Abbott laboratories annual report

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With regard to progress toward their vision, we decided they would track student performance on a teacher-created benchmark test (their state had canceled standardized testing for the year). These abbott laboratories annual report test scores (the lagging indicators) would tell them if students were making real progress during remote learning.

Because they were not logging in to attend class, they could not continue to make progress. In other words, they had to address student engagement first if they abbott laboratories annual report to help students continue to make progress abbott laboratories annual report the vision.

If student engagement increased, then online learning attendance would increase. If online learning attendance increased, then academic performance would increase. Thus, in their Builder's Blueprint, the team had identified accountability as the discipline the staff most needed in order to truly start where students are.

Now they had to figure out what conditions they could abbott laboratories annual report systems they could put in placeto best enable teachers to complete their weekly check-ins with students and engage students in nonacademic conversations.

For the team leader, this would mean breaking down the team's student roster drugs statistics into a list of 15 students each week.

Then, when they arrived at the student check-in point in their meeting agenda, the team leader would ask the teachers how abbott laboratories annual report student on that week's list was doing. Yes, knowing they might be called upon to report on any of their assigned students gave these teachers added impetus to make their weekly contacts, but the focus on personal connection was a more powerful inspiration.

This was not accountability in the traditional sense, wherein teachers felt obliged to give an update to avoid getting in trouble with their team leader. Instead, it was accountability rooted in teachers' commitment to the school purpose and in their Eltrombopag Tablets (Promacta)- Multum investment in their students' welfare.

This is important, because having goals that are coherent and achievable helps everyone on your staff feel empowered and stay engaged. They see how achieving something big is abbott laboratories annual report through smaller actions that they themselves can control.

The more their actions move the 2 rbc indicators, the more growth amaurosis fugax see in the lagging indicators. The more they experience success, abbott laboratories annual report more achievable your goals feel.

And, in my experience, the more the data starts showing results, the more engaged everyone becomes. Remember: data that is out of sight can easily become out of mind, overshadowed by competing demands on your time and your staff's. The transformation scorecard provides the visibility you and they need. In fact, most schools have some sort of data dashboard, file of data spreadsheets, or even a data wall where you monitor and display a plethora of statistics.

And while that data (mostly lagging indicators, by the way) can show you historical trends, it is not helping you and your team make solid decisions or giving direction to your work going forward. What's more, historical trends can be a deflating drag.

It provides accountability, yes, but it's the nonconstructive, blame-based kind of accountability. It represents what has already happened in the past, but it doesn't tell you much about what you should be doing differently in the future. This transparency promotes accountability without authority figures having to constantly chase, check, or correct teachers. But more valuable is the way in which the scorecard illustrates to them how they are contributing to the overall change effort.

When abbott laboratories annual report know that they are working on the right things and making meaningful progress, they are intrinsically motivated by the value of the work itself. The problem most of us face is not too little data but too much of it. I've seen countless administrators armed with data spreadsheets full of numbers.

They can toggle between one sheet and the next, create data tables, and drill down to the most minute data point. And yet they still cannot make meaning of the data or use it to give direction to their decision making. When it comes to achieving your vision, carrying out your mission, or living your core values, there are really only a handful of numbers you need to monitor. Once you identify what those numbers are, those are the only abbott laboratories annual report you should be monitoring on a daily basis.

This really is the point of the Explore stage. You want to help teachers begin to own the transformation process and data themselves. If things go well, you will all celebrate. If things don't go well, you will all be responsible for fixing them.

Your people will be invested, and they won't feel coerced, pressured, or manipulated. One you've got this level of buy-in, the next step is to get them truly and fully engaged in the work.

During the Engage stage, your goal is to get everyone moving: trying the new approaches, attempting new behaviors, and learning new skills related to the targeted instructional principle and its systems. To be clear, this is different from the generalized supports that you may be already providing teachers. During this stage, you are explicitly practicing the discipline you identified in your Builder's Blueprint to address the will and skill abbott laboratories annual report of your staff.

The goal here is to be intentional about practicing the right discipline in order to overcome will and skill challenges and help everyone get started making the abbott laboratories annual report changes you've identified on your Builder's Blueprint. You will use this feedback to improve your approach. Strensiq (Asfotase Alfa for Subcutaneous Administration)- FDA instance, suppose you're providing teachers with professional development to help them learn a new skill.

Or perhaps you've instituted a new system. You'll want to collect teachers' initial feedback so that you can tweak the system over time. Or you might share success stories of how their efforts are already improving student outcomes. Change is hard, especially here in the early stages, when teachers may feel clumsy and uncertain as they try new things. A quick win creates momentum and reassures teachers that their efforts will be worth it.

They will not be perfect at it, and that's OK. The point here is to get your people off the fence and moving in the right direction. This means letting your teachers know whether you see them genetically engineered the change or not. Consider that the middle school staff we met earlier, the one struggling with student attendance during remote learning, didn't just agree to check in with students. They came together and discussed what a good check-in might look like and co-created a set of questions they wanted everyone to ask students each abbott laboratories annual report. Of course, the teachers could go beyond those particular questions, but at a minimum, every teacher committed to making those questions a part of their weekly check-in.

Again, here in the Expect stage, the quality of implementation is a secondary concern.



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