1 / 36

LEADING FOR CHANGE

LEADING FOR CHANGE. WELCOME!. Outcomes By the end of this training, participants will be able to: Identify and analyze the phases of change individuals experience during an innovation period . Apply learning from the research that informs

jabir
Download Presentation

LEADING FOR CHANGE

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. LEADING FOR CHANGE WELCOME!

  2. Outcomes • By the end of this training, participants will be able to: • Identify and analyze the phases of change • individuals experience during an innovation • period. • Apply learning from the research that informs • managing change to support the individual and • group needs in our schools • Explain the relationship between the change • process and their role in the Seaford School District

  3. Welcome, Agenda & Objectives Activator: 4 Corners Setting the Context: Introduction to Change Research Playing the Game– Year One Lunch Playing the Game - Year 2 Connecting the Research to Our Work

  4. ACTIVATOR: 4 CORNERS • Read each quote and reflect on the relationship of each to our work. • Choose one quote that resonates with you the most and reflect on why you agree with it. -------------------------------------------------------------------------------------------- • Move to that “numbered” corner to reflect with others: • Discuss why you chose this quote. • Discuss a successful change initiative with which you have been involved and what made it successful. • Chart challenges SDTs faced this year as they attempted to implement change. • Place a check beside any of those challenges you have faced from the district perspective.

  5. Our roles: Catalyst for Change: Guiding school staff in assessing effectiveness of instructional practices and moves staff to implement necessary systemic changes Facilitator Consultant: Coach Program Manager Resource Provider Trainer

  6. Setting the Context:A little bit of research: Components of Successful Change • Effective Leadership • Attention to People • Using Systems Thinking • Using and Under- standing Process Stages of Use • Information • Interest • Preparation • Early Use • Routine Use

  7. Initiation(getting ready) Implementation(trying/ experimentation) Institutionalization (routine use/supports itself) The 3 I’s of Organizational Change Michael Fullan An innovator and leader in teacher education Researcher, consultant, trainer and policy advisor in the area of educational change Has published widely on the subject of school change

  8. Our Roles Supporting the 3 Phases: Stand and find a partner Catalyst for Change Facilitator Consultant: Coach Program Manager Resource Provider Trainer Initiation Implementation Institutionalization

  9. Making Change for School Improvement - A Simulation that: • is based on research about organizational • change in real schools • should help us better manage change • efforts in schools • allows us to “try out” real life strategies for changing • policies and practices in schools - complete with • administrators, staff, and community members

  10. Playing the Game

  11. Your table group represents a “change committee” that … … conducts a variety of activities to influence people in the school system to implement a change effort

  12. 24 people in the Verifine School District: District Administration K-8 School Staff High School Staff Stages they go through: Information Interest Preparation Early Use Routine Use The Game Board Board gets darker as people get closer to early or routine use

  13. H.S. K-8 admin Other Materials You Will Need: Players pieces 40 “bits” Players “Instructions, Social information, and diagnostic information for each person “People” cards – 1 set “Activities Sheet” – 1 Strategy Record Sheet - 1 Stubens capture sheet

  14. Set-up the Game • Place characters • Check “bits” • Read material provided • Have a short discussion at your tables about how the information you have so far might inform you

  15. The “Monitor” • You will request “moves” in the form of activities from the monitor. • The monitor will determine if you can make that move. • You will receive cards from the monitor that will tell you if people in the district are “moving” and if there is any benefit to students based on those moves. • You pay for each “move” or “activity” with your “bits” • After the first year of the game, your bits are replenished to begin the second year.

  16. Student Benefits “STUBENS” The assumption is that the more effectively your team manages the change process, the more benefits there are to the students in the Verifine School District.

  17. Organize yourselves to play! Keeping track on the “Strategy Record Sheet” “Runner” Moving the player pieces Any other role you think is important

  18. Take a 15 minute break!

  19. YEAR 1 Let’s Play !

  20. Mid-point Debriefing • Where were you blocked? Why? • When were you successful? Why? • What does your experience so far suggest about the change process? - for the school? - for the individuals involved?

  21. YEAR 2 Let’s Continue!

  22. End of Game - Debrief • How did you do? • Which activities were particularly successful? • - when? • - for whom? • What was frustrating? Why? • What did you learn about individual change? • What did you learn about school change? • How can you apply this information to a situation in • your school?

  23. Time for LUNCH!!!

  24. Let’s look at some more research:

  25. Handout How did these factors affect your results AND how do they relate to the role of the SDT? • time & persistence • individuals - different needs at different stages • choose strategies to meet people’s needs • needs admin support/approval • critical mass of support as important as admin support • someone needs to take responsibility • objective is to benefit students - not just convert staff • successful change planned and managed

  26. Handout Learnings Built Into the Making Change Game CHANGE: • is a PROCESS, not an event • is made by INDIVIDUALSfirst, then institutions • is a highly PERSONALexperience • entails DEVELOMENTALgrowth in feelings and skills

  27. Learnings Built Into the Making Change Game INTERVENTIONS MUST BE RELATED TO: • The PEOPLE first • The INNOVATION second

  28. “Adopter Type” Handout Look back at your game board … Any ah-has? Would it have helped you to know ahead of time who fit into each of these categories? If so, what would you have done differently?

  29. Handout SEVEN DYNAMICS OF CHANGE • People will feel awkward, ill-at-ease, and self-conscious. • People will think about what they have to give up. • People will feel alone; even if everyone else is going through the changes. • People can handle only so much change. • People are at different levels of readiness for change. • People will be concerned that they don’t have enough resources (time, money, skills, etc.). • If you take the pressure off, people will revert to old behavior.

  30. Stages of Concern 6. Refocusing 5. Collaboration 4. Consequence 3. Management 2. Personal 1. Informational 0. Awareness Handout

  31. Handout Stages of Concern

  32. Comparison REFLECTION Handouts The 3 I’s of Organizational Change The Stages of Concern/Levels of Use

  33. Take a 15 minute break!

  34. Change Analysis Worksheet: Beginningto Plan for a Change Effort Handout

  35. Reflection: What is the relationship between school change and professional development? What is the relationship between school change and the various roles you play as a professional developer?

More Related