WELCOME!LEADING FOR CHANGE

2

Outcomes

By the end of this training, participants will be able to:• Identify and analyze the phases of change individuals experience during an innovation period.

• Apply learning from the research that informs managing change to support the individual and group needs in our schools

• Explain the relationship between the change process and their role in the Seaford School District

•

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Welcome, Agenda & Objectives

Activator: 4 Corners

Setting the Context: Introduction to Change

Research

Playing the Game– Year One

Lunch

Playing the Game - Year 2

Connecting the Research to Our Work

Read each quote and reflect on the relationship of each to our work.Choose one quote that resonates with you the most and reflect on why you agree with it.

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Move to that “numbered” corner to reflect with others: Discuss why you chose this quote.

Discuss a successful change initiative with which you have been involved and what made it successful.

Chart challenges SDTs faced this year as they attempted to implement change.

Place a check beside any of those challenges you have faced from the district perspective.

ACTIVATOR: 4 CORNERS

Our roles: Catalyst for Change: Guiding school staff in

assessing effectiveness of instructional practices and moves staff to implement

necessary systemic changes

Coach

Facilitator

Consultant:

Program

Manager

Resource

ProviderTrainer

Setting the Context:

A little bit of research:Components of

Successful Change

Effective Leadership

Attention to People

Using Systems Thinking

Using and Under- standing Process

Stages of Use

Information

Interest

Preparation

Early Use

Routine Use

The 3 I’s of Organizational

Change

Initiation (getting ready)

Implementation (trying/

experimentation)

Institutionalization

(routine use/supports itself)

Michael Fullan

• An innovator and leader in teacher education

• Researcher, consultant, trainer and policy advisor in the area of educational change

• Has published widely on the subject of school change

Our Roles Supporting the 3 Phases:

CoachFacilita

tor

Consultant:

Program

Manager

Resource

ProviderTrainer

Catalyst for Change

Initiation Implementation Institutionalization

Stand and find a

partner

Making Change for School Improvement - A Simulation that:

is based on research about organizational change in real schools

should help us better manage change efforts in schools

allows us to “try out” real life strategies for changing policies and practices in schools - complete with administrators, staff, and community members

Playing the Game

Your table group represents a

“change committee” that …

… conducts a variety of activities to influence people in the school system to implement a change effort

The Game Board 24 people in the

Verifine School District:

District Administration

K-8 School Staff

High School Staff

Stages they go through:

Information

Interest

Preparation

Early Use

Routine Use

Board gets darker as people get

closer to early or routine use

Other Materials You Will Need:

Players pieces

40 “bits”

Players “Instructions, Social information, and diagnostic information for each person

“People” cards – 1 set

“Activities Sheet” – 1

Strategy Record Sheet - 1

Stubens capture sheet

admin K-8 H.S.

Set-u

p th

e G

am

e

Place characters

Check “bits”

Read material provided

Have a short discussion at your tables about how the information you have so far might inform you

The “Monitor” You will request “moves” in the form of activities from the

monitor.

The monitor will determine if you can make that move.

You will receive cards from the monitor that will tell you if people in the district are “moving” and if there is any benefit to students based on those moves.

You pay for each “move” or “activity” with your “bits”

After the first year of the game, your bits are replenished to begin the second year.

Student Benefits “STUBENS”

The assumption is that the more effectively your team manages the change process, the more benefits there are to the students in the Verifine School District.

Keeping track on the “Strategy Record Sheet” “Runner” Moving the player pieces Any other role you think is important

Organize yourselves to play!

Take a 15 minute break!

YEA

R 1

Let’s Play !

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Mid-point DebriefingWhere were you blocked? Why?

When were you successful? Why?

What does your experience so far suggest about the change process?

- for the school?

- for the individuals involved?

YEA

R 2

Let’s Continue!

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End of Game - Debrief How did you do?

Which activities were particularly successful? - when? - for whom?

What was frustrating? Why?

What did you learn about individual change?

What did you learn about school change?

How can you apply this information to a situation in

your school?

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Time for LUNCH!!!

Let’s look at some more research:

How did these factors affect your results AND how do they relate to the role of the SDT?

1. time & persistence

2. individuals - different needs at different stages

3. choose strategies to meet people’s needs

4. needs admin support/approval

5. critical mass of support as important as admin support

6. someone needs to take responsibility

7. objective is to benefit students - not just convert staff

8. successful change planned and managed

Handout

Learnings Built Into the Making Change GameCHANGE:

is a PROCESS, not an event

is made by INDIVIDUALS first, then institutions

is a highly PERSONAL experience

entails DEVELOMENTAL growth in feelings and skills

Handout

Learnings Built Into the Making Change Game

INTERVENTIONS MUST BE RELATED TO:

• The PEOPLE first

• The INNOVATION second

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Adopter Types Character Names

Innovator: eager to try new ideas, open to change, and willing to take risks; usually perceived as naïve or a little crazy and, therefore, not well integrated into the social structure

?

Leader: open to change, but more thoughtful about getting involved; trusted by other staff and sought for advice and opinions

?

Early Majority: cautious and deliberate about deciding to adopt an innovation; tends to be a follower, not a leader

?Late Majority: skeptical of adopting new ideas and “set in their ways;” can be won over by a combination of peer pressure and administrative expectations

?

Resister: suspicious and generally opposed to new ideas; usually low in influence and often isolated from the mainstream

?

Any ah-has?

Would it have helped you to know ahead of time who fit into each of these categories?

If so, what would you have done differently?

Look back at your game board …

“Adopter Type” Handout

SEV

EN

DY

NA

MIC

S O

F C

HA

NG

E

People will feel awkward, ill-at-ease, and self-conscious.

People will think about what they have to give up.

People will feel alone; even if everyone else is going through the changes.

People can handle only so much change.

People are at different levels of readiness for change.

People will be concerned that they don’t have enough resources (time, money, skills, etc.).

If you take the pressure off, people will revert to old behavior.

Handout

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Stages of Concern

6. Refocusing5. Collaboration4. Consequence3. Management2. Personal1.Informational0. Awareness

Handout

Sta

ges o

f Con

cern

Levels of Use

Stages of Concern

Expressions of Concern

Impact

RoutineRefinementIntegrationRenewal

Refocusing I have some ideas about something that would work even better.

Collaboration

I am concerned about relating what I am doing with what other instructors are doing.

Consequence How is my use affecting kids?How can I refine it to have more impact?

Task

Mechanical

Management I seem to be spending all my time in getting materials.

Self

No UseOrientationPreparation

Personal How will using it affect me

Informational

I would like to know more about it.

Awareness I am not concerned about it (the innovation)

Handout

Com

pariso

n

REFLECTION

The 3 I’s of Organizational Change

The Stages of Concern/Levels of Use

Handouts

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Take a 15 minute break!

Change Analysis Worksheet:

Beginning to Plan for a Change Effort

Handout

36

What is the relationship between school change and professional development?

What is the relationship between school change and the various roles you play

as a professional developer?

Reflection: