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A Great Place To Work!
- 1. A GREAT PLACE TO WORK! Requites of a Learner
- 4. Educational Version of the Value Chain
Notes de l'éditeur
- Mike Rutherford says “It’s no secret—the very most talented teachers are not evenly distributed across all Americas schools. Some schools have the edge in attracting, employing, and retaining more than their fair share of the cream of the crop.” What do these schools realize that others, perhaps do not.
- How intentionally well-designed work environments impact business revenue and profits. Thanks to Wich Ach, CEO of Hixson, Inc. Architecture, Engineering, and Interior Design, Cincinnati, Ohio. He says that in order to have a successful business with high revenue and profit you don’t start with that focus. They have learned in his business that the first focus is to center on making their culture one of a great place to work first. Then they find employee satisfaction which increases productivity. They do not have the turn over in employees and are able to keep competent experienced staff which leads to customer satisfaction, customer loyalty and as a result they have had increased revenue and profits.
- The number one factor in student achievement is a student who has great teachers long enough for them to show achievement. The number one way to attract and retain great teachers is to provide a “great place to work.”
- What then are the ingredients of a great place to work—a work culture that attracts and keeps the very best staffs? What elements are most important? What elements are, surprisingly unimportant to peak performers?
- Integrity—Trust is the issue here. Teachers want leadership that do what they say they are going to do. Competence—Good teachers want to be with winners, people who know what they are doing and are about. Care—Leadership that is compassionate, approachable, supportive, encouraging. Confidence—The ability to convince others that the future is going to be better than the present. Constructive Confrontation—One of the biggest complaints of leadership is that leadership doesn’t confront problems “head on” and in a timely manner.
- In a nested learning community the principal serves as the conductor—but also a learner. The principal conductor must master the whole score and be able to artfully interpret its nuances. Although they do not actually play all the parts they need to know each one and how it harmonizes with the others. They need to keep all the players on the same page, helping them to excel individually and collectively as a professional orchestra that continually polishes its performance. In this metaphor the music of the group is student learning.
- At the end of this slide begin the tape after the second discussion break in the tape and after a discussion with Kathy Demarest. Tell the group they will be watching a video of Mike Rutherford where we have gotten our information on Creating a ‘Great Place to Work.” The section we will begin watching deals with A Professional Work Culture.
- Have participants reference page 8 and 9 GPTW Factor 2: A Professional Work Culture as they discuss.
- As an optional assignment to the material provided in the ROL Tape. Need paper, thin markers.