Summer+Advance+2014

= SUMMER ADVANCE—5-20-14 =

Steve Becker—Thanks to public school teachers

Tamara Konrade

The Engine that Drives a Winning Classroom, School, or District is   **People-Powered** - Engaged People Lead to Energized Performance

3 lenses:
 * 1) lead yourself
 * 2) lead in your professional life
 * 3) lead in your personal life

Leadership is an action, not a title.


 * Anabolic/Catabolic Cultures**

We are striving for an Anabolic culture.

Anabolic—belief in others, open to many viewpoints, confident, calm, inspiring, positive attitude, trustworthy, solution focused, cooperative, responsive, respectful, opportunistic, teamwork, kind, productive. Focus on solutions.

Catabolic—reactive, fear, dissatisfied, worry, problem oriented, blame others, condescending, unkind, crisis mode, our way or the highway, judgmental, short sided, lack of passion, inaction This can be in any aspect of your life. Focus on the problems.


 * 7 Levels of Energy (See handout)**

We all have these levels— Anabolic stays in Level 3 or above Catabolic stays in Level 1 or 2

Level 1 energy is real. It impacts our life, our leadership. When do we feel this? Understand where our students are—If they are in Level 1 you can get the apathy, etc.

Level 2—blaming others/the situation for the reason you are not taking action Triggers—buttons that are pushed—ex. Gossip, whining, complaining,

SOARR:
 * Step Back and notice what you are feeling.
 * Observe how you are seeing the situation.
 * Ask questions.
 * Reframe by focusing on the opportunity
 * Respond instead of react

Level 3—coping, comply—just getting by Things that we must do, so do it and get it done. Ex. DMS, taking attendance, assessments Try to move Level 2 to Level 3

Level 4—service, caring about others, gratitude, concern,

Level 5—where the greatest leaders function—encourage the team to get to this level—inner commitment to making it want to happen—acceptance where true collaboration will occur.

Padlet.com/tamarak1/buhler Brainstorm ways of what is happening in our district that is at level 4 or 5

Level 6 and 7—You don’t have an ego, it is not about you—joy, absolute passion Core thought—(7)non-judgment, (6)synthesis Core feeling/emotion—(7)absolute passion/(6)joy Action/result—(7)creation/(6)wisdom

We should strive for level 4 and 5—this is where most of our work gets done

Energy/Action Model—See handout Engagement—your willingness and level of commitment

What would we do if our team is at a 1 or 2— Give knowledge, clarity, purpose; listen, have dialogue, respect Differences We need to release judgment and embrace curiosity Help them see the vision Acknowledge and validate how they are feeling—let them release their catabolic energy Ex. “You seem really upset what can we do?”

People in level 1—if they stay there, it can become a personnel issue

How long can we let someone stay in Level 1? If it impacts kids in a negative manner—it is too long.

People in Level 1—if they are allowing them to push our buttons— We are letting them. If we get defensive it is our choice—we are in control. If you are only doing “to do” lists you won’t make progress until you let them release that catabolic energy. Catabolic energy will not help your team.

ELA (Energy Level Assessment)— Assesses action mode (your energetic profile) reaction mode (your energetic stress reaction)


 * Interview Carousel**

Recommendation to change from us being coordinators and facilitators to being “team leaders”. Pay divided among all. 1st and 3rd Mondays to meet Work on the communication piece—we will be the conduit of this information to our teams.

Pick up hand out—role descriptions of coordinators and facilitators

Looking at ways for our teams to get together and collaborate.

Topics to cover this next year: How are our students doing.—20% Student growth measures—ex. Reading scores Because it is a part of all of our areas—it will be a part of all of our evaluations. We need 3 areas—reading, math, and _________________________ Sample of our work—80% What does each of our teachers need/want to learn Ex. Instructional strategies, how do we teach perserverance How can we make a difference in the lives of those we teach Your goal—
 * Multiple Measures—part of our evaluations
 * Individualized learning plans for our teachers

Professional Development Days: How did we use this time? Did we follow the questions? Was it beneficial? YES—we will keep this in.
 * Evaluate reflection time—
 * August plans:

1st day (8/21)—all staff orientation day/key note speaker—Joe Coles—Jim Baker Field House—Culture/Leadership/ 2nd day (8/22 — a.m. safety/United Way/anti-bullying/KEEP p.m.—building time (8/25) Half day culture/energy leadership (Tamara)/half day training on PLC (8/26) Building Time (8/27) Clay Manes—S.E.E. Writing—speaker—secondary AIMS Web—K-5 AIMS Math Screener District level Team times (8/28) Half day building team p.m./half day district teams a.m. (8/29) Work day

Please plan for all day Wednesday and morning of Thursday.

District teams—across the district teams Building teams—your grade in your building Building time—everyone in your building as a large group

9/7—1:00- 4:00 Plum Creek Open House