Agenda - Follow-up

Questions Overview of Change - boring piece Sharing what we did - what worked

what did not work Video of teachers trying Concept Attain.

Educational Change

…is fundamentally people working with people to make something,

in some way, more effective.

Educational Change

…and conflict are like ice-cream to the cone.

Educational Change &Conflict

…a school staff or school district staff’s ability to implement and intelligently

sustain change will be determined by its ability to confront and resolve conflict.

Educational Change & Conflict…

Paulo Freire argues that in the absence of these variable we will

not be able to resolve conflict …• Love • Faith

• Humility • Trust

• Hope • Critical Thinking

Love: In the absence of a profound love for the world and for human beings, dialogue cannot exist

Humility: Dialogue is broken if the parties lack humility. How can I dialogue if I always project ignorance on to others, never perceive my own?

Faith: Dialogue requires an intense faith in people, faith in their power to make and remake; to create and to recreate; faith in the vocation to be more fully human.

Trust: Dialogue becomes a horizontal relationship, of which mutual trust between the dialoguers is the logical consequence.

Hope:Dialogue cannot be carried on in a climate of hopelessness. If the dialoguers expect nothing to come of their effort, their encounter will be empty, sterile, bureaucratic and tedious.

Critical Thinking: True dialogue cannot exist unless the dialoguers engage in critical thinking The important thing is the continuing humanization of people

Change change, who needs change? Things are bad enough the way they are!

Lord Salisbury.

Why Change

Any weakening of universal public Any weakening of universal public education can only be a weakening of the education can only be a weakening of the long-standing essential role universal long-standing essential role universal public education plays in making us a public education plays in making us a civilized democracy.civilized democracy.

John Ralston Saul - 2002

Saul, 1992 Voltaire’s Bastards

Thus among the illusions which have invested our civilization is an absolute belief that the solution to our problems must be a more determined application of rationally organized expertise. The illusion is that we have created the most sophisticated society in the history of man. The reality is that the division of knowledge into feudal fiefdoms of expertise has made general understanding and coordinated action not simply impossible but despised and distrusted. P.8

Michael Fullan 2001

We need to replace Pollyana-ish rhetoric with informed action by accepting nothing less than positive results on a massive scale -- at both the individual and organizational levels.

The flight and education analogy

From the success of the Kitty Hawk in 1903 to the success of the DC3 in 1935, five critical technologies had to be integrated before the invention of flight became an innovation: Variable-pitch propellerVariable-pitch propeller Retractable landing gearRetractable landing gear Light-weight molded body constructionLight-weight molded body construction Radial air cooled engineRadial air cooled engine Wing flapsWing flapsIn addition, it wasn’t until the invention of the jet engine

and radar that it shifted to a world-wide application.

The flight and education analogy

In the 1960’s we began to inquire into what teachers did to create effective classrooms. In the 1970’s we inquired into what school staffs did to create classrooms and schools and ‘how they got that way’. Now we have an understanding of the bigger picture … of school systems … we see the players of the ensemble.

• the knowledge of how to create effective classrooms• the knowledge of how to create effective schools• the knowledge of the conditions under which teachers learn• the knowledge of change … how to initiate, implement and sustain change• the knowledge of systems as learning organizations

Critical issue …

The ability and willingness to collectively act -- with wisdom -- on the existing information related to improving classrooms, schools, and school districts

Remember, it is far easier to research and write about change -- than to be a player in the process of change -- to be the ones who do it.

The Phenomenon of The Phenomenon of Applied IntelligenceApplied Intelligence

… the task is not so much to understand what others have thought, but the extent to which one continues to integrate and act on what is understood.

The Phenomenon of The Phenomenon of Collectively Applied IntelligenceCollectively Applied Intelligence

… the task is not for one person to integrate and act on what is understood, but the extent to which an organization can collectively integrate and act on what is understood

Charles Darwin

…studied the differences in humanity and maintained that “except for fools, men did not differ much in intelligence, only in zeal and hard work.”

Educational Change plays out on a time line

Politics, in a democracy, plays out in a time frame

• • Implementation dip (drop, ditch, blip)Implementation dip (drop, ditch, blip)

• • Initiate, Implement, Sustain ChangeInitiate, Implement, Sustain Change

• • Skill Training ModelSkill Training Model

• • Concerns Based Adoption ModelConcerns Based Adoption Model

• • School CultureSchool Culture

Educational ChangeEducational Change

Three Stages of Change

InitiationImplementationSustaining if worthwhile

Factors affecting initiation

Access to informationNew Policy, Funds, Bureaucratic

OrientationCommunity support or lack of supportCentral AdministrationExistence of quality instructionExternal change agentTeacher advocacy

Fifteen Districts 25 years: central office

Are those in central office respected as educators and as quality human beings

Are those in central office wise about change and how classrooms and schools function

What is the district ‘history’ re how they have gone about change in the past

Are they going to stay; or are they looking for a ‘new’ position in another district

Do those in central office work together collaboratively/collegially or are they balkanized into ‘turf’ areas

Do they attend workshops with teachers and principals

Fifteen Districts 25 years: principalsAre they respected as leaders and as caring

thoughtful human beingsAre they wise about curriculum, assessment,

instruction and how students and teachers learnCan they go into classrooms and do

demonstration lessonsDo they spend time in teachers’ classroomsWhy were they hired; because they had a

masters degree or because they are skilled at all of the above or a combination of the two

Do they attend workshops with teachersDo they make sure the teachers attend in teams

Fifteen Districts 25 years: teachersHow have they experienced change over time in

their district - intersected with their career cycleHow deeply do they care about working with kidsHow skilled are they at working with others in the

school and district (social intelligence)What is their mean score with kids (0 - 100)What is their conceptual flexibilityAre they willing to work with each other in each

other’s classroomDo they understand changeDo they understand how curriculum, assessment,

instruction and how kids learn must intersect

Factors affecting implementation

Local Characteristics: district, community, principals, consultants, teachers, trustees, superintendents

Characteristics of Change: Need, Clarity, Complexity, Quality, Practicality

External Factors:government, universities, teacher federation/unions, community

Factors affecting sustaining

Widespread useCareer Cycle sensitiveInternal Capacity/SustainabilityOn going research internallyOn going research externallyResearch focuses on student learningResearch focuses on teacher skill level

prior to focusing on student learning

Skill Training Model

WorkshopComponents

Understanding SkillAcquisition

Transfer

Theory (T) minimal 3% 0%

(T) andDemonstration

(D)

increases a bit 5-10% 3%

(T, D) andPractice and

Feedback (PF)

solidintroductory

understanding

90% 10%

T, D, PF, andPeer Coaching

Deeper moreintegrative

understanding

> 90% > 90%

CBAM (Concerns Based Adoption Model)

Levels of Use Non-User Orientation Preparation Mechanical Routine Refined Integrative Refocusing

Levels of Concern No Concerns Awareness Information Personal Impact on Students Collaborative

School/District Culture

Balkanized school/district culture Hierarchical school/district culture Individualized school/district culture Collaborative/Collegial school/district

culture

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are needed to see this picture.

• • Tasmania (Australia) - 220 schools - year 7 (14)Tasmania (Australia) - 220 schools - year 7 (14)

• • Western Australia - 858 schools - year sixWestern Australia - 858 schools - year six

• • York Region - 190 schools - year sixYork Region - 190 schools - year six

• • Western Quebec - 40 schools - year fourWestern Quebec - 40 schools - year four

• • North Vancouver - 40 schools - year threeNorth Vancouver - 40 schools - year three

• • Thames Valley - 190 schools - year threeThames Valley - 190 schools - year three

• • Peel Board - 210 schools - year threePeel Board - 210 schools - year three

• • PEI - 80 schools - year twoPEI - 80 schools - year two

• • Upper Canada School District - year threeUpper Canada School District - year three

• • Cowichan School District - year twoCowichan School District - year two

Lakeland School District - year twoLakeland School District - year two

Northern Lights School District - year oneNorthern Lights School District - year one

Ireland - year oneIreland - year one

Ten Districts InvolvedTen Districts Involved

Medication and medical procedures must go Medication and medical procedures must go through a long and thorough study prior to use through a long and thorough study prior to use in the general population. in the general population.

Interestingly, no similar process is in place for Interestingly, no similar process is in place for educational innovations. Anyone can promote educational innovations. Anyone can promote and any educator can adopt curriculum or and any educator can adopt curriculum or procedures that have little or no research procedures that have little or no research supporting that point of view. This leave supporting that point of view. This leave educators vulnerable to criticisms that are educators vulnerable to criticisms that are difficult to refute.difficult to refute.

Research

Ellis identifies three types of research:

Level I: Basic or Pure Research - conducted in experimental or laboratory settings - designed to establish a construct or idea as having some validity

Level II: Research in Educational Setting - tests to determine the efficacy of particular innovations or instructional methods in educational settings - not generalizable

Level III: School or District Research - evaluation research designed to test the efficacy or programs etc., at the level of the school or district - the rarest of the three types -- involves larger samples and settings to validate results

Research - Ellis

Level III: School or District Research - evaluation research designed to test the efficacy or programs etc., at the level of the school or district - the rarest of the three types

The reason it is so rare because program -- regardless of whether they are good, bad, or indifferent -- usually go through phases from initial enthusiasm to gradual abandonment, replaced by the next fad.

Research - Ellis

• • must attend workshops in teamsmust attend workshops in teams• • school admin must be part of teamschool admin must be part of team• • central office must also attend - director/superintendentcentral office must also attend - director/superintendent• • follow-up sessions for sharing, problem solving etc.follow-up sessions for sharing, problem solving etc.• • demonstration lessons - taped, edited, shareddemonstration lessons - taped, edited, shared• • sharing between districtssharing between districts• • build internal capacitybuild internal capacity• • research the impact internallyresearch the impact internally• • connect with local universityconnect with local university• • build an advisory committeebuild an advisory committee• • write a book on systemic changewrite a book on systemic change

Basic ConditionsBasic Conditions

Integrate the knowledge of five key areas:Integrate the knowledge of five key areas:

• • how students learnhow students learn

• • what students are to learn (curriculum)what students are to learn (curriculum)

• • assessing the learning assessing the learning

• • instructioninstruction

• • educational changeeducational change

• • systemic changesystemic change

Basic Components

The Principal Principle

The more the principal and assistant principal understand the innovations being implemented the greater the chances they will support those innovations being implemented; the further they are away from it … the less likely it is they will provide the needed resources. One more thing … if those at central office do not understand and show their support, the less likely the principal will show support. Organizational efficacy begets teacher efficacy.

……in terms of impact, in terms of impact, failing to act on what we failing to act on what we known is the same as not known is the same as not knowing.knowing.

Beyond understanding Beyond understanding change …consider that…change …consider that…

Systemic Change

Involve all stakeholders so that if you lose Involve all stakeholders so that if you lose key people or funding you do not lose key people or funding you do not lose your momentum … sustainabilityyour momentum … sustainability

Prince Edward Island - 70 schools Tasmania - 220 schools Western Australia - 858 schools Durham Board of Education - 140 schools

INVOLVESDESIGNED

TO IMPROVE

SUCH AS.ENHANCEDTHROUGHIMPACTED BY

OCCURS IN

3

24

51

IMPLIES UNDERSTANDING AND ACTING ON

IMPLIES VALUING

MUST ACT ON SYSTEMIC

CHANGE AS A

ENACTS

INFORMS

IMPACTED BY

WORKS AGAINST

INFORMS

IMPACTED BY

AFFECTS

OCCURS IN

INTEGRATES

IMPACTS

INFORMS

MUST RESPECT

INVOLVES

1

2

3AFFECTED BY

AFFECTED BY

AFFECTED BY

EDUCATIONAL SYSTEMIC CHANGE

ALL STAKEHOLDERS

STUDENT LEARNING

MINISTRYUNION

UNIVERSITYk

TEACHER LEARNING

STAKEHOLDERS GRASP OF EDUCATIONAL CHANGE AND SYSTEMIC CHANGE

FIVE KEY AREAS

ASSESSMENT

CURRICULUMINSTRUCTION

HOW STUDENTS

LEARN

CLASSROOM MANAGEMENT

HOW TO INITIATE, IMPLEMENT AND DETERMINE THE IMPACT

OF CHANGE OVER TIME

A LONG-TERM PROCESS

DISTRICT CUSRRICULUM

POLITICAL PROCESS

PRINCIPAL SUPPORT

LEARNINGCOMMUNITY

THREE PHASESINITIATION

IMPLEMENTATION

IMPACT

• Access to Information

• New Policy, Funds

• Central Office Support/Collegiality

• Community SupportPressure

• Understanding of Change and Systemic

Change Wisdom

• Support of External Change Agent

• Teacher, Consultant, Principal

Advocacy

• Characteristics of the District, Community, Principals, Teachers

• Responding to the Characteristics of

Change - Need Clarity, Complexity, Quality,

Practicality, Coherence

• Building Professional Learning Communities

• Acting on Change and Systemic Change

wisdom

• Involvement of Other Stakeholders - (external

factors)

• Widespread Use

• Career Cycle Sensitivity

• Internal Capacity and Sustainability

• On-Going Research within the

District

• Periodic Research from Outside the

District

• Level I, II, & III Research