KLC 2021 - Turnaround Competencies Rev00

SEKOLAH KRISTEN KANAAN &
KANAAN GLOBAL SCHOOL
Turnaround Teachers/Admin Staff

Competencies
Kanaan Learning Centre (KLC)

30th June – 2nd July 2021
rev00
Company Confidential © 2021 Kanaan 1

Purpose
1. To understand the underlying characteristics of leaders likely to succeed in a turnaround,
with the expectation that they will begin to identify and propose what needs to change in
their current position to driveresults
a. Acquire turnaround leaders competencies
b. Acquire and execute turnaround leader actions
2
Company Confidential © 2021 Kanaan
Table of Contents
1. Prelude
2. Executive Summary
3. What having a great teacher means for students
4. What are Turnaround Schools?
5. Using competencies and actions for school turnaround teacher success
6. How should competencies be used to enhance school learning results?
7. The Role of Knowledge and Skills
8. Turnaround teacher/staff competencies with competencylevels
9. Turnaround teacher/staff competencies
10. Turnaround teacher/staff Actions
11. Bringing it all Together
12. Summary and Next Steps
13. Reference Materials…Templates et. al.
14. Appendix
3
Bible verses on Teaching as a Leader
Being a leader takes courage, discipline, and determination. It takes unconditional generosity. That’s YOU.
• ―Inthe midst of a very severe trial, their overflowing joy and their extreme poverty welled up in rich generosity. 3 For I
testify that they gave as much as they were able, and even beyond their ability. Entirely on their own, 4 they urgently
pleaded with us for the privilege of sharing in this service to the Lord‘s people. 5 And they exceeded our expectations:
They gave themselves first of all to the Lord, and then by the will of God also to us. 6 So we urged Titus, just as he
had earlier made a beginning, to bring also to completion this act of grace on your part.‖ 2Corinthians 8: 2-6
• ―Wealth gained hastily will dwindle, but whoever gathers little by little will increase it‖—Proverbs 13:11
• ―For which of you, desiring to build a tower, does not first sit down and count the cost, whether he has enough to
complete it? Otherwise, when he has laid a foundation and is not able to finish, all who see it begin to mock him,
saying, ‗This man began to build and was not able to finish.’‖ Luke 14:28–30
• “Be sure you know the condition of your flocks, give careful attention to your herds‖ Proverbs 27:23
• ―Thekingdom of heaven is like treasure hidden in a field, which a man found and covered up. Then in his joy he goes
and sells all that he has and buys that field. Again, the kingdom of heaven is like a merchant in search of fine pearls,
who, on finding one pearl of great value, went and sold all that he had and bought it.‖ Matthew 13:44–46
• ―Thepoint is this: whoever sows sparingly will also reap sparingly, and whoever sows bountifully will also reap
bountifully. Each one must give as he has decided in his heart, not reluctantly or under compulsion, for God loves a
cheerful giver.‖ 2 Corinthians 9:6-7
• ―This is how one should regard us, as servants of Christ and stewards of the mysteries of God. Moreover, it is
required of stewards that they be found trustworthy‖ 1 Corinthians 4:1-2
• ―Butas for you, be strong and do not give up, for your work will be rewarded.‖ 1 Chronicles 15:7
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Company Confidential © 2021Kanaan
Prelude

Making Change is Not
a Matter of Willpower
The changes that we are making in Kanaan are for the better for all of us in the long run. The standard leadership to creating change is to whip up enthusiasm
for a new process or initiative by explaining why the change is so important, promote the change with posters and slogans and social media, and, once
everyone is singing from the same hymn book, wait for the change to fall into place.
But on the ground level, we know transformation rarely goes this smoothly. Creating change depends more on uncovering and changing habits than we have
known.
Trying to effect change while ignoring habits often fails. Why?
Because we are not consciously aware of everything we do, including our habits. 43 percent of our daily actions are based on habit, enacted repeatedly in the
same situation, while we are thinking about something else. It’s an automatic mindless response to the world around us.
Don’t expect people to know how to change their habits.
Research shows that concentrating on changing unwanted behaviors, and then creating new ones—not focusing on motivation—is the key to making
change.
E.g. Smoking decreased not when smokers were made aware of the health risks but when buying and smoking cigarettes was made more difficult and less
rewarding. Higher taxes, smoking bans in public places were more effective than warning labels on the packages.
Now in the workplace…change the context. Make old actions more difficult make new, desired actions easier and more rewarding.
If you want more collaboration and sharing of ideas, look carefully at the environment in which they are working. The open-plan office layout in theory promotes
collaboration but you find people wearing headphones to create their own private space. They return to the old habit of keeping to themselves.
Better way: Organize the office to give personal space but also create open areas with coffee and snacks for brainstorming technologies to encourage
collaboration. Give them the reason and space. Make it easy.
Motivation and understanding just aren’t enough to effect change. Old habits can endure longer than the motivation to try something new, even for the
most dedicated of employees.
As leaders, understand the underlying context and make changes needed so that the desired behavior is easy and rewarding…Everyone
responds to that. When your focus is on the behavior, you can create change that outlasts people’s old habits.
6
A Question of Habit
1. What habits do teachers/admin staff have that prevents them

from embracing competencies for results?
2. Why?
3. What can be done to help them turnaround?
7
Executive Summary

Why Students Need Excellent Teachers--Consistentl
1. Research shows that teachers in the top 20 to 25 percent
produce learning gains approximately three times that of
teachers in the bottom 20 to 25 percent.
a. Impact: Students without the to 25 percent teachers all
suffer but especially those students who start out behind—
they simply can’t catch up.
2. Impact: But, students who start out one year behind their
peers can catch up—if they have an excellent teacher two
years in a row.
Students who start out two years behind can catch up—if they
have an excellent teacher four years in a row.
3. With excellent teachers, students who start out at a grade level
leap ahead, looking like their ―gifted‖peers, every year they
have an excellent teacher. We could close the gap and move
towards a whole nation of high-achieving students.
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How can Schools give Every Student an
Excellent Teacher?
First, schools must extend the reach of top teachers to many more
students.
1. In-Person Reach Extension involves changing instructional roles and
how schools are organized to allow the greatest use of excellent
teachers, and teammates while keeping them in classrooms.
2. Remote Reach Extension enables excellent teachers to use
technology like webcams and online whiteboards to engage directly
and live (though not in person) with students in schools that lack
sufficient local talent.
3. Boundless Reach Extension involves using digital recordings of
excellent teachers and software based on their insights and practices
to deliver top instruction to any student, anywhere. This approach is
paired with excellent, accountable in-person or remote teachers to
ensure great learning for all.
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How can Schools give Every Student an
Excellent Teacher?...continued
Financially sustainable model categories:
1. Class-size changes: Excellent teachers teacher larger classes within limits and by choice, in some cases allowing
other teachers to have smaller classes.
2. Specialization: Excellent teachers specialize in high-priority subjects and roles, leaving other instructional tasks and
paperwork to teammates.
3. Multi-Classroom Leadership: Excellent teachers lead teaching teams, and they assign roles and develop team
members to produce excellent outcomes for multiple classes of students.
4. Time-Technology Swaps: Digital instruction replaces enough top-teacher time that they can teach more students.
Digital lab monitors supervise digital instruction for 25 percent or more of student time, and teachers focus face-to-
face instruction on higher-order thinking and personalized follow-up.
5. Multi-Combinations: Combining models—such as time-technology swaps, specialization, and multi-classroom
leadership—and adding time-saving features such as homework flipping may let excellent teachers reach even
more students effectively.
Impact:
• Teachers’ career opportunities are limited only by their hard work, creativity, team leadership and commitment to
excellence. School management and leadership team must revamp compensation structure and teacher-evaluation
systems to reward excellent teachers. An excellent teacher is accountable for each student’s learning in each
subject and has new authority to lead and develop peers.
• Other teachers collaborate with excellent teachers, working closely with and learning from them—giving everyone
opportunities for meaningful development and career advancement, within budget.
• All teachers have career opportunities dependent upon their excellence, leadership, and student impact.
Advancement allows more pay and greater reach. Career advancement opportunities will keep more top teachers in
instructional roles and attract more to the profession.
• Additionally, dismissals of truly ineffective teachers will become inevitable because

11 of the transparency in
competencies required.
Our Best Teachers a National Treasure
WHAT HAVING A GREAT TEACHER
MEANS FOR STUDENTS
12
What Having a Great Teacher Means for Students
1. Individual teachers have the largest single school
effect on student performance.
2. Low-performing students with the top 20 percent of

teachers learned two to four times as much as
students with the bottom 20 percent.
3. Students with top 25 percent instructors mastered
one-third more material than a typical student would
learn. Or, put in another way, students with the best
teachers learned about 6 months more material
than their peers with bottom-tier instructors. And
that’s just in one year of instruction.
4. So every two years, the student could advance a
whole year beyond peers relegated to classes with
bottom-tier instructors.
5. With teachers from the top 10 percent, they could

catch up even faster. Only great teachers get the job
done.
6. Having great teachers not only enables children to
―catch up,‖ but also enables these same children to
continue making learning progress well above basic
standards. Achieving educational achievement is
critical not just for children’s prospects but for national
economy—and literacy.
Adapted from
13
PublicImpact.com;
Copyright Public Impact. Company Confidential © 2021Kanaan
WHAT ARE TURNAROUND SCHOOLS?
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What are Turnaround Schools?
1. The word turnaround is defined ―asa documented, quick,

dramatic, and sustained change in the performance of an
organization‖.
2. In the context of schools, turnaround would be where a pattern
of low student achievement has been improved dramatically,
usually in the areas of mathematics and literacy.
3. The ability of turnaround schools to maintain the improvement
in student achievement for a minimum of 2 years is vital in the
process.
Adapted from
15
PublicImpact.com; Company Confidential © 2021 Kanaan
Copyright Public Impact.
How is a ―Competency‖ Different from
―Actions‖That Lead to Success in a Job?
1. Actions primarily describe what leaders do in turnaround
organizations, while competencies describe how they
carry out those actions for positive results.
2. Since some competencies include patterns of action, the
competencies and leader actions can overlap. The what
vs. how contrast can be a useful construct to help
principals take the right actions, with an understanding of
how their own competency strengths and challenges may
affect success.
3. In successful school turnarounds, teachers implement
these actions collaboratively across grades and subjects
while acting as turnaround leaders within their
classrooms and the classrooms they share with
colleagues.
4. Principals can complement their strengths and offset their
weaknesses by engaging a teacher-leader team—an
assistant principal and others –in the effort, all of whom
have also been selected for their competencies.
Adapted from
16
PublicImpact.com; Company Confidential © 2021Kanaan
HOW SHOULD COMPETENCIES BE
USED TO ENHANCE SCHOOL
LEARNING RESULTS?
17
How should competencies be used to
enhance school learning results?
1. Competencies may be used for selection,
professional development, promotions or extending teachers’
reach to more students (e.g., via teacher-leadership).
2. People with a strong pattern of past
behavior are more likely to bring that behavior to a
new setting. Candidates with successful results—
namely, strong student growth among students who started
behind grade-level standards—also are important for selection
and career advancement.
3. The competencies included in this document can be used to
select teachers who have shown the right combination of
competencies in other roles, but who have not yet
participated in a school turnaround. Competencies will also
help teachers understand and address their strengths and
weaknesses as they embark on the turnaround challenge.
Adapted from
18
PublicImpact.com;
Copyright Public Impact.Company Confidential © 2021 Kanaan
TURNAROUND TEACHER/ADMIN
STAFF COMPETENCIES WITH
COMPETENCY LEVELS
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Turnaround Teacher/admin Competencies
with Competency Levels
What is a Competency Level?
A ―level‖of a competency is a behavior (or set of behaviors) that
exemplifies the competency in action. The behaviors are
presented in increasingly competent levels that appear in studies
to be linked to higher levels of success in relevant leadership
roles. These levels may be used for selection, development and
performance management.
Adapted from
20
PublicImpact.com; Company Confidential © 2021 Kanaan
How can Competency Levels be Used for Selection?
The goal for selection is to determine what levels of critical
competencies candidates already use and then to choose people
who best match the levels needed for the job. The right person for a
job is one who regularly—when needed and without prompting by
others—uses the level of competent behavior that leads to success
in a particular job. People who are stronger in a competency
display that competency:
• More often
• At higher levels, and
•At the right times to make them successful in work situations
Individuals do not always use their highest levels of competence.
E.g. Even the highest-achieving people do not set high-risk goals
every time any task must be completed. Instead, they do so more
often than not when needed for success n meeting an important
work objective. Behavior-oriented interviewing about past work
successes and failures, without asking leading questions is
currently the most valid way to assess a broad range of
competencies for selection in complex leadership jobs.
Adapted from
PublicImpact.com;
21
TURNAROUND TEACHER/ADMIN
STAFF COMPETENCIES
22
Turnaround Teacher Competencies: Four
Clusters of Competence
TURNAROUND TEACHER
These are the competencies—or consistent COMPETENCIES
patterns of thinking, feeling, acting, and
speaking—needed for school turnaround 1. DRIVING FOR RESULTS
teacher success. Having a strong desire to achieve
outstanding student learning results and
In a turnaround situation, where failurehas the task-oriented actions required for
become a way of life for students and staff, success
teachers need stronger and more 2. INFLUENCING FOR RESULTS
consistent habits in these critical areas to Motivating others and influencing their
transform the wide-scale failure to learning thinking and behavior to obtain results
success. 3. SOLVING PROBLEMS
Thinking to plan, organize, and deliver
Note that the schoolwide team of
instruction.
instructional ―multi-classroom leaders‖ help 4. SHOWING PERSONAL
principals and vice principals achieve rapid EFFECTIVENESS
improvement in teaching and learning. Showing self-managing of emotions and
The competencies are arranged into four personal beliefs that affect student
learning
clusters of related capabilities.
Adapted from
PublicImpact.com; 23
Turnaround Staff Competencies: Driving
for Results Cluster
This cluster is concerned with a turnaround teacher’s desire to achieve outstanding student learning results and
the task oriented actions needed for success. Major actions include setting high goals for oneself and one’s
students; making persistent, well-planned efforts to achieve the goals despite barriers and putting in extra effort
to ensure success when others fall short.
Why it matters. Without significant strength in this cluster, a turnaround teacher is unlikely to achieve a sharp
increase in student results, since former practices have not worked and must be tackled to ensure student
learning.
Driving for Results Cluster—These enable a relentless focus on learning results.
• Achievement: Achievement is the drive and actions to set high goals and reach a high standard of
performance despite barriers. Achievement is often shown by an individual acting alone—the person craves
being the best and acts to achieve this. In a leader, by contrast, achievement includes setting high
performance goals for the team or organization, prioritizing the group’s actions to achieve the highest
benefit relative to cost, and working to meet goals directly and through the group.
• Initiative and Persistence: Initiative and Persistence include taking personal responsibility and doing more
than is required to accomplish a difficult task or reach a challenging goal. It includes both directing action
and enlisting the extra help of others, and may include bending the rules, taking personal risks, and acting
without authority when needed to meet a goal.
• Monitoring and Directiveness: Monitoring and Directiveness is used selectively by the best managers. It
includes such behaviours as assertively demanding high performance, issuing specific directives and
standards, publicly monitoring work against standards, and exacting consequences for failure to perform.
Being able to set clear expectations and hold others accountable for performance is critical.
• Planning Ahead: Planning Ahead is a bias toward planning for future benefit or to avoid problems. It
includes both anticipating situations and dealing with them in advance. This does not include mere routine
or required planning, but is done voluntarily to achieve more success and avoid problems.
Adapted from PublicImpact.com;

Copyright Public 2
4
Driving for Results
Driving for Results Cluster:
• Achievement
• Initiative and Persistence

• Monitoring and
Directiveness
• Planning Ahead
Adapted from
Copyright Public Impact. Company Confidential © 2021 Kanaan
Adapted from
26
Driving for Results
Driving for Results

Cluster:
• Achievement
• Initiative and
Persistence
• Monitoring and
Directiveness
• Planning Ahead
Adapted from 27
Adapted from
28
PublicImpact.com;
Driving for
Results
Driving for Results

Cluster:
• Achievement
• Initiative and
Persistence
• Monitoring and
Directiveness
• Planning Ahead
Adapted from 29
PublicImpact.com;
Adapted from
Driving for Resul
Driving for Results

Cluster:
• Achievement
• Initiative and
Persistence
• Monitoring and
Directiveness
• Planning Ahead
Adapted from
Adapted from
32
Copyright Public
PublicImpact.com;
Impact. Company Confidential © 2021Kanaan
Staff Competencies—Group Activity
In your respective groups:
1. Identify and list what Driving for Results competencies (i.e. Impact
and Influence; Interpersonal Understanding; and Teamwork) from
level 4 and above to solve the following:
a. Admin staff: parents coming to complain that they are not happy
with the school services offered/teachers
b. Teachers: parents coming to complain that the school should pay
more attention towards academics instead of having too many events
and activities
1. Give the rationale for each competency you listed.
2. Develop specific examples for YOUR school that you wish to
commit to that give make a big impact.
4. Present to team.
33
School Turnaround Staff Competencies:
Influencing for Results Cluster
This cluster is concerned with motivating others and
influencing their thinking and behaviour to obtain student
learning results. Turnaround leaders cannot achieve change alone, but instead must
rely on the work of others. They must use a variety of influencing tactics—inspiring
students who have become resistant and apathetic from repeated failure, grasping
and responding to unspoken student needs and motivations, and simultaneously
supporting and prodding colleagues to collaborate on the path to schoolwide
success—as the situation requires.. Successful turnaround leaders lead through a
team of leaders.
Why it matters Teachers in a turnaround school must induce behaviours from
students (and others) that are significantly different from those previously exhibited.
Obtaining more and different efforts from others is critical to obtaining better student
learning results. They cannot obtain all of these new and enhanced behaviours by
being directive (see Directiveness), but instead must identify and tap the needs,
wants, and underlying motives of students and others.
Influencing for Results Cluster—These enable working through and with others.
• Impact and Influence: Acting with the purpose of affecting the perceptions,
thinking, and actions of others.
• Interpersonal Understanding: Understanding and interpreting others’ concerns,
motives, feelings, and behaviors.
• Teamwork: The ability and actions needed to work with others to achieve shared
goals.from PublicImpact.com;
Adapted
3
4
Influencing for Results
Influencing for Results

Cluster:
• Impact and Influence
• Interpersonal
Understanding
• Teamwork
Adapted from
Adapted from
36
PublicImpact.com;
Copyright Public
Influencing for
Results
Influencing for
Results Cluster:
• Impact and
Influence
• Interpersonal
Understanding
• Teamwork
Adapted from
37
PublicImpact.com;
Copyright Public
Adapted from 38
PublicImpact.com;
Copyright Public
Impact.
Influencing fo
Results
Influencing for
Results Cluster:
• Impact and
Influence
• Interpersonal
Understanding
• Teamwork
Adapted from 39
Adapted from 40
PublicImpact.com;
Copyright Public Company Confidential © 2021 Kanaan
Impact.
Staff Competencies—Group Activity
In your respective groups:
1. Identify and list what Influencing for Results competencies (i.e.
Impact and Influence; Interpersonal Understanding; and Teamwork)
from level 4 and above to solve the following:
a. Admin staff: parents coming to complain that they are not happy
with the school services offered/teachers
b. Teachers: parents coming to complain that the school should pay
more attention towards academics instead of having too many events
and activities
1. Give the rationale for each competency you listed.
2. Develop specific examples for YOUR school that you wish to
commit to that give make a big impact.
3. Present to team.
41
Turnaround Staff Competencies:
Problem-Solving Cluster
This cluster of competencies is concerned with teachers’ thinking
to plan, organize and deliver instruction. It includes analyzing data
to determine student learning needs and next steps; considering
alternatives for materials, methods, and levels of instruction; making clear, logical,
step-by-step plans that both the teacher and students can follow; aligning annual and
interim goals, assessments and lessons; and clarifying the connection between
school learning goals and classroom activity.
Why it matters Teachers in a turnaround school use these competencies to identify
instructional priorities, understand which tactics are working, identify and consider
alternative approaches, and clarify steps to make instructional changes for individuals
and groups of students. The thinking competencies also are needed for higher levels
of Driving for Results competencies and influencing for Results competencies.
Problem Solving Cluster—These enable solving and simplifying complex
problems.
• Analytical Thinking: The ability to break things down in a logical way and to
recognize cause and effect.
• Conceptual Thinking: The ability to see patterns and links among seemingly
unrelated things.
Adapted from 42
Pengembangan bahasa Inggris
Problem-Solving
Problem-Solving
Cluster:
• Analytical
Thinking
• Conceptual
Thinking
Adapted from
Adapted from 44
PublicImpact.com;
Problem-Solvin
Problem-Solving
Cluster:
• Analytical
Thinking
• Conceptual
Thinking
Adapted from 45
PublicImpact.com;
Adapted from 46
PublicImpact.com;
Turnaround Staff Competencies:
Personal Effectiveness Cluster
This cluster of competencies is concerned with the turnaround
teacher’s self-management of emotions and personal beliefs that affect student learning. Major elements
include exhibiting self-control over behavior when faced with stressful, uncomfortable and unfamiliar situations;
maintaining confidence in oneself and a willingness to keep improving despite the many small failures that are
likely to accompany such a challenging role; actively embracing the constant changes needed to ensure
student learning in a high-challenge, high-change situation; and holding and maintaining a strong belief in the
human potential for learning and improvement.
Why it matters. Without strength in this cluster, a turnaround teacher is likely to experience extreme stress and
act less effectively than desired in response to the enormous emotional challenges in this role.
Personal Effectiveness Cluster —This competencies is concerned with the teacher’s self-management
of emotions and personal beliefs that affect student learning.
• Belief in Learning Potential: A belief that all students, regardless of circumstances, can learn at levels
higher than their current achievement indicates.
• Self-Control: Acting to keep one’s emotions under control, especially when provoked.
• Self-Confidence: A personal belief in one’s ability to accomplish tasks and the actions that reflect that
belief.
• Flexibility: The ability to adapt one’s approach to the requirements of a situation and to change tactics
Adapted from 47
PublicImpact.com;
Personal
Effectiveness
Personal
Effectiveness
Cluster:
• Belief in Learning
Potential
• Self-Control
• Self-Confidence
• Flexibility
Adapted from
PublicImpact.com;
48
Adapted from 49
PublicImpact.com;
Personal
Effectiveness
Personal
Effectiveness
Cluster:
• Belief in
Learning
Potential
• Self-Control
• Self-
Confidence
• Flexibility
50 Adapted from
PublicImpact.com;
Adapted from 51
PublicImpact.com;
Personal
Effectiveness
Personal
Effectiveness
Cluster:
• Belief in
Learning
Potential
• Self-Control
• Self-
Confidence
• Flexibility
Adapted from
PublicImpact.com;
52
Adapted from 53
PublicImpact.com;
Personal
Effectiveness
Personal
Effectiveness
Cluster:
• Belief in
Learning
Potential
• Self-Control
• Self-
Confidence
• Flexibility
Adapted from
PublicImpact.com;
54
Adapted from
55
PublicImpact.com;
TURNAROUND STAFF
COMPETENCIES
Company Confidential
56
© 2021 Kanaan
Turnaround Teacher/Leader Actions:
Consistency Across
• In a school turnaround, leaders will be on the leadership team
responsible for implementing these actions under a newly empowered
principal, and the magnitude of turnaround success will hinge in part on
their effectiveness in this task.
• Teachers/Leaders are essentially the turnaround leaders of their
departments.
• Admin staff, principals and teachers of successful turnarounds focus on a
few, visible early wins with big payoffs to gain momentum. They must
stay focused on accomplishing the most critical, consistent success
actions:
‒ Focusing on a few early wins that build momentum,
‒ Breaking organizations norms or rules to get new results, and
‒ Trying new tactics, measure results, discard failed tactics, and
do more of what works. Time is the enemy when the status quo is
failure.
Adapted from 57
PublicImpact.com;
Turnaround Teacher Actions
1. Focus on a Few Early Wins; Use the Momentum

a. Collect & Analyze Data: Successful turnaround leaders are focused, fearless data
hounds. Initially, turnaround leaders personally analyze data about the organization’s
performance to identify high priority problems that can be fixed quickly.
b. Make Action Plan Based on Data: Turnaround leaders make an action plan that
includes annual goals and major steps, with enough detail that each group in the school
knows specifically what to do differently. This allows people to focus on changing what
they do, rather than just worrying about impending change. Plan should cover years 1–
3, with more detail for year 1.
c. Focus on a Few Early Wins for Year 1: Successful turnaround leaders choose a few
high-priority goals with visible payoffs and use early success to gain momentum.
Although limited in scope, these ―wins‖are high priority, not peripheral, elements of
organization performance, and they are bold in their speed and magnitude of change.
Early wins are critical for motivating staff and disempowering naysayers.
In a School Turnaround: School turnaround principals identify the academic areas, school
conditions, and instructional practices that need improvement. They review data about
teachers’ strengths and weaknesses that affect instruction and school culture. They analyze
data personally, so they really know what needs to change for students, and their teachers, to
achieve greater success.
Adapted from 58
PublicImpact.com;
Turnaround Teacher-
Leader Actions and Examples
2. Lead a Turnaround Campaign
• Communicate a Positive Vision: Turnaround leaders start their turnaround campaign
by communicating a clear picture of success and its benefits. This motivates others to
contribute their discretionary effort.
• Gain Support of Key Influencers: Turnaround leaders gain support of trusted
influencers among staff and the community, then work through these people to
influence others.
• Silence Critics with Speedy Success: Turnaround leaders use early wins not just for
successes in their own right, but to cast vocal naysayers as champions of failure. This
reduces the leader’s time spent addressing ―politics‖and increases time spent
managing for results.
• Help Staff Personally Feel Problems: Turnaround leaders use various tactics to help
staff empathize with—or ―putthemselves in the shoes of‖—those whom they serve, to
truly feel the problems that the status quo causes and feel motivated to change.
In a School Turnaround: School turnaround principals use specific examples and stories to
convey how wrong and unnecessary continued failure is for students to endure. They share
stories and data from successful schools using similar turnaround methods to show teachers,
parents, and students that change is not only possible, it’s likely with the right actions. They call
for unified action, an ―allhands on deck‖ approach across the school.
Adapted from 59
PublicImpact.com;
Turnaround Teacher- Leader
Actions and Examples
3. Get the Right Staff, Right the Remainder
• Require All Staff to Change: When turnaround leaders implement an action
plan, change is mandatory, not optional, beginning with accountable team
leaders in the organization.
• Make Necessary Staff and Leader Replacements: Successful turnaround
leaders typically do not replace all or most staff, but often replace or carefully
select new team leaders who organize and drive change. After initial
turnaround success, staff who do not make needed changes either leave or
are removed by the leader.
In a School Turnaround: School turnaround principals prioritize excellent
teaching in every classroom, recruiting highly effective teachers and making difficult
staffing decisions, including dismissing teachers when necessary. Teacher-leaders
have been critical to many successful turnaround principals. These teacher-leaders
were typically chosen for prior student growth results and leadership qualities,
not just experience; this upsets the experience-driven culture in some schools.
Teachers are recruited for leadership positions both from within and outside the
schools. Early wins in student learning outcomes prove essential to show that
changes in how teachers are organized are good for everyone, even very
experienced teachers.
60
Turnaround Leader Actions and Examples
4. Break Organization Norms

• Break Organization Norms: In a failing
organization, existing practices often
contribute to failure. Successful
turnaround leaders break rules and norms
to achieve success. Deviating to achieve
early wins shows that new action gets new
results.
In a School Turnaround: School turnaround
principals make large and notable changes to
prior practices to signal change and get different
results. Changes to achieve early wins require
breaking norms and asking for specific
exceptions or broader autonomy and flexibility.
Adapted from 61
PublicImpact.com;
Turnaround Leader Actions and
Examples
Raising the BAR in Kanaan Schools
6. Do What Works; Raise the Bar
• Focus on Successful Tactics; Halt Others: Successful turnaround leaders quickly discard
tactics that do not work and spend more money and time on tactics that do. This pruning and
growing process focuses limited resources where they will best improve results •
• Resist Touting Progress as Ultimate Success: Turnaround leaders are not satisfiedwith
partial success. They report progress, but keep the organization focused on high goals.
When a goal is met, they are likely to raise the bar. Merely better is not good enough.
In a School Turnaround: Turnaround principals try numerous tactics to achieve turnarounds and
make changes as they learn. Even when actions are strategically chosen to achieve early wins
and longer-term goals, some tactics will not work and mustbe discarded.
New turnaround schools can learn from what has worked in prior successes:
• Successful turnaround principals often try other tactics but eventually focus primarily on
actions directly related to increasing consistent teaching excellence and improving
learning conditions (getting students to school, managing behavior).
• They fill in with other supporting changes, too, and those tactics differ based on each school’s
needs and conditions.
Adapted from 62
PublicImpact.com;
BRINGING IT ALL TOGETHER
63
Your Plan to Implement Caring for YOUR
the ONE Problem that… Growth
1. Go back to your group’s number ONE problem for your school that…
a. Has a huge impact on the number of students benefitting from the Best Teachers Activity for Today
b. Has a huge impact on student learning
c. Has a huge impact on increasing the number of best teachers
Considerations for
Item# 1 on left:
2. Using the template provided on the next page, develop your plan that addresses each of the three
items listed in #1 above. E.g.
a. Include action on the Best Teacher(s) providing instruction to a larger number of students. Pick high satisfactiongrade
levels e.g. Pre-School? As
Tool/Tip for refinement POST Workshop. feeder grades.
• Who is thebest teacher e.g.
‒ See ―TEACHER JOB DESCRIPTION—Multi-Classroom Leadership, Position: Multi- Math, Science using
Classroom Leader‖, also slide # 72 competencies criteria you
‒ See ―Education Leaders‘ Summary Action List‖ have just learned.
• Develop from curriculum all
b. Include action on instructional leadership. Instructional leadership is generally defined as the way through instruction in
the management of curriculum and instruction by a school principal. class.
Tool/Tip for refinement POST Workshop

‒ See ―Instructional Excellence Summary‖ Pick high risk grade levels e.g.
‒ See ―Action Planner for Multi-Classroom Leaders—A Through-the-Year Checklist to Grade 6, 7, 9 etc.
Help You Succeed‖ • Who is the bestteacher(s)
e.g. Math, Science using
c. Include action on helping other teachers to be more effective using existing Best Teachers competencies criteria you
by subject or grade. Replicate BestTeachers. have just learned.
• Develop from curriculum all
Tool/Tip for refinement POST Workshop the way through instruction in
class.
‒ See ―MCLjob description‖ , also slide # 72
‒ See ―MCLTeam Meeting Sample Agenda: Analyzing Student Work‖
‒ See ―MCLTeam Meeting Sample Agenda: Data Analysis‖
64
© 2018 Kanaan
STATEMENT OF THE PROBLEM TEMPLATE
School Name: Grade Level:
PROBLEM STORY COMPETENCIES ACTION PLAN
Root Cause -
DRIVING FOR RESULTS
INFLUENCING OTHERS
Quantified Impact
PROBLEM SOLVING -
PERSONAL
EFFECTIVENESS
DESIRED OUTCOME
65
© 2021 Kanaan
TEMPLATE
ACTION PLAN
TURNAROUND
TEACHER BEFORE AFTER
COMPETENCIE ACTION PLAN
S
DRIVING FOR
RESULTS
INFUENCING
OTHERS
Team Leadership
PROBLEM SOLVING
Analytical Thinking
PERSONAL
EFFECTIVENESS
66
© 2021 Kanaan
STATEMENT OF THE PROBLEM
SHS & VOC Teachers - AY1819 & AY1920
PROBLEM STORY COMPETENCIES ACTION PLAN
1. Low educationquality
• Works with principal to determine minimum standards 10% above govt
Root Cause 2. JHS fast learners did
requirements for self and student’ performance in all areas, especially
not experiencegrowth
in Kanaan SHS in Literacy and STEM subjects and for Cambridge exams
3. Slow learners are not • Increase the standards of curriculum and bridging thecurriculum
able to cope up with program from JHS to SHS
lessons • Introduces General Education classes to go out of the low literacy box
DRIVING FOR
4. The deficiency of and help them preparebetter for the work demand.
RESULTS
SHS/Vocation general knowledge • Teachers practice instructional leadership
al Kanaan causes students not • Activates Teacher Leaders, Multi-Classroom Leader to increase
pass the top state teachers’ competencies
Graduates are • Proposes facilities improvementthat support the student’s learning
not prepared university test andnot
ready to face career • Facilitates internship programs by partnering with industry leaders
for College/ world • Influences and motivates students through their assessment
Career 5. KGS Sec Commerce/ INFLUENCING results.
OTHERS
Science students opt • Activates others (colleagues, parents and students) to be
for Foundation involved to increase education quality
Program
• Analyses reasons why students did not continue as follow-up
1. Only 0.1% of our PROBLEM SOLVING
actions based on enrolment data and students exit interview
Quantified students accepted in • Analyses data on student’s academic performance to adjust
Impact renowned state and modify instructions to suit the learning needs
universities compared • Provides inputs to alternative program offering in KGS
to 25% of students from PERSONAL
other schools EFFECTIVENESS • Master the 4 Turnaround Teachers Competencies
2. 30% decrease of KGS • Acts as a second parent by giving guidance so they may
Commerce students choose the right academic tracks
who continued to KGS • Acts as a friend in difficult situation and be a good listener
JC level
DESIRED OUTCOME Vocational Students
Excellence in
preparation to meet
the work demand
Improvement in Improvement in Improvement in Increase Parents
Kanaan Staff’s student’s School ranking Parent’s
Competencies performance in by 10% from confidence in
advocating SHS Students
Excellence in
to drive results education previous AY Kanaan for Kanaan university
67
performance
SHS & VOC ACTION PLAN FOR AY1819 & AY1920
TURNAROUND
ACTION PLAN BEFORE AFTER
COMPETENCIES
Increase School Rank through Improvement in Educational 1. Follow gov’t min. 1. Meets minimum standard of
Quality: Standards of 75 Gov’t in Sem 2 AY1819 and sets
1. Raising the bar by setting minimum standards of students’ 2. Silo, no minimum standard average of 85
academic performance, esp. in literacy and STEM subjects communication in AY1920, 5.0 out of 6 for
(min. Average 85 for UNBK and min. of 5 out of 6 for Cambridge
and collaboration Cambridge Primary Checkpoint
Primary checkpoint and B grade for both IGCSE and AS/A level)
and teachers’ competencies performance
across levels and B grade for both IGCSE and
2. Creates bridging program for smooth transition of curriculum 3. None, schools AS/A level across all subjects
scope coverage from JHS toSHS only implements 2. Teachers inter-department level
3. Implements enhanced curriculum (embedded Cambridge basic national sits together to concur and map
curriculum), including Vocational curriculum (working with standards of the gap each year in Sem 2
industry leaders) that better prepare students to compete curriculum, AY1819
globally. vocational 3. Implement enhanced Kanaan
DRIVING FOR 4. Introduces General Knowledge class to expose student’s curriculum curriculum by AY1920
RESULTS awareness of current global events to better prepare them for implemented is 4. Teachers will learn General
College and work demand.
- Achievement obsolete Knowledge themselves first
5. Practice instructional leadership in classrooms (plans ahead,
4. None before imparting to students
(Lev.4) connects with students and families to cultivate a culture of
5. Teachers teach (effective new AY1920)
learning, establishes superior classroom leadership, executes
- Initiative rigorous, personalized lessons for mastery and growth, monitor using traditional 5. Teachers give personalized
and students learning throughout the year, adjusts instructions to method, blaming learning to students
Persistence meet student’s needs, share data with students and families on student’s low 6. Teachers self-evaluate teaching
about student’s growth) capacity to approach, exerting extra effort to
(Lev.4) 6. Applies variety of instructional strategies, incl. the use of absorb materials give remedials, enrichment
- Monitoring technologye.g. Maths app geogebra, etc.) to tap into student’s 6. Traditional one- classes and extra-classes to
multiple-intelligencelearning.
and 7. Implements Problem-Based Learning and Higher-OrderThinking
way instruction better prepare students
7. Not executed 7. Executed across all subjects
Directiveness Skills (HOTS) in their lessons that engages students to think
critically on the issues that are important to their community and
across all 8. min. 1 class activation in
(Lev.4) subjects Semester 2
their lives.
- Planning Ahead 8. Activates Teacher Leaders, Multi-Classroom Leaders to increase 8. None 9. Present in both Vocational &
(Lev. 4) teachers competencies 9. Only present in SHS level effective AY1920
9. facilitates internship program for student’s experiential learning & Vocational School 10.Basic teaching facilities
career exposures by working with industrial leaders to develop 10.Some basic provided across all grade levels
student’s full-potential teaching facilities 11.Consistent achievements gained
10.Proposes basic facilities improvement that supportstudent’s not provided 68 expert or having extra-
by hiring
learning 11.Inconsistent classes for students.
11.Sustains reputable achievementsin Inter-school competitions
SUMMARY AND NEXT STEPS
69
© 2021 Kanaan
In Summary
1. Learn and master the turnaround teacher/admin staff competencies.
2. Learn and master the turnaround teacher/admin staff actions.
3. Conduct self assessment and turn in to Ms Linny (linny@kanaanglobal.sch.id) and
Ms Sebrita (sebrita.mangaria@kanaan.sch.id) latest by Tuesday, 7th July 2020.
70
© 2021 Kanaan
Welcome to Kanaan NextGen. Welcome Aboard
and Let’s Go Make a World of Difference!
―Imyself am convinced, my brothers and sisters, that you

yourselves are full of goodness, filled with knowledge and
competent to instruct one another.‖ Romans 15:14
―Letus not become weary in doing good, for at the proper time we
will reap a harvest if we do not give up.‖Galatians 6:9
”Now finish the work, so that your eager willingness to do it may
be matched by your completion of it, according to your
means. 12 For if the willingness is there, the gift is acceptable
according to what one has, not according to what one does not
have.‖ 2 Corinthians 8:11-12
Thank You…Terima Kasih
71
© 2021 Kanaan
REFERENCE MATERIALS FOR THE ―ONE‖
PLAN…FOR USE POST WORKSHOP
72
© 2021 Kanaan
Teacher Job Description—
Multi-Classroom Leadership
73
Adapted from OpportunityCulture.org; Company Confidential
© Public Impact © 2021 Kanaan
Education Leaders’
Summary Action List
74
Instructional
Excellence
Summary
…page 1
75
© Public Impact © 2021Kanaan
Instructional Excellence
Summary…page 2
Company Confidential Adapted from OpportunityCulture.org;

7 © Public Impact
6
Action Planner for
MCLs: Through-
the-Year
Checklist…page 1
77
Action Planner for MCLs:
Through-the-Year
Checklist…page 2
78
Through-the-Year
Checklist…page 3
Adapted from OpportunityCulture.org;

© Public Impact
7
Company Confidential 9
© 2018 Kanaan
© 2020 Kanaan
Action Planner for MCLs: Through-the-Year Checklist…page 4
© 2021 Kanaan
Through-the-Year
Checklist…page 5

© Public Impact
81
Company
Confidential ©
© 2018 Kanaan
2020 Kanaan
Action Planner for MCLs: Through-the-Year
Checklist…page 6
Company 82
© Public Impact
Confidential © 2020
© 2018 Kanaan
Kanaan
Through-the-Year
Checklist…page 7

© Public Impact
8
3
Action Planner for MCLs: Through-the-Year
Checklist…page 8
Company Confidential © 84
2021 Kanaan
Through-the-Year
Checklist…page 9
85
Through-the-Year
Checklist…page 10
86
MCL Team Meeting Sample
Agenda: Analyzing Student Work

87
© Public Impact Company Confidential
© 2021 Kanaan
MCL Team Meeting
Sample Agenda:
Data Analysis

© Public Impact
8
8
APPENDIX
© 2021 Kanaan
© 2018 Kanaan
Self-
Assessment…page 1
Adapted from Company

Confidential 90
PublicImpact.com; ©©2018 Kanaan

2021 Kanaan
Self-
Assessment…page 2

PublicImpact.com; © 2018 Kanaan

Confidential © 2021
Self-
Assessment
…page 3

CompanyConfidential
Confidential
92
PublicImpact.com; © 2018 Kanaan

© 2021 Kanaan
93
2021Kanaan
© 2018 Kanaan

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SEKOLAH KRISTEN KANAAN &

KANAAN GLOBAL SCHOOL

Turnaround Teachers/Admin Staff

Kanaan Learning Centre (KLC)

Company Confidential © 2021 Kanaan 1

Company Confidential © 2021 Kanaan

1. What habits do teachers/admin staff have that prevents them

Company Confidential © 2021Kanaan

• Additionally, dismissals of truly ineffective teachers will become inevitable because

2. Low-performing students with the top 20 percent of

5. With teachers from the top 10 percent, they could

1. The word turnaround is defined ―asa documented, quick,

Adapted from PublicImpact.com;

Driving for Results Cluster:

• Initiative and Persistence

Driving for Results

Driving for Results

Driving for Results

Influencing for Results

• Impact and Influence

1. Focus on a Few Early Wins; Use the Momentum

4. Break Organization Norms

Tool/Tip for refinement POST Workshop

―Imyself am convinced, my brothers and sisters, that you

Thank You…Terima Kasih

Company Confidential Adapted from OpportunityCulture.org;

Adapted from OpportunityCulture.org;

Adapted from OpportunityCulture.org;

Adapted from OpportunityCulture.org;

Adapted from OpportunityCulture.org;

Adapted from OpportunityCulture.org;

Adapted from Company

PublicImpact.com; ©©2018 Kanaan

Adapted from Company

PublicImpact.com; © 2018 Kanaan

Adapted from Company

PublicImpact.com; © 2018 Kanaan

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