T+L Copy2

Avoca School District 37 • Wilmette, IL

Moving from Good to Great
Using a New Paradigm for
Strategic Planning

Avoca School District 37
Wilmette IL

1


True or False?

1. Strategic plans are antiquated vestiges of the late 1980s and
early 1990s and have little value in the fast changing 21st
century.

2


True or False?

2. Every district should have both a technology plan and a
strategic plan.

3


True or False?

3. There should be strong congruity and interconnectedness
between the strategic plan and the technology plan.

4


True or False?

4. Jim Collins’ Good to Great has excellent concepts, but its
relevance to the education world is sketchy - its really a business
world model.

5


True or False?

5. The main role of technology is to advance the goals of the
district’s strategic plan. Technology is an accelerator for other
goals and not a goal in and of itself.

6


True or False?

6. If technology is not treated as a separate curricular subject
just like the other subject areas, it will not receive the attention,
resources, and direction it needs.

7


True or False?

7. One big problem with strategic planning is other than test
scores there is no real way to measure its success.

8


True or False?

8. Moving to Good to Great sounds nice, but there is no real way
to apply it in education. Even if you can define greatness in
schools, you could never find ways to measure it.

9


True or False?

9. Traditional strategic planning provides a time-tested process
that gives planners everything they need to develop a strong
vision, verified by solid accountability measures.

10


True or False?

10. Hedgehog concept is the thing you are best in the world at.
Business can have a hedgehog concept but school cannot
because we have to teach all subjects equally well.

11


True or False?

11. When you infuse traditional strategic planning with the main
traits of Good to Great, the result is a hybrid planning model
that leads to a clear vision and strong accountability.

12


True or False?

12. Technology needs to get into the hands of teachers and
children at the point of instruction (the classroom) to have a
measurable impact on teaching and learning.

13


True or False?

13. It’s better to create a technology plan first, then a district
strategic plan. Once you know what the technology accelerator
will be, it is easier to infuse technology into the strategic plan.

14


True or False?

14. This workshop is going to be outstanding.

15


Strategic Plan - Technology Plan
Connection

• Technology plan in isolation loses impact and focus
• Technology plan as an “accelerator” in a district strategic plan
adds strength and coherence to the district vision
• Focus must first be on district strategic plan and vision
• Tech plan should then enhance and accelerate the district plan

16


Traditional Strategic Planning

Mission
Cu
r
inte rent r
f
he
or t ty of Beliefs roa rnal a eality
cus ajori time
Fo t m em dbloc nd ex focus
g pha ks, t e
v as lannin sis and ernal d on
p on
the dat not en
as
Themes our ough
ces

Goals

Action Plans

17


Short-comings of Traditional Strategic
Planning

• Excessive time spent on mission and beliefs leaves little time,
energy and enthusiasm for the goals and action plans
• Trite and meaningless mission, beliefs and vision
• Little or no way to measure success of the plan or goals
• List of accomplishments is not a measurement of success

18


Strategic Planning and “Good to Great”
Merger

• Addresses each of the short-comings of traditional strategic
planning
• Addresses the concerns that “Good to Great” concepts cannot
be successfully implemented in an educational setting
• Provides a powerful tool to create and measure a district’s
journey to greatness
• Infuses technology into the process as a critical accelerator for
success

19


Avoca Strategic Planning Model- “Hybrid”
Recruit representative committee
“Good to Great” Overview
Mission and Beliefs- new or revise
Data Analysis
-Satisfaction surveys
-Test scores, local and national
-Tech survey
-Earlier strategic plan
-Other measures
Define Greatness for Avoca
Specific and Measurable
Identify the “Gap” Between the Current Reality
and the Definition of Greatness
Themes Emerge
Goals Developed
Action Plans Created

20

t
G rea
o d to view
Go ver
O

Good to Great:
Overview for
Strategic Planning

21

t
rea
Methodology o
G
d to view
Go ver
O

The book…

22

t
rea
Level 5 Leadership o
G
d to view
Go ver
O

•Essential for transition/transformation of a company or school district
•Balance of professional will and personal humility and modesty
•Shoulders responsibility when things go poorly and gives the credit to others
for success

•Remarkable work ethic -- “more plow horse than show horse”
•Driven to produce sustainable results and demonstrate the courage to make
difficult decisions

23

t
rea
First Who….Then What o
G
d to view
Go ver
O

• “Who” questions come before “what” decisions
• Bus Analogy
• Right people on the bus, and in the right seat
• Wrong people off the bus
• Rigorous not ruthless in people decisions
• Rigorous people decisions:
• When in doubt, keep looking
• Act, don’t wait
• Put best people on biggest opportunities, not biggest problems

24

t
rea
First Who….Then What o
G
d to view
Go ver
O

• Challenges in the educational setting

• Tenure
• Culture of nurturing
• Culture of “all for one…”

25

t
rea
Confronting the Brutal Facts o
G
d to view
Go ver
O

• Find the path to greatness by confronting the brutal facts of
the current reality
• Leader must create a climate where people don’t merely
“have their say” but they are actually “heard”
,
• Create this culture by:
• Lead with questions, not answers
• Engage in dialogue and debate, not coercion
• Conduct autopsies without blame
• Build red flag mechanisms- be proactive

26

t
rea
Confronting the Brutal Facts o
G
d to view
Go ver
O

• Emerge from diversity stronger and more resilient
• Stockdale Paradox
• Retain faith that you will ultimately prevail, despite difficulties
• But, confront the brutal facts about the current reality

27

t
rea
Hedgehog Concept o
G
d to view
Go ver
O

• A clear understanding that you know and do “one big thing”
really, really well
• An understanding of what you cannot do well
• Interaction of the three circles:
• Deep passion Deep Passion
• Core business
• (best in the world at …)
• Economic Engine
The VERY
Economic
best at …
Engine

28

t
rea
A Culture of Discipline o
G
d to view
Go ver
O

• Fanatically consistent adherence to your core business.
(Walking the talk of the strategic plan).

• Shared vision - creating loyalty and intensity.

• Creating a culture of quality (the board models the culture).

29

t
rea
Technology Accelerators o
G
d to view
Go ver
O

• Use carefully selected technologies in innovative ways to
support “hedgehog” circles

• Application of technology only to accelerate momentum, not
to initiate it

• Reaction to technological change is not reactive or fearful,
but future oriented and results drive

• In 80% of “good to great” organizations, technology is not a
significant factor in transformation

30

t
rea
Flywheel Concept o
G
d to view
Go ver
O

• Momentum for transformation and/or breakthrough builds
slowly, very slowly

• Transformation happens through a series a series of small,
incremental steps that will reach a “tipping point” where
improvement soars geometrically

• Alignment does not cause transformation--alignment follows
from good results and the momentum of the organization

• Though it takes enormous effort to get it moving, once it is
moving fast, you cannot stop it without enormous effort and
pain (cf. “spinning class”)
31


Step 1:
Recruit a representative committee

• All key stakeholders
• Board members
• Teachers
• Administrators
• Parents
• Community members

• No more than 25 members

32


Step 2:
Provide overview of “Good to Great”

• Provide books in advance
• Review main concepts
• Establish common language

33


Step 3:
Revisit or create the mission and beliefs

• Define and provide examples of high quality mission and belief
statements

• If district has them already- keep it, tweak it or totally
reconstruct it?

• If district does not have them, create in whole group activity

• Assign revising and word-smithing to a subcommittee

34


Step 4:
Conduct an in-depth data
analysis of current reality

• Past strategic plan
• Test scores
• Local
• National

• Satisfaction surveys
• Focus groups
• Other surveys and measures

35


Step 5: Define “Greatness” for your district

• Specific
• Measurable
• Social Sector “Greatness”
• Superior performance
• Distinctive impact
• Lasting endurance

36


Greatness •Greatness Indicator
Component -Selected measurements
(Year Implemented)
of
n n Superior •Student academic achievement
n itio ss i
efi atne
D e
Performance -Administer ISAT tests yearly (2008-2009)
Gr oca -Conduct MAP tests twice per year (2008-2009)
Av -Clay Graham report (2009-2010, every other year)
•Recognition of students, staff, school, district
-Create District Recognition Portfolio (2008-2009)
-Monitor employment applications (2008-2009)
-Gather evidence from teacher evaluation (2010-2011)
•High levels of satisfaction
-Administer triennial surveys to parents, staff, student and broader
community (2009-2010)
-Conduct focus groups, blogs and specialized surveys, as needed
(2008-2009)
-Conduct, exit interviews of employees (2008-2009)

37


Distinctive •Leadership in Innovation
Impact -Create Distinctive Impact Inventory (2008-2009)
-Publish Avoca materials and practices (2010-2011)
f
io n o in -Implement Professional Review Panel (2009-2010)
nit ess •Student Connectedness
efi atn
D e -Create Student Connectedness Data Base (2009-2010)
Gr oca -Analyze extracurricular activity participation (2009-2010)
Av
-Monitor attendance and discipline referrals (2008-2009)
-Conduct student surveys (as needed)
Lasting •Success in High School and Beyond
Endurance -Analyze high school data on achievement(2009-2010)
-Analyze high school data on extracurriculars(09-10)
-Survey freshman students and their parents(June 2008)
-Create Avoca Alumni Association(Summer 2008)
•Fiscal Responsibility
-Pass the 2009 referendum

38


Step 5: Identify emerging themes

• Important step before setting specific goals
• Better focus on Collins’ tenets
• Flexibility for future revision or expansion of strategic plan

39


Step 6: Develop specific goals and
timelines

• Seamless connection among mission, beliefs, definition of
greatness, themes and goals
• Set three-year timeline for goals
• Try hard not to front-load all the big goals in the first year

40


Step 7: Create action plans for each goal

• Expand the number of people involved in the process
• Specific and detailed
• Persons responsible and timelines
• Accountability measures
• Enrich with technology accelerators and culture of discipline
principles

41


Avoca Mission, Beliefs and Goals
The mission of Avoca School District 37 is to maximize
the unique potential of each child we serve.

We believe:
• Continuous improvement leads to sustained excellence
• All decisions must center on, “What is in the best interest of the
children we serve?”
• We educate the whole child: cognitive, social, emotional,
aesthetic and physical
• Children learn best when learning comes alive at the point of
instruction
• Inclusive practices benefit all children

42


Greatness •Greatness Indicator
Component -Selected measurements
(Year Implemented)

n of Superior •Student academic achievement
i tio ss in Performance
fin tne -Administer ISAT tests yearly (2008-2009)
De ea -Conduct MAP tests twice per year (2008-2009)
Gr oca
Av -Clay Graham report (2009-2010, every other year)
•Recognition of students, staff, school, district
-Create District Recognition Portfolio (2008-2009)
-Monitor employment applications (2008-2009)
-Gather evidence from teacher evaluation (2010-2011)
•High levels of satisfaction
-Administer triennial surveys to parents, staff, student and broader
community (2009-2010)
-Conduct focus groups, blogs and specialized surveys, as needed
(2008-2009)
-Conduct, exit interviews of employees (2008-2009)

43


Distinctive •Leadership in Innovation
Impact -Create Distinctive Impact Inventory (2008-2009)
-Publish Avoca materials and practices (2010-2011)
of
n n -Implement Professional Review Panel (2009-2010)
n itio ss i
efi atne
D e
•Student Connectedness
-Create Student Connectedness Data Base (2009-2010)
Gr oca
Av -Analyze extracurricular activity participation (2009-2010)
-Monitor attendance and discipline referrals (2008-2009)
-Conduct student surveys (as needed)
Lasting •Success in High School and Beyond
Endurance -Analyze high school data on achievement(2009-2010)
-Analyze high school data on extracurriculars(09-10)
-Survey freshman students and their parents(June 2008)
-Create Avoca Alumni Association(Summer 2008)
•Fiscal Responsibility
-Pass the 2009 referendum

44


Strategic Goals 2007-2010
• 2007-2008 Implement the new K-8 Language Arts Curriculum
• 2007-2010 Implement the 2007-2010 technology plan
• 2007-2008 Conduct a comprehensive study that leads to improvement and
enhancement of the Avoca ELL program
• 2007-2010 Strengthen Avoca’s continuous improvement process for student
achievement through:
• Focused professional development
• Enhanced parental partnership
• On-going analysis of the overall improvement model
• 2007-2009 Review, refine and improve surveys and other measurement tools that
assess Avoca’s progress toward greatness
• 2007-2008 Pass a referendum to balance the budget
• 2007-2008 Create a specific curriculum review process corresponding to Avoca’s
instructional needs. This includes but is not limited to a:
• Framework for conducting curriculum studies
• Priority-based timeline designating the year of study for each curricular area
• Electronic system for curricular and instructional management

45


Strategic Goals 2007-2010
•2007-2010 Establish a District Diversity Committee that will research and initiate activities that
celebrate, enhance and expand the benefits of diversity at Avoca, and promote an understanding
and appreciation of a world community, including but not limited to:
•Curriculum and instruction
•Recruitment and hiring practices
•Community outreach

•2007-2010 Establish a Community Outreach Committee that will research and implement
activities that enhance the partnership between the school district and the Avoca community,
including but not limited to:
•Communication vehicles
•Volunteerism in the schools
•Service projects and service learning
•School finance education
•Business partnerships

•2009-2010 Improve and enhance extracurricular and service opportunities for students at both
schools by:
•Balancing activities among sports, fine arts, leadership, student interest and community service
•Increasing the number of developmentally appropriate options at Avoca West

46


Strategic Plan - Technology Plan
Connection Revisited

• Technology plan in isolation loses impact and focus

• Technology plan as an “accelerator” in a district strategic plan
adds strength and coherence to district vision

• Focus must first be on district strategic plan and vision

• Tech plan should then enhance and accelerate the district plan

47


Getting Started by
Confronting the
Brutal Facts of Your
District
48


Long-Range Technology Plan
2004-2010
Mission:
• “…to transform and improve the way we teach and learn in a
dynamic, technology rich environment. ”

Key Beliefs
• ubiquitous access
• technology at the point of instruction
• infusion of technology to enhance learning
• educationally meaningful
• innovation grants/technology academy
• technology accountability

49


Technology Team Structure

50

Technology at Avoca West Elementary School

4th & 5th Grade 1:1 Laptop Program

Grades K-3 computer centers, mobile laptop carts, interactive boards

Twenty station computer lab

Encore Technology

Technology workshops offered throughout the year

53

Technology at Marie Murphy Middle School

1:1 Laptop Program

Creative Technology

Mini Lab

12 Station Music Lab

PowerSchool/PowerGrade

54


Increased Teacher Efficiency
• Improved communication with:
• Staff
• Parents
• Students

• Flexibility in developing instruction
• Standardized set of applications
• Availability of peripheral equipment

55


Long-Range Technology Plan

• Lessons Learned So Far
• Teacher ownership was a huge key to success
• Heavy emphasis on staff development provided support and direction
the summer before
• Parental communication and involvement was very important in
launching the laptops
• Over-plan for the support and repair component
• Be willing to make compromises
• Student and staff technology accountability

56


Change in Teacher Methodology

• No need for computer lab
• Technology added to established projects where appropriate
• Students acquire technology expertise organically
• Parental contact increased dramatically

57


ISAT Score Growth at Avoca

2003 2004 2005 2006 2007 2008
5th Reading 82 83 80 81 96 95

5th Math 96 93 87 97 96 98

From 20th to 8th in the State Change Change
of Illinois Change
03-06 04-07 05-08
8th Reading 87 86 86 95 99 98 +13 +16 +18

8th Math 84 92 84 96 98 99 0 +5 +12

58


Spring 2008 MAP Summary at Avoca
Expected Yearly Growth Years Above Grade Level
In Achievement
3rd Reading Exceeds 1.5
3rd Math Exceeds 2.0
4th Reading Exceeds 2.0
4th Math Exceeds 2.0
8th Math Below 3.0

59


Faculty Survey Highlights

2004-2005 2005-2006

SA or A SD or D SA or A SD or D

Having a laptop has helped me manage/ 76% 8% 78% 6%
improve my communication with parents.

Having laptops in class has changed the way I 58% 8% 66% 9%
teach.

Having laptops has made me more efficient. 85% 4% 88% 6%

All in all, I think laptops have made my class 77% 0% 81% 3%
function more effectively.

Having laptops has not improved my access 15% 74% 6% 94%
to materials and information useful to my
teaching.

60



4 or 5 3 (Neutral) 1 or 2 (Dissatisfaction)
(High Satisfaction)
2002 2007 2002 2007 2002 2007
Tech - Hardware/ 50.5% 73.7% 22.7% 17.1% 26.8% 9.2%
Software

Tech - Classroom 58% 72.4% 25.0% 23.7% 17% 3.9%
Infusion

Tech - Support/ 91.1% 2.9% 5.8%
Service
1:1 Laptop 66.1% 10.2% 23.7%
Avoca West
1:1 Laptop 84.3% 5.9% 9.8%
Marie Murphy
Website 73.6% 89.6% 15.4% 7.8% 11% 2.6%

61



2007 Survey STRENGTHS

1. Excellent teachers and staff

2. Ample resources to support education

3. Technology program and technology resources

4. Supportive, appreciative and involved parents

5. Bright, motivated students

62


Parent Survey Highlights

2004-2005 2005-2006
SA or A SD or D SA or A SD or D
I would like to see at least some of the 38% 17% 32% 17%
money currently spent on technology
spent on more teachers/human
resources.
I think having a laptop has caused my 29% 5% 31% 1%
child’s grades to improve.
My child spends too much time 17% 74% 7% 72%
learning how to use the computer and
not enough time on core subjects.
The whole computer thing is 12% 70% 3% 83%
depersonalizing and detracts from
education.
I believe the laptop initiative has been 79% 16% 80% 9%
a good investment of resources.
Since receiving the laptop, my child is 3% 70% 1% 78%
less interested in school.
Since receiving the laptop, my child is 8% 74% 1% 78%
less creative.

63



4 or 5 3 (Neutral) 1 or 2 (Dissatisfaction)
(High Satisfaction)
2002 2007 2002 2007 2002 2007

Tech - Hardware/ 86.7% 88% 12.2% 10.2% 1.1% 1.9%
Software
Tech - Classroom 86.1% 86% 9.8% 11.6% 4.1% 2.4%
Infusion
Tech - Support/ 82.4% 14.8% 2.7%
Service
1:1 Laptop 83.9% 6.3% 9.7%
Avoca West
1:1 Laptop 88.5% 7.7% 3.8%
Marie Murphy
Website 68.9% 77.0% 22.6% 18.5% 8.5% 4.5%

64



2007 Survey STRENGTHS

1. Excellent teachers and staff

2. Small class size and individual attention to students

3. Technology program, laptops, technology support

4. High-quality education, commitment to excellence

5. Two-way communication between home and school

65


Contact Information

• District Web Site
www.avoca37.org

• Dr. Joe Porto
portoj@avoca37.org
• Chris Brown
brownc@avoca37.org

66

T+L Copy2

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Empfohlen

Empfohlen (20)

T+L Copy2