leadership & change march 14, 2014 8:30 am. what has become clear to you since we last met? -...

Leadership & Change

March 14, 2014

8:30 am

What has become clear to you since we last met?

- Ralph Waldo Emerson

Form – groups of 3

Share – with your trio responses to the following questions:What of the information from

the previous session on Balanced Assessment proved the most useful to you?

What have you done, discussed or implemented since the last session related to the topic?

How might you be able to incorporate the information into your CIP, if you are doing a change initiative?

8:35 am

ObjectivesDefine curriculum leadership

Understand a system & individual change research

Apply frameworks and tools to assist in personal leadership development

Apply frameworks and tools to assist in a system change initiative

8::50 am

Why Does a District Need a Curriculum Leader?

“TED TALK: Simon Sinek tells us how great leaders inspire us”.

http://youtu.be/pI0cJdOzUcQ. (Downloaded: January 27, 2011)

8::55 am

Why Does a District Need a Curriculum Leader?

Reflect – individually on the following questionWhy does a district need a curriculum leader?

Write – your response on the paper provided

Reflect – on your answer and ask yourself “Why?”

Write – your response on the paper provided

Repeat – the process 5 times

Langford, D. (2010). “Five Whys” Tool Time for Education: Choosing and Implementing Quality Improvement Tools, Langford International, Inc., pg. 50-51.

9:10 am

Reflect – individually on the following question

What are the major change initiatives to increase student achievement that you and other district leaders are facing today?

Write –each idea on a separate sticky note

Langford, D. (2010). “Affinity Diagram” Tool Time for Education: Choosing and Implementing Quality Improvement Tools, Langford International, Inc., pg. 14-15.

9:20 am

Share – your ideas in a round-robin manner by stating the idea and placing it on table. Duplications are allowed.Group ideas when possible


Categorize – your group’s ideas. Label them using the index cards, and markers


Let’s collect all of the ideas

Share – in a round robin manner the categories you created. Do not duplicate


Review – the list created in the Affinity Diagram.

Write – letters “A” – “__” on a sticky note

Rate – individually the importance of the initiative (__=most important initiative, 0=least important initiative)

Tabulate – the table group’s score to identify the top most important recommendations

Share – totals with entire group

Langford, D. (2010). “NGT: Nominal Group Technique” Tool Time for Education: Choosing and Implementing Quality Improvement Tools, Langford International, Inc., pg. 90-91.

9:30 am

Leadership & Change

March 14, 2014

BREAK 9:40 am 10 minute

Leading the ChangeWhat has been a large change initiative that you have been a part of – either leading or supporting – that was implemented

successfully? What were some of the successes/challenges faced?

9:50 am

Leading the ChangeThink – individually about what you Know, Think You Know &

Want to Know about leading change

Share – with your table group

Create – a Know, Think You Know & Want to Know chart

Know Think We Know Want to Know

Lipton, L. & Wellman, B. (2011). “Know/Think I Know/Want to Know” Groups at Work: Strategies and Structures for Professional Learning, MiraVia, pg. 14.

9:55 am

Think – individually about a change initiative you are leading or would like to lead.

Write – your A-Ha’s! and To-Do’s

Kotter, J.P. (2012). Leading Change, Harvard Business Press.

10:05 am

The Change Problem

• Mistake #1: Complacency• Mistake #2: No Support• Mistake #3: Lack of a Vision• Mistake #4: Undercommunicating• Mistake #5: Allowing Obstacles to Block• Mistake #6: Failing to Identify Short-Term Wins• Mistake #7: Declaring the Victory Too Soon• Mistake #8: No Anchor to the Future

Downloaded from Mind Tools (2011) Kotter’s 8-Step Change http://www.mindtools.com/pages/article/newPPM_82.htm

Eight Step Process

Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.

Step 1Establish a Sense of Urgency

True urgency is a prerequisite to change

Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.Kotter, J.P. (2008). A Sense of Urgency, Harvard Business Press.

10:15 am


Heart and Head

See Feel Change

is more effective than

Analyze Think Change



Do we delegate critical issues?

Do we refuse to confront bureaucracy and politics?

Are our discussions too inwardly focused?

Do we use highly selective facts to shoot down data?

Do we regularly blame others for significant problems?

Do we discuss our past failures, not to learn from them, but to stop or stall new initiatives?

Complacency kills change.

Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter. Kotter, J.P. (2008). A Sense of Urgency, Harvard Business Press.

10:20 am


Do we have trouble scheduling meetings on important initiatives because we’re too busy?

Do we end key meetings without deciding what must happen next?

Do we run from meeting to meeting?

Do we spend long hours developing PowerPoint presentations on almost anything?

Do we make cynical jokes that distract from the real issues?

Do we say, “We must act now,” but then fail to do anything?

False urgency kills change.



Focused externally on important issues

Alert, fast-moving

Relentless

Continuously purging irrelevant activities to make time for important ones, and to prevent burnout

Bring outside reality in

Behave with urgency every day

Find opportunity in crisis

Communicate!

Truly urgent behavior is:


Truly urgent tactics are:


What are you urgent about?


10:25 am

A diverse many, not a limited few.

Step 2Create a Guiding Coalition


10:30 am


A guiding coalition must have three things:

A shared objective

Trust

The right people – power, expertise, credibility


Who should be in your guiding coalition?How can you enlist volunteers?



A vision inspires people to take action.

Step 3Develop a Change Vision


10:45 am

Step 3Developing a Change Vision

Six things that make a vision effective:

Is bold and achievable

Paints a vivid picture of the future

Appeals to employees’ heart (and minds)

Is specific enough to help individual make decisions

Is flexible enough to adapt to changing conditions

Is easy to communicate quickly – in 60 seconds


How will you define the initiatives needed to make the change vision a reality?

Step 3Develop a Change Vision


Be a broken record.

Step 4Communicate the Vision for Buy-In


11:00 am


Communicating the vision must be:

Constant

Heartfelt

Consistent



To whom are you communicating?

Everyone who needs to make adjustments in what they do, how they do it, and with whom they do it.



Walk the Talk

Match words and deeds

Behave in ways that are consistent with the vision



Address naysayers:

Invite the lions in

Then respond respectfully to attacks


Where and how will you communicate the vision?



Eight Step Process


11:05 am

Changing culture and behavior demands leadership.

Step 5Empower Broad-Based Action


11:10 am


Common barriers:

Mindset: People don’t believe change is possible

Systems: Formal structures make it difficult to act

Bosses: Key players discourage employees from behaving differently


What are the barriers?



Compelling evidence – immediately.

Step 6Generate Short-Term Wins



Short-term wins must be:

Visible

Unambiguous

Relevant

Celebrated!



Short-term wins serve many purposes:

Make sacrifices worth it

Undermine resisters

Build momentum

Enable the guiding coalition to fine-tune the vision and change initiatives

Communicate short-term wins frequently & everywhere


Where and how will you publicize your successes?



Perseverance is the hard work you do after you get tired of doing the hard work you already did.

Newt Gingrich

Step 7Never Let Up


11:30 am

Step 7Never Let Up

Maintain momentum:

Don’t declare victory prematurely

Keep urgency up

Eliminate unnecessary, demoralizing work

Continue learning from experience


How do we keep a sense of urgency?

Step 7Never Let Up


The change becomes “the way we do things around here.”

Step 8Incorporate Change into the Culture


11:35 am

Step 8Incorporate Change into the

Culture

To embed change into the culture:

It’s OK if resisters leave

It’s imperative to promote the right people


How will we know this is “the way we do things around here.”

Step 8Incorporate Change into the Culture


Eight Step Process


11:45 am

Leading the ChangeReview – your learning group’s Know, Think You Know & Want to

Know chart

Edit – with your table group

Know Think We Know Want to Know

Lipton, L. & Wellman, B. (2011). “Know/Think I Know/Want to Know” Groups at Work: Strategies and Structures for Professional Learning, MiraVia, pg. 14.

11:50 am

Summary of Learning…So FarReflect – individual on the following questions

Connect – How do the ideas presented about leading change connect to my knowledge, experiences and current practice?

Extend – How do the ideas presented about learning change extend my knowledge, experiences and current practice?

Challenge – How do the ideas presented about leading change challenge my knowledge, experiences and current practices

Share – with a learning partner

Ritchhart, R.; Church, M. & Morrison, K. (2011). “Connect-Extend-Challenge” Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, Jossey-Bass, pg. 132-139.

Leadership & Change

March 14, 2014

12:00 noon LUNCH (45 minutes)

ReconnectorThink – individually of one word to describe

this morning’s learning

Line-up – alphabetically by the one word

Share – “A-Z” the identified words

Share – with the person standing next you why you chose your identified word

Lipton, L. & Wellman, B. (2011). “One Word Summary” Groups at Work: Strategies and Structures for Professional Learning, MiraVia, pg. 70.Wellman, B. & Lipton, L. (2004). “Line-ups” Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, MiraVia, pg. 70.

12:45 pm

Mid-continent Research for Education and Learning (McREL)

McREL’s mission is to make a difference in the quality of education and learning for all through excellence in applied research, product development, and service.

Marzano, R.J.; Waters, T. & McNulty, B.A. (2005). School Leadership that Works: From Research to Results, ASCD.Waters, T. & Cameron, G. (2007). The Balanced Leadership Framework: Connecting Vision with Action, McREL.

(http://www.mcrel.org/~/media/Files/McREL/Homepage/Products/01_99/prod54_BL_Framework.ashx)

12:50 pm

Common Labels for Magnitude of Change



McREL’s Definition of Change

A change is defined by the implications it has for the people expected to implement it and/or those who will be impacted by it. The same change can be perceived differently by different stakeholders.



First or Second-Order?Do stakeholders perceive the change as…

an extension of the past? a break with the past?

consistent with prevailing organizational norms?

inconsistent with prevailing organizational norms?

congruent with personal values?incongruent with personal values?

easily learned using existing knowledge and skills?

requiring new knowledge and skills?

First-Order Implications Second-Order Implications



It’s not so much that we’re afraid of change

or so in love with the old ways, but it’s that place in between that we

fear…It’s like being between trapezes.

It’s Linus when his blanket is in the dryer.

There’s nothing to hold on to.

-Marilyn Ferguson, The Aquarian Conspiracy

First or Second-Order?Do stakeholders perceive the change as…

an extension of the past? a break with the past?

consistent with prevailing organizational norms?

inconsistent with prevailing organizational norms?

congruent with personal values?incongruent with personal values?

easily learned using existing knowledge and skills?

requiring new knowledge and skills?

First-Order Implications Second-Order Implications



Guided ReflectionsGuided Reflections Think – individually about a time in

your personal or professional life when you experienced a change with second-order implications using the following questions: What was the change? How did you feel about it? How did you react to it? How did it finally work out?

Share - with your table group

“Father of the Bride” Movie Clip: “I’m Getting Married” Scene (http://www.youtube.com/watch?v=qdQb7p3FQOg)

12:55 pm

McREL’s Phases of Change

Creates Demand

Monitor and Evaluation

Manage Personal Transitions

Implement1st Order

2nd Order

Waters, T. & Cameron, G. (2007). The Balanced Leadership Framework: Connecting Vision with Action, McREL. (http://www.mcrel.org/~/media/Files/McREL/Homepage/Products/01_99/prod54_BL_Framework.ashx)

1:05 pm

Leadership & Change

March 14, 2014

1:10 pm BREAK (10 minutes)

Leading OurselvesTo succeed in the work of reinventing education, change leaders must cultivate a new kind of attention, a dual attention. We need to sharpen our vision outward, seeing more deeply into the organization we are trying to improve. We also need to sharpen our vision inward, seeing more deeply into ourselves, and the way we must change, as well.

- Wagner & Kegan (2006)

Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.

1:20 pm

Identify Your Priority - ReflectionWhat one or two aspects of your role, if

you were to dedicate yourself to them, would make the biggest contribution toward improving your leadership in your district?

What is the most important thing that you need to get better at, or should change, in order to make progress toward this goal?

Imagine asking a group of people who know you well, “What is the single most powerful change I could make to improve my leadership?


Identify Your Priority – Reflection

List any concrete behaviors necessary to achieve this goal. Frame them as a positive statement (for example, “delegate more” vs. “stop doing all the work myself”).


1:30 pm

Identify Your Priority – Make the Commitment

Frame your reflection as a commitment statement. Don’t worry about how you will accomplish the

commitment. You don’t even have to be confident that you will

achieve the commitment. All you need is a willing spirit to try to work on it and

be willing to learn from the experience.

Commitment Statement stem:

I am committed to the value or importance of…


1:40 pm

Make the Commitment

Commitment Criteria

Is it genuinely true to you?

Does it directly relate to improving student achievement?

Is there room for plenty of future growth?

Does it implicate me not others?

Is it important to me?

Be sure that the commitment you have chosen is one that feels powerful and is likely to yield rich learning and progress.



1:50 pm

1. 2. 3. 4.

Commitment Doing/Not Doing Hidden Competing Commitment

Big Assumption

To getting into more classrooms, more consistently and more productively


1. 2. 3. 4.


Big Assumption

Becoming a more effective leader by being more direct and not avoiding conflicts at all cost


Recognize Counterproductive Behaviors

What are you doing, or not doing, that is keeping your commitment from being more fully realized?

Keep your list to specific behaviors

Refrain from listing your reasons

List only those behaviors that undermine or work against your commitment

Pg. 57

Could it really be that we…might actually be acting in ways that frustrate our commitments, hamper our progress, foil our plans?



1:55 pm

1. 2. 3. 4.


Big Assumption


Op things: Phone calls, emails, scheduling

I have a lot of family/ parent meetings

I am not disciplined about classroom visits:

I don’t have a system in place for who or when I visit

I tend to visit classrooms with no particular purpose in mind or for my own purposes rather than a teacher generated focus

I don’t follow up after the visits


1. 2. 3. 4.


Big Assumption


I don’t state or fight for my own opinion

I don’t openly disagree with others (even though I am thinking they are missing something)

I non-verbally communicate that I do agree!


Behavior Mind

1. 2. 3. 4.


Big Assumption


2:05 pm

What’s Your Immunity?

Column 3 – Hidden/Competing Commitment• Think – individually about the behaviors listed in

Column 2• Imagine – individually what it would be like to do the

exact opposite• List – individually in Column 3 the feelings,

discomfort & fears that emerge

Do you feel uneasy if you imagine yourself not doing the things you are doing? If you are beginning to sense a crucial feel that connects you to the powerful energy

keeping you from actually doing those things you listed in column 2.



1. 2. 3. 4.


Big Assumption








Fears: Things will go out of control and it will be my faulty. People will feel let down. I’ll be overwhelmed.


1. 2. 3. 4.


Big Assumption





Fears: people will see me as opinionated and not like me

I may be wrong!



Column 3 – Hidden/Competing Commitment• Write –the feelings, fears or discomfort in the top box of

Column 3• Write – the following introductory phrase

I am also committed to…

• Write – the commitment that protects you from having to face the feelings, fears or discomfort

This competing commitment will not be what you would normally think of as a commitment; in fact, you might not even be aware of it.

- Wagner & Kegan (pg.87)


2:15 pm

1. 2. 3. 4.


Big Assumption









To placating parents

To minimizing parents’ complaints, especially to the board

To not being frustrated or overwhelmed when I see what is happening or not happening in the classrooms

To not feeling less masterful, incapable not a pro at supervision


1. 2. 3. 4.


Big Assumption






I may be wrong!

To being liked by others

To not making mistakes and losing face



Column 4 – Big Assumptions• Write – those things that you have constructed as a way of

understanding and make sense of your world• Review – what you wrote in Column 3 – Hidden/Competing

Commitments and think the inverse• Write – your assumptions by replacing “I’m committed to” with “I

assume that if…”• Write – the assumptions that protects you from having to face the

feelings, fears or discomfort

Just being able to see your immune system and keep it in mind means that you are now able, for perhaps the first time, to dig deeply enough to alter that system.



2:25 pm

1. 2. 3. 4.


Big Assumption









To placating parents

To minimizing parents’ complaints, especially to the board

To not being frustrated or overwhelmed when I see what is happening or not happening in the classrooms

To not feeling less masterful, incapable not a pro at supervision

It’s my job only to take care of parents’ complaints. I assume that if I was to raise this with the Board, they would have less confidence in me. I can’t talk with the board about this.

If specific classrooms or practices continually frustrate me, it’s a reflection of my effectiveness as a school leader in influencing attitudes, understandings, perspectives and practices of teachers in bringing about long lasting change.

I will be seen as inept if I try to improve instruction and it doesn’t work.


1. 2. 3. 4.


Big Assumption






I may be wrong!

To being liked by others

To not making mistakes and losing face

I assume that being liked by others is a prerequisite for being respected, and thus for my self-esteem

I assume that making no mistakes/”being right” is a precondition for strong/effective leadership


Critical Friends - Norms

Don’ts

Your critical friend should not be someone who supervises you or whom you supervise

It is not the role of the critical friend to point out all the other hidden commitments or fears that you may not have considered

It is also not the role or responsibility of your critical friend to liken what you wrote to his or her own experiences

Do’s

Listen attentively to what your critical friend says

Help him or her hone their entry DO the entries sound noble and not self-

protecting?

Are the hidden commitments counter to the 1st Column commitment?

Do the behaviors in the 2nd Column make sense?

If you can see how and why you are preventing yourself from changing, you will have a better chance to change.

- Wagner & Kegan, (2006)


2:30 pm

Leading Others - Systems

Your system – any system – is perfectly designed to produce the results you’re

getting.



2:40 pm

System & Systems Thinking

• System = a perceived whole whose elements ‘hang together’ because they continually affect each other over time and operate toward a common purpose

• Systems Thinking = trying to keep the “whole” in mind, even while working on the various parts

Simple, linear cause-and-effect explanations sometimes miss that fact that today’s effect may in turn be tomorrow’s cause, influencing some other part of

the system.


Simple, linear cause-and-effect explanations sometimes miss that fact that today’s effect may in turn be tomorrow’s cause, influencing some other part of

the system.



The Leadership Challenge• How can change leaders form a more

holistic picture of change processes that makes sense to themselves and to others?

• How can change leaders learn to identify the contributors to an identified problem?

• Where do change leaders look to find these contributors?

• How does a leader build a shared vision of success that is coherent and is truly owned and inspiring to others?


Areas of Change• Competencies = the repertoire of skills and

knowledge that influences student learning• Conditions = the external architecture

surrounding student learning, the tangible arrangements of time, space and resources

• Culture = the shared values, beliefs, assumptions, expectations, and behaviors related to students and learning, teachers and teaching, instructional leadership, and the quality of relationships within and beyond the school

• Context = “skill demands” all students must meet to succeed as providers, learners, and citizens and the particular aspirations, needs, and concerns of the families and community that the school or district serves


4 C’s Diagnostic Tool

ContextContext

CultureCulture

CompetenciesCompetencies

ConditionsConditions


Questions that HelpCompetencies

How well do we:• Think strategically?• Identify student learning needs?• Gather and interpret data?• Collaborate?• Give & receive critiques?• Productively disagree?• Reflect & make midcourse corrections?

ConditionsHow well do we create & maintain:• Time for problem solving, for learning, for

talking about challenges?• Relevant & user-friendly student data?• Agreed upon performance standards?• Clear priorities & focus for each person’s work?• District- & building-level support?

CultureHow would we characterize:• Our level of expectations for all students’

learning?• Our schools’ agenda?• The communications between district & school

leadership for teachers?• Adult relationships with each other?• Adult views of responsibility for all students’

learning?

ContextHow well do we:• Understand & work with students’ families?• See clearly the core competencies students will

need for work, citizenship, & continuous learning?


Thinking Systemically

Think – individually about the value of using the Four C’s Diagnostic Tool to think through leading change

Share – with your learning group

2:45 pm

Summary of LearningReflect – individually by using the following prompt

I Used to Think Curriculum Leadership Was…Now I Think It’s…

Share – with your learning group

Ritchhart, R.; Church, M. & Morrison, K. (2011). “I Used to Think…Now I Think…” Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, Jossey-Bass, pg. 155-161.

2:50 pm

Strategy Harvest Welcome, CLI Objectives,

Norms & Session Norms

Curriculum Leadership Video Five Why’s Affinity Diagram NGT: Nominal Group

Technique

Leading the Change (Part 1) Think-Pair-Share Know/Think I Know/Want to

Know Lecture Burst

Summary of Learning Connect-Extend-Challenge

Reconnector One Word Summary Line-up

Leading Change (Part 2) Note-Taking: A-Ha & To

Do Lecture Burst Video Guided Reflection

Leading Ourselves Think-Pair-Share Lecture Burst Guided Reflection Critical Friends Sharing

Leading Others (Systems) Lecture Burst

Four C’s Diagnostic

Think-Pair Share

Summary of Learning I Used to Think…Now I Think…

Wrap Up Strategy Harvest

Purpose & Objectives

2:55 pm

ObjectivesDefine curriculum leadership

Understanding of system & individual change research

Apply frameworks and tools to assist in personal leadership development

Apply frameworks and tools to assist in a system change initiative

Leadership & Change

March 14, 2014

3:00 pm

Marty Chaffee, Leadership ConsultantOakland [email protected]

leadership & change march 14, 2014 8:30 am. what has become clear to you since we last met? -...

Documents

langford international

quality improvement

markers langford

times langford

possible langford

duplicate langford

minute slide

affinity diagram tool