Strategic Visioning Process

Vision Retreat

Welcome

Who are we and what are we here

to do?

SUPERINTENDENT Ehren Jarrett

Where are we now?

How will we get to where we want to be?

NeedsAssessment

Defining Key

Areas To Improve

Goal Setting

Gap AnalysisSMART Goals

Strategies

Vision and

Mission

Where do we want to be?

ActionPlanning

ImplementStrategies

ImplementStrategies

Best PracticeStaff

Development

Review and Revise

MonitorAdjust

Improve

What are we learning?

AdjustStructures &Processes

StakeholderInput/ Impacts

Strategic Planning Process

Annual- Formative

Multi-Year: Summative

Where will you be five

years from today?

• Five years . . .

• 280 weeks . . .

• 1,820 days . . .

• 2,629,800 minutes

Over the next five years, what

do you really want to do? What do you

really want to have? Where do you

really want to be? Where do you really

want to go?

DECIDE What’s NEXT

and STRATEGIZE How to

Get There.

VISION RETREAT OUTCOMES

• Answer the question “Where do we want to be?”.

• Reflect on stakeholder feedback to revise our SWOT

analysis from the Data Retreat

• Develop a shared understanding of the effective

practices of a Professional Learning Community.

• Reflect on articles to identify key words and phrases

for Preferred Future work.

• Invent a PREFERRED FUTURE (Mission and Vision) to

move the district to an even high level of performance.

• Develop a set of VALUES/COMMITMENTS that will

guide the actions and behaviors of the district

as it works toward achieving its Preferred Future.

• Preview the Setting Direction Retreat.8

ACTIVITY ONE: 30 minutes

• Reflect on stakeholder feedback to

revise our SWOT analysis from the

Data Retreat

• Who or what threatens us the most?

• What challenges are coming that we must respond to?

• What might block our progress?

• What opportunities for improvement do we know about but have not addressed?

• Where with a little work could we change a weakness into a strength?

•What do we consider to be our weaknesses?

•What are we most criticized for or receive the most complaints about?

•What do we seem to have a hard time doing well?

• What do we consider to be our strengths?

• What advantages do we have?

• What do others say our strengths are?

STRENGTHS WEAKNESSES

THREATSOPPORTUNITIES

Activity Directions

Reflect on reports:

• Examine stakeholder feedback reports:

• Identify by teams what changes you want to

make in the SWOT analysis from the Data

Retreat.

– Delete

– Add

– Refine

SWOT ANALYSIS

• S TRENGTHS

• W EAKNESSES

• O PPORTUNITIES

• T HREATS

Activity Directions

Changes to Strengths based

on Feedback

Changes to Weaknesses based

on Feedback

Changes to Opportunities based

on Feedback

Changes to Threats based

on Feedback

ACTIVITY TWO: 45 minutes.

• Develop a shared understanding of the

effective practices of a Professional

Learning Community.

THREE BIG IDEAS:

• FOCUS ON LEARNING

• FOCUS ON COLLABORATION

• FOCUS ON RESULTS

Focus on

Collabor-ation

Focus on

Results

Focus on

Learning

Focus on

Collabor-ation

Focus on

Results

Focus on

Learning

Focus on Learning

Guaranteed and

Viable Curriculum

Common Formative

and Summative

Assessments

Differentiated Instruction:

Systematic Interventions

and Enrichments

4 Critical PLC Questions

What do we want each student

to learn, know, or be able to do?

What evidence do we have of the

learning?

How will we respond when some

students don’t learn?

How will we respond to those who

have already learned?

Common Core State Standards

SMART Goals

Common Assessments

PK-20 DATA SYSTEM

Differentiated Instruction

Interventions/ Enrichments

RTI

Student Questions

•What do I need to know ?

•Where am I?

•How do I get there?

•What happens if I struggle or fail?

Unit Learning Expectations

Common Core State Standards

Formative Assessment Data

Data Center & Folder

SMART Goals & Action Plan

Focus on

Collabor-ation

Focus on

Results

Focus on

Learning

Focus on Collaboration

Building Shared

Knowledge & Leadership:

Mission, Vision,

Values, Goals

High Performing,

Collaborative Teams

Creating Intentional

Collaboration

(4 PLC Questions)

Fostering Strong

Partnerships

Focus on

Collabor-ation

Focus on

Results

Focus on

Learning

Focus on Results

SMART Goal Setting

Data Transparency and Efficacy

Data Management:

Collection, Display and

Analysis

Data Action:

Results-Orientation

Improved Results

Data Culture

Activity Directions

View Professional Learning Community

Continuous Improvement Framework

• Learning Group

• Collaboration Group

• Results Group

BE READY TO SHARE

Activity Directions

Return to Tables:

• Share your findings

with one another

• What are our Strengths?

• What are our Opportunities?

• How is this information helpful as we

determine a Preferred Future for

District 205?

ACTIVITY THREE: 45 minutes

Reflect on articles to identify key words

and phrases for Preferred Future work.

• TRANSFORMING TEACHER WORK

• TIME FOR TEACHERS

• SEVEN TRENDS

• MAKING ASSESSMENT WORK

• CULTIVATING COLLABORATION

• THE WRONG DRIVERS

Activity Directions

• Stand by the chart that matches the article

you read to review with others what you read.

• As a team identify key words and phrases

from the article you feel will be powerful as

you develop a new PREFERRED FUTURE for

the district.

• Be ready to SHARE your key words and

phrases with your table team.

ACTIVITY FOUR: 60 minutes

• Invent a PREFERRED FUTURE

– Mission

– Vision

– Values/Commitments

to move the district to an even high level of

performance.

WHAT?What must our districtbecome to

accomplish our purpose

WHY?Why do

weexist?

HOW?How will we mark our progress?

HOW?How must we behave to achieve our

vision?

FundamentalPurpose

CompellingFuture

CollectiveCommitments

Targetsand

Timelines

MISSION VISION VALUES GOALS

Limits and

Sharpens

Focus

Clarifies and

Communicates

Direction

Guides

Actions and

behaviors

Establishes

Priorities and

Expectations

The words of mission and

vision statements are not

worth the paper they are

written on unless people

begin to do something

differently to continuously

improve.

MISSION: The mission pillar asked the

question, “WHY?” More specifically, it asks

“Why do we exist?” The intent of this

question is to help reach agreement

regarding the fundamental purpose of the

organization.

(DuFour, DuFour, Eaker, and Many, Learning By Doing, Second Edition:

Solution-Tree, 2010)

VISION AND MISSION

MISSION: “This clarity of

purpose can help establish

priorities and becomes an

important factor to guide

decisions.”

(DuFour, DuFour, Eaker, and Many, Learning By Doing, Second Edition:

Solution-Tree, 2010)

VISION AND MISSION

Your mission statement is the best

vehicle to get the word out about the

“why” and the “wow” behind your

district. It needs to explain —

eloquently, succinctly, and

passionately — the core reasons for

your existence.

MISSION

Your mission statement should inspire

others to want to know more about

your ideas, helping to position your

district in the marketplace and to fuel

growth.

MISSION

RPS 205 will serve the community by

ensuring all of our diverse students

develop the capabilities to contribute to

society, succeed in the global economy, and

learn throughout their lives by creating

dynamic integrated learning environments

that respond to the needs and aspirations of

the individual student in partnership with

family and community.

CURRENT MISSION

VISION: The vision pillar asks “WHAT?”More specifically, “What must we become in

order to accomplish our fundamental

purpose?” In pursuing this question, the

district attempts to create a compelling,

attractive, realistic future that describes

what it hopes the district will become.

VISION

Vision provides a sense of direction

and a basis for assessing both the

current reality of the district and

potential strategies, programs, and

procedures to improve upon that

reality.

VISION

There is no more powerful engine

driving an organization toward

excellence and long-range success

that an attractive, worthwhile and

achievable vision of the future that

is widely shared.

(DuFour, DuFour, Eaker, and Many, Learning By Doing, Second Edition:

Solution-Tree, 2010)

VISION

Rockford Public Schools will offer a

world-class education that prepares all

students to compete in a global society.

RPS will provide a nurturing, child-

centered and parent-friendly learning

environment that makes Rockford

schools the schools of first choice for

families.

CURRENT VISION

• A vision is a compelling picture of a preferred future that motivates us to act.

• It is a hope or dream with details of how the hope or dream would look in action.

• It is the manifestation of our stated core values and the actualization of our common mission.

• It paints a picture of what we hope will be the end product of our goals.

VISION AND MISSION

• Vision REFLECTS what

the MISSION would look

like if it were fully

achieved

VISION AND MISSION

Activity Directions

• Read about what makes great mission

and vision statements.

– Examine some examples of good mission and

vision statements.

– Review the criteria for what makes good

mission and vision statements.

• Examine your current mission and

vision statements. Identify ways you

could make your statements better and for

the 21st century.

A Preferred Future Statement describes

how will the district look different 5 years

from now than it does today.

It helps us over the course of the next 5

years to progress monitor to see if we

are moving closer to attainment of our

mission and vision.

Preferred Future Statement

Symbol Component Description of how the

Component will look

in the Future

Curriculum

Assessment

Instruction

Technology

Parent Partnerships

Resources

NARRATIVE

How to create a new K-12 engine?

K-12

Rockford 205

Our current engine and system

were built with the expectation

of being successful at preparing

as many as possible of our

learners to be college and

career ready.

Our future engine and system

must be built with the

expectation of being successful

at preparing all of our learners

to be college and career ready.

We need a narrative, pathway,

vision by which we can monitor

and report our progress.

Such a vision will go a long way to

re-establish trust and respect for

our district and for public

education.

ACTIVITY FIVE: 60 minutes

Review a DRAFT of a PREFERRED

FUTURE STATEMENT.

Brainstorm ideas individually for each of

the six components to make the

statement clear and inspiring. Share

your ideas with your team.

Refine the DRAFT to include the

consensus thinking of your team.

Values

and

Commit-

ments

Vision

Goals

and

Strategies

MISSION“true north”

ACTIVITY SIX: 60 minutes

Develop a set of

VALUES/COMMITMENTS that

will guide the actions and

behaviors of the district as its

works toward achieving its

Preferred Future.

• Values are expressions of what we believe to be true. They are powerful shapers of how we think and act.

• Commitments translate values and beliefs directly into behaviors. As a result of what we value, this is the action we commit to do!

VALUES AND COMMITMENTS

COLLECTIVE COMMITMENTS: The

third pillar of the foundation, the values

pillar, clarifies those collective

commitments. It asks, “How must we

behave to create the district that will

achieve our purpose?”

VALUES AND COMMITMENTS

C

• Every child can and will achieve at high levels.

• Every child has the right to live and learn in a safe, secure

community.

• Parents are active partners for achievement.

• Educating our children is a community-wide effort.

• The development of our human resources is essential and

will allow every staff member to model excellence.

• Everyone should be held accountable for the education of

our children.

• Public education is an essential part of our democratic

society.

CURRENT VALUES

Activity Directions

Each team will review two of the VALUE

Statements.

1. Keep, discard or change?

2. If choice is to keep or change,

write a corresponding

commitment statement for that

value.

3. Add a new value and commitment

statement for the team to

consider.

Activity Directions

Each team will review one of the GUIDING

PRINCIPLES

1. Keep, discard or change?

2. If choice is to keep or change,

write a corresponding

commitment statement for that

value.

3. Add a principle and commitment

statement for the team to

consider.

• Post your chart on the wall for

all to see.

Activity Directions

NEXT STEPS

• SUMMARIZE OUR WORK THROUGH

CLEAR COMMUNICATION

• WRITING TEAM

• REFLECT ON OUR WORK

• SHARE OUR WORK FOR FEEDBACK

AND OTHER IDEAS

• READY OURSELVES FOR THE

SETTING DIRECTION RETREAT ON

DECEMBER 15

Wrap Up

• Why is this work so important?

• Why is it important that others not on the

team have opportunities for input and

feedback?

Thanks for your engagement and

commitment!