Leader Development
Institute
October 27, 2010
Robin Largue
Robin.largue@educatorready.com
Janet Pilcher
Janet.pilcher@educatorready.com
2011
1. Leading organizations will step up to accept
responsibility for preventing the preventable and never
events truly becoming never.
2. Reputations will be earned by performance not
publicist.
3. Inconsistency will be more noticeable.
4. Transparency will increase.
2011
5. Those organizations who already have solid employee
relationships will have trust needed to build structure for
changing evaluation and payment systems. Those that
have relationship issues will have performance issues
6. Pay for Performance will improve quality as measured by
student achievement measures.
7. Schools are under the microscope with Differentiated
Accountability. Teachers are under more pressure to
make sure students show academic growth. Student
achievement depends on effective teaching.
8. Accountability systems will improve.
9. Improving quality in school districts means
improving student achievement. This depends on
principals spending time developing effective
teachers whose students show academic growth.
To do so, principals must establish relationships
with teachers.
In this environment of very rapid
change, we have had to evolve
quickly.
Always
ALIGNMENT
+
ACTION
+
ACCOUNTABILITY
__________________________
ALWAYS
Always
Never
Sometimes
Usually
Always
Nine Principles
®
Commit to
excellence
Build individual
accountability
Measure the
important things
Align behaviors
with goals and values
Build a culture
around service
Communicate
at all levels
Create and develop
great leaders
Recognize and
reward success
Focus on employee
satisfaction
Execution Framework
Evidence-Based LeadershipSM
Rev 9.1.10
Foundation
STUDER GROUP®:
Objective
Evaluation
System
Leader
Development
Aligned Goals
Must
Haves®
Performance
Gap
Aligned Behavior
Standardization Accelerators
Aligned Process
Barriers to Change
Denial
Rationalization
Blame
Uniqueness
Unwillingness
Not Skilled
Phases of Change
PHASE 1:
PHASE 2:
PHASE 3:
PHASE 4:
The
Honeymoon
Reality
Sets In
The Uncomfortable
Gap
Consistency
What to expect:
 Sense of
excitement
 Right “to do” list
 Things will get
better (hope)
 Quick fixes are
implemented
 Skeptics
What to expect:
 We/they
 Inconsistency
 Bigger than I
thought
 This will impact
me
 Some are getting
it
 Some are not
What to expect:
 The performance
gap is evident
 Tougher decisions
must be made
 Process
improvement
increases
 Inconsistencies
become obvious
What to expect:
 High performing
results
 Everyone
understands the
keys to success
 Disciplined
people and
disciplined
processes
 Proactive
leadership
Manage UP (Harvard Business Press)
Managing up is a conscious approach to working
with your supervisor toward mutually important
goals.
Through managing up, you build a better
relationship with your boss and also deliver value
to your school district.
Manage UP (Harvard Business Press)
In particular you
Cultivate a beneficial relationship with your
manager.
Take advantage of expertise and resources to solve
problems.
Negotiate win/win solutions to challenges.
Manage UP (Harvard Business Press)
People who manage up understand that they and
their bosses are mutually dependent on one
another. Your boss needs cooperation, reliability,
and honesty from you. And you need your boss to
forge links to the rest of your organization, to set
priorities and to obtain critical resources.
Example—Managing Up
A principal provides the following information to
employees at a faculty meeting.
The district budget was reduced by 15% due to a
decrease in tax revenues. The Superintendent was
committed to retaining as many instructional
personnel as possible. In order to do this some
difficult decisions had to be made. But the
Superintendent showed a strong commitment to
our employees and to the well being of our
students and their families.
Being silent is another form of We/They.
“People wish to be settled; but only as far as they are
unsettled, is there any hope for them.”
Ralph Waldo Emerson
Phases of Competency
Unconsciously
unskilled
(incompetent)
Consciously
unskilled
(incompetent)
Consciously
skilled
(competent)
Unconsciously
skilled
(competent)
EBL and Challenges
“You may encounter many defeats, but you
must not be defeated. In fact, it may be
necessary to encounter the defeats, so you
can know who you are, what you can rise
from, how you can still come out of it.”
Maya Angelou
What are your “Take Aways”?
Four Steps to Solutions
Deny the data.
Accept the data, but think it is someone
else’s problem.
Accept the data and the problem, but
think a solution can’t be found.
Accept the data.
Accept the problem.
Accept the solution.
Areas of Strength to Leverage (Parent Survey)
The major strengths of the Santa Rosa County
School District are:
Academic achievement of students
Safe schools
Source of pride for the community
Parent Satisfaction Survey September 2010
The district mean: 3.95
Highest Scored Items
My child’s learning is a high priority at this school.
The school provides a safe environment for my child
to learn.
The school is clean and well maintained.
Areas with Most Opportunity for
Improvement
Santa Rosa County School District has the most
opportunity to improve these major areas:
Perception of effective leadership at all levels of
the school district
More opportunities for positive communication with
parents
Better ways for school staff to communicate with
parents about student performance
Parent Satisfaction Survey September 2010
Lowest Scored Items
Superintendent is an effective leader.
The principal is an effective leader.
I receive positive phone calls and notes about my
child from this school.
Areas of Strength to Leverage (Employee Survey)
The major strengths of the SRCSD are:
The highest scored item on the survey indicates
that staff has confidence in the value of the
education that students receive in schools in the
district.
Leaders show genuine concern for the welfare of
employees.
Good work and high performance are recognized
by leaders in the school district
Employee Engagement Survey September
2010
The district mean: 3.81
Highest Scored Items
My principal/supervisor demonstrates a genuine concern
for my welfare.
My principal/supervisor recognizes good performance.
The expectations for judging my performance are clear.
Areas with Most Opportunity for
Improvement
In regard to staff engagement, SRCSD has the most
opportunity to improve these major areas:
Be more transparent in communicating why
particularly difficult decisions (financial) are being
made.
Provide tools and equipment that staff needs to
meet their work objectives.
Leaders need to engage with employees in very
specific ways to gain their input and to provide
feedback to help them improve their performance.
Employee Engagement Survey September
2010
Lowest Scored Items
The Superintendent manages district finances
effectively.
The Superintendent makes informed decisions based
on the best interest of the district.
The Superintendent has integrity and is honest.
Managing Up
Stopping the WE/THEY
Take a look in the mirror
Managing Up-Communicating Effectively Exercise
Employee Engagement Survey September
2010
Lowest Scored Items
without Superintendent Items
My principal/supervisor consults me on decisions that
affect my job.
I have the materials and supplies to do my job.
My principal/supervisor provides the support needed
to accomplish my work objectives.
Parent and Employee Surveys
Responses to open ended questions will be sent
soon.
What is working well?
What could be improved?
Who should be rewarded and recognized for good
work?
Debrief Survey Roll Out
What worked well?
What questions do you still have?
Leader Rounding
Connecting to Staff
How do we explain things…
WHAT
HOW
WHY
HOW
WHY
Instead…
WHAT
WHY
WHAT
WHY
HOW
Purpose
Purpose of Rounding – to build relationships and
improve processes
Rounding for Outcomes - Employees
Concern and Care
What is Working Well
Align Questions
to fit Desired
Outcomes of the
Organization
People to Recognize
Systems to Improve
Tools and Equipment
Follow-up
Why do we do leader rounding?
Process Improvement – execution and consistency
Reward and Recognition
92% of people respond to reward and recognition
What gets rewarded gets repeated
Communicate things that are right
Be specific
Senior leaders write notes; direct supervisors say it
personally
3 to 1
3 compliments
1 criticism
Positive!
2 to 1
2 compliments
1 criticism
Neutral
1 to 1
1 compliment
1 criticism
Negative
Source: Tom Connellan, “Inside the Magic Kingdom”, pgs 91-95
Sample Rounding
Stoplight Report
Monthly Brief
Message from Principal
What’s Working Well
Areas to Improve
Special Recognition
Rounding Process Survey
Leader Rounding
How did you explain “why” you are rounding?
Debrief Leader Rounding Process
Debrief using Rounding Survey
Questions and Comments on Leader Rounding
Where are the gaps?
Take Aways
What is your take away from this last segment on
managing up or leader rounding?
Tools in the Toolbox
• Support Card—11-1; 2-1; 5-1
• Calling 3 to 5 parents a week with positive news
• Parent Newsletters (monthly, quarterly)
• Rounding on all employees every 30 days
• Rewarding and recognizing employees
• Employee Engagement Survey —12-1
• Roll out the data—January
• Parent Survey—April
• LDI—2-8 or 2-9