ISLLC Standard #3 Managing Organizational Systems Name Workshop Facilitator

Welcome  Name of Superintendent  Welcome  Why Important © AZ Board of Regents, All rights reserved, 2012.

Overview & Introductions  Name of Facilitator  Introductions  Overview / Agenda  Guiding Questions  Targeted Objectives  ISLLC Standards © AZ Board of Regents, All rights reserved, 2012.

Proposed Norms & Expectations  Stay focused and fully engaged  no competing conversations please  Participate to grow  share openly and monitor your listening  Be a learner  create your own meaning and application  Get your needs met  ask questions that benefit the group  personal questions on breaks  Housekeeping  silence cell phones  handle business later  share ONE point …then next person

Leadership Model A Systems Thinking Approach: ISLLC Standards and improvement strategies are managed through Key Processes Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning

ISLLC Standards  A principal may choose to implement specific strategies to meet the ISLLC Standards and/or improve his/her performance relevant to the ISLLC Standards. The standards are: 1.Facilitating the development, articulation, implementation, and stewardship of a vision of learning 2.Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth 3.Ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment 4.Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources 5.Acting with integrity, fairness, and in an ethical manner 6.Understanding, responding to, and influencing the political, social, economic, legal, and cultural context

Sample Application Focus ISLLC Standard #3: An education leader promotes the success of every student by ensuring management of the organization, operation and resources for a safe, efficient, and effective learning environment. ISLLC Element, Criteria, or Targeted Behavior: Current Reality (include evidence) Ideas/Strategies to apply Next StepsMy Application Focus Do WHAT? By WHEN?  Delegating tasks to staff members when appropriate  Ensuring that staff members are on the right seat on the bus  Developing a system of operations  Other? What ideas, strategies, and/or concepts presented/discussed in this professional development provided reinforcement for things you already do well? What ideas, strategies, and/or concepts presented/discussed in this professional development may address refinement for growth in your leadership role? What is the projected impact to teacher quality and student achievement?

Application Focus At the conclusion of this module you will identify key concepts and plan your application focus In the column labeled “Current Reality” –Rate yourself on a scale of 1-5  5 = Highly effective  3 = Satisfactorily Effective  1 = Ineffective –Describe the evidence that supports your application of this concept

Creating Operational Systems Guiding Question  How do principals create and communicate operational systems to minimize distraction from the role of instructional leader?

Segment 1 Objective  Participants will demonstrate an understanding of systems thinking by analyzing a need in their school and creating a system for managing that need.

Overview of Systems Thinking 

Looking at a model- Scheduling a Field Trip  Key Point 1—Systems have multiple layers of context: Brainstorm multiple layers  Transportation  Destination Arrangements  Special Area Teachers  Chaperones  Medication and Nurse’s Implications  Cafeteria  District Policies and Need for District Approval  Guidelines for Participation  Purchase Orders

Looking at a model- Scheduling a Field Trip  Key Point 2: Identify critical path tasks and organize so that those are accomplished first. 1. Obtain district approval if necessary 2. Coordinate destination arrangements and transportation 3. Create necessary purchase orders 4. Develop guidelines for participation 5. Identify chaperones 6. Identify cafeteria 7. Notify nurse so medications can be prepared 8. Notify special area teachers and front office of all arrangements.

Looking at a model- Scheduling a Field Trip  Key Point 3: Identify tools (those things which will help to move the process forward)  Possible funding sources  School secretary  Transportation office contact

Looking at a model- Scheduling a Field Trip  Key Point 4: Identify barriers– those things that will hold the process back and take necessary steps to minimize issues:  Need for volunteer chaperones to be fingerprinted by district  Requirements and necessary paperwork to utilize tax credit monies

Looking at a model- Scheduling a Field Trip  Key Point 5: Create a control– feedback or feed forward sheet  Create a feed forward checklist for staff to follow to insure all necessary steps are followed.

Work time for application  Handouts: Systems Management Worksheet Sample/Systems Management Workshett  Brainstorm at your table those things that occur at your school that require a system structure to be accomplished most efficiently.  Select one activity and use the worksheet to plan a system structure to manage the task.

Effective Delegation Guiding Question  How is it possible to complete all principal responsibilities on a daily, weekly, and yearly basis?

Segment 2 Objective  Participants will demonstrate an understanding of the scope of administrative responsibilities and strategies for completing them.

Brainstorming Responsibilities  On a sheet of paper brainstorm all of the responsibilities you have in your building on a daily, weekly, yearly basis.  Talk with your tablemates to compare and revise your list as needed.

Reviewing Responsibilities Handout—Principal Job Description Review the handout you have been given and revise your list as necessary.

Getting it All Done A key strategy that successful principals use is effective delegation of appropriate tasks….

Video Clip  Video: Improve How You Delegate  EETMDA EETMDA  As you watch & listen consider…  Why have you NOT delegated tasks in the past?  What might you consider to improve how you delegate?

Delegation To successfully delegate you should consider:  What not to delegate?  What to delegate?  Who should be the delegatee?

What Not to Delegate IMPORTANT CAUTION - It is possible to delegate tasks, but not responsibility Certain tasks should not be delegated, including:  Rituals –i.e. your presence is important at events such as promotion exercises, awards assemblies, etc.  Personnel or other confidential matters – i.e. praise for employees, or reprimands, dismissals.  Day to Day Crises – i.e. the irate parent who comes into the office cussing, or the bus driver who returns to campus with a bus load of students

Sorting Responsibilities  Looking at the list of responsibilities  Identify items that should not be delegated  (Highlight yellow or unique mark)  Looking at the remaining list of responsibilities that may be delegated …  Identify items that align most closely with your strengths as a leader –highlight blue or unique mark  Looking at the remaining list of responsibilities that are not your strength  Identify at least one person to which an item that may be delegated –Highlight green or unique mark

What to Delegate Handout: Delegation-Things to Consider  The routine and the necessary (i.e. planning of special events such as literacy nights or staff events)  Specialties (i.e. your psychologist, IT person, and custodian all have skills and training you don’t have.)  Occupational “Hobbies” (i.e. those things you enjoy doing, but are not the best use of your time or skill set.)

Selecting the Delegatee – Things to Consider Handout: Delegation Planning Document  Direct Results – Who on your staff has the interest and the skill to complete the task with the desired results?  Staff Development – One of the goals of delegating tasks is to build capacity of your staff. Whose development will be enhanced by taking on this task?  Career Satisfaction – Employees who feel included and appreciated feel a greater sense of belonging and self-actualization. Who on your staff would benefit from being more involved?

Planning for Delegation  Establish a timeline – be flexible when possible, allowing the staff member(s) to set the deadlines, but specific deadlines are a must. Set a reporting process so you can stay abreast of progress.  Grant the necessary authority – decide what level of responsibility is being assigned to the staff member, make sure this information is communicated to all staff involved.

Planning for Delegation  Assign responsibility/accountability – when possible delegate the entire task, this increases staff sense of accomplishment and pride.  Obtain Staff Buy-in – Always make sure the staff member gives a clear acknowledgement that they have accepted the task, understands the goals, and is committed to the timeline.

Planning YOUR Delegation  Refer to your list of “remaining responsibilities that are not your strength” (highlight green)  Select 5 tasks you feel you could comfortably delegate.  Review your staff list and consider the strengths of your staff  Select an individual (or groups of individuals) to whom you might delegate each  Identify potential training needs  Identify the process you will use to insure commitment, willingness, and buy-in to each  Identify the level of delegation appropriate based on the complexity of the tasks, the talents of the individuals, and your level of trust.

Planning YOUR Delegation  Based on those considerations…  Select ONE tasks you have chosen to delegate  Complete the “Delegation Planning Document “

Monitoring YOUR Progress  Reflect on YOUR progress & success in delegating tasks throughout the year  Keep a running list of tasks and to whom it was delegated  Are you delegating on a regular basis (frequency)?  Have you increased the level of trust with staff so tasks are delegated at a higher level?  Have you effectively communicated so staff understands your expectations and has early input and buy-in?  Have you consistently given credit to those individuals responsible for completing the tasks they have been delegated?

Application Focus  Consider the guiding question, and think about connects between the ISSLC Standard and workshop’s key concepts  Use column labeled “Strategies/Ideas”  List at least THREE things per box  Pair Share ONE strategy you learned today and how you plan to use it at your school. 34

A Positive Learning Environment Guiding Question  How do you as principal ensure a positive learning environment?

Segment 3 Objective  Participants will demonstrate an understanding of the characteristics of a positive school environment, identify possible obstacles and identify at least one situation that can be addressed immediately.

Characteristics of a Positive School Environment  Divide group into three groups  Each group will be asked to brainstorm characteristics of a positive school environment within one of these categories:  Physical Environment  Social/Emotional Environment  Learning Environment  Be prepared to share. (each table will be provided poster paper and markers)

Characteristics of a Positive School Environment--Continued  Each group will post their list.  Groups will gallery walk to other posters to review and add characteristics if needed. Distribute handout. Original group will review the handout to compare the posted list with the characteristics listed on the handout. Add characteristics to the poster as needed. Star any characteristics that were listed but not on the handout.

School Climate-Video  &feature=relmfu &feature=relmfu

Why is a positive learning environment important? With your table groups identify what you can infer about the school climate based on this movie clip. How does the school climate depicted in this video adversely affect the students and staff of this school?

Assessing Your School’s Climate Handout—Educational Leadership Article “The Challenge of Assessing School Climate” December 2008/January 2009 Read article independently. As you are reading rate your school in each sub area listed in figure 1 using a 1-5 scale with 1 being low and 5 being high.

What are the obstacles to a positive learning environment? After rating the essential dimensions of school climate in relation to your school, select one of your weaker areas. Think about a typical day/week/year on your campus and identify the issues that interfere with this dimension of school climate and/or student learning. Make a list. (Consider the social/emotional, learning and physical environmental issues.)

Purposeful Planning:  What are the issues on your list that can be addressed immediately?  What are the issues on your list that will need to be addressed over time?  Make notes at the bottom of your list as to what you will immediately do upon returning to school. How will you assess if this change is working to improve the situation?

What are the obstacles to a positive learning environment? Independently, think about a typical day/week/year on your campus and identify the “things” that interfere with school climate and/or student learning. Make a list. (Consider the social/emotional, learning and physical environmental issues.) At your table groups, compare and discuss the similarities and differences in your lists. Keep a list that reflects the situation at your school. You may add to the list after the table discussion.

What are the obstacles to a positive learning environment? Mark each item on your list with 1, 2 or 3 to represent your level of control. 1. I have control of this. Example: Dismissal Routines/procedures 2. I have influence but no direct control. Example: Parent Involvement 3. I have little or no control or influence. Example: State Testing schedules

Closure & Application Focus  Review & Connect…  Targeted Objectives  Guiding Questions  Elements/Themes or Behaviors  Use column labeled Strategies/Ideas”  connect today’s work with the “Research-Based Critical Behaviors.”  List at least THREE things per box 46 © AZ Board of Regents, All rights reserved, 2012.

Application Focus (continued)  Consider three questions…  Reinforcement, Refinement, & Impact  Next Steps  What additional data do you need?  Who will you involve in process?  What resources do you need?  Action Plan  Do what?  By when? © AZ Board of Regents, All rights reserved, 2012.

Workshop Closure  In table groups (in a round robin format)  Share one new learning and describe how you will apply it in your job  NO REPEATS! © AZ Board of Regents, All rights reserved, 2012.

Workshop Closure  Follow-up coming in 3 wks  Please complete Participant Feedback  For grant research  To improve future workshops © AZ Board of Regents, All rights reserved, 2012.