Hmong Professional development & networking conference

1. Hmong Professional development & networking conference Hueling M. Lee

2. Introductions • Group Introductions • Name • Current and/or desired job • What you hope to get out of today • Self Introduction • Current role • Immigrant • Consultant • Student

3. Conversation options

4. Immunity to Change Robert Kegan & Lisa Lahey

5. Robert Kegan & Lisa Lahey– Immunity to Change

6. Immunity to Change map Unconsciously “Immune” Consciously “Immune” Consciously “Released” Unconsciously “Released”

7. Immunity to Change map Worry Box:

8. Sample Map

9. Perspective

10. Next Steps Unconsciously “Immune” Consciously “Immune” Consciously “Released” Unconsciously “Released” Follow up work to overturning your “Immune System” • Observe the big assumption in action • Stay alert to natural challenges & counters to the big assumption • Write the biography of your big assumption • Design a first test of your big assumption • Examine the results of your first test • Develop/run/evaluate further tests • Consolidate your learning

11. Immunity to Change MOOC https://www.edx.org/course/harvardx/harvardx-gse1x-unlocking-immunity-change-940

12. Change strategies Transformational Change - Kim Cameron

13. Transformational Change • New ways of thinking • Higher visions of possibilities • Paradigm shifts • Profound personal impact • Symbolic as well as substantive change Source: Kim Cameron, University of Michigan

14. Recovering Institutions Substantive Strategies Diversified products & services Increased marketing Downsized & retrenched Symbolic Strategies Instituted symbolic events that signaled the end of the degeneration and the beginning of the regeneration Elaborated partnership and activated image-builders Emphasized messages that employees were valued and respected Declining Institutions Substantive Strategies Diversified products & services Increased marketing Downsized & retrenched Symbolic Strategies Did not use symbolic communication, or allowed events to be interpreted negatively Maintained status quo relationships Did not manage the “dirty dozen” Symbolic Vs. Substantive Change Source: Kim Cameron, University of Michigan

15. Five Steps In Transformation Institutionalize the change Generate commitment Articulate a vision of abundance Overcome resistance Create readiness for change Source: Kim Cameron, University of Michigan

16. Creating Readiness • Compare current performance with best practice • best competitors • ideal performance • stated goals • past or others’ improvement • investment or capacity • constituency expectations • Create a new language • Explain why and “WIIFM” • Build positive energy networks and champions • Provide best-self feedback • Institute symbolic events • Identify what will stay the same and will be preserved • Communicate, communicate, communicate Source: Kim Cameron, University of Michigan

17. Overcoming Resistance • Identify sources of resistance • Encourage participation • Celebrate then bury the past • Preserve the self-esteem (or face) of the resistor • Identify benefits and future opportunities • Communicate genuine caring • Find areas of common agreement • Utilize influence techniques (e.g., data, coalitions, emotional appeal) • Identify areas of past success • Develop an influence map Source: Kim Cameron, University of Michigan

18. Identifying Sources of Resistance C = Current State R = Required for successful change Source: Kim Cameron, University of Michigan

19. Articulating a Vision of Abundance • Focus on positive deviance • Include right-brained and left-brained images • Identify exemplary stories and symbols • Connect to core, personalized values • Be consistent with the organization’s core culture • Be simple and brief • Use superlatives and passionate language • Communicate and model in numerous ways • Utilize symbols • Ensure source credibility • integrity • competence • inspiration Source: Kim Cameron, University of Michigan

20. Positive deviance • Heliotropic affects • Positive deviance: performance far above the norm • Example: cleanup and closure of a nuclear weapons production facility • completed 60 years ahead of schedule, • $30 billion under budget, • 13 times cleaner than required by federal standards, and • exceeded every knowledgeable expert’s prediction of what was possible. (Cameron, 2008; Cameron & Levin, 2006)

21. Generating Commitment to the Vision • Create small, visible successes • Use principles of recreation • Generate opportunities for public commitment • Create a sense of calling and profound purpose • Foster empowerment and involvement in teams • Consider influence techniques (e.g., data, coalitions, incentives) • Provide opportunities for people to do what they do best • Use positive language and positive ratios • Clarify financial, social, intellectual, and ideological capital • Frequent and unremitting communication Source: Kim Cameron, University of Michigan

22. Enhancing Commitment Include others in planning (1) Listen to resistors (2) Build coalitions (5) Present counter arguments (4) Make deals (1) Reason with resistors (3) Build relationships (5) Provide rewards (1) Work for consensus (2) Hire supportive individuals (1) Ignore resistors (6) Coercion (7) Encourage resistors to exit (9) Strategies for Addressing Non-Commitment SOURCE: Anderson,2003 Forms of Non-Commitment • Not participating • Vocalizing disagreement • Offering contrary alternatives • Building a case against • Voting in opposition • Criticizing in the media • Using others (e.g., students) as pawns • Attacking champions • Sabotaging • Exiting Source: Kim Cameron, University of Michigan

23. Institutionalizing the Change • Turn students into teachers • Develop role models and leadership successors • Specify metrics, measures, and milestones • Institute ritual, tell stories, and create traditions • Align the social system and the structure • Institute PMI • Utilize the human resource management system • Select people who fit • Measure and appraise based on the new vision • Reward and recognize congruence • Provide development • Over-communicate • Foster organizational learning Source: Kim Cameron, University of Michigan

24. Adaptive leadership Ronald Heifetz

25. Definition of adaptive

26. Definition of Leadership

27. Building informal authority

28. Adaptive Interventions

29. How do we know when the challenge is adaptive?

30. Ron Heifetz – The “work” and the holding environment Hidden Perspectives

31. Hidden alliances

32. Productive Zone of disequilibrium

33. Common themes

34. Common Themes • Modeling Change • Need for learning organizations

35. appendix

36. However, variation in SEL implementation exists, making it challenging to have a single method of integrating SEL into Common Core PD Cohort 1 Pilot SEL Implementation through raffle tickets as part of the Inclusive Practices program

37. Possibilities for SEL implementation • School Culture and Climate • Classroom management • Curricula Embedment

38. Crosswalks between Common Core and SEL may help explicitly point out which CCSS standards have SEL embedded Social Emotional Learning (SEL) Standards Common Core Standards Goal 1: Develop self-awareness and self-management skills to achieve school and life success. • Identify and manage one’s emotions and behavior. • Recognize personal qualities and external supports. • Demonstrate skills related to achieving personal and academic goals. Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships. • Recognize the feelings and perspectives of others. • Recognize individual and group similarities and differences. • Use communication and social skills to interact effectively with others. • Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways. Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. • Consider ethical, safety, and societal factors in making decisions. • Apply decision-making skills to deal responsibly with daily academic and social situations. • Contribute to the well-being of one’s school and community. Instruction and Curriculum Source: State of Illinois SEL Standards

39. CASEL and Illinois has already conducted some crosswalks between SEL and Common Core standards Crosswalk of Illinois Social and Emotional Learning Standards with Common Core State Anchor Standards for Writing Grades 6-12 January 30, 2012 * Source: http://www.isbe.state.il.us/ils/social_emotional/standards.htm ** Source: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf, page 41 However, it may not be immediately apparent how these crosswalks would better facilitate SEL/CCSS integrated PD in practice

40. Perhaps it may help to understand where Common Core and SEL standards apply

41. Common Core • Social Emotional Learning Next Steps: PD Coverage Gaps in SEL/CC standards • Questions to be answered: • What SEL standards are not currently included by implementing Common Core standards? • What existing resources can be slightly modified to support this gap and support the shift to common Core AND SEL standards? • How can these existing resources be supported by the District to be the champions and experts of SEL integrated Common Core curricula? Content covered by current intended PD? Pedagogy partially covered? Not covered by current PD Needed Strategy: What can be done by whom to support this coverage?

42. With each phase of implementation, SCUSD will have gained more insight on effective SEL implementation strategies

43. CASEL Training Sessions

44. Workplan

45. However, implementation for each cohort /year may also be more complex and more challenging than the one before

46. SEL Implementation SEL Implementation Models Pilot: culture & curriculum Depth: adult competencies Refine & Expand: Systemwide

47. Common Core • Social Emotional Learning Next Steps: Areas of Investigation • Cohort 1 Best Practices Study: A best practices study of Cohort 1 Schools to identify helpful guidelines for implementing SEL • Cohort 2 HR Assets Audit: A human capital assets audit to surface additional resources in Cohort 2 schools as champion and expert candidates to infuse SEL onto Common Core curriculum – potential candidates may be found in current counselors, teachers in high-functioning classrooms, and principals of schools with a strong school climate and positive culture. • SEL indicators: it would be helpful to determine a quick set of indicators for identifying high functioning Social Emotional Learning environments • Cohort 2 Needs Assessment: A needs assessment of Cohort 2 schools may be helpful to understand the general Cohort 2 landscape to provide more targeted SEL/Common Core implementation support PD Coverage Gaps in SEL/CC standards Covered by current intended PD Partially Covered Not covered by current PD Needed Strategy: What can be done by whom to support this coverage?

48. Next Steps: Cohort 1 Best Practices • Cohort 1 Best Practices Study: A best practices study of Cohort 1 Schools to identify helpful guidelines for implementing SEL • Cohort 2 HR Assets Audit: A human capital assets audit to surface additional resources in Cohort 2 schools as champion and expert candidates to infuse SEL onto Common Core curriculum – potential candidates may be found in current counselors, teachers in high-functioning classrooms, and principals of schools with a strong school climate and positive culture. • SEL indicators: it would be helpful to determine a quick set of indicators for identifying high functioning Social Emotional Learning environments • Cohort 2 Needs Assessment: A needs assessment of Cohort 2 schools may be helpful to understand the general Cohort 2 landscape to provide more targeted SEL/Common Core implementation support

49. Frameworks

50. Organizing Framework for SEL Source: Jones 2012 Social Policy Report