Cause+Analysis+Brainstorm


 * ~ =Performance Drivers (Causes)= ||~ =Performance Questions= ||~ =Performance Examples Deficiency's= ||
 * ==Data, Environment support, Feedback,==

Individual Capacity, Motivation/Expectation
|| ==Is feedback provided?==

Do performers see results?
|| ==Workers do not know how well they are doing their job==

Performers do not see the results of the work
|| There is data showing how coaches report their time. However, this is not given to the coaches and is only known to Suzanne. || For example: Each school has an intervention facilitator. Many are unsure of their job titles and how they interact with the intervention coaches. Therefore, they give confusing feedback to the coaches that might conflict with Suzanne.
 * Data || How well are intervention coaches given data to perform their jobs? || Intervention coaches are given student data to drive teacher instruction of students. However, at this time data does not exist that shows whether or if the coaches are impacting the schools.
 * Data || How well are intervention coaches given data to perform their jobs? || Intervention coaches are given student data to drive teacher instruction of students. However, at this time data does not exist that shows whether or if the coaches are impacting the schools.
 * Information || How well are intervention coaches given information to perform their jobs? || Information primarily comes from Suzanne in the form of meetings. It is not uncommon for information to change from one meeting to the next. Case in point: Monday 10/11, intervention coaches are given "benchmarks" for K-2 FAIR testing with the promise of 3-6 and maybe 3-12 benchmarks the following Monday. Coaches reported to the schools the new benchmarks and the availability of more within a week. Monday 10/18 coaches were informed Just Read Florida not only would not release benchmarks for 3-12, they were uncomfortable with the districts assigning benchmarks as well. Coaches then had to report to the schools the benchmarks were not coming. At least one elementary principal just glared at the coach with pursed lips. Another elementary principal said, "Of course! We are surprised, why?" ||
 * Feedback || How well are intervention coaches given feedback to perform their jobs? || Feedback comes from a variety of sources. Not all are reliable and not all give the same feedback.

The principals are unsure of what to do with the coaches. Some are supportive and give positive feedback while others give negative feedback. One in particular had a coach in tears October 28.

The schools share psychologists who are either overwhelmed or concerned about losing their own jobs.

Suzanne is doing the best she can with the overwhelming e-mails. She has decided to meet with each coach individually between now and Christmas break in order to give specific feedback. She also attempts to answer each e-mail with support including the one from a tearful coach on October 28. ||
 * Environment Support || How well are the intervention coaches supported with resources, tools, equipment. || Resources - Each intervention coach was given a new Dell Latitude E6410 and basic office supplies from the district. Each school is to give us a workspace (one of mine is whatever conference room is not being used at the time) and access to copiers and printers. Some coaches have private offices. Others (me) share space and look forward to brief minutes of time alone. ||
 * Consequences || How well do the intervention coaches see the results or consequences of what they do? || At this point, the intervention coaches are not seeing results or consequences. The intervention coaches are working day-to-day for survival. Consequences might show at the end of the year with FCAT data. However, Clay County is saying this is a five-year implementation plan. ||
 * Incentives, rewards, motivation and expectation || How well are the intervention coaches rewarded or provided with incentives. || Intervention coaches are paid teacher scale. However, they are not eligible for "lead money" (money from the state for each teacher to set up his/her room usually around $190.00 per teacher), "A" school bonus money, or supplements (additional money paid to a teacher for mentoring, department head, or other extra positions in the schools such as the intervention facilitator receives).

At this point, rewards are basically Suzanne's positive feedback and the occasional kind word from a facilitator, teacher, or principal.

Demotivators include: bureaucracy (from the state filtering down to the district), confusing goals, lack of vision and unclear expectations which creates discouragement and a sense of incompetence when the intervention coaches think they are doing right and but the schools perceive they are not, distrust among the team for each other and the district bred from insecurity and in some cases paranoia, lack of positive feedback from schools, lack of staff support since many of the teachers feel this program is just one more thing they have to do. ||
 * Skills and knowledge || How well do intervention coaches' knowledge and skills match performance requirements. || Suzanne interviewed based on the job description already posted. She picked the best according to the stated qualifications. At this stage, time will let us know if the best are in the positions. ||
 * Individual capacity || How well can the intervention coaches perform? || Intervention coaches are learning the position and the role within the school. Each intervention coach along with Suzanne needs to figure out if they have the ability to do the position. Several intervention coaches are expressing reservations about their ability to create the position at their individual schools. ||