Ambassador Design Team meeting #2

1. Ambassador Design Team meeting #2 January 29, 2015

2. Seating Assignments

3. Hearing from Students • Video Clip

4. Meeting Goals • Develop draft value statements • Strengthen connections by practicing inquiry • Understand next steps

5. Meeting Agenda

6. Striking a Balance

7. Meeting Values • Curiosity • Empathy • Optimism

8. Encouraging Curiosity

9. Practicing Inquiry • Define Inquiry: • Group Question: What does it look like in practice? • Collective Commitment – Seek to ask questions

10. Process GPS

11. A note about today • “Rapid Prototyping” • Will feel fast • Will wish we had more time • Will seem incomplete

12. We are just starting the ball rolling • Today’s product won’t be perfect • Brainstorm like every idea is your best and prototype like every idea is your worst • Resign yourselves to discomfort of imperfection • Agree on what goes out to get feedback

13. Section 2: Developing Values

14. So What is a Value? 3 Frames

15. The Blueprint for the Final Product7-10 page document, limited narrative, measurable, and actionable

16. Values Defined • Definition of Value: a set of beliefs that have profound and enduring meaning and can (and should) be visible in every major decision we make and in the educational system we manage. • Role of Values: Value statements unify our team, and later, our state around a common purpose.

17. Priority Defined • Definition of Priority: A set of strategically chosen areas of work described with clarity and focus and around which Rhode Island can align resources and effort. • “key outcomes” that provide a clear and measurable picture of success. • Role of Priorities: Priorities describe our team’s “big bets”, the focused areas of work that we believe can and will have the largest positive impact on Rhode Island students

18. Strategy Defined • Definition of Strategy: the major actions that RIDE will take to advance the priorities and achieve the key outcomes. • Role of Strategy: Strategies describe RIDE’s major bodies of work at a high-level and with clarity, but do not prescribe work plans or fine-grained tasks.

20. A Focus on the First Two Products

21. What a value is NOT • A big bet • A key priority

22. Let’s Apply the Yes Test: Do Our Team’s Values Pass the Test? • Curiosity • Empathy • Optimism

23. Our Values as a Team Is the value… 1. Close to our hearts? Does it makes you think: “Heck yes!” “Of course!” “Doesn’t this go without saying?” • Curiosity • Empathy • Optimism

24. Our Values as a Team Can it be used as… 2. The North Star for our work? a concept so important it cannot be abandoned or ignored. “Everything we do can support and be guided by this value.” • Curiosity • Empathy • Optimism

25. Our Values as a Team Is the statement… 3. Content neutral? Not specific to only a single part of our work meaningful to everyone, without jargon. It makes you think, “This makes sense. I don’t need specific context or explanations to understand it.” • Curiosity • Empathy • Optimism

26. Today’s Task – Identify Values and Write a Description • Using your panel, Identify one to two values (1-3 words each) that pass our values test • Develop a descriptive sentence(s) that explains the value as it relates to the Rhode Island education system

27. Hypothetical Frame – Why Strategic Plan This Way?

28. Hypothetical Value + Description • How does it do with our filter? • Close to your heart – the soul/foundation of the plan, strong belief, core aspiration • North Star for the system – guide for all major priorities in the plan and later for implementation • Content neutral – clear and understandable concept, absent of jargon, not specific to single part of education system

29. Testing the Filter on Actual Examples • Does “Quality teachers and administrators” pass the test? • Where is the value that it’s trying to get at? • How does it do with our filter? • Close to your heart – the soul/foundation of the plan, strong belief, core aspiration • North Star for the system – guide for all major priorities in the plan and later for implementation • Content neutral – clear and understandable concept, absent of jargon, not specific to single part of education system

30. What does success look like today? • Do we have 5-7 values overall for the plan? • Does each value apply to all parts of the system? • Is each value 1-3 words?

31. Task #1 - Brainstorm Values

32. Agree Upon Roles • Facilitator • Timekeeper • Scribe

33. Task #1 - Brainstorm Values Table Assignments Instructions Test your values: Which still pass? (2 min) Group share: Which of your value statements might be included in the panel? Why? (1 min silence then 30 sec./person share) • Table 1- Panel A • Table 2- Panel B • Table 3- Panel C • Table 4- Panel D • Table 5 – Panel E • Table 6 – Panel F

34. Fist to Five • A fist means, “I vote NO." or in consensus it means, "I object and will block consensus (usually on moral grounds).” • 1 finger means, “I’ll just barely go along.” or, “I don’t like this but it's not quite a no." or, “I think there is lots more work to do on this proposal.” In consensus this indicates standing aside, or not being in agreement but not blocking the consensus. • 2 fingers means “I don’t much like this but I’ll go along.” • 3 fingers means, “I’m in the middle somewhere. Like some of it, but not all.” • 4 fingers means, “This is fine.” • 5 fingers means, “I like this a lot, I think it’s the best possible decision.”

35. Task #1 - Brainstorm Values Table Assignments Instructions Brainstorm values that are found in this panel (include any homework values that relate) (10 min) Run the value(s) through the filter (which ones meet the test) (3 min) Fist to five the final list for your table (2 min) Write the list (with clarifying statements) on chart paper and post • Table 1- Panel A • Table 2- Panel B • Table 3- Panel C • Table 4- Panel D • Table 5 – Panel E • Table 6 – Panel F

36. What does success look like today? • Do we have 5-7 values overall for the plan? • Does each value apply to all parts of the system? • Is each value 1-3 words?

37. Instructions • Brainstorm values (1-3 words) that are found in this panel (include any homework values that relate) (10 min) • Run the value(s) through the filter (Which one or two meet the test?) (3 min) • Fist to five the final value(s) for your table (2 min) • Write value(s) (with optional clarifying statements) on chart paper and post

38. Check for overlap & set up for success?

39. Temperature Check • _ dots per person for voting. • one dot per value.

40. After Break - Draft Value Descriptions Table Assignments Instructions Draft statement to describe value(s) • Table 1- Panel A • Table 2- Panel B • Table 3- Panel C • Table 4- Panel D • Table 5 – Panel E • Table 6 – Panel F

41. Choose 1 person to represent your value for next activity • Choose the value you want to help describe • (no more than 4 per group)

42. break

43. Task #2 - Draft Value Descriptions

44. Goal - Develop a value description that is like the following: • “In our education system, Rhode Islanders value inclusive processes to set the state's education priorities. We believe openness engenders trust and trust boosts collaboration.”

45. Draft Value Descriptions Table Assignments Instructions Draft statement to describe value(s) (15 minutes) Silent write (2 min) Share out Group discussion and write • Table 1- Panel A • Table 2- Panel B • Table 3- Panel C • Table 4- Panel D • Table 5 – Panel E • Table 6 – Panel F • Roles • Facilitator • Timekeeper • Scribe • Presenter

46. Section 3: Sharing Out VALUES

47. What does success look like today? • Do we have 5-7 values overall for the plan? • Does each value apply to all parts of the system? • Is each value 1-3 words?

48. Sharing Protocol

49. What level of support is optimal? Adapted from Facilitator’s Guide to Participatory Decision-Making, 2nd edition, Sam Kaner, Jossey-Bass 2007

50. Gradient of Agreement Adapted from Facilitator’s Guide to Participatory Decision-Making, 2nd edition, Sam Kaner, Jossey-Bass 2007