| 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 |
| 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 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, 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
|
| 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 |
| 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 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 Assess Student Work | Determine best practices for assessing student work in accordance with state performance standards.
Topics:
• Aligning student work with performance standards
• Reviewing student performance data
• Giving effective feedback for student work
• Developing effective scoring tools |
| 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 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 Project Management Tools | Using project management tools ensures that roles and responsibilities are clear and facilitates the completion of assigned tasks on schedule. Knowing how to efficiently and effectively create project plans that maximize school operations can help you and your team effectively analyze and implement projects.
TOPICS
• Using the Work Breakdown Structure
• Using the Critical Path Method
• Creating a Gantt Chart |
| 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 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 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 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 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 |
| Scheduling Basics for Elementary Schools | This module defines the data required to undertake the school scheduling process. Participants learn who to involve, when and how to solicit input and support, and how to use scheduling tools. This module has been written so each part can be done manually. This is a Zip folder containing 5 files which must be extracted prior to use.
Topics:
• Projecting resource requirements
• Defining the model
• Creating the master schedule
• Completing the school schedule |
| 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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