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LEADING AND SUPPORTING CHANGE FOR SCHOOL AND DISTRICT LEADERS

LEADING AND SUPPORTING CHANGE FOR SCHOOL AND DISTRICT LEADERS. Alaska School Leadership Institute Rural Alaska Principal Preparation Project Opening Session May 29, 2012 Anchorage, Alaska Facilitated By Kelly Tonsmiere, Al Bertani, Lexie Domaradzki,

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LEADING AND SUPPORTING CHANGE FOR SCHOOL AND DISTRICT LEADERS

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  1. LEADING AND SUPPORTING CHANGE FOR SCHOOL AND DISTRICT LEADERS Alaska School Leadership Institute Rural Alaska Principal Preparation Project Opening Session May 29, 2012 Anchorage, Alaska Facilitated By Kelly Tonsmiere, Al Bertani, Lexie Domaradzki, Julia Payne-Lewis, Susan Garton, Al Smith RAPPS Alaska

  2. Alaska’s Participating Districts – ASLI 2012 N E W S

  3. Organizing Our Temporary System • Follow the instructions of your host • Move to the main institute learning room • Find your Home Group table (Numbered) • Introduce yourselves in Home Group • Be prepared for the Program Orientation

  4. ASLI 2012 – Welcome and Introductions • Kelly Tonsmiere, ASDN • Mike Hanley, EED Commissioner • RAPPS – U.S. ED School Leadership Grant • RAPPS Partners • UAA • Alaska Administrator Coaching Project • RGI • EED • Comprehensive Center • RAPPS – UAA Graduates • RAPPS Instructional Design Team • (Program Overview & Critical Friends) ASLI 2011

  5. Congratulations to the 2012 RAPPS Graduates

  6. Congratulations to the May RAPPS Graduates 11 May graduates 6 continuing with last courses

  7. Ben DolgnerBering Strait School District

  8. Tania Erickson-GrantLower Kuskokwim School District AP in Quethluk for 12/13

  9. Willis FerenbaughBering Strait School District

  10. Matthew GoodKashunamiut School District Principal, Chevak

  11. Howard (Jeff) GoodrichSouthwest Region School District

  12. Bernie GrieveAlaska Gateway School District

  13. Erich KuballKuspuk School District

  14. Nancy MasonYukon Koyukuk School District

  15. Marlene SchmittLake & Peninsula School District

  16. Randi ShriderYukon Koyukuk School District

  17. Patty VinkBering Strait School DistrictSpecial Education Program Facilitator/Intern

  18. Continuing Students • Samantha Afcan, LYSD, Akakanuk, 6th grade • Colter Barnes, LPSD, Kokhanok & Levelock • Dana Bartman, SWRSD, Manokotak • Bonnie Dompierre, AGSD, Tok, 2nd grade • James Stewart, NWABSD, Kiana, 5th, 6th grade • Joe Ward, LPSD, Chignik Lake School

  19. Quick Summary for RAPPS • May graduates (Cohort #3) represented 8 RAPPS districts: BSSD, LKSD, Kashunamiut, SWRSD, AGSD, Kuspuk, YKSD, and LPSD. • Placement rate was 8 of 11, with one out-of-state placement and one central office placement. • Program completers to date: 41 (33 placements) • Cohort #4, plus continuing: 23 • RAPPS goal is 55 principals! 64

  20. Lexie Domaradzki, Independent Consultant Edmonds, Washington Julia Payne-Lewis Professional Development Specialist Measured Progress Dover, New Hampshire Susan Garton Associate Professor University of Alaska – Anchorage Anchorage, Alaska Al Bertani Leadership Development Consultant Chicago, Illinois DESIGN TEAM

  21. LEADING AND SUPPORTING CHANGE FOR SCHOOL AND DISTRICT LEADERS FOCUS

  22. Strategy 1 Establish a Sense of Urgency Strategy 2 Build a Powerful Guiding Coalition Strategy 3 Creating a Vision Strategy 4 Communicating the Vision Strategy 5 Empowering Others to Act on the Vision Strategy 6 Planning for and Creating Short Term Wins Strategy 7 Consolidating Improvements and Producing Still More Change Strategy 8 Institutionalizing New Approaches From What Leaders Really Do; John Kotter; Harvard Business Review Book; 1999 CONTENT

  23. Institute Purpose To build school and district leadership capacity using strategies, processes, tools, and protocols for leading and supporting change. To learn how to create a vision, communicate the vision, and institutionalize new approaches. To examine how to build a sense of urgency, take stock using data, and establish a guiding coalition to drive the work. To learn strategies and protocols for initiating the work, setting expectations, and following-through on the work. To engage in critical friends conversations to help colleagues address the challenges and issues they face in their respective leadership roles. To learn about emerging best practices from rural Alaskan schools and districts through the Festival of Ideas. To utilize daily District Team Planning Time to reflect and plan for 2012 – 2013. PURPOSES

  24. Program Coherence and Scope • Home Group Structure • Learning Group Structure • Pairings, Small, and Mixed Groups • Critical Friends Conversations • Festival of Ideas for 2012 • Best Practices from Rural Alaska • District Team Time – Daily DESIGN

  25. 7:00-8:00 a.m. Breakfast On Your Own 8:00-9:00 a.m. Connecting Content and Community and Critical Friends Conversations 9:00-9:15 a.m. Transition and Break Time 9:15-10:30 a.m. Concurrent Session 1 – Learning Groups 10:30-10:45 a.m. Transition and Break Time 10:45-12:00 p.m. Concurrent Session 2 – Learning Groups 12:00-12:45 p.m. LUNCH 12:45-1:15 p.m. Festival of Ideas 2012 (Choice Sessions) 1:15-1:30 p.m. Transition and Break Time 1:30-2:45 p.m. Concurrent Session 3 – Learning Groups 2:45-3:00 p.m. Transition and Break Time 3:00-4:30 p.m. District Team Planning Time SCHEDULE

  26. SESSION NORMS • The LEARNING belongs to you, and it rests largely with you. • Enter into the discussions ENTHUSIASTICALLY!!! • Give FREELY of your experience, but don’t dominate the discussion. 4. CONFINE your discussions to the task assigned. • Say what you THINK… be honest! • Only ONE PERSON should talk at a time… avoid private conversations while someone else is talking… • Listen ATTENTIVELY to the presentations and discussions. • Be PROMPT and REGULAR in attendance. • Follow the HAND SIGNAL from the session leader and MONITOR discussion time by watching the TIMER on the screen. • Place your cell phone on SILENT or VIBRATE to limit distractions.

  27. What We Believe About Learning Consider this: We Learn About... 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we both SEE & HEAR 70% of what we DISCUSS with others 80% of what we EXPERIENCE personally 95% of what we TEACH to someone else Adapted from Eldon Ekwall, 1974

  28. BERTANI LEARNING SESSIONS

  29. DOMARDAZKI LEARNING SESSIONS

  30. PAYNE-LEWIS LEARNING SESSIONS

  31. GARTON FESTIVAL OF IDEAS 2012

  32. ASLI 2012 – Evaluation Process • Robert Ozuna, President - RGI • Introduce RGI Evaluation Team • Daily Feedback Form • Interviews – Selected Members • Still Photo and Video Documentation • End-of-Institute Overall Evaluation • District Team Planning Time PROCESS

  33. CRITICAL FRIENDS CONVERSATIONS Each morning begins with a critical friends conversation (Begin on Tuesday Evening – See Instructions) Table groups divide into quartets – mix returning and new Facilitators will help organize and serve as time keepers Use The Consultancy Protocol for conversations Each member will have an opportunity to discuss a specific challenge one day during the week Members serve as Critical Friends for one another

  34. THE CONSULTANCY PROTOCOL Step 1 Description of Challenge (5 minutes) Step 2 Clarifying Questions (3 minutes) Step 3 Discuss and Recommend (16 minutes) Step 4 Presenter Reflection (6 minutes) The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

  35. THE CONSULTANCY PROTOCOL Step 1 Description of Challenge (5 minutes) Overview of Challenge Frames a Question for the Group to Consider Presents Evidence as Appropriate Step 2 Clarifying Questions (3 minutes) Group Asks Questions for Clarification Purposes Questions that Have Brief, Factual Answers Presenter Responds with Brief, Factual Answers The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

  36. THE CONSULTANCY PROTOCOL Step 3 Discuss and Recommend (16 minutes) Group Members Talk to One Another about the Challenge Described Potential Questions What did we hear? What didn’t we hear that we think might be relevant? What assumptions seem to be operating? What questions does the challenge raise for us? What do we think about the challenge? What might we do or try if faced with a similar challenge? What would we recommend? Group Members Make Suggestions serving as Critical Friends Presenter Doesn’t Speak – Only Listens and Takes Notes The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

  37. THE CONSULTANCY PROTOCOL Step 4 Presenter Reflection (6 minutes) Challenge Presenter Reflects on What He/She Heard Challenge Presenter Shares What He/She Is Now Thinking Challenge Presenter Highlights Specific Ideas/Comments that Resonated The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

  38. THE CONSULTANCY PROTOCOL Step 1 Description of Challenge (5 minutes) Step 2 Clarifying Questions (3 minutes) Step 3 Discuss and Recommend (16 minutes) Step 4 Presenter Reflection (6 minutes) The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

  39. STAY FOCUSED

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