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AMI’s Bold GoalFebruary 2016 – Los Angeles
Kate Hastings, Facilitator
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AGENDA FOR AMI’s BOLD GOAL LAUNCH12:30 – 1:00 Welcome, Frame the Day, Groundrules
1:00 – 1:30 AMI’s Bold Goal Initiative: What and How?
1:30 – 1:45 Role, Importance and Job of the Workgroups
1:45 – 2:00 Break and Move Into Three Workgroups
2:00 – 2:20 Exploring the AMI System: Finding Leverage
2:20 – 2:40 What We Know So Far…About Training
2:40 – 3:20 What We Need to Know & How to Learn It
3:20 – 3:45 Workgroup Report Outs
3:50 Debrief the Day, Confirm Next Steps, +/∆ & Close
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WELCOME TO AMI’S BOLD GOAL INITIATIVE
• We are ready to launch a project to triple AMI’s footprint by 2020.
• Today, we move from “ready to launch” to “effectively launched.”
• Who is here to launch and lead this work?
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HOW AMI GOT ITS BOLD GOAL
Feb 2015 Question: “What would we need to see to believe that AMI is on the path to social impact?”
AMI’s Answer: Triple our footprint in U.S.
AMI’s Answer: By 2020, we will triple the number of AMI‐prepared and supported adults working in education in the U.S.
“Can you make this a Bold Goal?”
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Training Moment Training Moment
Job Placement & Support
Job Placement & Support
Pathways Into AMIPathways Into AMI Training
Moment Training Moment
Job Placement & Support
Job Placement & Support
Pathways Into AMIPathways Into AMI
SOCIAL IMPACT = Tripling against baselines so that manymore AMI‐prepared people are working with children in education.
HOW AMI GOT ITS BOLD GOAL PROJECT
social impact
April 2015: AMI confirms intent to pursue this Bold Goal and approach.
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WHERE WE ARE IN AMI’S BOLD GOAL PROJECT
April 2015 Conclusion: AMI must lay the groundwork for Bold Goal project success
YOU ARE HERE
AMI’s Solution: • Steering Committee • Funding• Facilitator• Project Launch
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HOW TO BE WHERE YOU ARE(a.k.a. How to win at what really matters, your Bold Goal)
HOW BG PROJECTS WORK GUIDELINES FOR BG WORK• Differentiate content in phase 1 & 2
• Phase 1: The What • (Phase 2: The How)
• Differentiate mindset in phase 1 & 2 • Phase 1: Beginner’s mind• (Phase 2: Leader’s mind)
• Let the data‐drive
• Trust and let go of your need to control• Distribute leadership and ownership
• Believe that you do not know
• Eagerly crowd source knowledge
• Logically and systematically model today and tomorrow
• Be a supportive and trustworthy teammate • Iterative, open, frequent communication
• Dominants step back; wallflowers step up
• Let go of your pets
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Framing the Work: How to Be in this Work
• Leave ALL badges at the door • Let me facilitate• Adopt a beginner’s mind • Learn in action• No bulldozing • Expect and create abundance • Commit to evidence‐driven action• Commit to transparency• Bring your best self to the challenge
Be in a DiscoveryMindset
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BOLD GOAL GRANT OUTCOMES
Pathways In Workgroup
Moment of Training Workgroup
Placement & Support Workgroup
Steering Committee Facilitator
AMI’s BOLD GOAL PROJECT STRUCTURE
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Pathways into AMI
Moment of Training
Placement & Support
Steering Committee Primary Function: Alignment
3X Recruitment
3X Training
3X Placement
AMI SOCIAL IMPACT
THROUGH TRIPLED
PRESENCE OF AMI‐TRAINED & SUPPORTED
ADULTS IN U.S. EDUCATION
• How many recruits, for what, and by when to reach tripling goals?
• How many trainees for each level enrolled at which training centers in which formats to reach tripling goals?
• Which jobs will be available for triple the number of trained AMI graduates in 2020?
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Steering Committee Functions• Ambassadors for the Bold Goal
• Communicators of Progress, Strategy, and Needs
• Exemplars of the Guidelines for Bold Goal work; hold others to the same
• Accountable parties for WFF Grant and Bold Goal *
• Synthesizers of incoming deliverables
• Aligning and filtering: Globalizable? Pedagogically sound? • Directors for the project: Ensure strategic alignment and maximum leverage
• Liaisons within WGs – Pathways: Molly, Moment: Judi, Placement: Jacquie
• Maintaining project memory and institutional records
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BOLD GOAL REPORTING REQUIREMENT
SEPT
2016
AUG
2016
LANDSCAPE ASSESSMENT
PATHWAYS:Who comes and why? How do they find us? Who doesn’t?
MOMENT: How much of what kind of capacity exists? How is it used? How could it be?
PLACEMENT: Who hires us? Who might? Who stays in Montessori? Who doesn’t? Why?
OCT
2016
LANDSCAPE ANALYSIS
PATHWAYS: Name strongest current and potential recruitment channels to support marketing proposal
MOMENT: Name mix of training that best supports tripling goals
PLACEMENT: Name school, teacher and career support needs to support (exponential) tripling
FEB
2017
NEW LANDSCAPE DESIGN
PATHWAYS: Data‐driven marketing plan signed by SC.
MOMENT: Optimal mix and distribution of training models named and signed by SC.
PLACEMENT: Optimal support program for entering and sustaining careers designed and signed by SC.
SC: Gap analysis (funding, capacity, information) produced based on above.
P&E
REPORT
NOV
2016
P&E
REPORT
…… ………….….
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BOLD GOAL GRANT OUTCOMES DUE
05/16, BRIEFING—ADULT ED. MODELS
08/16, SWOT—CURRENT LANDSCAPE
10/16, MARKET ANALYSIS—TRAINEES
D
I
S
C
O
V
E
R
Y
02/17, MARKETING STRATEGY:
• TRAINING MODEL(S)
• WORKFORCE SUPPORT PLAN(S)
D
E
S
I
G
N
IMPLEMENTATION
ORGANIZATION DEVELOPMENT
LEADERSHIP DEVELOPMENT
FINANCING
STRATEGY EVALUATION
IMPACT EVALUATION
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Role and Functions of the Workgroups• Identify and raise ideas and issues to the Steering Committee
• Do the domain work with their teams
• Report in regularly to the Steering Committee to maximize alignment
• Provide input in advance of full group meetings; help deliver the agenda
• Manage next steps coming out of full group meetings
• Engage the broader community in the Bold Goal effort
• Look for coordination potential with other work locally, regionally, nationally, etc. • Champion the strategy as we put it all together
• Stand ready for the real work of implementation
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Pathways into AMI
Placement & Support
Moment of Training
3X Recruitment
3X Training
3X Placement
We Need Framework Alignment & A System View
SOCIAL IMPACT
THROUGH TRIPLED PRESENCE
RATE LIMITERS EXAMPLES OF LEVERAGE
POINTS OUTSIDE “SYSTEM”
• Graduates of training
• Social change mission
• Networked Graduates
• Parents
• Schools without AMI staff
• Personalized learning and early childhood policies
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Graduates by Qualification (2015)
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Equal Tripling Scenario
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Assistant Focus Scenario
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Level 0‐3 Focus Scenario
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2020 Scenario Comparison
Focus on 0-3Focus on AssistantsEqual Tripling
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Growth in Graduates (2012‐2015)
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Graduates by Qualification (2012‐2015)
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Graduates by Level (2012‐2015)
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Level 0‐3 Trend, by Qualification
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Level 3‐6 Trend, by Qualification
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Level 6‐12 Trend, by Qualification
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WHAT WE NEED TO LEARN• Training capacity (current, actual, potential, rate limiters)• Demand for training (pipeline strength, regionality, leverage points)• Employer demand for roles by level, region and school type• Placements sought versus placement secured by region and center; immediate and over time; and alignment of desired vs. actual jobs
• Causes of attrition• Enrollment levels (existing and projected) over time. • Demographics of Montessori parents to help see next hot spots.
HOW CAN WE LEARN THIS? WHO HAS DATA OR ACCESS TO IT?
WHAT ELSE DO WE NEED TO KNOW AND HOW COULD WE GET DATA ON IT?
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WORKGROUP DECISIONS & REPORTS
• Project Manager
• Communications Lead
• Meeting date
• Most important data points to gather
• Ideas on how to gather it• Why are these data so important? (What’s the strategic insight we are after?)
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AMI Bold Goal Project Next Steps• SC debrief tomorrow – Bold Goal blurb for all partners within two weeks• SC distributes details of grant requirements to workgroup PMs• PMs, SC and Kate negotiate domain work plans for 2016 viz. requirements• Review plans and deliverable dates to ensure alignment with requirements, and timing across domains
• Identify gaps in workgroup capacity to complete needed work• Discuss needed support for individual workgroups and across group (example, do we need to field a survey, IDIs, market research, other?)
• Prepare agenda for April 2016 and plan interaction with WGs to prepare
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LEAVING IN ABUNDANCE
• What are you grateful for about today?
• What excites you about what happened here?
• What scares you and what are you going to do with that feeling?
• What will the world be like when we achieve our goal?