The Change Process

1. The Change Process

2. Ice Breaker – Double Take • When Music starts “Mill about’ – • When Music stops, find someone with whom you share a (similar) trait. • Look for pairs, but triads are okay

3. I Love Lucy A lesson in Change…

4. Directions Move into Job Alike groups: • District Administrators • Principals • Reading Specialists/ Title I • Psychologists/Counselors • Special Education Teachers • Classroom Teachers

5. Watch the video… What observations would you make about the clip?

6. Failure • What elements of the situation made failure likely? • Are some of these elements present in your own work place? • What are they?

7. Lucy and Ethel • How did Lucy and Ethel deal with change? • What similarities do you see in your own workplace dealing with change? • What might they have done to make the situation more successful? • How can you be more successful in dealing with change in your school?

8. Back to your teams… Move back to your teams to complete the last part of the activity.

9. “I Love Lucy” Wrap-up • What factors promote/inhibit successful change? • Which of those factors are operating in your environment today?

10. Adapted from.. Tools for Schools (August/September 2008 issue) National Staff Development Council Link to Website: http://www.nsdc.org/index.cfm

11. Systems Change and Continuous School Improvement “The Collective Power of the Full Staff to Improve Student Achievement”

12. Leadership: Key Characteristics • Strong sense of moral purpose • Understanding of the change process • Well developed relationship skills • Capacity to facilitate knowledge sharing • Ability to help the group achieve cohesion to reach goals Fullan, Michael (2004)

13. Strong Moral Purpose: Vision • The goal – the common cause • Collaborative and collegial (cohesion) • Valuable knowledge • Ideas • Insight • Consensus to goal

14. Leadership: Key Characteristics • Strong sense of moral purpose • Understanding of the change process • Well developed relationship skills • Capacity to facilitate knowledge sharing • Ability to help the group achieve cohesion to reach goals Fullan, Michael (2004)

15. The Change Process: Lessons to Learn • Lesson One: You Can't Mandate What Matters (The more complex the change, the less you can force it.) • Lesson Two: Change is a Journey, not a Blueprint (Change is non-linear, loaded with uncertainty and excitement and sometimes perverse.) • Lesson Three: Problems are Our Friends (Problems are inevitable and you can't learn without them.) • Lesson Eight: Every Person is a Change Agent (Change is too important to leave to the experts, personal mind set and mastery is the ultimate protection.) Fullan, 1993

16. Phases of Systems Change CONSENSUS IMPLEMENTATION INFRASTRUCTURE INFRASTRUCTURE CONSENSUS CONSENSUS **Consensus Building Throughout the Phases

17. What is Consensus • derived from Latin root 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

18. When to Use Consensus • A decision has been made but details related to the decision have not been worked out • A decision has NOT already been made • Critical decisions that effect teachers and the way they do business • It is important that everyone in a group supports a decision, both publicly and privately

19. How to use Consensus • All members contribute • Differences are helpful • Everyone agrees not to sabotage the action or decision made by the group • Members take responsibility for implementation

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

21. Fist to Five Quick Check

22. What are your goals? • With a partner (no more than 3 in a group) list the goals you have for your school as you go through the process of implementing a three-tier instructional framework.

23. What are your goals? • Share the goals with your table • Use Fist to Five to build consensus for 3-5 goals. • Share out with the other teams until all goals have been exhausted • Review the comprehensive list • Which ones are true goals? (mark with a G) • Which ones are a means to achieving the goal? (mark with an M)

24. Leadership: Key Characteristics • Strong sense of moral purpose • Understanding of the change process • Well developed relationship skills • Capacity to facilitate knowledge sharing • Ability to help the group achieve cohesion to reach goals Fullan, Michael (2004)

25. Learning Communities • Adults tend to gravitate toward small learning communities…. bridge club book club poker game community committees parent-teacher groups golf foursome

26. Roles People Play • Caretaker • Know-it-all • Hitchhiker • Blocker • Omnivore • Inquisitor • Negotiator • Overachiever • Parliamentarian • Sage • Clown • Other? Adapted by Fogarty and Pete,(2007) from Schmuck and Schmuck (1997).

27. How do we use the roles to move the Group? • Read each description. • Identify role(s) you play. • Complete the Matrix.

28. Table Discussion • What roles are accounted for on your team? • Are there missing roles? Do they exist in your school? No Names. • Are there over identified roles?

29. Leadership: Key Characteristics • Strong sense of moral purpose • Understanding of the change process • Well developed relationship skills • Capacity to facilitate knowledge sharing • Ability to help the group achieve cohesion to reach goals Fullan, Michael (2004)

31. Professional Learning Communities

32. Professional Community of Learners • A setting in which the teachers and administrators in a school continuously seek and share learning and then act on what they learn. • The goal of their actions is to enhance their effectiveness as professionals so that students benefit. Astuto, 1993

33. A PLC School is a Place Where… • PROFESSIONAL • “Every teacher is a leader and every leader is a teacher.” • LEARNING • Learning applies as much to teachers, administration, parents, and students • Focus on instruction, curriculum and assessment. • COMMUNITY • Support • Focus intensely on the mission, vision, goals, and values.

34. The Key Questions… • What is it we expect them to learn? • How will we know when they have learned it? • How will we respond when they don’t learn it?

35. The Four Keys to a Successful PLC Mission: Clarifies Priorities/Sharpens Focus Vision: Gives Direction Values: Guides Behavior Goals: Establish Priorities

36. Attributes of Professional Learning Communities • Teams work together to clarify intended outcomes • Develop common assessments • Jointly analyze student achievement data • Establish team improvement goals • Share strategies and materials (Best Practices) • Engage in collective inquiry and action research regarding student learning

37. Benefits for Staff • reduction of isolation of teachers • increased commitment and vigor • shared responsibility for students' success • creates new knowledge and beliefs about teaching and learners • increased meaning and understanding of the content • more satisfaction, higher morale, and lower rates of absenteeism • better able to adapt teaching to the students

38. Benefits for Students • decreased dropout rate and fewer classes "skipped" • lower rates of absenteeism • greater academic gains in math, science, history, and reading than in traditional schools • smaller achievement gaps between students from different backgrounds

39. www.brainybetty.com

40. Assumptions about Adult Learners • Self-Concept • Experience • Readiness to Learn • Orientation to Learning • Motivation Knowles, as quoted in Fogarty and Pete,(2007).

41. Leadership: Key Characteristics • Strong sense of moral purpose • Understanding of the change process • Well developed relationship skills • Capacity to facilitate knowledge sharing • Ability to help the group achieve cohesion to reach goals Fullan, Michael (2004)

42. Build Capacity • Using the knowledge, skills and dispositions of individuals to advantage • Developing a Professional community • Program coherence • Technical resources • School principal Newmann et al. as quoted in Fullan, M. (2004).

43. Elements of the Change Process • Professional development • Change in Belief • Change in Student Achievement • Change in Practice

44. What is your role in the change process? How will you be an Agent for Change?

45. Eye on the Prize Increased student achievement for all in a collaborative teaching environment

46. RtII and Change Putting the Two Big Pieces Together

47. Build Consensus: School • Identify critical stakeholders • General Education • Special Education • Administration • Parents • Determine the Steps to Implementation • Provide information to school staff • Phasing in vs. Rolling out RtII • Professional Development Schedule • Clearly communicating the moral purpose • Keep lines of communication open

48. Build Infrastructure • Identify and appoint a building leadership team • Leadership teams receive appropriate training and skill development to lead the RtI Initiative • The building works systematically through an implementation checklist and builds the RtI infrastructure along the way NASDSE

49. Implementation • Master calendar is built around instructional needs of students • Supplemental and intensive instructions are scheduled in addition to core instruction • Scheduled dates are identified for all assessments (screening, diagnostic and progress monitoring) • Meeting dates are identified for decision-making about students’ instruction • Successes, no matter how small, are celebrated by all involved. • A project-level evaluation plan is created and put in place. Data are collected over time. NASDSE

50. Before you leave … • each member must individually • fill out the school GPS. • get your assigned article assignment. • set up a visit with your CAIU support person.