Chapters 9 and 14: Developing Effective Communications and Community Relations

Dr. Rob AndersonSpring 2011

Agenda• Leadership Book Presentations• Finish Chapter 8: Principal as Decision Maker

– Using school data to make decisions• Chapter 9• Chapter 14

Case Study: Lake Nona HS

% at Level 3

or Higher in

Reading

% at Level 3

or Higher in Math

% Meeting

the Writing

Standard

% at Level 3

or Higher in

Science

% Making

Learning Gains in Reading

% Making

Learning Gains in

Math

% of Lowest

25% Making

Learning Gains in Reading

% of Lowest

25% Making

Learning Gains in

Math

Bonus points

for 11th-12th grade

Retakes

Points Earned (Sum of Previous 9 Columns)more info

LAKE NONA 53   77    80    39   54    78    47    66   10   504   

Step One: Look at the data and analyze each area to determine next steps.

School NumberSchoolLevelGradeFree and Reduced LunchMinority RateSGdetail1SG482010-2012010-201B481951SchoolCLRZ48195132010-11SGHSdetaSG482010-2012010-201B481951SchoolCLRZ4819513Click Here forHigh School Components

What are your options?A. Data is on target. Strategy is working and

personnel is performingB. Data is not on target

A. Strategy is not workingB. Personnel is not performing

Case Study: Lake Nona HS

% at Level 3

or Higher in

Reading

% at Level 3

or Higher in Math

% Meeting

the Writing

Standard

% at Level 3

or Higher in

Science

% Making

Learning Gains in Reading

% Making

Learning Gains in

Math

% of Lowest

25% Making

Learning Gains in Reading

% of Lowest

25% Making

Learning Gains in

Math

Bonus points

for 11th-12th grade

Retakes

Points Earned (Sum of Previous 9 Columns)more info

LAKE NONA 53   77    80    39   54    78    47    66   10   504   

Step Two: In areas where data is not on target, dig a little deeper within each area to develop a clearer picture

a) Is there anything that could have skewed the data?b) Is the data you are investigating an anomaly?

Consistent with prior years?

School NumberSchoolLevelGradeFree and Reduced LunchMinority RateSGdetail1SG482010-2012010-201B481951SchoolCLRZ48195132010-11SGHSdetaSG48

2010-201

2010-201B

Digging Deeper• School to school comparison

– Compare overall results with those of other schools within the district to understand how much above/below the mean each data point falls

– Look at schools with similar demographics to compare apples to apples?

Developing a Strategy • Once you have identified which data point you

are trying to move, you have to begin to implement a decision making strategy. Do you:– Make changes by yourself?– Enlist your leadership team to come up with

ideas?– Develop a committee of teachers/professionals to

weigh in?– Students, parents….?

Evaluating Personnel• How do you determine whether or not your

issue is the strategy or the people implementing the strategy?

• How do you ensure that your strategy has been implemented with fidelity?– Leading indicators vs. lagging indicators

Case Study: Lake Nona HS• In our case, after bringing together a team of

administrators, we realized that it was both a strategy and personnel issue.

• Our strategy did not provide enough support, so we developed additional interventions including• Pull out programs targeting our lowest

students• Integrating complex text with reading

strategies in Physical Science, Biology, Geography and World History

School NumberSchoolLevelGradeFree and Reduced LunchMinority RateSGdetail1SG482010-2012010-201B481951SchoolCLRZ48195132010-11SGHSdetaSG482010-2012010-201B481951SchoolCLRZ4819513Click Here forHigh School Components

Case Study: Lake Nona HS• After compiling data from our reading

program, we moved our lowest performing teacher into another subject and hired a high performing reading teacher. – This resulted in a Win-Win. The teacher (who was

admittedly struggling, is much more successful.

Case Study: Lake Nona High School• Results

– Use of leading indicators to measure progress real time

Keys to Success• Do not rely on lagging

indicators. You need to have leading indicators that are directly tied to your strategy.

• You need to check often and act swiftly if you have any hope of improving performance

• Get as close to the issues as possible and try to anticipate struggles before they occur.

Analyzing Your Data• You should have

– A copy of your school’s 2010-2011 FLDOE school data

– A copy of your school’s School Improvement Plan

Questions to Answer• Are you familiar with the strategy outlined in

the SIP? Why is this important?• Will success be determined throughout the

year or through FCAT results?• Is there additional data that you could use

that would serve as a leading indicator?

Analyzing Your Data• Identify one area (based on the data) that you

feel like your school should have an intense focus this year. Typically this is an area that is not meeting expectations

• Cross reference this data with the strategy that should be outline in the School Improvement Plan for your school

Major Themes: Chapter 9• Planning a School-Wide Communications

Plan• Organizational Communication• Communication Networks• Managing and Improving Communication

Florida Principal Leadership Standards

• Standard 9: Communication.  Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community. The leader:

• Actively listens to and learns from students, staff, parents, and community stakeholders; • Recognizes individuals for effective performance; • Communicates student expectations and performance information to students, parents, and

community; • Maintains high visibility at school and in the community and regularly engages stakeholders in

the work of the school; • Creates opportunities within the school to engage students, faculty, parents, and community

stakeholders in constructive conversations about important school issues. • Utilizes appropriate technologies for communication and collaboration; and • Ensures faculty receives timely information about student learning requirements, academic

standards, and all other local state and federal administrative requirements and decisions.

Types of Communication in Schools

Internal – within the school• Students• Teachers

Organizational – within the school district• District Office• Other schools

School Community • Parents• Stakeholders

External• General

Public/Media• Public Relations

Internal – Within the School• Communicating “What is going on”

– Newsletter/Weekly Update• Listening and seeking feedback

– Principal’s Roundtable– Opinion Surveys

• Emergency Communication Plan– Weapon on Campus– Bomb Threat/Fire

Organizational – Within the District• Following district protocols

– Parent/student issues• District Meetings• Communicating between schools

– Personnel– School issues

School Community• Marquee• Newsletter• Automated Phone Messages• Website• Parent Meetings

– PTSA– SAC

External• Media Relations• Damage Control• Managing the school’s

reputation– Internet– “Publix” conversations

Communication and PR - Dealing with Tragedy

• You never know….• Have to be ready

with a plan

Guest Speaker• Trevor Honohan

– Principal at Audubon Park Elementary School

For Next Week• Lake Nona High School Visit

– 12500 Narcoossee Rd.– Meet in front of the school – Administration

building– Park in the front