Coaches Forum #2

1. Welcome! Coaches Forum #2 November 2, 2010 OC 2010-2011 Cadre

2. Grounding: Table Talk • Please complete the following sentence stem and be ready to share it with the rest of your table. • “A concept or skill that I am hoping to understand better today is… because I really need to…” • Self-monitor your “sharing” to one minute or less.

3. Outcomes • Understand and experience Norms of Collaboration in more depth • Apply the principles of change to PBIS • Explore evidence-based practices in classroom management • Explore pieces of the Cognitive Coaching Process

4. Agenda Norms of Collaboration: Pausing and Paraphrasing The Change Process: 5 Steps of Change, CBAM, Managing Change Best Practices Walkabout: Evidence-based classroom design Cognitive Coaching: Planning Conversation

5. Net Promoter Feedback Q and A • Benefits: • Time to work together • Seeing what other schools are doing • Clarity on Behavioral Statement of Purpose • Still wondering about: • What are next steps? • Timeline? Remember--3-5 year process • $ questions- district coordinator • Dealing with difficult people

6. 7 Norms of Collaboration: Pausing More In-Depth

7. 7 Norms of Collaboration: Paraphrasing More In-Depth We start here We start here

8. Paraphrase Practice • Sit facing your partner. • Decide who is A and who is B. • A asks B to respond to one of the questions below. • How are you feeling about PBIS Implementation at your site? OR • What is the biggest challenge that you are facing right now regarding PBIS Implementation? • Use your Cue Card and practice pausing and paraphrasing at least three times. • Switch roles and practice again. 

9. Paraphrase Reflection Number off from 1-4 around your table. Whichever number you are, be prepared to give a 30 second response to the corresponding question. • How did it feel to pause? • How was paraphrasing for you? • How did you feel after hearing your paraphrase? • How might your conversation have been different had you not used these skills? • How might you begin including these new skills into your coaching repertoire? • What felt the most different about this interchange versus a regular conversation?

10. The Change Process

11. Do we really have to change? • It’s been said that… “the only things that like change are parking meters and a baby with a dirty diaper.” • It’s also been said that… • “people are very open-minded about new things - as long as they're exactly like the old ones.”

12. Welcome to the CHANGE! What we know about 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.

13. The Change Mantra “In order for change to occur, you must SELL THE PROBLEM, NOT THE SOLUTION.” -Robert Garmston What does that mean to you? • On a sticky note, write a ten word summary of your thoughts about the Change Mantra. • Share with your elbow partner

14. Sell the PROBLEM? • The PROBLEM is defined as dissatisfaction with the current state. • To create dissatisfaction, use your own data to look at the Existing State. • Use data, not your judgment. • Make the data public. • Dialogue about the data. • Define the Desired State with Clarity • Action Plan to move you toward your desired state.

15. Use Clarity In absence of clearly defined goals, we become strangely loyal to performing daily acts of trivia.. -Author unknown

16. Formula For Change Change = A x B x C > X A = shared dissatisfaction with current state B = shared vision (what might be) C = Knowledge of practical next steps— how to get from here to there X = the cost of change

17. 5 Stages of Change (Garmston & Wellman)

18. Stage One: Accepting the Reality • Seeking information on perceptions, processes, and results of schooling • Examining, understanding and owning the information • Recognizing strengths and weaknesses in system performance • Determining how perceptions, processes and results might be related

19. Stage Two: Owning the Problem • Focusing dissatisfaction within the existing condition • Defining the dissatisfaction as a problem inherent in the system, not in individuals • Understanding that individuals are part of the system that has a problem • Understanding that individuals working systematically together can resolve the problem • Committing to active solution-seeking

20. Stage Three: Owning the Solution • Developing a shared understanding of probable causes for the existing condition, a vision of a desired condition, skills, knowledge, and attitudes necessary to achieve it, related, assumptions, and available knowledge and resources. • Generating a range of possible solutions appropriate to the problem and the situation • Analyzing the feasibility of suggested solutions given the nature of the particular situation • Adapting a solution to fit the situation • Committing to actively participate in implementation

21. Stage Four: Implementing the Plan • Being involved in the activities designed to change the system’s processes and results

22. Stage Five: Monitoring/Evaluating • Monitoring for implementation mutations • Adopting healthy mutations, excising others • Identifying and solving implementation problems as they arise • Celebrating progress • Accepting and owning the new reality

23. At what Stage are YOU? In regard to School-Wide PBIS Implementation, take a look at your 5 Stages of Change Chart and find where you fit at this point… Take your sticker “dot” and place it where you think it belongs on your “Table” arrow. Be ready to evaluate your “data”.

24. Here’s What? So What? Now What? • Here’s What: • Lets look at the data: the “change” arrow • So what does this mean? • Turn to elbow partner and chat… • How do you interpret it? • What can you predict from it? • What questions might it raise? • Now what? • Let’s take another look at how change happens… the CBAM.

25. Assumptions of the Concerns Based Adoption Model (CBAM) • Change: • Is a PROCESS, not an event • Is made by INDIVIDUALS first, then institutions • Is a highly PERSONAL experience • Entails DEVELOPMENTAL growth in feelings and skills • Interventions must be related to: • The PEOPLE first • The INNOVATION second

26. Concerns Based Adoption Model

27. Personalizing the CBAM: • In regard to PBIS implementation, take a look at your Stages of Concern Chart and find where you fit at this point… • Write it down and be ready to share with your neighbor.

28. Chew on these ideas • Think about the two models of change… • Garmston & Wellman’s Stages of Change • University of Texas’s CBAM. • What conclusions, compelling thoughts, aha’s, etc. can you draw? • Round-robin share at your table.

29. Now What? • How might you use this with your staff? • We are so glad that you asked!  • The following process has been used successfully when addressing the Change Process with your staff.

30. Now What? Process Example A • Create open-ended focus questions (like the following examples) for your staff that will move you forward • Given that we will be moving forward with PBIS, what questions or concerns do you still have about PBIS? • What Information might you still need? • What might be the most challenging aspects? • What might be the most positive or exciting aspects? OR…

31. Now What? Process Example B Given we are… • using ODR’s to measure behavioral errors • teaching, reinforcing, monitoring expected behaviors • using classroom matices 1. Which aspects of (PBIS) do you need more information about so that you can implement this in the fall? 2. Which aspects of (PBIS) do you feel will be the most challenging for you to teach, monitor and reinforce?  3. Which aspects of (PBIS) do you feel the most positive about, and why?

32. Table Group Talk/Chat (ex. Cont’d) • In each table group, staff share responses and find the commonalities for: • Information Needed • Challenging Aspects • Most Positive Aspects • Each table group shares out the ONE most compelling idea. • PBIS Team records ALL ideas shared.

33. Collect, Compile and Share (ex.) • After staff shares-out the compelling ideas and they’ve been recorded, the PBIS Team collects the worksheets and compiles the information. • At the next staff meeting, make sure to report back all of the comments and briefly discuss the commonalities.

34. Action Plan • Use your Action Plan form to plan your next steps.

35. We’ll continue with CHANGE after the rolling break… 

36. Moving forward with change… • “Standing in the middle of the road is very dangerous; you get knocked down by the traffic from both sides.” -Margaret Thatcher

37. A leader is a person you will follow to a place you would not go by yourself. Joel Barker, Future Edge,

38. When Building Consensus…Don’t Commit Assume-i-cide! • Don’t “assume” we can SKIP this phase. • Don’t “assume” we have enough commitment to go forward. • Don’t “assume” the staff will just be compliant .

39. Although you are passionate about it… • Inevitably, someone will say, “It’s not my job.”

40. It’s NOT MY JOB!

41. Consensus Is… • derived from Latin roots meaning “shared thought” • a process for group decision-making • a gathering and synthesis of ideas • arriving at a final decision acceptable to all • achieving better solutions

42. Consensus does NOT mean: • A unanimous vote • A majority vote • Result is everyone’s first choice • Everyone agrees • Conflict or resistance will be overcome immediately

43. Sufficient Consensus • “Groups with whom we work are usually better served by sufficient consensus. This generally means that at least 80% of the group is willing to commit and to act. It also means that the others agree not to block or sabotage.” • Robert Garmston

44. Consensus-Building Tools We’ve got TWO tools to share with you today. • One is for a quick and easy, generic consensus assessment, and… • The other is a more detailed process that focuses on emotions your staff may be feeling. They are: • Fist-to-Five • Managing Implementation of A Change Process

45. Consensus Building Tool #1 Fist-to-Five Quick-Check 5 fingersAll for it…I can be a leader for this decision 4 fingersAll for it…You can count on me to support this no matter what. 3 fingersFor the idea…I will support it in concept but may not be out in front of the gang leading the implementation.

46. Fist-to-Five, cont’d. 2 fingers I’m not sure…But I trust the group’s opinion and will not sabotagethe decision. 1 fingerI’m not sure…Can we talk some more? FistNo…We need to find an alternative.

47. Fist-to-Five, cont’d. • If anyone holds up a fist, or only one or two fingers, the group has not reached consensus. You will need more discussion or dialogue. • If you get all three, four, or five fingers showing, you can declare consensus. • Example Statement: • “Campus supervisors will cover all recesses to provide time for teachers to collaborate.” “Show me, please… Fist-to-five.”

48. Vision Skills + + Incentives Resources Action Plans + + CHANGE Consensus-Building Tool #2 Managing Implementation of A Change Process

49. Why this is important to do… • “If we could first know where we are…we could then better judge what to do and how to do it.” -Abraham Lincoln

50. Managing Implementation of a Change Process Action Plan + + + + Vision Skills Incentives Resources Consensus-Building Tool #2 = Change Confusion = Incentives Resources Action Plan + + + + Skills = Anxiety Action Plan + + + + Resources Vision Incentives = Action Plan Resistance + + + + Resources Vision Skills = Action Plan Frustration + + + + Vision Skills Incentives = + + + + False Starts Resources Skills Incentives Vision Adapted from Knoster, T.