Creating a Learning Community Vision

1. Creating a Learning Community Vision Dr. Deanne Magnusson Department of Organizational Leadership, Policy, and Development University of Minnesota

2. Leadership for Strategic Thinking: Creating A Future Oriented Institutional Vision Visioning comes first in a strategic thinking and planning process. When visioning change, one might ask: What is our preferred future? What do we want to be? What are our dreams? What is our mental image of what we want to be? Need to be knowable in terms of research-based trends and practices

3. Key Components for Creating Vision Vision needs to reflect your values and beliefs. Beliefs guide the actions of all involved. Beliefs are a key component of strategic thinking and planning. Beliefs are value statements influenced by these factors: • Historical, cultural, political, economic • “Best practice” educational factors

4. Benefits of Visioning Visioning: • Identifies direction and purpose • Promotes sharp focus • Encourages openness to unique and creative solutions • Builds loyalty (ownership) through involvement

5. Criteria for Quality Vision Statements (Adapted from MN Principal Training Academy) • Is the vision statement simple and easy to interpret? • Can the vision be accomplished? • Is the vision focused on results and can it lead to accountability? • Is it measurable?

6. Criteria for Quality Vision Statements in Education (Adapted from MN Principals Academy) 5. Does the vision statement lend itself to developing a clear strategy for making the vision possible? 6. Will it lead to hard choices? 7. Is it worth fighting for? “Successful transformation of vision rests on a picture of that future that is easy to communicate to stakeholders”

7. Assessing Your Vision Statement Effective vision statements are: Imaginable—convey what the future will look like Desirable—appeal to long term interests of stakeholders Feasible—lead to attainable goals Focused—clear enough to provide guidance in decision-making Flexible—general enough to allow for individual initiative and changing responses in view of changing conditions Communicable—easy to communicate and explain

8. Guidelines for Assessing Your Organization’s Vision Statement Questions to ask: • Will it lead to a better future for the organization? • Does it fit with the organization’s history, culture and values? • Does it set standards of excellence and reflect high ideals? • Does it clarify direction? • Does it inspire enthusiasm and encourage commitment? • Is it ambitious enough?

9. A Data-Driven Instructional Planning Framework Learning guided by “real world” themes, questions, issues and problems Goal alignment across grade, subject, programs, etc. Community(ies) of instructional practice Continuous inquiry data driven decision-making; use of multiple measures Shared understanding of essential learning outcomes Student work is continuously analyzed and revised Look For Quality assurance; measurable accountability indicators Learning as a process and mastery of content and skills

10. SWOC Analysis—A Strategic Thinking and Planning Framework : Digging the Data The SWOC Analysis Process Assess the situation: (Consider internal and external factors) S = What are the strengths? W = What are the gaps (weaknesses)? O = What are our opportunities? C = What are our challenges? What changes do we want to make?

11. Strategic Issue: _________________________________ SWOC Analysis

12. SWOC Analysis Benefits The advantages of using a SWOC analysis process for data driven strategic thinking and planning: • Enhances analysis of internal and external culture • Assists in assessing relevance of vision and mission • Enhances the ability to develop meaningful goals, teaching and learning outcomes • Anticipates, identifies, prioritizes, focuses on key stakeholder expectations

13. Leadership for Data Driven Planning and Decision- Making: Establishing SMART Goals S • Quality Assurance Indicators: Annual SMART goals Specific M Measurable A Attainable R Results oriented Timeline Completion T

14. Leadership for Data Driven Planning and Decision-Making: Set Annual SMART Goals • Data driven education leaders recognize that formalized goal setting can lead to improved student and institution outcomes. • Example: Secondary School Student Performance SMART Goal The percentage of 10th grade students scoring at the 90th percentile on the national exam in mathematics will increase from 60% in spring 2010 to 80% in spring 2011.

15. Leadership for Data Driven Planning and Decision-Making: Quality Assurance and Institutional Accountability Optional Assignment: Set a leadership SMART Goal for assessing or shaping the culture of your organization. • Set a SMART Goal for the integration of technology in your courses, education program area or institution, etc. • Set a SMART Goal for P16 public/ private sector or transnational partnerships. • Set a SMART Goal for international admissions to your institution. • Set a SMART Goal for staff development.

16. ? ? ? Reflective Questions Do you think the goal will advance student learning for the expected knowledge and skills to be achieved by students in 2015?

17. Continuous School Improvement: Leadership for Data-Driven Planning and Decision-Making Promote shared and distributive leadership Create shared vision Frame critical questions and challenges Use multiple data sources Facilitate alignment of school, local school community, regional, national, and international policies, practices

18. Creating A Data Driven School Performance Portfolio Translate school vision into agreed upon data driven expectations, practices, and results GOAL Example Data • Student learning outcomes • Curriculum standards • Instructional practices • Leadership and management • School culture norms Note: Need national, regional, local alignment

19. What is QUALITY? Quality is Measurable Quality is a Result What Gets Measured Gets done!