Transcript Slide 1

Developing S3
Team Leadership
Jean Ajamie, Jane Ballesteros, Kris
Bosworth and Maryann Judkins
June 21, 2011
S3
~ Safe and Supportive Schools
S3 Leadership
ADE
• Jean Ajamie
• Rani Collins
• Tori Havins
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U of A
• Kris Bosworth
• Maryann Judkins
• Jane Ballesteros
• Paul Brown
• Cadey Harrel
• Debi LeVergne
Welcome!
Team Introductions
Share the following information:
• School/District name
• Team member names and roles
• Size of school
• At your school what makes a good
• day?
• week?
• year?
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Agenda
Morning
• Introductions
• S3 Grant Objectives
• Principles of
Prevention
• Leadership for
Change
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Afternoon
• Team Processes
• Stages of Team
Development
• Next Steps
S3 Grant Goals
1. Decrease student reported bullying,
harassment on campus
2. Improve safety score (incident + survey data)
3. Decrease the number of suspensions for
violent incidents (without injury)
4. Decrease availability of substances on campus
5. Increase referrals for substance use issues
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6. Decrease student reported alcohol use
Focus for the Day
Connectedness Defined
 I feel close to people at this school.
 I am happy to be at this school.
 I feel like I am part of this school.
 The teachers at this school treat
students fairly.
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 I feel safe in my school.
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~ ADD Health Study
Principles of Prevention –
A Review
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Resiliency Wheel
Bonding
Connectedness
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Designing School-Wide Systems
for Student Success
Academic Systems
Behavioral Systems
1-5%
5-10%
80-90%
1-5%
5-10%
80-90%
Dewitt Jones - Vision
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Why are we here?????
The extent to which schools and
communities create stable, caring,
engaging and welcoming
environments is the extent to which
ALL our children will THRIVE”
Robert Blum, 2009
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“Change can not be managed.
It can be understood and perhaps led, but
it can not be fully controlled. ”
Michael Fullan, 2001
Change and The Brain
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PREFRONTAL
CORTEX
HIPPOCAMPUS
AMYGDALA
CEREBELLUM
Key Terms
• Amygdala - group of neurons that are part of the
brain’s limbic system, primary role in processing and
memory of emotional reactions
• Glucose - sugar; source of energy
• Limbic System - interconnected series of structures
important in relation to emotion, motivation, and
learning
• Prefrontal Cortex (PFC) - part of the frontal lobe
believed to be responsible for impulse control and
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judgment
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“People’s habits change only
when they have strong reason to
want to change, and a conducive
environment.”
Deborah Meier, 1995
“
CHANGE
CONDITIONS
CHANGE
PEOPLE
Leadership and Change:
Diffusion of Innovations
Everett Rogers
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Diffusion
“…the process by which an
innovation/change is
communicated through certain
channels over time among
members of a social system.”
Everett Rogers, 2001
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Change Process - Rogers
Knowledge
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Persuasion
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Decision
Implementation
Confirmation
Diffusion Model Process
• KNOWLEDGE – exposure to the innovation’s
existence and knows how it functions
• PERSUASION – forming a favorable or
unfavorable attitude toward the innovation
• DECISION – engaging in activities that lead to
choose/adopt or reject the innovation
• IMPLEMENTATION – putting the innovation to
use
• CONFIRMATION – solidifying implementation
S3• DISCONTINUANCE
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– not continuing
Change Leaders
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More formal education
Higher socioeconomic status
Change agent contact
More social participation
More cosmopolitian
More exposure to:
– Mass media
– Interpersonal channels
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Discontinuance
• Replacement
• Disenchantment
–Less formal education,
–Lower SES,
–Less change agent contact
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“People don’t resist
change as much as
they resist being
changed. ”
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Krug & Oakley, 1991
Change Curve - Rogers
Early Adopters
Very Late Adopters
Innovators
Time
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Innovators
• Venturesome
• Control of resources – able to
absorb the loss
• Understand high level of technical
knowledge
• Comfortable with uncertainty
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Early Adopters
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•
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•
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Local social systems
Leadership
Respected
Decreases uncertainty for
others
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Early Majority
• Interact with peers
• Not opinion leaders
• Deliberate
• Interconnectedness
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Late Majority
• Skeptical
• Economic necessity
• Peer pressure
• Uncertainty about resources
must be removed
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Laggards
• Traditional
• Isolates in social system
• May be in a precarious economic
position
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• Suspicious of innovators & change
agents
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Leadership Challenge
“Leadership is a dialogue not a monologue”
“To enlist support, leaders must have intimate
knowledge of people’s hopes, dreams,
aspirations, vision and values.”
Kouzes & Posner, p 66
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Change Agent
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Communication link
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Translator
•
Influences decisions
•
Stabilizes the process
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Change Agent Characteristics
• Able to take a long term view
• Relishes short term successes
• Enjoys hearing new & different ideas
• Can ride through disappointments
• Is excited by trying new ventures
• Looks forward to personal challenge
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• Moves quickly to take opportunities
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Role of Change Agent
Put the change agent
in place before starting
the change!
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“Change can not be managed.
It can be understood and
perhaps led, but it can not be
fully controlled. ”
Michael Fullan, 2001
Leadership and Change:
Leading Change
John Kotter
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Eight Step Process
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1.
2.
3.
4.
5.
6.
7.
8.
Establish a sense of urgency
Create a guiding coalition
Develop a vision and strategy
Communicate the change vision
Empower broad based action
Generate short term wins
Consolidate gains & produce more change
Anchor new approaches in the culture
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Guidelines
“…skipping even a single
step or getting too far ahead
without a solid base almost
always creates problems.”
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Kotter, 1996, p 23
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Kotter
1. Establish a Sense of Urgency
• For change to be successful, 75% of
management needs to "buy into" the change.
• Spend significant time and energy building
urgency, before moving onto the next steps.
• Don't panic and jump in too fast because you
don't want to risk further short-term losses –
if you act without proper preparation, you
could be in for a very bumpy ride.
* Adapted from mindtools.com
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Kotter
1. Establish a Sense of Urgency
• Identify potential threats, and develop scenarios
showing what could happen in the future.
• Examine opportunities that should be, or could
be, exploited.
• Start honest discussions, and give dynamic and
convincing reasons to get people talking and
thinking.
• Request support from others in the community to
strengthen your argument.
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Kotter
2. Create a Guiding Coalition
• You need to bring together a coalition, or
team, of influential people whose power
comes from a variety of sources, including job
title, status, expertise, and political
importance.
• Once formed, your "change coalition" needs
to work as a team, continuing to build urgency
and momentum around the need for change.
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Kotter
2. Create a Guiding Coalition
• Identify the true leaders in your organization.
• Ask for an emotional commitment from
these key people.
• Work on team building within your change
coalition.
• Check your team for weak areas, and ensure
that you have a good mix of people from
different departments and different levels
within your school/community.
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Kotter
3. Develop a Vision and Strategy
• Determine the values that are central to the
change.
• Develop a short summary (one or two
sentences) that captures what you "see" as
the future of your organization.
• Create a strategy to execute that vision.
• Ensure that your change coalition can describe
the vision in five minutes or less.
• Practice your "vision speech" often.
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Kotter
4. Communicate the Vision
• Don't just call special meetings to
communicate your vision. Instead, talk about
it every chance you get.
• Use the vision daily to make decisions and
solve problems.
• It's also important to "walk the talk.“
Demonstrate the kind of behavior that you
want from others.
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Kotter
4. Communicate the Vision
• Talk often about your change vision.
• Openly and honestly address peoples'
concerns and anxieties.
• Apply your vision to all aspects of operations –
from training to performance reviews. Tie
everything back to the vision.
• Lead by example.
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Kotter
4. Communicate the Vision
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Simplicity
Metaphor, analogy, example
Multiple forums
Repetition
Leadership by example
Explanation of seeming inconsistencies
Two way communication
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School Safety Score
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Team Organization and
Process
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Success
“….wholly dependent upon the
capacity to build and sustain those
human relationships that enable
people to get extraordinary things
done on a regular basis.”
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Kotter
1. Establish a Sense of Urgency
• Buy-in of administration,
faculty, staff, families, students
• Examine realities
• Identify and discuss crises,
potential crises, or major
opportunities
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Kotter
1. Establish a Sense of Urgency
Focus: Increase student perceptions of
connectedness
On your teams, based on the definition of
connectedness, discuss:
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• How will you gain buy-in about this issue?
• What is currently going on at your school to
impact connectedness?
• What are the crises and potential crises?
•
What
opportunities
do
you
have?
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Kotter
2. Create a
Guiding
Coalition
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Sugai 2010
Kotter
2. Create a Guiding Coalition
• The need to work smarter / more
efficiently
• Clear objectives – focus on S3
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Working Smarter
Initiative,
Project,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/etc
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work
Group
Sugai 2010
Sample Teaming Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID
Attendance
Committee
Increase
attendance
Increase % of students
attending daily
All students
Eric, Ellen,
Marlee
Goal #2
Character
Education
Improve character
Improve character
All students
Marlee, J.S.,
Ellen
Goal #3
Safety Committee
Improve safety
Predictable response to
threat/crisis
Dangerous
students
Has not met
Goal #3
School Spirit
Committee
Enhance school
spirit
Improve morale
All students
Has not met
Discipline
Committee
Improve behavior
Decrease office referrals
Bullies,
antisocial
students,
repeat
offenders
Ellen, Eric,
Marlee, Otis
DARE Committee
Prevent drug use
High/at-risk
drug users
Don
EBS Work Group
Implement 3-tier
model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Decrease office referrals,
increase attendance,
enhance academic
engagement, improve
grades
Goal #3
Goal #2
Goal #3
Teaming Matrix
Activity
• Work with members of your school team to
record the teams currently on your campus.
• Are there any which don’t have measureable
outcomes?
• Are there any which do not support your top
school goals?
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Kotter
2. Create a Guiding Coalition
• Who? Consider:
•
•
•
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•
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Position power
Expertise
Credibility
Leadership skills
Management skills
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Team-led Process
Behavioral
Capacity
Priority &
Status
Representation
Team
Data-based
Decision
Making
Administrator
Communications
Sugai 2010
Team-led Process
Specialized Support
Non-Teaching
Administrator
Representation
Teaching
Sugai 2010
Who Else?
Start with
Team that
“Works.”
Getting the right people
on the bus
“ [Our neighboring] school got off the ground running
faster because they selected people who volunteered
and wanted to be on the team… I picked people after
other committees were formed, from the people who
were left. Some of them were not respected by their
colleagues – it was like I had the “B Team” instead of
an “A Team”, if you know what I mean.”
Tucson area assistant principal
2010
Tools to Assist You
• Characteristics of Successful Team
Members
• Characteristics of Successful Teams
• Characteristics of Highly Performing
Team
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General
Implementation
Process
Team
Agreements
• Readiness agreements, prioritization, &
investments
• 3-4 year implementation commitment
Data-based
• Local capacity for training,
Action Plan
coordination, coaching, & evaluation
• Systems for implementation integrity
Evaluation
Implementation
Sugai 2010
Team
General
Implementation
Process
Agreements
Data-based
Action Plan
Evaluation
Implementation
Sugai 2010
Two Components That Team
Members Must Pay Attention To:
1 ) the team process used to accomplish the
goals– must be shaped and monitored
•
•
•
S3
how team members interact and communicate with
each other
how team members communicate with staff not on the
team
how team members will be responsible and
accountable for moving the project forward and
accomplishing the goals
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Two Components That Team
Members Must Pay Attention To:
2) the content – goals and expected
outcomes – must be measurable
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Tools to Assist You
Team process
• Team Process and Norms
• Team Roles and Responsibilities
• Team Charter
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Team
General
Implementation
Process
Agreements
Data-based
Action Plan
Evaluation
Implementation
Sugai 2010
Team Development Wheel
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Performing
Forming
Norming
Storming
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Forming
Team members:
• Are uncertain about what they are doing.
• Focus on understanding team’s goal and their
role on the team.
• May be unsure or uncomfortable around one
another.
• Worry about whether the other team
members will accept them.
• Frequently look to their leader for clarification.
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Storming
• Team members try to get their act together
and solidify goals and roles.
• Marked by conflict among the members
and between the members and the leader.
• Through conflict, the team attempts to
define itself.
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Norming
Team members:
• Feel more secure with one another and
with their leader.
• Effectively work through the structure of
the team,
• Agree on standards of operation
• Determine the various duties for which
team members will be held responsible.
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Performing
• Team members behave in a mature fashion
and focus on accomplishing their goals.
• This stage is marked by direct, two-way
communication among the team members;
by collaboration and cooperation to
achieve the team’s goals; and by the team’s
increasing ability to monitor itself and solve
its problems.
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Kotter
3. Develop a Vision and Strategy
• Create a vision to help direct the
change
• Develop strategies for achieving the
vision – action planning
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Planning Process
1. Select goals from S3 Grant – write
SMART goals
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•
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S = Specific
M = Measurable
A = Attainable
R = Realistic
T = Timely
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Planning Process
2. Brainstorm with LCT
• What is working?
• What do you want to see happen in this
area (goals, objectives)?
• How can you achieve those goals,
objectives? What do you need to do
new, more of, less of, better to meet
your goals?
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Planning Process
3. Write an action plan
• Objectives – specific change
• Action steps
• Responsible party, timeframe
• Outcome indicators
• Resources
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4. Present action plan to staff
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Kotter
4. Communicate the Vision
• Constantly communicate new vision
and strategies
• Within the team
• Beyond the team
• Outside of meetings
• LCT models behavior
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Kotter
4. Communicate the Vision
On your teams, discuss
1. How will you communicate with
other team members?
2. How will you communicate with
stakeholders outside of the team?
3. What will you communicate?
4. How often will you communicate?
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Next Steps
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Next Steps
• Schedule regular meetings with LCT
members
• When you have your data, work with
your S3 coach to write your action plan
• Attend S3 meetings and trainings
• Communicate regularily with your S3
coach and S3 District representative
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Questions?
Comments?
Clarification?
Well done!
Thank you for a
great day!
S3
~ Safe and Supportive Schools