IV.

Agenda for the Summit’s Facilitated

Dialog Sessions
Ground Rules for Dialog
• Everyone gets a fair hearing.
• Seek first to understand, then to be understood.
• Share “air time.”
• If you are offended, say so; and say why.
• You can disagree, but don’t personalize it; stick to the issue. No name-
calling or stereotyping.
• Speak for yourself, not for others.
• One person speaks at a time.
• What is said in the group stays here, unless everyone agrees to change
that.

Phase I. Discovery Phase- (50 minutes)

Identify the peak moments of excellence you have experienced in having your
workforce needs met —times when you experienced the workforce at its most
effective state. That is, discuss the “best of what is” in your business or industry, even
the small victories that your business or industry has experienced in having a prepared
workforce. Your experience does not have to be a “Guam” experience.

1. Signature programs in your industry that have prepared the workforce for jobs.
(what are you most proud of in your industry?).
o High School Clubs – e.g. FEG: Future Educators of Guam.
o Yamashita Core
o Emergency Certification Programs
o Career Development Programs (Interview training, Workshops, “Dress
for Success”, etc.)
o Staff Development Programs (Motivation Training, Personal Training,
etc.)
o Work experience program
o ESL – English as a Second Language
o Apprenticeship programs/Professional Certificate programs.
o “No Child Left Behind” Program

2. What were the conditions that made these accomplishments possible?

o Teamwork & partnerships
 o Local Mandates
o Funding
o Needs assesments

3. What are your occupational needs?

o More certified personnel
o More collaboration with service providers (Physical therapist, speech
therapists) Think of the child as a whole.
o More SPED teachers, Allied Health Professionals, Librarians, Research
Scientists, Technology Professionals, Nurses, Accountants, Clerical Staff,
MIS People
o Safety Officers

4. What are the entry level skills for your industry?

o Communication, Reading, & Writing
o Negotiation
o Classroom Management
o People Skills
o Ethics
o Adjusting to Diverse Communities
o Tech
o Commitment
o Creativity
o Critical Thinking

5. What are the training requirements that should be met by our local
schools, colleges and universities?
o Exposure to diverse learners e.g. Disability
o Training in Methodology
o Technical e.g. Basic Computer skills
o Pedagogy
o Human Relations
o Assessment and evaluation training
o Life-long training
o Conflict Resloution

6. What are the current obstacles to recruitment and retention?

 o Salary, Comp & Benefits
o Infrastructure / Environment
o Supplies and Resources
o Recognition / Respect
o Accountability
o Strict Requirements
o No incentive for personal development / alternative competencies

7. What kind of continuous, reliable data is needed by your industry to make

good decisions about your workforce requirements?
o Needs assessments
o Strategic plan
o External Consulting
o Census Data
o Labor Demographics
o Student Desires
o Employers & Student Survey
o Student competency Results
o Job Placement Results
o Individualistic Student Tracking Data

8. And how should this data be reported?

o Weekly, Monthly, Yearly
o Centrally, Accessible, readable, user-friendly database.
o Verified that data is reliable

Phase II. Dream Phase- (20 minutes)

Envision what a workforce might be in your in your business or industry. That is,
what are the achievable dreams that you have for your business or industry that can be
built on the past or current accomplishments?

• Your Ideal Workforce Environment:

o All certificated positions are filled competitively
o Well funded programs
o Teacher Incentive Recognition / Bonus / Incentive
o Readily available resources
o Learner Centered Philosophy/Practice
 o Ongoing professional requirements for all persons
o Competency based evaluations and evaluators
o Workforce with visions/dreams – visionaries
o Mentally and Physically fit workforce
o Committed Workforce
o Passion by workers (driven by passion, not $ / Commitment to teach
who we get, not who we want)
o PIO to highlight good and success.
o Technically Competent
o Workforce that is a part of the whole community, not a segregated part
– More collaborative.

Phase III. Design Phase- (30 minutes)

Create a strategy to carry out the dreams that your group has identified in the earlier
phase. What can be done to build on the current qualities of the workforce, and what
aspects of the workforce need to be strengthened in order to achieve your group’s
vision and hope for the future?

• Your strategy:
o Conferences Developed by Educational Institutions (UOG, GCC, etc.)
o Marketing Campaign of Teachers to garner respect, elevate status, and
highlight professionalism.
o More positive media regarding education
o Refine recruitment process (Quality, Competency, Commitment over
nepotism)
o Increasing and develop a competitive and competent job pool
o Annual assessment of teachers releasing those who do not meet a
standard of commitment, quality, etc.
o Encourage Mentoring programs / Students teaching students: for
students starting at a young age (e.g. high school students to teach
elementary)
o Change public law – address teacher status.
o Include early childhood programs into the mix
o Tri-Educational Institution Committee (WEIB Funding)
o Modeling
o Teacher enhancement days or programs
o Realistic Comparisons
o Standard and Performance measures for all employees
o Competency based re-certification
o Change entry level and advancement requirements.
 Value added certifications (ex. Disability, early detection, crisis
management, conflict resolution)
o Job Shadowing

Doing Phase: Identify the specific steps your group would like to take to put your
dreams into action. That is, what innovations or experimentations will your group
undertake to reach your shared vision or dreams? (30 minutes)

• Specific action steps to achieve vision or dreams:

o 1 island wide strategic plan/action plan to unite toward a common goal
of a more learning centered environment. Must include all stakeholder
from the top to the bottom (School aids, personnel, top management,
etc.)

1. Educational Summit – collaborative effort between

necessary educational institutions and community (WEIB funded)

2. Program to require, offer, certify, monitor, and train all

school personnel

3. Positive Marketing/Media – “Teaching is an honorable

profession”

4. Continuous assessment and re-evaluation

5. School-wide teacher vision statement/mission statement –

Common “Mantra”

6. Provide collaborative, motivational, and recognition outlets

o Approach GEDA with recommendation to Change/Add an educational

component QC

o Identify entry-level positions established by CSC and modify job

requirements, titles, etc

o Evaluate the secondary educational degree requirements to integrate

the needs of diverse learners as a requirement