Transcript KLN—South “Making Connections”

KLN—South
“Making Connections”
January 15, 2013
Alabama Best Practices Center
Learning Outcomes
1. Assess where we are in our district and/or
school in implementation of CCRS. What have
we accomplished? What are the challenges?
What are we learning?
2. Think together about what are we doing as
leaders to motivate and support the changes in
teaching practice required by CCRS.
Learning Outcomes, cont’d
3. Review core principles of educational change,
and think together about how we can apply
these to current challenges.
4. Continue to build a community of practice
with colleagues from other districts.
Warm-Up: Snowball
• Use a sheet of blank paper to respond to the
question below:
▫ What is the most important
support you, as a leader, are
providing to teachers as they seek
to understand and use the new
CCRS standards?
Activity 1: Making Connections—
Interview Design
• Individually review questions on pp. 2-3 of your
Activity Packet. Jot down ideas that come
immediately to mind.
• Take your Activity Packet, a pen, and something
to write on.
• Share back in your district team.
Organizing for Your Interviews
• Taking something to write with and
something to write on (hard surface) as well
as your Activity Packet, move to the area of
the room where there are lines of chairs.
• The colored sheet in your chair contains the
question that you will ask of 4 different
colleagues over the course of the next 20
minutes—and space for you to record your
colleagues’ responses.
Instructions for Interview Design
• Ask your assigned question to the person across
from you. Use good questioning skills:
listening, prompting to encourage more detail,
ascertaining the meaning behind the words.
• Record responses provided by the colleague you
are interviewing.
• When you are being interviewed, answer
thoughtfully. Continue to think until time is
called.
Instructions for Interview Design, cont’d
• Move as directed.
• Introduce yourself to the colleague seated
across from you.
• Ask the same question that you asked in the
first round to the person now seated across
from you. Record this colleague’s responses.
• Answer the question posed to you.
Instructions for Interview Design, cont’d
• With your original partner, share and
compare the responses that you both
received. Look for common themes.
• Summarize the responses; prepare to share
with others.
Instructions for Interview Design, cont’d
• Gather at the appropriate station with
others who asked your question.
• Together, summarize the responses.
• Record the major themes and responses
that you heard.
• When you have your list, star the most
significant three or four items.
• Designate a reporter to share highlights
with the whole group.
Team Reflection and Planning
• In your team, share insights or learnings from
the Interview Design activity.
• What ideas were shared by other districts that
may be adaptable to your context?
• How might you use this activity in your home
context? For what purposes? With what groups?
• Use the planning template, last page of activity
packet, to record team ideas.
Activity 2: Implementing CCRS: The Role
of School Leaders—Collegial Dialogue
Individual Preparation
• Decide whether you wish to focus on elementary
or secondary schools.
• Scan appropriate action brief, and identify 1 of
the 11 school-wide changes that you’re most
interested in reading about.
• Read and highlight key ideas. Prepare to share
one key idea with others in your conversation
group.
Group Dialogue
• Select a facilitator, timekeeper, and recorder for
your conversation group.
• Identify someone who will begin by sharing their
identified section and a key idea identified. Speaker
has up to 1 minute to talk about key idea.
• Other members of conversation group respond to
speaker, talking about identified idea for up to 5
minutes.
• Continue until all group members have shared. Use
the same protocol for all rounds.
Ground Rules for
Conversation
• Focus and task-orientation
• Openness and respect all points of view.
• Active listening
• Equitable participation by all
• Think time
Team Reflection and Planning
• In your team, share insights or learnings from
member experiences in small conversation
groups.
• What ideas did you find particularly relevant?
Why?
• How might you use this resource back home?
For what purposes? With what groups?
• Use the planning template, last page of activity
packet, to record team ideas.
The Change Game!
1. Find a partner.
2. Stand back-to-back.
3. Quietly change 3 things about
your appearance.
4. Don’t look at your partner
until directed!
The Change Game (cont’d)
• When directed, turn around
and face your partner.
• Try to determine what has
changed!
What Can We Learn from “The Change
Game?”
1. How many of you took something
off? (People often associate change with loss.)
“All real change involves loss, anxiety, and
struggle. Failure to recognize this
phenomenon as natural and inevitable has
meant we tend to ignore important aspects
of change and misinterpret others.”
(Fullan , p. 21, The New Meaning of Educational
Change from Marris, 1975)
What Can We Learn from “The Change
Game?”—Cont’d
2. How many of you added something?
(Most of us don’t typically associate change
with gain.)
3. How many of you rearranged something?
(Change sometimes feels like we are “rearranging
the chairs on the Titanic!”)
What Can We Learn from “The Change
Game?”—Cont’d
4. How many of you borrowed
something from someone else?
(People don’t tend to look to others for
helping during a change.)
“All successful change efforts develop
collaboration where there was none before.”
Fullan, The New Meaning of Educational Change, p. 52
Assumptions About Change
1. Change is a process, not
an event.
2. Change is
accomplished by
individuals.
Assumptions About Change
3. Change is a highly
personal experience.
4. Change involves
developmental growth.
Assumptions About Change
•
Interventions must be
related to the people first;
the innovation second
(i.e., diagnose people’s
concerns first and
address those; then,
think about the
innovation.)
Examining the
Concerns-Based Adoption Model
(CBAM)
• A framework that embodies all four of
these assumptions about change
• A tool that can assist in determining
“where an individual is” in the process of
changing or adopting a new program or
strategy
• Grounded in decades of research focused
on educators’ acceptance of innovations
Definitions
• Innovation:
process, products and/or
programs
• Adoption:
learning, implementing, changing
• Concerns:
perceptions, feelings, &
motivations
Innovations usually fail.
Why?
Is it because they are faulty?
Or, is it because they are not properly
implemented?
Fuller’s Sequence of Concerns
Impact
Task
Self
Unrelated
7 Stages of Concerns Identified
6.
5.
4.
3.
2.
1.
0.
Refocusing
Collaboration
Consequence
Management
Personal
Informational
Awareness
Impact
Task
Self
Unrelated
What stage of concern is expressed by
this statement?
“I don’t know how I will
get it all done. It’s taking
me a long time to
understand these new
standards and to begin
to redesign my lessons
around them.”
“I don’t really understand why we need new
standards. My students have been doing
just fine over the years.”
“I am not certain that other
teachers on my team are
buying into this, and I am
committed to being a team
player.”
How Might You Assess Your
Teachers’ Concerns?
Engage in conversations with individuals and
groups about their progress and concerns. Be a
good listener. Probe for concerns when talking
about changing expectations in the school.
How Might You Assess Your
Teachers’ Concerns?
Provide open-ended prompts for reflective
writing.
You might ask your teachers to write a short
paragraph in response to the statement, “When
you think about you implementing CCRS, what
are your primary concerns?”
How might you address Personal Concerns
(Stage 2)?
Legitimize concerns.
Provide encouragement.
Connect with others who can be
supportive.
Establish realistic expectations.
Do not push; encourage and support.
How might you address Management Concerns
(Stage 3)?
Clarify the components of the
innovation.
Provide specific “how-to’s.”
Model and demonstrate practical
solutions.
Help establish timelines.
Attend to immediate demands of innovation.
Principles Suggested by CBAM
• It is important to attend to individuals’
concerns as well as the nature and
characteristics of the innovation.
• It is all right to have personal concerns.
• Change won’t happen overnight.
• One clients’ concerns may not be the
same as those of another.
Stand Up and Find Someone From Another
District Who Has the Same Role as You
Talk together about CBAM.
Focus Questions:
1. Does the framework “make sense” to you?
2. Can you think of examples from your work
that match the different stages of CBAM?
3. How might you use this mental model to
guide your conversations with teachers or
other educators?
Can you connect this finding to
implementation of CCRS? In what ways?
“Leaders focus on the future and all the benefits
that are going to flow to them and the
organization. The rank and file locks into the
present, focusing on the costs rather than the
rewards of change.”
(Fullan, The New Meaning of Educational Change, p.
42, quoting Jellison, 2006)
Some Key Points About
the Change Process
from Fullan
• Appreciate the implementation gap
• Redefine resistance
• Reculturing is the name of the game
• Never a checklist, always complexity
Appreciate the
Implementation Dip
“One of the most consistent findings about the
change process is that successful organizations
experience implementation dips as they move
forward. The implementation dip is a dip in
performance and confidence as one engages in
an innovation that requires new skills and new
understandings.”
(Fullan, Leading in a Culture of Change, p. 49)
Redefine Resistance
“We are more likely to learn something
from people who disagree with us than
we are from people who agree. But we tend to
hang around with and listen to people who
agree with us, and we prefer to avoid and not
listen to those who do not.” ( Fullan, Leading in
a Culture of Change, p. 52)
Redefine Resistance
“Assume that conflict and disagreement are not
only inevitable but fundamental to successful
change. Since all groups of people possess
multiple realities, any collective change attempt
will necessarily involve conflict.”
(Fullan, The New Meaning of Educational Change, p.
123)
Reculturing is the
Name of the Game
“Restructuring (which can be done by fiat) occurs
time and time again, whereas reculturing (how
teachers come to question and change their
beliefs and habits) is what is needed.”
(Fullan, The New Meaning of Educational Change, p.
25)
Reculturing is the
Name of the Game
“Structure does make a difference, but it is not the
main point in achieving success. Transforming
the culture—changing the way things are done is
the main point. I call this reculturing. Effective
leaders know that the hard work of reculturing is
the sine qua non of progress.”
(Fullan, Leading in a Culture of Change, p. 53)
Reculturing is the
Name of the Game
“Furthermore, it is a particular kind of reculturing
for which we strive: one that activates and
deepens moral purpose through collaborative
work cultures that respect differences and
continually build and test knowledge against
measurable results—a culture within which one
realizes that sometimes being off balance is a
learning moment.”
(Fullan, Leading in a Culture of Change, p. 53)
Never a Checklist,
Always Complexity
• “Solving complex problems on a continuous basis
is enormously difficult because of the sheer
number of factors at play. It is further
complicated because the sine qua non of
successful reform is whether relationships
improve; in fact, we have to learn how to develop
relationships with those we might not understand
and might not like, and vice versa.”
(Fullan, The New Meaning of Educational Change, p. 115)
Five Components of Change Leadership
(Michael Fullan, Leading in a Culture of Change)
Coherence
Making
Moral
Purpose
Knowledge
Understanding
Change
Creation
and
Sharing
Relationship
Building
Moral Purpose—To be effective,
leadership has to:
• Have an explicit “making a difference” sense of
purpose
• Use strategies that mobilize people to tackle
tough problems
• Be held accountable by measured and debatable
indicators of success
• Be ultimately assessed by the extent to which it
awakens people’s intrinsic commitment—the
mobilizing of everyone’s sense of moral purpose
Understanding Change
“Change cannot be ‘managed.’ It can be
understood, and perhaps led, but it cannot be
controlled.”
(Fullan, Leading in a Culture of Change, p. 42)
Key Points About the Change Process
• Appreciate the implementation dip.
• Redefine resistance.
• Reculturing is the name of the game.
• Never a checklist, always complexity.
Relationship Building
• It is the interactions and relationships among
people, not the people themselves, that make the
difference in organizational success.
• The factor common to every successful change
initiative is that relationships improve. If
relationships improve, things get better. If
relationships remain the same or get worse,
ground is lost.
Relationship Building, cont’d
• Leaders must be able to build relationships with
and among diverse people and groups, especially
with people different from themselves.
• Most people want to be part of their
organization, to know the organization’s
purpose, and to make a difference or contribute
to the larger purpose.
• Leaders need to pay as much attention to how
they treat people as they pay to structures,
strategies, and statistics.
Knowledge Creation
and Sharing
• Access to the knowledge and skills of
individuals.
• People sharing the same set of beliefs about a
learning culture (everyone is a teacher and a
learner at all levels)
• Professional-development opportunities in a
learning community
• Communication and sharing up and down the
hierarchy as well as laterally
• Lateral as well as hierarchical accountability
Knowledge Creation
and Sharing
“Change will always fail until we find some way of
developing infrastructures and processes that
engage teachers in developing new knowledge,
skills, and understandings. Second, it turns out
that we are talking not about surface meaning,
but rather deep meaning about new approaches
to teaching and learning. Meaning will not be
easy to come by given this goal and existing
cultures and conditions.”
(Fullan, The New Meaning of Educational Change, p. 29)
Coherence Making
“Making coherence includes aligning policies and
coordinating strategies for changing directions,
assessment, and professional development.”
( Fullan, Leading in a Culture of Change, p. 174)
Making Coherence Involves Both:
• Alignment and connection of goals and
programs
And
• Elimination (or pruning) of programs and goals
that are no longer needed
Creating Coherence Involves
Focusing on the Main Thing
“Far too often when major changes are made we
rarely stop to assess what we need to stop doing
so we can focus on the main thing. In each and
every presentation I have made over the past
year to my fellow educators I have closed with a
request to let me know of anything the ALSDE is
requiring of you that adds no value to your
efforts to improve student learning.” –
Dr. Tommy Bice, State Superintendent, Alabama
Education News, January, 2013
Team Reflection and Planning
• In your team, share insights or learnings about
how you can use principles about the change
process to support CCRS implementation.
• What ideas and resources might you share with
others in your district?
• Use the planning template, last page of activity
packet, to record team ideas.
Activity 3: Applying Principles of Educational
Change to Leadership Challenges Related to
Implementation of CCRS—Table Rounds
• Listen to overview of four leadership challenges
to identify those of greatest interest to you
personally.
• Select two topics. Share around your individual
preferences in your district team. Each team
member will participate in two rounds of
conversations. You may wish to make team
assignments to ensure that all topics are
covered.
Table Round Topics
A. Transition to Standards-Driven Instruction
B. Transition from Teacher-Centered to StudentEngaged Instruction
C. Confronting Issues Related to Confusion,
Overload, and Low Sense of Efficacy
D. Developing Program Coherence
Purpose of Table Rounds
To make connections between what we
know about leading change and
challenges and issues emerging in the
implementation of CCRS
Table Rounds Protocol
• Select a table host/facilitator to keep
conversation focused upon the topic.
• Each individual should record ideas on
“tablecloth.” Should you record a strategy that is
working for you, please note your name and
school/district.
• You will have up to 20 minutes for dialogue
during each round.
Inferences and Implications
• Return to your 1st table. Talk about any
inferences and implications you can draw from
collegial conversations.
• Record your conversation topic at the top of a
sheet of easel paper. Then list the big ideas and
inferences that emerged from the table rounds.
• Someone at your table should be prepared to
give a 30 second summary of your table’s
conclusions.
Team Reflection and Planning
• In your team, share insights or learnings gained
from the Table Rounds Activity.
• What ideas and resources might you share with
others in your district?
• Use the planning template, last page of packet,
to record team ideas.
Closure and Feedback
Please complete the individual session feedback
form before departure.
Safe Travels! See you in March!