teachers as advocates for change: lessons for leaders

Teachers as Advocates for Change: Lessons for Leaders

Sarah Applegate, NBC Teacher-LibrarianRiver Ridge High School, Lacey Washington

Marianne Hunter, NBC Teacher-LibrarianTimberline High School, Lacey Washington

Goals

Participants will learn how to:• Develop a Message• Create an Action Plan• Think about how to implement powerful

change in your school and building!

Our Stories

• From “no way” to “okay”

What You’ll Leave With

• An Articulated Vision• An Advocacy Plan Framework• And the confidence to start to have your voice

heard!

Advocacy: As Easy as A, B, C

What are the ABCs?

Articulate a Vision

Be Strategic

Communicate Continuously

Articulate a Vision

Threshold Messages

What do people need to know, believe, or care about in order to become engaged with your organization or issue? What obstacles do you have to acknowledge and overcome to get people over this threshold?

Solution Messages

And the World Will Be a Better Place Because . . . What is the projected outcome? Offer up suggestions of how, if people do what you say, their lives (or the lives of their students) will be better.

Action Messages

What is the purpose of your message? What do you want the people who connect to your organization to do? Do you want different things from different audiences? Do you have different goals for different campaigns? Be specific.

Reinforcement Messages

What are some statistics, anecdotes, clichés and sound bites we can use to support and reinforce these messages? Is their research that can be cited? What personal stories help make your point?

Model

Save Our

Space Needle!

Finnish Practice in Washington Schools

Next, you will get to talk to like minded people in the room and work on a message and plan!

Working with building administrators

Karen Remy-Anderson, PrincipalRiver Ridge High School

How can teachers best advocate for programs with their building principal?

Working with building administrators

• What were Karen’s key points?• What surprised you?• What didn’t?• Questions raised?

Any new information you can take with you?

Be Strategic

Be Strategic Question #1

• What does your school and/or district really care about?

• What are the key:• Concerns?• Programs?• Initiatives?

Be Strategic Question #2

• Who are the movers and shakers in your school?

• Who is respected?• Who gets things done?

• Title, Power , and Influence • Who do you want to speak for and with you?

Be Strategic Question #3

• How do things really get done in your building or district?

• Priority setting?• Budget and Spending?• Decision Making?

Be Strategic

• Who else cares about this? • Potential allies

• Who might be opposed to this?• Potential obstacles

• Who are the “deciders?”

Fill out the “receptivity chart” and share with your group.

Receptivity Chart

Name Position Influence in school or district

Willingness to participate

Interest or stake in idea

Strategic Plan

Given who the movers and shakers are and how decisions really get made in your building . . .

Create a strategic plan for how to share your vision with people at your school.

Components of Strategic Plan

• Message• Goal(s)• Tasks (include possible audience)• Timeline• Persons responsible• Measures of success and reflection

Be Strategic Action Plan

Communicate Continuously

Revisit your message

• You have created a vision• You have planned strategically

NOW . . .

You will need to communicate Who is your audience? Who will need to hear your

message? Who will deliver it?

Activity: Elevator Speech

•You have time for 3-5 sentences before your administrator leaves “the elevator.” •What can you say that will convey your message?

• You have 5 mins to write your speech on a sticky note before the elevator comes…

• Pair up, stand up, and deliver speech• Swap

ABCs at the building level

• Create a vision and be clear and articulate about it

• Create a strategy for bringing others to your side

• Share your vision often! And, find others to talk for you!