Continuing the Journey to World Class:
Creativity, Vision, Leadership
Administrative Retreat 2014
Retreat Overview
Personal Goal Review
Ice Breaker
Grasping the KCS Vision
Clarifying the Vision
1. Are the items on my list crystal clear?
2. Can I identify them when they are in action and notice
their absence when they are not in action?
3. Does my list fire me up, create energy, passion, and
purpose?
4. Why is each item on the list?
5. Do the items on my list align to the KCS Guiding
Tenets?
6. Does my list generate a compelling picture of the
future?
7. Is my list based on research (compelling sources)?
The KCS Guiding Tenets
Guiding Tenets
Vision
Student Focused …World Class
Mission
The mission of Kingsport City Schools is to
provide all students with a world-class and
student-focused education that ensures
college and career readiness.
Core Values
Guiding Tenets – Core Values
Exemplary student learning
Guaranteed and viable curriculum
Collaborative and professional learning
communities
Engaging families and the community
Commitment to data-driven decisions for
continuous improvement
Guiding Tenets – Goals
Goal One: KCS will deliver world-class curriculum and
instruction.
Goal Two: KCS will provide committed and innovative
educators.
Goal Three: KCS will furnish safe, appropriate, and wellmaintained facilities that support teaching and learning.
Goal Four: KCS will ensure business operations effectively
support teaching and learning.
Goal Five: KCS will engage families and the community.
Guiding Tenets – Core
Competencies
KCS will promote and support exemplary leadership through the development of leadership
programming and succession planning.
KCS will utilize benchmarking and formative assessments for directing and planning next steps in the
learning process.
KCS will offer a rigorous curriculum and instruction plan that guides academics and reflects the
system’s philosophy and expectations.
KCS will utilize instructional technology that enhances student engagement and achievement.
KCS will provide differentiated and engaging instruction that individualizes instruction for the learner.
KCS will recruit, hire, and retain highly competent educators.
KCS will intentionally provide instructional support that enhances the learning process.
KCS will provide embedded and engaging professional learning opportunities for all KCS employees.
KCS will enhance planning and instruction through the employment of professional collaboration and
PLCs.
KCS will actively involve and engage its family and community partners.
KCS will utilize processes that focus on data analysis for guiding instructional decisions.
KCS will employ a performance improvement system model that supports and sustains the
organization.
Guiding Tenets – Key Practices
We will plan for learning to occur.
We will teach for understanding.
We will assess our learners to determine next steps.
We will incorporate problem-solving and innovation in
teaching and learning.
We will use internationally benchmarked standards to guide
our assessments and teaching.
We will sustain a collaborative culture with a focus on learning
for all.
We will engage our families and communities.
We will recruit, retain, and develop highly competent
educators.
We will build leadership capacity within our educational
community.
Guiding Tenets – Critical
Questions
What do we want students to know?
How will we know when the students have learned
it?
How will we respond when students do not learn?
How do we respond to students that have mastered
the content?
Strategic
Advantages/Challenges
Strategic
Advantages/Challenges
Strategic Opportunities
Strategic Opportunities
Key Strategic
Key Strategic
Objective Categories
Objective Categories
Strategic Opportunities
Strategic Opportunities
DRA utilized in grades Pre-K-5 and tracked on system-wide DRA template
DRA utilized in grades Pre-K-5 and tracked on system-wide DRA template
DRAutilized
utilizedwith
withstruggling
strugglingstudents
studentsatatmiddle
middleschool
schoollevel
level
DRA
SRIutilized
utilizediningrades
grades6-8
6-8and
andwith
withRead
Read180
180program
programatatthe
thehigh
highschool
school
SRI
LiteracyCoordinator
Coordinatorthat
thatprovides
providessupport
supportacross
acrossthe
thedistrict
district
Literacy
Reading
Proficiency
Reading
Proficiency
Math Proficiency
Math Proficiency
AP
AP
Incorporationofofliteracy
literacyteacher
teacherleaders
leaders
Incorporation
Bookrooms
roomswith
withleveled
leveledtexts
textsused
usedatatelementary
elementarysettings
settings
Book
Small
Smallgroup
groupreading
readinginstruction
instructionutilized
utilizedatatelementary
elementarylevel
level
Differentiated
Differentiatedliteracy
literacytechniques
techniquesutilized
utilizedatatsecondary
secondarylevel
level
CFAs
CFAsand
andquarterly
quarterlywriting
writingassessments
assessmentsadministered
administeredand
andtracked
trackedatatallalllevels
levels
Content
Contentand
andpedagogy
pedagogyprofessional
professionallearning
learningininliteracy
literacy
KCS anchor papers utilized at all levels
KCS anchor papers utilized at all levels
KCS writing expectations utilized in grades K-8
KCS writing expectations utilized in grades K-8
Common planning tools and graphic organizers utilized in grades K-8
Common planning tools and graphic organizers utilized in grades K-8
Common curriculum mapping at all levels
Common curriculum mapping at all levels
Literacy data conferences used to plan intervention and enrichment
Literacy data conferences used to plan intervention and enrichment
Standards-based math curriculum utilized in grades K-5
Standards-based
mathoffered
curriculum
utilized
grades
K-5
Honors
math coursework
at middle
andin high
schools
Honors
math coursework
offeredsupport
at middle
and the
highdistrict
schools
Math Coordinator
that provides
across
Math Coordinator
that provides
support
across
Common curriculum
mapping
at all
levelsthe district
Common curriculum
mapping
at all levels
Math data conferences
used to plan
intervention
and enrichment
Common
assessments
across
theenrichment
district
Math
data math
conferences
used toadministered
plan intervention
and
Contentmath
and assessments
pedagogy professional
learning
in the
mathdistrict
Common
administered
across
Collaborative
teacher
planning
sessionslearning
and unitinstudies
Content and
pedagogy
professional
math
Incorporation
of math teacher
leaders
Collaborative
teacher planning
sessions
and unit studies
Honors science and
math classes
middle
school
in preparation for AP
Incorporation
of at
math
teacher
leaders
Honors science and math classes at middle school in preparation for AP
KCS employs a Career Counselor who utilizes reports to configure AP coursework placements
Benchmarking opportunities with high-performing AP districts across the state
KCS employs a Career Counselor who utilizes reports to configure AP coursework placements
AP Parent and Student Nights
Benchmarking opportunities with high-performing AP districts across the state
AP Parent
andprogramming
Student Nights
Student focus group provides feedback
on AP
and support student performance
Summer Boot Camp for pre-AP coursework
Student Expansion
focus groupofprovides
feedback
on AP programming
andofferings
supportinstudent
performance
AP courses
with currently
one of highest
the state
Boot Camp
for pre-AP
coursework
AdministrationSummer
of EXPLORE
and PLAN
to monitor
student progress
Expansion of AP courses
withpreparation
currently one
of highest offerings in the state
ACT
courses
ACT
ACT
Honors science
and math
classestoatmonitor
middlestudent
school progress
Administration
of EXPLORE
and PLAN
EXPLORE, PLAN, and ACT
used courses
in all coursework placements
ACTreports
preparation
ParentHonors
presentations
for classes
course and
collegeschool
planning
scienceutilized
and math
at middle
EXPLORE, PLAN, and ACT reports used in all coursework placements
Parent presentations utilized for course and college planning
The KCS Data:
System-Level Data
Review
EOC
120
KCS EOC Proficiency Percentages
40
98.4
83.4
76
48.3
72.1
54.5
60
68.9
75.9
76.6
74.8
79.7
74.6
80
80.8
96.3
100
20
0
Algebra I
Algebra II
English I
English II
2012-13
2013-14
English III
Biology
US History
Achievement
100
91.5
90
91.5
KCS Achievement Proficiency Percentages
78
77.4
58.7
62.3
47.6
50
61
58.9
62.3
68.6
68.2
66.3
67.2
60
68.7
70
71.1
80
40
30
20
10
0
Grade 3 Math
Grade 7 Math
3-8 Math
Grade 3 RLA
2012-13
Grade 7 RLA
2013-14
3-8 RLA
Science
Social Studies
EOC Value Added
Avg
Predicted Predicted
Score
Avg %-ile
Growth
Measure
Standard
Error
Growth
Measure
%-ile
District vs
State Avg
Subject
Year
Nr of
Students
Algebra I
2012
2013
2014
3-Yr-Avg
602
621
582
1805
747
754.2
769
756.6
63
66
75
68
744.9
744.7
760.2
749.8
62
59
69
63
4.6
8.5
8.2
7.1
1.8
1.9
2.1
1.1
68
79
78
75
Above
Above
Above
Above
Algebra II
2012
2013
2014
3-Yr-Avg
435
394
391
1220
748.2
750.4
756.7
751.6
77
74
73
74
730.1
739.4
752.8
740.4
65
65
70
66
17.9
10.7
3.8
10.8
2.8
2.7
2.6
1.6
89
76
57
77
Above
Above
NDD
Above
Biology I
2012
2013
2014
3-Yr-Avg
485
469
574
1528
704.2
718.7
725.4
716.6
44
56
64
54
710.6
719.9
722.1
717.8
50
58
60
56
-6
-1.2
3.1
-1.4
2.1
2.1
1.7
1.1
19
47
72
42
Below
NDD
NDD
NDD
Chemistry
2014
398
733.3
70
727.8
65
5.3
2.5
63
Above
English I
2012
2013
2014
3-Yr-Avg
494
529
585
1608
710.5
713.4
718.6
714.4
49
51
55
52
714.9
717.1
719.1
717.1
54
56
56
56
-3.7
-3.4
-0.4
-2.5
1.3
1
1.1
0.7
11
12
44
14
Below
Below
NDD
Below
English II
2012
2013
2014
3-Yr-Avg
482
442
493
1417
708.3
712.1
715.7
712.1
50
55
57
54
712.4
712.9
716.3
713.9
55
56
57
56
-3.6
-0.7
-0.5
-1.6
1.3
1.3
1.2
0.7
15
42
45
25
Below
NDD
NDD
Below
English III
2012
2013
2014
3-Yr-Avg
349
329
336
1014
710.9
713.3
714.3
712.8
50
51
51
51
709.6
709.6
711
710.1
49
47
48
47
1.1
3.3
3
2.5
2
1.9
1.9
1.1
59
72
72
74
NDD
NDD
NDD
Above
US History
2012
2013
2014
3-Yr-Avg
146
283
290
719
538.1
541.2
559.6
548
64
69
89
78
536.8
535.1
536.8
536.1
61
59
59
60
1.1
5.8
21.3
9.4
2.2
1.6
1.5
1
56
88
99
99
NDD
Above
Above
Above
Avg Score Avg %-ile
Math TVAAS
Estimated District Growth Measure
Grade
3
4
5
6
7
8
Growth
Standard
0
0
0
0
0
State 3-Yr-Avg
4.7
2.2
1.9
3.5
2.1
Growth
Standard
State
2012 Growth
Measure
4.9 G*
4.1 G*
3.4 G*
5.0 G*
3.7 G*
4.2
1.4
Standard Error
0.7
0.6
0.6
0.6
0.7
0.3
0.3
2013 Growth
Measure
7.3 G*
4.7 G*
2.7 G*
2.6 G*
2.3 G*
3.9
1.1
Standard Error
0.7
0.6
0.6
0.6
0.7
0.3
0.3
2014 Growth
Measure
6.7 G*
4.0 G*
3.2 G*
0.4 G
-1.2 R
2.6
-0.3
Standard Error
0.6
0.6
0.6
0.6
0.7
0.3
0.3
3-Yr-Avg Growth
Measure
6.3 G*
4.3 G*
3.1 G*
2.7 G*
1.6 G*
3.6
0.7
Standard Error
0.4
0.4
0.4
0.3
0.4
0.1
0.1
Estimated District Avg Achievement
Grade
3
4
5
6
7
8
State Base Year
(2009)
50
50
50
50
50
50
State 3-Yr-Avg
53.2
56
56.3
55.4
57
57.5
2011 Avg
Achievement
55.7
59.2
59
59.5
60.8
58
2012 Avg
Achievement
55.4
60.5
63.2
62
64.2
64
2013 Avg
Achievement
60.6
62.7
65.1
65.5
64.5
66.4
2014 Avg
Achievement
59.8
67
66.5
67.6
65.7
63
Growth Measure over
Grades Relative to
Reading/ Language Arts TVAAS
Estimated District Growth Measure
Grade
3
4
5
6
7
8
Growth Standard
0
0
0
0
0
State 3-Yr-Avg
1.9
-0.4
-2
-1
2.4
Growth
Standard
State
2012 Growth
Measure
3.1 G*
4.2 G*
0.5 G
-0.8 R
2.3 G*
1.9
1.7
Standard Error
0.6
0.6
0.6
0.6
0.6
0.3
0.3
2013 Growth
Measure
2.2 G*
1.5 G*
-3.9 R*
-2.3 R*
1.7 G*
-0.2
-0.4
Standard Error
0.6
0.6
0.6
0.6
0.6
0.3
0.3
2014 Growth
Measure
0.4 G
-3.7 R*
-2.7 R*
-1.1 R
2.6 G*
-0.9
-1.1
Standard Error
0.6
0.6
0.6
0.6
0.6
0.3
0.3
3-Yr-Avg Growth
Measure
1.9 G*
0.7 G*
-2.0 R*
-1.4 R*
2.2 G*
0.3
0.1
Standard Error
0.4
0.4
0.3
0.3
0.3
0.1
0.1
Estimated District Avg Achievement
Grade
3
4
5
6
7
8
State Base Year
(2009)
50
50
50
50
50
50
State 3-Yr-Avg
51.3
52.8
51.2
48.8
47.8
49.3
2011 Avg
Achievement
53.8
54.1
54.4
53.2
51.2
51.9
2012 Avg
Achievement
54.5
56.8
58.2
54.7
52.2
53.4
2013 Avg
Achievement
57.6
56.6
58.3
54.2
52.3
53.8
2014 Avg
Achievement
52.4
57.8
53
55.2
53
54.8
Growth Measure over
Grades Relative to
Science TVAAS
Estimated District Growth Measure
Grade
3
4
5
6
7
8
Growth Standard
0
0
0
0
0
State 3-Yr-Avg
1.4
1.4
1.9
-0.2
-0.7
Growth
Standard
State
2012 Growth
Measure
3.2 G*
2.1 G*
7.5 G*
9.4 G*
11.2 G*
6.7
5.9
Standard Error
0.7
0.6
0.6
0.6
0.6
0.3
0.3
2013 Growth
Measure
-0.9 R
-0.2 Y
6.5 G*
0.2 G
1.0 G*
1.3
0.6
Standard Error
0.6
0.6
0.6
0.6
0.6
0.3
0.3
2014 Growth
Measure
0.9 G*
1.7 G*
3.7 G*
-0.1 Y
3.6 G*
2
1.2
Standard Error
0.6
0.6
0.6
0.5
0.6
0.3
0.3
3-Yr-Avg Growth
Measure
1.1 G*
1.2 G*
5.9 G*
3.2 G*
5.3 G*
3.3
2.6
Standard Error
0.4
0.3
0.3
0.3
0.4
0.1
0.1
Estimated District Avg Achievement
Grade
3
4
5
6
7
8
State Base Year
(2009)
50
50
50
50
50
50
State 3-Yr-Avg
54.3
54.4
53.9
53.9
51.9
48.8
2011 Avg
Achievement
55.9
54.8
52.7
52.1
47.6
49.1
2012 Avg
Achievement
58.8
59.1
56.9
60.3
61.5
58.9
2013 Avg
Achievement
62.3
57.9
58.9
63.4
60.3
62.3
2014 Avg
Achievement
60.6
63
59.6
62.5
63.1
63.6
Growth Measure over
Grades Relative to
Social Studies TVAAS
Estimated District Growth Measure
Grade
3
4
5
6
7
8
Growth Standard
0
0
0
0
0
State 3-Yr-Avg
-0.5
3.3
0.4
1.4
2
Growth
Standard
State
2012 Growth
Measure
2.5 G*
5.2 G*
8.0 G*
7.4 G*
3.7 G*
5.4
4.1
Standard Error
0.7
0.6
0.6
0.6
0.6
0.3
0.3
2013 Growth
Measure
-0.0 Y
4.2 G*
2.8 G*
-1.0 R
-2.7 R*
0.7
-0.7
Standard Error
0.7
0.6
0.6
0.6
0.5
0.3
0.3
2014 Growth
Measure
0.5 G
-0.3 Y
1.1 G*
3.3 G*
-0.3 Y
0.8
-0.5
Standard Error
0.6
0.6
0.6
0.5
0.5
0.3
0.3
3-Yr-Avg Growth
Measure
1.0 G*
3.0 G*
4.0 G*
3.3 G*
0.2 G
2.3
1
Standard Error
0.4
0.4
0.4
0.3
0.3
0.1
0.1
Estimated District Avg Achievement
Grade
3
4
5
6
7
8
State Base Year
(2009)
50
50
50
50
50
50
State 3-Yr-Avg
55.5
54.1
56.2
55.5
55.7
55.9
2011 Avg
Achievement
56.8
54.7
55.6
53.2
54.4
54.1
2012 Avg
Achievement
58.7
59.3
59.9
63.5
60.6
58.1
2013 Avg
Achievement
63.6
58.7
63.4
62.6
62.4
57.9
2014 Avg
Achievement
59.3
63.8
58.2
64.1
65.7
61.8
Growth Measure over
Grades Relative to
Composite TVAAS
Estimated District Growth Measure
Grade
4
5
6
7
8
Growth
Standard
0
0
0
0
0
State 3-Yr-Avg
1.9
1.6
0.5
0.9
1.5
Growth
Standard
State
2012 Growth
Measure
3.4 G*
3.9 G*
4.8 G*
5.3 G*
5.2 G*
4.5
3.3
Standard Error
0.5
0.4
0.4
0.4
0.4
0.2
0.2
2013 Growth
Measure
2.2 G*
2.5 G*
2.0 G*
-0.1 Y
0.6 G*
1.4
0.2
Standard Error
0.4
0.4
0.4
0.4
0.4
0.2
0.2
2014 Growth
Measure
2.1 G*
0.4 G*
1.3 G*
0.7 G*
1.2 G*
1.1
-0.2
Standard Error
0.4
0.4
0.4
0.3
0.4
0.2
0.2
3-Yr-Avg
Growth
Measure
2.6 G*
2.3 G*
2.7 G*
1.9 G*
2.3 G*
2.4
1.1
Standard Error
0.3
0.2
0.2
0.2
0.2
0.1
0.1
Estimated District Avg Achievement
Grade
4
5
6
7
8
State Base Year
(2009)
50
50
50
50
50
State 3-Yr-Avg
54.3
54.4
53.4
53.1
52.9
2012 Avg
Achievement
58.9
59.6
60.1
59.6
58.6
2013 Avg
Achievement
59
61.4
61.4
59.9
60.1
2014 Avg
Achievement
62.9
59.4
62.4
61.9
60.8
2011 Avg
Achievement
Growth Measure over
Grades Relative to
Evaluation Composite
Report:
District-Level
Evaluation
Composites
District:
Kingsport
Year:
2014
Test:
TCAP/EOC/Early
Grades
2013-2014 Composite Trends
One-Year Trend*
Two-Year Trend*
Three-Year Trend*
Composite
Type
Index
Level
Index
Level
Index
Level
Overall
9.31
5
14.33
5
29.78
5
Literacy
-2.79
1
-3.23
1
0.9
3
Numeracy
10.28
5
21.02
5
30.58
5
Literacy and
Numeracy
4.88
5
11.41
5
19.89
5
Achievement Targets
Achievement Targets
Gap Closures Targets
Gap Closure Targets
The KCS Data:
Employee Satisfaction
Survey Results
1)Demographics: “What type of employee are you?”
259
Teacher
307
27
33
23
Administrator
87
90
81
Instructional Assistant
28
26
24
Admin Asst/Secretary
Custodian
8
9
11
Food Services
4
11
9
Bus Driver
2
4
1
Maintenance
5
3
1
2014
2013
2012
56
64
61
Other
0
Total Responses
2013: 523
2012: 518
283
100
2014: 477
200
300
400
2)Demographics: “At what site do you primarily work?”
15 18 21
Palmer
19
18
22
Adams
30 34
32
Jackson
19
Jefferson
34
34
Johnson
50
36 40
20
Kennedy
Lincoln
34 39
35 40
41
2426
30
303234
Roosevelt
Washington
48
Robinson
45
3941
Sevier
2014
2013
2012
62
49
1
02
IA
CCA
4
8 10
80
D-B
89 93
2
1 5
Adult Ed/GED
27 31
32
ASC
6
1 5
2
1 5
Maintenance
Transportation
9
School-Based Administrator
0
20
40
60
80
100
6)Employee Satisfaction: “I have the materials and
equipment I need in order to do my job.”
37.9%
37.8%
37.2%
Very Satisfied
48.0%
45.1%
44.9%
Satisfied
6.6%
7.7%
6.6%
Neutral
6.2%
8.5%
10.1%
Dissatisfied
Very Dissatisfied
1.4%
1.0%
1.2%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
7)Employee Satisfaction: “The system provides a comfortable
work environment that supports productive work.”
35.2%
37.0%
35.0%
Very Satisfied
53.1%
48.0%
50.2%
Satisfied
6.7%
9.3%
8.2%
Neutral
Dissatisfied
Very Dissatisfied
4.1%
5.3%
5.3%
0.9%
0.4%
1.2%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
8)Employee Satisfaction: “My work responsibilities are
reasonable.”
21.1%
Very Satisfied
26.2%
22.8%
50.1%
51.9%
49.8%
Satisfied
14.5%
12.2%
13.0%
Neutral
10.1%
8.3%
12.3%
Dissatisfied
Very Dissatisfied
1.2%
1.4%
2.1%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
9)Employee Satisfaction: “The system offers an
appropriate benefits package.”
23.60%
21.3%
19.0%
Very Satisfied
52.70%
53.2%
57.0%
Satisfied
18.50%
20.2%
15.7%
Neutral
Dissatisfied
Very Dissatisfied
3.20%
4.7%
7.4%
2.10%
0.6%
0.8%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
10)Employee Satisfaction: “I am compensated fairly by my
salary.”
13.90%
16.2%
15.5%
Very Satisfied
48.80%
45.4%
41.4%
Satisfied
Neutral
16.40%
20.2%
19.9%
Dissatisfied
16.00%
14.3%
20.3%
Very Dissatisfied
2014
2013
2012
4.90%
3.9%
2.9%
0.0%
% of respondents
20.0%
40.0%
60.0%
11)Employee Satisfaction: “I feel informed about what is
going on system-wide.”
26.6%
26.8%
Very Satisfied
18.0%
54.1%
52.3%
51.3%
Satisfied
12.6%
15.4%
18.8%
Neutral
Dissatisfied
5.6%
4.1%
11.2%
Very Dissatisfied
1.2%
1.4%
0.6%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
12)Employee Satisfaction: “My co-workers communicate
effectively with each other.”
36.0%
35.9%
32.0%
Very Satisfied
48.2%
48.9%
48.0%
Satisfied
10.6%
10.8%
12.1%
Neutral
Dissatisfied
Very Dissatisfied
3.9%
3.7%
6.4%
1.4%
0.8%
1.5%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
13)Employee Satisfaction: “I feel involved in decisions that
affect the system.”
10.2%
Very Satisfied
35.9%
32.0%
32.6%
Satisfied
48.9%
48.0%
35.8%
Neutral
10.8%
12.1%
17.1%
Dissatisfied
Very Dissatisfied
3.7%
6.4%
4.4%
0.8%
1.5%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
14)Employee Satisfaction: “I understand the goals of the
system.”
26.6%
24.0%
17.9%
Very Satisfied
57.7%
58.5%
53.2%
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
2014
2013
2012
11.8%
15.3%
20.1%
3.5%
1.4%
8.2%
0.5%
0.8%
0.6%
0.0%
20.0%
% of respondents
40.0%
60.0%
80.0%
15)Employee Satisfaction:
“I understand how the strategies and our ways
of doing business make KCS better than other systems.”
27.1%
26.3%
Very Satisfied
16.5%
47.0%
45.8%
44.1%
Satisfied
19.4%
21.6%
24.5%
Neutral
4.9%
4.7%
Dissatisfied
13.2%
Very Dissatisfied
1.6%
1.6%
1.6%
0.0%
10.0% 20.0% 30.0% 40.0% 50.0%
% of respondents
2014
2013
2012
16)Employee Satisfaction: “The morale of my school or
department is good.”
28.20%
Very Satisfied
28.4%
23.3%
42.40%
Satisfied
44.0%
40.2%
14.20%
Neutral
14.2%
17.5%
10.60%
Dissatisfied
10.1%
14.2%
4.60%
Very Dissatisfied
3.2%
4.7%
0.0%
10.0% 20.0% 30.0% 40.0% 50.0%
% of respondents
2014
2013
2012
17)Employee Satisfaction: “I am satisfied with the mentoring
relationship I have with someone in the system.”
28.6%
27.7%
26.0%
Very Satisfied
39.1%
39.0%
37.5%
Satisfied
27.4%
27.9%
27.5%
Neutral
3.0%
3.7%
Dissatisfied
7.3%
Very Dissatisfied
1.9%
1.6%
1.7%
0.0%
10.0% 20.0% 30.0% 40.0% 50.0%
% of respondents
2014
2013
2012
18)Employee Satisfaction: “I am able to improve my work skills
because of the feedback I get on the job.”
27.7%
25.8%
21.8%
Very Satisfied
53.3%
52.6%
Satisfied
46.9%
12.1%
15.1%
Neutral
21.6%
6.1%
5.5%
8.5%
Dissatisfied
Very Dissatisfied
0.9%
1.0%
1.2%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
19)Employee Satisfaction:
“I am satisfied with the quality of the
professional development/training provided by the system.”
24.4%
22.5%
Very Satisfied
16.5%
45.5%
42.9%
41.5%
Satisfied
17.2%
19.2%
22.7%
Neutral
10.1%
12.3%
15.4%
Dissatisfied
Very Dissatisfied
0.0%
2.3%
3.0%
4.0%
10.0% 20.0% 30.0% 40.0% 50.0%
% of respondents
2014
2013
2012
20)Employee Satisfaction: “I receive fair and honest
feedback regarding my performance.”
35.1%
Very Satisfied
29.3%
28.0%
50.0%
51.5%
46.8%
Satisfied
10.6%
12.5%
16.1%
Neutral
Dissatisfied
Very Dissatisfied
3.2%
5.9%
6.4%
1.2%
0.8%
2.7%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
21)Employee Satisfaction: “Creativity and innovations are
supported in this system.”
31.1%
29.9%
Very Satisfied
19.0%
52.8%
Satisfied
47.4%
47.5%
10.6%
14.7%
17.9%
Neutral
Dissatisfied
4.2%
5.9%
12.9%
Very Dissatisfied
1.4%
2.0%
2.7%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
22)Employee Satisfaction:
“I am happy with the amount of freedom I
have to decide how I approach my work.”
31.60%
34.1%
Very Satisfied
25.8%
46.10%
44.4%
42.1%
Satisfied
13.10%
11.4%
14.7%
Neutral
6.70%
8.1%
Dissatisfied
11.8%
Very Dissatisfied
2.50%
2.0%
5.6%
0.0%
10.0% 20.0% 30.0% 40.0% 50.0%
% of respondents
2014
2013
2012
23)Employee Satisfaction: “My coworkers work together
as a team.”
48.1%
46.9%
43.7%
Very Satisfied
39.1%
40.8%
42.4%
Satisfied
8.5%
9.2%
8.5%
Neutral
Dissatisfied
Very Dissatisfied
3.2%
2.3%
3.9%
1.2%
0.8%
1.4%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
24)Employee Satisfaction: “My coworkers respect each
other’s opinions and values.”
43.3%
46.5%
41.0%
Very Satisfied
44.9%
40.0%
43.9%
Satisfied
7.2%
9.8%
9.3%
Neutral
3.9%
3.0%
4.3%
Dissatisfied
Very Dissatisfied
0.7%
0.6%
1.4%
0.0%
10.0% 20.0% 30.0% 40.0% 50.0%
% of respondents
2014
2013
2012
25)Employee Satisfaction: “I feel the system cares about
its people.”
22.6%
27.4%
Very Satisfied
16.8%
50.1%
44.7%
46.7%
Satisfied
15.7%
Neutral
Dissatisfied
20.9%
20.3%
8.1%
5.1%
12.7%
Very Dissatisfied
3.5%
1.8%
3.5%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
26)Employee Satisfaction:
“I am satisfied with the amount and frequency
of informal praise and appreciation I receive.”
26.6%
27.0%
Very Satisfied
18.9%
45.5%
42.4%
43.6%
Satisfied
17.6%
19.1%
22.0%
Neutral
7.9%
9.1%
11.8%
Dissatisfied
Very Dissatisfied
0.0%
2.5%
2.4%
3.7%
10.0% 20.0% 30.0% 40.0% 50.0%
% of respondents
2014
2013
2012
27)Employee Satisfaction: “I am proud to work for
Kingsport City Schools.”
54.2%
53.8%
Very Satisfied
46.3%
38.9%
35.2%
40.9%
Satisfied
5.8%
9.6%
10.6%
Neutral
Dissatisfied
Very Dissatisfied
0.5%
1.0%
2.1%
0.7%
0.4%
0.2%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
28)Employee Satisfaction: “I would recommend Kingsport
City Schools as a place to work.”
47.8%
47.3%
Very Satisfied
38.0%
37.6%
37.9%
39.9%
Satisfied
11.6%
11.6%
Neutral
16.7%
Dissatisfied
Very Dissatisfied
1.6%
2.0%
4.0%
1.4%
1.2%
1.5%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
29)Employee Satisfaction: “I trust the system leadership team
(principals and ASC administrators).”
34.2%
36.9%
Very Satisfied
29.8%
43.7%
39.8%
42.0%
Satisfied
15.0%
15.7%
18.0%
Neutral
5.3%
4.9%
8.1%
Dissatisfied
Very Dissatisfied
1.9%
1.2%
2.1%
0.0%
10.0% 20.0% 30.0% 40.0% 50.0%
% of respondents
2014
2013
2012
30)Employee Satisfaction: “I receive a sense of
satisfaction from the work I do.”
49.5%
50.2%
45.9%
Very Satisfied
41.9%
43.7%
45.7%
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
6.0%
4.5%
5.6%
1.8%
1.2%
2.5%
0.7%
0.4%
0.4%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
31)Employee Satisfaction: “I am satisfied with my job
overall.”
36.9%
39.4%
33.6%
Very Satisfied
51.8%
49.3%
51.9%
Satisfied
7.6%
8.7%
10.0%
Neutral
Dissatisfied
Very Dissatisfied
3.0%
2.0%
4.1%
0.7%
0.6%
0.4%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%
% of respondents
2014
2013
2012
Creativity: Learning to
Lead Out of Our Minds
Paper Clip Creativity
In the allotted time and working on your
own, list as many possible uses as you can
think of for a paper clip.
Sir Ken Robinson
How Schools Kill Creativity
-TED2006
Tonight’s Dinner:
Calhoun’s
Meet in Lobby at 6:15
Day 2 Open
Ice Breaker
Creativity: Extending
the Call for Innovation
RSA Animate
Changing Education Paradigms
Break Point and Beyond
The Genius Test for Divergent thinking:
Break Point and Beyond
The Genius Test for Divergent thinking:

The “Paper Clip Genius” (+100 uses)
Age 3-5:
Age 8-10:
Age 13-15:
Adults +25:
Break Point and Beyond
The Genius Test for Divergent thinking:

The “Paper Clip Genius” (+100 uses)
Age 3-5: 98%
Age 8-10:
Age 13-15:
Adults +25:
Break Point and Beyond
The Genius Test for Divergent thinking:

The “Paper Clip Genius” (+100 uses)
Age 3-5: 98%
Age 8-10: 32%
Age 13-15:
Adults +25:
Break Point and Beyond
The Genius Test for Divergent thinking:

The “Paper Clip Genius” (+100 uses)
Age 3-5: 98%
Age 8-10: 32%
Age 13-15: 10%
Adults +25:
Break Point and Beyond
The Genius Test for Divergent thinking:

The “Paper Clip Genius” (+100 uses)
Age 3-5: 98%
Age 8-10: 32%
Age 13-15: 10%
Adults +25: 2%
Chapter 1 Book Review
Charting the Journey to
World Class:
Knowing Where We’ve Been
School-Level Data
EOC
120
EOC Proficiency Percentages
86.6
99
71.4
84.4
31.3
41.6
40
49.7
56.7
73.4
71.1
60
78.7
82
77.3
78.1
76.8
77.6
80
81.8
97.9
100
5.3
7.7
0
0
12.5
0
10
0
11.1
21.4
20
0
Algebra I
Algebra II
D-B 2012-13
English I
D-B 2013-14
English II
Cora Cox 2012-13
English III
Biology
Cora Cox 2013-14
US History
Math Achievement
90
61.6
55.6
58.5
74.1
74.9
77.1
72.9
65.3
67.7
62.1
75.1
77.6
57.5
50
57.8
57.5
60
74.9
71.2
70
66.7
80.2
80
81.2
Math Proficiency Percentages
40
30
20
10
0
Adams
Jackson
Jefferson
Johnson
Kennedy
2012-13
Lincoln
2013-14
Roosevelt
Washington
Robinson
Sevier
Reading/ Language Arts
Achievement
80
RLA Proficiency Percentages
58.9
57.9
69.6
67.7
62.5
65.5
47.9
50
49.2
65.1
68.5
56.5
50
53.6
53.9
58.1
62
60
68.5
69.9
70
35.3
37.9
40
30
20
10
0
Adams
Jackson
Jefferson
Johnson
Kennedy
2012-13
Lincoln
2013-14
Roosevelt
Washington
Robinson
Sevier
Science Achievement
100
Science Proficiency Percentages
50
77.4
76.5
85.1
86.3
80.1
76.7
71.9
64.3
69.6
68.7
69.6
85.1
85.5
65.2
61.5
60
59.2
70
79.3
73.7
82.2
80
82.5
90
40
30
20
10
0
Adams
Jackson
Jefferson
Johnson
Kennedy
2012-13
Lincoln
2013-14
Roosevelt
Washington
Robinson
Sevier
Social Studies Achievement
Social Studies Proficiency Percentages
89.3
87.7
92.9
92.9
92.6
91.6
92.1
87.6
84.6
85
90.8
91.9
94.2
86.4
90
95.1
97.1
91.1
91.9
93.9
95
97.4
97
100
80
75
Adams
Jackson
Jefferson
Johnson
Kennedy
2012-13
Lincoln
2013-14
Roosevelt
Washington
Robinson
Sevier
EOC Value Added Summary
Estimated School Growth Measure
School Name
Cora Cox
Academy
Dobyns
Bennett High
School
Robinson
Middle School
Sevier Middle
School
Algebra I
Algebra II
Biology I
English I
English II
English III US History Chemistry
2014
--
--
-20.1
--
-6.5
-8.1
-4.5
--
3-Yr-Avg
--
--
--
--
--
--
--
--
2014
9.7
8.3
6
-0.6
-0.2
3.8
24.8
9.4
3-Yr-Avg
7.2
16.4
1.6
-1.9
-1.4
3.4
12.1
--
2014
12.3
--
--
--
--
--
--
--
3-Yr-Avg
11.6
--
--
--
--
--
--
--
2014
0.3
--
--
--
--
--
--
--
3-Yr-Avg
0.6
--
--
--
--
--
--
--
Math Value Added Summary
Estimated School Growth Measure by Grade
School Name
4
5
6
7
Jackson
Elementary
School
Jefferson
Elementary
School
John Adams
Elementary
School
Johnson
Elementary
School
Kennedy
Elementary
School
8
2014
9.8
5.7
--
--
--
3-Yr-Avg
5.7
8.3
--
--
--
2014
7.2
1.8
--
--
--
3-Yr-Avg
8.8
3.1
--
--
--
2014
8.9
-2.2
--
--
--
3-Yr-Avg
6.7
1.6
--
--
--
2014
7.6
-6.2
--
--
--
3-Yr-Avg
7.2
-0.4
--
--
--
2014
6
8.5
--
--
--
3-Yr-Avg
5.2
5.1
--
--
--
Lincoln
Elementary
School
2014
2.3
9.4
--
--
--
3-Yr-Avg
7.5
3.3
--
--
--
2014
--
--
5.2
2.6
0.2
Robinson Middle
School
3-Yr-Avg
--
--
4.3
3.3
4.3
2014
12.1
3.6
--
--
--
3-Yr-Avg
4.1
6.3
--
--
--
2014
--
--
1.1
-1.8
-2.5
3-Yr-Avg
--
--
1.6
1.7
-1.4
2014
2.4
12.7
--
--
--
3-Yr-Avg
3.4
8
--
--
--
Roosevelt
Elementary
School
Sevier Middle
School
Washington
Elementary
School
Reading/ Language Arts
Value Added Summary
School Name
Jackson
Elementary
School
Jefferson
Elementary
School
John Adams
Elementary
School
Johnson
Elementary
School
Estimated School Growth Measure by Grade
4
5
6
7
2014
-2
3-Yr-Avg
2014
8
-3.8
--
--
--
0.3
2.8
--
--
--
3
-1.4
--
--
--
3-Yr-Avg
3.5
5.1
--
--
--
2014
1.4
-5.1
--
--
--
3-Yr-Avg
-1.5
-0.7
--
--
--
2014
5.5
-6.8
--
--
--
3-Yr-Avg
3.7
-3
--
--
--
Kennedy
Elementary
School
2014
-9
-3.5
--
--
--
3-Yr-Avg
-2.1
-1.1
--
--
--
Lincoln
Elementary
School
2014
-1.7
-1
--
--
--
3-Yr-Avg
3.5
0.8
--
--
--
2014
--
--
-2.6
-1.1
4.6
3-Yr-Avg
--
--
-1.6
-2.3
2.7
2014
-2.5
-0.8
--
--
--
3-Yr-Avg
-0.8
0.5
--
--
--
2014
--
--
-3.4
-1.1
0.2
3-Yr-Avg
--
--
-2.8
-0.4
1.5
2014
0.9
-3.7
--
--
--
3-Yr-Avg
3.2
0.9
--
--
--
Robinson
Middle School
Roosevelt
Elementary
School
Sevier Middle
School
Washington
Elementary
School
Science Value Added Summary
School Name
Jackson
Elementary
School
Jefferson
Elementary
School
John Adams
Elementary
School
Johnson
Elementary
School
Kennedy
Elementary
School
Estimated School Growth Measure by Grade
4
5
6
7
8
2014
1.7
-2.8
--
--
--
3-Yr-Avg
0.6
1.6
--
--
--
2014
2.4
14.9
--
--
--
3-Yr-Avg
2.6
8.5
--
--
--
2014
-6.2
-2.8
--
--
--
3-Yr-Avg
-3.1
0
--
--
--
2014
5.2
-4.8
--
--
--
3-Yr-Avg
3.5
0.4
--
--
--
2014
-0.3
4.6
--
--
--
3-Yr-Avg
-0.2
0.7
--
--
--
Lincoln
Elementary
School
2014
0.7
7.1
--
--
--
3-Yr-Avg
4.4
0.4
--
--
--
2014
--
--
1.8
0.9
3.5
Robinson
Middle School
3-Yr-Avg
--
--
4
4.5
7.9
2014
4.5
0.6
--
--
--
3-Yr-Avg
-0.2
-0.9
--
--
--
2014
--
--
5.5
-1.4
3.4
3-Yr-Avg
--
--
8.1
1.5
2.2
2014
0.4
-0.6
--
--
--
3-Yr-Avg
-1.5
-0.4
--
--
--
Roosevelt
Elementary
School
Sevier Middle
School
Washington
Elementary
School
Social Studies Value Added
Summary
Estimated School Growth Measure by Grade
School Name
4
5
6
7
Jackson
Elementary
School
Jefferson
Elementary
School
John Adams
Elementary
School
Johnson
Elementary
School
8
2014
-0.5
-3.8
--
--
--
3-Yr-Avg
0.2
3.9
--
--
--
2014
1.2
8
--
--
--
3-Yr-Avg
1.7
5.7
--
--
--
2014
4.3
-5.1
--
--
--
3-Yr-Avg
-0.4
2.9
--
--
--
2014
2.8
-8.2
--
--
--
3-Yr-Avg
2.1
-2.2
--
--
--
Kennedy
Elementary
School
2014
-7.3
1.1
--
--
--
3-Yr-Avg
-1.8
4.4
--
--
--
Lincoln
Elementary
School
2014
-4.2
4.8
--
--
--
3-Yr-Avg
5.5
3.4
--
--
--
2014
--
--
1.3
1.8
-1.9
3-Yr-Avg
--
--
5
1.6
-0.5
2014
-3.2
3.3
--
--
--
3-Yr-Avg
-4.3
6.5
--
--
--
2014
--
--
0.4
4.7
1
3-Yr-Avg
--
--
2.8
5.2
0.9
2014
4
0.9
--
--
--
3-Yr-Avg
-0.8
2.7
--
--
--
Robinson
Middle School
Roosevelt
Elementary
School
Sevier Middle
School
Washington
Elementary
School
Composite Value Added
Summary
Estimated School Growth Measure by Grade
School Name
4
5
6
7
2014
2.3
-1.2
---
8
--
Jackson
Elementary School
3-Yr-Avg
1.7
4.2
--
--
--
2014
3.4
5.8
--
--
--
Jefferson
Elementary School
3-Yr-Avg
4.1
5.6
--
--
--
2014
2.1
-3.8
--
--
--
3-Yr-Avg
0.4
1
--
--
--
2014
5.3
-6.5
--
--
--
3-Yr-Avg
4.1
-1.3
--
--
--
2014
-2.7
2.7
--
--
--
3-Yr-Avg
0.3
2.3
--
--
--
2014
-0.7
5.1
--
--
--
3-Yr-Avg
5.2
2
--
--
--
2014
--
--
1.4
1.1
1.6
3-Yr-Avg
--
--
2.9
1.8
3.6
2014
2.7
1.7
--
--
--
3-Yr-Avg
-0.3
3.1
--
--
--
2014
--
--
0.9
0.1
0.5
3-Yr-Avg
--
--
2.4
2
0.8
2014
1.9
2.3
--
--
--
3-Yr-Avg
1.1
2.8
--
--
--
John Adams
Elementary School
Johnson
Elementary School
Kennedy
Elementary School
Lincoln
Elementary School
Robinson Middle
School
Roosevelt
Elementary School
Sevier Middle
School
Washington
Elementary School
Break
Charting the Journey to
World Class:
Trajectory Design
2014-15 Trajectory
Design
2014-15 Trajectory Design
Review your key strategies from last year.
Discuss what strategies were most
effective.
Input percentages from data files.
Start working on key strategies.
Save to OneDrive at the conclusion of the
session.
Report out prior to lunch.
Lunch
Charting the Journey to
World Class:
Performance Excellence
Our KCS Performance
Excellence Journey
KCS and TNCPE
Goals of presentation
• Overview of TNCPE
• Kingsport City Schools’ journey to
date with TNCPE
• Current status
• Next Steps
What is TNCPE?
Mission of TNCPE: To drive organizational excellence in
Tennessee.
Vision of TNCPE: To be the partner of choice in leading
Tennessee organizations to world-class performance excellence.
Using the framework of an awards program, TNCPE fulfills its
mission by providing in-depth, low-cost assessments of regional
organizations using the Criteria for Performance Excellence.
Through a methodology based on the Baldrige Performance
Excellence Program, organizations receive detailed feedback
that they use to improve their processes and results.
Baldrige Criteria for Performance
Excellence
The Baldrige Criteria for Performance
Excellence empower your organization to:
reach your goals
improve your results
become more competitive by aligning your
plans, processes, decisions, people,
actions, and results
Baldrige Criteria
1.Leadership
2.Strategic planning
3.Customer focus
4.Measurement, Analysis, and Knowledge
Management
5.Workforce focus
6.Operations focus
7.Results
Our Journey with TNCPE
Spring 2012 Dr. Ailshie joins KCS with previous experience as an
examiner and judge with TNCPE
2012-2013 School year –Andy True and Jim Nash participate in
examiner training and site visits during the year
2012 – David McClaskey from Pal’s begins work with KCS
District Leadership Team develops KCS Guiding Tenets including
the mission, vision, goals, key practices, and guiding questions
2013 Development of organizational profile for KCS
2013-14 School year – Dr. Ailshie, Andy True, Jim Nash, Michael
Hubbard and Stacy Edwards participate in training and site visits.
Note: Dr. Ailshie involved as a judge during this year
2014 – KCS begins development of application for TNCPE
Summer 2014 – Carmen Bryant, Michael Hubbard, Brian Cinnamon,
Shanna Hensley, and Brian Tate trained as examiners with site
visits upcoming this fall
Current Status
KCS applying for Level 4 application site visit
KCS hosting Baldrige Day on July 22nd
Ten people in system currently trained as
examiners
Site visit to occur during the fall (likely
October)
Following site visit KCS Leadership Team will
review feedback from site visit team to further
improve and move forward as a district
The TNCPE Criteria
Performance Excellence Criteria
Supports a system perspective to align
goals across the organization
Supports goal-based diagnosis
Asks questions about seven critical
aspects of managing and performing as an
organization
Criteria for Performance
Excellence
Leadership
Strategic Planning
Customer Focus
Measurement, Analysis, and Knowledge
Management
Workforce Focus
Operations Focus
Results
Why Performance Excellence?
To deliver ever-improving value to
customers and stakeholders
To improve the organization’s overall
effectiveness and capability
To help the organization improve and
learn
To help workforce members learn and
grow
Organizational Profile
Organizational Description

What are your key organizational
characteristics?
Organizational Situation

What is your organization’s strategic
situation?
Organizational Profile
Organizational Environment
 Product Offerings, Vision & Mission, Workforce
Profile, Assets, Regulatory Requirements
Organizational Relationships
 Organizational Structure, Customers and
Stakeholders, Suppliers and Partners
Competitive Environment
 Competitive Position, Competitiveness Changes,
Comparative Data
Strategic Context
Performance Improvement System
Performance Criteria
Leadership


Senior Leadership
Governance and Societal Responsibilities
Strategic Planning


Strategy Development
Strategy Implementation
Customer Focus


Voice of the Customer
Customer Engagement
Measurement, Analysis, and Knowledge Management


Measurement, Analysis, and Improvement of Organizational
Performance
Knowledge Management, Information, and Information Technology
Performance Criteria
Workforce Focus


Workforce Environment
Workforce Engagement
Operations Focus


Work Processes
Operational Effectiveness
Results





Product and Process Results
Customer-Focused Results
Workforce-Focused Results
Leadership and Governance Results
Financial and Market Results
Performance Criteria
Process Analysis

Approach
Are the methods appropriate?

Deployment
Is the approach broadly and deeply applied?

Learning
Is new knowledge acquired through evaluation,
study, experience, and innovation?

Integration
Is the performance improvement system
a fully interconnected unit?
The KCS TNCPE
Application
TNCPE Application
KCS has submitted a Level 4 application.
A three-day site visit will be conducted this
fall.
This will provide you with some highlights
from the application.
Please review the application prior to the
site visit.
A roll-out plan will be discussed at the end
of this presentation.
Scoring Dimensions
Process:
A
D
L
I
Results:
Le
T
C
I
Scoring Dimensions
Process:
Results:
Approach
Levels
Deployment Trends
Learning
Compariso
ns
Integration
Integration
Organizational Profile
Guiding Tenets
Educational Programs & Services
Key Requirements
Competitive Environment
Performance Improvement System
Key Requirements
Criteria One- Leadership
Vision, Values, & Mission
Communication with Customers &
Workforce [7.4a(1)]
Succession Planning
Governance System [7.4a(2)]
Legal Behavior [7.4a(3)]
Ethical Behavior [7.4a(4)]
Societal Well-Being [7.4a(5)]
Community Support [7.4a(5)]
Criteria Two- Strategic Planning
Strategy Development
Strategic Advantages
Key Work Systems (action plans) [7.4b]
Key Strategic Objectives [7.4b]
Action Plans
Resource Allocation [7.5a(1)]
Performance Measures & Projections
[7.4b]
Key Workforce Plans
Key Strategic Objectives
Criteria Three- Customer Focus
Listening to Customers
Satisfaction and Engagement
[7.2a(1)(2)]
Relationship Management
Complaint Management
Criteria Four- Measurement,
Analysis, & Knowledge
Management
Performance Measures [7.5a(1)]
Performance Analysis, Review, &
Improvement
Organizational Knowledge
Data, Information, & Technology
Performance Reviews
Criteria Five- Workforce Focus
Capability & Capacity [7.3a(1)]
Training New Workforce Members
Workplace Environment &
Environmental Factors [7.3a(2)]
Benefits & Services
Engagement [7.3a(3)]
Leader Development & Career
Progression [7.3a(4)]
Criteria Six- Operations Focus
Key Work & Support Processes [7.1a &
7.1b(1)]
Cost Control [7.1b(1)]
Supply Chain [7.1c]
Safety & Emergency Preparedness
[7.1b(2)]
Innovation Management
Charting the Journey to
World Class:
The Next 100 Days
100 Day Plan
Development
2014-15
Instructional Rounds
Break
Charting the Journey to
World Class:
PLC Work
Key Learnings
How do we proceed?
Where is our focus?
Tonight’s Dinner:
Best Italian
Meet in Lobby at 6:15
Sharpening Our Focus:
Vision 2014-15
Equipment Needed to
Lead: The Nuts & Bolts
STREAM
TEAM
STAFF EVALUATIONS
CLASSIFIED
• final evaluation should be submitted by end of June on ONE PAGE
(front and back)
CERTIFIED
• observations should include entry of Self-assessment scores in CODE.
• Print individual summaries once final effectiveness scores are finalized.
Teacher and evaluator both sign – ORIGINAL should be sent to T. Davis
• Summary of teacher evaluation sheets will be coming to you indicating
number of observations required.
TEACHER TEAM
EFFECTIVENESS SCORES
Chart Title
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
PYE
1
2
3
4
5
TEACHER TEAM
EFFECTIVENESS SCORES
Palmer
Adams
Jackson
Jefferson
Johnson
Kennedy
Lincoln
Roosevelt
Washington
IA / SW
RNR
Sevier
Cox
DB
TOTAL
PYE
1
0
2
2
1
0
3
3
1
22
2
2
7
77
123
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
6
0
1
0
0
1
0
2
3
3
2
0
18
3
0
11
19
0
11
11
1
0
3
0
3
6
0
5
70
4
2
13
9
5
20
14
12
4
10
0
11
22
0
13
135
5
7
2
2
25
3
2
19
19
19
0
37
23
0
40
198
Social Media
Pick the Right Medium
Twitter
 Updates/Information
 News
Facebook
 Photos/Long-form Descriptions
 Storytelling
YouTube
 Video Storytelling/Information
Blogs
 Personal Connections
Twitter
Best for news/updates
140 character limit
Suggested usernames:
 Full School Name for Account
Thomas Jefferson Elementary School, John
Sevier Middle School, Cora Cox Academy,
Dobyns-Bennett High School
Twitter
Suggested username:
 Twitter Handle (15 character max)
@kptschools, @KCS_SchoolFirstName
(@KCS_Washington, @KCS_DBHS,
@KCS_CoraCOX, @AndyTrueKCS
Target Demographic - Younger
Twitter
Twitter for personal professional learning
Follow significant education voices
Search by hashtag
Join the discussion!
Facebook
Best for Storytelling/Photos


Photo Galleries
Event Marketing & Summaries
General Demographic – Older
Facebook
Suggested School Username:


Full name for school account
No need to worry about “KCS” to the
name w/ FB, as you can add the
location to the account
YouTube
Video Storytelling
Personal Connection
Materials with longer shelf life
YouTube
Suggested Name:


Main Title – Play on words w/ school
name and mascot: The Roosevelt
Bears’ Den
Subtitle – Full School Name
Blogs
Personal Connections
Longer, on-topic communication
Current KCS Demographics
Facebook Fans – 3,733 (majority adult population –
parents/community/staff)
Twitter Followers – 1,465 (majority student population)
Pinterest Followers – 112
YouTube Channel Subscribers – 51 w/ 9,917 video views
We Are KCS Blog Followers– 35
The Biggest Takeaways…
Have a Champion/Owner



Responsible
Trusted
“In-the-Loop”
Marketing


Help each other cross-promote
Use District Communications Dept.
Updates… Early and often!
TN Educational Law
Legislative Overview Summary
654 – Prohibits LEAs from discriminating against a student
based on the student’s voluntary expression of faith based
viewpoint. Allows a student to organize religious clubs to the
same extent of other noncurricular clubs. Students may
express religious beliefs in school assignments in a manner
that is free from discrimination.
687 - Allows LEAs to educate students about the history of
traditional winter celebrations. Allows students and LEAs to
offer certain winter celebration greetings and to display certain
scenes and symbols associated with such celebrations on
school property if the display includes a scene of more than
one religion or at least one secular scene or symbol. Prohibits
any display of such celebration from including a message that
encourages adherence to a particular religious belief.
Legislative Overview Summary
614 – Authorizes trained personnel to administer daily
insulin to a student based on the student’s IHP. Requires
training to be done by the school nurse. Requires the
student’s parents or guardian to authorize the school
nurse or trained volunteer to participate in the student’s
diabetic care.
692 – Requires an LEA in instances where a student is
transferring from another LEA to send the student’s
records, including discipline, to the LEA to which the
student is transferring. Must comply with the Family
Education and Privacy Act.
Legislative Overview Summary
704 – Requires $100 out of the $200 provided to
each teacher for instructional supplies be given
to the teacher by October 1. Requires an LEA to
send a written explanation to both the education
committees and the commissioner of education
if not complying.
717 – Specifics to safety plans shall not be open
for public inspection. Meetings pertaining to
such plans are not subject to open meeting laws.
Law enforcement agencies should receive
copies of plans.
Legislative Overview Summary
905 – Addresses future adoption of academic standards and
provides for notice to the public and the education
committees. Addresses student data collection by clarifying
permissible activities, creating transparency and ensuring the
state controls state data. Requires LEAs to adopt a model
policy for transferring student data. Reaffirms the federal
government has no authority to set educational standards for
Tennessee. Provides that parents must opt-in to any student
surveys or evaluations that require the collection of biometric
data. Prohibits the state from adopting CCSS in any subject
beyond math and ELA. Provides for the TCAP assessment to
be utilized in 2014-15 in the subjects of math and ELA and
requires the department of education to issue an RFP for
such assessments to be administered in the 2015-16 school
year.
Legislative Overview Summary
931 – Specifies that duty-free teacher time
for instructional planning shall be allocated on
an individual basis.
935 – Designates August as “Women in STEM”
month to raise awareness of opportunities for
women to pursue a career in a STEM related
career.
986 – Prohibits walking to and from class from
meeting the requirements of 90 minutes per
week of required physical activity for public
school students.
Legislative Overview Summary
1013 – Requires local BOEs to adopt policies that will
authorize parents/guardians to review all teaching
materials, and other teaching aids, as well as all tests
developed and graded by the teacher. Such teaching
material shall be made readily available upon request.
Requires LEAs to receive written consent from
parents/guardians or students, if over 18, before the
collection of individual student biometric data. Requires
LEAs to permit review of any surveys, analyses, or
evaluations of students and to allow parents to opt their
children out of such surveys, analysis or evaluations.
Human Resources
CONVOCATION
• NO FLEX time for Classified staff
• Encourage – but do not require attendance
KCS ONLINE TRAININGS
•
•
•
•
Employees turn in Moodle transcript to Principal / Supervisor by Aug. 4
BLANK spreadsheet will be emailed for name / assignment verification.
Spreadsheet verification of trainings due to T. Davis by Aug. 8
Suicide Awareness certificates for Teachers due to principal / supervisor
Sept. 2
• Spreadsheet verification of suicide awareness training due to T. Davis
by Sept. 5
SKYWARD EMPLOYEE
ACCESS
• Associate Principals K-8 + designee for Palmer / Cox / DB will be
trained as a Trainer for your building
• Date TBD - needs to be prior to August 4
• This will include Time Off module, which integrates with SFE.
• Employees will also use this to check sick / personal leave balances
and deductions on paycheck, edit personal contact information, and
apply for another position within the district using their K12K email.
NEW TEACHER
ORIENTATION
• July 24 – all day at ASC (Tennessee Room)
• July 25 – Literacy / Math only in AM @ ASC;
everyone else in schools
• Elementary principals needs to drop off at ASC (or
send in school mail to Dwain) the entire grade level
Investigations Teacher Kit for your new teachers.
PUBLIC HIGHER ED
DISCOUNT FORMS
• Refer teachers to T. Davis for signature
• We keep a copy of these on file in HR –
remind teachers to sign them before
submitting for my signature
WORKER’S COMP
If you have a worker’s comp injury in your building,
please be sure you do the following:
• Investigate the reason the injury occurred
• Make adjustments / repairs / reprimands as
appropriate
• HR has to make a written report to BMA monthly
on recordable injuries
LEAVE WITHOUT PAY
REQUESTS
• Must be approved (by T Davis) PRIOR to
absence
• Should be used ONLY as a last resort –
please reinforce with your staff during first
week of school.
EMPLOYEE
DISCIPLINE
•
•
•
•
•
PROGRESSIVE DISCIPLINE
Verbal / documented warning
Written reprimand (1 or more)
Written improvement plan (as appropriate)
Suspension
Termination
Technology
Raptor
Replaces School Check-in
Computers and Touch Screens are in
Raptor will install equipment and train
Import students during install
Use Student PowerSchool number
Infosnap
Give out Back to School packets the first day of
school not during Back to School nights.
July 21 – Open Parent Portal. Schedules will
show.
July 21 -SchoolMessenger call out. Becky Clark
will produce a list of Parent Portal Login info for
each school.
July 21 –July 31 – Parents encouraged to set-up a
PowerSchool Parent Portal account. Parents can
use this account to easily access InfoSnap form.
After July 31 - If parents/guardians have not
created a Parent Portal account then paper
verification form sent home the first day of school
as well as online paperwork.
If a Parent Portal account exists give
parent/guardian until August 8 to complete
form online.
August 11 - Print a listing of students with
Parent Portals but have not completed
InfoSnap and send verification form home
beginning August 12.
Set up five computer or more at each school
on July 21 to act as InfoSnap kiosks. Can use
student laptops. Connect to printer if
possible.
If not, provide paper copy of School Fee
waiver form. RNR may want paper of PTSA
and other forms.
InfoSnap Demo site
https://secure.infosnap.com/admin/preview
/introduction.rails?solutionid=1048&mode=
action&id=5744&entryid=0&additionalinfor
mation=true
PowerSchool Meetings
Quarterly meetings for Primary
PowerSchol person
Meet prior to progress reports – August 28
Meet before report cards – October 2
Wireless
KCS – Used student and staff
BYOD/Personal devices
Registration Page
KCS-X – Hidden; used by district laptops
and wireless computers
Print Server
Provides central management of network
printers/copiers
Printers can installed in mass within a
school or classroom
Elearning
Online Course Catalog
Digital Library and Student Resources
Keyboarding Curriculum
KCS Curriculum resources
http://kcsteachlearn.weebly.com/
Opening of School
Logistics
Other
Lunch
Leadership Focus
21 Research-based Responsibilities
of Effective Principals
Affirmation
Change Agent
Contingent Rewards
Communication
Culture
Discipline
Flexibility
Focus
Ideals/Beliefs
Input
Intellectual Stimulation
Involvement in
Curriculum, Instruction,
& Assessment
Knowledge of
Curriculum, Instruction,
& Assessment
Monitoring/Evaluating
Optimizer
Order
Outreach
Relationships
Resources
Situational Awareness
Visibility
Affirmation
Extent to which the leader recognizes and
celebrates school accomplishments
Balanced and honest accounting of school
success and failures
“You simply cannot ignore performance
issues and expect your superstars to stick
around very long.”
Applies to both teachers and students
Change Agent
Leader’s disposition to challenge the
status quo
Defining feature of Total Quality
Management (TQM)
Leader’s willingness to temporarily upset a
school’s equilibrium
Empowers staff to make decisions and
experiment
Work through issues in ways that energize
rather than deplete commitment
Contingent Rewards
Extent to which the leader recognizes and
rewards individual accomplishments
Defining feature of transactional
leadership
Proactive in recognizing the varying
abilities of staff members
A reminder of what is important
Should vary according to the different
performances the organization wants to
encourage
Communication
Extent to which leader establishes strong
lines of communication with and between
teachers and students
Critical feature for people working toward
a common purpose
Glue that holds all other responsibilities
together
Accessible to all staff
Culture
Extent to which leader fosters shared
beliefs and a sense of community and an
cooperation among staff
Primary tool with which a leader fosters
change
Positively influences teachers, who, in
turn, positively influence students
Consists of influencing thoughts and
actions of other persons and establishing
policies that enable others to be effective
Discipline
Protecting teachers from issues and
influences that detract from instructional
time or focus
Consists of creating structures and
procedures around the technical core of
teaching
Moving non-instructional issues out of the
way to prevent distraction in school and
classroom
More than student behavior
Flexibility
Extent to which leaders adapt their
leadership behavior to the needs of
situation and are comfortable with dissent
Mental agility
Protect and encourage voices of
participants who offer differing points of
view
Provides a deeper feel for change process
by accumulating insights and wisdom
Focus
Extent to which leader establishes clear goals
and keeps those goals in the forefront of
attention
Key to improvement by engaging in sustained
and continuous progress toward a
performance goal
Resisting too many innovations adopted
uncritically, superficially, and fragmented
Enables energy to be expended on key
initiatives
Provides purpose and direction
Ideals/Beliefs
Well-articulate ideals/beliefs are core of
effective leadership
Come from policies or standards of
practice
Subtle but powerful force to effect change
Way that principals shape school
conditions and teaching practices
Must be consistent with behaviors
“Guard your integrity like it’s your most
precious possession.”
Input
Extent to which leader involves teachers in
design and implementation of important
decisions and policies
School effectiveness is proportional to
extent teachers participate in all aspects of
school functioning
Seeks whole staff consensus for priorities
No arbitrary or secret decisions
Not democratic – having a say is not same
as having a vote
Intellectual Stimulation
Extent to which leader ensures faculty and
staff are aware of most current theories
and practices and makes them regular
discussion topics
Engaging in meaningful dialogue on
research and theory
Closely linked to change process – deep
changes require deep learning
A part of everyday life in school
Includes knowledge building, sharing,
creation, and management
Curriculum, Instruction, &
Assessment Involvement
Extent to which leader is directly involved
in design and implementation of
curriculum, instruction, and assessment at
the classroom level
Critical component of instructional
leadership
Knowledge of subject and pedagogy as
important as for teachers
One of most highly valued characteristics
by teachers
Knowledge of Curriculum,
Instruction, and Assessment
Extent to which leader is aware of best
practices
Focused on acquisition and cultivation of
knowledge
Necessary to provide guidance to teachers
Meet regularly with peers to stay abreast
of advances
“Leadership is the guidance and direction
of instructional improvement.”
Monitoring/Evaluating
Extent to which leader monitors
effectiveness of school practices in terms
of impact on student achievement
Deliberate and a function of design
Active in monitoring curriculum and
instruction in classrooms
Constant evaluation is present in the most
effective schools
“The most powerful single modification
that enhances achievement is feedback.”
Optimizer
Extent to which the leader inspires others
and is the driving force when implementing
innovation
Optimism is critical characteristic of
effective schools
Leader sets positive emotional tone for
school
Ability to bolster change with positive
outlook and energy
Order
Extent to which leader establishes a set of
standard operating principles and routines
Created by structure – provide a pathway
for energy
Effective structures inhibit certain events
and facilitate others
Clear boundaries for both students and
staff
“Daily routines can hinder or help teacher
learning, and send important signals about
the organization’s priorities.”
Outreach
Extent to which the leader is an advocate
and a spokesperson for school to all
stakeholders
Willingness and ability to communicate to
internal and external parties
Effective partnerships beyond school walls
Schools are not an island – operate in a
complex context
Relationships
Extent to which leader demonstrates
awareness of personal lives of teachers
and staff
Central to effective execution of other
responsibilities
Rely heavily on face-to-face interactions
Help staff and administration stay aligned
and focused during times of uncertainty
Resources
Extent to which leader provides teachers
with materials and professional
development necessary successful
execution of duties
Are to a complex organization what food is
for the body
Necessary to analyze, plan, and take
action regarding opportunities and threats
Heavy investment in targeted professional
learning are critical
Situational Awareness
Knowledge of details and undercurrents
regarding school functions and use of the
information to address current and
potential problems
Ability to identify clues and hints
Anticipatory leadership
“Deep change requires knowing what is
happening, distancing the ego from daily
events, and honestly appraising the state
of the organization.”
Visibility
Extent to which leader has contact and
interacts with teachers, students, and
parents
Associated with strong instructional
leadership
In classrooms every day
Communicates interest and engagement
Provides opportunities for interaction on
substantive issues
The Final Charge