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Greater New Orleans 2015 and 2011 Regional Vision, Goals, and Priorities

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  1. Greater New Orleans2015 and 2011 Regional Vision, Goals, and Priorities August 2010

  2. Table Of Contents • Section 1: Goals for Goal Setting Day, GNO 2015 Regional Vision & FY2011 Key Shifts in Operating • Slides 2-10 • Section 2: Priority #1: Grow To Scale While Increasing Diversity • Slides 11-28 • Section 3: Priority #2: Maximize Corps Member Impact on Student Achievement • Slides 29-52 • Section 4: Priority #3: Foster the Leadership of Our Alumni as a Force for Change • Slides 53-67 • Section 5: Priority #4: Build An Enduring American Institution • Slides 68-81

  3. Collective Outcomes for Goal Setting Day We aim for the following outcomes in our work together during goal setting day: • National functional team partners will know what our regional vision, priorities, goals, and strategies are for FY11 and what we care about most • Regional functional team leaders will benefit from the functional expertise of our national partners and have the support of the other GNO leadership team members to provide insight on key questions about their FY11 goals and priorities that will help take each to 100% • GNO leadership team deepens knowledge and understanding of each functional team’s goals and the overlap and dependence among and between teams so that we can collective lead in FY11

  4. GNO 2015 Regional Vision for Impact *DRAFT By 2015, Teach For America – Greater New Orleans corps members and alumni, alongside vested partners and critical stakeholders in our community, will reach a third of all students directly across eight of the highest need parishes in the region. We will prove that low income students in Louisiana, when given the opportunity to attain an excellent education, can and will achieve. Those opportunities will be grounded in immensely high expectations for student achievement, exceptional classroom, school, and system leadership, and broad sweeping community will. As one of Teach For America’s oldest and largest regions, we will prioritize fostering irrefutable proof points, at the classroom, school, and systems level. These proof points will dramatically change the life opportunities for students in these schools and help shape community will to solve the problem. As a result, students throughout our region will have significantly more opportunities for equal chances in life. These opportunities will look like an increased rate of high school graduation, greater numbers of students on career or college trajectories, and a decrease in the drop out rate. .

  5. GNO 2015: Our Vision for Building the Leadership of our Staff *DRAFT We are committed to building a team of diverse leaders, over-prioritizing leaders who also reflect the perspectives and backgrounds of the students and families we serve because we know this is essential to closing the achievement gap. We will also be a model of organizational sustainability, both financially and operationally, which will enable us to increase impact over time. Through the career and leadership development of our staff, we will foster our team’s ability to work and act strategically for both short and long term gains and best contribute our time, resources, and energy to solving the achievement gap in our communities.

  6. Key Shifts in Our Regional Approach for FY2011 • We need our teachers to lead truly transformational classrooms • We will make decisions about the ways that we set-up, support, and manage corps members that aligns to this vision • Our leadership team will focus on our collective ability to understand and lead our region towards this outcome • We need to build the vision, team, and infrastructure to truly drive our alumni as a force of change in our region • We have an opportunity this upcoming year to transform our alumni movement and rally the collective leadership and support of this group • We need to uphold our organizational commitment to diversity • Our leadership with design and execute a strategy to shift historical trends • Our leadership and regional teams will push past comfort and build our own knowledge, skills and mindsets about how important this priority is • We need to continue to become strong managers and authentic leaders

  7. Priority #1: Grow in Scale While Increasing Diversity In order to reach our 2015 vision, we will focus our work for FY11 on the following key priorities: • Determine district and school capacity to bring in an incoming corps of 225 teachers, with 200 teaching in GNO and 25 teaching in the Delta • Establish framework for working work St. John, and St. Bernard parishes to maintain or build teaching force in these parishes that is higher than this year and on track to impacting 30-40% of students by 2015 • Re-envision our partnership with Jefferson Parish that will fundamentally put us on a different path in this parish • Research impact over time by subject, grade, clustering and establish regional placement priorities that align to this data • Develop vision and strategies for increasing corps diversity and establish partnership with admissions team to begin to work together towards common vision • Establish vision, priorities, strong relationships, and timeline for expansion in Washington and Tangipahoa parishes • Build out ‘Best Practices’ toolkit for establishing remote sites and building sustainable models of expansion within region. • Potential: GNO Institute is started and our corps attends and teaches in the communities where they will eventually be teaching

  8. Priority #2: Maximize Corps Member Impact on Student Achievement In order to reach our 2015 vision, we will focus our work for FY11 on the following key priorities: • Build a strong culture (staff and corps) that is grounded in and operated by our organizational core values, that deeply believes in the solvability of the problem, and sees Teach For America (corps, alumni, staff and partners) as a way to solve the problem. • Set and aggressively manage the bar of excellence and expectations for students, corps members, and staff to ensure transformative change for students. • Establish a sustainable infrastructure and team that enables empowerment and innovation in how we get results, and while increasing both the diversity of our staff and our able to sustain the intense energy needed over the long-term. • Consistently ground ourselves (staff, corps members, and students) in the purpose of our work together

  9. Priority #3: Fostering the Leadership of our Alumni as a Force for Change In order to reach our 2015 vision, we will focus our work for FY11 on the following key priorities: 1. Strengthen Stewardship & Insight Into The Problem And The Solution • We will begin to create meaningful opportunities for our alumni to engage with each other, with our staff, and with our corps around the problem and solutions to closing the AG & Prioritize building alumni who are stewards of our organization 2. Cultivate Long-Term Commitment To Lead Our Community • We will continue our efforts to cultivate a commitment to lead in the GNO community, resulting in another year of high retention of 2CMs and 2008 alumni & clearly defined pathways to leadership for younger alumni 3. Maximize Leadership Impact • We will provide the leadership for much of the reform movement at all levels • We will focus on political, school, system, teacher, and instructional leadership • We will prioritize our alumni of color, given what they can uniquely contribute to this movement

  10. Priority #4: Building an Enduring Institution In order to reach our 2015 vision, we will focus our work for FY11 on the following key priorities: • Foster more community will by prioritizing building champions and a best in class Board • Build a funding model that will enable us to have diverse and sustainable funding bases through 2015 (increase Public Funding, IG and Corp Streams) • Maintain strong internal operations • Strengthen our community presence in the communities our students and families live in

  11. Priority #1Grow In Scale While Increasing Diversity 2015 Vision and 2011 Priorities

  12. Agenda • Our Vision and Framework for Growth Strategy and Impact • Current Context in GNO • Our Regional Landscape • FY10 Strengths and Challenges • 2015 Vision • What this means for our overall impact • Parish by parish priorities • 2011 Growth Strategy Priorities

  13. Framework for 2015 Regional Impact Human Capital High performing teachers Committed alumni Partners in schools Student Achievement Alumni Impact Relationships Balance of incoming teachers Need in Districts Results Sustainability

  14. Greater New Orleans – CM and Alumni2009-2010 School Year RSD CMS: 77 RSD Alumni: 17 Charters CMS: 153 Charters Alumni: 120 We placed 471 corps members and had 163 Alumni teaching in the Greater New Orleans region for the 2009-2010 school year St. John CMS: 55 Alumni: 11 St. Bernard CMS: 53 Alumni: 2 Jefferson CMS: 124 Alumni: 5 Plaquemines CMS: 3 Other Southern LA Parishes Alumni: 8 St. James CMS: 6

  15. Orleans Parish: Corps Members and Alumni Reach 1/3 of Students • Currently has largest proportion of teachers (both alumni and corps members) in the region and impacting the most significant number of students in our region • For the 2009-2010 school year, there were 360 teachers (corps members and alumni) in Orleans Parish and that number is expected to grow to 420 for the 2010-2011 school year • All 19 school leaders in the region are concentrated in Orleans Parish; 3 of those Alumni run the top 5 highest performing open enrollment schools in New Orleans

  16. Jefferson, St. John, St. Bernard Parishes: We are Working to Growing to Critical Mass Over the past three years, we have made significant strides to develop relationships with and grow our presence in each of these districts. Based on district budget cuts and layoffs, our presence is predicted to decrease in each of these parishes for the 2010-2011 school year

  17. Developed framework and plan to accurately predict corps scale to maximize CM impact, respond to market needs, and build sustainable partnerships Regional scale is currently impacting largest market share of students in country and is a test for our theory of change FY10 Growth Strategy Analysis Weaknesses Strengths • Ability to accurately predict and manage risk in larger districts and parishes still needs to be developed Threats Opportunities • Growing concentration in Charter schools means that market saturation is high, which MAY pose hiring and partnership challenges next year. (We have not seen this happen this year – we need to know more about why) • Developing strong partnerships that are grounded in student achievement and quality human capital • Developing theory, in partnership with TSD, about corps and alumni impact on aggregate achievement levels and impact of clustering • LA Delta presents excellent chance to provide the state with an needed teacher pipeline for the region, gain significant financial resources, and impact students in high need area of the state

  18. Growth Strategy 2015 Priorities: We will aim towards the following 3 overarching priorities: • Maintain a diverse corps and alumni teaching force that impacts at least 1 in 3 students across all GNO and Delta parishes and key cluster schools (teaching force of 800 teachers) • Reallocate and strategically grow impact to serve a greater proportion of students in the eight highest-need GNO parishes and five highest-need Delta parishes • Maintain scale of impacting at least 50% of students in Orleans parish • Grow impact in Jefferson Parish to reach 1/3 of all students between alumni and CM teachers • Build partnerships with Tangipahoa and Washington parishes • Build partnerships with Madison, East Carroll, Tensas, Morehouse, City of Monroe, Franklin, Union, and Richland school districts to build a LA Delta teaching force of up to 75 teachers • Reallocate CMs in Plaquemines, Jefferson, and St. James parishes to be teaching students with the greatest need • Define cluster/impact strategy (content/subject/number of CMs & Alumni) that will lead the county in proof point examples at the school/system level that both dramatically impact students’ lives and help shape community will to solve the problem • Partner with recruitment and admissions teams to positively impact regional and racial diversity of corps to reflect our organizational commitment of diversity.

  19. GNO 2015 Landscape of Impact 2009-2010 Landscape Projected 2014-2015 Landscape 6 parishes 630 teachers (470 CMs, 160 alumni) 10%* of incoming CMs are people of color Impacting 40,000 students 13 parishes 800 teachers (500 CMs, 300 alumni) 30% of incoming CMs are people of color Impacting 53,300 students

  20. GNO CM Composition – 2010 vs. 2015 2009-2010 Projected 2014-2015

  21. GNO Teaching Force Composition (with alumni)– 2010 vs. 2015 Projected 2014-2015 2009-2010

  22. The Proof Point: 2015 Orleans Parish Vision As the leading example of reform in our region and as one of the most promising examples of education reform across the country, we will continue to invest resources to build the capacity, talent, and sustainability for this change. Specifically, we will provide excellent teacher talent that is believed to be and proved to be as effective as the most effective teachers in LA by school and district leaders, we will coach and develop 50 of our alumni to assume leadership roles of schools or school system management organizations, and we will lead the charge to build channels for collaboration between organizations and schools to enhance and streamline the resources and standards for excellent teacher development and retention. We will concentrate these efforts to ensure that we are impacting at least ½ of all students across the parish and that our efforts are proportional between district and charter managed schools. Through this work, students will have the opportunity to experience equal and high expectations across all city schools and teachers will be developed and sustained over time to build the foundation to create lasting and long-term change. Orleans Specific Priorities: • 1-2 NOPS School Board Members • Maintain 50% student impact ratio (diverse teaching force of 300 teachers) • Proportional distribution of teachers and leaders across charters and district-run schools • 50% of open enrollment district and charter schools in the city have diverse alumni leadership • 10 school district or charter management organization leaders • 6 of the top 10 open enrollment district and charter schools are run by alumni

  23. The Long Term Partners: 2015 Jefferson, St. John, and St. Bernard Parish Vision As three of our longest and more traditional partnerships, by 2015, corps members and alumni will be a central force of long-term leadership in each of these communities. This leadership will be on a classroom, school, and system level and will serve to build the mindsets and the infrastructure needed to have high expectations and opportunities for students and human capital will be prioritized as the central driving force in the work and actions of key district leaders. Through this, we will build our organization’s skills about how to build truly effective, student- and teacher-centered, reciprocal partnerships with traditional districts. As a result, students in these communities will have a greater access to opportunities and talent will remain at a consistent and high bar over time. Jefferson Priorities: • 1-2 people elected to school board • 30% of students impacted by CMs and alumni (teaching force of 230 teachers) • Strategically cluster CMs in lowest performing ¼ of schools in parish and those schools improve SPS above average rate of growth of parish • 2-4 school leaders • ___% of CMs and alumni living in the parish (building future leadership pipelines) St. John Priorities: • Longer term retention of CMs in classroom (grow alumni base to equal that of CMs teaching in the district) • Maintain ratio of 40% of students impacted in the district • ___ % of CMs and alumni live in the parish (building future leadership pipelines) St. Bernard Priorities: • Longer term retention of CMs in classroom (grow alumni base to equal that of CMs teaching in the district) • Build out proof points of leadership examples at the school level (high-level school leaders or APs in the district) • 1-2 School Leaders • Maintain ratio of 40% of students impacted in the district • ___% of CMs and alumni live in the parish (building future leadership pipelines)

  24. The New Opportunities for Impact: 2015 Plaquemines, St. James, Tangipahoa, Washington Parish Vision As our newest partnerships and ones that have a clear and historical record of low expectations, lack of resources and human capital, and great divides between low income and more affluent members of these communities, we aim to build a teaching and leadership force that will impact 1 in 3 students in each of these districts and foster the community awareness and desire to advocate for educational change over time. Plaquemines Priorities: • Strategically build placement partners with 4 lower-Plaquemines parish schools • Grow corps scale to 20 total teachers St. James Priorities: • Strategically build partnerships so that CMs and alumni teach in 6 lowest performing schools in parish • Grow corps scale to 20 teachers Tangipahoa Priorities: • Build partnership with the parish and grow to a scale of having 80 teachers in the parish Washington Priorities: • Build partnership with the parish and grow to a scale of having 30 teachers in the parish

  25. The Louisiana Delta: Madison, East Carroll, Tensas, Union, Morehouse, Franklin, Richland Parishes The Louisiana Delta is composed of the 10 most north-eastern parishes in our state and has consistently been an area of our state that historically lacked access to resources, talent, and expectations that reflect what is possible for students and families. We aim to build a teaching and leadership force in these communities that through quality teaching, integration into the community, and strong camaraderie and commitment, will prove all examples wrong about what is possible in this region of the state. We also aim to establish a framework for how to build out sustainable rural sites from existing, stable regions that can be replicated across our organization and country. Delta Priorities: • Develop strong partnerships with five key districts so that CMs and alumni are clustered in the lowest performing parishes and schools and impact 1/3 of all students in these parishes (teaching force of 75 teachers) • Establish the infrastructure and resources to effectively support teachers and alumni living and working in these parishes • Retain __% of teachers to teach for a 3rd year and 5% to stay for at least 4 years • 1-2 charter schools founded by alumni

  26. FY11 Priorities In order to reach our 2015 vision, we will focus our work for FY11 on the following key priorities: • Determine district and school capacity to bring in an incoming corps of 225 teachers, with 200 teaching in GNO and 25 teaching in the Delta • Establish framework for working work St. John, and St. Bernard parishes to maintain or build teaching force in these parishes that is higher than this year and on track to impacting 30-40% of students by 2015 • Reenvision our partnership with Jefferson Parish that will fundamentally put us on a different path in this parish • Research impact over time by subject, grade, clustering and establish regional placement priorities that align to this data • Develop vision and strategies for increasing corps diversity and establish partnership with admissions team to begin to work together towards common vision • Establish vision, priorities, strong relationships, and timeline for expansion in Washington and Tangipahoa parishes • Build out ‘Best Practices’ toolkit for establishing remote sites and building sustainable models of expansion within region.

  27. Next Steps • Quarter 1 • Being bottoms up analysis of all markets to determine landscape for hiring for 2011-2012 school year • Build out long-term framework and cultivation plan for Jefferson, St. John, and St. Bernard Parishes • Partner with recruitment and admissions team to establish corps member preference and matriculation campaign for region given new Delta expansion • Analyze clustering and impact data with SPS scores from this past year • Set regional diversity vision, FY11 priorities, and aligned strategies • Quarter 2 • Finish bottoms up market analysis and begin hiring with partners • Finalize research and develop hypothesis about clustering and impact

  28. Strategic Questions • How should we think about planning and strategizing around our corps diversity and geographic metric? • Does this GS vision align to what we believe will address the greatest challenges facing our region in closing the achievement gap? • How should we balance what we envision versus what our districts, partners ask of us? • What is the right metric for alumni/CMs living in the parish for St. John and Jefferson?

  29. Priority #2Maximize Corps Member Impact on Student Achievement2015 Vision and 2011

  30. Agenda (1.) GNO Program Vision, Context, and Priorities for 2011 (2.) Deep Dive Into Key Priorities: Culture Strategies (3.) Deep Dive Into Key Priorities: TAL Teachers, Visions and Our Management (4.) Questions and Discussion

  31. Agenda (1.) GNO Program Vision, Context, and Priorities for 2011 (2.) Deep Dive Into Key Priorities: Culture Strategies (3.) Deep Dive Into Key Priorities: TAL Teachers, Visions and Our Management (4.) Questions and Discussions

  32. PT focus and investment in 2012 vision to truly push and realize more transformational outcomes PT culture (shift from ½ year ago) Retention of staff and largely veteran team Successful kick-off with 2010 CMs that established strong corps culture FY10 Analysis Weaknesses Strengths • Corps Culture (-7% NCS; -15% for 2009 CMs) • Summer retention losses (93% retention) • Lack knowledge of maintaining and successfully managing corps culture • Several staff members exited before the EOY – from March to May • Lacked any DCA strategy • Large 2008 undetermined gap • OSM results decreased for DA’s cohort • Have a significantly less diverse team in FY11 Threats Opportunities • Delta corps – impacting team and corps culture • 2009 corps culture • New managers on the program leadership team (including SMDP) • Lack focus due to vision-oriented management • Veteran team (retention at EOY) • Build out and understand impact of T&L with clear T&L structure and responsibilities • Establish a vision-oriented corps that is focused on life-changing opportunities for students • Bolstering OSM results • Build understanding of excellence and TAL teaching • Leverage Delta investment strategies to learn more about corps culture at scale

  33. GNO 2010 – 2011 Vision Our Vision:Setting the Bar of Excellence & Proving What’s Possible Historical Narrative: Hurricane Katrina exposed the unjust and deep inequity that existed (and still exists) in our city—what many in our community and work had known all too well foo far too long. In the wake of the storm and on the heels of the state takeover of our city schools, we were afforded the opportunity in the past three years to grow from a total corps size of 70 corps members to one of 470 corps members. This growth was a result of the significant work of our alumni, our 20-year presence in Greater New Orleans, and a clear commitment by our community, local and national supporters, and national team to our efforts here in the region. The growth of our corps began with an incredible sense of possibility about the potential to realize our theory of change at scale here in GNO, which sparked an urgency to quickly build a team and continue to rally supporters. Following this immense growth of our corps and staff, we began to grapple with the complexity and significance of operating at scale within GNO. During this time our region experienced growing pains as we pioneered significant growth at such a large scale. 2009-2010 has been marked by stabilizing our region and program support. This work has laid the foundation for our region’s direction in the coming year. 2010-2012 Vision: In the next two years, we will do what is best for students in Greater New Orleans by setting the bar of excellence for teaching and proving what’s possible for children in low income communities. To this end, we will push to realize the theory of change by developing ourselves and one another as teachers and leaders who are committed to our region and mission. Our work will ensure we are strong leaders that operate with our organizational and regional core values and are ready to profoundly impact the lives of students in low income communities both within and outside of the classroom. We will do this by focusing on four key priorities: • Building a strong culture (staff and corps) that is grounded in and operated by our organizational core values, that deeply believes in the solvability of the problem, and sees Teach For America (corps, alumni, staff and partners) as a way to solve the problem. • Setting and aggressively managing the bar of excellence and expectations for students, corps members, and staff to ensure transformative change for students. • Establishing a sustainable infrastructure and team that enables empowerment and innovation in how we get results, and while increasing both the diversity of our staff and our able to sustain the intense energy needed over the long-term. • Consistently grounding ourselves (staff, corps members, and students) in the purpose of our work together

  34. GNO 2010 – 2011 Vision (cont) Our Culture: Our team is defined by our mission that one day all students in this nation, and specifically in Greater New Orleans, will have the opportunity to attain an excellent education. We have an expanded locus of control, where urgency and ownership is palpable in the classroom and in interactions with one another. We will know and believe in our progress as well as know what we need to do to increase our effectiveness as teachers and leaders within our movement. We will take ownership of our culture and its efficacy by being generative and solutions-oriented. Lastly, and perhaps most importantly, it will be clear that we fully embody the belief that this problem is solvable. Our Core Values: Greater New Orleans Organizational Core Values: Relentless Pursuit of Results: We are unequivocally focused on student achievement. We assume personal responsibility to ensure we attain transformative results. Sense of Possibility: We approach our work with optimism, think boldly, and greet new ideas openly. Disciplined Thought: We are reflective and strategic in how we approach our work. Respect and Humility: We embody professionalism in our work at all times. We welcome all who are engaged in the work we do. Integrity: We are self-scrutinizing and lead by example. We are leaders of change and strive to serve our students and community. Joy: We always search for enjoyment despite challenges and setbacks. Collaboration and Team: We work together to achieve results and hold one another accountable to those results. We trust and partner with one another. We care for each other. Locus of Control: We search for what can be done rather than what cannot be done.

  35. Building a Strong Culture Grounded in CVs

  36. Setting and Aggressively Managing the Bar of Excellence

  37. Establishing a Sustainable Infrastructure and Team

  38. Grounding in the Purpose of Our Work

  39. Agenda (1.) GNO Program Vision, Context, and Priorities for 2011 (2.) Deep Dive Into Key Priorities: Culture Strategies (3.) Deep Dive Into Key Priorities: TAL Teachers, Visions and Our Management (4.) Questions and Disucssions

  40. Building a strong culture grounded in CVs

  41. Key Questions • What do we think it will take beyond the strategies listed (or more specifically within the strategies) to achieve our desired outcome for corps culture? • What have regions done to successfully shift culture between year 1 and year 2? • Who are key individuals and regions that GNO should partner with to learn how to effectively manage and reinforce corps culture throughout the year?

  42. Priority #1:Establish, cultivate, and manage strong culture that is owned in partnership by staff, corps, partners, and alumni. *Note: At this point, we have established a strong 2010 corps culture, but are learning how to effectively reinforce this culture. As such, many of the strategies need more work and thought, but we feel very positive about the direction culture is going* (1.) Create an culture vision that aligns staff and corps culture and is grounded in organizational and GNO-specific CVs (2.) Design and execute a strong induction that is aligned to our 2012 vision and grounds our teachers in what it means to be part of TFA-GNO. (3.) Establish clear vision and plan for all-corps professional development culture and community building, which includes professional Saturday, collaboration teams, Thursday workshops, corps members communication & blasts that align and reinforce our culture vision and cultivates the leadership of our teachers (4.) Ensure staff have/create and ground their work in meaningful visions that are reflective of our 2012 vision for impact and culture. This will be done at the BOY and reinforced ongoing. (5.) Train and manage our staff (plt and pt as well as other functional teams) to reinforce our culture and effectively respond to breaches in our culture that further enables the leadership of our corps. Staff will read, discuss, and prioritize Crucial Conversations .PMs will prioritize leadership/culture building conversations for observation, discussion in check-ins. (6.) Form a corps advisory committee that is run by T&L to actively and readily involve corps members in managing and monitoring corps culture, and the planning of all-corps events. This committee will be selected to be as diverse and as inclusive as possible.

  43. PRIORITY #2: Reset, build and reinforce culture in 2009 corps. (1.) Plan and execute culture reset conversations at the First Year All Corps meeting (May), at the first professional Saturday (second year meeting) that will ground our 2009 corps members in our intended culture (2.) Form corps culture advisory committee (see #6 above) with heavy 2nd year involvement (3.) Actively include and employ 2nd year CMs as mentors and leaders at/in Induction, Round Zero, Professional Saturday, collaboration teams, etc. Ground, invest, and set explicit goals and purpose in creating strong culture with these 2nd year leaders. (4.) See #5 above (5.) KOJ, RB, and other PLT members host 2nd year leadership dinner and coffees throughout the year with the explicit purpose of understanding corps culture challenges and CM experiences as well as engaging corps members as colleagues and leaders in shifting corps culture.

  44. Key Questions • What do we think it will take beyond the strategies listed (or more specifically within the strategies) to achieve our desired outcome for corps culture? • What have regions done to successfully shift culture between year 1 and year 2? • Who are key individuals and regions that GNO should partner with to learn how to effectively manage and reinforce corps culture throughout the year?

  45. Agenda (1.) GNO Program Vision, Context, and Priorities for 2011 (2.) Deep Dive Into Key Priorities: Culture Strategies (3.) Deep Dive Into Key Priorities: TAL Teachers, Visions and Our Management (4.) Questions and Discussion

  46. TAL Teachers, Visions and Our Management

  47. Key Questions • What will it mean and look like to manage towards a qualitative vision and measurable outcomes? • How do we ensure our visions are clarifying and motivating for students, teachers, and program staff? • Do we think we should be thinking expansively about TAL teaching or focusing explicitly on vision as our priority currently does?

  48. PRIORITY #3: Cultivate TAL teaching by ensuring corps members have, believe in, and align their work toward Big Goals that are rigorous, personal and meaningful to them, and ultimately transformational for students. (1.) Priority #8 is a lever for Priority #2 which seeks to explore what excellence is at the student and corps member level and increase our collective ability to coach and develop corps members as TAL teachers. (2.) Execute strong Round Zero strategy for visions that includes initial kick-off, one-on-one coaching and follow-up from PDs, (3.) Plan and execute revisiting big goals strategy with Round Zero with program directors as well as establish regular vision/goal reflections that are infused throughout our practices with our corps members through ongoing goal reflections within collaboration teams, in one-on-one interactions such as observations and co-investigations/debriefs, and in whole-group strategies during Professional Saturdays. (4.) Pilot Lee Canter Real-Time Coaching, led by Lowrey and Nady (5.) Use and reflect in a disciplined way on CM and PTM visions/goals throughout the program support structures to ensure visions/goals stay central, which include check-ins with managers, field time, and understanding progress throughout the year to ensure at all levels we have an opinion on the extent we’re achieving our vision. (6.) Increase PDs ability to coach and cultivate corps member leadership as part of their solutions

  49. PRIORITY #5: All program staff operate with, feel empowered by, and are managed toward a clear vision for their role and work that is personal, significant, meaningful, and aligned to our ultimate outcomes as a region. (1.) BOY vision and goal-setting as a program team (2.) Managers will rethink how they will use visions and goals to drive check-ins, field time, and conversations to ensure we’re thinking expansively about outcomes of student achievement and staff and corps member leadership (3.) 2x2 and LDS reviews that are grounded in personal vision reflection and use the LDS competencies as a tool and not an end

  50. PRIORITY #9: Build learning experiences that ground and deepen our understanding of TAL classrooms and challenge our expectations for what is possible for our students and teachers. (1.) Plan and establish strategy for constantly grounding and challenging excellence at the corps member-level, which includes examining student work, visiting excellent schools and classrooms (alums, non-alums, public and private schools) (2.) Plan and establish strategy for constantly grounding and challenging excellence at the program team-level, which includes examining student work, visiting excellent schools & classrooms, team video observations of our “best” teachers, site visits (3.) Regular examination of student work and classroom execution as a program leadership team to explore how “excellence” is manifesting itself at the classroom level (4.) Leadership Team- Plan and establish strategy for constantly grounding in and challenging excellence which will include examining student work, visiting excellent schools & classrooms, team video observations of our “best” teachers, site visits