1. 8/8/11 Clear and Consistent Expectations Rapid City Are Schools Administrative Team Retreat August 8, 2011

2. Agenda-Day 1 7:30-8:00Continental Breakfast-- Food Services Janelle Pederson 8:00-8:15Welcome and Introduction of New StaffDr. Tim Mitchell 8:15-8:30Warm-Up Activity “Building Your Victory List”Dr. Tim Mitchell 8:30-9:15Opening- “Clear and Consistent Expectations”Dr. Tim Mitchell 9:15-9:30Question and AnswerDr. Tim Mitchell 9:30-10:00Indian EducationLorenzo Bettelyoun 10:00-10:15Break 10:15-11:00Federal Grants/AssessmentLisa Plumb 11:00-12:00Update on FacilitiesMike Kenton 12:00-1:00Lunch (On Own) 1:00-2:00Human ResourcesSteve Hengen 2:00-3:00Special Education-504 TrainingTroy Volesky 3:00-3:30Staff DevelopmentDr. Susie Roth 3:30-4:00Student Achievement-Truancy Policy TrainingKatie Bray 4:00-4:30TechnologyRick Bates

3. Agenda-Day 2 7:30-8:00Continental Breakfast-Food ServicesJanelle Pederson 8:00-8:15United Way PresentationUnited Way Representative 8:15-8:30Warm UpRick Bates 8:30-10:00Danielson Teacher Evaluation ModelPrincipal Panel 10:00-10:15Break 10:15-10:452011-12 Budget ManagementDave Janak/Dr. Tim Mitchell 2012-13 Budget Development 10:45-2:00Service for Jeffery Kendall-Black Hills National Cemetery 2:00-3:00Capacity BuildingDr. Susie Roth 3:00-4:00Coaching ModelGreg Seefeldt, Dr. Liz Venenga Mollie Gabrielson, Dr. Susie Roth Mollie Gabrielson, Dr. Susie Roth 4:00-4:30Supportive LeadershipDr. Mitchell Book--“If You Don’t Feed the Teachers They Eat the Students”

4. Learning Targets To establish trust, build character and competence, enhance credibility, and create leadership that inspires confidence. To identify and clarify district focus, priorities and shared understanding within the RCAS Administrative Team while providing the opportunity to advance team building and to promote positive attitudes to advance the district.

5. Criteria for Success The RCAS Administrative Team will shift behavior to increase and inspire trust in the important relationships in the district. The RCAS Administrative Team will develop as a team with a shared focus, shared priorities and shared understandings.

6. Introductions Let’s meet the new administrative staff for 2011-2012 !!

7. Opening Activity Build Your Victory List

8. Part 1 The Foundation of RCAS

9. RCAS Mission Building a community of life long learners, one student at a time.

10. RCAS Vision All Rapid City Area School students will achieve to their full potential.

11. RCAS Priorities –Guaranteed, Viable, Relevant Curriculum –Life and Career skills –Technology Literacy (21 st century skills) –Staff Effectiveness and Organizational Capacity- Building –Comprehensive System of Assessment –Diverse Opportunities for students to learn and be academically successful

12. My Personal Vision To embrace learning rather than teaching as a school’s mission, to work collaboratively to help all students learn, to focus on results to foster continuous improvement and to assume individual responsibility to take steps to create such a school.

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

14. Purposeful Community A purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish purpose and produce outcomes that matter to all community members through agreed-upon process

15. Agreed-upon Processes Are the processes that lead to patterns of communication, relationships among community members, a sense of well- being, connections between the school and other institutions, shared leadership opportunities, and a sense of order and discipline

16. Part II “The Speed of Trust: The One Thing That Changes Everything” Stephen M. R. Covey

17. The Speed of Trust “Speed happens when people…truly trust each other” Edward Marshall “Almost all conflict is a result of violated expectations” Blaine Lee

18. Speed of Trust-Behavior #9 Clarify Expectations -to create shared vision and agreement about what is to be done up front

19. Clarify Expectations The “ROCK”

20. Clarify Expectations Many pay little attention to this behavior Caution--Pay the price up front or you will have trust issues Trust issues will affect speed and cost

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

22. Clarify Expectations Based on the principles of : ClarityResponsibilityAccountability

23. Clarify Expectations Opposite: Leave expectations undefined Assume people already know Fail to disclose No shared vision of desired outcome

24. Clarify Expectations This can be challenging: Everyone brings there own language and experience Unclarified expectations are the primary reasons for broken trust

25. Clarify Expectations Clarifying expectations is a two- way street—unrealistic expectations cause ethical practices

26. Clarify Expectations Making it happen: Quantify everything Three variables: quality/speed/cost Pick TWO Be realistic-much better to do it up front than to disappoint later

27. Clarify Expectations This all takes integrity---being honest and courageous about setting expectations and communicating with others

28. Clarify Expectations Summary: Disclose and Reveal expectations Discuss them Validate them Renegotiate them Don’t Violate them Don’t Assume they are Clear or Shared

29. Speed of Trust-Behavior #10 Practice Accountability -Hold yourself accountable. Hold others accountable. Take responsibility for results. Be clear on how you’ll communicate how you’re doing and how others are doing. Don’t avoid or shirk responsibility. Don’t blame others or point fingers when things go wrong.

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

31. Practice Accountability There are two dimensions: 1 st -Hold yourself accountable 2 nd -Hold others accountable Leaders do both!!!!

32. Practice Accountability “A good leader takes more than their fair share of the blame and gives more than their share of the credit.” Arnold Glasnow

33. Practice Accountability One reason why taking responsibility and holding ourselves accountable is challenging is that we live in an increasingly victimized society. While victimization creates dependency and distrust, accountability creates independency and trust.

34. Practice Accountability In truth, people respond to accountability— particularly the performers. Performers thrive in an environment where they know that everyone is expected to step up and be responsible, where they can trust that slackers and poor performers won’t slip by.

35. Practice Accountability Accountability builds extraordinary trust in the culture when people feel secure in the knowledge that everyone will be held to certain standards. It creates a sense of disappointment, inequity, and insecurity when leaders don’t hold people accountable.

36. Practice Accountability Summary: Hold yourself accountable Hold others accountable Take responsibility for results Don’t avoid or shirk responsibility Don’t blame others or point fingers when things go wrong

37. Part 3 “Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement” Richard DuFour Robert Marzano

38. Leaders of Learning Research: -Schools can not remain effective without the support of the central office -Improvement can not be sustained without the commitment of the district -district level leadership has been found to have a measurable effect-vital to improving schools

39. Leaders of Learning Effective District Leaders both Direct and Empower: -site-based autonomy-does not work -top down directives-do not work -The “Sweet Spot” Defined Autonomy

40. Leaders of Learning Defined Autonomy: -articulate clear, nondiscretionary goals -establish a common framework of researched-based strategies -determine indicators that will monitor progress

41. Purposeful Community A purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish purpose and produce outcomes that matter to all community members through agreed-upon process

42. Agreed-upon Processes Are the processes that lead to patterns of communication, relationships among community members, a sense of well- being, connections between the school and other institutions, shared leadership opportunities, and a sense of order and discipline

43. Leaders of Learning Defined Autonomy: -Command and Control -Agreed Upon Processes -Chain of Command

44. Leaders of Learning Effective District Leaders Create a Common Language: -creating a common language is an important element in any process -identify key terms -directly teach them -engage in consistent dialogue

45. Leaders of Learning Effective District Leaders Limit Initiatives: -the biggest impediment -unmanageable number -total lack of coherence -identify a few key priorities

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

47. Learning Targets To establish trust, build character and competence, enhance credibility, and create leadership that inspires confidence. To identify and clarify district focus, priorities and shared understanding within the RCAS Administrative Team while providing the opportunity to advance team building and to promote positive attitudes to advance the district.

48. Criteria for Success The RCAS Administrative Team will shift behavior to increase and inspire trust in the important relationships in the district. The RCAS Administrative Team will develop as a team with a shared focus, shared priorities and shared understandings.