Final Az Corporate Overview

Jackson Thomas Management Consulting, LLC 1900 Ascot Parkway Suite 1314, Vallejo, CA 94591 P: 707-246-0789 F: 707-649-1324 Email: [email protected] Website: www.jtmgtconsulting.com

Executive Summary 1.0 Summary of Experience Founded in 2004, and located in Vallejo, CA Jackson Thomas Management Consulting, LLC is a minority women owned company that provide consulting and training to improve client performance, increase market value and enhance organizational capabilities. Our team of experts has the knowledge, experience and skills to develop instructionally sound courseware, training products that embody the latest research-based instructional and learning strategies. 1.1 Classroom-Based Courses Our traditional method of Instructor-Led Training (ILT) use the Instructional Systems Design (ISD)/Analysis, Design, Development, Implementation, and Evaluation (ADDIE) approach to teach facts, concepts, processes and procedures, learning activities and hands-on exercises to ensure that learners acquire the skills essential for successful completion of observable performance goals. Jackson Thomas Management Consulting, LLC research emerging technologies and carefully look for the best practices in leveraging innovative learning tools to enhance any component of learning courses that require instructor involvement. We design ILT for clients including instructor guides, student manuals, handouts, etc. 1.2 Leading Edge Technologies Upon evaluating the learning objectives, budget, audience, and other pertinent factors, our team of trainers, facilitators, and subject matter experts analyze the training requirements and apply leading-edge technologies to develop courseware. Table 1.0 shows samples of learning technologies that form the foundation of Jackson Thomas Management Consulting, LLC courseware development that will be consider when developing training for Paradise Valley Unified School District No. 69 and the SAVE school districts. Training Technology Person-to-Person Mentoring

Role Play Exercises

Application/Learning Objectives Purpose: Person-to-person mentoring provides additional support and informal networking for learners. Using a variety of formats such as existing collaboration tools in your LMS, email, scheduled phone meetings, FAQ boards and discussion groups. Learning Outcomes: To reinforced higher-level learning skills such as analysis, synthesis and evaluation to bring together the skills acquired through other delivery methods. Delivery Format: Inventory of expert/mentor skills, planned events for mentor interaction using a variety of communication tools. Purpose: Learning interpersonal skills such as

1

Workplace Assignments

Social Networking Learning Experiences (Wikis and Blogs)

teamwork, communication, leadership, coaching, etc. require a different type of exercise where learners interact and work with one another. Learning Outcomes: Practice, Application, and Synthesis. Through a series of exercises, learners will demonstrate their ability to interact with others in performing shared tasks and procedures. Delivery Format: Classroom, self-paced. Purpose: Workplace assignments are one of the most effective learning formats that can be offered at a low cost. Through the design of courses there may be opportunities to assign learners a specific, related task to be completed during the performance of their regular work duties to reinforce learning. An evaluation worksheet is designed to monitor performance and a supervisor or field observer can assess how well the learner complied with the assignment. Learning Outcomes: The best method for teaching and assessing "application" of learning. Ideally suited for tactile/kinesthetic learners, who learn by doing. This format can be used to verify that terminal objectives have been met. Delivery Format: Proactively designed, on-the-job, workplace assignments with written learning objectives. The evaluation form, to assess performance is key to delivery. Note: Most workplace assignments can be monitored through existing LMS solutions as part of the learning process. Purpose: This is not a primary learning delivery format; however, these emerging technologies provide methods for additional collaborative learning. Wikis are centrally located documents that can be both shared and edited by participants, providing a method for jointly working on projects. For example, learners could be assigned to create a new process for solving a problem. A group Wiki would allow the group to participate in the exercise, which could be monitored by a training facilitator. The Wiki keeps track of each learner's participation. Blogs are another excellent social networking tool that provides the opportunity for learners to create their own web log (a journal of information collected through their learning experience that could be shared with others in the learning community). Blogs also provide an excellent means for creating a "community of practice" during and after training. Learning Outcomes: Focus on high-level learning such as analysis, synthesis, and evaluation. There is no better way to learn than to be required to prepare teaching materials for others. Wiki's and blogs are an ideal platform to allow learners to create their own materials.

2

Delivery Format: There are numerous free and low-cost Wiki and Blog tools. Sometimes this technology can be found in existing LMS solutions. However, the exercises must be designed with specific purpose, objectives and goals.

1.3 Approach to Courseware Development Implementing industry guidelines and standards, ensures that a systems engineering approach, and continuous process improvement is used as a tool for new courses, updates, or improving existing materials. We have an approach that allows us to promote standardization and repurposing of instructional materials, and implement quality control and improvement measures to support courseware development, sustainment, and continuous improvement training. Our corporate knowledge of instructional design models, methods and the techniques used to develop instruction are derived from 1) The past five years of working closely with our customers to deliver training courses; 2) Progressively and aggressively developing our instructional design models, methods, and techniques for developing excellent instruction that is satisfactory to the customer and; 3) The expertise, knowledge, wisdom, and professional experience and education of our staff. This combination of knowledge has afforded Jackson Thomas Management Consulting, LLC the opportunity to effectively use these tools to implement a vigorous and adaptable ISD approach that is monitored by our courseware developers. MANAGEMENT

ANALYSIS

DELIVERY

I M P L E M E N T A T I O N

D E S

SUPPORT

I EVALUATION G N

DEVELOPMEN T

ADMINISTRATION

3

At Jackson Thomas Management Consulting, LLC our instructional design starts with the ADDIE model (analysis, design, development, implementation, and evaluation). Our designers, subject matter expert (SME), project manager, trainers, and facilitators follow an excellent communication process that allows us to collaborate directly with stakeholders during all stages of instruction development to ensure the success of every project. Reviews and sign-off are completed at each phase to ensure that expectations are fully met with minimal or no rework. Our company's ISD process is flexible and can be entered at any point as required, and we employ the Layers of Necessity model (situational assessment, goal and task component, instructional development, materials development, and evaluation and revision_ which allows us to spend time on the parts of the ADDIE (analyze, design, develop, implement, evaluate) process required. During the Analysis and Design phases, our instructional designers, subject matter expert (SME) define the learning requirements with the customer and set instructional strategies based on content, learning objectives, and the Paradise Valley Unified School District No. 69/SAVE school districts guidelines. Using the ILT (Instructor Led-Training) delivery format, and verification of all learning objectives, we build a set of lesson specifications that define the general content and flow of the training module. Using storyboards our team depict strategy for delivering the best instructional content. Content and Scope of the Training Workshops 2.0 Mentoring for New Teachers: A Comprehensive Approach to New Teacher Induction Presenter(s): Diana G. Thomas, M.B.A., Irma Lewis, M.B.A., and Sheila Smith of Jackson Thomas Management Consulting, LLC share over 20 years of experiencing in designing and facilitating professional learning sessions about mentoring and coaching for administrators, and education personnel. Other Jackson Thomas Management Consulting, LLC staff provides content-specific expertise and are available to provide formative and summative evaluation of mentoring and coaching programs. Materials:

Syllabus, Training Manual/Workbook, and Handouts

Goals of the Sessions The sessions are designed to enhance individual and organizational capacity within schools and districts to provide content-based mentoring of new teachers, and create structures and strategies to support effective and sustained implementation of mentoring programs, assess and evaluate the impact of mentoring programs. Format of Sessions Each learning session ranges from two (2) or five (5) day workshops, plus one (1) to three (3) full-days follow up sessions, and yearlong strands to support site-based implementation.

4

Session 1:

Introduction 1. Participants will reflect and share their mentoring knowledge and past experiences. 2. Group introduction activity and sharing of reflections. 3. Personal goal setting. 4. Establish definitions for the terms mentor, mentoring, protégé, mentee and coaching. 5. What mentoring is and is not. 6. Training overview requirements. 7. The expectations of Facilitator's and participants.

Session 2:

A rationale for Mentoring New Teachers 1. Review handout of NCLB definitions for highly qualified teachers. 2. Examples of and review the State of Arizona's mandate for mentoring programs. 3. How to determine who should and must be mentored. 4. Read research support from Harry Wong and others for mentoring and teacher induction programs. 5. What are the benefits for mentors and new teachers? 6. Outline a plan for an effective mentoring program.

Session 3:

Qualities of Effective Mentoring 1. Develop a list of characteristics of effective mentors. 2. Complete a mentor assessment for mentor qualifications. 3. Utilize a personality profile. 4. Develop a plan that outlines mentor eligibility: who should be a mentor? 5. Review scenarios that emphasize the best ways to match mentors and new teachers. 6. Address teacher concerns about being a mentor.

Session 4:

Productive Mentoring Relationships 1. Determine the factors related to establishing successful mentoring relationships. 2. Develop an assessment of the needs of beginning teachers. 3. Role play the first meeting between the mentor and new teacher. 4. Read and discuss the stages of development in the mentoring relationship. 5. Establish the mentor and protégé. 6. Expectations in the mentoring relationship. 7. Ethical guidelines that guide the mentoring relationship including the issue of confidentiality. 8. Review the role of the administrator in the mentoring relationship.

5

Session 5:

The Six (6) Critical Focus Areas for the Novice Teacher 1. Helping the novice teacher understand the school climate and culture. 2. Improving core knowledge and skills for successful classroom instruction. 3. Supporting novice teachers to balance professional demands and personal life. 4. Classroom management strategies and techniques. 5. Assisting the new teacher in meeting state standards and assessments. 6. Developing and sustaining collegial relationships between the new teacher and the school community.

Session 6:

Methods of Mentoring 1. Appropriateness and timeliness of sharing past teaching experiences. 2. Strengthening facilitation and communication through practice. 3. Working towards shared decision making in the mentoring relationship. 4. Using reflective practice for professional growth. 5. Note taking and record keeping for new teacher improvement. 6. Reviewing the risks of mentoring.

Session 7:

Strengthening the New Teacher's Classroom Instruction 1. Utilizing classroom observations. 2. Effective evaluation versus criticism and critique. 3. Conferencing with new teachers. 4. Role modeling effective teaching. 5. Peer-to-peer observations and classroom visits for the novice teachers. 6. Providing constructive feedback. 7. Developing ongoing needs assessments tools.

Session 8:

Problem Solving Strategies 1. Identifying and resolving problems. 2. Working with the reluctant or resistant novice teacher. 3. Utilizing real life scenarios to problem solve. 4. Bringing the mentoring relationship to a successful completion. 5. Extending support for the novice teacher after the mentoring relationship ends. 6. Article sharing.

Session 9:

Peer Coaching to Improve Classroom Instruction 1. Define peer coaching. 2. Partnering veteran teachers effectively. 3. Commonly accepted peer coaching practices. 6

4. Establishing an open door classroom. 5. Observing peers to enhance practice. 6. Using peer coaching for school improvement. Session 10:

Effective Mentoring Program 1. Components of successful programs. 2. Review nationally recognized mentoring programs. 3. Review successful peer coaching programs. 4. Share final integration programs. 5. Training review.

2.1 Team Building and Management Presenter(s): Diana G. Thomas, M.B.A., Sharon Nixon of Jackson Thomas Management Consulting, LLC share over 10 years of experiencing in building teams amongst K-12 administrators, and University administrators, staff, and faculty. Materials:

Syllabus, Training Manual/Workbook, and Handouts

Goals of the Sessions To build and manage a team that exploits group dynamics, and provides practical techniques for different settings, and develop first-class team management skills that will transform the team into flexible, lean enterprises with empowered district leaders, administrators, and staff capable of high performance. Format of Sessions Each learning session ranges from two (2) or five (5) day workshops, plus one (1) to three (3) full-days follow up sessions, and yearlong strands to support site-based implementation. Session 1:

Getting Started 1. Leadership Commitment 2. Types of Teams 3. The basics of Team Functioning 4. Team Roles and Assignments 5. Key Components in High-Performance Teams 6. Reasons Teams Fail 7. Teams in a Unionized Facility 8. How to Close out a Team

Session 2:

Team Meetings 1. Meeting Problems 2. Setting the Agenda 3. Meeting Roles 4. The Structure of a Team Meeting 5. Facilitating Team Meetings 6. How to Handle Specific Team Meeting Issues

7

Session 3:

Team Behavior 1. Team Rules of Behavior 2. Team Member Behavior 3. Facilitator Behavior 4. Ways to Manage Team Conflict 5. Learning to Give and Receive Feedback 6. Conflict Resolution Protocol 7. In-House Team Conflict Mediators 8. Disciplinary Action 9. Common Issues and Problems in Group Behavior 10. Problems Experienced by Teams and Coaches

Session 4:

Team Accountability and Decision Making 1. Accountability: A "I" Experience 2. Team Decision Making 3. The Decision-Making Process 4. Consensus Guidelines 5. Best Team Decision-Making Behaviors 6. What Impairs Team Decision Making?

Session 5:

Team Problem-Solving Process and Tools 1. A Simple Problem-Solving Approach 2. Team Skills Required for Problem Solving 3. Gathering Ideas to Find the Problem 4. Prioritizing and Analyzing Ideas 5. Collecting Data 6. Developing Alternatives to Solutions 7. Planning Tools 8. Problem Solving Tips

Session 6:

Team Performance Assessments 1. Team Measurement Systems 2. Sharing Measurement Feedback 3. Management's Role in the Feedback Process 4. Team Assessment 5. Formal Team Assessments 6. Individual Team Member Assessments 7. Handling Problem Evaluation Situations 8. Removing a Member from the Team

Session 7:

The Teaming Road Map 1. Building Dissatisfaction with the Status Quo 2. Creating a Compelling Vision 3. Creating a Design Team 4. Organizational Development & Effectiveness Manager 8

5. Virtual Teams 6. Individual Team Road Map Scheduling: To schedule and make arrangement for any Training Workshop, and Consulting Services, please go online to www.jtmgtconsulting.com and fill out the form for training, or call (707) 246-0789, office hours 8:00 am - 5:00 pm (PST). Corporate Office Address:

1900 Ascot Parkway, Suite 1314 Vallejo, CA 94591

Cage Code:

3YYB3

Dun & Bradstreet No.:

152988551

9