Back in the Day or Back to the Future? Steve Kukic VP, Strategic Sales Initiatives 30 Years Older than Back in the Day.

Back in the Day or Back to the Future?

Steve KukicVP, Strategic Sales Initiatives

30 Years Older than Back in the Day

  (Here's the reply the teacher received the following day)Dear Mrs. Jones,I wish to clarify that I am not now, nor have I ever been, an exotic dancer.  I work at Home Depot and I told my daughter how hectic it was last week before the blizzard hit.  I told her we sold out every single shovel we had, and then I found one more in the back room, and that several people were fighting over who would get it. Her picture doesn't show me dancing around a pole.  It's supposed to depict me selling the last snow shovel we had at Home Depot. From now on I will remember to check her homework more thoroughly before she turns it in. Sincerely,Mrs.  Smith

The call and need of a new era is for greatness. It’s for fulfillment, passionate execution, and significant contribution. These are on a different plane or dimension. They are different in kind—just as significance is different in kind, not in degree, from success.

Greatness

Covey, 2004

We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.

Ron Edmonds, 1982

THE Conundrum

5

• “The rate of change in the society in which we live forces us to redefine how we shall educate a new generation”.

• “Education will require constant redefinition…the period ahead may involve such a rapid rate of change in specific technology that narrow skills will become obsolete within a reasonably short time after their acquisition” .

• Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.

SEE

DOGET

The Business of Paradigms

•Paradigms can set boundaries

•Paradigms can provide rules

•Paradigms can give comfort

•Paradigms can promote the status quo

•Paradigms can inhibit growth

• Avoid paradigm paralysis

• Be open to change

• Help shape change rather that be controlled by it

Taken from Thomas Kuhn’s The Structure of Scientific

Revolutions

Joel Barker (1988)

DISCOVERING THE FUTURE

It ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.

Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders among those who may do well under the new.

Machiavelli

A Remarkable Convergence

• Moral purpose• Understanding change• Developing relationships• Knowledge building• Coherence making

Powerful Factors that are deeply compatible—indeed synergistic.

Fullan, 2001

Mindset

Fixedv.

GrowthDweck, 2007

How teachers put a growth mindset into practice is the topic of a later chapter, but here’s a preview of how Marva Collins, the renowned teacher, did it.

On the first day of class, she approached Freddie, a left-back second grader, who wanted no part of school. “Come on, peach.” she said to him, cupping his face in her hands, “we have work to do. You can’t just sit in a seat and grow smart…I promise, you are going to do, and you are going to produce. I am not going to let you fail.”

Dweck, 2006

The fixed mindset limits achievement. It fills people’s minds with interfering thoughts, it makes effort disagreeable, and it leads to inferior learning strategies. What’s more, it makes other people into judges instead of allies.

Dweck, 2006

14

Dealing with Difficult People who haveDinosaur Brains – including ourselves!Bernstein, 2004

Inside each human being lurks the brain of a dinosaur – irrational, emotional, easily enraged – waiting to take control.

• Maintain a positive attitude.• Stick with a decision.• Think of setbacks as challenges instead of disasters.• Exercise, eat a balanced diet, take care of yourself.• Always take the time to have fun.• Learn a technique to lower your physiological

arousal on demand.

Dealing with Difficult People who haveDinosaur Brains – including ourselves!Bernstein, 2004

Coach John Wooden produced one of the greatest championships records in sports. He led the UCLA basketball team to the NCAA Championship in 1964, 1965, 1967, 1968, 1969, 1970, 1971, 1972, 1973, and 1975. There were seasons when his team was undefeated, and they once had an eighty-eight-game winning streak.

What did he give them? He gave them constant training in the basic skills, he gave them conditioning, and he gave them mindset. Dweck, 2006

Wooden is not complicated. He’s wise and interesting, but not complicated. He’s just a straight-ahead growth-mindset guy who lives by this rule: “You have to apply yourself each day to becoming a little better. By applying yourself to the task of becoming a little better each and every day over a period of time, you will become a lot better.

Dweck, 2006

It is our choices, Harry, that show what we truly are,

far more than our abilities.

Professor Albus DumbledoreHeadmaster, Hogwarts School of Magic

Change is good.

You go first!Judy Elliott, 2004

Really Achieving Your Childhood Dreams: Pausch’s Goals

• Being in zero gravity• Playing for the NFL• Authoring an article in the World Book

encyclopedia• Being Captain Kirk• Winning stuffed animals• Being a Disney Imagineer

Pausch, 2008

Brick walls are there to stop the people who don’t want it badly enough.

Randy Pausch, 2006

It’s About How You Live Your Life.

Pausch, 2008

Always do right (things right).

This will gratify some people

and astonish the rest.

Mark Twain and Stephen Covey

“Whether you think you can or think you can’t, either way you are right.”

-Henry Ford (1863-1947)

“Daddy, If you want to, you can.”

–Stephanie Kukic, Age 4, 1983

Every Great teacher who has ever walked the planet has told you that life was meant to be abundant.

“The essence of this law is that you must think abundance; see abundance, feel abundance, believe abundance. Let no thought of limitation

enter your mind.”-Robert Collier

The Secret, 2006

To mobilize the sort of cooperativeWhole-System effort Fullan proposes:

1. We must believe that real change is possible.-Transforming the fatalism that currently afflicts far too many starts with a conviction that change is possible with a clear framework and practical tools for engagement and moving forward.

2. We must imagine a vision for school that is far more compelling than fixing a broken system.

Fullan, 2010

Rosa Parks

“There is no use trying,” said Alice; “one can’t believe impossible things.”

“I dare say you haven’t had much practice,” said the Queen. “When I was your age, I always did it for half an hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast”.

Lewis Carroll

As Albert Einstein said:

“The significant problems we face cannot

be solved by the same level of thinking that

created them.”

Tend the CHAOS, Don’t

Manage it!

Ciara Turner, 2010

ODYSSEY, Pepsi to Apple…a Journey of Adventure, Ideas, and the Future

The Best way to predict the future is to invent it.

John Sculley, 1987

Every organization is perfectly aligned for the results it gets.

Sustainable system change is

the agenda.

Fullan, 2003

High-Reliability Organizations (HROs)

“The public expects fail-safe performance and successful organizations adjust their operations to prevent failure.” (Bellamy et al., 2005)

Unfortunately, all of the examples of HROs offered by Bellamy and colleagues are far removed from education

Bellamy et al., 2005

Characteristics of HROs

Marzano and Waters, 2009

Firms of Endearment

Firms of endearment (FoEs) endear themselves to stakeholders (customers, employees, investors, partners, and society). When these authors claim up front that no stakeholder is more important than any other, they are getting at the core of Secret One.

Fullan, 2008

Firms of Endearment

• Amazon• BMW• Carmax• Caterpillar• Commerce Bank• Container Store• Costco• eBay• Google• Harley Davidson• Honda• IDEO• IKEA• Jet Blue

• Johnson & Johnson• Jordan’s Furniture• LL Bean• New Balance• Patagonia• REI• Southwest Airlines• Starbucks• Timberland• Toyota• Trader Joe’s• UPS• Wegmans• Whole Foods

Sisodia, et al., 2007 in Fullan, 2008

Southwest Airlines

Ten Synergistic Southwest practices for building high-performance relationships

1. Lead with credibility and caring2. Invest in frontline leadership3. Hire and retain for relational competence4. Use conflicts to build relationships5. Bridge the work-family divide6. Create boundary spanners7. Measure performance broadly8. Keep jobs flexible at the boundaries9. Make unions your partners10. Build relationships with suppliers Fullan, 2008

Elements of a Successful Reform

1. A small number of ambitious goals2. A guiding coalition at the top3. High standards and expectations4. Collective capacity building with a focus on

instruction5. Individual capacity building linked to instruction6. Mobilizing the data as a strategy for improvement7. Intervention in a nonpunitive manner8. Being vigilant about “distractors”9. Being transparent, relentless, and increasingly

challenging Fullan, 2010

Marzano and Waters, 2009

Nonnegotiable Goals

For Achievement

Nonnegotiable Goals

For Instruction

Collaborative Goal Setting

Board Alignment

Allocation of Resources

Interaction of findings for district leadership

Welcome to RtI/MTSS Land,a land of triangles, circles,

swirls, data, non-negotiables, interventions, technology,

coaching, systems, and student success!

A FEW need

Intensiveinstruction

SOME need more support

NEARLY ALL work in core curriculum

Generic Models Another Reality

A few learn easily

Some need more support

Most will benefit from Intensive

Instruction

What is your reality?: The Clark County experience

A Call to Action:The relentless pursuit of excellence (CHAOS)!

C –

H –

A – O –

S –

Collaboration with a purpose, to improve achievement

Hierarchy of tiered, effective, academic and behavioral interventionsAll, some, AND few as the consistent focusOne child at a time, instructional decisions based on progress monitoring dataSystems change with coherence to                                                   Close The Achievement Gap

The Systemic Work of RtI Leadership

• It requires creating a culture and deep belief that all students can (will) learn.

• It requires the vision and the intentional message that instructional reform efforts and resources must be aligned to ensure growth in student achievement and that delivery of quality professional development, for both teachers and administrators, is systemic.

• It requires the knowledge, appreciation, and continual use of data in making instructional and programmatic changes that are second nature to all consumers in the system.

Judy Elliott, 2008

The concept of PLC is embraced, expected, and supported at the school and district level as operationalized by the MTSS innovation

configuration.  

District level standard protocols, in the areas of academic and behavior assessment, curriculum, intervention, and instruction are

established, implemented and supported with fidelity.  

The focus of Professional Development is expecting and supporting fidelity of implementation.

 Results-driven leadership is expected and supported at all levels.

Wichita Public Schools: District Level Non-Negotiables

The Essence of Reform

Palmer, 1998

In our rush to reform education, we have forgotten a simple truth: reform will never be achieved by renewing appropriations, restructuring schools, rewriting curricula, and revising texts if we continue to demean and dishearten the human resource called the teacher on whom so much depends. Teachers must be better compensated, freed from bureaucratic harassment, given a role in academic governance, and provided with the best possible methods and materials. But none of that will transform education if we fail to cherish—and challenge—the human heart that is the source of good teaching.

Four Ps to a New Beginning (Ending, Neutral Zone, New Beginning)

• Purpose—People need to know why the organizational change(s) associated with their personal loss is necessary.

• Picture—People need a picture, image, or vision of

what the future will be like as a result of the

change(s) associated with their loss.• Plan—People need to know the plans for

implementing change(s) associated with their loss.• Part—People need to know what part they can and

will be asked to play in the future. Bridges, 1980

Resolute leadership, allegiance, and professional power create the conditions for sustainability.

Fullan, 2010

Making All Systems Go

1. Resolute Leadership2. Intelligent Accountability3. Collective Capacity4. Individual Capacity5. Moral purpose/High Expectations

These five components represent a complex resource, one that compounds and multiplies its effect through interrelated use.

Fullan, 2010

A powerful feature of all systems go is that shared commitment, allegiance, and responsibility for results becomes collectively owned. Fullan, 2010

Sustainability Involves Four Things

1. Establish a large critical mass of “beyond expectations” work

2. Grow, select, recruit, and develop talent consistent with the culture and constantly replenish it

3. Be relentlessly consistent with respect to what works while at the same time looking for the next improvement (Today’s relentless consistency is tomorrow’s innovation in the next day’s relentless consistency.)

4. Secure the district in its own context (in its own community) Fullan, 2010

The Mantra

Get the goals right, keep the storyline brief, stay on message, get simple evidence of results, and persist even (especially) if the other side seems obtuse.

Fullan, 2010

An unnatural act committed by unconsenting and unwilling people despite their mutually benefiting goals.

Collaboration

We are all caught up in an inescapable

web of mutuality.

Martin Luther King, Jr.

Leadership...is a team performance.Collaboration is a social imperative.

Without it, people can’t get extraordinary things done in organizations.

Kouzes & Pozner, 2003

The Chaordic Organization

All organizations are merely conceptual embodiments of a very old, very basic idea -- the idea of community. They can be no more or less than the sum of the beliefs of the people drawn to them; of their character, judgments, acts, and effort Dee Hock

THE Key to the success of the Consortium: Combining Order and Chaos

The Consortium as a Chaordic Organization• Structured for the long term• Dedicated to an extraordinary purpose: to improve

teaching and learning• Willing to change organization as times demand,

but never at the expense of the extraordinary purpose

• Focused on an ever-evolving community• Focused on ANDswers: consistency and innovation,

science and passion, work and celebration, process and results

In complex, flat world times, purposeful groups do better than a handful of experts, but you have to work the group.

There has to be:1. A sense of purpose

2. Freedom from groupthink

3. Consideration of diverse ideas

4. Retention of practices that work

Fullan, 2008

The Tyranny of OR …The Genius of AND

We’re not talking about mere balance here. Balance implies going to the midpoint, fifty-fifty, half and half…A highly visionary company does not want to blend yin and yang into a gray, indistinguishable circle that is neither highly yin nor highly yang; it aims to be distinctly yin and yang—both at the same time, all the time.

Collins & Porras, 1994, in DuFour, et al., 2004

Built to LastBuilt to Last

Preserve the Preserve the Extraordinary Extraordinary

PurposePurpose

Consider no organizational Consider no organizational chart as sacredchart as sacred

ANDAND

Collins & Porras, 1997

Consistency and innovation can and must go together, and you achieve them through organized learning in context. Learning is the work.

Fullan, 2008

Science without Passion is uninspiring.

Passion without Science is self-centered.

Science with Passion is THE key to

student success!

Kukic, 2008

PIRSIG’S PEARL

CLASSICAL

ROMANTIC

ROMASSICAL

Classical Precision with Romantic Style

We acknowledge the need for schools to move beyond pious mission statements pledging learning for all and to begin the systematic effort to create procedures, policies, and, and programs that are aligned with that purpose.

DuFour, et al., 2004

In theory, there is no difference between theory and practice.

In practice, there is. Yogi Berra

The problem:

Building the plane while it’s flying.

Key Moments

• All of us have designer genes: Think about our parents-Woody Pace, Cy Freston, Ken Reavis,

Barbara Brunker, …

• 1980: The Special Educator is published and the Utah Special Education Consortium is formed

• 1981: The successful ULRC is refined to become the centerpiece of technical assistance

• 1980s: The Utah Mentor Teacher Academy is formed

• 1987: FASES is formed. VOICES has followed.

• 1988: The Utah Agenda for Achieving Better Outcomes for Students with Disabilities is developed.

Ongoing funding secured for the Consortium and its projects

• 1990s: Refinement and Systems Change in areas including Behavior, Neighborhood Schools, Rural

certification, FACT, State Improvement Grants, LEAD (or is it LEAD? ) formed to give a strong

voice to local special ed directors,…

• 2000s: Continual Refinement through State Improvement Grants-All Systems Go!!!!!

There are two principle-centered commitments.

1. Do the right thing.

Use only those strategies that have a strong data base.

2. Do them right.

Implement them all with passion and fidelity.

To know and not do is really not to know.

Covey, 2002

The student achievement gap can be solved only when the adult

gap between what we know and what we do is reduced to zero.

We can do this.

It is a matter of will, not skill.

Kukic, 2009

What we know v. What we do

• The five basic components of early reading v. constructivist ideology for all students

• Making decisions based on data v. making decisions based on tradition

• Evidence based and responsive teacher certification v. academic freedom

• Diagnosing for special education using Response to Intervention v. IQ/Achievement discrepancy

Bold Action to Get Serious Results

• Commit together to data based decision making 100% of the time. No more ideologically based decisions.

• Establish district level nonnegotiables related to assessment, curriculum, intervention, instruction, & positive behavior supports.

• Commit to using curriculum, interventions, technology, services that have external validation that they work with target students.

• Never purchase materials primarily because of the amount of free stuff your system gets.

• Implement all curricula and interventions with fidelity.

• Implement a replacement core for students who continue to achieve below the 30th percentile.

• Build and sustain a Multi Tier System of Support focused on improved performance for all.

Grow Deep

NOT JUST TALL

Karen Kaiser Clark

Like wind rustling my leaves and bending by boughs, life flows from season to season. Even in the darkness it moves on, straining for the light. Unfailingly, the night gives in to dawn.

Life is ever changing, always new. Many yesterdays slip into today. Yet, each sunrise offers a fresh new day. Tomorrow can never be now and for one of us…may never be known.

Make the most of your moments and remember, change is not merely necessary for life,

Life is change…Growth is optional…

Choose wisely.

The Paradoxical Commandments of Leadership

1. People are illogical, unreasonable, and self-centered: love them anyway.

2. If you do good, people will accuse you of selfish, ulterior motives: do good anyway.

3. If you are successful, you win false friends and true enemies: succeed anyway.

4. The good you do today will be forgotten tomorrow: do good anyway.

5. Honesty and frankness make you vulnerable: be honest and frank anyway.

6. The biggest men and women with the biggest ideas can be shot down by the smallest minds: think big anyway.

7. People favor underdogs but follow only top dogs: fight for a few underdogs anyway.

8. What you spend years building may be destroyed overnight: build anyway.

9. Give the world the best you have and you’ll get kicked in the teeth: give the world the best you have anyway.

Kent Keith, 2002

Live with intention.Walk to the edge.Listen hard.Practice wellness.Play with abandon.Laugh.Choose with no regret.Appreciate your friends.Continue to learn.Do what you love.Live as if this is all there is. Mary Anne Radmacher, 2008

You’ve got to dance like nobody’s watching and love like you’ll never get hurt.

  The secret o’ life is enjoying the passage of time.Any fool can do it. There ain’t nothin’ to it. Nobody knows how we got to the top of the hill.Since we’re on our way down, we might as well enjoy the ride. The secret o’ love is in opening up your heart.It’s okay to feel afraid. Don’t let that stand in your way.‘Cause anyone knows that love is the only road. Since we’re only here for a while, might as well show some style. Give us a smile.  Isn’t it a lovely ride? Slidin’ down, glidin’ down.Try not to try too hard. It’s just a lovely ride.

The Secret O’ Life by James Taylor

Now, the thing about time is that time isn’t really real.

It’s just your point of view. How does it feel for you?

Einstein said he could never understand it all.

Planets are spinning through space.

Smile upon your face. Welcome to the human race.

Some kind of lovely ride. I’ll be slidin’ down, I’ll be glidin’ down. Try not to try too hard. It’s just a lovely ride.

 Isn’t it a lovely ride? See me slidin’ down, glidin’ down.

Try not to try too hard. It’s just a lovely ride.

 The secret o’ life is enjoying the passage of time.