SVA: Leading Systems Change from Within

3 high leverage strategies

SVA TLG 4 2018Presenter: Christine Cawsey AM

Intellectual copyright

The material in this presentation is shared with colleagues for professional learning and reflective practice only.

Please respect that the intellectual copyright of the material is held by RHHS, NSW DoE and the authors of the texts cited in the presentation and acknowledge its source if you choose to share it further. This includes the work shared by Michelle Anderson that is used at Rooty Hill HS.

Photographs and media clips of students cannot be used outside the school without written permission.

References

• Australian Learning Learning Lecture 2017 Case Study http://www.all-learning.org.au/resources/building-critical-skills-rooty-hill-high-school

• Friedman, Mark. Trying Hard Is Not Good Enough-How To Produce Measurable Improvements For Customers And Communities. 1st ed. FPSI Publishing, 2005. Print.

• Lucas, B and Spencer,L Teaching Creative Thinking-developing learners who generate ideas and can think critically Carmathen: Crown House Publishing Limited, 2017. Print.

• "Next Big Thing In Education: Small Data - Pasi Sahlberg". Pasi Sahlberg. N.p., 2016. Web. 8 Feb. 2017.

• OECD,. Progression In Student Creativity In School: First Steps Towards New Forms Of Formative Assessments. Paris: OECD Publishing, 2013. Print. OECD Education Working Papers Number 86.

• Rose, Todd. The End Of Average; How Do We Succeed In A World That Values Sameness. 1st ed. Boston: Harvard University Press, 2016. Print.

• Zhao, Yong. World Class Learners. 1st ed. Thousand Oaks, Calif.: Corwin Press, 2012. Print.

Learning Intention

To engage in professional discussions with school, SVA cohort and network colleagues directed at improving professional knowledge and practice about leading change for impact from within the system in 3 key task areas:

• Task 1: From valuing what others measure to measuring what we value

• Task 2: From focusing leading change and innovation with tools to leading change

• with people

• Task 3: From transactional partnerships to strategic partnering.

(APST 6.3.3 and APSP Practice 3 – Leading improvement, innovation and change)

Success criteria

• Task 1: Each school team will have analysed their own understandings of Outcomes Based Accountability and the concept of triangulation and evaluated its use in measuring the impact of key aspects of their professional , school and network plans, projects, policies, products and practices.

• Task 2: School team members will have had the opportunity to work together considering and assessing the efficacy of learning activities and tools for use by team leaders and members in working with others in creating improvement, change and innovation.

• Task 3: Each BSSC cohort (Powerhouse schools, Star Hub schools and STEM schools) will have examined and evaluated partnering as an opportunity and relationship for schools, cohorts and identified critical moments in the SVA partnering journey for their cohort.

About this session

Task 1What do we need to know about impact measurement to improve professional knowledge and practice in leading for school and systems change & innovation?

Each school team will have analysed their own understandings of Outcomes Based Accountability and the concept of triangulation and evaluated its use in measuring the impact of key aspects of their professional , school and network plans, projects, policies, products and practices.

Check-in (do now) – Find somebody who can explain the following terms from “modern statistics” used in school measurement.

1. Average/mean

2. Median

3. Mode

4. Bell curve/normal curve

5. Linear mapping

6. Item analysis

7. Z-scores

8. Perception measures

9. Correlation

10. Raw scores

11. Distribution

12. Multi-modal distribution

13. Moderation

14. Weightings

15. Components

16. Data analytics

17. Proxy measures

18. The Ceiling effect

19. Intervening variables

What do you think about the statements below?

Different perceptions about the implications of change mean that a change that appears to be a solution to one person can appear to be a problem to another….

The application of modern statistics with its focus on averages, standard deviations and achievement measures is not well understood in the community

People respond to your behaviour (what they see you say and do); they do not respond to your thoughts and attitudes…..

Outcomes/Results/Impact Based Accountability

For profit sector

• In the profit sector the key performance measures relate to:

• Profit (income –expenditure)

• Dividends • Share prices

• They are supported by individual KPIs for divisions, programs, people.

• Industrial model of inputs and outputs

Not for profit sector

• In the “not for profit” sector including education the key performance measures relate to:

• Outcomes of strategies and programs

• Impact/Difference made

• They are supported by cost/benefit &value proposition analyses of programs and strategies and standards referenced KPIs for people.

• Change agent model based on effort (service) and effect (impact).

OBA Concept 1: The Story Behind the Curve….

Baseline data –a baseline from which to measure change Your Baseline – the school most like your school is your school

Benchmark or Standard

Turning

the

Curve

Projection

Count anything better than baseline as progress.

Concept 2: The 3 Essential Questions in OBA

• How much did we do?….effort (planning)

• How well did we do it?…effort and effectiveness (acting)

• What impact/difference? Is anyone better off?….outcomes, change, impact (reviewing)

Program and Improvement Performance Measures

Effort

(Plan and act)

Effect

(Review)

Input

Outcomes

Impact

Program and Improvement Performance Measures (2)

How

Much

(Plan)

(usually #)

How

Well

(Act)

(usually %)

Quantity Quality

How OBA works..putting it togetherProgram Performance Measures

Effort

Effect

Quantity Quality

How much

service did we

deliver?

(inputs)

How well

did we deliver

service?

(efficiencies)

How much effect,

change or

impact did we

produce?

What quality of

effect, change or

impact

did we produce?

Is anyone better off?

Types of Measures Found in Each Quadrant

Effort

Effect

Quantity Quality

What/How much

did We Do# People served

# Activities

# Professional learning

How Well We Do It% Common measures

% Activity-specific

measures eg

efficiencies, perceptions

Is Anyone Better Off?

% Skills / knowledge

% Attitude

% Behaviour

% Learning

# Skills / knowledge

# Attitude

# Behaviour

# Learning

Quadrant1 Measures: How much did we do?

• Measures include and are usually reported in numbers:

• Amount of money spent

• Participation rates

• Number of (professional) learning courses delivered

• Staff allocations

• Resource allocations to each program

• Number of parent meetings, events held

Examples: number of staff allocated to a key area of work or project; number of programs offered; cost of each program (including “day” cost of staff); number of events; participation numbers (could include geographic locations of programs/events) including the following questions:

• How much…. did we spend

• How many…..relief days were allocated; parent events did we run?

• How many professional learning events did we run? On what themes?

• How many programs and assessment tasks were redesigned?

• Number of students who sat the VCE? Number of students who sat online NAPLAN? Number of students studying one or more VET courses?

Quadrant2 Measures: How well did we do it?

• Measures include and are best reported a percentages or measures of effectiveness:

• Quality of programs and events

• Quality of training and development

• Quality of delivery

• Staff enjoyment and morale

• Student satisfaction

• Parent satisfaction

Examples: perception measures, market research, course evaluations, value proposition (cost/benefit) satisfaction surveys, including the following questions:

• Would you recommend this program or events of this type to others?

• How well did the program/event / presentation meet your expectations? Your needs?

• To what extent did the program address the goals and purposes?

• Was our work more efficient, faster, more equitable, smarter, time saving, fairer, more engaging, better than in the past.

The new frontier…data analytics: understanding patterns of behaviour

Market research, perception studies, student surveys…what people say they will do

Proxy measures…egdecontextualised test based assessments

Data analytics, observing and recording patterns of behaviour…what people actually do

Actual measures…

Once is an accident; twice is a coincidence; three times is a pattern.

Quadrant3&4 Measures: Is Anyone Better Off? Have we made a difference?

• There are 4 measures of change or impact used in the not for profit sector –changes in knowledge & skills, attitudes, behaviours and learning (linked to turning the curve).

• They can be measured as numbers-quantity and/or percentages – quality.

• Powerfully, they are linked to targets, planned products, statements of new practice and achievement of a project purpose.

• Knowledge & Skills - # or % of people with basic or improved knowledge and skills as measured by benchmarks, standards , achievements or progress.

• Attitude - # or % of people now reporting a change in their opinions or views.

• Behaviour - # or % of people demonstrating new , changed, improved, observed practices and actions.

• Learning - # or % of people succeeding or progressing in their learning. This is the hardest to measure.

External data-NAPLAN, VALID,

PISA

Internal student self assessment – valuable for progress on capabilities

Triangulation

Internal data –grades and

competencies

Triangulation…multiple sources of student data

Did anyone learn anything in this school this year? A note about effect size.

It’s not just about the nouns but also the verbsIt is not enough to know. We also have to do. To be. To live together. To live sustainably. Capabilities as the weft to the curriculum content weave.

What do you think?

In thinking about the components of OBA:

• What do you already use?

• What could be adopted in your context?

• What could be adapted in your context?

• What would not work in your context?

• What impact measurement framework and evidence

collection practices would you create if you were starting

today?

What do you think?

Task 1: From valuing what others measure to measuring what we value

Success criteria:To what extent were the tasks effective in meeting the success criteria? What worked? What needed more? What could you use?

Task 2What do we need to know to improve professional knowledge and practice in leading for school and systems change & innovation with people?

School team members will have had the opportunity to work together considering and assessing the efficacy of learning activities and tools for use by team leaders and members in working with others in creating improvement, change and innovation.

Assumptions about change (Source: Hamel & Zanini 2014)

Traditional change management:

1. Change starts at the top

2. Change is “rolled out” and the steps are prescribed –people aren’t against change; they are against edicts.

3. Change is engineered and must follow a critical pathway or predetermined program

Reimagining change for 21Century:

1. Change programs are catch up programs – change can come from anywhere and grows if the culture is “disposed” to innovation.

2. Change is “rolled up” and socially constructed by those doing it eg growth of social media

3. Transformational change cannot be predetermined –it can be built on platforms

21C Change (Source: Hamel & Zanini 2014)

Research has identified 3 shifts in approach that are features of successful change in 21 century:

1. From top down to collaborative 2. From sold to invited3. From managed to organic (self organising communities and

teams that identify, experiment and scale)

A story……..

Leading for improvement, innovation and change Where is your school

change focused?

• Improvement• Supplementation• Reinvention• Transformation

In school teams consider: Does your school have a theory of practice for change? How would school community members describe it? How do you describe it to others? Why do you use it?Possible terms: action research, PAR cycles, logic models, cycles of inquiry, design thinking…..

How to know if you have an effective change platform or process….Which do you use? (Source: Hamel & Zanini

2014)

1. We encourage individuals to tackle significant organisational challenges that might be considered normally beyond their sphere of influence and/or at the limits of their zone of proximal development.

2. We encourage personal responsibility in individuals for initiating the change they want and give them tools and resources to “spur” creative thinking and creativity.

3. We foster honest and forthright discussion of root causes and, in the process develop a shared view of the “thorniest” barriers

4. We elicit many possible solutions or options rather than jumping quickly to a single approach – we diverge before converging

5. We focus on generating a portfolio of “experiments” that can be “conducted locally” to help prove or disprove the general solution rather than going for a grand design.

What do you think?

Cross-school teams sharing-how well do school staff,

students and community understand each school’s

change theory, models of change and the link between

change, improvement and innovation?

Making change with peopleInside–out and Outside–in change

inside

out outside

in

Education & Regulation & learning compliance

Our personal response to change?How does the leadership team at school respond? How do you feel, think, do?

• A positive change others made that affected me/us…(O-I)

• A positive change we made for ourselves….(I-O)

• A negative change others made that affected me/us….(O-I)

• A change I made that was negative….(I-O)

It is 10% what happens and 90% what you do about it…Glasser

Making change with peopleInternal vs. external referencing 4 change

•Guilt

•Anxiety

•Depression

•Victim

•Blames others or system

• Anger

• Perpetrator

•High Self Esteem and self concept

•Confident

•Seeks feedback

•Dependent

•Needs constant reassurance

•Rescuer

External Positive

Internal Positive

Internal Negative

External Negative

The 17 year old inside us all…….

To be creative (innovative) in change we need to stretch and strengthen ourselves – what are your team’s strengths?

• Have a tolerance for ambiguity.

• Feel confident in sharing ideas, even bad ideas.

• Heightened sense of curiosity and discovery.

• Knowing that mistakes are part of the process and they teach us valuable lessons.

• Resilience – the ability and capacity to recover

• Add more of your own……..

Imaginative, inquisitive, persistent, collaborative, disciplined……..

Creativity

dispositions-

BE

• Imaginative

• Inquisitive

• Persistent

• Collaborative

• Disciplined

Self reflection: Fill in your strengths on each dimension of

the Creativity Wheel as you reflect on your work today.

From the

OECD article -

Progression in

Creativity:

Developing

new forms of

assessment

(Background

Paper for the

OECD

conference

"Educating for

Innovative

Societies” April

2012)

Perception surveyIn your work and/or life do you?

1. I:Play with possibilities (think outside the box)?

2. I: Make connections and link ideas?

3. I: Use intuition – predict and follow up?

4. Q: Wonder and question-asking questions to form new ideas?

5. Q:Explore and investigate- seeking answers and research?

6. Q: Challenge assumptions- contest ideas, using knowledge?

7. P: Tolerate uncertainty-work in unstructured ways?

8. P: Stick with difficulty-finding better, smarter or more creative ways?

10. P: Dare to be different- take risks in your thinking?

11. D: Craft and improve- value effort and progress?

12. D: Develop techniques – practise skills?

13. D: Reflect critically-evaluate your own performance?

14. C: Share creative products with others?

15. C: Give and receive feedback-critique?

16. C: Co-operate appropriately – be an asset to your team?

Likert scale: 1(not like me at all)…………………5(very like me)

What do you think?

Task 2: From focusing leading change and innovation with tools to leading change with people

Success criteria:To what extent were the tasks effective in meeting the success criteria? What worked? What needed more? What could you use?

Task 3Growing Innovative Culture for School and Systems ChangePartnering for Innovative Change

Each BSSC cohort (Powerhouse schools, Star Hub schools and STEM schools) will have examined and evaluated partnering as an opportunity and relationship for schools, cohorts and identified critical moments in the SVA partnering journey for their cohort.

How does a commitment to strategic partnering by schools create systems change?

What do you think about the statements below?

Unclear or ignorant perceptions about the expertise of school teams can have a strong influence on the realisation of the purposes of projects, sustainability of the work and the achievement of partnering relationships….

Many schools accept offers of partnership without considering what they (the school) wants to achieve fro the partnering relationship….

Many not-for-profit boards have fixed (and at times limited) views of which schools, which programs, which data and/or which targets they want to achieve from partner schools…..

Without a deep understanding of student, staff and school agency many organisations will fall into the trap of “trying to save the children” and the further trap of “doing ot” rather than “doing with”

From partnerships to partnering; from transactional links to strategic relationships…..

Make a list of the entities, organisations and individuals with whom your schools have a “ strategic partnership”…and identify if they are business, community, not-for-profit, university, other schools, government…

Which group in the school-community is the focus of the partnership?• Students• Staff • Parents• School as Entity• CommunityScope- universal, targeted, intensive?

What is the value of the partnership? (may be more than one)• Advocacy• Connections• Financial• In-kind • Intellectual• Other

What effort is required? • None (done by partner), • Basic (minimal work by

school), • Intermediate (hands on) • High (multiple levels of work

and interaction)

What is the orientation of the partnership?• Networking behaviours• Cooperating behaviours• Collaborating behaviours• Embedded partnering

relationship behaviours

Please accept the latest version of the RHHS partnering policy and partner care package..still in draft

Evaluating existing or prospective partners..source Michelle Anderson

Using SVA BSSC as your example. Work with your cohort and table group to identify and highlight the 3 most and 3 least critical aspects for your cohort in continuing the partnering relationship with SVA……

What do you think?

Considering the trade off metrics…why did you choose the

ones you did? How did you decide? Was there general

agreement? Whose voices were represented in the

decision? Was any critical element missing? How could you

use this tool with other partners?

Evaluating the best moments of partnering with SVA..source Michelle Anderson

This activity is based on the work of Chip and Dan Heath- The Power of Moments: Why certain experiences have extraordinary Impact. You might also like to do some further reading in the area of “experience management”

Working in cohort and table groups, please identify evidence from each participating school of the defining moments of the partnership with SVA so far and then identify the most significant moment:

• Moments of Elevation – peaks for schools and teams that rise above the everyday

• Moments of Insight-capturing new meanings, new thinking and new capacities as a result of the SVA experience

• Moments of Pride-capturing and recognising us and the work of students and schools at our best..even in times of risk and recovery

• Moments of Connection –capturing those moments where SVA and the schools found new and deeper relationships within and beyond.

What do you think?

Considering the “Moments” activity – which of the 4

categories best represents your initial partnering

relationship with SVA and which best reflects where

your cohort and your school is now? What was the

most significant “moment” for each cohort?

What do you think?

Task 3: From transactional partnerships to strategic partnering.

Success criteria:To what extent were the tasks effective in meeting the success criteria? What worked? What needed more? What could you use?

Leading systems change from within…

There is more but 3 messages to conclude:

1. We can move from perception and snapshots to data that measures the progress as well as the achievement of students, staff and schools.2. We can be innovative and we can bring our teams with us by understanding their responses to change and creating change cultures that are collaborative, needs satisfying, sustainable and self perpetuating.3. We can move beyond the gate into networks that we create and we can commit to partnering relationships that add value to the system as well as the school.

Observables

Rituals, practices, strategies and

systems

Values & beliefs- purpose