Concord Academy-Petoskey

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Concord Academy-Petoskey

• Learning from its History
• Examining its Present
• Creating its Future

Presented By Triple L Enterprises Larry L.
Lindquist April 13 14, 2007
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VISIONING

• Do not go where the path may lead go where
  there is no path and leave a trail.
• Ralph Waldo Emerson
• Where there is vision everyone learns, not
  because they have to, but because they want to.
• Peter Senge

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Historical Perspectives on Concord
Academy--Petoskey

• Presented by
• Kim Overton
• Co-Founder
• Former Director
• Of
• Concord Academy-Petoskey

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FROM THE BEGINNING
TO THE PRESENT
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FROM THE PRESENT

• TO THE FUTURE

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TEAMWORK
WERE ALL IN THIS TOGETHER
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(No Transcript)
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EYE TEST

• Count every F in the following text
• FINISHED FILES ARE THE RESULT OF YEARS OF
  SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF
  YEARS . . . .
• FINISHED FILES ARE THE RESULT OF YEARS OF
  SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF
  YEARS . . .

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(No Transcript)
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Group Reflection

• Why are you here?
• What do you hope to gain from this process?
• What understandings or information do you want to
  leave with that you didnt have before you came?

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WHAT IS A GREAT ACADEMY?

• What does a great academy look like?
• What characteristics does a great academy
  possess?
• What are the key elements that must be in place
  for Concord Academy--Petoskey to be a great
  academy?

GROUP EXERCISE
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CHARACTERISTICS OF A GREAT ACADEMY

• Student Achievement SuccessState and Federal
  guidelines
• High rate of student retentionReturn rate
• High rate of staff retentionProgram continuity
• Positive academy cultureenvironment for teaching
  and learning
• Established written method to evaluate leadership
• Facilities that follow the functionassist to
  implement the vision
• Alignment of vision, mission, beliefs,
  curriculum, instruction, assessment, etc.
• Human and financial resources directed toward
  implementation of vision, mission, and beliefs
• Compliance with laws and contracts
• Strong leadership directed at accomplishing the
  vision, mission, beliefs adopted by the Board of
  Directors

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GETTING FROM DREAMS . . .
TO REALITY . . .
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HOW CAN WE DO THIS?

• First, by recognizing that, in general, education
  has suffered from a terminal disease of
  certainty.
• If you always do what youve always done, youll
  always get what youve always got.
• Understanding the need to adapt our mind set
  about education to meet the needs of a changing
  global society.
• So what changes have effected education over the
  last two decades?

GROUP EXERCISE
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THE EFFECTS OF CHANGE ON EDUCATIONAL REALITY

• The trouble with our times is that the future is
  not what
• it used to be.
• CATEGORIES OF CHANGE
• Social
• Educational
• Political
• Economic
• Demographic
• Technological
• Others

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SECOND AND THIRD WAVE COMPANIESAdapted from John
Sculley, Odyssey, Harper Row,
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A LOOK AT THE WORK ENVIRONMENT
20th Century Independent Semi-skilled/skilled Ma
nagement as Problem Solvers Supervisor
FocusRoutine Some Data Shared
21st Century Interdependent Multi-Skilled Worker
s as Problem Solvers Supervisor
Focus Improvement Timely/Data-Based Results
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Work EnvironmentPage Two

• 21st Century
• Many Teams
• Fewer Job Classifications
• More Flexible Organizations
• Integrated Support Groups
• Our Problem
• Embrace Change

20th Century Some Teams Many job
classifications Semi-Flexible Organizations Depa
rtmentalized Their Problem Resist Change
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A CHANGING EDUCATIONAL WORLD??
INFORMATION AGE Learner-Centered Participatory Coo
perative Multiple paths Diverse Results-Based
(Data Driven)
INDUSTRIAL AGE Teacher Centered Authoritarian Com
petitive Single-path Uniform Time-based
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MICHIGAN CAREER EMPLOYABILITY SKILLS

• APPLIED ACADEMIC SKILLS
• CAREER PLANNING
• DEVELOPING AND PRESENTING INFORMATION
• PROBLEM SOLVING SKILLS
• PERSONAL MANAGEMENT SKILLS
• ORGANIZATIONAL SKILLS
• NEGOTIATION SKILLS
• UNDERSTANDING SYSTEMS
• USING EMPLOYABILITY SKILLS

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• According to our sources, chartered public school
  academies are expected to teach good nutrition
  habits give specialized instruction for the
  hearing impaired, the blind, and the
  neurologically impaired treat the emotionally
  impaired train the mentally challenged teach
  the gifted do eye testing, teach first aid,
  insure 100 immunization, provide counseling,
  assist in disease prevention, provide education
  about drug, alcohol and tobacco abuse, help
  students develop political know-how, provide
  anti-bullying techniques, develop civic
  responsibility, maintain birth information and
  age certification data, provide instruction in
  good health care provide civil rights and racial
  tolerance, foster integration, teach the
  principles of free enterprise assist in career
  planning, report suspected child abuse teach
  telephone manners and etiquette, eradicate head
  lice, scabies and other diseases,

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• assist in school and community fund raising
  provide vocational training, serve hot lunch and
  breakfast, teach bicycle safety, teach the
  difference between good and bad touching promote
  physical fitness, provide bilingual instruction,
  foster metric education, teach consumer
  education, follow due process when dealing with
  discipline issues, protect student privacy,
  eliminate sexual harassment and discrimination,
  develop an appreciation of other people and
  cultures, promote the use of technology and other
  sources of information, build patriotism and
  loyalty to the ideals of democracy, build respect
  for the worth and dignity of each individual,
  develop entry level job skills, teach money
  management, develop a curiosity and thirst for
  learning, develop leisure time skills, teach
  pride in work, build a feeling of self-worth,
  teach problem solving and critical thinking,
  avoid teaching religion, deal with peanut
  allergies and bee stings, complete the LSSU
  compliance AOIS requirements . . . . . AND

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• Oops! I almost forgot . . . . teach reading,
  writing, science, social studies and math too!

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The implementation of genuine school reform
requires transforming the belief system, norms,
values and underlying assumptions about reality.
. . it represents a mind, heart, and soul
transplant. John HilarySome might say
that this means a total cultural change within a
school.
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THE CHALLENGE
In the barrage of suggestions for improvement
offered to education every day, we may feel like
a mosquito in a nudist colony, we know what we
must do, we just dont know where to begin.
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Stages of the Grieving (Change) Process

• 1. Denial
• 2. Anger
• 3. Bargaining
• 4 Depression
• 5. Acceptance
• Elizabeth Kubler-Ross

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What is the Business of Our Business?

• Curriculum Frameworks
• Curriculum Alignment
• Teaching for Mastery
• Multiple Assessments
• School Imp. Frameworks Action Plans
• Data Based Achievement for Kids

The main thing is to MAKE the main thing, the
Main Thing! George Labovitz and Victor
Rosansky The Power of Alignment
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• So how do we get there, that is, to the great
  academy we envisioned earlier this evening?
• Setting a course for tomorrow . . . .

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Elements of a Quality Organization (Academy)

• A Board of Directors with Vision and Tenacity
• Vision Statement
• Mission Statement
• Beliefs Statement
• Strategic Plan
• School Improvement Plan (SIF Frameworks)
• Action Plans with Goals and Objectives
• Visionary yet Open Minded Leadership
• Dedicated Staff as Effective Team Members
• Involved parents and community

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The Role of a Board of Directors in a
Successful Academy

• Set direction for the academy vision, beliefs,
  and mission statements
• Hire and monitor for continuing competent
  leadership
• Adopt and monitor a strategic plan to implement
  vision
• Develop, adopt, and monitor the budget
• Adopt and follow Board policies
• Monitor student achievement

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The Role of a Board of Directors in a
Successful Academy

• Monitor customer satisfaction
• Model a cooperative working spirit teamwork
• Conduct Board self-assessments
• Monitor progress at achieving the Boards vision
• Ask tough questions and expect follow up
• Establish high expectations for success
• Ensure compliance with legal and contract
  requirements

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Components of a Strategic Direction

• Beliefs . . .

What we honor and believe, thus how we do things
at CA-P (Core Values)
Mission . . .
Why do we exist, what business are we in? What
do we do?
Vision . . .
The mental picture of the future you wish to
create. Where are we going?
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BELIEF STATEMENTS

• We believe that every child can and must learn
  the academic knowledge, personal management
  skills and attitudes necessary for success in
  life.
• We believe our most important task is to help
  each student develop a positive self-image both
  personally and academically.
• We believe our students must learn to be
  effective and conscientious citizens in our local
  and world community.
• We believe we must foster cooperative commitment
  to education among our students, parents, staff,
  community and governmental agencies because such
  cooperation is prerequisite to a successful
  educational program.

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BELIEF STATEMENTS

• We believe that we have the responsibility and
  ability to adjust the learning environment so
  that all students will learn.
• We believe in the worth of every student.
• We believe that we must achieve quality in all we
  do.
• We believe our students must understand and
  contribute to the needs and well-being of others.
• We believe our students must acquire the basic
  skills, habits and attitudes needed for
  successful careers and life-long learning.
• We believe that we must set high expectations for
  staff and students alike.

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• WHAT ARE THE BELIEFS (CORE VALUES) HELD TO BE THE
  PILLARS OF
• CONCORD ACADEMYPETOSKEY?

GROUP EXERCISE
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MISSION STATEMENTS

• A mission statement is a short, succinct,
  statement that describes the major purpose of the
  organization.
• The mission statement addresses the following
  points What do we care most about? What
  business are we in? What is so important about
  what we do? What is the driving force for our
  actions?
• A mission statement clearly expresses the groups
  commitment, beliefs, and acceptance/ownership of
  responsibility.
• A mission statement focuses on the bottom line of
  the groups purpose and impact on those it
  purports to serve.
• A mission statement inspires attitudes and
  actions consistent with the noble cause
  expressed in the groups vision statement.

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SAMPLE MISSION STATEMENTS

• ABC Academy recognizes and accepts the
  responsibility to educate each student to become
  a productive caring member of an ever-changing
  global society.
• XYZ Academy will transition high risk girls into
  productive and healthy adulthoods through a
  comprehensive continuum of care that
• Fosters emotional healing
• Creates a safe and stable environment
• Improves family relationships
• Builds moral development consistent with
  individual beliefs
• Increases personal competency and responsibility
  in relationships, and
• Improves educational and vocational
  performance.
• Do these mission statement meet the criteria
  that we just reviewed? Why or why not?

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Concord AcademyPetoskeyMission Statement

• Concord will provide an inspiring and
  challenging educational environment conducive to
  critical and creative thinking by integrating a
  strong fine arts program into the traditional
  academic curriculum.
• Does the Concord AcademyPetoskey mission
  statement meet the criteria we just reviewed?

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TEAM/TEAMWORK

• WHICH OF THE FOLLOWING WORDS OR PHRASES BEST
  DESCRIBES THE WORD TEAM OR TEAMWORK ? WHY?
• Serving one constituency Synergy
• Reporting to one boss Co-operation
• A group of people Sharing one aim
• Whole gt Sum Working together

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Vision
The future of PSA depends on the of
its Board of Directors!
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VISIONING

• When Alice in Wonderland was wandering in
  Wonderland, she came to a crossroad where she met
  the Cheshire Cat.
• Which path should I take from here? asked
  Alice.
• The cat replied, That depends on where you
  want to get to.
• I dont much care where, said Alice.
• Then it doesnt matter which path you
  take, said the cat.

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Vision What is it?

• Webster Dictionary Definition (vi-sion) n.
• A picture formed in the mind visions of
  greatness.
• Bill Blockker Definition of Vision (adapted) A
  succinct statement that uses simple, but emotion
  laden words to describe the ideal.
• Marilyn Semonics Definition of Vision Vision is
  a clear, specific and inspiring description of
  the desired state.

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VISION

• A vision is . . .
• Your mental PICTURE of the FUTURE YOU PREFER TO
  CREATE . . .A detailed description of what your
  organization will look like when operating at its
  IDEAL BEST.

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Characteristics of Vision

• It must conjure up a vivid picture of the ideal.
• It must be both in ones head and heart.
• It must stretch the group for which it is
  designed.
• It must be magnetic for everyone in the
  organization.

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SAMPLE VISION STATEMENTS

• ABC Academy is dedicated to providing a safe and
  nurturing environment for women and their
  families so that they reach their full potential.
  Our focus is to build strong individuals and
  families with a positive foundation of values
  while providing a quality education leading to
  gainful employment thus ending the cycle of
  abuse, neglect and poverty.

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SAMPLE VISION STATEMENTS

• Every ABC Academy student will attain mastery of
  essential academic skills, demonstrate exemplary
  character, and understand his/her unique
  giftedness, becoming confident leaders and
  life-long learners.
• The vision of ABC Academy is to become an
  exemplary, fully accredited public school academy
  that provides academic skills that are mastered
  by 100 of our students who will be prepared to
  contribute to society and continue to learn.

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• SAMPLE VISION STATEMENT
• Bright Star Academy will ensure that
• No less than 95 of its students master and apply
  academic skills at a level that exceeds State
  standards
• All students become adaptable, flexible life-long
  learners capable of meeting the needs of our
  ever-changing society and world
• The academy produces self-aware, intrinsically
  motivated students who master and demonstrate
  exemplary oral and written communication skills
  as a platform to ensure the future success of
  each graduate
• The academy becomes the center of community
  physical, cultural, and educational development.

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Vision Statement Criteria

• Do the previous sample vision statements
• Offer a mental picture of the future that the
  academy wishes to create?
• Do these statements provide
• A detailed description of what the academy will
  look like when operating at its ideal best.
• Do the statements
• Conjure up a vivid picture of the ideal.
• Appeal to both ones head and heart.
• Stretch the group for which it is designed.
• Appear to be magnetic for everyone in the
  organization.

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SAMPLE VISION STATEMENT FORMATS

• Concord Academy-Petoskey will ____________________
  _
• Every student at Concord Academy-Petoskey will
  _______________
• The vision of Concord Academy is to
  ____________________
• Concord Academy-Petoskey will educate its
  students to become ______________________

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WHAT SHOULD WE INCLUDE IN OUR VISION?

• Targeted student population
• Grade Levels Served (Elementary, MS, Secondary,
  K-12)
• Academically gifted
• College Preparatory
• Academically challenged
• Culturally underprivileged
• Homeless
• Suspended/expelled youth
• Program based
• Career Preparatory
• Community Service
• Learning Styles Based
• Collaborativeparents, students, staff, community
• Character Development
• Community Center based
• Integrated Technology
• Leadership Development
• Arts Integration

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WHAT SHOULD WE INCLUDE IN OUR VISION?

• Personal Qualities
• Develop the whole child physically, morally,
  emotionally, socially
• Good written and oral communicators
• Civic mindedcommunity involvement
• Focused on common good
• Family atmosphere
• Collaborative spirit
• Caring, self-disciplined students
• Achieving above State standards
• Good conflict management skills

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• What is your
• VISION
• For Concord Academy--Petoskey?
• Using the information from the previous slides,
  we (you) are going to create a vision statement
  for Concord AcademyPetoskey!

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• GROUP EXERCISE
• Divide into groups
• Elect a secretary and spokesperson who will write
  and report your results
• Discuss what key statements you would like to see
  in the Concord Academy--Petoskey Vision
  Statement. What is the ideal that you wish to
  create? Use the keys that were presented about
  what a vision statement should include or be like
  as a guide for your work.
• Post your results on the wall.
• We will identify priorities using a group
  process, and then compare the results as a whole
  group.

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SO NOW WHAT???

• You have belief, mission and vision statements
  that should provide the emotion, content and
  direction necessary for Concord Academy-Petoskey
  to become a GREAT ACADEMYLike the academy first
  identified last night.
• There are few if any excuses for failure to
  implement vision, but, . . .

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SIGNS OF A STRUGGLING SCHOOL CULTURE

• Focus is not on the business of our business
• Focus on personalities not vision, mission,
  beliefs, SI goals
• Appearance of destructive sub-culturesus versus
  them lack of teamwork
• Tolerate mediocrity in the interest of
  tranquility
• Failure to use the established vision as a
  decision screen
• Lack of intentionality--lack of a strategic plan
  or long-range goals
• School Improvement Plan isnt used to drive
  change
• Limit professional development
• Dont acknowledge or reward employees who perform
  well for fear others will be jealous.
• Never, ever change. Do things the way they have
  always been done.
• Individual people or groups of people try to
  maintain control.
• Unwillingness to listen to and involve all
  constituencies.

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KILLER PHRASES

• A SWELL IDEA, BUT . . . WEVE NEVER DONE IT
  THAT WAY . . . .
• ITS TOO MUCH WORK . . .
• WE DONT HAVE THE TIME . . .
• ITS TOO EXPENSIVE . . . .
• WEVE TRIED THAT BEFORE . . .
• TOO MUCH PAPERWORK . . . .
• THERE ARE BETTER WAYS THAN THAT . . .
• I JUST KNOW IT WONT WORK . . . .
• LETS NOT STEP ON THEIR TOES . . .
• IF THIS IS SUCH A GOOD IDEA, THE TRADITIONAL
  PUBLIC SCHOOL WOULD BE DOING IT . . . .
• WERE TOO SMALL FOR THAT . . .
• HAS ANYONE ELSE TRIED IT? . . . . WE DONT
  HAVE THE MONEY . . .
• TOO MODERN . . . .
• THATS NOT THE WAY STEVE AND KIM WOULD HAVE
  DONE IT . . .
• TOO OLD FASHIONED . . .
• WHY START SOMETHING NEW? . . . .
• THE TEACHERS ARE TOO NEW . . .

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DECISION MAKING

• Consensus
• Positional
• Input
• Site Based

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• The art of not blocking
• (Get on the train or find another trainJim
  Collins From Good to Great
• Sounds so simple, but oh how hard it is sometimes!

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TEAMWORK VERSUSCONFLICT

• Conflict is the natural tension that sometimes
  arises among those who share different
  perspectives on similar topics or ideas. When
  this occurs, conflict can result because were
  not all on the same train. Consequently,
  teamwork and group productivity suffer.

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• PRACTICE DISCREPANCY LEADERSHIP

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NEXT STEPS

• Now that you have Belief Statements, Vision and
  Mission Statements and you recognize some of the
  pitfalls of not focusing on them where do you go
  from here?
• Strategic Plan
• Goals/Objectives
• Alignment of curriculum, instruction, assessment,
  budgeting, staff development, SIF
• School Improvement Action Plans to implement the
  items above
• Development of conflict resolution model as
  needed

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The Success Cycle

• The smarter you work

COGNITIVE and AFFECTIVE DOMAINS
The more you like it
The better you perform
The better you feel
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• Accomplish all of this and you will be well on
  the road to becoming . . . . . . . .
• THE GREAT ACADEMY YOU DESCRIBED LAST NIGHT!!
• Best wishes as you journey
• down that pathway to success!

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Concord Academy-Petoskey

• Learning from its History
• Examining its Present
• Creating its Future

Thanks for the opportunity to share with you
this weekend