CREATING HIGH PERFORMANCE SCHOOLS

1. MEETING THE CHALLENGES OF HIGH PERFORMANCE LEADERSHIPAdapted fromLee Droegemueller, Professor Department of Educational Leadership The University of West Florida Spring 1999

2. CREATING HIGH PERFORMANCE SCHOOLS • Good Human Relations Is Necessary To Create: • HIGH PERFORMANCE STUDENTS • HIGH PERFORMANCE LEARNING • HIGH PERFORMANCE TEACHERS • HIGH PERFORMANCE TEACHING • DISTRICT DIRECTIONS • BUILDING LEVEL OUTCOMES

3. Workplace Basics:A checklistLearning to Learn3 R’s (Reading, Writing, Computation)Communication: Listening & Oral CommunicationCreative Thinking/Problem SolvingSelf-esteem/Goal Setting-Motivation/Personal & Career DevelopmentInterpersonal/Negotiation/TeamworkOrganizational Effectiveness/Leadership

4. A Three-Part Foundation • Basic Skills - Reads, writes, performs arithmetic and mathematical operations, listens, and speaks. A. Reading - locates, understands, and interprets written information in prose and in documents such as manuals, graphs, and schedules. B. Writing - communicates thoughts, ideas, information, and messages in writing; and creates documents such as letters, directions, manuals, reports, graphs, and flow charts.

5. A Three-Part Foundation (Cont.) C. Arithmetic/mathematics - performs basic computations and approaches practical problems by choosing appropriately from a variety of mathematical techniques. D. Listening - receives, attends to, interprets, and responds to verbal messages and other cues. E. Speaking - organizes ideas and communicates orally.

6. A Three-Part Foundation (Cont.) • Thinking Skills - Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons. A. Creative Thinking - generates new ideas. B. Decision Making - specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternative. C. Problem Solving - recognizes problems and devises and implements plan of action.

7. A Three-Part Foundation (Cont.) D. Seeing Things in the Mind's Eye - organizes and processes symbols, pictures, graphs, objects, and other information. E. Knowing How to Learn - uses efficient learning techniques to acquire and apply new knowledge and skills. F. Reasoning - discovers a rule or principle underlying the relationship between two or more objects, and applies it when solving a problem.

8. A Three-Part Foundation (Cont.) • Personal Qualities - Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty. A. Responsibility - exerts a high level of effort and perseveres toward goal attainment. B. Self-esteem - believes in one's own self-worth and maintains a positive view of self.

9. A Three-Part Foundation (Cont.) C. Sociability - demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings. D. Self-Management - assesses self accurately, sets personal goals, monitors progress, and exhibits self-control. E.Integrity/Honesty - chooses ethical courses of action.

10. Five Competencies • Resources: Identifies, Organizes, Plans, and Allocates Resources. A. Time - selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules. B. Money - uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives.

11. Five Competencies (Cont.) C. Materials and Facilities - acquires, stores, allocates, and uses materials or space efficiently. D. Human Resources - assesses skills and distributes work accordingly, evaluates performance, and provides feedback.

12. Five Competencies (Cont.) • Interpersonal: Works with Others. A. Participates as Member of a Team - contributes to group effort. B. Teaches Others New Skills. C. Serves Clients/Customers - works to satisfy customers' expectations.

13. Five Competencies (Cont.) D. Exercises Leadership - communicates ideas to justify position, persuades and convinces others, responsibly challenges existing procedures and policies. E. Negotiates- works toward agreements involving exchange of resources, resolves divergent interests. F. Works with Diversity - works well with men and women from diverse backgrounds.

14. Five Competencies (Cont.) • Information: Acquires and Uses Information. A. Acquires and Evaluates Information. B. Organizes and Maintains Information. C. Interprets and Communicates Information. D. Uses Computers to Process Information.

15. Five Competencies (Cont.) • Systems: Understands Complex Interrelationships. A. Understands Systems - knows how social, organizational, and technological systems work and operates effectively with them. B. Monitors and Corrects Performance - distinguishes trends, predicts impact on system operations, diagnoses deviations in system's performance and corrects malfunctions. C. Improves or Designs Systems - suggests modifications to existing systems and develops new or alternative systems to improve performance.

16. Five Competencies (Cont.) • Technology: Works With a Variety of Technologies. A. Selects Technology - chooses procedures, tools, or equipment including computers and related technologies. B. Applies Technology to Task -understands overall intent and proper procedures for setup and operation of equipment. C. Maintains and Troubleshoots Equipment - prevents, identifies, or solves problems with equipment including computers and other technologies.

17. New Educational Requirements • Skills • Human Competency Skills • Sunshine Standards

18. Skills Required of the WorkforceSkills needed to adapt to the technological changes over the next five years Study surveyed 1773 businesses (1989)Skills PercentAdaptability/flexibility 72Problem-solving 72Teamwork 71Goal-setting & personal motivation 71Proper attitudes toward work & work habits 70Comprehension/understanding 68Organizational effectiveness & leadership 68Microcomputer 67Listening and oral communications 65Business/management 58Computation 56Interpersonal relations 56Technical 56Reading 51

19. Priority Order of Competencies Needed by Entry-Level EmployeesPersonnel Manager N = 43 Chief Executive Officers N = 41 PM CEO 1. Resources: Identifies, organizes, plans, and allocate resources; e.g., time, money, materials............................................................... 7 6 2. Interpersonal: Works with others as a team, exercises leadership, negotiates, works with diversity.......................................................... 4 3 3. Information: Acquires and evaluates information, organizes and maintains information, interprets and communicates information, uses computers to process information.............................................. 6 7 4. Systems: Understands complex interrelationships, understands systems, monitors and corrects performance, improves or designs systems................................................................................ 8 5

20. Priority Order of Competencies Needed by Entry-Level EmployeesPersonnel Manager N = 43 Chief Executive Officers N = 41 PM CEO 5. Technology: Works with a variety of technologies, selects technologies, applies technology to task, maintains and troubleshoots equipment.................................................................. 5 86. Basic Skills: Reads, writes, listens, speaks, performs arithmetic and mathematical operations........................................................... 1 27. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons.................. 2 18. Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty................ 3 4

21. Evaluation 6 Synthesis 5 Knowledge Use of that for its own knowledge Analysis 4 sake (type 1) (type 2) Application 3 Understanding 2 Awareness 1 Dagget 1 2 3 4 5 Knowledge Apply in Apply to Apply to Apply to Discipline Disciplines Predictable Unpredictable Situations Situations Blooms Taxonomy Application Model (types)

22. Blooms Taxonomy Application Model (levels of types knowledge) Evaluation 6 Synthesis 5 C D Analysis 4 Application 3 Understanding 2 A B Awareness 1 1 2 3 4 5 Knowledge Apply in Apply to Apply to Apply to Discipline Disciplines Predictable Unpredictable Situations Situations

23. Criteria for the Malcolm Baldrige Award •the ability of a company’s leadership to establish a culture that emphasizes quality as a goal • a company’s efforts to collect and analyze information to improve quality • a company’s effectiveness in incorporating quality into its business plans • a company’s utilization of human resources to achieve quality • the effectiveness of a company’s quality assurance control programs • quantitative measures of the results of those programs customer satisfaction

24. Human Competency SkillsRobert Carkhuff • He suggests the primary competitive advantage will be maintained by nations which systematically provide for the development of the following skills. Robert Carkhuff, Presented in Human Capital Seminar, Topeka, Kansas, 1993.

25. Human Competency Skills(cont.) • Human Process Skills A. Interpersonal processing B. Interdependent processing C. Processing across units

26. Human Competency Skills(cont.) • Logical Skills A. Developing assumptions and implications B. Organizing antecedents and consequences C. Developing predictions and criteria

27. Human Competency Skills(cont.) • Content Development A. Organizing data into concepts, principles, skills, and programs B. Highlighting sources of variability

28. Human Competency Skills(cont.) • Systems Design A. Identifying components B. Identifying functions C. Identifying processing needs

29. Human Competency Skills(cont.) • Intervention Skills A. Establishing goals B. Identifying skills C. Specifying steps to goal accomplishment D. Providing knowledge to support goal achievement

30. Human Competency Skills(cont.) • Model Building A. Developing inductive models B. Developing deductive models

31. People Learning Increased and + and = Educational Information Skills Productivity (Carkhuff) (Carnevale and Reich)

32. Effective School Practices • Safe and orderly environment • Climate of high expectations for success • Instructional leadership • Clear and focused mission • Time on task • Frequent monitoring of student progress • Positive home /school relations

33. Human Resource DevelopmentRetraining teachers, administrators and school board members. Leadership training for continuous learning. Training in using production technologies

34. Paradigms • Paradigms are about patterns of behavior and the rules and regulations we use to construct those patterns. • We use those patterns first to establish boundaries, and then to direct us on how to solve problems.

35. Paradigm Shift • ...as a result of a paradigm shift, the standard way of doing business can become obsolete or irrelevant.

36. Getting Started • Get outside of your borders • Break your own rules of past success • Develop new reading habits • Be ready for failure • Listen! Listen! Listen!