Change Agency & Leadership from the Middle Patrick F. Bassett Bassett@HeadsUpEd 202.746.5444

1. Change Agency & Leadership from the MiddlePatrick F. BassettBassett@HeadsUpEd.com202.746.5444

2. Management vs. Leadership • Management vs. Leadership: What’s the Difference? • Forced To Choose, Most People Choose…? • Why Do Most People Prefer Good Management Over Strong Leadership? • What are the School’s Key Management & Leadership Opportunities & Challenges?

3. Creating the Conditions for Success • Leading from the Middle • Managing Difficult Conversations: High EQ needed. • Cultivating the First Followers • Dan Pink on the “Science of Motivation.” • Dan & Chip Heath on Orchestrating Change: Switch: “How To Change Things When Change Is Hard” • IDEO on Design. • Robert Kegan on Immunity to Change • Pat Bassett on Seven Stages of the Change Cycle • What are the essential questions regarding change in schools? • Myers-Briggs Z-Decision-Making & Leadership Case Studies

4. Creating a Movement~ Derek Sivers, Ted Talk Of the first three dancing guys, how many are really good dancers?

5. Creating a Movement – 4 Principles • A lone nut does something great... (PFB: Leaders don’t have to be talented, just a bit crazy.) • …but no movement without the first follower. (PFB: You can’t care about the risk of looking crazy.) • Cultivate and celebrate the first follower… (PFB: Show the way, then honor the first followers: e.g., Joe Biden in catechism class) • …or have the courage to be the first follower. (PFB: Moral courage the 1st virtue: Be the John Hancock to Thomas Jefferson or the Reverend Abernathy to Martin Luther King, Jr.) Return

6. What Motivates Adults? Play See 11:00 – 13:07

7. Dan Pink’s Drive: The Surprising Truth about What Motivates Us • Extrinsic Motivators (carrot & stick) for Faculty? • Carrot (“pay for performance”); and • Stick (“probation and firing”). • How are these motivators going in school? • What are the equivalent extrinsic motivators for students? • Intrinsic Motivators for Faculty? • Autonomy • Mastery • Purpose • What are the equivalent intrinsic motivators for students? Where do we see these at work for kids? • Case Study: Name a school change agenda item we’re not making much progress on: How could we motivate a la Pink?

8. What employees value “at least as much as compensation” The Best Way To Pay “How Gen Y & Boomers Will Reshape Your Agenda” HBR Jul-Aug 2009 Pink’s first principle, autonomy Pink’s second principle, mastery Pink’s third principle, purpose

9. What employees value “at least as much as compensation” The Best Way To Pay “How Gen Y & Boomers Will Reshape Your Agenda” HBR Jul-Aug 2009

10. What employees value “at least as much as compensation” The Best Way To Pay “How Gen Y & Boomers Will Reshape Your Agenda” HBR Jul-Aug 2009

11. Which motivator more aligned with organizational goals? Professional Development in Independent Schools: • “Here’s $2000 per year to spend as you like: go grow.” • “Here’s $2000 each, join or form an online PLC -professional learning community- on one of the following topics, and design your professional development program around that topic, reporting out to the faculty at the end of the year:  1.) differentiated instruction;  2.) brain-based learning; 3.) blended high-tech/high touch classroom environments; 4.) formative testing.” Return

12. The Rider vs. the Elephant 1. Direct the Rider (mind) • Find the bright spots • Script the first critical moves • Send a postcard of the destination 2. Motivate the Elephant (heart) (= Drive’s “Purpose”) • Find the feeling • Shrink the change: Limit the choices – cf. Sheena Ivenger & Jim Collin’s Great by Choice • Teaching as relational vs. transactional • Questions of a 5-year old boy beginning school? • Is school hard? Will I be able to do it? Will you be here everyday?

13. Switch: How To Change Things When Change Is Hard ~Chip and Dan Heath 3. Shape the Path (path) • Tweak the environment • Build the habits • Rally the herd • Example: • Crystal Jones, TFA first-grade teacher in an inner city school in Atlanta where there was no kindergarten. “By the end of this school year, you are going to be third graders.” • Geoffrey Canada – “Harlem Children’s Zone” School: “If you child attends this school, he or she will go to college.” • Case Study: Name a school change agenda item we’re not making much progress on: How could we motivate a la the Heath brothers? Return

14. Intentions and Actions: The Gap Robert Kegan’s Immunity to Change -----------

15. Robert Kegan’s Immunity to Change

16. Robert Kegan’s Immunity to Change

17. Robert Kegan’s Immunity to Change

18. Robert Kegan’s Immunity to Change Foot on gas……………………and on brake

19. Robert Kegan’s Immunity to Change

20. Robert Kegan’s Immunity to Change Change: Identify drivers and assumptions. Test the assumptions.

21. Robert Kegan’s Immunity to Change

22. Robert Kegan’s Immunity to Change

23. Robert Kegan’s Immunity to Change

24. Robert Kegan’s Immunity to Change

25. Robert Kegan’s Immunity to Change

26. Robert Kegan’s Immunity to Change

27. Robert Kegan’s Immunity to Change Return

28. Seven Stages of the Change Cycle Source: Center for Ethical Leadership (Bill Grace, Pat Hughes, & Pat Turner), Kellogg National Leadership Program Seminar, Snoqualine, WA, 7/10/97. Reference: William Bridges, Transitions; Kurt Lewin, Field Theory in Social Science; Virginia Satir, The Satir Model; George David, Compressed Experience Workplace Simulation; Elizabeth Kubler-Ross, On Death & Dying; Tom Peters, In Search of Excellence. • The research on change indicates that there are predictable stages individuals experience whenever a major change event appears. What are they? • Exercise: • Identify 2 major change events in your life • Indicate the stages you went through as the change occurred. • As a small group determine what stages you had in common despite differences in the change events you were thinking of.

29. Source: Center for Ethical Leadership (Bill Grace, Pat Hughes, & Pat Turner), Kellogg National Leadership Program Seminar, Snoqualine, WA, 7/10/97. Reference: William Bridges, Transitions; Kurt Lewin, Field Theory in Social Science; Virginia Satir, The Satir Model; George David, Compressed Experience Workplace Simulation; Elizabeth Kubler-Ross, On Death & Dying; Tom Peters, In Search of Excellence. Business as Usual: the routine; the frozen state; the status quo External Threat: potential disaster; propitious change event; an ending; a “death in the family”; an unfreezing via the introduction of a foreign element; disequilibrium; dissatisfaction with the status quo. Denial: refusal to read the Richter scale; anger and rage; chaos. The Seven Stages of the Change Cycle

30. Mourning: confusion; depression. • Acceptance: letting go. • Renewal: creativity; the incubation state of new ideas and epiphanies; new beginnings; movement; vision of what “better” might look like; reintegration; first practical steps; practice of new routines. • New Structure: sustainable change; the new status quo; new “frozen” state of restored equilibrium; spiritual integration; internalization and transformation of self. The Seven Stages of the Change Cycle

31. Conventional Wisdom: Raise the Volume… • Declare war, demonize the enemy, mobilize the public Problems with Raising the Volume in School Culture… • Skepticism: Teachers are intellectuals--declarations of imminent collapse are met with suspicion. • Good is the enemy of great: Jim Collins’ Good to Great. Absence of provoking crisis makes avoidance easy. Overcoming Resistance to Change

32. Problems with Raising the Volume in School Culture… • Success: Track record of independent schools the greatest impediment to change: We can’t declare war when schools are enjoying decades of peace and prosperity. So why advocate change???? • Increasingly the public identifies high quality schools with innovativeness, and least identifies innovativeness with independent schools. • The independent school model may not be financially sustainable in it current incarnation of skyrocketing tuitions. • What’s best for kids needs to be reasserted as institutions almost always over time gravitate towards doing what’s best for adults. Overcoming Resistance to Change

33. Developing Followership for Change: • Coercive model works (“We’re about to close unless all faculty including department chairs teach five classes instead of four with 20-25 kids in each class”)… …but it works at a high cost to morale. • Appeal to idealism works (“We have an opportunity to create a new model here and become pioneers”)… …but it works only if you have a highly committed “band of brothers” and strong, visionary, and inspirational leadership. Effecting Change

34. Developing Buy-in for Change: • Mutual benefit (“What’s in it for me?”) model works (“Beyond supporting this direction because ‘it’s the right thing to do,’ we are designing a new framework that is mutually beneficial to the school and its staff”)… …but it works only if you build in significant incentives. Effecting Change

35. Alternative to Conventional Wisdom (Raise the Volume)… Lower the Noise… By… • Talking about/Personalizing Change: Anticipating the Seven Stages • Betting on the Fastest Horses Effecting Change

36. Acknowledging Denial & Mourning All change begins not with a beginning but an ending. • Example: Getting married = end of… • being single • unconditional love • having your own bathroom (and towels) • the sports car

37. Abstracting and Personalizing Change Effecting Change Faculty exercise: What are your own major change events? A move? Marriage? Admin job? Can we predict & prepare for stages?

38. Change Agency: Bet on the Fast Horses • Main Impediment to Change: Consensus model of decision making. (“My biggest challenge is convincing my faculty members that they are not self-employed.”) ~Lou Salza • Coalition-building Model: Betting on the Fastest Horses: targeted buy-in via modeling. Ride the “tipping point” horses. (Malcolm Gladwell’s mavens, connectors, and salespeople). • Recruiting “the coalition of the willing.” Margaret Mead Dictum: “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.”

39. Case Studies • Our School’s Challenges & Opportunities • Student and School Outcomes for the 21st C: Demonstrations of Learning • Professionalizing the Profession

40. Change Agency Case Study #1 Professionalizing the Profession

41. Strategic Issue: Professionalizing the Profession -Source: Katherine Boles, HGSE/NAIS Seminar, Nov. 2006

42. The End! “So what’s it gonna be, eh?” A Clockwork Orange

43. NAIS Strategic Planning: Breakout Groups (partnerships; school of future; sustainability, etc.) Return 1 Return 2 Why doesn’t anyone want to sit at the innovation table?

44. Design Thinking by IDEO(Fred Dust) • Know the threats to your value proposition. For Higher Ed? For independent schools? • Fred Dust: The moment Google starts hiring smart self-educated people who submit digital portfolios of what they can do instead of college transcripts of what they know, the higher ed value proposition is in jeopardy. • PFB: High Tech High. Denver & St. Louis Magnet Schools • Question assumptions about your users. Look, don’t just ask, because you'll get misinformation: What kind of music do you listen to when alone in your car? Watch people in context. (IDEO design teams include psychologists and anthropologists.) • What assumptions do we make about our students? Colleagues? • How do we punish those who don’t conform to cultural norms?

45. Design Thinking by IDEO(Fred Dust) • Think people first, not business or technology first. • Segway vs. Zip cars & bikes • Expand your comparative set. For schools? • Grad schools. Military. Museums. Summer Camp. • Expand your Ecosystem. School 2.0. • New School in NYC & Lighthouse School in Nantucket (and all the Semester Schools). • Dartmouth quarter plan. Blended learning ½ time. • Build your own metrics. • PFB: Demonstrations of Learning & Digital portfolios. Return

46. RSAnimate’s 21st C. Enlightenment Play

47. Demonstrations of Learning: “What you do, not what you know, the ultimate test of education.” ~PFB Tweet • Conduct a fluent conversation in a foreign language about of piece of writing in that language. • Write a cogent and persuasive opinion piece on a matter of public importance. • Declaim with passion and from memory a passage that is meaningful, of one’s own or from the culture’s literature or history. • Demonstrate a commitment to creating a more sustainable and global future with means that are scalable • Invent a machine or program a robot capable of performing a difficult physical task.

48. Demonstrations of Learning • Exercise leadership in arena which you have passion and expertise. • Using statistics, assess if a statement by a public figure is demonstrably true. • Assess media coverage of a global event from various cultural/national perspectives. • Describe a breakthrough for a project-based team on which you participated in which you contributed to overcoming a human-created obstacle. • Produce or perform or interpret a work of art. Return

49. Tiananmen Square Return

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