Transcript Relationships in Research

Relationships in Research
Raising the Bar for School Improvement
Candie Watts
Professional Development Specialist for School Improvement
AAFC Conference
Fall 2008
“To create real change in this world,
you have to have a vision, and you
have to have enormous perseverance.
It’s the same principle that applies in
any entrepreneurial adventure: You’ve
got to be too stupid to quit.”
-Marguerite Sallee, CEO, Frontline Group
“…evidence from several studies of
school change indicate that unless
school improvement efforts truly touch
the minds and hearts of teachers and
become manifest in their behavior and
attitudes, the ultimate aims of school
reform will go unmet.”
-Willis D. Hawley, ed., 2007. The Keys to Effective Schools
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Four-Phase Cycle of Continuous
Improvement
Phase 1
Develop a consensus on goals & assessments
of students’ performance
Phase 4
Manage the
implementation of
promising practices
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Provide opportunities
for focused professional
development
Phase 2
Continuing assessment
of students’
performance
Phase 3
Collaborative, evidencebased problem
solving
Identify resources to
solve problems & address
alternative solutions
Four-Phase Cycle of Continuous
Improvement
Phase 1
Develop a consensus on goals & assessments
of students’ performance
Phase 4
Manage the
implementation of
promising practices
7
Provide opportunities
for focused professional
development
Phase 2
Continuing assessment
of students’
performance
Phase 3
Collaborative, evidencebased problem
solving
Identify resources to
Solve problems & address
alternative solutions
The Power of Teamwork
VIDEO CLIP
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The mission statement is reflected in the
goals and actions of the plan. ACSIP Approval Rubric
#1
 Beliefs: conditions of willingness to act
 Vision: preferred future which comes about if
beliefs are realized
 Mission: defines why the school exists
 What do we expect students to learn?
 How will we know what students have learned?
 How will we respond to students who aren’t learning?
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Man can fly (Belief)
Humankind as interplanetary space traveler (Vision)
To go to the moon (Mission)
To build a lunar module (Goal)
Subcontract with Grumman (Action)
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Scholastic Audit Correlation
 9.1a: There is evidence that a collaborative
process was used to develop the vision, beliefs,
mission and goals that engage the school
community as a community of learners.
 Mission/belief statements
 School improvement planning team’s meeting agenda
and minutes
 Staff member, parent/family member and SIP team
member interviews
 ACSIP
 Perception surveys
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Four-Phase Cycle of Continuous
Improvement
Phase 1
Develop a consensus on goals & assessments
of students’ performance
Phase 4
Manage the
implementation of
promising practices
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Provide opportunities
for focused professional
development
Phase 2
Phase 3
Continuing assessment Collaborative, evidenceof students’
based problem
performance
solving
Identify resources to
Solve problems & address
alternative solutions
Academic Supporting Data ACSIP Approval Rubric
#3
 Includes the most current 3 year history of data
 Includes all state mandated assessments
appropriate to the building
 Includes at least 3 sources of data
 Scholastic Audit data, if applicable
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Analysis of Tests ACSIP Approval Rubric #4 & #5
 CRT
 Includes percent of combined population scoring
proficient & above
 Includes percent of subpopulations scoring
proficient & above
 Includes weaknesses by strand, passage type, or
writing domain & by type of response for combined
population & each applicable subpopulation
 NRT
 Includes percent of students scoring above the
50th percentile in reading & math
 Includes content subskill & skill cluster
weakness(es) in reading & math
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Analysis shows disaggregation of the data and thoughtful reflection of what the data
identifies as the needs of the students in individual schools through the inclusion of a
comprehensive trend analysis of weaknesses…
POTENTIAL SUB-GROUPS OF STUDENTS
At-risk is not a characteristic of a
child, it is a characteristic of a
situation.
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Non-academic data is reported from most
recent year in the most recent School Report
Card. ACSIP Approval Rubric #6
 Avg. daily attendance for K-8, OR
 Graduation Rate for 9-12
 Scholastic Audit data if applicable
 *Perceptual Survey data
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Scholastic Audit Correlation
 9.2a: There is evidence the school/district
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planning process involves collecting, managing
and analyzing data.
 9.2b: The school/district uses data for school
improvement planning.
 9.3b: The school/district analyzes their students’
unique learning needs (*perceptual data)
 9.4a: Perceived strengths and limitations of the
school/district instructional and organizational
effectiveness are identified using the collected
data.
What does the data tell us?
Data Analysis Activity
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Goal Statement ACSIP Approval Rubric #7
 Conclusion of a needs assessment which should
narrow the focus of the priority by addressing
specific weaknesses based on:
 Data disaggregation/analysis
 Trend data
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SMART Goals
 Strategic and Specific
 Measurable
 Attainable
 Results-based
 Time-bound
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Sample Goal Statement
All third and fourth grade students will exhibit proficiency on 20082009 common assessments and the 2008-2009 Augmented
Benchmark in responding to open-ended questions, particularly in
literary reading responses for the Combined and Caucasian
populations and in practical reading responses for the IEP
population.
Goal statements inclusive of ALL students are worthy goals. However, if needs vary by
subgroup, address their weaknesses in appropriate goal statements linked to data.
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Scholastic Audit Correlation
 9.3c: The desired results for student learning are
defined.
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Benchmarks ACSIP Approval Rubric #8
 Benchmark statements for any school that has
NOT met AYP with either combined population
or any subgroup(s) should reflect:
 Current AYP status of significant group(s)
 Percentage proficiency performance as benchmarked
on AYP chart for 2008-2009 school year
 Benchmark statements for schools having met
AYP for all significant group(s) should reflect:
 (Current AYP status)
 Growth goal
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Starting
Point
K-5
Math
K-5
Literacy
6-8
Math
6-8
Literacy
9-12
Math
9-12
Literacy
2005-2006
40.00
42.40
29.10
35.20
29.20
35.50
2006-2007
47.50
49.60
37.96
43.30
38.05
43.56
2007-2008
55.00
56.80
46.83
51.40
46.90
51.63
2008-2009
62.50
64.00
55.69
59.50
55.75
59.69
2009-2010
70.00
71.20
64.55
67.60
64.60
67.75
2010-2011
77.50
78.40
73.41
75.70
73.45
75.81
2011-2012
85.00
85.60
82.28
83.80
82.30
83.88
2012-2013
92.50
92.80
91.14
91.90
91.15
91.94
2013-2014
100.00
100.00
100.00
100.00
100.00
100.00
Sample Benchmark Statement written from
AYP report based on grade configuration, not individual grade levels
(School who has NOT met AYP)
On the 2007-2008 Literacy Augmented Benchmark, 40% of the
combined population, 37% of the African American population,
38% of the Caucasian population, 19% of the Hispanic population,
44% of the low socio-economic population, 44% of the ELL
population, and 0% of the special education population scored
proficient or above. In 2008-2009, 64.0% of all students must
exhibit proficiency.
You are only required to have a Benchmark statement for the Combined Population
and for the subgroups meeting the significant number (40) by grade
configuration.
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Sample Benchmark Statement written from AYP report
based on grade configuration, not individual grade levels (School who HAS met
AYP)
On the 2007-2008 Literacy Augmented Benchmark, 68% of the combined
population, 65% of the African American population, 78% of the Caucasian
population, 65% of the Hispanic population, 67% of the low socio-economic
population, 65% of the ELL population, and 65% of the special education population
scored proficient or above. In 2008-2009, 64.0% of all students must exhibit
proficiency. Across all applicable groups, we will show an increase of 3% in AYP
performance.
OR
School Name Elementary has exceeded the 2008-2009 AYP benchmark across all
applicable groups. Therefore, we will show an increase of 3% in AYP performance in
2008-2009.
You are only required to have a Benchmark statement for the Combined Population and for the
subgroups meeting the significant number (40) by grade configuration.
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Scholastic Audit Correlation
 9.3c: The desired results for student learning are
defined.
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Four-Phase Cycle of Continuous
Improvement
Phase 1
Develop a consensus on goals & assessments
of students’ performance
Phase 4
Manage the
implementation of
promising practices
30
Provide opportunities
for focused professional
development
Phase 2
Phase 3
Continuing assessment Collaborative, evidenceof students’
based problem
performance
solving
Identify resources to
Solve problems & address
alternative solutions
Problem Framing
 Alignment of Instructional Guidance
 Coherence & Focus
 Collaborative Culture
 Cognitive Demand
 Resource Adequacy & Mobilization
 Social Capital
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USE OF ALL RESOURCES
Do what you can, with what you have,
where you are.
-Teddy Roosevelt
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Identifying “Promising” Practices and
Programs
 Evidence & Fit
 Cultural Context
 Available Resources
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Interventions ACSIP Approval Rubric #9
 All interventions include scientifically based research
citations:
 Source, title, author, & date
 Most current available research related to targeted areas
 Each intervention includes at least the following:
 Appropriate implementation and/or instructional strategies,
appropriate professional development, and evaluation of the
intervention
 All interventions have multiple, sequential steps of
sufficient detail required to implement and maintain
the intervention
ADE, Laws, Rules & Regulations are not considered as appropriate scientifically based
research
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Actions ACSIP Approval Rubric #10 & #11A-M
 All interventions:
 Have multiple, sequential steps of sufficient detail
required to implement and maintain the intervention
 Are stated detailed enough so that any attached “action
types” are clearly explained
 Match any funding designations
 Contain a professional development and plan
evaluation component
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Scholastic Audit Correlation
 9.5a: The action steps for school improvement are aligned with the school
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improvement goals and objectives.
9.5b: The plan identifies the resources, timelines, and persons responsible
for carrying out each activity.
9.5c: The means for evaluating the effectiveness of the ACSIP is established.
9.5d: The ACSIP is aligned with the school’s profile, beliefs, mission, desired
results for student learning and analysis of instructional and organizational
effectiveness.
9.6: The ACSIP is implemented as developed.
9.6b: The school evaluates the degree to which it achieves the goals and
objectives for student learning set by the plan.
9.6c: The school evaluates the degree to which it achieves the expected
impact on classroom practice and student performance specified in the plan.
Alignment—ACSIP Approval Rubric #11A
Actions provide evidence that local curriculum, assessments,
instruction, and professional development are in line horizontally and
vertically with Arkansas Frameworks and state assessments, and
actions are included to show evidence of continual review and
updating of alignment.
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Sample Alignment Actions
Back-to-school professional development will provide time for data disaggregation so
that trends/patterns can be identified in relation to curriculum, instruction, and
assessment alignment.
Results of the data disaggregation professional development will be used to guide
curriculum work in the following:
a. Identification of power standards
b. Pacing
c. Unwrapping/deconstructing standards into learning
objectives
CWT data will be collected in order to analyze current instructional strategies
utilized by the staff. Professional development training will follow according to the
results.
Common assessments will be written to align with the curriculum. Assessment
results will guide instructional decisions.
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Scholastic Audit Correlation—Alignment
 1.1a: There is evidence that the curriculum is aligned with the
Arkansas Academic Content Standards and Student Learning Expectations.
 1.1b: The district/school initiates and facilitates discussions
among schools regarding curriculum standards to ensure they are
clearly articulated across all levels (k-12).
 1.1c: The district initiates and facilitates discussions between
schools in the district in order to eliminate unnecessary overlaps
and close gaps.
 1.1d: There is evidence of vertical communication with an
intentional focus on key curriculum transition points within grade
configurations (e.g., from primary to middle and middle to high).
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Scholastic Audit Correlation—Alignment
 1.1e: The school curriculum provides specific links to continuing
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education, life and career options.
1.1f: In place is a systematic process for monitoring, evaluating
and reviewing the curriculum.
1.1g: The curriculum provides access to an academic core for all
students.
2.1b: teachers collaborate in the design of authentic assessment
tasks aligned with core content subject matter.
2.1h: Samples of student work are analyzed to inform instruction,
revise curriculum and pedagogy, and obtain information on
student progress.
Scholastic Audit Correlation—Alignment
 3.1b: Instructional strategies and learning activities are
aligned with the district, school and state learning goals,
and assessment expectations for student learning.
 3.1c: Instructional strategies and activities are
consistently monitored and aligned with the changing
needs of a diverse student population to ensure various
learning approaches and learning styles are addressed.
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Academic Improvement Plan
(AIP/IRI)—
ACSIP Approval Rubric #11B
Actions detail the development process as well as the
remedial instruction for all students who are not
performing at achievement levels required by state
guidelines (ACT 35). Grade level specific required
AIP/IRI process is included in each appropriate building
plan with the tern “IRI” used where applicable in the
action statement. IRI actions should be tagged AIP. No
federal funds should be attached to these actions.
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Sample Academic Improvement Plan
Actions
Students who do not perform at the proficient level on the Augmented
Benchmark Exam will have an Academic Improvement Plan written in
collaboration with teacher(s), parent(s)/guardian(s).
Identified students will participate in remediation according to specific
weaknesses as supported by relevant data. Remediation strategies
include:
a. Computer assisted programs
b. Tutorials
c. Double blocking in math/literacy
d. Learning lab
Formative assessment data shall be gathered and instructional strategies
shall be revised periodically based on results from the formative
assessments
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Nothing is so unequal as the equal
treatment of unequals.
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Sample Equity Actions
Funds will be used to purchase levelized books
which represent various cultures to enhance
instruction.
Professional development in differentiation
strategies will be attended by all staff in order to
meet the varied needs and learning styles of all
students.
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Scholastic Audit Correlation—Equity
 1.1g: The curriculum provides access to an academic core for all
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students.
3.1a: There is evidence that effective and varied instructional
strategies are used in all classrooms.
3.1c: Instructional strategies and activities are consistently
monitored and aligned with the changing needs of a diverse
student population to ensure various learning approaches and
learning styles are addressed.
3.1e: There is evidence that teachers incorporate the use of
technology in their classrooms.
3.1f: Instructional resources (textbooks, supplemental reading,
technology) are sufficient to effectively deliver the curriculum.
Scholastic Audit Correlation—Equity
 4.1a: There is leadership for a safe, orderly, and equitable
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learning environment.
4.1b: Leadership creates experiences that foster the belief that
all children can learn at high levels in order to motivate staff to
produce continuous improvement in student learning.
4.1c: Teachers hold high expectations for all students
academically and behaviorally, and this is evidenced in their
practice.
4.1d: The school intentionally assigns staff to maximize
opportunities for all students to have access to the staff’s
instructional strengths.
4.1h: There is evidence that the teachers and staff care about
students and inspire their best efforts.
4.1j: There is evidence that student achievement is highly
valued and publicly celebrated (e.g., displays of student work,
assemblies).
Scholastic Audit Correlation—Equity
 4.1k: The district/school provides support for the physical,
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cultural, socio-economic, and intellectual needs of all students,
which reflects a commitment to equity and an appreciation of
diversity.
5.1b: Structures are in place to ensure that all students have
access to all the curriculum (e.g., school guidance,
supplemental or remedial instruction).
5.1c: The school/district provides organizational structures
and supports instructional practices to reduce barriers to
learning.
5.1d: Students are provided with a variety of opportunities to
receive additional assistance to support their learning beyond
the initial classroom instruction.
6.2b: Leadership provides the fiscal resources for the
appropriate professional growth and development of licensed
staff based on identified needs.
Scholastic Audit Correlation—Equity
 7.1d: There is evidence that the school/district leadership
team disaggregates data for use in meeting the needs of a
diverse population, communicates the information to
school staff and incorporates the data systematically into
the school’s plan.
 8.1c: The instructional and non-instructional staff are
allocated and organized based upon the learning needs of
all students.
 8.2a: The school/district provides a clearly defined
process to provide equitable and consistent use of fiscal
resources.
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Program Evaluation—ACSIP Approval Rubric #11E
Plan evaluation is present for EACH intervention that will:
E-1:
(1.1) Ensure that the program/process is implemented as designed (as
per Rule 4.01 of ACT 807 of 2007);
(1.2) Identify protocol for evaluating and adjusting program/process
(as per Rule 5.02.1 of ACT 807 of 2007); and
(1.3) At the end of each school year, provide evidence of the impact on
student achievement (as per Rule 5.07 of ACT 807 of 2007).
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Sample Program Evaluation Actions
After staff has been trained in Marzano’s High
Yield Instructional Strategies (HYIS), Classroom
Walkthrough (CWT) data will be gathered to
measure implementation of those strategies in
each classroom. Baseline data indicates prior to
training, 16% of the staff utilized the HYIS.
Comparative data will be collected on a quarterly
basis (11E1.1).
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Sample Program Evaluation Actions
Quarterly CWT data indicates 25% of the staff
are implementing HYIS as suggested by the
research. In order to increase implementation,
additional professional development using the
coaching model will be implemented
immediately (11E1.2).
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Sample Program Evaluation Actions
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Classroom teachers will administer/score locally
developed pre and post tests to evaluate students’
ability to utilize HYIS in math. 2008/2009 data
revealed kindergarten students scored an average of
47% on the pretest and 80% on the posttest. Based
on the math pretest for first grade, students scored an
average of 18%, while students scored an average of
86% on the post test. In second grade, students
scored an average of 59% on the pretest and 74% on
the post test. In third grade, students scored an
average of 49% on the pretest and 73% on the post
test (11E1.3).
Scholastic Audit Correlation—Program
Evaluation
 1.1f: In place is a systematic process for
monitoring, evaluating and reviewing the
curriculum.
 2.1h: Samples of student work are analyzed to
inform instruction, revise curriculum and
pedagogy, and obtain information on student
progress.
 3.1c: Instructional strategies and activities are
consistently monitored and aligned with the
changing needs of a diverse student population
to ensure various learning approaches and
learning styles are addressed.
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Professional Development—
Approval Rubric #11F
Actions are data driven, standards based training for
staff and administrators that support specific
interventions/actions, which may include
implementation and follow up when applicable.
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ACSIP
Sample Professional Development
Actions
All teachers will receive initial training in the High Yield
Instructional Strategies: identifying similarities/differences;
summarizing & note-taking; nonlinguistic representations; and
setting objectives & providing feedback during back-to-school
professional development.
Once per month, Arch Ford Co-op staff will support on-going
professional development in these areas during time set aside
for professional learning communities.
Teachers will be aloud to observe model classrooms who utilize
these strategies.
During our monthly staff meetings, one grade level/course will
be highlighted to share how they have implemented one of the
strategies in their classrooms.
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Scholastic Audit Correlation—Professional
Development
 6.1a: There is evidence of support for the long-term professional
growth needs of the individual staff members. This includes both
instructional and leadership growth.
 6.1b: The school has an intentional plan for building
instructional capacity through on-going professional
development.
 6.1c: Staff development priorities are set in alignment with
goals for student performance and the individual professional
growth plans of staff.
 6.1d: Plans for school improvement directly connect goals for
student learning and the priorities set for the school and district
staff development activities.
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Scholastic Audit Correlation—Professional
Development
 6.1e: Professional development is on-going and job-embedded.
 6.1f: Professional development planning shows a direct
connection to an analysis of student achievement data.
 6.2b: Leadership provides the fiscal resources for the
appropriate professional growth and development of licensed
staff based on identified needs.
 7.1e: Leadership ensures all instructional staff has access to
curriculum related materials and the training necessary to use
curricular and data resources relating to the student learning
expectations for Arkansas public schools.
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Special Education—ACSIP Approval Rubric #11G
Actions meet the needs of all students. If a district triggers, this
portion will be approved by the Special Education Unit.
Contact the Special Education LEA Supervisor for assistance
with the Special Education Priority.
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Sample Special Education Actions
Professional development training for inclusion strategies
will be provided to all teachers.
Differentiation strategies in content, process, product, and
learning environment will be utilized by all teachers.
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Scholastic Audit Correlation—Special
Education
 1.1g: The curriculum provides access to an academic core for
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all students.
3.1c: Instructional strategies and activities are consistently
monitored and aligned with the changing needs of a divers
student population to ensure various learning approaches and
learning styles are addressed.
4.1b: Leadership creates experiences that foster the belief that
all children can learn at high levels in order to motivate staff to
produce continuous improvement in student learning.
5.1b: Structures are in place to ensure that all students have
access to all the curriculum (e.g., school guidance,
supplemental or remedial instruction).
5.1c: The school/district provides organizational structures
and supports instructional practices to reduce barriers to
learning.
Scholastic Audit Correlation—Special
Education
 5.1d: Students are provided with a variety of opportunities to
receive additional assistance to support their learning beyond
the initial classroom instruction.
 5.1e: The school maintains an accurate student record system
that provides timely information pertinent to the student’s
academic and educational development.
 8.1c: The instructional and non-instructional staff are
allocated and organized based upon the learning needs of all
students.
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Parental Engagement—
ACSIP Approval
Rubric #11H
The following parental engagement actions are present in the plan and reflect all requirements of
ACT 307 of 2007 (amended ACT 603 of 2003) and any supplementally funded activities:
1. Informational Packets (formerly Family Kits);
2. Parent Involvement Meetings (formerly Parents Make a Difference evenings);
3. Volunteer Resource Book;
4. School’s process for resolving parental concerns in handbook;
5. Seminars to inform the parents of high school students about how to be involved in
decisions;
6. Enable formation of PTA/PTO;
7. Parent Facilitator (certified teacher); and
8. Two Parent/Teacher conferences are still required.
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Sample Parental Engagement Actions
Parent Involvement Meetings will be held in September
and February for sixth grade students and their families.
During the meetings, parents will receive information
regarding assessment practices. They will participate in
similar experiences relative to their child’s assessments.
Two parent/teacher conferences will be held. One will
occur in October after first quarter reporting. The
second will occur in March after the third quarter
reporting.
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Scholastic Audit Correlation—Parental
Engagement
 3.1h: There is evidence that homework is frequent and
monitored and tied to instructional practice.
 4.1g: Teachers communicate regularly with families about
individual students’ progress (e.g., engage through
conversation).
 4.1i: Multiple communication strategies and contexts are used
for the dissemination of information to all stakeholders.5.1a:
Families and community members are active partners in the
educational process and work together with the school/district
staff to promote programs and services for all students.
 7.1a: Leadership has developed and sustained a shared vision.
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Technology Inclusion—
ACSIP Approval Rubric
#11I
Actions reflect how technology is utilized to
support instructional activities within the identified
interventions and are a part of the district’s
technology plan.
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Sample Technology Actions
Teachers will be trained to use automated classroom
response systems as a means to gather and disseminate
specific feedback to students.
Students will be taught to utilize the “track changes”
feature in Microsoft Word to demonstrate rule-based
summarizing.
Students will be trained to use digital microscopes
during science investigations and afterward to create
diagrams and graphics for students’ analyses and
presentations.
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Scholastic Audit Correlation—Technology
Inclusion
 3.1e: There is evidence that teachers
incorporate the use of technology in their
classrooms.
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Four-Phase Cycle of Continuous
Improvement
Phase 1
Develop a consensus on goals & assessments
of students’ performance
Phase 4
Manage the
implementation of
promising practices
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Provide opportunities
for focused professional
development
Phase 2
Continuing assessment
of students’
performance
Phase 3
Collaborative, evidencebased problem
solving
Identify resources to
Solve problems & address
alternative solutions
Implement Promising Practices
 Teacher Learning & Continuous School
Improvement
 The Importance of Strategic & Flexible
Leadership
 Continuing Evaluation
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The National Partnership for Excellence
and Accountability in Teaching (NPEAT)
NPEAT, 1999
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The Professional Development Leader
 Self-assess
 Look at data
 Plan together
 Make decisions
 Set measurable goals
 Celebrate success
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“Man’s mind once stretched by a new idea
never regains its original dimension.”
-Oliver Wendell Holmes
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Creating the Professional Development
Plan During Action Planning
Implementing theVision to Close the Gaps
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What skills and knowledge are needed to close the gap
between where we want to be and where we are right
now?
 Needs assessment
 Self-assessment using a vision rubric
 Self-assessment using a five-point scale
 Questionnaires
 School meetings
 Teacher observations
 Shadowing students
 Supervision and evaluation
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How will the knowledge and skills be
obtained to implement the vision?
 Workshops and/or training
 Staff sharing
 Immersion
 Partnerships
 Study groups
 Networks
 Specialty area leaders
 Train the trainers
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How will staff work together to ensure the
implementation of the vision and the elimination of
gaps?
 Grade level meetings
 Cross grade level meetings
 School meetings with team development
 Planning groups, action teams, and cadres
 Tuning protocols
 Coaching
 Mentoring
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What would it look like to implement the
vision in all classrooms?
 Workshop facilitator helping with the translation
of what it would look like in grade levels
 Self assessment tools
 Scheduling: What a day would look like
 Example lessons
 Demonstration lessons
 Observations
 Storyboarding
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Are curriculum, instruction, and assessment
aligned to the student learning standards and
the vision?
 Curriculum mapping/webbing
 Process mapping
 Examining student work
 Examining student data
 Journaling
 Observations
 Reflective logs
 Supervision/evaluation
 Curriculum development/implementation
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How will you know if what you are doing is
making a difference?
 Program evaluations
 Action research
 Teacher portfolios
 Case studies
 Listening to students
 Data analyses
 School portfolio
 Examining student work
 Examining student data
 Self-assessment
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TEAM-BUILDING CAN BE COMPARED TO
BASEBALL
 A skilled manager has responsibility to help select the
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players, coordinate the team’s effort, and oversee the playing
of the game.
Players must know their jobs, have the skill to do them well,
and be committed to making a contribution to the team.
Beating the competition requires a game plan.
Players and the manager must communicate with one
another, trust and support one another, and resolve their
differences in a constructive manner.
Self-control must be exercised by each player, or in its
absence, imposed by the manager.
There must be a reward system that meets both the needs of
the team and the personal needs of individual players.
SUCCESS
There are moments when everything goes
well; don’t be frightened, it won’t last
long.
-Jules Renard
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