Transcript Slide 1

NEW
PRO CADRE MEMBER
TRAINING
November 12, 2008
CHANGE
Change
• ...is a process, not an event
•...is made by individuals first, then institutions
•...is a highly personal experience
•...involves developmental growth in feelings and skills
•...is universal
Response to change is influenced by planning.
Interventions must be related to:
•The PEOPLE first
•The INNOVATION second
Procedures for Adopting Educational Innovations Program Research & Development for Teacher Education The University of Texas at
Austin
CBAM for Planning
STAGES OF CONCERN: Typical Expressions of
Concern about the Innovation
STAGES OF CONCERN
IMPACT
EXPRESSIONS OF CONCERN
6 Refocusing I have some ideas about something that
would work even better.
5 Collaboration I am concerned about relating what I am
doing with what other instructors are doing.
TASK
4 Consequence How is my use affecting kids?
3 Management I seem to be spending all my time getting
material ready.
SELF
2 Personal How will using it affect me?
1 Informational I would like to know more about it
0 Awareness I am not concerned about it (the innovation).
Source: S. M. Hord, W. L. Rutherford, L. Huling-Austin, and G. E. Hall, Taking Charge of Change (Alexandria, VA.:Association for
Supervision and Curriculum Development, 1987), 31.
CHANGE
First-order change:
Innovation that is incremental, representing the
next step on an established path and operating
within existing paradigms. The change can be
implemented by using the existing knowledge and
skills of the staff. The goal of first-order change
is to help us get better at what we are already
doing (Marzano, Waters, & McNulty, 2005).
Second-order change:
Innovation that represents a dramatic departure
from the expected and familiar. It is perceived as
a break from the past, is inconsistent with existing
paradigms, may seem to be at conflict with
prevailing practices and norms, and will require the
acquisition of new knowledge and new skills
(Marzano, Waters, & McNulty, 2005) Also called
"disruptive change."
Characteristics of First-Order & Second-Order Change
(Marzano, Waters, & McNulty, 2005)
First-Order Change
Second-Order Change
Is perceived as an extension of Is perceived as a break with
the past
the past
Fits within existing paradigms
Lies outside existing paradigms
Is consistent with prevailing
values and norms
Conflicts with prevailing values
and norms
Can be implemented with
existing knowledge and skills
Requires the acquisition of new
knowledge and skills
Requires resources currently
available to those responsible
for implementing the
innovations
Requires resources currently
not available to those
responsible for implementing
the innovations
May be accepted because of
common agreement that the
innovation is necessary
May be resisted because only
those who have a broad
perspective of the school see
the innovation as necessary
Doing the Right Work
Factors in the “What Works in
Schools” Model
School-Level Factors





Guaranteed and viable curriculum
Challenging goals and effective feedback
Parent and community involvement
Safe and orderly environment
Collegiality and professionalism
Teacher-Level Factors
 Instructional strategies
 Classroom management
 Classroom curriculum change
Student-Level Factors
 Home environment
 Learned intelligence and background knowledge
 Motivation
School-Level Factors
Guaranteed and viable
curriculum
School-Level Factors
Challenging goals and
effective feedback
School-Level Factors
Parent and community
involvement
School-Level Factors
Safe and Orderly Environment
School-Level Factors
Collegiality and
Professionalism
Teacher-Level Factors
Instructional Strategies
Teacher-Level Factors
Classroom Management
Teacher-Level Factors
Classroom Curriculum
Design
Student-Level Factors
Home Environment
Student-Level Factors
Learned Intelligence and
Background Knowledge
Student-Level Factors
Motivation
Learnings Built Into Making
Change
Change takes time and persistence
Individuals go through stages in the change process and
have different needs at different stages.
Change strategies are most effective when they are chosen
to meet people's needs.
Administrative support and approval is needed for change to
occur.
Developing a critical mass of support is just as important as
developing administrative support.
An individual or committee must take responsibility for
organizing and managing the change.
The objective is to benefit students, not just "convert" staff.
Successful change is planned and managed
On Leadership…
The bravest are surely those who
have the clearest vision of what
is before them, glory and danger
alike, and yet notwithstanding, go
out and meet it.
- Thucydides (5th Century B.C.)
Quote Activity
4 quotes on each table
Read the quotes in your group
Identify the key terms in each
Determine what all the quotes have in
common
21 Responsibilities for School
Leaders to Effect Change
See pages 69 and 71
How does one reconcile the
fact that effective school
leadership requires 21
responsibilities but that the
mastery of all 21 is beyond
the capacity of most people?
-Marzano
12 School Leadership Responsibilities that can
be shared with a Leadership Team
Monitoring/Evaluating
Knowledge of C. I. & A.
Involvement in C.I. & A.
Focus
Intellectual Stimulation
Flexibility
Resources
Contingent Rewards
Outreach
Discipline
Change Agent
Order
Your Circle of Influence
Your concerns as they
relate to your
influence
Your influence as you
become more proactive
and address the
concerns you CAN
impact.
CONCERN
CONCERN
INFLUENCE
INFLUENCE
As a Pro Cadre Member, which of
these responsibilities and actions
would work in your school?
Consider your circle of influence
See pages 108-109
Activity
Using the envelopes of cards on your
table:
Select 4 to 5 quotes that you’ve heard
or may hear in your school
As a teacher leader in your school, how
could you address these teachers’
concerns?
Teacher Leadership
Perhaps the most important
contribution that a teacher leader
can make to school improvement is to
resist the temptation to become
negative or cynical. Where
negativity and cynicism abound, there
is neither energy nor motivation for
change.
Teacher Leadership
“When given opportunities to lead,
teachers can influence school
reform efforts. Waking this
sleeping giant of teacher leadership
has unlimited potential in making a
real difference in the pace and
depth of school change.”
Katzenmeyer and Moller, Awakening the Sleeping Giant: Helping
Teachers Develop as Leaders, 2001
Principles of Adult Learning
Adult Learning Theory
(Knowles)
Differences
Andragogy
Pedagogy
Concept of the
learner
Self-directed
Dependent
Orientation to
learning (focus)
Problem-solving
Subject matter
Role of the learner
Values life
experience of
learner
Values
teacher experience
Readiness for
Learning
Developmentally
Appropriate
Chronological Age
Motivation
Internal
External
Sources: adapted from the Journal of Staff Development, Summer 1988, Dalellew & Martinez
Malcolm Knowles: Andragogy
1. Self-concept: As a person matures his self
concept moves from one of being a
dependent personality toward one of being a
self-directed human being
2. Experience: As a person matures he
accumulates a growing reservoir of
experience that becomes an increasing
resource for learning.
3. Readiness to learn. As a person matures his
readiness to learn becomes oriented
increasingly to the developmental tasks of
his social roles.
Andragogy (continued)
4. Orientation to learning. As a person
matures his time perspective changes from
one of postponed application of knowledge
to immediacy of application, and accordingly
his orientation toward learning shifts from
one of subject-centeredness to one of
problem centeredness.
5. Motivation to learn: As a person matures
the motivation to learn is internal (Knowles
1984:12).
6. Need to know: Adults need to know why
they need to learn something.
30 Things We Know for Sure
About Adult Learners
Review the brochure of Zemke and
Zemke’s list of 30 Things We Know for
Sure About Adult Learners
With your table group, select the top
three most important things to
remember as a staff developer at your
sites
Presentation Guidelines
Copyright, 1996 © Dale Carnegie & Associates, Inc.
Effective Presentations
Four Steps:
Planning,
Preparing,
Practicing, and
Presenting.
Planning
• Describe your audience
–
–
–
–
Knowledge
Experience
Needs
Goals
Plan (cont’d)
• Define the purpose of your talk based
on the outcome you seek with your
audience:
– Inform
– Persuade
– Motivate to action
- Sell
- Teach
- Train
Preparing
•
•
•
•
Organize and Outline
Identify Credible Information
Consider Relevance and Need
Three parts
Introduction/Ice Breaker
Body / Meat of the Presentation
Conclusion / Memory Maker
Prepare (cont’d)
• Prepare an attention-getting Opening
–
–
–
–
Use a question related to audience need.
Pay a sincere compliment.
Relate a relevant incident.
Tell a story
Prepare (cont’d)
• Illustrate and support Key Points
with evidence and visuals.
– Statistics
– Analogies
– Demonstrations
- Testimonials
- Incidents
- Exhibits
Prepare (cont’d)
• Prepare a memorable Close
–
–
–
–
–
Dramatize your ideas.
Throw down a challenge.
Use a motivating statement.
Restate the key benefit.
Deliver a convincing summary.
Practicing
• Practice your presentation and
review your visuals for
– Clarity
– Relevancy
– Eye-appeal
- Visibility
- Quality
- Memorability
Practice (cont’d)
• Practice your presentation before an
audience, coach, video camera or the
mirror. Receive feedback and
coaching on:
– Strong opening.
– Clear key points.
– Logical flow.
Practice (cont’d)
–
–
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Credible evidence.
Memorable close.
Clarity of message.
Identifying distracting mannerisms.
Results achieved.
Presenting
• Assume the attitude of a PRO in
delivering presentations:
– Privilege
– Responsibility
– Opportunity
Present (cont’d)
• Rely on the fundamentals
– Own your subject.
– Feel positive about your talk.
– Project to your audience the value
of your message.
Present (cont’d)
• Make a positive first impression:
–
–
–
–
Establish eye-contact.
Display poised, confident body language.
Be relaxed.
Be well groomed.
Present (cont’d)
• Build rapport with the audience:
–
–
–
–
Be sincere.
Be yourself.
Say “we” not “you.”
Talk in terms of your audience’s
interest.
– Involve your audience.
Present (cont’d)
• Hold the attention of the audience:
– Be enthusiastic.
– Use vivid words.
– Express yourself clearly
and concisely.
– Tell a story.
– Have an upbeat voice.
– Have proper body animation.
Present (cont’d)
• Strive for continuous
improvement:
– Measure the success of your talk.
– Identify the strengths as well as
areas to improve.
– Decide how you will improve
the next talk.
Team Development
Forming
Storming
Norming
Performing
Adjourning
Forming - Orientation
Learn Goals & Purpose
Get to Know Each Other
Storming - Dissatisfaction
Expression of Different Ideas
Frustration
Discussion and Debate
Norming - Resolution
Unspoken rules emerge
Shared goals are established
Performing - Production
Focus energy on achieving goals
Work is completed
Adjourning – Termination
Breaking up
Mourning
Cooperative Processing
Equal Opportunity to Participate
Every Contribution Accepted
No One Can Dominate
Efficient Means of Gathering Information
Group focused at all times
More efficient
Formal Brainstorming
Speak in turn
One person at a time
No discussion or debate
No editing
Effective Teamwork
Shared responsibility
Shared decision-making
Participation by all team members
Flexibility
Non-threatening environment
Ongoing evaluation of progress
Recognition of Roles
Active participation
Team Sabotage
Blocking
Attacking
Being Playful
Seeking Recognition
Deserting
Pleading Special Interest
Dominating