTICIPANT PREPARATION

Read The Future Is Now paper.

Identify what our graduates will need to know, be able to do, and be like, given the future conditions they will face after they leave school.

Read chapters 3, 4, and 8 in the book, Total Leaders.

INTRODUCTION – OUTCOMES - RATIONALE Component

# 1



This Strategic Design module is designed to prepare facilitators to conduct Strategic Design workshops for organizations. Module participants will learn about the Strategic Design process and will experience a “walk through” of the complete process.

In reality, Strategic Design is a complex process, and because each organization/school system is unique, each workshop will unfold in a unique way, requiring the facilitator(s) to adjust, think on their feet, and work to meet the needs and desires of the group, the organization, and the community. While it is possible for one skilled and seasoned facilitator to conduct the Strategic Design Workshop, it is recommended that teams of two or three facilitators work together initially.

Typically, the Strategic Design workshop involves from 80 to 120 people in a given community and requires approximately 16 hours spread over a three-day period.

GENERAL NOTES TO FACILITATOR:

This is the title slide for the training module and for the Strategic Design workshop. Everything on it is quite important in a general sense. Details will come through as the workshop unfolds, so do not get into detailed information at this point. Expect to spend not more than two to three minutes on this slide.

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INTRODUCTION – OUTCOMES - RATIONALE (About 40 minutes)

Component

# 1

Component 1 is basically an introduction to the Strategic Design process. It provides a rationale for why Strategic Design is important and what leaders and organizations can expect if they decide to implement the process. Ideally, this component has been fully explained to the leadership and the board prior to conducting the workshop itself, and the leadership of the organization has chosen to implement this specific planning process. Component 1 provides the facilitator the opportunity to share with the planning group what the leadership team received prior to making their decision to implement this specific Strategic Design process.

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Because this is a workshop to train facilitators to conduct a workshop, it is important that that point be made clear. Slide 1 will allow the facilitator to differentiate between this as a training session, and workshops to actually create a Strategic Design that will follow.

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This slide shows the big picture of Strategic Design.

Leadership is about:1) creating a Strategic Direction, and 2) aligning the organization with that Strategic Direction.

The Strategic Direction box of this slide is what this workshop is about. Strategic Alignment is what leaders must do once the direction has been set. Although this workshop is about Strategic Direction, participants must know what happens next if they are to have confidence that setting a Strategic Direction will have a significant impact on the organization. Chapters 5 – 8 of Total Leaders is about Strategic Alignment. Slide 8 will define the items in the Strategic Direction box and subsequent module components will be even more specific regarding beliefs/values, mission, learner outcomes, and vision.

This is an important slide that lists the outcomes/the desired results of taking part in this Strategic Design module. Allow opportunities for questions. As stated in the notes for Slide 1, it is a bit tricky, as this module is a workshop to prepare participants to facilitate the “real thing.” The real thing being “to help an organization create a Strategic Direction.”

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# 1continued

This is the Total Leaders leadership framework. (A version of this framework can be found on page 122 of Total Leaders.) It is the basic outline of the Total Leaders book. The facilitator may not wish to use this slide and Slide 7 to introduce the Strategic Direction workshop, especially if he/she has not attended the Total Leaders workshop. Slides 6 and 7 are nice additions to the introduction to the workshop but are not necessary/required.

Questions and concerns often arise regarding the leadership skills needed to “do” Strategic Direction and Strategic Alignment. When working with those leaders who are responsible for both Strategic Direction and Strategic Alignment, the facilitator will find the Total Leaders framework provides great insights regarding leadership strategies.

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This is an alternative view of the Total Leaders framework. Slide 6 is a linear view, while Slide 7 provides a view that shows the Authentic Domain as the center of leadership. Slide 7 shows Authentic Leadership and Compelling Purpose at the heart/center of leadership.

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This slide is probably the most important and most useful of the entire Strategic Design module. It is, at once, 1) the listing of what the group will create, 2) the outcomes for the workshop, and 3) the agenda for the three days. The facilitator will note that Slide 8 defines the four direction setting terms/labels from the “red box” on Slide 5. It would be good if the facilitator had an example for each of the direction setting labels on Slide 8. For example:

BELIEF/VALUE:that all students can learn

MISSION:to equip students to lead successful and contributing lives

EXIT OUTCOMES:a self-directed, life-long learner

VISION:that every day, every student will be challenged and meet with success

The facilitator should use his/her own examples whenever possible or appropriate, and should feel free to personalize the Strategic Design module while staying true to the outcomes and intent of the module.

The workshop facilitator should want participants to be able to define each of the four terms and give examples of each, but he/she should also want them to understand how the four “direction setters” make up a comprehensive Strategic Direction. The facilitator will have numerous opportunities to tie the direction setters together throughout the course of the workshop.

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# 1continued

This is a catchy way of restating the need for leadership to clearly identify and articulate the Strategic Direction for the organization/school system.

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Ask participants to assess their own organization on a scale of 1-5 regarding the four direction setters on Slide 8. That is, the degree to which each direction setter is:

ASSESS YOUR ORGANIZATION’S STRATEGIC DIRECTION

Beliefs

Values

Mission Student Exit

Outcomes

Vision

Clear to everyone

Agreed to by everyone

Used as a decision-making screen

5 = very clear; agreed to by most; used consistently3 = somewhat clear; agreed to by some; used occasionally 1 = totally unclear; not known by most; used rarely

Allow participants 10-15 minutes to do their individual assessment and about 15 minutes to discuss their analysis in groups of four.

End Component 1 with table group discussions responding to the cue on Slide #11. Then, elicit responses from various table groups.

CUE: Why is it critical for organizations to create and focus on a clear and compelling Strategic Direction?

Participants must understand the worth of Strategic Direction and be committed to ensuring that there be one for their organization if they are to be highly motivated throughout the workshop.


# 1continued

PARTICIPANT ACTIVITY: Assessing Your Organization

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PARTICIPANT ACTIVITY: Why Do We Need a Strategic Direction Anyway?



This slide introduces Component #2. Leaders and board members must know what they are committing to prior to deciding to implement the Strategic Design process. And, the staff and the community should have accurate expectations as to the role of leadership and the board during and after the Strategic Design process. There need to be expectations for follow-through and accountability of everyone involved. School systems are notorious for not acting on their strategic plans. This process is too time consuming and too costly to not be taken seriously by decision-makers. If this position sounds tough, it should be. Schools need to change significantly to join the Information Age. The educational mission is critical to students and our country. Educators and communities must take future-focused Direction Setting and Organizational Alignment very seriously.

Component 2 is intended to clarify the role of the leaders in the Strategic Design process. The statements on the next few slides should be forceful….tough. The designers of this process clearly value future-focused planning, accountability for learner results, change and continuous improvement, and stakeholder involvement. The leadership and the board should understand and commit to these underlying beliefs and assumptions prior to beginning the Strategic Design process.

In this facilitator’s guide, and throughout the process of Strategic Design, “RBE” will be used as an acronym for “Results-Based Education.” SBE or “Standards-Based Education” and RBE can be used interchangeably. The facilitator should determine in advance which term communicates best with this particular organization.

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continued

All planning processes begin with a point of view. This slide contains five clear, unambiguous statements regarding the commitment being made by the leadership, the board, the staff, and the community when entering the Strategic Design process for RBE or SBE. Not all planning processes are based on the beliefs and values suggested by these statements. The designers of this Strategic Direction setting process clearly value future-focused planning, accountability for learner results, change and continuous improvement, and stakeholder involvement. This is why it is so critical to explain this process and its underlying beliefs and assumptions to leadership and the board before allowing them to decide to pursue this particular Strategic Design process.

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THE ROLE OF LEADERS (About 1 hour and 30 minutes)

Component

# 2




The first four points on this visual are usually true and readily accepted. Being aware of these expectations helps participants to understand why certain activities, for example, studying the future conditions, are part of the workshop.

The last point regarding “Life-Role Based Exit Outcomes” will need some explanation. This planning process is focused on a mission of “preparing students to live successful, productive, and meaningful lives.” Participants should know that an important part of this Strategic Design process is to identify what our graduates must know, be able to do, and to be like if they are to lead that successful, productive, and meaningful life. Be aware that some states and/or districts call “Life-Role Based Exit Outcomes” by a different name; for example: Exit Outcomes, Learner Expectations, Guiding Principles for Learners.

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continued

This metaphor is intended to ensure everyone that the good things we are now doing, and the techniques and strategies that we know work well for us, will not simply be tossed aside in the name of change. The facilitator should help the group to identify those things that are “baby” and those that are “bathwater.” For example, the need for children to learn to spell is probably “baby,” that we have the same twenty words for all students on the weekly spelling list is no doubt “bathwater.” Also, it should be noted that we don’t throw bathwater out just because it is bathwater. We usually throw bathwater out when there is better bathwater available. (This metaphor was obviously created by someone from a large family who grew up in a home without plumbing.)

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THE ROLE OF LEADERS Component

# 2continued

PARTICIPANT ACTIVITY

The facilitators should ask the Superintendent and the Board President to join them at the front of the room to share their rationale for selecting this particular Strategic Design process. This might also be a good time for leadership to take two or three questions about Strategic Design from participants. Allow approximately 10 minutes for this activity.

This slide reinforces Slide 13 and comes from the experience of having conducted this process a number of times over a number of years. The first bullet is important as it lets everyone know that leadership and the board cannot be passive participants. They must lead….and be seen as “leading.” The last bullet is also important as it creates expectations that the writing part of the exercise/process has to come after the workshop has ended. The role of the Strategic Design group is to identify a preferred future and to create consensus around that preferred future. Much of their work will be on chart paper and/or on written transparencies when the workshop ends. Workshop participants should have the opportunity to review and react to a draft of the writing team prior to the time the plan is distributed to the community.

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Component 3 is about getting participants focused on the future and thinking of the challenges and opportunities graduates will face after they leave school. Participants should have read The Future Is Now paper prior to the workshop.

It is critical to learning that participants have opportunities every now and then to reflect on a concept introduced . . . or a statement made . . . or a quote presented. The facilitator should occasionally do a “three-minute pause” activity. That is, ask participants to turn to the person next to them and talk about what was just said. Your cue can be as open-ended the one in the previous sentence this or more specific, depending on the situation.

IF IT IS NOT ABOUT THE FUTURE,IT IS NOT STRATEGIC

(About 3 hours and 30 minutes)

Component

# 3

This component is very important, as a futuristic mindset is important for all subsequent components of the Strategic Design workshop. Educators, and parents thinking about education, are usually not very future-focused . . . so the facilitator may have to be resourceful and redundant to make sure that everyone understands the need to be future-focused in their thinking, discussions, and decisions.

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This planning approach differs from most educational strategic planning efforts inasmuch as it does not begin with a needs assessment, but rather begins with a study of the future. The premise here is that education is in need of significant change, and beginning with a needs assessment causes us to focus on what we are doing, rather than on what is needed to bring education into the Information Age.

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Many school systems do only operations planning. Frequently this planning exercise takes the form of the leadership and the board holding a one or two-day retreat at which time they create goals and objectives for the coming school year. In days past, say 15-20 years ago, the better systems did long range planning. Usually a three to five year plan that accepted the present shifts and trends as irreversible. But, they were getting ready for the future that they knew was coming. Strategic planning differs from that somewhat fatalistic mindset. Today’s planning wisdom and practice is that “the best way to predict the future is to create it.” Strategic Design is about identifying possible future scenarios, selecting that scenario which is most desirable, and aligning the system with the most attractive potential future. This workshop is designed to help the staff and community to create a concrete picture of their “ideal school system.”

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This slide may present the strongest rationale available for the Strategic Design process. Most school system planning processes: 1. are more about buses and business than students, 2. accept today’s practices….many of which are very inconsistent with our most basic research regarding students and learning, and 3. usually begin with a needs assessment about how present strategies are working….which boxes in our thinking, leaving little opportunity to consider significant, paradigm changing opportunities. The facilitator should spend some significant time making these points. It is helpful if the facilitator has a concrete example for each statement/bullet.

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IF IT IS NOT ABOUT THE FUTURE, IT IS NOT STRATEGIC

Component

# 3continued

This slide helps to justify the second point on Slide 21. Much of today’s school structure denies these research realities because, frankly, we don’t know any other way of running schools. The vision created by this planning activity must put these research realities on the table and deal with them. The facilitator need not go over every point on the visual, but should select two or three and give examples as to how today’s school structure makes it difficult to impossible for teachers to do what our professional research would demand. (Note: the “EQ” on the last bullet is for Emotional Quotient, and the “IQ” for Intelligence Quotient. If the facilitator is not familiar with the EQ research, he/she should read the work of Daniel Goleman or choose to skip any explanation of that research.)

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Ask participants to identify (with a check mark) those statements in Slide 22 which are strong beliefs or understandings that they personally endorse. Participants should then place a dot in front of those statements which are a challenge for some educators to embrace. Ask them to share their checkmarks and dots with the person next to them. (Plan to not take more than five minutes for the self-assessment and the dyad discussion.)

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At one time, Alvin Toffler was probably the most respected futurist in the United States and the world. His first big hit that got the masses talking about the future was a book titled Future Shock. This Toffler quote offers an expert’s take on the power of change and how we can best prepare our students to cope in today’s world

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PARTICIPANT ACTIVITY: Research About Students and Learning




Component

# 3continued

The facilitator should be aware that, at this point, we are getting participants ready to study the future conditions, i.e., The Future Is Now paper. Things get a bit tricky for the facilitator at this point. If time were not a consideration, we would ask participants to study the future conditions and make general….the key word here is “general”….statements about their implications for what our graduates must know, be able to do, and be like to meet the challenges and opportunities they will encounter when they leave school. But because, later on, we will be asking small groups to apply these future conditions to a specific “life-role,” we need to stop at this point and talk about the “life-roles” for which we are preparing our graduates. The facilitator must be clear on the rationale for this approach before attempting to explain it to workshop participants.


PARTICIPANT ACTIVITY

Large group discussion:

Ask participants to identify the most significant life-roles in which our students must perform in order to be successful, productive, happy, contributing adults. The facilitator might begin by talking about the need for schools to prepare students for life, and then to discuss what the major areas are in which effective adults spend their lives….the “big chunk” areas. Elicit responses from the group. Help them to see how they have essentially identified the “big chunk” areas in Slide 24. Now this may take a little “leading,” but it usually doesn’t. Participants, rather quickly, identify the majority of the “life-roles” critical to success as adults. Common statements from the group might be:

family……….which can easily be broadened to “relationships,” or,work ………..which can easily be broadened to “economic,” or, community.…which can easily be broadened to “civic,” etc.

This slide identifies the seven life-roles most usually identified (with help) by the group. The facilitator might have to be a bit manipulative at this point so that the process does not bog down into a lengthy discussion about various or additional life-roles that would take from the time allocated to discuss the future conditions.

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Ask workshop participants to identify the life-role in which a) they have the most expertise, b) they have the most credibility, and c) they have the most interest. Make every effort to keep the groups about the same size since they will be working with this life-role for much of the remainder of the workshop and the group will need contributions for each life-role. Ask those who have only one option to choose their life-role first, and those who have some flexibility to wait and see where their expertise is most needed. Identify a small group facilitator for each group prior to the time participants self-select into groups.

Inform the small groups that their task for the next two hours or so will be to study the future conditions and identify the significant implications those conditions have for the life-role their group is working through. That is, they must answer the question: What will our graduates’ life be like, in this life-role, after they leave school? Only when we can answer that question will we be in a position to identify what our students need to know, be able to do, and be like to meet the challenges and opportunities that they will encounter in that life-role. Identifying what graduates need to know, do, and be like is a task which comes later in the workshop.


This slide loosely defines each of the seven life-roles. It will help each small group to know what they should be paying attention to as they study the future conditions. If two projectors are available, it is helpful to participants . . . and to the facilitator . . . to have this slide showing while presenting the future conditions.

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Component

# 3continued

We are now ready to begin studying the shifts, trends, and future conditions in preparation to setting a Strategic Direction for the organization. This slide is a title slide with which to introduce The Future Is Now (FIN) paper.

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The Future Is Now paper/listing is a synthesis of more than fifty highly regarded futurist books of the past ten years. The paper is updated annually and has been validated by its frequent use and wide acceptance. Slide 27 lists some of the sources for the paper/listing. It is intended to help gain credibility for the content of the paper.

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Slides 28 and 29 tell a bit of truth through a bit of humor. Everyone likes the “Yogi-isms.” Slide 29 is probably more truth than humor.

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This slide lists the major categories under which the future conditions are organized. It might be noted that the future conditions were identified first, and later they were put into categories that made them easier to handle and understand. The FIN authors have attempted to use catchy titles for the categories as well as the individual future conditions. This was done in an attempt to add interest and make them easier to remember.

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PARTICIPANT ACTIVITY: Identifying Impactful Future Conditions

The task of each small group is to 1) identify those future conditions that will most strongly impact the group's assigned life-role, and 2) make a clear, concise statement as to what life will be like in the future in that specific sphere of living. For example, the “Personal” life-role group might identify the future condition “Time Poverty” as having strong implications for their assigned life-role. From this, they might conclude that our graduates will live their personal life…..as well as their professional life….in highly stressed circumstances.

At the end of the “futuring” activity, each group should have from 8-12 future conditions statements for their assigned life-role. In total, the paper lists approximately 50 future conditions, so it should be made clear to each group that they must be quite selective of those future conditions that will most impact their life-role. Later in the workshop, these lists of future conditions will help the group to identify what graduates must know, be able to do, and be like, when they identify/derive exit learner outcomes.


This slide might be used as a worksheet for participants as they do the work outlined above.

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Component

# 3continued

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This slide outlines those future conditions under the general topic of The Hurried Individual and the Stressed Society. Use the above instructions/suggestions/strategies to guide the work of groups in identifying the most impactful future conditions facing students living in their assigned life-role group. When this task is completed, move on to a brief explanation of the next category of Future Conditions.

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If participants have read and studied The Future Is Now paper prior to the workshop, a very quick review of some of the topics in the 6 chapters of The Future Is Now may be all that is necessary prior to having the groups begin their discussion. In any event, allow time for any questions people might have. It is always good to have a couple of examples ready so that people will better understand their task. Actually, an example for each role-group would be helpful.

Remind small group facilitators that they are to select a recorder who will be responsible for documenting the decisions of the group.

Move around the groups as they discuss the future conditions to be sure that each group is on task. Intervene if you think they might not understand the task….the task IS a complex task that requires the thinking skills of analysis, synthesis, and evaluation. These thinking skills are at the top of Bloom’s taxonomy. Allow about 20 minutes for this small group work. If, at the end of this first set of future conditions, groups have one, two, or three clear statements regarding the future in their assigned life-role, they are on target to accomplish the overall task of identifying the 8-12 strongest statements that define the future for their specific life-role.


This slide outlines those future conditions under the general topic of Flexible . . . But Still Work. Use the above instructions/suggestions/strategies to guide the work of groups in identifying the most impactful future conditions facing students living in their assigned life-role group. When this task is completed, move on to a brief explanation of the next category of Future Conditions.

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Component

# 3continued



This slide outlines those future conditions under the general topic of Transformational Technologies. Use the above instructions/suggestions/strategies to guide the work of groups in identifying the most impactful future conditions facing students living in their assigned life-role group. When this task is completed, move on to a brief explanation of the next category of future conditions.

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This slide outlines those future conditions under the general topic of The High Quality Global Marketplace. Use the above instructions/suggestions/strategies to guide the work of groups in identifying the most impactful future conditions facing students living in their assigned life-role group. When the task is completed, move on to a brief explanation of the next category of future conditions.

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Component

# 3continued

This slide outlines those future conditions under the general topic of The Adept, Empowered Employee in the Nimble Organization. Use the above instructions/suggestions/strategies to guide the work of groups in identifying the most impactful future conditions facing students living in their assigned life-role group. When the task is completed, move on to a brief explanation of the next category of future conditions.

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This slide outlines those future conditions under the general topic of Total Leader Expectations. Use the above instructions/suggestions/strategies to guide the work of groups in identifying the most impactful future conditions facing students living in their assigned life-role group. When the task is completed, move on to a brief explanation of the next category of future conditions.

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This slide outlines those future conditions under the general topic of Consciousness: The Expanding Frontier. Use the above instructions/suggestions/strategies to guide the work of groups in identifying the most impactful future conditions facing students living in their assigned life-role group. This activity is the final activity designed to help participants identify the 8 – 12 most impactful future conditions for their particular life-role.

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Allow life-role groups approximately 15 minutes to prepare to present their descriptions of the future for their specific life-role. This description will take the form of a listing….8-12 bullets….that crisply defines the challenges and opportunities adults face in their life-roles.

Participants will listen to presentations, ask questions for clarification, and be ready to give feedback that might help the group improve their descriptions. This process can get time-consuming as there will be seven groups or so reporting. Keep the process moving and be ready to make suggestions for clarification and improvement. After all groups have reported and have received feedback, allow 10 minutes for the groups to incorporate the feedback into their definitions/listing. The work of each group should be guarded as it will be a critical resource when the life-role group derives/creates the Exit Learner Outcome for their specific life-role. The definitions/listing will also be included in the final Strategic Design document/brochure/booklet.


PARTICIPANT ACTIVITY: Getting Feedback

Each group 1) shares their definitions/listing with the large group, 2) provides needed clarification, 3) receives feedback, and 4) incorporates feedback to revise their definitions/listing.


Component

# 3continued

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BELIEFS/VALUES: IDENTIFICATION and CONSENSUS(About 1 hour and 30 minutes)

Component

# 4

This slide contains a definition and a somewhat emotional statement regarding the critical role that beliefs/values play in personal and organizational decision-making and action. This slide signals the critical need for organizations to be clear regarding their core beliefs and values.

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This slide is a worksheet for individual workshop participants for the following activity.

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This is the title slide for the module component regarding the identification and consensus building around a set of organizational beliefs/values. Beliefs/Values are at the heart of where decision-making starts. Stephen Covey suggests that our core values are true north on our decision-making compass. Beliefs/Values are the first of the four direction setters that are part of the organization's Strategic Direction. Because this Strategic Direction setting process is intended for school systems, the beliefs/values are about students and learning, teachers and teaching, and schools and school districts.

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PARTICIPANT ACTIVITY: My Personal Beliefs

Participants identify their two strongest beliefs regarding Students and Learning, Teachers and Teaching, and Learning Communities.

Inform participants that they will be sharing their beliefs in small groups in the next activity. It is important that this task be completed by individuals so that everyone enters the conversation without having been biased/influenced by others. There will be time for discussion, debate, and consensus building later.


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If you choose to share the samples in Slides 45-47 with workshop participants prior to having them do their own work, they should be presented as examples only. You may choose to share them only after everyone has had the opportunity to generate/identify their own. There are pros and cons to either approach. Sharing someone else’s work helps everyone to understand the task, but at the same time has the potential to stifle the creative/critical thinking of some people.

It is suggested that systems/organizations limit the number of their identified core values/beliefs to three or four. Core values/beliefs that number five or more become “grocery lists” that few people remember. Core values/beliefs must be memorized, internalized, and made part of everyone’s thinking process. The truth is, that if you can’t state your core values/beliefs, you don’t have any. There is a need to keep them simple, clear, and compelling.

Create groups of 7-9 people, each with a facilitator and a recorder. Ask individuals to share their strongest beliefs regarding Students and Learning, Teachers and Teaching, and Learning Communities with their small group (see Slide 49). Ask groups to reach consensus regarding the group’s three to five strongest beliefs for each category. Review the criteria for consensus with the large group (see Slide 48). Allow approximately 30 minutes for this activity.

When groups complete their task, ask one group to write their consensus values/beliefs on chart paper on a large open wall. Subsequent groups should simply put checkmarks following those values/beliefs that are already on the list and then add any that have not been previously identified.

When all groups have finished, it will be quite clear as to where there is consensus regarding values/beliefs and where there is not consensus. Usually, a good deal of consensus is evident regarding critical values/beliefs.

BELIEFS/VALUES: IDENTIFICATION and CONSENSUSComponent

# 4

More than fifty U.S. and Canadian school systems have utilized this planning process in the past 10 years. These three slides show the consensus that one school district agreed to when asking themselves the questions regarding their strongest beliefs about Students and Learning, Teachers and Teaching, and Learning Communities. One might argue with one or more of their statements, but these are the things that the Woodland Community School District believes and values…..and Woodland consistently makes their important decisions based upon these beliefs/values.


continued




BELIEFS/VALUES: IDENTIFICATION and CONSENSUSComponent

# 4continued

This slide defines “consensus” decision-making. Consensus decisions and unanimous consent are not the same. Consensus decisions are more possible, probable, and probably more effective than unanimous consent decisions.

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PARTICIPANT ACTIVITY: Consensus About Beliefs

In small groups,• Share your strongest beliefs regarding Students and Learning, Teachers and Teaching, and Learning Communities.• Reach consensus regarding the group’s three to five strongest beliefs for each category.

(Note: The sharing and consensus building process works more effectively if groups work through one of the three categories at a time.)

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SMALL GROUP ACTIVITY (in another room): Proposed Values and Beliefs

One person representing each table/small group goes to another room where they will work with the lists of values/beliefs derived by the entire group (on chart paper). This small group is charged with reaching consensus on a short list of core values/beliefs for each of the three categories. They will return to share their suggestions with the total group. Anyone/everyone is encouraged to react to the proposed sets of values and beliefs that have been generated by the “consensus building” group.

Ask each table/small group to identify a member of their group who will represent them in a consensus building activity in another room. Ask groups to select someone who is a good communicator, who can articulate the group’s position, but someone who is not so rigid as to make consensus impossible. A strong facilitator should be chosen in advance to work with the group to arrive at consensus. This task is almost always successful and/but can take up to two hours.

While the small group is away working toward building consensus regarding values and beliefs, the rest of the large group, in order to use time effectively, begins working through Component 5: Identifying and Clarifying Organizational Mission.




Organizational missions, when created and stated correctly, clearly set an inspirational direction for the organization. They must be crisp, clear, inspirational, easily memorized, and easily stated. The facilitator might ask for a show of hands of those whose organizations have mission statements. Most will raise their hands. Then, ask them to say their mission to the person next to them. Usually, there is a large discrepancy between those with mission statements and those who can actually state their mission. Reality is, that “if you cannot state your mission, you don’t have one.” In other words, if you can’t state your mission, it obviously is not being used as a decision screen.

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This slide introduces organizational mission, the second direction setter of the organization's Strategic Direction. A mission statement is a statement of purpose, as statement of “the business you/we are in.” One’s “mission” is the critical base for effective and efficient decision-making.

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The facilitator should become familiar with the mission statements on Slide 52 or have other examples of his/her own which can be used to help workshop participants understand the form and the power of well designed mission statements.


ORGANIZATIONAL MISSION:IDENTIFICATION and CLARIFICATION

(About 1 hour and 30 minutes)

Component

# 5

The four mission statements on this visual all fit the criteria of being brief, crisp, and inspirational….and they all have the power to set direction. The first bullet is the mission of Fed Ex, the second is the mission of a rehabilitation hospital that helps to rehabilitate stroke victims, amputees, and other incapacitated people, the third is the mission of Honda, and the last is a mission of a public school district. The fact that Honda perceives itself to be in the engine and drive train business allows them to be industry leaders in lawnmowers, motorcycles, electric generators, etc. It also allows Honda to have a vision of six Hondas in every garage.

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Component

# 5

This and the following eight slides are about educational missions. Results-Based Education:

- is designed to ensure the life-role success of students AFTER they leave school. - believes that whether students learn something well is more important than when they learn it.

These two points differ from the present purpose and paradigm of most schools. Most schools operate as though their sole purpose is to get students ready for more school, and act as though they believe that when someone learns something is more important than if they learn it well. These sets of purposes and paradigms are significantly different.

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continued

All of the mission statements on this slide are somewhat alike, but all are also significantly different. Changing or adding one word changes how decisions will be made. How a seemingly subtle word change can have a significant impact on organizational purpose/mission, is good for participants to see and to reflect upon as they begin thinking of the mission for their system. Missions are based on values. Each of the mission statements comes from a slightly different values/beliefs base. The facilitator should take the time to explain and provide examples as to how these mission statements are alike and how they differ.

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While helping students to be successful in future schooling is important, the primary purpose of education must be to prepare students for life. It is important to be clear that a mission to prepare students for life or to prepare students for more school is not an either/or situation. Both purposes are important, but only one can be primary. When schools…..especially high schools…..act as though their only purpose is to get students ready for more school, intrinsic motivation should not be expected.

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The facilitator may decide not to use Slide 56 if he/she believes the political climate may not be right for this level of frankness, or if he/she believes this type of discussion might be a distraction. Although the slide is pointed, a bit sarcastic, and somewhat humorous . . . The reality is that it is mostly true.

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This series of four slides presents a textbook approach to creating an educational mission. The process is admittedly overly prescriptive, but it does help participants to identify and understand why certain words/statements are frequently part of educational mission statements. Every word of a mission statement is included for a purpose. For instance, “empowering” students rather than providing them an “opportunity” to learn are two very different statements of accountability. Do schools simply provide opportunities and have no accountability for students learning?


The facilitator should encourage the presentation and discussion of other mission statements that are of interest to workshop participants. Be prepared, school and school district mission statements frequently do not meet the criteria of a well written, effective mission statement. Typically they are much too lengthy and do not lend themselves to clear decision -making.



Component

# 5continued

Regarding the following Consensus About Mission activity:

Form small groups of 7-10 people. Make sure each group has a facilitator and a recorder. Supply each group with chart paper and markers. Inform them that each small group will report their ideas regarding a mission statement to the total group at the end of approximately 30 minutes. If groups find it difficult to write a mission statement, they should simply list the things that they think the mission statement should express.

At the end of the allotted time, ask each group to place their best work on a sheet of chart paper, tape it to the wall, and be ready to explain it to the total group. After the total group has had the opportunity to hear from each group, lead a discussion of the similarities, the differences, and the areas where there seems to be a consensus. Remember, and remind participants, that writing is not a group task. Generating ideas and working toward consensus is a group task, but writing is not.

Ask each small group to identify one member of their group who will become a member of the mission statement consensus group. Assign a powerful/assertive group process expert to facilitate the group coming to consensus regarding organizational mission. In most cases, it is best to inform the consensus group that their task is not to create a new mission, but to select the mission statement that most closely matches what they believe to be the will of the group. Once they have selected that draft statement, they may wish to tweak it a bit, but they should not begin to write a new mission statement from scratch.



PARTICIPANT ACTIVITY: Consensus About Mission

• Select a facilitator and a recorder.

• Individually reflect and write a mission statement.

• In pairs, share mission statements and come to consensus on one statement.

• In quads, share mission statements and come to consensus on one statement.

• As a full group, share mission statements and come to consensus on one statement.

• Chart your statement and post it on the wall.

This slide presents another listing of criteria for an effective mission statement and may be used as a screen to review and analyze the drafts of each small group. The facilitator may choose to share this listing with the total group prior to the time they are asked to begin writing a mission statement.

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Component

# 5continued

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One person representing each table/small group is asked to move to another room to meet with representatives from the other small groups. This representative group is charged with reaching consensus on the organizational mission statement which most closely reflects the thinking of the large group. The consensus group may tweak the chosen statement, but not start writing a new mission statement from scratch. The “consensus building” group may wish to use Slide 62 as a resource to come to consensus on the most effective mission statement. The consensus building group will then be asked to share their suggested mission statement with the total group while providing rationale for their decisions. Anyone/everyone is encouraged to react to the proposed organizational mission statement.

SMALL GROUP ACTIVITY (in another room): Proposed Mission Statement




Component

# 5continued

When the mission consensus group has completed their work, and when there is a natural break in the total group, the consensus group should share their conclusions with the total group. The group should be open to feedback….from participants and from you. The total group may be accepting of the work of the consensus group, or they may ask the consensus group to consider some other options. If there continues to be conflict between two or three mission statements that cannot be resolved, suggest that the two or three alternatives be given to the Board of Education, and that they make the choice. Everyone must be careful not to simply combine two or more mission statements which quite possibly will make the mission statement too long and cumbersome to be useful. Remember, the basic criteria are that the mission statement be a clear, crisp, brief, and inspirational statement of purpose.

While the consensus group does its work, move the remainder of the group to the next task, which has to do with Deriving Learner Exit Outcomes.


At this point in the Strategic Design training, it is good to check for understanding, to find out if everyone is on board. To that end: • Divide the large group into three groups.• Inform them that they will have 15 minutes to prepare a presentation that they will make to the total group.• Provide groups with chart paper or transparencies and the appropriate markers.• Assign each group one of the topics listed on the following Participant Activity (Slide #63).• If the group is large, the facilitator may want to identify additional presentation topics or have more than one group work on the same topic.• After each of the three presentations, reinforce the good points that were made and add critical points that may have been omitted.

After the three presentations, the facilitator should have a clearer idea as to what parts of the workshop may need reinforcement.




Component

# 5continued

PARTICIPANT ACTIVITY: Checking Your Understanding

In small groups, develop a five-minute presentation on your assigned topic. Use chart paper, transparencies, or any other resources to assist in your presentation.

TOPIC # 1: Refer to Slide # 8 and explain the following:

a. Why these four topics are part of “What Sets the Direction,”b. Why they are the heart of Strategic Design, andc. How the four create synergy…why the total package is more than the sum of their parts.

TOPIC # 2: Refer to Slide # 21

- Prepare a strong rationale as to why, to be “strategic,” we MUST meet the three criteria on this slide.

TOPIC # 3: Identify your best shot at an educational mission statement. Be prepared to convince the total group as to:

a. the wisdom of your choice, andb. how it would be used as a decision screen on a daily, hourly basis.




Identifying/Deriving Learner Exit Outcomes, the third of four direction setters in a comprehensive Strategic Direction setting process, is a very complex….but critical….task. You should plan well, and conduct a number of mental walk-throughs in preparation for helping the group to identify/derive what they want their graduates to know, be able to do, and be like when they leave school. If possible, this component is best conducted by a team of two or three facilitators, as close monitoring is required to ensure that everyone understands and pursues the task.


This slide introduces Component 6, Deriving Learner Exit Outcomes. Learner Exit Outcomes answer the question, “If our mission is to ‘Empower all students to succeed in a rapidly changing world,’ what do they have to know, be able to do, and be like to successfully meet the challenges and opportunities they will face after they leave school?” Participants will be challenged and asked to use their best thinking skills of analysis, synthesis, and evaluation.

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Learner Outcomes, learner standards, learner results….whatever the school system chooses to call them….are demonstrations of learning. We will know that students have learned when we see a demonstration of that learning. The term “authentic assessment” captures this reality. If we are teaching for an intended outcome of “having students effectively implement a process,” proof of learning is to have that student implement/demonstrate the process. Writing about a performance outcome is not an authentic demonstration of learning.

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DERIVING LEARNER EXIT OUTCOMES(About 2 hours and 30 minutes)

Component

# 6

There is a basic logic underlying Results-Based Education. That logic is presented in Slide 66. All effective organizations in today’s world must follow these four simple rules if they are to be successful over time. This slide also presents a strong rationale for consciously and systematically identifying “what we want to get,” for consciously and systematically identifying our Learner Exit Outcomes.

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Learner Outcomes, if they are to be defended as important, are not simply generated, selected, or picked. They are derived. They have a rationale. They have a source. They can be explained. They can be defended. The remainder of this component is about going through the process of deriving Learner Outcomes.

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Many educators and many parents or community members are not familiar with identifying and teaching to learner outcomes/learner results/learner demonstrations. The history of public education is to teach content that some students get and some don’t. The teacher’s/school system’s obligation was to present a content, a curriculum, the stuff to which all students should be exposed. Results-Based/Outcomes-Based/Standards-Based Learning changes the focus from presenting information to students demonstrating that they have learned what was intended. In large part, it is about making educators and schools accountable for student performance.

This slide is intended to show that having Exit Learner Outcomes does not preclude having Units of Instruction or Courses, teaching critical Program Skills and Content, and teaching complex Process Skills. School systems do not have to give up anything important in order to also teach to comprehensive Exit Outcomes. The content of this slide is rather complex, and the facilitator should not get bogged down with it . . . the basic point to be made is that teaching to outcomes/results does not preclude teaching basic content and skills.

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DERIVING LEARNER EXIT OUTCOMESComponent

# 6continued

Prior to attempting to explain the model/diagram on Slide 70 to workshop participants, the facilitator must become thoroughly comfortable with the model and the rationale behind it. The facilitator should remind everyone that they are expected to apply Bloom’s higher level thinking skills of comprehension, analysis, synthesis, and evaluation…..just what we want our students to be able to do before they go out to face the world’s challenges and opportunities.

Ask participants to return to the same life-role groups that worked together at the beginning of the workshop. Each life-role group will be extending the work they previously did when they identified the significant future conditions for their assigned life-role. They will be answering the “So what?” question: So, if these are the future conditions in this life-role, what do our graduates need to know, do, and be like in order to successfully meet those challenges and opportunities in that life-role?





# 6

This is the model/framework that we use to help workshop participants understand the “big picture” of deriving Learner Exit Outcomes. The framework begins with the Spheres of Living or the Life-Roles that the group has agreed are the most significant in the lives of productive, successful, happy adults. This step in the process allows you to check for consensus regarding the selected life-roles. It is best if new life-roles are not introduced at this point. Extensive experience with the process indicates that seven spheres of living/life-roles on the Spheres of Living slides (Slides 24 and 25) are quite comprehensive.

The box on the left asks each life-role group to consider “what will life be like” in the life-role the group is studying. The box on the right has to do with values, attitudes, and motivations. It is about answering the question, “What do we want our graduates to ‘be like?” (An activity to determine the content of this box will be introduced shortly.)

Keeping these three things in mind simultaneously (i.e., our life-role, the future conditions, the values and attitudes of our graduates), positions individuals and groups to think of:

1) a label/name for their Learner Exit Outcome, and

2) the things graduates must know, be able to do, and be like to meet future challenges and opportunities.

In short, it positions life-role groups to write an Exit Learner Outcome. Not an easy task, but the task becomes clearer and more manageable once groups get into it.

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continued

This slide and this activity are about helping workshop participants determine what they want their graduates to be like, what they would like their attitudes and values to be. This slide is based upon a set of Universal Values that were originated in the ethics department at the University of Michigan School of Law . The listing of universal values were modified somewhat, and the labels were given definitions by the Waterloo County Public School System, Kitchener, Ontario. We use this listing as a timesaving “starter set” so that each school system does not have to begin the identification of their values and attitudes from scratch. The values are indeed universal and they have proven to transcend cultures, religions, and time to establish norms and standards of moral conduct.

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# 6continued

Ask for the general reaction of the group to the Universal Values. Usually participants are quite acceptable from the start, but it is important that they be studied, modified to fit the community, and personalized and internalized.

Allow 20-30 minutes for the following activity (see activity below). Usually there will be a good deal of consensus regarding the values and their desirability for their graduates. If there are no major conflicts, identify three or four participants who seem to be both expert and interested in the topic to move to another room to work on a draft that they will bring back to the total group. When they have completed their task, and when there is a natural break in workshop activities, the group consensus group should report their suggestions to the total group.


PARTICIPANT ACTIVITY: Consensus Regarding the Values of Our Graduates

In small groups:

1. Select a facilitator and a recorder.2. Identify any values you think/believe should be added to the list on Slide 71.3. Remove those that you think/believe should be deleted.4. Relabel/rename those values you think/believe should be given more appropriate labels.5. Modify or change the values definitions to more appropriately represent the intent of your

community.6. Be prepared to present your suggested changes to the large group.

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Select three or four participants to move to another room to derive a consensus list of Universal Values using the drafts/suggestions from each of the small groups. The consensus group, after completing this task, will report its suggested list to the total group. After receiving feedback from the total group, the consensus group should again meet briefly to incorporate the feedback into their final draft of desired values.

SMALL GROUP ACTIVITY (in another room): Proposed List of Values




# 6continued

The group is now ready to begin the task of writing Learner Exit Outcomes. Each group will be responsible for writing one comprehensive Learner Outcome for their assigned life-role. All resources should be in front of them as they do their work. (See Slide 73).


This slide helps participants to identify the resources they have at their disposal as they reflect on and begin their task of writing a student exit outcome. The last bullet suggests that members of the group selected the specific life-role on which they are working partially because they were somewhat “expert” in that area, and therefore they should trust their own experiences in creating the Learner Outcome.

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To create accurate expectations as to the results of this task, it might be helpful to show participants an example of the work of one school system that has worked through the process. Slide 74 identifies approximately one-half of the future conditions that were identified for the “Learning” sphere of living/life-role.

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This slide states the Exit Learner Outcome for the “Learning” Sphere of Living life-role. Note that this school system/community decided to label their “Learning” outcome “A Self-Directed, Life-long Learner.” This label is followed by the world “Who” which sets the group up to answer the question: “What must a self-directed, life-long learner” know, be able to do, and be like to successfully meet the challenges and opportunities he/she will face after leaving school?” Each life-role group will be expected to derive/create an outcome similar to this one for their specific sphere of living.

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# 6continued

Suggest to each group that they begin their task by first analyzing the requirements of their life-role. The group that created this example started by asking themselves, “If I am a self-directed, life-long learner…and I think I am…how do I go about doing it? How would I analyze my process, my skills, and my attitudes regarding being a life-long learner?” The facilitator should have on hand an example of a school district’s Strategic Direction from which they can select ideas/examples to share and give groups concrete examples. Frequently, when groups are struggling getting started, suggesting one or two possible statements/bullets will set them on the right track.


Well-written Learner Exit Outcomes have labels that clearly identify the sphere of living/life-role that they represent. The label, when done correctly and creatively, can also add direction for teachers and for the system in general. A self-directed, life-long learner is quite different from one who learns well that which he/she is asked to learn. A life-long learner is quite different from one who learns when there is a given need such as a job change.

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Not all outcomes are easily labeled. Slide 77 provides some ideas that a group may find helpful. It is not critical for a group to label their outcome prior to generating the bullets. Sometimes groups get into the process of writing what people in that particular role group must know, be able to do, and be like and an effective and creative label pops out.

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The process of writing an outcome, and the reading of it, is simplified when put into a bulleted format. Slide 78 presents a template for this format.

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The choice of verb is very important as suggested by the bullets on this slide. The verbs selected should be “demonstration verbs” whenever possible. “Creating,” “applying,” “describing,” etc., are demonstration verbs. “Understanding,” “valuing,” “appreciating,” etc., while important, are not demonstration verbs.

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# 6continued

Be careful to distinguish between demonstration verbs and non-demonstration verbs. For instance, the verb “demonstrate” surprisingly is not a demonstration verb as it does not identify how one is expected to “demonstrate.” A golfer, for instance, might demonstrate a proper swing by comparing her swing to that of Tiger, or she may demonstrate a proper swing by hitting a five iron within 20 feet of the pin from 150 yards away. The verb “replicate” may be appropriate for the first demonstration and “perform” may be an appropriate verb for the second.


This slide contains some of the most important criteria for an effective Learner Exit Outcome. It can be used to set expectations prior to writing an outcome, AND, it can be used to assess a learner outcome after it has been written.

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Remind small group facilitators to revisit the criteria in Slide 81 off and on during the writing process. It also provides a good checklist when the group believes that they have accomplished their task.

Ask groups to begin their work with an expectation of taking approximately 45 minutes to create a first, rough draft of their student outcome. Circulate continually and be ready to help groups that are struggling. Once groups “get it,” they usually do very well. The problem is in getting started. Have one or two bullets to suggest for each life-role for those groups that are struggling. The products of school systems that have worked through this process are very helpful in this regard.

GENERAL NOTES TO FACILITATOR

PARTICIPANT ACTIVITY: Deriving a Student Learner Outcome

The task of each life-role group is to:• Write a label for your life-role group.• Write 5-8 statements answering the question: “What must a (your labeled life-role) know, be able to do,

and be like to successfully meet the challenges and opportunities he/she will face after leaving school?” • Chart your work or write it on a transparency.• Present your work to the large group.• Respond to clarifying questions.• Listen to feedback.• Revise/edit your work based on the feedback your received.

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# 6continued

Groups should be given time to present their Learner Outcomes in a comprehensive manner. Participants should listen for understanding and be ready to ask questions of clarification. At the conclusion of the presentation, participants should be invited to provide feedback. It is important to inform/remind the group that the goal of the process is to create clear, effective and inspirational Learner Outcomes. No one should be defensive or overly confrontive in the process. The facilitator and other participants should be willing to offer constructive feedback. A quality product is our goal and everyone should be working toward that end.


After all groups have presented and received feedback, allow groups 10-15 minutes to revise their Learner Exit Outcome. A final question for the total group might be, “If our graduates were able to demonstrate all of our outcomes, would our system have accomplished our mission?” That is, would we have “Empowered all students to succeed in a rapidly changing world?”

When groups have finished making their presentations, the following questions should be considered. (Use Slide 82) :

1. If students could demonstrate all of these bulleted performances, would they be ready to face the world and be successful in this life-role? If not, what else would they need to know, do, and/or be like? This is a test of completeness.

2. Is this outcome completely consistent with future conditions? Consistent with our Universal Values? If not, what are we missing? This is a test of validity.

3. Can this outcome drive curriculum, instruction, and assessment? This is a test of usability.

4. How might the verbs be changed to make this outcome clearer, more interesting to students, and more powerful?

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PARTICIPANT ACTIVITY: Assessing Drafts of Outcomes

This slide contains the four questions in the General Notes above. These four questions will help life-role groups ensure that they have created a “quality” learner outcome.



This slide introduces Component 7, Creating a Bold and Inspirational Vision. The vision statements are the final piece of the organization’s Strategic Direction. We have identified what we value and believe, we have stated our mission/purpose, we have derived/identified what we want our graduates to know, to be able to do, and to be like when they graduate, and now we have to decide what we will look like when we are making all of that happen. At this time, the facilitator may wish to again show Slide 8, which lists and defines the four major components of a Strategic Direction.

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The information on this visual regarding the NASA moon vision makes a critical point regarding vision….for a vision to be powerful, it must run well ahead of the organization’s present capacity to accomplish it. NASA knew only 15% of what they needed to know to put a man on the moon and return him safely, but they were presented with a clear, challenging, meaningful, and inspirational picture of what could be. Inspirational visions have the power to draw out the best in people and in organizations.

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This slide provides two definitions of vision. A great metaphor for a vision is “the tape that you play in your head when you fantasize about how good things could be.” Others have suggested that a good definition of vision is “what we will look like, think like, and be like when we are operating at our ideal best.” Good leaders in today’s world are visionaries. In fact, it is accurate to say that if you are not a visionary, you are not leading. Organizations must have a clear, challenging, meaningful, and inspirational vision if they are to optimize their potential.

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The basic point to be made for our workshop participants is that they be bold in their expectations for creating the ideal school system to serve the needs of their students, their community, and the world. Our vision for our schools must also run well ahead of our present capacity to accomplish it.


CREATING A BOLD AND INSPIRATIONAL VISION(About 2 hours)

Component

# 7



School systems are made up of programs, processes, and functions that are at the heart of a system’s mission, and critical to the success of the organization. What are these critical programs, processes, and functions….and what will our vision be for each of these critical organizational components? Slide 86 suggests seven arenas worthy of visioning and vision statements. They are all critical aspects of a school system.

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CREATING A BOLD AND INSPIRATIONAL VISIONComponent

# 7continued


This listing on Slide 86 is a template, a place from which to start a discussion as to the critical aspects of a system worthy of a vision of what it could look like, feel like, and be like when the system was operating at its ideal best. The facilitator should begin a discussion to determine if there are other components of the organization with a similar level of importance that participants would like to add to those on Slide 86. Usually there are few, if any, suggestions for additions, but any suggestion should be seriously considered. Each community is unique in what it values and deems to be important.

Form vision creation groups for each of the vision components based upon: 1) expertise, 2) interest, and 3) credibility. The facilitator will want people in each group who understand the topic and people whom others respect for their expertise and experience.

Each group should be assigned a facilitator, a table or work area, and given chart paper or blank transparencies on which to record their decisions.

Distribute the Sample Vision handout that is included in the resource materials for this module. The sample vision statements are provided so that participants are helped to understand the expectations of the visioning task. Groups need not put their thoughts into paragraph form, but should provide enough information to communicate their intent. The samples are not presented as “ideal,” although they are quite good.

This criteria should help groups to be bold and creative. The facilitator should be prepared to provide concrete examples for each of the vision components.

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Inform groups that they will have approximately 45 minutes to create a first draft of their vision. Writing is not important. Ideas are.

Circulate among the groups to ensure that they are on task and on track. Notify groups when they have 5-10 minutes remaining to prepare to present their work to the total group.

During presentations of the group’s vision work, the facilitator should encourage helpful feedback from the large group and should also be ready to provide his/her own reactions and feedback. Remember, the goal of the activity is not an ego massage, . . . but creative, inspirational, and meaningful visions of what schools could/should/will be.

Remind the group that feedback is simply feedback. It does not demand a change. Decisions as to the content of each vision statement remain with the vision component group…and eventually with the editor/writer and the Board of Education.

CREATING A BOLD AND INSPIRATIONAL VISIONComponent

# 7continued

For today’s leaders who understand the function and power of vision, the vision becomes the critical direction setter for the organization. Of course, the organization’s vision must relate directly to, and extend, core values and mission to be given this prominent position.

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PARTICIPANT ACTIVITY: Vision Building

In small groups in your selected Vision Component:1. Select a facilitator and a recorder.2. Identify 5-10 critical components of your group’s topic and identify what each of these

components would look like, be like, feel like when the system is operating at its ideal best.3. Make one sentence statements about each critical component.4. Chart your work or write it on a transparency.5. Prepare to present your group’s vision statement to the large group using the same ground rules

used when presenting the Future Conditions and Learner Exit Outcomes.6. Elicit feedback on the vision statement from the large group.7. Edit/revise the vision statements if your group deems it appropriate.

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This slide is the introduction to Component 8, The Critical Follow-Through. No one has to be told that strategic plans for educational institutions typically find their way to a dusty shelf and have little, if any, lasting impact on the organization. We must reverse that perception and that reality if education is to change to meet today’s needs/challenges. This component is included to pave the way from Strategic Direction to Strategic Alignment.

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Leaders are modelers….or should be. They have to be visual, courageous, and symbolic about their belief in the Strategic Direction and Design of the organization. If they are not, don’t expect anyone else to take it seriously. Point made. They are, or they are not. Board goals, leadership goals, leadership evaluation should flow directly from the Strategic Design and particularly from the vision for the organization.

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And leaders are the key. They are mostly good to great people, but we all need to hold themaccountable for:

1) Making the Main Thing the Main Thing (Strategic Direction), and2) Keeping the Main Thing the Main Thing (Strategic Alignment).

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This slide is a District Leaders’ “to do” list. We are all familiar with “to do” lists. Many of us use them as effective tools for planning our day and for being accountable for commitments that we have made. This slide, and the following two slides, are broad, general “to do” lists for district leaders, building leaders, and teachers.


THE CRITICAL FOLLOW-THROUGH(About 1 hour)

Component

# 8


The facilitator should spend some time on each list and create an expectation that everyone in the system be held accountable for completing/checking things off of the “to do” list.



This slide is the outline of an article written by Schwahn and Spady for ASCD’s Educational Leadership. The slide can be used to summarize and close the Strategic Design workshop. If this workshop has been successful…and of course it should have been….numbers 1 and 2 on the list have been accomplished. Numbers 3, 4, and 5 have to begin tomorrow…at the latest. The Total Leaders book by Schwahn and Spady is an excellent resource for getting from 1 to 5.

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THE CRITICAL FOLLOW-THROUGHComponent

# 8


Where From Here

Workshop participants should leave with a sense of what will happen with the work that they have done. It is best if the Superintendent and the Board President tell the group what will happen from here on out, and what everyone should expect.

continued

At a minimum, participants should be told:

1. How their work will be put into a first draft form of a Strategic Design for their organization.2. Who will have an opportunity to react/provide feedback on the first draft. It is suggested that all

participants have the opportunity to react to a first draft prior to the time it goes to the Board of Education for approval.

3. How the Strategic Design will be communicated to the staff and to the community.4. Some general statements by the leadership as to how she/he plans to use the Strategic Design as a

decision screen, and how she/he expects staff members and the Board of Education to use it as a decision screen as well.

5. When the Board of Education will officially receive the recommendations of the planning group.6. The general timeline for these events.

NOTE: The facilitator should alert the leadership of the organization as to these expectations at the beginning of the planning sessions so that she/he can be thinking about and preparing for this task as the workshop unfolds. It would be good to give leadership a print copy of the above listing to ensure clear communication/expectations.



When an organization decides that they will implement the Strategic Design process, they should be encouraged to form a Coordinating Task Force that will be responsible for the administrative things that must happen to ensure that the planning sessions will lead to successful results. (The school system does not have to call this group by this suggested name. They can, of course, give the group any name they choose.) The group should be kept small, about 6 to 8 people, and be made up of credible players from each significant role group. The superintendent and his/her secretary should be members of the Task Force. It is also good to have a building principal, a teacher….good to get the Union President…, a classified/support staff employee, a parent, and a member of the business community. Slide 98 can also serve as an agenda for the initial meeting between the facilitator(s) and the Task Force. Good involvement throughout the process is always the course to take. “No one of us is as smart as all of us,” and in addition to the wisdom gained through involvement, we get commitment to our decisions as a side benefit.

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STRATEGIC DESIGN: PLANNING FOR THE REAL THING

(About 30 minutes)

Component

# 9

This slide is the introduction to Component #9, Strategic Design: Planning for the Real Thing. This component is about the preliminary planning that must take place if the workshop for a specific organization is to go smoothly and be successful. Everyone should know, however, that when a large group of people comes together for three days expecting to create a consensus around the most important decisions a school system has to make, everything will not always be smooth or pretty. Strategic Design with a large group of capable and opinionated people is complex, ambitious, testy, and messy….but the final product is always worth the pain.

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The facilitator (s) should attend the first meeting of this task force to explain the issues, the decisions, and the rather complex arrangements that must be made.

The workshop is much easier for the facilitator to manage if he/she has 10-12 able facilitators to help when participants form small groups to perform tasks. It is best if the facilitators are good communicators who come from all role groups, and best if they have a reputation for fairness. Plan a 20-30 minute session with the facilitators before the workshop begins. (See Slide 99.)



This slide provides an agenda for the meeting with small group facilitators…which is basically a meeting to create expectations and to put the facilitators at ease.

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STRATEGIC DESIGN: PLANNING FOR THE REAL THING

Component

# 9

Writing is not a group task. Generating ideas and creating consensus are group tasks….but writing is not. It is best when one or two people are made responsible for creating the first draft of the Strategic Design document. Leadership must also be involved as all rests on how well the writer (s) capture the essence and spirit of the planning group. The Strategic Direction also has to be a functional document; it must set a clear direction that can be understood by everyone. It would be well worth the time and money to have someone who has had a successful experience writing a powerful Strategic Direction document act as a guide through the writing process.

The importance of the writing cannot be overstated. Writing is not important until the planning workshop is over, but then it quickly becomes the most critical factor.

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GOOD LUCK. YOU WILL FINISH THE WORKSHOP TIRED AND WEARY….BUT IF YOU HAVE MADE IT WORK….AND, OF COURSE, YOU HAVE…YOU WILL HAVE THE SATISFACTION OF HAVING INFLUENCED THE MOST IMPORTANT ORGANIZTION/BUSINESS IN YOUR COMMUNITY. LOOK BACK AT THE AGENDA AND STUDY YOUR PRODUCT…..IT IS ALL ABOUT CHILDREN, STUDENTS, LEARNING, AND EDUCATION. NOTHING IS MORE CRITICAL TO OUR FUTURE!

I might suggest a glass of Merlot, your favorite CD, your favorite chair, and your favorite friend to share them with. (Not the chair. I was referring to sharing the wine and CD.)

This slide contains definitions of some planning terms that the facilitator may choose to use to clarify terminology. It would be good for the facilitator to become very familiar with these terms and definitions prior to conducting the Strategic Direction workshop . . . and then have them ready to share with workshop participants when there is a question or need for clarification.

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continued



WORKSHOP EVALUATIONComponent

# 10Total Time

10mins.

PARTICIPANT ACTIVITY: Workshop Evaluation……

GENERAL NOTES TO FACILITATOR :

Complete the workshop evaluation form provided by the Pennsylvania Leadership Development Center…..specifically, the PLDC office is seeking feedback about:

1) the worth of the workshop

2) the presentation of the workshop

3) suggestions for improving the workshop experience

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Study the workshop evaluations and then return them to the PLDC office.

If time permits, you may wish to contact each participant approximately one month after the workshop to determine the degree to which the workshop has influenced the leadership behaviors of the participant. A face-to-face meeting is preferable, but time and distance may suggest telephone conversations or email communications instead.


© 2003, Updated 2006, Schwahn Leadership Associates and Pennsylvania Leadership Development Center

Appendix A

Samples of Vision Components


Appendix A contains samples of Vision Components. You may want to include others of your own.

Appendix A



Appendix A

The following samples of vision statement components have been taken from the Aptakisic-Tripp Community Consolidated School, District 102 Strategic Design Plan, Buffalo Grove, Illinois. The two samples included in this handout/appendix are for two of the seven components included in 102’s comprehensive vision.

District 102’s curriculum design begins with the district’s exit learner outcomes. All curriculum in all schools and in all classrooms is linked to and aligned with those outcomes. The content used to help students demonstrate their learning is based upon its relevance to the interests and learning styles of students. The content of the curriculum is always designed to be consistent with state and federal laws, and there are correlations between state mandates and the district’s learner outcomes.

In all cases, instructional strategies and techniques are selected because of their effectiveness in helping students demonstrate District 102’s learner outcomes. Decisions regarding the selection of strategies and techniques are based upon our profession’s best research, widely accepted theory, the opinions of recognized experts, or on teaching practices that have proven successful in the past. We consistently incorporate the best instructional practices known into the learning environment.

District 102 consistently and systematically helps principals and teachers become aware of new and effective classroom curriculum materials and teaching strategies. District 102’s budget makes it possible for teachers to select and purchase developmentally appropriate curriculum materials to support the system’s learner outcome-based curriculum.District 102’s curriculum and instructional strategies consistently provide students the opportunity to experience real-life applications of significant student learning. Our students learn in depth by applying what they learn.

Student demonstrations of learning are the ultimate end of all learning experiences. District 102 no longer structures learning around classes, courses, and content but integrates all areas of curriculum in connection with learner outcomes. It is frequently difficult to know if students are in a “math” class or a “social studies” class. What is easy to know is what learning the student will demonstrate at the end of the learning experience. It is easy to know how much a student has learned at the end of hi/her learning experience.

All curriculum and instruction in District 102 is customized to meet the learning needs and styles of students. Our curriculum and instruction exists to meet the needs of children; children do not exist to meet the needs of curriculum and instruction.

District 102’s Vision for Curriculum

A.1



Appendix A

The following samples of vision statement components have been taken from the Aptakisic-Tripp Community Consolidated School, District 102 Strategic Design Plan, Buffalo Grove, Illinois. The two samples included in this handout/appendix are for two of the seven components included in 102’s comprehensive vision.

District 102 leaders are committed to the integration of technology into the system. The district’s technology coordinator is responsible for keeping current on technological advances and for empowering the staff to take advantage of new and existing technology.

District 102 has integrated technology into its ongoing instructional program. A significant share – 50% or more – of the school system’s curriculum is taught via technology. District 102 has moved far past using technology mainly for drill and practice. Those parts of our curriculum that can be effectively delivered with technology are leaving teachers free to do more one-on-one work with individuals and small groups of students.

The purchase of student software is focused on the district’s life-role learner outcomes and the basic process skills of problem-solving, decision making, and critical thinking. Student software is aligned with student learner outcomes. We do not purchase student software just because it’s good but because it fits our learner outcomes and is good.

District 102 students learn and consistently improve their keyboarding skills while creating products connected to the demonstration of student outcomes. Students produce multimedia formats that incorporate sound, graphics, and video with text.

The district budgets approximately the same amount of dollars for staff training as it does for hardware. Training is “hand on,” and is focused on the integration of technology into the curriculum so that technology can help make a manager more effective and efficient.

District 102 has a computerized student information system (SIS) that is aligned with its student learner outcomes and the district’s curriculum, instruction, and student assessment vision. The SIS makes it convenient to identify the progress that each student is making at meeting expected outcomes. Teachers and principals, from their classrooms or offices, have access to the SIS.

All operational units in 102, including classrooms, are connected via electronic mail. Offices are nearly “paperless.” All classrooms have access to cable, satellites, and telecommunications.

District 102’s Vision for Technology

A.2



Appendix B

Example of a Complete Strategic Design Booklet


Appendix B contains an example of one school district’s complete Strategic Design. You may want to include others of your own.

Appendix B



Appendix C

Power Point Slides


Appendix C contains a printed version of the Power Point Slides. Both the text of this document and the Power Point presentation are on the CD which is included with this notebook.

Appendix C

…… identifying true northstrategic design ……. © 2003, updated 2006, schwahn leadership...

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