the change process
DESCRIPTION
The Change Process. Ice Breaker – Double Take. When Music starts “Mill about’ – When Music stops, find someone with whom you share a (similar) trait. Look for pairs, but triads are okay . I Love Lucy. A lesson in Change…. Directions. Move into Job Alike groups: District Administrators - PowerPoint PPT PresentationTRANSCRIPT
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The Change Process
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Ice Breaker – Double Take
• When Music starts “Mill about’ –• When Music stops, find someone with
whom you share a (similar) trait.• Look for pairs, but triads are okay
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I Love Lucy
A lesson in Change…
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Directions
Move into Job Alike groups:– District Administrators– Principals– Reading Specialists/ Title I– Psychologists/Counselors– Special Education Teachers– Classroom Teachers
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Watch the video…
What observations would you make about the clip?
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Failure
• What elements of the situation made failure likely?
• Are some of these elements present in your own work place?
• What are they?
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Lucy and Ethel
• How did Lucy and Ethel deal with change?• What similarities do you see in your own
workplace dealing with change?• What might they have done to make the
situation more successful?• How can you be more successful in dealing
with change in your school?
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Back to your teams…
Move back to your teams to complete the last part of the activity.
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“I Love Lucy” Wrap-up
• What factors promote/inhibit successful change?
• Which of those factors are operating in your environment today?
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Adapted from..
Tools for Schools (August/September 2008 issue) National Staff Development Council
Link to Website: http://www.nsdc.org/index.cfm
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Systems Change and Continuous
School Improvement
“The Collective Power of the Full Staff to Improve Student Achievement”
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Leadership: Key Characteristics
1. Strong sense of moral purpose2. Understanding of the change
process3. Well developed relationship skills4. Capacity to facilitate knowledge
sharing5. Ability to help the group achieve
cohesion to reach goalsFullan, Michael (2004)
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Strong Moral Purpose: Vision
• The goal – the common cause
• Collaborative and collegial (cohesion)–Valuable knowledge– Ideas– Insight
• Consensus to goal
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Leadership: Key Characteristics
1. Strong sense of moral purpose2. Understanding of the change
process3. Well developed relationship skills4. Capacity to facilitate knowledge
sharing5. Ability to help the group achieve
cohesion to reach goalsFullan, Michael (2004)
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The Change Process: Lessons to Learn
• Lesson One: You Can't Mandate What Matters (The more complex the change, the less you can force it.)
• Lesson Two: Change is a Journey, not a Blueprint (Change is non-linear, loaded with uncertainty and excitement and sometimes perverse.)
• Lesson Three: Problems are Our Friends (Problems are inevitable and you can't learn without them.)
• Lesson Eight: Every Person is a Change Agent (Change is too important to leave to the experts, personal mind set and mastery is the ultimate protection.)
Fullan, 1993
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Phases of Systems Change
**Consensus Building Throughout the Phases
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What is Consensus
• derived from Latin root meaning “shared thought”
• a process for group decision-making• a gathering and synthesis of ideas • arriving at a final decision acceptable
to all• achieving better solutions
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When to Use Consensus
• A decision has been made but details related to the decision have not been worked out
• A decision has NOT already been made• Critical decisions that effect teachers and
the way they do business• It is important that everyone in a group
supports a decision, both publicly and privately
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How to use Consensus
• All members contribute• Differences are helpful• Everyone agrees not to sabotage the
action or decision made by the group• Members take responsibility for
implementation
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Consensus does NOT mean:
• A unanimous vote• A majority vote• Result in everyone’s first choice• Everyone agrees• Conflict or resistance will be overcome
immediately
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Fist to Five Quick Check
5 fingers = All for it…I can be a leader for this decision
4 fingers = All for it…You can count on me to support this no matter what
3 fingers = For the idea…I will support it in concept but not be out in front of the gang leading in implementation
2 fingers = I’m not sure…but I trust the group’s opinion and will not SABOTAGE the decision
1 finger = I am not sure…can we talk some moreFIST = No…we need to find an alternative
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What are your goals?
• With a partner (no more than 3 in a group) list the goals you have for your school as you go through the process of implementing a three-tier instructional framework.
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What are your goals?
• Share the goals with your table• Use Fist to Five to build consensus for 3-5
goals.• Share out with the other teams until all
goals have been exhausted• Review the comprehensive list• Which ones are true goals? (mark with a
G)• Which ones are a means to achieving the
goal? (mark with an M)
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Leadership: Key Characteristics
1. Strong sense of moral purpose2. Understanding of the change
process3. Well developed relationship skills4. Capacity to facilitate knowledge
sharing5. Ability to help the group achieve
cohesion to reach goalsFullan, Michael (2004)
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Learning Communities
• Adults tend to gravitate toward small learning communities….
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Roles People Play
• Caretaker• Know-it-all• Hitchhiker• Blocker• Omnivore• Inquisitor
• Negotiator• Overachiever• Parliamentarian• Sage• Clown• Other?
Adapted by Fogarty and Pete,(2007) from Schmuck and Schmuck (1997).
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How do we use the roles to move the Group?
• Read each description.
• Identify role(s) you play.
• Complete the Matrix.
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Table Discussion
• What roles are accounted for on your team?
• Are there missing roles? Do they exist in your school? No Names.
• Are there over identified roles?
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Leadership: Key Characteristics
1. Strong sense of moral purpose2. Understanding of the change
process3. Well developed relationship skills4. Capacity to facilitate knowledge
sharing5. Ability to help the group achieve
cohesion to reach goalsFullan, Michael (2004)
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Professional Learning
Communities
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Professional Community of Learners
• A setting in which the teachers and administrators in a school continuously seek and share learning and then act on what they learn.
• The goal of their actions is to enhance their effectiveness as professionals so that students benefit.
Astuto, 1993
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A PLC School is a Place Where…
PROFESSIONAL“Every teacher is a leader and every leader is a teacher.”LEARNINGLearning applies as much to teachers, administration, parents, and students Focus on instruction, curriculum and assessment.
COMMUNITY Support Focus intensely on the mission, vision, goals, and values.
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The Key Questions…
· What is it we expect them to learn?· How will we know when they have
learned it?· How will we respond when they don’t
learn it?
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The Four Keys to aSuccessful PLC
Mission: Clarifies Priorities/Sharpens Focus
Vision: Gives Direction
Values: Guides Behavior
Goals: Establish Priorities
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Attributes of Professional Learning Communities
1. Teams work together to clarify intended outcomes
2. Develop common assessments3. Jointly analyze student achievement data4. Establish team improvement goals5. Share strategies and materials (Best
Practices)6. Engage in collective inquiry and action
research regarding student learning
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Benefits for Staff• reduction of isolation of teachers • increased commitment and vigor • shared responsibility for students' success • creates new knowledge and beliefs about
teaching and learners • increased meaning and understanding of the
content• more satisfaction, higher morale, and lower
rates of absenteeism • better able to adapt teaching to the students
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Benefits for Students
• decreased dropout rate and fewer classes "skipped"
• lower rates of absenteeism • greater academic gains in math,
science, history, and reading than in traditional schools
• smaller achievement gaps between students from different backgrounds
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www.brainybetty.com 39
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Assumptions about Adult Learners
• Self-Concept• Experience• Readiness to Learn• Orientation to Learning• Motivation
Knowles, as quoted in Fogarty and Pete,(2007).
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Leadership: Key Characteristics
1. Strong sense of moral purpose2. Understanding of the change
process3. Well developed relationship skills4. Capacity to facilitate knowledge
sharing5. Ability to help the group achieve
cohesion to reach goalsFullan, Michael (2004)
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Build Capacity
Using the knowledge, skills and dispositions of individuals to advantage
Developing a Professional community Program coherence Technical resources School principal
Newmann et al. as quoted in Fullan, M. (2004).
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Elements of the Change Process
• Professional development• Change in Belief• Change in Student Achievement• Change in Practice
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What is your role in the change process?
How will you be an Agent for Change?
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Eye on the Prize
Increased student achievement for all in a collaborative teaching environment
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RtII and Change
Putting the Two Big Pieces Together
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Build Consensus: School
1. Identify critical stakeholders » General Education» Special Education» Administration» Parents
2. Determine the Steps to Implementation3. Provide information to school staff
• Phasing in vs. Rolling out RtII• Professional Development Schedule• Clearly communicating the moral purpose
4. Keep lines of communication open
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Build Infrastructure
• Identify and appoint a building leadership team– Leadership teams receive appropriate
training and skill development to lead the RtI Initiative
– The building works systematically through an implementation checklist and builds the RtI infrastructure along the way
NASDSE
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Implementation
• Master calendar is built around instructional needs of students
• Supplemental and intensive instructions are scheduled in addition to core instruction
• Scheduled dates are identified for all assessments (screening, diagnostic and progress monitoring)
• Meeting dates are identified for decision-making about students’ instruction
• Successes, no matter how small, are celebrated by all involved.
• A project-level evaluation plan is created and put in place. Data are collected over time.
NASDSE
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Before you leave …
each member must individually fill out the school GPS. get your assigned article assignment. set up a visit with your CAIU support person.
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Resources
Fogarty, R and B. Pete (2007). From Staff Room to Classroom. Thousand Oakes, CA: Corwin Press.
Fullan, M. (1993). Change forces: Probing the depth of educational reform. New York: Falmer Press.
Fullan, M. (1998, April). Why Change Doesn’t Happen and How to Make Sure It Does. Educational Leadership, 45-47.
Kurns, S, Morrison, D. & and Batsche, G. (2006). RtI: Blueprints for Implementation at the State, District, and Local Levels. National Assoc. of State Directors of Special Education.
Schwahn, C. & Spady, W. (2004, Winter). Leadership Across the System. Insight, 14-17.