8/8/11 clear and consistent expectations rapid city are schools administrative team retreat august...

8/8/11

Clear and Clear and Consistent Consistent

ExpectationsExpectations

Rapid City Are SchoolsRapid City Are Schools

Administrative Team RetreatAdministrative Team Retreat

August 8, 2011August 8, 2011

Agenda-Day 1Agenda-Day 17:30-8:007:30-8:00 Continental BreakfastContinental Breakfast -- Food Services -- Food Services Janelle PedersonJanelle Pederson

8:00-8:158:00-8:15 Welcome and Introduction of New StaffWelcome and Introduction of New Staff Dr. Tim MitchellDr. Tim Mitchell

8:15-8:308:15-8:30 Warm-Up Activity “Building Your Victory List”Warm-Up Activity “Building Your Victory List” Dr. Tim MitchellDr. Tim Mitchell

8:30-9:158:30-9:15 Opening- “Clear and Consistent Expectations”Opening- “Clear and Consistent Expectations” Dr. Tim MitchellDr. Tim Mitchell

9:15-9:309:15-9:30 Question and AnswerQuestion and Answer Dr. Tim MitchellDr. Tim Mitchell

9:30-10:009:30-10:00 Indian EducationIndian Education Lorenzo BettelyounLorenzo Bettelyoun

10:00-10:1510:00-10:15 BreakBreak

10:15-11:0010:15-11:00 Federal Grants/AssessmentFederal Grants/Assessment Lisa PlumbLisa Plumb

11:00-12:0011:00-12:00 Update on FacilitiesUpdate on Facilities Mike KentonMike Kenton

12:00-1:0012:00-1:00 Lunch (On Own)Lunch (On Own)

1:00-2:001:00-2:00 Human ResourcesHuman Resources Steve HengenSteve Hengen

2:00-3:002:00-3:00 Special Education-504 TrainingSpecial Education-504 Training Troy VoleskyTroy Volesky

3:00-3:303:00-3:30 Staff DevelopmentStaff Development Dr. Susie RothDr. Susie Roth

3:30-4:003:30-4:00 Student Achievement-Truancy Policy TrainingStudent Achievement-Truancy Policy Training Katie BrayKatie Bray

4:00-4:304:00-4:30 TechnologyTechnology Rick BatesRick Bates

Agenda-Day 2Agenda-Day 27:30-8:007:30-8:00 Continental Breakfast-Food ServicesContinental Breakfast-Food Services Janelle PedersonJanelle Pederson

8:00-8:158:00-8:15 United Way PresentationUnited Way Presentation United Way RepresentativeUnited Way Representative

8:15-8:308:15-8:30 Warm UpWarm Up Rick BatesRick Bates

8:30-10:008:30-10:00 Danielson Teacher Evaluation ModelDanielson Teacher Evaluation Model Principal PanelPrincipal Panel

10:00-10:1510:00-10:15 BreakBreak

10:15-10:4510:15-10:45 2011-12 Budget Management2011-12 Budget Management Dave Janak/Dr. Tim MitchellDave Janak/Dr. Tim Mitchell

2012-13 Budget Development 2012-13 Budget Development

10:45-2:0010:45-2:00 Service for Jeffery Kendall-Black Hills National CemeteryService for Jeffery Kendall-Black Hills National Cemetery

2:00-3:002:00-3:00 Capacity BuildingCapacity Building Dr. Susie RothDr. Susie Roth

3:00-4:003:00-4:00 Coaching ModelCoaching Model Greg Seefeldt, Dr. Liz VenengaGreg Seefeldt, Dr. Liz Venenga

Mollie Gabrielson, Dr. Susie RothMollie Gabrielson, Dr. Susie Roth

4:00-4:304:00-4:30 Supportive LeadershipSupportive Leadership Dr. MitchellDr. Mitchell

Book--“If You Don’t Feed the Teachers They Eat the Students”Book--“If You Don’t Feed the Teachers They Eat the Students”

Learning TargetsLearning Targets

To establish trust, build character and To establish trust, build character and competence, enhance credibility, and competence, enhance credibility, and create leadership that inspires confidence.create leadership that inspires confidence.

To identify and clarify district focus, To identify and clarify district focus, priorities and shared understanding within priorities and shared understanding within the RCAS Administrative Team while the RCAS Administrative Team while providing the opportunity to advance team providing the opportunity to advance team building and to promote positive attitudes building and to promote positive attitudes to advance the district.to advance the district.

Criteria for SuccessCriteria for Success

The RCAS Administrative Team will The RCAS Administrative Team will shift behavior to increase and inspire shift behavior to increase and inspire trust in the important relationships in trust in the important relationships in the district.the district.

The RCAS Administrative Team will The RCAS Administrative Team will develop as a team with a shared develop as a team with a shared focus, shared priorities and shared focus, shared priorities and shared understandings.understandings.

IntroductionsIntroductions

Let’s meet the new Let’s meet the new administrative staff administrative staff

for 2011-2012 !!for 2011-2012 !!

Opening ActivityOpening Activity

Build Your Victory Build Your Victory ListList

Part 1Part 1

The Foundation of The Foundation of RCASRCAS

RCAS MissionRCAS Mission

Building a Building a community of life community of life

long learners, long learners, one student at a one student at a

time.time.

RCAS VisionRCAS Vision

All Rapid City All Rapid City Area School Area School students will students will

achieve to their achieve to their full potential.full potential.

RCAS PrioritiesRCAS Priorities

– Guaranteed, Viable, Relevant Guaranteed, Viable, Relevant CurriculumCurriculum

– Life and Career skillsLife and Career skills– Technology Literacy (21Technology Literacy (21stst century skills) century skills)– Staff Effectiveness and Organizational Staff Effectiveness and Organizational

Capacity-BuildingCapacity-Building– Comprehensive System of AssessmentComprehensive System of Assessment– Diverse Opportunities for students to Diverse Opportunities for students to

learn and be academically successfullearn and be academically successful

My Personal VisionMy Personal Vision

To embrace learning rather than To embrace learning rather than teaching as a school’s mission, to teaching as a school’s mission, to

work collaboratively to help all work collaboratively to help all students learn, to focus on students learn, to focus on results to foster continuous results to foster continuous improvement and to assume improvement and to assume

individual responsibility to take individual responsibility to take steps to create such a school.steps to create such a school.

My SentenceMy Sentence

I provide the leadership to I provide the leadership to create a purposeful learning create a purposeful learning community that creates high community that creates high quality learning experiences quality learning experiences for all community members.for all community members.

Purposeful CommunityPurposeful Community

A purposeful community is one A purposeful community is one with the with the collective efficacy collective efficacy and and capability to develop and use capability to develop and use assets to accomplish purposeassets to accomplish purpose and and produce outcomes that produce outcomes that

mattermatter to all community to all community members through members through agreed-upon agreed-upon

processprocess

Agreed-upon ProcessesAgreed-upon Processes

Are the processes that lead to Are the processes that lead to patterns of communication, patterns of communication,

relationships among community relationships among community members, a sense of well-being, members, a sense of well-being, connections between the school connections between the school and other institutions, shared and other institutions, shared

leadership opportunities, and a leadership opportunities, and a sense of order and disciplinesense of order and discipline

Part IIPart II

““The Speed of Trust: The The Speed of Trust: The One Thing That Changes One Thing That Changes

Everything”Everything”

Stephen M. R. CoveyStephen M. R. Covey

The Speed of TrustThe Speed of Trust

““Speed happens when Speed happens when people…truly trust each people…truly trust each

other”other”Edward MarshallEdward Marshall

““Almost all conflict is a result Almost all conflict is a result of violated expectations”of violated expectations”

Blaine LeeBlaine Lee

Speed of Trust-Behavior Speed of Trust-Behavior #9#9

Clarify ExpectationsClarify Expectations-to -to create shared vision and create shared vision and

agreement about what is to agreement about what is to be done up frontbe done up front

Clarify ExpectationsClarify Expectations

The “ROCK”The “ROCK”


Many pay little attention to this Many pay little attention to this behaviorbehavior

Caution--Pay the price up front or Caution--Pay the price up front or you will have trust issuesyou will have trust issues

Trust issues will affect Trust issues will affect speedspeed and and costcost


Many times poor Many times poor performance is really due performance is really due to lack of clarity around to lack of clarity around what is expected.what is expected.


Based on the principles Based on the principles of of ::

ClarityClarity

ResponsibilityResponsibility

AccountabilityAccountability


Opposite:Opposite:

Leave expectations Leave expectations undefinedundefined

Assume people already knowAssume people already know

Fail to discloseFail to disclose

No shared vision of desired No shared vision of desired outcomeoutcome


This can be challengingThis can be challenging::

Everyone brings there own Everyone brings there own language and experiencelanguage and experience

Unclarified expectations Unclarified expectations are the are the primary reasons for primary reasons for broken trustbroken trust


Clarifying expectations is Clarifying expectations is a two-way street—a two-way street—unrealistic expectations unrealistic expectations cause ethical practicescause ethical practices


Making it happen:Making it happen:

Quantify everythingQuantify everything

Three variables: Three variables: quality/speed/costquality/speed/cost

Pick TWOPick TWO

Be realistic-much better to do it Be realistic-much better to do it up up front than to disappoint laterfront than to disappoint later


This all takes integrity---This all takes integrity---being honest and being honest and

courageous about setting courageous about setting expectations and expectations and

communicating with communicating with othersothers


Summary:Summary:

Disclose and Reveal expectationsDisclose and Reveal expectations

Discuss themDiscuss them

Validate themValidate them

Renegotiate themRenegotiate them

Don’t Violate themDon’t Violate them

Don’t Assume they are Clear or Don’t Assume they are Clear or SharedShared

Speed of Trust-Behavior Speed of Trust-Behavior #10#10

Practice AccountabilityPractice Accountability-Hold -Hold yourself accountable. Hold others yourself accountable. Hold others

accountable. Take responsibility for accountable. Take responsibility for results. Be clear on how you’ll results. Be clear on how you’ll

communicate how you’re doing and communicate how you’re doing and how others are doing. Don’t avoid or how others are doing. Don’t avoid or

shirk responsibility. Don’t blame others shirk responsibility. Don’t blame others or point fingers when things go wrong.or point fingers when things go wrong.

Practice AccountabilityPractice Accountability

Clarify Expectations Clarify Expectations precedes Accountability precedes Accountability because you can not because you can not practice Accountability if practice Accountability if there are not clear there are not clear expectations in placeexpectations in place


There are two dimensions:There are two dimensions:

11stst-Hold yourself -Hold yourself accountableaccountable

22ndnd-Hold others accountable-Hold others accountable

Leaders do both!!!!Leaders do both!!!!


““A good leader takes more A good leader takes more than their fair share of the than their fair share of the blame and gives more than blame and gives more than their share of the credit.”their share of the credit.”

Arnold Arnold GlasnowGlasnow


One reason why taking responsibility One reason why taking responsibility and holding ourselves accountable is and holding ourselves accountable is challenging is that we live in an challenging is that we live in an increasingly victimized society.increasingly victimized society.

While victimization creates While victimization creates dependency and distrust, dependency and distrust, accountability creates independency accountability creates independency and trust.and trust.


In truth, people respond to In truth, people respond to accountability—particularly the accountability—particularly the performers.performers.

Performers thrive in an environment Performers thrive in an environment where they know that everyone is where they know that everyone is expected to step up and be responsible, expected to step up and be responsible, where they can trust that slackers and where they can trust that slackers and poor performers won’t slip by.poor performers won’t slip by.


Accountability builds extraordinary Accountability builds extraordinary trust in the culture when people feel trust in the culture when people feel secure in the knowledge that everyone secure in the knowledge that everyone will be held to certain standards.will be held to certain standards.

It creates a sense of disappointment, It creates a sense of disappointment, inequity, and insecurity when leaders inequity, and insecurity when leaders don’t hold people accountable.don’t hold people accountable.


Summary:Summary:

Hold yourself accountableHold yourself accountable

Hold others accountableHold others accountable

Take responsibility for resultsTake responsibility for results

Don’t avoid or shirk Don’t avoid or shirk responsibilityresponsibility

Don’t blame others or point Don’t blame others or point fingers when fingers when things go wrongthings go wrong

Part 3Part 3

““Leaders of Learning: How Leaders of Learning: How District, School, and Classroom District, School, and Classroom

Leaders Improve Student Leaders Improve Student Achievement”Achievement”

Richard DuFourRichard DuFour

Robert MarzanoRobert Marzano

Leaders of LearningLeaders of Learning

ResearchResearch::

-Schools can not remain effective -Schools can not remain effective without without the support of the central officethe support of the central office

-Improvement can not be sustained -Improvement can not be sustained without without the commitment of the districtthe commitment of the district

-district level leadership has been found -district level leadership has been found to to have a measurable effect-vital to have a measurable effect-vital to improving improving schoolsschools


Effective District Leaders both Effective District Leaders both Direct and EmpowerDirect and Empower::

-site-based autonomy-does not work-site-based autonomy-does not work

-top down directives-do not work-top down directives-do not work

-The “Sweet Spot”-The “Sweet Spot”

Defined AutonomyDefined Autonomy


Defined AutonomyDefined Autonomy::

-articulate clear, -articulate clear, nondiscretionary goalsnondiscretionary goals

-establish a common framework -establish a common framework of of researched-based strategiesresearched-based strategies

-determine indicators that will -determine indicators that will monitor monitor progressprogress

Purposeful CommunityPurposeful Community

A purposeful community is one A purposeful community is one with the with the collective efficacy collective efficacy and and capability to develop and use capability to develop and use assets to accomplish purposeassets to accomplish purpose and and produce outcomes that produce outcomes that

mattermatter to all community to all community members through members through agreed-upon agreed-upon

processprocess

Agreed-upon ProcessesAgreed-upon Processes

Are the processes that lead to Are the processes that lead to patterns of communication, patterns of communication,

relationships among community relationships among community members, a sense of well-being, members, a sense of well-being, connections between the school connections between the school and other institutions, shared and other institutions, shared

leadership opportunities, and a leadership opportunities, and a sense of order and disciplinesense of order and discipline


Defined AutonomyDefined Autonomy::

-Command and Control-Command and Control

-Agreed Upon -Agreed Upon ProcessesProcesses

-Chain of Command-Chain of Command


Effective District Leaders Create Effective District Leaders Create a Common Languagea Common Language::

-creating a common language is -creating a common language is an important an important element in any element in any processprocess

-identify key terms-identify key terms

-directly teach them-directly teach them

-engage in consistent dialogue-engage in consistent dialogue


Effective District Leaders Limit Effective District Leaders Limit InitiativesInitiatives::

-the biggest impediment-the biggest impediment

-unmanageable number-unmanageable number

-total lack of coherence-total lack of coherence

-identify a few key priorities-identify a few key priorities


Leadership from the central Leadership from the central office matters– both in terms of office matters– both in terms of raising student achievement raising student achievement and in terms of creating the and in terms of creating the conditions for adult learning conditions for adult learning that leads to higher levels of that leads to higher levels of student achievement.student achievement.

Learning TargetsLearning Targets

To establish trust, build character and To establish trust, build character and competence, enhance credibility, and competence, enhance credibility, and create leadership that inspires confidence.create leadership that inspires confidence.

To identify and clarify district focus, To identify and clarify district focus, priorities and shared understanding within priorities and shared understanding within the RCAS Administrative Team while the RCAS Administrative Team while providing the opportunity to advance team providing the opportunity to advance team building and to promote positive attitudes building and to promote positive attitudes to advance the district.to advance the district.

Criteria for SuccessCriteria for Success

The RCAS Administrative Team will The RCAS Administrative Team will shift behavior to increase and inspire shift behavior to increase and inspire trust in the important relationships in trust in the important relationships in the district.the district.

The RCAS Administrative Team will The RCAS Administrative Team will develop as a team with a shared develop as a team with a shared focus, shared priorities and shared focus, shared priorities and shared understandings.understandings.

8/8/11 clear and consistent expectations rapid city are schools administrative team retreat august...

Documents

shared focus

tim mitchell8

tim mitchell9

purposeful learning

shared priorities

rcas prioritiesguaranteed

district focus

tim mitchell2012