Strategies and Processes for a Values Driven School

1. Strategies and Processes for a Values Driven School

2. Change is normally focused here We need to focus here as well Culture Change Model Structure Practices Procedures Purpose Vision and Values Identity Information Relationships

3. Vision/Belief Structure Potential (Deep learning) Tension The Work Principles Identity Information Relationship Energy will flow on this side If you work on this side

4. Identity New ContextStructure Strategies 9 Intention 1 8 TensionIssues 2 Deep LearningSustainability 7 6 3 InformationWill RelationshipConnections 5 4 TheWork PrinciplesStandards

5. IDENTITY • What does Penong School stand for? • Who are we ? • What are we about? • Who can we be? • What do we really believe? • What are our real values? • What do we practice?

6. VISION/BELIEFWhat are we about? • Who can we be? • What do we really believe? • What are our real values? • What shall we become and why? • What do we espouse? • What do we practice?

7. What makes a Powerful Question? A Powerful Question: is simple and clear is thought provoking generates energy focuses inquiry surfaces assumptions and opens new possibilities

8. How does Woodcroft model a culture of inquiry?

9. OUR SCHOOL VALUES • What values are critical to an informed belief system in our school so that our children will form the kinds of values that ensure human rights, equality ,a peaceful solution to global conflicts and careful nurturing of the planet results.

11. Values and things we value

12. STRATEGY BEGINS WITH VALUES AND VISION • VALUES VISION STRATEGIES

13. Respect Care Responsibility Cooperation Excellence Finding common ground Our values in action

14. COMMON GROUND PROCESS Using our values as a focus for further improving our school.

15. Values and their influence on our decision making • Stand in a line where you stand on….. *EUTHANASIA *BIKIES BEING TOTALLY BANNED *LOWER THE DRINK DRIVING LIMIT TO ZERO *ONE PARENT SHOULD BE PAID TO STAY HOME. *HOONS SHOULD HAVE THEIR CARS CRUSHED.

17. World View • “The way we see the world through our values”

20. EXCELLENCE can be achieved at Woodcroft if we: - • Care more than others think is wise • Risk more than others think is safe • Dream more than others think is practical • Expect more than others think is possible

21. Hints: • Essential to identify specific, measurable behaviours • May want to do one for each stakeholder group, to identify the specific behaviours for each group • Identifying the specific required behaviours will help you to identify resistances and support Start / Stop/ Continue or More of / Less of Description: • A tool to define the “to be” in terms of behaviours and characteristics. It identifies what you are expecting to see ‘more of’ and ‘less-of’ or what people should “stop doing/start doing/continue to do” when the change is completed. How to Use: • Can be used to identify aspects of the future state as well as the main purpose of identifying behaviours. • Brainstorm the following areas: • Characteristics: What are the organizational changes? What services, activities, groups, work, etc. will be impacted: What will be added, ‘more of’, and what will be deleted or reduced, ‘less of’? • Behaviours: What are the desired behavioural changes? What will people “stop doing, start doing, continue to do” when the “to be” is implemented? Eg Start:Entering data accurately on the system • Stop: Checking completed work for errors • Identify, by stakeholder groups, the key behaviours you are trying to achieve and validate with sponsor and • appropriate stakeholders. • Identify actions to bring about the required changes in behaviours and changes to characteristics. • Link to systems and structures, in order to identify how to bring these behaviours into action. Stop.... Continue .... Start .... • Asking community organisations whatyou can do to help them • Taking a call when you are talking to a teacher face-to-face • Completing feedback forms within 48 hours of a three way conference

22. BACKWARD IMAGING • Used to help team members determine what “good” will look like in the “goal state”. • (1) Imagine a point in the future when our vision has been achieved, e.g. “It is three years in the future. The change is in place/new processes are being used and outcomes are significantly different.” • (2) Find words to describe the characteristics and behaviours you will see and why? How are people doing their jobs differently? How is the environment different? What technologies are people using? How are people acting and behaving differently and why? Be specific

23. BACKWARD IMAGING – cont. • (3) For any outcomes identified ask what has changed to cause this outcome. • (4) Discuss the different opinions. Determine which paint the picture of what “good looks like” in the “to be” state. This can be done as an individual exercise or with people working in small groups.

24. Learning is most effective when each learner’s uniqueness is taken into account. Social interactions, interpersonal relationships and communication with others influence learning. Assessment and feedback are essential elements in the learning process. Learning is a life long experience and happens at different rates and in different ways. Successful learners accept responsibility for their learning. They are motivated to create learning opportunities and use a range of strategies to achieve goals. Emotion is a critical part of learning. People learn and make sense of things in different ways. The teacher’s role is to motivate, stimulate and facilitate student learning. At WPS We Believe That:

26. PERCEPTION CHECKTake this opportunity to talk with your neighbor. Talk about something that is occupying your mind at the moment related to something Geoff has said so far.

27. CONVERSATION STARTER • If we are going to grow a true Learning Culture, what are the implications for…… • values vision Purpose assumptions expectations norms processes Staff Meetings the Belief System

28. The Power of Paradigms

29. “We don’t see things as they are we see them as we are.” Anias Nin

31. A Paradigm is a self-consistent set of ideas and beliefs which influence how we perceive and how we make sense

32. Unless the paradigm at the heart of the culture is changed there will be no lasting change

34. Principal as Inquirer • Observe the behaviour • First impressions powerful and useful • Climate? • “Rules of the game”? • Espoused values? • Group norms? • Habits of thinking and acting? • Metaphors or symbols?

35. Principal as Ethnographic Researcher • What is the formal philosophy? • What is the shared meaning of the group? • What embedded skills are there? • What don’t you hear ,feel or see ? • What is rewarded or reprimanded?

36. A SUSTAINABLE SCHOOL • Has a values system • Knows what it believes about learning • Is clear about its principles • Has clarity of purpose • Articulates the long term frame for the future • Builds conversations about learning • Makes decisions well • Has deep caring and trust in abundance • Has a strong socio-cultural field • Makes meaning together

37. INTENTION • How should we ensure that we are all focused and participating in building and owning a clear intention? • What future do we want to create together? • What do we want over the years from this relationship? • How clear is my vision for the future? • What is the purpose of my leadership? • What do I want to achieve for myself, DECS and my community? • Who or what charts my ship’s direction? • How clear is our intention?

39. Culture Change in your Site If an aspect of changing culture is about vision, values ,beliefs, attitudes and behaviours, how much time have your staff invested on these topics in the last year? As an Instructional Leader what will you be doing in relation to this issue next year? DISCUSS

40. If we………….. • Impose structure, we create resistance. • Ignore relationships, we create irresponsibility. • Deny participation, we create anger and resentment. • Impose traits and behaviours we create lifeless performance. • Allow incoherence, we create withdrawal and paralysis. • Ignore meaning, we create selfishness.