LEAD Team

On January 31, 2005, leaders from each of the regions in the school district met to participate in an individual and team reflective process designed to strengthen current work, and to develop proposals which build upon successes and ways to resolve identified gaps.

For each of the eight effective leader behaviors*, participants were to come up with three conditions which supported that behavior and how, then two to three conditions which impeded the leader behavior and how.

Wallace Director Kay Mehas reviews the agenda with the LEAD Team.	Leaders included Phil McCullum from the University of Oregon, as well as administrators from each region.	Just because you're the director, that doesn't mean that you don't have to do the reflection from your point of view, too!
North Region administrators reflect on their school and region experience.	Sheldon administrators reflect on their school and region experience.	Churchill administrators reflect on their school and region experience.
* Effective leaders.... translate vision into operation, demonstrate an ongoing commitment to results, utilize data driven deciision-making, develop self and others, acquire, allocate and use resources effectively, develop supportive organizational culture, incorporate ddiverse perspectives, and engage appropriate stakeholders.	Now Kay asks participants to come up with the top 3 conditions which support effective leadership, and those that impede it.	South Region administrators share their thoughts.
The top three conditions which support effective leadership in District 4J.	The top conditions which impede effective leadership which need to be addressed. The next part of the reflection dealt with the quality of leader development activities that can lead to program improvement, examining both system and program.	System Level Assessment: Building Blocks: • Vision; • Need & Alignment; • Outcome Assessment; and • Sustainability Program Level Assessment: Building Blocks & Promising Practices • Program Design; • Program Content; - emphasis - alignment, and - evidence-based • Program Process; - experiential; - active; and - feedback • Program Outcome Assessment
For each aspect of System Level and Program Level, there are three to four illustrative products and outcomes linked to promising practice.	Participants must determine whether the designated product or outcome is present, not present, in process, or not applicable to the key programs that represent the main efforts of the grant.	For each response, participants much provide a justification for their ratings, as well as evidence to suppport them. This is challenging work, and will not be completed in this session!