Always Begin with the End in Mind - Pasco County Schools · Always Begin with the End in Mind • Our Students…..Prepared for Success After High School • Our Promise…Leadership,

Always Begin with the End in Mind

•  Our Students…..Prepared for Success After High School

•  Our Promise…Leadership, Advocacy, and Support

•  Our Future….Strong Communities, Competitive Workforce

Leadership is the capacity to

translate vision into reality. —

Warren Bennis

“Success in life has nothing to do

with what you gain in life or

accomplish for yourself. It’s what

you do for others.”

~ Danny Thomas

5

Listening Empathy Healing Awareness Conceptualization

Foresight Stewardship Commitment to the Growth of People Building Community Persuasion

RELATIONSHIP-BUILDING ACTIONS

Listening •  Active, not just passive •  Listen completely before

deciding Empathy •  Separate person from

their work •  Walk a mile in their shoes •  Personable with

appropriate individuals

*Awareness •  Awareness of self, your

influence and the organization

•  “With-it-ness”

Healing •  Help your staff become

whole •  Consider their history •  Build a future together

Persuasion •  Opposite of positional authority •  Convince and build consensus – quickly Conceptualization •  You have to have vision – make time for strategy! •  B.H.A.G. but S.M.A.R.T.

•  Big Hairy Audacious Goal but Specific, Measurable, Achievable, Realistic, and Time bound

Foresight •  Consequences of present decisions on future outcomes •  Domino Thinker

FUTURE-ORIENTED ACTIONS

Stewardship •  You are where you are suppose to be •  Entrusted with resources of others •  Return on investments Commitment to the Growth of People •  Nurture relationships •  Help people grow both personally and professionally Building Community •  Create the climate of growth •  Build a learning community

COMMUNITY-ORIENTED ACTIONS

My own definition of leadership is this:

The capacity and the will to rally men and

women to a common purpose and the character which

inspires confidence. —General

Montgomery

PRIMARY CHOICE

SECONDARY CHOICE

TERTIARY CHOICE

OTHER CHOICES

FUNDAMENTAL CHOICE-MISSION

HIERARCHY OF CHOICES

Relevant Questions Type of Choice Area of Focus

CORE VALUES WHO?

WHY?

WHAT?

HOW?

WHICH?

who, what, when, where, where, why, how?

Identity

Purpose

Vision

Strategy

Tactics

Activities

Daniel Kim

Trust men and they will be true to you;

treat them greatly and they will show themselves great.”

Ralph Waldo Emerson

ALL students learning

and achieving

Reading 3rd 4th 5th 6th 7th 8th

% of Pasco Students 3 and Above / (State Average)

57% (56%)

62% (62%)

59% (61%)

59% (57%)

61% (58%)

55% (55%)

% of Pasco Schools BELOW State Average 2012 52% 57% 61% 60% 47% 60%

% of Pasco Schools BELOW State Average 2011 59% 54% 50% 53% 47% 53%

Math 3rd 4th 5th 6th 7th 8th % of Pasco Students 3 and Above (State Average)

50% (58%)

55% (60%)

53% (57%)

51% (53%)

54% (56%)

52% (57%)

% of Pasco Schools BELOW State Average 2012 72% 65% 61% 67% 67% 73%

% of Pasco Schools BELOW State Average 2011 70% 67% 70% 73% 67% 60%

Writing 4th 8th Science 5th 8th % of Pasco Students 3 and Above / (State Average)

77% (81%)

77% (78%)

% of Pasco Students 3 & Above / (State Average)

46% (51%)

44% (46%)

% of Pasco Schools BELOW State Average

65% 53% % of Pasco Schools BELOW

State Average 2012 63% 73%

% of Pasco Schools BELOW State Average 2011 74% 60%

Over the few years: •  Reading: over 40% of students enter 9th grade below proficiency •  Math: over 40% of students enter 9th grade below proficiency •  Black: over 50% of our black students score below proficiency in

reading and math •  Poverty: over 40% of our low SES students score below proficiency

in reading and math •  Reading: only 30% of our students score in the highest levels •  Math: only 31% of our students score in the highest levels •  Science: only 10% of our 5th grade students score in the highest

levels •  Source: FL DOE School Accountability Report

•  In 2010, only 48.9% of our Pasco County students scored high enough on college placement tests in math, reading and writing to avoid remedial coursework at the community college level.

•  In fact, only 48.1% of our students enrolled in a Florida post secondary institution in the Fall of 2010.

•  And of those students, only 73.1% earned a GPA above 2.0 that Fall term.

Source: FDOE Website

What will the future of learning be in our organization, community, and region? How will we invest in children, teachers, leaders, schools?

Professional Growth System

Standards-Based Instruction

Professional Learning

MTSS: One Integrated Framework

*CCSS and

NGSSS

PLCs and Lesson Study

Effective Instruction

and Leadership

Safe and Orderly Environment

•  Responsive, consistent discipline

•  Concern for students and staff safety

•  Attractive, clean buildings and grounds

Instructional Leadership

•  Focusing on all children

•  Demanding high-quality instruction and interventions

•  Monitoring curriculum and instruction

•  Making data-driven decisions

•  Emphasizing and modeling growth

Instructional Leadership

•  Being in classrooms everyday and observing through the lens of improving teaching and learning

•  Leading professional development

•  Establishing a collaborative environment - CAPACITY BUILDING - TRANSPARENCY - DATA USE IN A NONJUDGEMENTAL WAY

High Expectations of Staff •  Attracting and recruiting the most

dedicated and talented staff

•  Mentoring and developing our staff

•  Evaluating, recognizing, retaining our staff

•  Dealing with ineffective staff

•  Holding high expectations

Professionalism

•  Setting high standards of performance •  Creating structures for critical reflection

and continuous improvement •  Sustaining an organizational culture of

respect •  Promoting a positive work environment

Building Relationships

•  District to Board and Community

•  District to Schools

•  Principals to students, teachers and staff

•  Teachers to students

•  Students to students

Attitude

•  Towards the organization

•  Towards each other

•  Towards teachers and staff

•  Towards students

•  Towards parents and community

Responsiveness to the Public •  Reaching out to parents and community

•  Promoting knowledge and understanding

•  Communicating effectively and regularly •  Strengthening productive partnerships for

education •  Meaningfully involving stakeholders in

decision-making

“When people honor each other, there is a trust

established that leads to synergy, interdependence,

and deep respect. Both parties make decisions

and choices based on what is right, what is best,

what is valued most highly.” ~ Blaine Lee

Alignment •  Policies,

Procedures •  Departments •  Regions

Cohesion •  Moral Imperative •  Core Values •  Mindset

Culture, processes, and structures… •  Rooted in deep and direct knowledge of schools; •  Provide responsive, integrated, and easily

accessible support for school operations; •  Create clear standards and processes for district

office accountability to schools •  Establish clear guidance for schools; •  Create clear standards and processes for

accountability for schools with direct support for school leaders…

Desired Outcomes: •  The service and support capacity of district

offices will continuously improve in response to school needs;

•  More students will succeed at a higher level; •  More robust and differentiated supports for

schools; •  Stakeholders empowered to get the work done; •  Explicit collaboration between school and district; •  Clear roles and accountability measures for

effectiveness; •  And much more

•  Alignment of Functions: *Discipline, Compliance •  Bringing similar roles and responsibilities together •  Talking to each Director: We are going to look at

every position, budget in depts. •  Very strong possibility of joining departments •  Budget will support areas of focus •  Capacity Building: Improve knowledge, skills,

competencies, motivation of district to do the core work of instructional improvement and student achievement

1.  Leadership Development, Staff Development, and Multi-Tier System of Supports (MTSS)

Professional

Development and School Supports

2.  Executive Directors for Administration and Support Services

3.  Pre-K-12 Learning Community Executive Directors

4.  Human Resources and Educator Quality: Teacher Evaluation and Teacher Induction

•  Principals' Advisory Group: Monthly meetings after 4:00 - for about 90 minutes. Principals across the district; across levels

•  Monthly lunch meetings with USEP •  Quarterly Student Focus Groups •  Cancelling/Re-focusing certain meetings and

committees (e.g., Design Teams)

Always keep the end in mind!

•  Our Students…..Prepared for Success After High School

•  Our Promise…Leadership, Advocacy, and Support

•  Our Future….Strong Communities, Competitive Workforce