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PROM/SE Summer Science Institute

PROM/SE Summer Science Institute . © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866. PROM/SE Summer Science Institute. Day 3: Leadership “Understanding the Nature of Change” Barbara Markle Ben Perez

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PROM/SE Summer Science Institute

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  1. PROM/SE Summer Science Institute © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  2. PROM/SE Summer Science Institute Day 3: Leadership “Understanding the Nature of Change” Barbara Markle Ben Perez Chris Reimann © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  3. Change as a Force in Our Lives • Change is all around us: all we need to do to verify this is to look around and see the effects of time. • Our own physical changes • The neighborhoods we grew up in • Alumni gatherings • So, the question for us to consider: Is all change the same? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  4. Your Experience with Change • Think back about a time in your personal or professional life when you experienced change. • What was the change? • What did you experience? • How did you react to it? • How did you resolve or accommodate the change? • Share your experience with a colleague at your table. © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  5. Reflecting on Change • So, what do your experiences about change tell us about the nature of change? • Hard or easy to accommodate to change? • What determines whether it’s hard or easy to adjust to change? • What can we conclude about the nature of change? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  6. Current Research on Change • McREL (Mid-Continent Research on Education & Learning) has completed a Meta-Analysis on the impact of leadership on student achievement. • A key finding focuses on what McREL calls: The Magnitude of Change. • Change has personal and organizational implications. © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  7. McREL’s Definition of Change A change is defined by the implications it has for the people expected to implement it and/or those who will be impacted by it. The same change can be perceived differently by different stakeholders. Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  8. Incremental Technical Continuous First-Order Fundamental Adaptive Discontinuous Second-Order Magnitude of Change Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  9. Order of Change • Definition: Order of Change Order of change is the magnitude & implications of change for the people expected to implement them or those who will be impacted by them. Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  10. First-order Change • Definition: First-order Change First-order change implies a logical extension of past & current practices intended to make incremental improvements in the current situation. First-order changes can be implemented with current knowledge and skills. Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  11. Second-order Change • Definition: Second-order Change Second-order change implies a fundamental or significant break with past & current practices intended to make dramatic differences in the current situation. Second-order changes require new knowledge and skills for successful implementation. Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  12. Change in Your School • Think about something in your school that you would identify as 1st order change: • What characteristics made it 1st order change? • Now, think about something in your school that you would identify as 2nd order change? • What characteristics made it 2nd order? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  13. The Change Stages Stage 2 Learning, acquiring, & practicing Stage 3 Stability Source: The Leadership Assignment: Creating Change, Raymond L. Calabrese Stage 1 Awareness

  14. Interaction of Relationships Board Pressure Special-interest Parent groups Change Cycle Curriculum Revision Initiation Of Change Delaying Tactics Regression Cycle Pressure from State agencies Pressure From unions Source: The Leadership Assignment: Creating Change, Raymond L. Calabrese

  15. Enthusiasm Leaders Under-standing Change Moral Purpose Coherence Making Relationship Building Knowledge Creation & Sharing Hope Energy Members Commitment (Internal & external) More good things happen; Fewer bad things happen Results Source: Michael Fullan, 2001

  16. Moral Purpose: • Making a positive difference © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  17. Understanding • the Change Process: • Innovating the most is not the goal • Having the best ideas is not enough • Appreciate the Implementation Dip • Respect resistance • Create a culture of change • Understanding change as complex; not a checklist © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  18. Building Relationships: • Understand collaboration • in an alliance of external & • internal partners • Create positive relationships; • work to resolve negative • relationships • Appreciate diverse partners © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  19. Creating & Sharing • Knowledge: • Generate & increase • knowledge both inside & • outside your school • Create a collaborative culture • that encourages knowledge • sharing © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  20. Making Coherence: • Work through ambiguity that is • present in the change process • Recognize that creativity results • at the edge of chaos • Create coherence through the • alignment of policies, assessment • & professional development © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  21. Principles of Adult Learning • BASIC ASSUMPTIONS: • People learn in different ways. • Different methods facilitate learning for different people. • Learning in any group will depend on the design of the session. © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  22. Principles of Adult Learning • Adults learn best when… • They’re motivated. Motivation comes from the context, relevance & involvement level of the work. • Learning is conducted as a partnership. • Learning involves the learner’s primary learning mode & is interactive & experiential. © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

  23. Principles of Adult Learning • Adults learn best when…(cont.) • There is an understandable structure & reinforcement. • People’s attention & energy stay engaged & focused. © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

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