Standard #1: Vision, Mission, & Goals
TITLE & FOCUSTitle: Standard #1: Vision, Mission, & Goals
Descriptions: Participants will engage in activities that explore the power of a shared vision for learning. They will examine activities or behaviors that align with stewardship ofa vision for learning and investigate the everyday jobs of a school administrator that help to build strong groups, high expectations, shared commitments, and continuous improvement toward achieving vision, mission, and goals. The application focus is that participants will examine the alignment of staff behaviors with expectations relevant to improved student achievement.
NOTES:
- PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at or details (including an Attendance Roster Form and a Participant Feedback Form)
- FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to (be sure to include the exact name of the workshop).
TARGETED LEARNING FOR THIS WORKSHOP
NOTE: It is recommended that the objectives, guiding questions, and key vocabulary be posted during the workshop.
1st Segment
Targeted Objectives (What is to be learned? How will it be demonstrated? Using Observable verbs & Learning outcomes with Evidence):
- Participants will define effective characteristics of vision and mission statements by evaluating model mission and vision statementsand identifying their essential characteristics.
- Participants willcompare and contrast the effectiveness levels of different mission and vision statements by identifying their common language, themes, and the key elements of the various statements.
- Participants will create SMART goals by analyzing model mission and vision statements to develop measureable outcomes needed to make the mission and vision a reality in the school
- Participants will create strategies on how to craft and communicate a mission and vision statement by developing and examining a running listing for commonalities and identifying potential roadblocks for its implementation.
- How is a shared vision of learning defined?
- How do high expectations become evident in vision and mission?
- Alignment, high expectations, vision, mission
- #1 An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders
- 1b.Shared Commitments to Implement the Vision, Mission and Goals
- Key Process: Implementing, Monitoring, and Supporting
- Core Component: High Standards for Student Learning
Targeted Objectives (What is to be learned? How will it be demonstrated? Using Observable verbs & Learning outcomes with Evidence):
- Participants will define stewardship of a school’s mission and vision statement by identifying effective behaviors and trends within several examples of effective principal experiences of stewardship of a school’s mission and vision.
- Participants willcategorize examples of stewardship and their level of effectiveness by analyzing different exemplars of events, behaviors, and activities within schools.
- What behaviors, activities, or events demonstrate stewarding a vision of learning?
- Stewardship, entrusted, ethically, foresight
- #1 An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders
- 1a.High Expectations for All
- Key Process: Implementing, Monitoring, and Supporting
- Core Component: High Standards for Student Learning
Targeted Objectives (What is to be learned? How will it be demonstrated? Using Observable verbs & Learning outcomes with Evidence):
- Participants will define several strategies for promoting continuous and sustainable school improvement by identifying essential processes and key concepts of school improvement best practices.
- Participants will deconstruct the ISLLC Standard 1 by indicating the expectations and behaviors for implementation of the standard, summarizing the big ideas of the standard, and identifying the connection of high expectations through its implementation.
- What are some strategies for promoting:
- Commitment to shared vision, mission, and high expectations?
- Continuous and sustainable improvement?
- Systems thinking, contextual professional development, high leverage change
- #1 An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders
- 1c.Continuous Improvement Toward the Vision, Mission and Goals
- Key Process: Implementing, Monitoring, and Supporting
- Core Component: High Standards for Student Learning
Agenda and Segment Titles / Slides / Time (minutes) / Notes
Introduction and/or Overview of Workshop / 1-8 / 15
1st The Power of a Shared Vision for Learning / 9-22 / 60
2nd The Stewardship of a Vision of Learning / 23-30 / 40
3rd Promoting the High Expectations / 31-43 / 90
Conclusion & Developing an Application Focus (or other) / 44-45 / 15
TOTAL TIME: / 220 / (3.67 hrs)
Materials, Handouts, Readings, Videos, and other items needed
General Materials (items used throughout whole workshop, and office supply items needed)
- Facilitator Guide for Standard #1: Vision, Mission, & Goals
- Facilitator Power Point for Standard #1: Vision, Mission, & Goals
- Agenda (facilitator makes this on chart paper)
Handout (list exact title and name of electronic file; add APA format in the Resources section)
- A Shared Vision of the School We Strive to Create (Word Document)
- Sample Mission Statements (Word Document)
- If we really mean it: (Revisiting Professional Learning Communities at Work). Richard DuFour, Rebecca DuFour, Robert Eaker. 2008. p. 11
- How To Have an Organizational Shared Vision
- None
Handout (list exact title and name of electronic file; add APA format in the Resources section)
- How To Be a Steward of Your School’s Vision of Learning
- Stewardship of a Vision of Learning
- Beacon of Light
- Leading Ethically Through Foresight
Videos (list exact title and provide URL; add APA format in the Resources section)
- none
- none
Handout (list exact title and name of electronic file; add APA format in the Resources section)
- Organizer for Promoting High Expectations
- Sources of Group Energy
- Contextual Professional Development
- Learning Organizations
- Systems Thinking
- Six Domains of Group Development
- Unwrapping Standard #1
- none
- none
RESOURCES
Footnotes:
- Garmston, Robert J. Wellman, Bruce M. (1999). The Adaptive School: A Sourcebook for Developing Collaborative Groups. (pp. 37, 55, 57).
- Leading Ethically Through Foresight
References:
- Garmston, Robert J. Wellman, Bruce M. (1999). The Adaptive School: A Sourcebook for Developing Collaborative Groups. (pp. 37, 55, 57).
- Leading Ethically Through Foresight
- Richard DuFour, Rebecca DuFour, Robert Eaker. (2008). If we really mean it: Revisiting Professional Learning Communities at Work (p.11). Solutions Tree.
- Kaser, Joyce. Mundry, Susan. Stiles, Katherine E. Loucks-Horsley, Susan.(2002). Leading Every Day. Day 9. (p. 148).
- Richard DuFour, Rebecca DuFour, Robert Eaker. (2008). Revisiting Professional Learning Communities at Work: New Insights for Improving Schools. Solution Tree.
- Instructional Leadership: Core Components & Key Processes (if workshop is connected to VAL-ED)
- ISLLC Standards Rubric (if workshop is connected to ISLLC Standards)
Content Experts: Tommie Miel, Sue Goltz, Kellie Duguid
Presentation Notes
Management Considerations, Notes, etc
Management Considerations:
- Directions / Notes relevant to each individual PowerPoint slide are listed in the PowerPoints notes section
- Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for participants.
- Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.
- Typically, each segment of the workshop begins with a slide entitled “Segment Guiding Questions”
- Closure for each segment and/or the end of the workshop should be adjusted/adapted to the facilitators style
- none.
- Slides 11- 13 could take up to 30 minutes to complete. #11: 5 minutes, #12: 15 minutes and #13: 10 minutes. Feel free to shorten these allotted time limits.
- Slide 20: Omit if time is a constraint
- Slides 27-29 Defining Stewardship of a Vision of Learning - Slides 27-29
- Slide 35-39 Number heads together could take significant time. Watch pacing of responses from individuals.
- Slide 40: First noun/verb identification should be modeled and a t-chart created to model the expectation and desired behavior. To speed the process up, these could be done prior to the workshop. Watch timing on the model and dialogue afterwards.
- Slide 40-41 Watch time and the pacing for group consensus on the questions and then pace appropriate for the share out.
Follow-up Strategies
Overall Suggestions:
- Use left-hand column of the Application Focus to engage the principal about his/her implementation of those concepts. You might you pose the following questions to help ensure the principal has a clear picture of the desired end result. What is meant by (the listed item in the Application Focus)? What would it look like when that is implemented effectively in your school?What would it sound like, in terms of teacher talk?
- Use the article/reading “Stewardship of a Vision of Learning” to engage the principal in deeper learning or clarifications. Discuss how to apply the concepts in his/her school, and/or how the ideas inform the Application Focus.
- Based on the principal’s level of expertise, choose one of the books used as a resource for the workshop and recommend that specific book as a book study. You may want to select one or two chapters and/or specific pieces of texts for follow-up dialogue with the principal.
Individual Reflection Questions for Coaching(reflecting on workshop concepts, understandings, options, or application)
- What insights are you taking away from the workshop regarding shared mission and vision and how will those insights impact school improvement implementation at your school?
- What Data have you used as the basis for your information regarding where your stakeholders groups are and where you want to take them?
- What are your next steps toward a shared mission and vision? Can you name one long term goal and one short term goal on which you are working, or that you will begin working on now? What are the impediments to your success and how will you deal with them?
Segment #2
Individual Reflection Questions for Coaching(reflecting on workshop concepts, understandings, options, or application)
- What ideas about stewardship of the vision did you find most helpful and how will you be able to implement them in your practice?
- Looking at your practice where do you think you need to focus immediately to make the most progress in the shortest period of time?
- Can you identify the resources you need and determine if they are accessible to you?
- .
Individual Reflection Questions for Coaching(reflecting on workshop concepts, understandings, options, or application)
- Based on the workshop identify some ways to effectively monitor the culture at your school to see if all stakeholders are on board with the mission and vision you are working toward.
- What can you do to provide support for your school’s movement toward the mission and vision?
- How will you provide differentiated support for your stakeholder groups?
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