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DRAFT Rebekah Marler, 2011DRAFT Rebekah Marler, 2011The reason this workshop started with a NASCAR Clip is:

DRAFT Rebekah Marler, 2011The Inaugural Baltimore Grand Prix is taking place on September 4, 2011

DRAFT Rebekah Marler, 2011It is relevant because we are all RACING TO THE TOP. We can learn a lot from studying teams with complex tasks like PIT CREWS.

D. Both B and C. DRAFT Rebekah Marler, 2011

PIT CREW DRAFT Rebekah Marler, 2011Is it fast-paced? Are there High stakes regarding the results? Does it involve unpredictable landscapes and events? Does it require more than one person/team? Do the people/teams have to coordinate efforts or end up with common results or in the same place at the end of the day?

EvaluationStudent OutcomesStrategically Design the Administrative Team, establish clear definition of roles, and allocate time in alignment with key actions. STEPS TO CREATING COMMUNITIES OF CONTINUOUS LEARNINGCreate Explicit Expectations and Goals for school & all staff members driven by the competencies and content required by their role and current needs. Create structures and tools including yearly benchmark expectations to ensure continuous learning for all members of the community Establish Learning Context , and the Roles, Expectations, and Actions of those with School Leader Status.DRAFT Rebekah Marler, 2011Utilize all steps below to ensure the cycle of Reflection, Planning, Teaching/Executing, and Assessing flows continuously. 7[Last session of Day 1 Wanda][CREATE CHART AS A BUILD UP CHART, STARTING WITH THE STANDARDS AT THE BOTTOM AND THEN ADDING THE STEPS AND THEN THE RESULTS]The RSD Pathway to Leadership Excellence begins with the revised standards that we introduced earlier today since everything starts with a shared vision of what successful principals are doingBut we have to build on that a robust set of supports to help you reach proficient and exemplary performance on the standards, and significantly increased student achievementThe first support will be consistent professional development aligned to the standards providing you with the skills for each standard, sessions that will allow for real support for implementation and reflection on what is working in your schoolsSecond we want to move our Professional Growth Plans to be annual plans, so that they are living documents connected to your specific needs and a focus for that yearCoaching and Peer Supports staff from RSD central office and your peers can provide support and feedback on areas youve identified for further growthAnd finally, the evaluation system identifies where you are already showing success and any areas for focus and improvement. This informs all the other areas basis of next Professional Growth Plan and we will look at areas identified in the evaluations to target PD going forwardDRAFT Rebekah Marler, 2011The ultimate goal of everything we are doing is to build the capacity of all members of the school community to function at their highest level within a context of continuous learning. How is this reflected in the phrase from a recent Race to the Top Approved Evaluation Process that just may be visiting a city near you : The goal of the evaluation system should be to improve principal practice, not just measure it.What are the polarities embedded in this statement? DRAFT Rebekah Marler, 2011The "Lollipop Man" holds the team's pit sign, helping the driver identify his pit stall on a possibly crowded pit road. During the stop, he holds the sign in position to remind the driver to keep his brakes on while tires are being changed, and then to remember to put the car in first gear once the jacks are lowered. He also gives the driver the sign to depart his pit stall by raising the sign from in front of the driver. The jackman raises each side of the car so that the tires can be replaced. The jackman will, also, usually pull the old right rear tire from the car after the rear tire changer loosens the lug nuts. This is to help get the new right rear tire on faster. The jackman signals for the driver to leave the pits by lowering the car.The Crew chief is the leader of the pit crew and assigns a Pit Crew Coach to help coordinate the pit stops and train the pit crew members how to stay in good physical shape. NASCAR regulations dictate that only six individuals can go "over the wall" to service a racecar during a pit stop. The tool limits on the crew are two impact wrenches, one jack, and two cans of gasoline. Other tools may be used if needed, but major work must be performed in the garage area.DRAFT Rebekah Marler, 2011In any racing series that permits scheduled pit stops, pit strategy becomes one of the most important features of the race; this is because a race car traveling at 100 miles per hour (160 kilometers per hour) will travel approximately 150 feet (45 meters) per second. During a ten-second pit stop, all of a car's competitors will gain approximately one-quarter mile (one-half kilometer) over the stopped car.Because of this, race teams plan a pit strategy prior to the start of every race. This is a schedule for each car's planned pit stops during the race, and takes into account factors such as rate of fuel consumption, weight of fuel, cornering speed with each available tire compound, rate of tire wear, the effect of tire wear on cornering speed, the length of pit road and the track's pit road speed limit, and even expected changes in weather and lighting conditions. The pit strategy does not just include a schedule of when pit stops will happen; it also includes what service and adjustments are scheduled for each pit stop, particularly in endurance racing, where scheduled changes of wear-limited parts such as brake pads may be planned for specific points during the race. The pit strategy is calculated carefully so that the amount of time to be "given away" to other competitors in pit stops is balanced out by the time gained while on the track, resulting, theoretically, in the shortest possible time to cover the scheduled distance. However, a team's pit strategy is not a fixed, immutable thing; it is subject to change during the race to take into account the unpredictable events that happen in every race. In road racing, for example, if the weather changes from dry to rain, teams will be forced to recalculate their pit strategy based on the unscheduled stop to change from dry-weather "slick" tires to treaded wet-weather tires. Full-course caution periods often see mass pit stops by many teams, hoping to take advantage of the slowed pace to reduce the ground lost to other teams while making pit stops; this forces teams that do so to immediately recalculate their pit strategy to optimize it for the remaining race distance after the stop.

PIT Strategy DRAFT Rebekah Marler, 2011Navy Seal TrainingSchool LeaderStrategic Planning Steps 1 and 22011-2012DRAFT Rebekah Marler, 2011DRAFT Rebekah Marler, 2011What are the implications of what a NASCAR Team, a Navy Seal Team, or a team of School Leaders are tasked with?

PRECISION-PROCESS-PURPOSEDetail orientationConsistent communicationPracticesStructures that transcend the unpredictable situation and enable the team member to focus all their abilities on the complexity there, not in who and how and why and where we change this tire, or how this weapon works.

Calendars, schedules, the way we spend our time is the most overlooked and most important lever for demonstrating and living out what are jobs/roles/actions are supposed to be. Is it a surprise that staff members think our jobs are everything but what they actually are?

DRAFT Rebekah Marler, 2011Establish Learning Context and Roles, Expectations, and Actions of those with School Leader Status. Essential to acknowledge intentional development of LEARNING COMMUNITIES that acknowledge the BOTH-AND ness of RIGOR AND RELATIONSHIPPART AND WHOLEPRACTICE AND PERFORMANCE

We typically create a JOB TITLE and stop there, but consider this insight from the field of anthropology: In all of the many social groups that we as individuals belong to, we have a status and a role to fulfill. Status is our relative social position within a group, while a role is the part our society expects us to play in a given status. For example, a man may have the status of father in his family. Because of this status, he is expected to fulfill a role for his children that in most societies requires him to nurture, educate, guide, and protect them.Our Status is SCHOOL LEADER ( Principal, Assistant Principal). Our ROLE S within that status must be defined. http://anthro.palomar.edu/status/stat_2.htm14

Guiding Questions: How do I spend my day and my time? What do I feel I never get to?

All members of the team complete the roles and functions exercise and total the amount of time currently being spent within specific functions.DRAFT Rebekah Marler, 2011

DRAFT Rebekah Marler, 2011DRAFT Rebekah Marler, 2011How do the roles I currently perform and the tasks I do as a result compare with the roles , expectations, and key actions required of school-leaders? PRINCIPAL ROLES & EXPECTATIONSCulture DeveloperHire aligned staffProvide frequent feedback & create & sustain learning structuresManage staff performanceBuild and coach an effective administrative leadership teamDevelop effective personal management practices and train and develop others to do the sameDevelop comprehensive professional growth plans for school Train and Develop effective back-office policies and practices that ensure compliance & good stewardship

Align curriculumFoster consistent classroom practicesImplement data-driven instructionImplement common instructional planningEnsure equity for all studentsCreate powerful school missionImplement school-wide code of conduct Insist on adult responsibility for student successInsist on high aspirations for studentsEngage families and community in student learningInstructional LeaderCapacity Builder Strategic Planning, Visioning, & ReflectingData& Evidence Collection- Observation Operational & Logistical PlanningTraining and DevelopingCommunicatingKEY ACTIONS USED TO PERFORM ROLES EFFECTIVELY Supervision &SafetyDRAFT Rebekah Marler, 2011 So to fix those problems with principal evaluation systems as they exist today, we look to the research. Our own research about principals whose students are making the fastest gains in student achievement revealed that those principals focus on these key practices, all of which directly impact teachers and the learning of their students:

Not surprising instructional leader though we found much deeper work on curriculum alignment, consistent routines and practices, and data driven instruction in the highest-gaining schools

Human capital manager all in service of teacher effectiveness relentless hiring and recruiting, clear expectations and evaluations, professional learning structures and protocols, building and developing an effective instructional leadership team (who can also do all of the instructional leadership roles)

School Culture not strongly enough mentioned in many standards often only a sub-area, or only focused on safety or discipline building beliefs about what students can do, develop a deep and consistent set of values and code of conductDRAFT Rebekah Marler, 2011Strategically Design Administrative Team, establish clear definition of Roles, and allocate time in alignment with key actions.

It is essential to consider strengths, abilities, content knowledge, and experience level when assigning roles and the functions that derive from those role(s).

What we spend our time doing defines what people believe our role(s), and responsibilities to be.

Our goal is to create alignment of the way we spend our time and the actions we do on a daily basis with the roles required of school leaders and the roles we are playing for the purpose of student learning and achievement. 19Guiding question: What is the work that must be done and how do we create buckets or containers to organize it? What needs and strengths exist within our team and how can we leverage this next year (what buckets do which people need to carry?)Consultant and administrators engage in using results of roles analysis to identify how time-intensive tasks (i.e., all senior programs, course-acquisition, data collection, logistics: lockers, money collection and accounts, late passes, etc.) can be clustered into specific roles for administrators, or transitioned to other members of the organization which will allow more consistent focus on supporting teachers practice and increasing the time spent in classrooms.

DRAFT Rebekah Marler, 2011ROLES and Activities/ExpectationsMost appropriate staff/staff members to be primary bucket carrier:DRAFT Rebekah Marler, 2011Consider that professional development/collaborative time must create opportunities for both grade level (horizontal) meetings and vertical teams in content areas. Attach an administrator to specific teams to facilitate this work. List/design your teams strategically and then select the most appropriate administrator to support them: Team Examples: ELA, Math, Science, Social Studies , Arts, Grade Level Teams etc. DRAFT Rebekah Marler, 2011Cluster TeamsAdministrator/Support /SpecialistDRAFT Rebekah Marler, 2011Clearly define the positions and write out a job description for all members of the administrative team such as the one included in this document (Recommended roles within AP Status: Director of Middle School, Director of Math, Science, and College Readiness, Director of English Language Arts, Social Studies, and School-Life). Make the vision, goals, and tasks for this position VERY CLEAR to all members of the community (i.e. the College Readiness director is not passing out lockers or handling school collections- that is the responsibility of the Student Life Director), support all administrators in utilizing effective management methods and structures discussed this year ( i.e. meeting schedules, request forms, daily calendars, etc.)DRAFT Rebekah Marler, 2011Sample JOB DESCRIPTION, Director of Math, Science, and College Readiness, NEW ERAVision: The New Era Director of College Readiness, a member of the administrative team, ensures that the schools mission of preparing all students for college admission and completion is fully realized through their leadership and management of the following prioritized goals:

-Establish and nurture direct links between classroom instruction, teacher effectiveness, and student progress toward college life and readiness throughout their school careers. -Create and develop sustainable links between New Era Middle School and New Era High School staff, students, and parents. -Coordinate and define use of proactive and responsive strategies to ensure progress towards graduation and college completion. Goals are realized through the effective execution of the following actions/tasks: Create or utilize coherent system for tracking student progress towards graduation and involve teachers in analyzing the collection of data that supports the tracking system. Conduct regular classroom observations and provide feedback to teachers (coaching for continuous improvement).Collaborate with Instructional Support Teacher to ensure that college-ready teaching practices (i.e. AVID strategies are utilized throughout the school)Meet regularly with Guidance Counselor to ensure alignment with initiatives and streamline joint outreach efforts to all parents and students (Both middle school and high school).Meet regularly with administrative team to shape the vision and direct programming of school-culture promoting events that create momentum toward college readiness for all grades. Teach sections of AVID elective courses that are proactive methods of increasing readiness and completion. Coordinate AVID training and programmatic elements of implementation and build targeted staff members capacity to ensure fidelity to the program.Coordinate BCPS and New Era programs that respond to students need for additional credits (i.e. Bridge, Apex, etc.)Meet regularly with administrative teams to proactively communicate instructional or logistical issues impacting college readiness (Grade level teams or Content Area Teams/Departments).Participate with administrative team and the Instructional Coach/Teacher to design professional development experiences that align with New Era expectations for teacher practice, and AVID based college readiness activities. DRAFT Rebekah Marler, 2011Clustering teachers around administrators enables all scheduling to be more likely to include ongoing dialogue, consistent and timely feedback, and perhaps most importantly a sense of continuity between the teacher and the coach/observer. It also feels (and is) less overwhelming than relying upon weekly scheduling meetings to distribute observation schedules while still engaging in a multitude of administrative tasks. Create strategic alignment for support and supervision of teaching staff that enables content- area expertise and vertical planning to be more impactful (Gr. 8-12). This is also an opportunity to distribute the variety of leadership skills and strategies exhibited by each member of the administrative team across various staff members. Use an organization sheet and designate the coach/supervisor who will provide supportive supervision to a group of staff members that remain consistent for at least one semester in order to limit multiple transitions)DRAFT Rebekah Marler, 2011ORGANIZATION SHEET EXERCISEDRAFT Rebekah Marler, 2011DRAFT Rebekah Marler, 2011HOW DO OUR NEWLY FORMED STRATEGIC ADMINISTRATIVE TEAMS BEGIN TOFULFILL THE EXPECTATIONS OF THEIR ROLES?

1st - PREPLAN AN ALLOCATION OF TIME THAT CORRELATE WITH ROLES AND KEY ACTIONS.

2nd- INDICATE SPECIFIC INDIVIDUALS/TASKS WITHIN THE PRE-ALLOCATED SCHEDULE

3rd- FOLLOW THE SCHEDULE

4th- STICK TO THE SCHEDULE

5th RECORD WHAT WORKS AND DOESNT WORK ABOUT THE SCHEDULE!

6th- Be READY FOR THE NEXT PLANNING SESSION

DRAFT Rebekah Marler, 2011

DRAFT Rebekah Marler, 2011Sample Schedule from College Readiness Job DescriptionMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY1Classroom Observation and CoachingClassroom Observation and CoachingClassroom Observation and CoachingClassroom Observation and CoachingClassroom Observation and Coaching2Logistical support- (School Life- events lockers, $$$ etc.)Administrative Team MeetingParent/Student Meetings and OutreachLogistical support- (School Life- events lockers, $$$ etc.)Administrative Team Meeting3Classroom Observation and CoachingPlanning PDPlanning PDClassroom Observation and CoachingPrep/Plan 4TEACH ELECTIVETEACH ELECTIVETEACH ELECTIVETEACH ELECTIVETEACH ELECTIVE5Lunch DutyLunch DutyLunch DutyLunch DutyLunch Duty6LunchLunchLunchLunchLunch7Classroom Observation and CoachingClassroom Observation and CoachingClassroom Observation and CoachingClassroom Observation and CoachingClassroom Observation and CoachingDRAFT Rebekah Marler, 2011Start the year with the requirement for all members of the team starting with the principal to utilize clustered schedules such as the samples below which starts with the end goal in mind of how all members of the team spend their time within the context of how much time actually exists in the week and what is likely to be accomplished. Support directors/aps in setting up a clearly defined schedule/task list for their entire work day including before and after school to create a sustainable, manageable schedule.

DRAFT Rebekah Marler, 2011TimeMTWTF7:00-7:30DRAFT Rebekah Marler, 2011Effective Management Practices- Consultant Support- Hope- Lamond Campus-Assessment of Roles and Functions-Executive Assistant

RoleFunction/ActivitiesFrequency/Estimated Time required per day or weekCons. rec removalExecutive RemovalStaff Members identified for transition of function

Executive AssistantReview and respond to principals emails and voicemails-One hour every day

Executive Assistant Review and categorize mail ( in-house and external)-One hour per week

Executive AssistantFile materials needed by executive in daily meetings and for archival purposes-20 Minutes per day

Executive AssistantCreate and maintain schedule and calendar for executive-40 Minutes per day (including flexibility to do longer sessions one time each week)

Executive AssistantPrepare for and conduct daily 20 minute meeting with executive-40 Minutes per day

Executive AssistantLiaison for Regional Network Staff ( respond to emails, phone calls, and coordinate responses with principal)-2 hours per week

Executive AssistantPrimary contact on ad for new teachers, and facilitate printing and organization of resumes from Career BuilderSpring Season: 45 minutes per day

Executive AssistantCreate and send rejection letters to candidatesSpring Season: 1 hour per week

Executive AssistantParticipate in interviews with principal and assistant principalSpring Season: 1 hour per week

Executive AssistantCall and make offers to potential candidates for positions and email HR candidates information to generate contractsSpring Season: 1-2 hours

Executive AssistantArrange travel for executive and teachers 4 hours 2-3 times per year, depending on # of travelers

Office ManagerSupervise coverage of the office and sign in procedures , ensure cleanliness and organization of main office , phones are answered, and ensure security of side door30 minutes a day

Office ManagerWhen coverage is needed, stay in main office as support ( receptionist duties to enable facilities manager to perform tasks and tardy passes, parent support, etc.)3 hours per day

Office ManagerEnsure attendance is entered correctly20 minutes per day

Office ManagerEnsuring that supplies for supply room are stocked and in good condition- Copy paper5 minutes per day

Office ManagerOrder supplies needed for supply room1 hour per month

Office ManagerEnsure that voicemail is checked15 minutes per day

Office ManagerEnsure that student filing is done correctly15 minutes per day

Enrollment CoordinatorAssist with marketing materials and outreachSpring Season: 1 hour per week

Enrollment CoordinatorSchedule and lead tours for parents M-F 9-3 both calls and walk-insVariable, 3-4 hours per week

Enrollment CoordinatorManage all phases of enrollment document collection of potential students through and ensure correct data entry for enrollment audits of current studentsVariable 2-3 hours per day (January-March less hours- focus is on marketing season)

Enrollment CoordinatorEnsure residency requirements for new studentsApril-October 2 hours per day

Enrollment CoordinatorSchool contact for uniform companies, organize dates and sales, provide information for parents to purchase uniforms1 hour per week on average, during sales 4 hours (2 Saturdays per year)

Enrollment CoordinatorFacilitate all phases of re-enrollment ( Letters, lunch forms, correct paperwork)4- 5 hours per week

Enrollment CoordinatorTrack enrollment stats each week using Excel sheet20 minutes per day

Enrollment CoordinatorMeet with principal to discuss progress and assist decision making with numbers and open classes1 hour per week, submitted on Friday

Enrollment CoordinatorCall parents regarding any missing information for new enrollees or returning enrollees2 hours per week

Enrollment CoordinatorProvide outreach via phone calls to parents identified by new enrollees as potentially interested parents1 hour per week

MiscellaneousComplete Excel spreadsheets to input student data (Demographics related to testing) Variable- up to 5 hours per project/request, mostly opening of school

MiscellaneousReview input of student demographics for purposes of free and reduced lunch and make corrections when necessaryVariable- 2 hours per request (one time per month)

MiscellaneousProvide coverage for medical clinic when nurse is unavailable 1 hour per day

MiscellaneousAccountable for process of employee leave time: Track leave taken by all employees by making copies of leave sheets, provide to principal to determine approval, make copies of approval for HR Director, Teacher, and track it on an excel sheet for the year. 1 hour per week

MiscellaneousRecord principals selection of staff placement and salary for upcoming year, and meet with Business Director to obtain salaries.Seasonal: 2 hours

MiscellaneousEmail list of teachers and salaries to HR Director for generation of contractsSeasonal: 1 hour

MiscellaneousSupport HR Director regarding contractual language as it pertains to enrollment targetsSeasonal : 1 hour

MiscellaneousCoordinate timing of contract creation with HR, print contracts received from HR, distribute to teachers, and revise contracts with incorrect grade level assignmentsSeasonal: 2 hours

SAMPLE PRINCIPAL STRATEGIC ALLOCATION OF TIME TO ACCOMPLISH FUNCTIONS WITHIN ROLES PERIOD/Time

MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY

7:30-8:00

8:00-8:30

8:30-9:00

9:00-9:30

9:30-10:00

10:00-10:30

10:30-11:30

11:30-12:30

12:30-1:00

1:00-1:30

1:30-2:00

2:00-2:30

2:30-3:00

3:00-3:30

3:30-4:00

Everything is based in collection of evidence (Through presence and observation). Every time

MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY

1Guidance Counselor MeetingCoordination*Parent/Student Meetings and OutreachCoordinationGuidance Counselor Meeting

2Classroom Observations Administrative Team MeetingParent/Student Meetings and OutreachCoordinationAdministrative Team Meeting

3CoachingCoordinationParent/Student Meetings and OutreachCoordinationClassroom Observation and Coaching

4AVID Gr. 8AVID Gr. 8AVID Gr. 8AVID Gr. 8AVID Gr. 8

5LUNCHLUNCHLUNCHLUNCHLUNCH

6PREP/PLANParent/Student Meetings and OutreachPREP/PLANClassroom Observation and CoachingClassroom Observation and Coaching

7AVID Gr. 9AVID Gr. 9AVID GR. 9AVID Gr.9 AVID Gr. 9