| PBM Title | Description |
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| Balanced Performance Improvement Series - Developing a Performance Leadership Handbook | The purpose of a Performance Leadership Handbook (PLH) is to articulate clearly what school and district leaders should do to improve performance. Oftentimes, such expectations are communicated during group meetings and one-on-one conversations with individuals. However, a PLH codifies the expectations and provides a single document to refer to when addressing underperformance.
Topics:
• Preparing for Performance Leadership Handbook Development
• Creating the Performance Leadership Handbook |
| Balanced Performance Improvement Series - Developing Increased Parent Engagement in Districts Using the Balanced Scorecard | Collaboratively develop Balanced Scorecard performance objectives that promote meaningful parent involvement in the school district.
Topics:
• Refining Objectives
• Updating the Balanced Scorecard |
| Balanced Performance Improvement Series - Developing Increased Parent Engagement in Schools Using the Balanced Scorecard | Collaboratively develop Balanced Scorecard performance objectives that promote meaningful parent involvement in the school.
Topics:
• Refining Objectives
• Updating the Balanced Scorecard |
| Balanced Performance Improvement Series - Leading a District through SACS Accreditation Using the Balance Scorecard | When preparing for SACS review, you can save a great deal of time and effort by leveraging your district’s current Balanced Scorecard. With a few modifications, your Scorecard can serve as evidence for meeting the SACS standards. This module will show you how to link your district’s strategic objectives, as documented in your Balanced Scorecard, to the seven SACS standards.
Topics:
• Reviewing SACS Standards
• Linking SACS Standards to the Balanced Scorecard |
| Balanced Performance Improvement Series - Leading a School through SACS Accreditation Using the Balance Scorecard | When preparing for SACS review, you can save a great deal of time and effort by leveraging your school’s current Balanced Scorecard. With a few modifications, your Scorecard can serve as evidence for meeting the SACS standards. This module will show you how to link your school’s strategic objectives, as documented in your Balanced Scorecard, to the seven SACS standards.
Topics:
• Reviewing SACS Standards
• Linking SACS Standards to the Balanced Scorecard |
| Balanced Performance Improvement Series - Leading a Team through Process Improvement and Process Mapping | Using Process Improvement as a tool is another step in the performance management journey. As Process Improvement is implemented, the organization’s value to the customer is improved through the review and analysis of organizational processes for efficiency, cost effectiveness, and customer responsiveness. Improving processes results in improving outcomes.
Topics:
• Selecting the process to be improved
• Mapping the process
• Improving the process
• Implementing the process |
| Balanced Performance Improvement Series - Leading a Team to Allocate Resources Using the Balanced Scorecard | As much as 60 percent of organizations don’t link budgets to strategy. Rather than simply modifying last year’s budget for the upcoming year, let your Balanced Scorecard drive resource allocation to ensure that priority initiatives are funded. These initiatives support your organization’s strategic objectives and goals, as well as its mission, vision, and values.
Topics:
• Communicating the New Budget Process
• Refining the Balanced Scorecards
• Prioritizing Initiatives
• Allocating Resources |
| Balanced Performance Improvement Series - Leading a Team to Develop a Balanced Scorecard | Translate your vision and strategy into action by creating a Balanced Scorecard for your organization. Based on the principle that “you can't improve what you can't measure,” the Balanced Scorecard is a management, measurement, and communication system that supports strategic planning.
Topics:
• Establishing a Performance Measures Dictionary
• Constructing a Balanced Scorecard
• Inserting Baselines and Targets
• Identifying Initiatives |
| Balanced Performance Improvement Series - Leading a Team to Develop Performance Foundations | As the leader, you set the direction, cast the vision and work to embed a set of core values in the culture of the organization to guide actions and decisions. This module examines what mission, values, and vision statements are, how to lead a team to create them, and how to determine their effectiveness.
Topics:
• Leading a team to develop a mission statement
• Leading a team to develop organizational values
• Leading a team to develop a vision |
| Balanced Performance Improvement Series - Leading a Team to Develop Strategy Maps | Develop a strategy map – a visual representation of cause and effect relationships within the organization and related to its objectives – that will provide the framework to help create the Balanced Scorecard.
Topics:
• Identifying Organizational Goal Areas / Perspectives
• Developing Performance Objectives
• Developing a Strategy Map |
| Balanced Performance Improvement Series - Leading a Team to Implement Visual Reporting | This module describes how to implement visual reporting by establishing a data room — a frequently used room adorned with charts that show data related to student learning, school processes, and stakeholder perceptions.
Topics:
• Establishing a Data Room
• Leading a Data Walk
• Leveraging the Data Room |
| Balanced Performance Improvement Series - Leading a Team to Select Performance Measures | Share with the organization and its stakeholders the results that drive the mission of the organization – and create an environment where you can begin tracking results to ensure that the organization meets its goals.
Topics:
• Generating a List of Potential Performance Measures
• Selecting a Final List of Performance Measures |
| Balanced Performance Improvement Series - Leading the Cascading of the Balanced Scorecard | Constructing the Balanced Scorecard (BSC) is the culmination of the implementation phase of the performance management system tying individual accountability and resource allocation to the organizational strategy. Cascading refers to the process of developing BSCs at every level of the organization so that they align with the top-level BSC.
• Establishing understanding of the BSC
• Conducting workshops in each of the functional areas
• Allocating Resources Using the BSC |
| Building Capacity of Parents to Help Their Children Succeed in School - Presenting Student Achievement Data | This module provides a step-by-step approach to presenting your school’s student achievement data to parents and other stakeholders in such as way that allows them to make informed decisions concerning their children and the school.
Topics:
● Gathering Student Achievement Data
● Analyzing Student Achievement Data
● Presenting Student Achievement Data
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| Building Capacity of Parents to Help Their Children Succeed in School - Presenting Student Achievement Data | Providing parents with adequate and timely information promotes good relations with the community and a better prepared student body. In this module you will share a comprehensive list of student achievement data specific to your school and district with the parents of your students.
Topics:
• Educating Parents About Available Data Sources
• Sharing Assessment Data with Individual Parents |
| Communications Series, 1 of 4-Leading a Team to Conduct a Communications Audit | Send the right messages to parents and the community by utilizing effective communication planning. Conduct a communication audit when new leadership roles are filled, when there are negative reports in the media about your school, or the school is developing a communication plan to ensure audiences receive the right message in the right way at the appropriate time.
Topics:
• Getting started
• Collecting communications data
• Analyzing communications data
• Preparing a final report |
| Communications Series, 3 of 4-Leading a Team to Promote Positive Community Relations | Promote positive community relations between your school and the community by providing staff support structures, establishing positive contact with the community, and improving the school's appearance.
Topics
• Improving staff support structures
• Establishing community contact standards
• Improving the school’s appearance |
| Communications Series, 4 of 4-Teaming With Your Community | This module will help school teams plan and implement activities that engender trust and positive school improvement.
• Understanding your community
• Teaming for better communications
• Teaming to provide greater student learning
• Teaming to serve your community
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| Conducting Effective Meetings to Improve Student Achievement and Organizational Effectiveness | In this module you will learn to conduct effective meetings that will save time and resources by establishing team guidelines and meeting procedures, and conducting a meeting audit to ensure expectations were met and the purpose accomplished. This module represents a value-added leadership skill, which is important to your development as a leader across all roles.
Topics
• Establishing effective meeting procedures
• Documenting effective meeting notes
• Conducting an effective meeting audit |
| Developing a Performer Path Plan-Mapping Exemplary Performances | Mapping the performance skills of an aspiring or developing leader in your school as supported by data using the 8 Roles of School Leaders™ Mastery Maps provides the documentation needed to build a Performer Path Plan that will result in meeting or exceeding performance criteria.
Topics:
• Mapping exemplary performance
• Building a Performer Path Plan |
| Distributed Leadership Series, 1 of 4-Leading a Team to Prepare for Distributed Leadership | This module will guide you through the process of examining your beliefs and leadership style as they relate to implementation of Distributed Leadership. After selecting a Design Team to lead this analysis, you will develop a charge (vision) for Distributed Leadership for your school or district. (Revised 5/2008)
Topics:
• Exploring Your Role Beliefs
• Maximizing Your Leadership Style
• Defining the Charge
• Leading a Team to Prepare for Distributed Leadership |
| Distributed Leadership Series, 2 of 4-Leading a Team to Develop Strategies to Implement DL | Using the vision for Distributed Leadership outlined in Module 1 as a starting point, this module describes the work of the Design Team as they lay the groundwork for Design Sub-teams to implement Distributed Leadership.
Topics:
• Analyzing the Data for Distributed Leadership
• Developing the Goals for Distributed Leadership
• Analyzing Causes
• Creating Design Sub-Teams
• Leading a Team to Develop Strategies to Implement Distributed Leadership |
| Distributed Leadership Series, 3 of 4-Leading a Team to Design and Develop DL | The Distributed Leadership Design Team provides each Design Sub-team with a Charter describing their role in implementing Distributed Leadership. This module defines the work of the Design Sub-team.
Topics:
• Validating the Cause
• Identifying the Solution
• Developing the Action Plan
• Leading a Team to Design and Develop Distributed Leadership |
| Distributed Leadership Series, 4 of 4-Leading a Team to Sustain DL | The final module in the Distributed Leadership Series guides the Design Team to oversee the progress of implementing Distributed Leadership and maintaining the continued involvement of stakeholders.
Topics:
• Defining Ongoing Oversight of Distributed Leadership
• Maintaining Stakeholder Involvement
• Leading a Team to Sustain Distributed Leadership |
| Giving Effective Performance Feedback | Performance improvement is largely dependent on frequent and specific feedback, and your ability to administer effective feedback to those you mentor significantly impacts their ability to meet performance criteria. This module explores ways to determine evidence and clear criteria and outlines strategies for giving effective feedback.
Topics:
• Understanding feedback and performance
• Giving performance feedback |
| Leading a Content-area Team Through EOCT Data Analysis Series-1 of 2, Content Area | This module provides a step-by-step method for gathering data regarding End of Course Test (EOCT) scores and analyzing that data for the eight targeted EOCT subject areas. Steps include identifying content trends and areas of strength, as well as needed improvements in instruction in the targeted curriculum. (Revised 3/2008)
Topics:
• Preparing EOCT Data for Analysis
• Analyzing EOCT Data
• Leading a Content-area Team Through EOCT Data Analysis |
| Leading a Content-area Team Through EOCT Data Analysis Series-2 of 2, Develop an Action Plan | Working from EOCT data analyzed in Module 1 of this series, this module shows you how to lead a team through the process of analyzing instructional materials and delivery plans to determine the degree of alignment with Georgia Performance Standards, as well as making changes based on those findings.
Topics:
● Revisit EOCT Results and Conclusions
● Examine Instructional and Organizational Practices
● Develop an Action Plan
● Lead a Content-Area Team to Develop an Action Plan |
| Leading a Team Through CRCT Analysis Series, 1 of 3-Grade-level Analysis | Analyze student data within the grade levels to measure how well the students are achieving, how well teachers are teaching to the curriculum standards, and the specific knowledge and skills that must be addressed to meet the instructional needs of individual (and subgroups) of students.
Topics:
• Leading initial preparation and analysis
• Leading a team through grade-level CRCT analysis |
| Leading a Team Through CRCT Analysis Series, 2 of 3-School-wide Analysis | Expand on the data analysis skills learned in CRCT-1 by using this next set of techniques to analyze data across each classroom in the school, to identify school-wide areas for improvement, and gain buy-in from the faculty.
Topics:
• Leading initial preparation and analysis
• Leading a team through school-wide CRCT analysis |
| Leading a Team Through CRCT Analysis Series, 3 of 3-Classroom Performance | Expand on the data analysis skills learned in CRCT 1 and 2. Use this final set of techniques to compare results of the analysis with students’ classroom performance; design a plan of action to improve academic achievement; develop an implementation plan to drive high levels of performance in the classroom; develop Student Goals Plans that will yield increased student learning.
Topics:
• Planning for Student Success
• Determining Equity in Student Performance
• Developing Individual Student Goal Plans |
| Leading a Team Through GHSGT Data Analysis Series, 1 of 2-Content-area | Involve all teachers in gathering, analyzing, and using student achievement data to develop strategies for increasing school performance to help the instructional staff make better decisions about how to effectively improve instruction for all students. This module targets high school graduation test data analysis.
Topics:
· Leading initial preparation and analysis
· Leading a team through subject-area GHSGT analysis |
| Leading a Team Through GHSGT Data Analysis Series, 2 of 2-School-wide | Expand on the data analysis skills learned in GHSGT-1, by using this next set of techniques to analyze data across each classroom in the school, to identify school-wide areas for improvement and gain buy-in from the faculty as a whole.
Topics:
• Leading initial preparation and analysis
• Leading a team through school-wide GHSGT analysis
|
| Leading a Team to Analyze and Display Data Using Quality Tools | Make complex issues simple and easy to understand for stakeholders by using quality tools to analyze and display information. School leaders and their teams can use these three quality tools to inform team decision-making for school improvement.
Topics:
• The Process Flow Chart
• The Check Sheet
• The Pareto Chart
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| Leading a Team to Analyze Performance Factors | Analyze, identify, and agree upon the performance factors which impact the performer’s achievement and his/her ability to meet performance criteria. Resulting collaborative development of information can be used to inform actions and decisions regarding solutions and interventions.
Note: Perform this task before observing a performance.
Topics:
• Leading a team to analyze performance factors
• Leading a team to identify owners of performance factors |
| Leading a Team to Analyze Root Causes Using Quality Tools | Avoid the trap of jumping to solutions before identifying the root cause. This module helps leaders dig deep beneath the symptoms of problems to expose the root causes so that the right solutions can be applied. Find the true causes of the problem using these three quality tools.
Topics:
• The Five Whys
• The Fishbone (Cause and Effect) Diagram
• The Affinity (Relationship) Diagram
|
| Leading a Team to Conduct Action Research | Description:
Action research is a type of formalized problem solving in which practitioners collect and use data to assess student performance and investigate potential solutions to problems. Schools that regularly conduct effective action research demonstrate improved achievement over time.
Topics:
• Selecting an Action Research Topic
• Reviewing Related Literature
• Applying Action Research Methodology
• Analyzing the Research Results Data |
| Leading a Team to Define Organizational Value Elements | This module shows you how to define the value elements of the organization to its stakeholders, its employees/members, to the media and the public at large – which is the first step to delivering that value, and influencing others to recognize it.
Topic:
• Leading a team to define organizational value elements |
| Leading a Team to Design a School Budget | Effective budget planning ensures funds support student achievement and the School Improvement Plan (SIP). Topics include:
• Analyzing the School Budget
• Aligning the Budget to the SIP
• Revisiting the SIP
|
| Leading a Team to Develop Effective Verbal Skills | This modules presents eight specific verbal skills, the characteristics of each, and how and when to apply them. In this module you will learn a process for listening to the student, diagnosing the situation from the student’s perspective, and applying the verbal skills needed to resolve the issue.
Topics:
• Using positive tone and phrasing
• Asking effective questions
• Using effective phrases and statements |
| Leading a Team to Develop Norms and Covenants | Develop appropriate norms and covenants for group discussions and provide the support for mutual commitments and obligations to accomplish the mission, vision, core values, and goals of the organization.
Topics:
• Getting started with norms
• Getting started with covenants
• Leading a team to develop norms and covenants |
| Leading a Team to Develop SMART Goals | Develop SMART goals using performance measures related to identified school improvement initiatives. (Revised 7/08)
Topics:
• Developing SMART Goals
• Checking SMART Goal alignment
• Engaging a team in developing SMART Goals |
| Leading a Team to Implement Visual Reporting | This module describes how to implement visual reporting by establishing a data room — a frequently used room adorned with charts that show data related to student learning, school processes, and stakeholder perceptions.
Topics:
• Establishing a Data Room
• Leading a Data Walk
• Leveraging the Data Room |
| Leading a Team to Select Performance Interventions | Identify the gap(s) between desired performance and actual performance by analyzing the causes. Target possible solutions and generate performance interventions to solve the problem, selecting those that have the highest probability of successful implementation, considering cost, time, culture, risks, and benefits.
Topics:
• Identify causes of inadequate performance
• Generate a list of potential performance intervention(s)
• Select the best performance intervention(s) |
| Leading a Team to Unpack Curriculum Standards, Stage 3-Designing Instructional Units | Unpacking curriculum standards is a 3-part process that most researchers agree is the best instructional design for teaching and learning. This module provides step-by-step procedures for aligning and sequencing instruction into a unit of study by designing strategies and learning activities that include performance assessments to measure what students know and should be able to do.
Topics
• Designing and aligning instruction to meet standards
• Sequencing design into instructional units |
| Leading a Team To Use Benchmark Assessments Series, 1 of 2-Developing Assessments | Benchmark assessments are a type of formative assessment tool. The results provide feedback teachers can use to identify students’ strengths and areas of need and to monitor progress, recommend instructional alternatives for advanced learners, and provide diagnostic data for students who need additional instructional support.
Topics:
• Defining parameters
• Creating an assessment item pool
• Finalizing the benchmark assessment
• Leading a team to develop a benchmark assessments |
| Leading a Team to Use Benchmark Assessments Series, 2 of 2-Analyzing Results | A benchmark assessment measures student progress over a specified period of time, and helps teachers identify ways to improve student achievement. This module contains the tools and skills needed to lead a team to administer your benchmark assessment and analyze the results.
Topics
• Administering a benchmark assessment
• Preparing to analyze results
• Leading a team to administer a benchmark assessment and analyze results |
| Leading Tactical Meetings | Master the three critical elements of a Weekly Tactical Meeting: Lightning Round - team members summarize primary weekly activities and provide others opportunity for clarification questions; Progress Review - reporting key metrics toward the organizational goals; Real-Time Agenda - based on how the school/system is performing against its goal.
Topics:
• Getting Started with Tactical Meetings
• Leading a Tactical Meeting
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| Leading Team Discussions | Involve all team participants in a natural flow of conversation that leads to a common understanding of the issues for effective discussions. The discussion process includes effective questioning and active listening skills.
Topics:
• Asking Questions
• Active Listening
• Dealing With Counter-productive Behavior
• Leading a Discussion
|
| Negotiating for Improved School Effectiveness | When parties can't agree on a solution to a problem or conflict, effective communication becomes critical in order to reach an acceptable agreement. This module presents a negotiation process that you can use to identify strategies that will result in successful interventions.
Topics:
● Know Yourself and Your Opposition (Analyze)
● Prepare to Negotiate (Design)
● Work Toward a Solution (Develop)
● Close the Negotiation (Implement) |
| Planning for Difficult Situations | As a result of many kinds of unexpected and difficult situations, students and/or staff can experience physical problems or threats at school. When these situations occur, the leader must be able to respond quickly in a manner that provides the safest environment possible to all individuals.
Topics:
• Updating your school safety plan
• Preparing school staff and community for emergencies
• Conducting a simulated drill |
| Standards-based Classroom Series, 1 of 2-Leading a Team to Establish a Standards-based Classroom | The Georgia and federal governments expect Georgia school districts to adhere to standards and establish schools whose instruction is structured to support the standards. This module provides key components that will assist you in establishing a standards-based classroom.
Topics:
• Developing Curriculum Standards
• Assessing a Standards-based Classroom
• Designing Instruction for a Standards-based Classroom |
| Using Leader Stories to Build Shared Vision and Commitment | Successfully influence various audiences in their organizations by developing a series of leadership stories. In this module, you will learn how to develop and tell leadership stories such as: Who I Am, Who We Are, and The Future Story. Leadership Stories drive school improvement initiatives.
Topics:
• Creating Your Who I Am Story
• Creating Your Who We Are Story
• Creating Your Future Story
• Sharing Your Leader Stories |
| Writing With Impact for Effective Communication | Effective communication skills form the foundation for successful school management. These skills are so basic that often we overlook their significance. This module focuses on ways to help you fine-tune and master this essential craft. You will learn how to analyze, draft, and finalize effective memos and business letters used for school communications.
Topics:
• Writing Memos that Matter
• Writing Letters that Mean Business
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