| PBM Title | Description |
|---|
| Balanced Performance Improvement Series - Developing Increased Parent Engagement in Districts Using the Balanced Scorecard | Collaboratively develop Balanced Scorecard performance objectives that promote meaningful parent involvement in the school district.
Topics:
• Refining Objectives
• Updating the Balanced Scorecard |
| Balanced Performance Improvement Series - Developing Increased Parent Engagement in Schools Using the Balanced Scorecard | Collaboratively develop Balanced Scorecard performance objectives that promote meaningful parent involvement in the school.
Topics:
• Refining Objectives
• Updating the Balanced Scorecard |
| Balanced Performance Improvement Series - Leading a School 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 school’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 school’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 a Balanced Scorecard | Translate your vision and strategy into action by creating a Balanced Scorecard for your organization. Based on the principle that “you can't improve what you can't measure,” the Balanced Scorecard is a management, measurement, and communication system that supports strategic planning.
Topics:
• Establishing a Performance Measures Dictionary
• Constructing a Balanced Scorecard
• Inserting Baselines and Targets
• Identifying Initiatives |
| 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 |
| Balanced Performance Improvement Series - Leading a Team to Develop Strategy Maps | Develop a strategy map – a visual representation of cause and effect relationships within the organization and related to its objectives – that will provide the framework to help create the Balanced Scorecard.
Topics:
• Identifying Organizational Goal Areas / Perspectives
• Developing Performance Objectives
• Developing a Strategy Map |
| Balanced Performance Improvement Series - Leading a Team to Implement Visual Reporting | This module describes how to implement visual reporting by establishing a data room — a frequently used room adorned with charts that show data related to student learning, school processes, and stakeholder perceptions.
Topics:
• Establishing a Data Room
• Leading a Data Walk
• Leveraging the Data Room |
| Balanced Performance Improvement Series - Leading a Team to Select Performance Measures | Share with the organization and its stakeholders the results that drive the mission of the organization – and create an environment where you can begin tracking results to ensure that the organization meets its goals.
Topics:
• Generating a List of Potential Performance Measures
• Selecting a Final List of Performance Measures |
| 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 |
| Leading a Content-area Team Through EOCT Data Analysis Series-2 of 2, Develop an Action Plan | Working from EOCT data analyzed in Module 1 of this series, this module shows you how to lead a team through the process of analyzing instructional materials and delivery plans to determine the degree of alignment with Georgia Performance Standards, as well as making changes based on those findings.
Topics:
● Revisit EOCT Results and Conclusions
● Examine Instructional and Organizational Practices
● Develop an Action Plan
● Lead a Content-Area Team to Develop an Action Plan |
| 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 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 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 Develop Norms and Covenants | Develop appropriate norms and covenants for group discussions and provide the support for mutual commitments and obligations to accomplish the mission, vision, core values, and goals of the organization.
Topics:
• Getting started with norms
• Getting started with covenants
• Leading a team to develop norms and covenants |
| Leading a Team to Implement Visual Reporting | This module describes how to implement visual reporting by establishing a data room — a frequently used room adorned with charts that show data related to student learning, school processes, and stakeholder perceptions.
Topics:
• Establishing a Data Room
• Leading a Data Walk
• Leveraging the Data Room |
| Leading a Team to Select Performance Interventions | Identify the gap(s) between desired performance and actual performance by analyzing the causes. Target possible solutions and generate performance interventions to solve the problem, selecting those that have the highest probability of successful implementation, considering cost, time, culture, risks, and benefits.
Topics:
• Identify causes of inadequate performance
• Generate a list of potential performance intervention(s)
• Select the best performance intervention(s) |
| 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 |
| Scheduling Basics for Middle Schools | This module takes some of the guesswork out of scheduling by presenting the basic concepts of middle school scheduling. You will learn about the planning and logistics required to develop a master schedule and how to using your school's automated scheduling system to complete the scheduling process.
Topics:
• Gathering Scheduling Data and Input
• Defining Your Scheduling Model
• Creating Your Master Schedule
• Creating Teaching Teams
• Completing Your School Schedule |
| Standards-based Classroom Series, 1 of 2-Leading a Team to Establish a Standards-based Classroom | The Georgia and federal governments expect Georgia school districts to adhere to standards and establish schools whose instruction is structured to support the standards. This module provides key components that will assist you in establishing a standards-based classroom.
Topics:
• Developing Curriculum Standards
• Assessing a Standards-based Classroom
• Designing Instruction for a Standards-based Classroom |
| 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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