| PBM Title | Description |
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| 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 |
| 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 |
| 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 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 Through Group Decision-making | Use techniques such as brainstorming, multi-voting, and reaching consensus to guide the decision-making process.
Topics:
• Overview of the group decision-making process
• Brainstorming
• Multi-voting
• Consensus
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| 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 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 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 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 Differentiate Instruction | This module is about leading a team of school leaders to differentiate instruction so that they may tailor the instructional design within the classroom to meet individual learning needs of learners. Differentiating instruction individualizes learning, piques the student's interest, and assists the teacher to develop a learning profile for each student based on his or her learning style and knowledge and skills of the curriculum standard. |
| Leading a Team to Implement Graphic Organizers | This module will help you gain the skills needed to lead teachers in the implementation of graphic organizers in the classroom. When teachers scaffold learning by using graphic organizers, students are better equipped for collecting, organizing, and storing information.
Topics:
• Examining the rationale for using graphic organizers
• Choosing and using graphic organizers |
| Leading a Team To Provide Teacher Commentary | Teacher commentary on student work is the key to providing a performance-based learning environment. Like a roadmap, it gives specific feedback and direction on how to master a concept and ultimately meet an element of the standard.
Topics:
• Reviewing standards and elements related to student work
• Writing teacher commentary
• Providing verbal teacher commentary
• Providing teacher commentary through standards-based display boards
|
| Leading a Team to Unpack Curriculum Standards, Stage 1-Identifying Desired Results | Unpacking curriculum standards is a 3-part process most researchers agree is the best instructional design for teaching and learning. This module addresses Stage 1-Identifying Desired Results. You will learn how to identify the Enduring Understandings by analyzing the Essential and Key Questions and define what students should know and be able to do.
Topics
• Identifying the Big Ideas
• Identifying Enduring Understandings
• Writing Essential and Key Questions
• Identifying Knowledge and Skills |
| Leading a Team to Unpack Curriculum Standards, Stage 2-Developing Assessments | Unpacking curriculum standards is a 3-part process that most researchers agree is the best instructional design for teaching and learning. This module addresses Stage 2-Developing Assessments. You will learn how to select and design assessments that evaluate what students know and how well they do their work.
Topics
• Developing selected response assessments
• Developing constructed response assessments
• Developing performance assessments
• Developing informal assessments |
| 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 Better-seeking Teams - Orienting and Focusing | After recruiting and selecting team members to be part of the Better Seeking Team (BST), the next critical step is to get the team oriented and focused on the task at hand. This module shows you how to empower your BST to achieve higher levels of performance on improvement initiatives. (Revised 05/10)
Topics:
• Orienting the BST
• Focusing the BST on Team Roles
• Focusing the BST on Professional Learning
• Focusing the BST on Team Assignments |
| Leading Better-seeking Teams - Recruiting and Selecting | Description:
Select and recruit individuals who collaborate successfully as a Better-seeking Team on improvement initiatives to help the school and students achieve their goals. (Revised 05/10)
Topics:
• Defining personal characteristics of the BST
• Identifying team roles and responsibilities of the BST
• Recruiting and selecting a BST |
| Leading Faculty Study Groups Series, 2 of 2 - Maintaining Momentum | A faculty study group (FSG) is a small group of educators that routinely meets to work on a problem related to the organization's student achievement goals. FSGs study, learn, share, inquire, and investigate new approaches to teaching and learning based on identified needs of the school. Working in FSGs allows teachers to work in a collaborative and professional manner as they learn from each other.
Topics:
• Organizing faculty study groups
• Conducting study group follow-up activities |
| Leading Student Support Teams, 1 of 2-Developing the SST Process | The Student Support Team (SST) process is designed to provide instructional support and to recommend appropriate interventions for all students within a school who are experiencing academic or behavioral challenges. The SST is tasked with keeping students in the regular school setting where appropriate or providing alternative placement where necessary.
Topics
• Developing the SST process
• Preparing your school’s staff
• Engaging a team in developing the SST process |
| Leading Student Support Teams, 2 of 2-Conducting the SST Meeting | Summary:
Helping students succeed is always the key focus of SST meetings. However, conforming to requirements and documenting issues and previous interventions are also necessary parts of the process. This modules shows you how to effectively prepare for, conduct, and follow-up on SST meetings.
Topics:
• Preparing for an SST Meeting
• Conducting an SST Meeting |
| 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 |
| 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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