| PBM Title | Description |
|---|
| 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 - 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 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 |
| Communications Series, 2 of 4-Leading a Team to Develop a Communications Plan | Be proactive rather than reactive in your communications. Communication planning means sending the right messages to your staff, parents, and the community while building capacity within your school to communicate effectively the messages the community wants and needs to hear.
Topics:
• Setting communication goals and objectives
• Formulating key messages and implementation actions
• Determining how to evaluate results
• Identifying resources, developing a budget, and finalizing the plan
|
| 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
|
| 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 |
| 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 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
|
| 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
|
| 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
|
| 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 Create a Vision For Classroom Instruction | Design and document a vision for classroom instruction that is tailored to your school and community by establishing learning goals based on the anticipated skills and knowledge needs of your region’s work force.
Topics:
• Establishing learning goals
• Designing a supportive curriculum
• Developing a content delivery plan |
| 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 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 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 Market Educational Involvement Activities | The link between family involvement and increased student achievement has been confirmed in multiple studies. In this module, you will identify opportunities to promote school activities and student achievement to encourage family participation and measure the effectiveness of those activities.
Topics:
• Communicating the Effect of Community Involvement on Student Achievement
• Developing Educational Marketing Messages
• Measuring the Effectiveness of Community Involvement Activities |
| 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 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, 1 of 2 - Getting Started | Engage all teachers in study teams to work in a collaborative and professional manner as they learn from each other to improve teaching and learning.
Topics:
• Getting Organized for FSGs
• The FSG Kick-off 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
|
| 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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