Changing the Game Engaging the Unions MSC 2009. Keynote Check BillBill –The efficiency challenge RayRay –The creativity/innovation challenge 2.

Changing the GameChanging the GameEngaging the UnionsEngaging the Unions

MSC MSC 20092009

Keynote CheckKeynote Check• BillBill

–The efficiency challengeThe efficiency challenge

• RayRay–The creativity/innovation challengeThe creativity/innovation challenge

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Moving this to Quad DMoving this to Quad D• Connect to Quad D Leadership Connect to Quad D Leadership

presentationspresentations

• Connect to Efficient/Effective Connect to Efficient/Effective presentationspresentations

• Connect this to your world… your Connect this to your world… your unique circumstancesunique circumstances

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Why Unions?Why Unions?A Flash of the Blindingly ObviousA Flash of the Blindingly Obvious

• Who are the critical stakeholders in the Who are the critical stakeholders in the improvement process?improvement process?

• Who represents this stakeholder group?Who represents this stakeholder group?

• Who is conspicuously absent from Who is conspicuously absent from partnering about improvementpartnering about improvement

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Speaking of not working

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“Whoa!.... That can’t be right!”

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But before we blame…

We might remember…We might remember…• Bargaining laws, conditions, etc. for Bargaining laws, conditions, etc. for

organizing did organizing did notnot come from the teachers come from the teachers

• Legislation drove the relationshipLegislation drove the relationship

• The legislation reflected (and protected) The legislation reflected (and protected) the structure that wasthe structure that was

• Associations and boards are caught up in Associations and boards are caught up in defending a system that no longer works defending a system that no longer works for the new demands on the system.for the new demands on the system.

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Our agendaOur agenda• Context for change the game and Context for change the game and

engaging unionsengaging unions

• How school leaders How school leaders ANDAND teachers teachers can playcan play

• Concrete example of what can Concrete example of what can happenhappen

• Possible ”next steps”Possible ”next steps”

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Resources• ICLE website

http://www.leadered.com/“Effective and Efficient” – Dr. Willard Daggett (white paper)

“Improving Student Performance in Times of Declining Resources” -- Dr. Willard Daggett (white paper)

“Managing Resources to Focus on Student Achievement” -- Sue Gendron & Angela Faherty (white paper)

• The Fifth Discipline, Peter Senge• The 7 Habits of Highly Effective People, Stephen Covey• Getting to YES, Roger Fisher & William Ury• Mistakes Were Made (but not by me), Carol Tavris &

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What would be your What would be your best hopes for the best hopes for the

relationship between relationship between school leaders and school leaders and

teacher teacher associations/unions?associations/unions?

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How about…How about…• Extra pay for student success?Extra pay for student success?

• A teacher run professional development A teacher run professional development academy with local and graduate credit?academy with local and graduate credit?

• A collaboratively developed and A collaboratively developed and administered teacher support/ coaching administered teacher support/ coaching program?program?

• Increase in opportunities for teacher Increase in opportunities for teacher leadershipleadership

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Some ContextSome Context

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WHY change is WHY change is neededneeded

• Schools throughout this nation are facing Schools throughout this nation are facing two difficult and conflicting challenges: two difficult and conflicting challenges: – Improve student performance. Improve student performance. – Deal with increasingly Deal with increasingly fewerfewer financial resources than financial resources than

in the past. in the past.

• trends are not temporarytrends are not temporary• schools must take the responsibility to find schools must take the responsibility to find

new and innovative ways to improve new and innovative ways to improve student performance with increasingly less student performance with increasingly less resourcesresources

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During times of great During times of great challenges, however, there challenges, however, there are some innovative and are some innovative and

highly successful strategies highly successful strategies emerging from which we can emerging from which we can

learn. learn.

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Lessons Learned from Lessons Learned from high performershigh performers

• Understand and OWN the core missionUnderstand and OWN the core mission

• There is laser like focus on that missionThere is laser like focus on that mission

• Minimize the Us/Them cultureMinimize the Us/Them culture

• Analyze their workAnalyze their work

• Do more of what works, less of what Do more of what works, less of what doesn’tdoesn’t

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Home, Home on the Home, Home on the Range (school)Range (school)

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The Us/Them CultureThe Us/Them Culture

TeachersTeachers AdministratorsAdministrators

SecretariesSecretaries

CustodiansCustodians

ParaprofessionalsParaprofessionals

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The ResultsThe Results

• Feeling over-workedFeeling over-worked

• Feeling under-appreciatedFeeling under-appreciated

• ““If only they understood…”If only they understood…”– How hard I workHow hard I work– What my job is likeWhat my job is like

• Increases isolation when collaboration Increases isolation when collaboration is what is neededis what is needed

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QWERTY as QWERTY as Metaphor…Metaphor…

oror We do it We do it that way that way because we because we always always havehave

QWERTYQWERTY

• Historical solution to a real problemHistorical solution to a real problem

• Solution has outlived the problemSolution has outlived the problem

• Solution has included inherent problemsSolution has included inherent problems

• Alternatives existAlternatives exist

• Other examplesOther examples

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Biology, Chemistry, Physics

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Now calm down, Barbara… We haven’t looked everywhere yet and a elephant can’t hide forever

Elephants in the RoomElephants in the Room• The relationship between school leaders The relationship between school leaders

and teachers/employees OR and teachers/employees OR

• The US/THEM cultureThe US/THEM culture

• Positional negotiationsPositional negotiations

• Graduate course workGraduate course work

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Elephants in the RoomElephants in the Room• They represent common areas of They represent common areas of

concern concern

• They are frequently problem areasThey are frequently problem areas

• They are high leverage issuesThey are high leverage issues

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Positional negotiations Positional negotiations and QWERTYand QWERTY

• Historical solution to a real problemHistorical solution to a real problem

• Solution has outlived the problemSolution has outlived the problem

• Solution has included inherent problemsSolution has included inherent problems

• Alternatives existAlternatives exist

• The alternativeThe alternative– 7 Habits of Highly Effective People7 Habits of Highly Effective People– Getting to YESGetting to YES– Interest based bargainingInterest based bargaining

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Areas of AgreementAreas of Agreement

• Frequent adversarial climateFrequent adversarial climate

• Exacerbates existing Us/Them CultureExacerbates existing Us/Them Culture

• Negatively impacts improvement Negatively impacts improvement initiatives…even the good onesinitiatives…even the good ones

• Emphasizes protection more than Emphasizes protection more than professionalismprofessionalism

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Getting to HOWGetting to HOW

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The HistoryThe History

• Poor district – high free/reduced Poor district – high free/reduced countcount

• Poor local support – number of failed Poor local support – number of failed budgets (NJ structure)budgets (NJ structure)

• Poor performance – state tests & Poor performance – state tests & secondary schools concernssecondary schools concerns

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The CultureThe Culture• DistrustDistrust

• Range school mentalityRange school mentality

• Us/Them feelingsUs/Them feelings

• Resistant to change – what’s in it for me?Resistant to change – what’s in it for me?

• Acrimonious negotiations were the ruleAcrimonious negotiations were the rule

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But more importantlyBut more importantly• We got the wrong people “on the bus”We got the wrong people “on the bus”

• Potential teacher leaders focused on union Potential teacher leaders focused on union activities rather than instructional activities rather than instructional leadership or were discouraged from leadership or were discouraged from participating participating

• We created a false choice … We created a false choice … professionalism or unionismprofessionalism or unionism

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Sound Familiar?Sound Familiar?

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The ProblemThe Problem

• Poor performancePoor performance

• Satisfaction with status quoSatisfaction with status quo– Why change – no one cares about usWhy change – no one cares about us

• Little incentive to improveLittle incentive to improve– Sense of under-appreciation impeded Sense of under-appreciation impeded

willingness to extend willingness to extend

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Adversarial/positional Adversarial/positional negotiationsnegotiations

• Hardened positionsHardened positions

• Teachers – more money Teachers – more money (proxy for (proxy for recognition)recognition)

• Board – more work/longer day Board – more work/longer day (proxy (proxy for student perfofor student performance)rmance)

• Reduced receptivity to changeReduced receptivity to change

The process and its consequencesThe process and its consequences

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Effect of inexperienced Effect of inexperienced negotiatorsnegotiators

• Hurt feelingsHurt feelings

• AngerAnger

• FrustrationFrustration

• Withdrawal (grading analogy)Withdrawal (grading analogy)

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The Little Egg Harbor The Little Egg Harbor exampleexample

• Moved from high tension to collaboratively Moved from high tension to collaboratively developed contract including:developed contract including:– Revised teacher support program (description)Revised teacher support program (description)– Performance based compensation package for Performance based compensation package for

administrators and teachersadministrators and teachers

• Created of teacher run professional Created of teacher run professional development academy as alternative to eclectic development academy as alternative to eclectic in-service, out-of-district workshops, graduate in-service, out-of-district workshops, graduate reimbursement policies reimbursement policies

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Two optionsTwo options

1.1. Solidify the positions through Solidify the positions through constant constant organizational/institutional organizational/institutional reinforcementreinforcement

2.2. 55thth Discipline approach – break Discipline approach – break into the system circle and into the system circle and leverage it open to allow changeleverage it open to allow change

Peter Senge, The Fifth Discipline

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The GroundworkThe Groundwork• Got commitment to explore optionsGot commitment to explore options

– From boardFrom board– From associationFrom association

• Recognizing and validating the union Recognizing and validating the union leadershipleadership

• Extending the invitationExtending the invitation

• Expanding the definition of leadershipExpanding the definition of leadership

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The move to the The move to the interest based interest based

approachapproach• Offer to change the paradigmOffer to change the paradigm

• Selling the “WHY”Selling the “WHY”

• Providing stories of successProviding stories of success

• Taking the first stepsTaking the first steps

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Selling the WHYSelling the WHY

• Insanity analogyInsanity analogy

• What we might like to seeWhat we might like to see

• Focus on common goalsFocus on common goals

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Changing the Changing the paradigmparadigm

• A critical look at the futureA critical look at the future– Building Quadrant D LeadershipBuilding Quadrant D Leadership

• Some Readings and ExposureSome Readings and Exposure– 7 Habits of Highly Effective People 7 Habits of Highly Effective People – – Stephen Stephen

CoveyCovey

– Getting to Yes Getting to Yes – – Fisher & UryFisher & Ury

– Mistakes Were Made…(but not by me) Mistakes Were Made…(but not by me) – Tavris & – Tavris & AronsonAronson

• Discussion of “best” and “worst” case Discussion of “best” and “worst” case scenariosscenarios

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Taking the first stepsTaking the first steps• Agreed to exploreAgreed to explore

– Union research with state organizationUnion research with state organization– Board researched with other, successful Board researched with other, successful

districtsdistricts

• Presentation to all by potential facilitatorPresentation to all by potential facilitator

• Agreed to use a facilitator with shared Agreed to use a facilitator with shared costs (no one owned the facilitator)costs (no one owned the facilitator)

• Agreed to a time line – investment limitsAgreed to a time line – investment limits

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The processThe process• Set agenda for first meeting with facilitator Set agenda for first meeting with facilitator

– union president, board president, – union president, board president, superintendent, & facilitatorsuperintendent, & facilitator– Intro process – key concepts & ground rulesIntro process – key concepts & ground rules– All must attend – no catch up participantsAll must attend – no catch up participants– All meetings include pot luck dinner – All meetings include pot luck dinner –

alternating responsibilitiesalternating responsibilities– Time limit (each meeting & number of Time limit (each meeting & number of

meetings)meetings)

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The processThe process• Introduction to Interest-based negotiationsIntroduction to Interest-based negotiations

• Identify & explore areas of interestIdentify & explore areas of interest– List best hopes for each areaList best hopes for each area– List worst fears for each areaList worst fears for each area– Find areas of common interestFind areas of common interest

• Work to define how to achieve theseWork to define how to achieve these– Create work groups to resolve these, Create work groups to resolve these,

including options for resolving conflict including options for resolving conflict

• Group presentations of work for each areaGroup presentations of work for each area48

The concrete resultsThe concrete results• Multi-year contract Multi-year contract

– Teacher support systemTeacher support system– Performance basedPerformance based

• Bonus based on student growth on locally Bonus based on student growth on locally developed performance assessments in key target developed performance assessments in key target areasareas

– Limits to graduate credit reimbursement Limits to graduate credit reimbursement • Creation of jointly run professional development Creation of jointly run professional development

academyacademy– Teacher director, shared profitsTeacher director, shared profits

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The performance The performance based contractbased contract

• Based on common vision of improved Based on common vision of improved student performancestudent performance

• Collaboratively identified target areasCollaboratively identified target areas

• Performance based assessmentsPerformance based assessments

• Rubrics for successRubrics for success

• Collaboratively defined/design PDCollaboratively defined/design PD

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The Teacher Support The Teacher Support SystemSystem

PremisesPremises

• One size fits all, fits no oneOne size fits all, fits no one

• Traditional observation/evaluation systems Traditional observation/evaluation systems don’t workdon’t work

• Coaching worksCoaching works

• Teacher needs are more experienced Teacher needs are more experienced based than age basedbased than age based

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Support system agreementsSupport system agreements

• Collaboratively developed processCollaboratively developed process

• Collaboratively administered programCollaboratively administered program

• Differentiated supportDifferentiated support

• Multiple options for professional growthMultiple options for professional growth

• Teacher support teams for needy staffTeacher support teams for needy staff

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Graduate CourseworkGraduate Coursework• Budget nightmareBudget nightmare

• Inequitable distributionInequitable distribution

• Unfocused experiencesUnfocused experiences

• No symmetry or congruence with district No symmetry or congruence with district needsneeds

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The solutionThe solution• Limits on annual funds for graduate courses Limits on annual funds for graduate courses

(degree focused)(degree focused)• Creation of locally run PD academy open on fee Creation of locally run PD academy open on fee

basis to other districtsbasis to other districts• Teacher directorTeacher director• Collaborative team brokers, creates, offers Collaborative team brokers, creates, offers

coursescourses• Local credit with graduate optionLocal credit with graduate option• Profit sharingProfit sharing• Annual reports and reviewAnnual reports and review

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The Impact of interest The Impact of interest based thinkingbased thinking

• Giant step towards Quadrant D leadership Giant step towards Quadrant D leadership organizationorganization– Partners in change (board, union, Partners in change (board, union,

superintendent) superintendent)

• Increased ownership for student learningIncreased ownership for student learning

• Increased ownership for professional Increased ownership for professional developmentdevelopment

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How it fit withHow it fit with Quadrant D Leadership Quadrant D Leadership• Leaders recognize that the current practice may Leaders recognize that the current practice may

not be the best practice and are willing to take not be the best practice and are willing to take risks and innovate. risks and innovate.

• Leadership shifts from the actions of a single Leadership shifts from the actions of a single leader or a small leadership team to distributed leader or a small leadership team to distributed leadership throughout the school community leadership throughout the school community

• Change and adapt through a collaborative staff, Change and adapt through a collaborative staff, with a shared vision, committed to preparing with a shared vision, committed to preparing each student for his or her future each student for his or her future

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Quadrant D LeadershipQuadrant D Leadership• Adapt to constantly changing conditionsAdapt to constantly changing conditions• Leadership not a Leadership not a positionposition but a but a dispositiondisposition for for

taking action taking action • Build capacityBuild capacity

– measure the effectiveness of leadership by the measure the effectiveness of leadership by the actions and culture of the school community actions and culture of the school community (organizational leadership), rather than the behavior (organizational leadership), rather than the behavior of the leader aloneof the leader alone

– broaden the acceptance of leadership among many broaden the acceptance of leadership among many staff and students who share a common vision staff and students who share a common vision

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Efficiency and Effectiveness Framework • The latest tool developed by the

International Center to help educators –determine cost (efficiency), –how to define student performance

(effectiveness), and –how to compare cost to

performance.

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“Wait a minute! Say that again, Doris!... You know, the part about ‘If we only had some means of climbing down.’ ”

Visit the Consulting Services Resource Table

or

(518) 399-2776 or [email protected]

Interested in Professional Development Training at Your District/School?

Richard Ten Eyck – Richard Ten Eyck – [email protected]@comcast.

netnet

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