Turbostrategy 1st Edition Brian Tracy - Solutions

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What do you think are the most significant things that can be done to improve the way your district or school addresses the question, How well are we doing?
Have the findings been used to publically recognize and celebrate individuals and groups for the progress that has been made?
Have the findings from the plan been shared with the board of education? With parents and the broader community?
How have the data been shared?
How have the data been used? Have the findings from the assessment plan been utilized for decision-making purposes? For goal setting?
Have the data gleaned from the plan been disaggregated by various subgroups (administrators, teachers, support staff, and so on)?
Has your district or school developed a plan to assess progress related to implementing professional learning community concepts and practices?
What changes do you think should be made in your district in order to significantly improve the quality of adult learning?
How is the quality of professional development in your district monitored?
Are adequate resources allocated for adult learning?
Are successful professional development activities recognized and publically celebrated?
Is the professional learning of administrators, especially principals, linked directly to the professional learning of faculty and staff? In other words, are principals learning how to do the work they are expecting others to ultimately perform?
Does your district’s professional development plan emphasize jobembedded adult learning? That is, does the plan connect professional development with the actual, day-to-day work of adults in the district?
Does your district have a written, comprehensive plan designed to improve the quality of adult learning in order to positively impact the quality of student learning?
Are the formats of the formative assessments consistent with high-stakes summative assessments?
Have collaborative teams engaged in a process to develop common formative assessments in order to monitor the learning of students on a frequent and timely basis?
How are essential outcomes updated and revised as needed?
Have teams developed guides to ensure that adequate time is available for teaching essential outcomes?
How has the issue of vertical articulation between grades or courses been addressed?
Have teams engaged in a process designed to reduce content in order that more significant content can be taught in greater depth, in more significant ways?
Are these outcomes aligned with state or provincial and district standards, as well as various high-stakes summative assessments?
Have collaborative teams collaboratively clarified the essential outcomes for every subject, grade, or course?
How has the work of collaborative teams been publically recognized and celebrated within your district or school?
Have collaborative teams been engaged in appropriate training, and have teams received the additional resources they need in order to be successful?
Is there a system in place in your district or school to monitor student learning team by team, student by student, essential skill by skill?
At the district level, does the principal team collaboratively anticipate questions and issues that are likely to arise, practice and rehearse the work that ultimately will be expected of collaborative teams of teachers, and share learning data?
Have principals in your district fully embraced the idea that it is the principal’s responsibility to enhance the effectiveness of each team in their school?
To what degree have teams in your district or school focused on the right work of collaborative teams in a professional learning community? Are there teams that still have not accomplished specific tasks such as writing and utilizing team norms or collaboratively identifying and clarifying the
Is there an assessment process to determine the effectiveness of each individual collaborative team in each school in your district? If not, is there a process in your school?
After reading this chapter, realistically, what is the current reality of teaming in your district or school? How do you know?
What process does (or could) your district use to monitor and adjust policies, practices, and procedures on a regular basis?
What processes do you think could be utilized to review and align your district (or school) policies, practices, and procedures?
Are there policies, practices, or procedures related directly to professional development that should be analyzed and improved on?
Are there any policies, practices, and procedures that you think should be addressed that have not been addressed?
It is not unusual for district leaders to place heavy attention on policies but pay little attention to the daily procedures and practices that have a tremendous impact not only on district and school culture but on student achievement as well. To what degree have procedures and practices such as
Are performance appraisal processes aligned with role responsibilities and expectations, the district’s learning mission, and the district’s vision for the future?
Do policies and procedures clearly articulate role expectations and responsibilities?
Are policies, practices, and procedures—such as the expectation that administrators, faculty, and staff must be contributing members of a collaborative team or teams—clearly communicated during the hiring process?
To what degree have agreed-upon policies, practices, and procedures been clearly communicated?
Have leaders in your district made a conscientious effort to critically analyze and align district policies, practices, and procedures with a mission of ensuring high levels of student learning?
Do things frequently take precedence over best practices associated with promoting student learning, despite the learning mission? How does this happen? Why? How might this avoided, or at least significantly reduced?
What tools (handouts, videos, newsletters, and so on) have been created to communicate the learning mission of your district? What additional tools might be helpful?
Does the school or district continually reinforce the fundamental ideas that form the framework of the PLC concept? How?
What additional resources do you think might be useful?
Have you received high-quality examples of the kind of work that needs to be accomplished?
What resources have been used to help faculty and staff understand professional learning community concepts and practices?
Was there a collaborative effort to gain shared knowledge regarding the research on effective schools and school districts, as well as the research on leadership, effective organizations, and collaborative teaming? How was this done? How effective was it?
Are there additional actions to build shared knowledge that you think should be taken? If so, what are they?
To what degree do faculty and staff understand that the professional learning community concept is simply a means to an end, and that the end is the moral purpose of ensuring high levels of learning for all students? How do you know they understand?
To what degree does everyone understand what professional learning communities are, how they work, and how they differ from more traditional schools? How do you know they understand?
What actions have been taken in your school or district to ensure that everyone has a deep, rich understanding of PLC concepts and practices?
What are some ways you could improve your professional learning community foundational documents (mission, vision, values and commitments, and goals) if you revisited them?
To what degree do you believe district and school goals are taken seriously versus seen as simply another thing that must be done, turned in, and then forgotten?
In addition to goals, have indicators of progress, timelines, and targets been identified?
Are the goals monitored? How? How often?
Has your district and schools within your district developed meaningful goals you must achieve in order to fulfill your fundamental purpose and vision of the district and schools you hope to become?
Are behaviors that are incongruent with these commitments confronted? How? Can you recall a specific example?
How are behaviors that are excellent examples of these shared commitments publically recognized and celebrated?
How are shared commitments promoted, protected, and defended?
How are shared commitments communicated and utilized?
What processes were used to collaboratively articulate the collective commitments that would need to be made in order to achieve your district’s fundamental purpose and vision? How has this been done in individual schools within your district?
Are there additional ways the vision could be utilized?
In what ways is the vision of your district and schools within your district being utilized?
What processes were used to collaboratively describe the district or school you would need to become in order to fulfill your fundamental purpose?
What are some next steps that need to be taken in order to embed the learning mission deeper into the district’s culture?
What efforts have been made to embed the learning mission into the daily culture of your district and schools in your district?
What has been done to communicate the moral purpose of the work that is being undertaken? Are the faculty and staff constantly and consistently reminded of the moral purpose of ensuring high levels of learning for all students? How?
What processes were utilized to clarify high levels of learning as the fundamental purpose of schools in your district or school?
Is your school organized in collaborative teams? How clear is the principal on what teams should be doing? Does every team in your school focus on the critical questions of learning? How could the effectiveness of collaborative teams be enhanced in your district or school?
How does your district or school assist teachers in acquiring best practices?
In your district, are principals organized into collaborative teams? What do principals do at these principal team meetings? How could their collaborative teaming be enhanced? How is the effectiveness of teacher teams directly impacted by the effectiveness of the principal team or teams?
What are the most essential leadership behaviors required of principals in schools seeking to function as PLCs and significantly impact student learning? What mechanisms are in place, or should be in place, in your district to assist principals in acquiring or improving these skills?
Have you either led or been a part of deep, rich discussions about the underlying assumptions that drive behavior within your district or school?How might such discussions be beneficial? What would be a meaningful way to conduct such discussions?
To what degree is your behavior congruent with the beliefs you profess?For example, if your stated belief is that the fundamental purpose of schools is to ensure all students learn, how is that statement reflected in behavior?
What are the underlying assumptions that drive the behavior that visitors would see in your district or school?
If a visitor spent a week watching administrators, faculty, and staff going about their day-to-day work in your district or school, what patterns of behavior would he or she observe?
What are your core functions? What are the things you do that are central to your job? What activities are peripheral?
Who are your core people, the ones who are most important for the survival and growth of your business? What is your strategy to keep them?
Who are your core customers, and what are you doing to assure that they never leave you?
What are your non-core products, services, or activities?What would happen if you discontinued them entirely?
What are the worst possible things that could happen to your business in the next year? What are your plans to deal with them should they occur?
What are your core competencies? What is it that your company does extremely well?
What is your core business? What products and services are most responsible for your success today?
What could you do personally to upgrade and improve the quality of your performance in the most important things you do in your job?
What one step could you take immediately to improve customer satisfaction with your company?
What company do you think is the best in your business, the most respected and profitable? How could you benchmark yourself against them?
Do you have quality and performance standards for people, products, and activities in your company? Does everyone know what they are?
Set up a reward system in your company for suggestions and ideas to improve quality and achieve greater customer satisfaction.
How do you rank against your competitors on a scale of one to ten? How could you improve your ranking immediately?
How do your customers define quality? What is most important to them in choosing your product or service?
If your company were facing serious financial shortages, which products or services would you focus your energies on, and which would you discontinue? Think about doing it now.
Attribute a percentage of all general and administrative costs to each product or service you sell. This exercise often turns profits into losses.
How much is your time worth on an hourly basis? Build this cost into everything you do to get an accurate measure of costs and profitability.
After deducting all direct and indirect costs, which are your most profitable products or services based on cost and return on investment?
Identify the 20 percent of your products and services that account for 80 percent of your profits. Are they the same as your answer to #2?
Identify the 20 percent of your products that account for 80 percent of your sales. Which are they?
Do a complete profit analysis on every product and service you offer. Rank them from highest to lowest.
What parts of your personal life do you need to streamline and simplify? When are you going to do it?
What parts of your work could you eliminate altogether with little or no impact on your bottom line?
What parts of your business could you outsource to companies or individuals who specialize in that area?

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