Leadership and Coaching for Click to edit Master …...2019/11/03 · A Coaching Style of Leadership EQUITY 3 Click to edit Master title style Click to edit Master subtitle style

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11/12/2019 1

Leadership and Coaching for Systems Change

Session 3 | 2019-20Heidi LaabsKathy Myles

#LeadCoachSucceed

The Wisconsin RtI Center (CFDA # 84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.



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Norms for Our Time Together

• Respect everyone’s time–begin/end on time

• Stay engaged

• Be kind

• Be solution oriented, positive, and open to new ideas

• Presume positive intentions

• Use technology to enhance learning

• Keep conversation student focused



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Reflect on your coaching sessions with your table group:

• What went well?

• What challenges did you experience?

• What surprised you?

• What was your level of listening?

• What characteristics of effective coaches did you demonstrate?

• What did you notice about your questioning?

Reflection

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A Coaching Style of Leadership

MLSS Coaching Roles & Activities

Coaching Conversation

Format

Coaching Competencies

The Change Process

Instructional Coaching Roles

& Activities

#leadcoachsucceed

EQUITY



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The Change Process

The Change Process

• Technical vs. Adaptive

• Stages of change implementation

• Responses to change

• Overcoming resistance

• Leading change

• Your Continuous Improvement Plan

#leadcoachsucceed

EQUITY



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A Coaching Style of Leadership• Collaborative

• Trusting relationships

• Shared decision-making

• Shared leadership

• Shared vision, values, beliefs, and commitments

• Asks instead of tells

• Understands the systems change process

A Coaching Style of Leadership

EQUITY

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Today’s Agenda

• Coaches and Leaders as Change Agents

• Live Coaching Demonstration

• Leading Systems Change

• Team Time



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Our Overarching Goal

Our Overarching Goal

Lead and coach individuals and teams toward the implementation of an equitable, multi-level system of supports that creates equitable outcomes for students and closes achievement gaps in schools and districts.



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So that you will be able

to…

You will know and understand…

• The differences between technical and adaptive change• The stages of change implementation

• Identify methods for creating and sustaining a culture of collaboration with individuals and teams within your school and district community

Program Outcomes…

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So that you will be able

to…

You will know and understand…

•The natural responses to change

Program Outcomes…

•Differentiate between coaching strategies and approaches in response to client needs in order to build staff capacity for adaptive change

• Identify and apply strategies for managing resistance to change



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If you’re in a bad situation, Don’t worry, it’ll change.

If you’re in a good situation, Don’t worry, it’ll change.

John A. Simone, Sr.

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Your Experience with Change

Think of a positive change that you’ve made in your life/work as an adult.

1. How did this change transpire?

2. What were the obstacles along the way?

3. How did you negotiate them?

4. At what point did you realize “I’ve changed”?

5. How does this accomplishment feel?

6. What did you learn about yourself?



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Your Experience with Change

• What do your experiences about change tell us about the nature of change?

– Is it hard or easy to adjust to change?– What determines whether it’s hard or easy to adjust to change?

• What can we conclude about the nature of change?

(Innovation and Change Management: NSB, 2016)



11/12/2019 15 Copyright: Dat doris, 2016

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Chapter Title Group

3 Change Itself 1

4 Connect Peers with Purpose 2

5 Capacity Building Trumps Judgmentalism 3

6 Learning is the Work 4

7 Transparency Rules 5

8 Love, Trust, and Resistance 6

Research on Change

(Motion Leadership by Michael Fullan, 2010)



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Motion Leadership:

With your vision buddy:

1. Three points I’d like to make…

2. An idea that squares with my thinking…

3. Something still going around in my head…

The Skinny on Becoming Change Savvy

#leadcoachsucceed



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Current Research on Change

• Mid-Continent Research on Education & Learning completed meta-analysis on the impact of leadership on student achievement

• Key finding: the Magnitude of Change

• Change has personal and organizationalimplications


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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.

(Balanced Leadership PaCR-MLSScipant’s Manual, McREL, 2005)



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The Magnitude of Change

CHANGE



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The Magnitude of Change

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Adaptive vs. Technical Change

Heifetz and Linsky (2002) distinguish between technical and adaptive change.

Technical change involves:• Putting in place solutions to problems for which

answers are known• Not as difficult as adaptive change• Problems for which people already have the

necessary know-how and procedures

Adaptive change involves:• Addressing problems for which solutions are unknown• Changing more than routine behaviors or preferences• Profound changes in people’s hearts and minds - adaptive

change can result in transformation of the system

Technical change is

not as difficult as adaptive change.

#leadcoachsucceed



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Magnitude of Change

Incremental, linear

Extension of past

Consistent with prevailing norms and paradigms

Marginal/limited impact

Focused, bounded

Complex, non-linear

A break with the past

Outside of norms and beyond paradigms

System disturbance

Emergent, unbounded

Technical Adaptive

(Balanced Leadership PaCR-MLSScipant’s Manual, McREL, 2005)



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Change in Your School

What are 1-2 things that you know now about the changes you are implementing that you didn’t know before?


As a team, discuss Change

Implementation Reflection

Part 1

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Adaptive Change

Areas Negatively Associated with Adaptive Change

• Culture

• Communication

• Policies & procedures (order)

• Stakeholder input

(Based on the work of Marzano, Waters, McNulty: 2005)



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Pitfalls of Adaptive Change

CultureStrongest negative relationship to adaptive change because

common language, understanding, traditions, accepted

practices, and team spirit have all been impacted by innovation.

CommunicationDo not assume that you have communicated enough about the

change.




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Pitfalls of Adaptive Change

Policies and Procedures Implementation may require changes in some of the policies and procedures staff have come to love and value.

Stakeholder Input People resisting the change do not have the ears to hear. Often when you ask for input, their suggestion is to revert to former practice.


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This does not mean the leader intentionally tries to undermine the

four areas.

It means the leader might pay a price in relationship to the four

leadership areas when leading an adaptive change initiative.




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Bottom Line

• Leading adaptive change cannot be entered into lightly

• Be cautious, but deliberate

• It is complex and calls for decisive, quick action

(Prestine, 1992)#leadcoachsucceed



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Your Turn

What can we, as leaders and coaches, do to minimize the impact of adaptive change on culture, communication, policies and procedures, and stakeholder input?

#leadcoachsucceed

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“Most strategies for reform focus on structures, formal requirements, and events-based activities…

They do not struggle directly with existing cultures and whether new values and practices may be required…

Restructuring (which can be done by caveat) occurs time and time again, whereas reculturing (how teachers come to change their beliefs and habits) is what is needed.”

(Fullan, 2007)



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Change vs. Transition

Change and Transition are not the same

Change = a shift in the external situation

Transition = the psychological/ internal reorientation in response to change



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Phases of Transition

An Ending

A loss

Letting go of the old ways and values

•A Neutral Zone–In-between time

–The wilderness

•A Beginning

–Being part of the team

–Renewal

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Your Role is to Help Overcome Resistance

It is the transition - not the change - that people often resist.

• Loss of their identity and their world

• Disorientation of the Neutral Zone

• Risk of failing in a new beginning



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Phases of Transition- Endings

• Stressful

• Depressed

• Resentful

• Angry

• Difficult

• Mournful

• Sense of loss



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Phases of Transition- Managing Endings

• Describe change in as much detail as possible

• Identify the ripple effects

• Identify who has to let go of what

• Notice intangible losses

• Mark the ending

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Phases of Transition- Neutral Zone

• Being lost

• Panicky

• Disoriented

• Incompetent

• Confused

• Devalued

• Overreacting

• Fear of failure



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Phases of Transition- Managing Neutral Zone

• People can understand change if its part of the bigger picture

• Review policies and procedures

• Develop temporary roles

• Set short term goals so people feel achievement

• Don’t overpromise

• Celebrate small wins

• Provide training on teamwork, problem solving, etc.



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Phases of Transition- New Beginnings

• Relief

• New energy

• Competence

• Understanding

• Hope

• Joy and fun

• Optimism

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Phases of Transition- Managing New Beginnings

• Be consistent

• Ensure quick successes

• Symbolize new identity

• Celebrate successes



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Stages of Grieving

• Denial

• Anger

• Bargaining

• Depression

• Acceptance

(Kübler-Ross, 1969)



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If we desire adaptive change, we require highly

skilled leadership behavior.

#leadcoachsucceed

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The Leader’s Role in Managing Transitions

Based on the stage of change your

school/district is in, what might be your response

as a change agent?

Reflect using Transition handouts



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School Team Conversation

What are key ideas from this

conversation? (share out)

As a team, discuss Change

Implementation Reflection

Part 2



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Take a Break!

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During Change, Remember Trailblazer Model

• Trailblazer

• Pioneer

• Settlers

• Stay-at-Homes

• Saboteurs



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Once your group has read their category, create a

flip chart summary:

Needs

Leadership Response

Cautions

Jigsaw

In your assigned group, read the assigned

category for your group

Handout



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1 – Trailblazers/Innovators

2 – Pioneers/Leaders

3 – Settlers/Early Majority

4 – Stay-at-Homes/Late Majority

5 – Saboteurs/Resistors

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Jigsaw Results

Trail-blazers

Pioneers SettlersStay-at-Homes

Saboteurs

Needs

Leadership Response

Cautions



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The Journey of Change

0

5

10

15

20

25

30

35

40

45

50

Saboteurs Stay at

Homes

Settlers Pioneers Trailblazers



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0

5

10

15

20

25

30

35

40

45

50

Saboteurs Stay at

Homes


The Journey of Change

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0

10

20

30

40

50

60

Saboteurs Stay at

Homes


The Journey of Change +



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Responses to Resistance

• Create a climate of collaboration

• Listen with empathy

• Pose open questions

• Clearly state your mission/vision/needs

• Look for reframe

• Co-create solutions to move forward#leadcoachsucceed



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Create a Climate of Collaboration

• Enter with a positive presupposition

• Enter with an openness to understand the other’s point of view

• Create a climate of equality and unity (schmoozing, bonding, uniting)

#leadcoachsucceed

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Listen with Empathy

• Listen at Level 3 (beyond what you know, beyond facts)

• Use active listening posture and statements

• Suspend judgment

• What losses might be felt?

• Body language

• Affirmative paraphrasing#leadcoachsucceed



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Pose Open Questions

• Use clarifying and interpretive questions

• Question from curiosity not judgment

• Stay open to possibility

• “I’m curious about…”

• “Tell us more about…”

#leadcoachsucceed



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Inform About Your Mission, Vision, Needs

• What I see is…

• What we are trying to accomplish is…

• What I need is…

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Reframe

• Look for common ground

• Create a reframe that joins their needs to yours

• “How can we…”



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Co-Create a Way Forward

• Work as partners to find brainstorm solutions that address the reframe

• Select the best solution that meets both sets of needs

• Try it out

• See what happens and meet again to refine the solution



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Leading Adaptive Change

Staff who perceive the practices associated with an equitable, multi-level system of supports as adaptive change will require you to focus on seven essential areasthat will help move them through the change process.


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Seven Essential Areas

1. Knowledge of the practices associated with an equitable, multi-level system of supportsYour knowledge will help you respond to challenging comments/questions posed by staff.

2. Positive support for staff who engage in the practices they are expected to implement Cheerleading is not just for sports teams! You will play a major role in supporting their efforts since their implementation may feel awkward.




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3. Deepening the knowledge of staff in an equitable, multi-level system of supports Staff need to understand the rationale behind the practices of an equitable, multi-level system of supports and their role in implementation.

4. Willingness to disrupt the status quo in the face of uncertain outcomes

5. Monitoring and evaluating the implementation efforts and the impact it is having on student outcomes





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6. Directive and non-directive leadership as the situation warrants

As staff continue to resist implementation, the line in the sand will need to be drawn.

7. Absolute belief in what staff are being asked to implement will positively impact the students

You cannot lead something you do not believe in… it is like a vegetarian selling meat.



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For most organizations, meaningful change is at least a three- to five-year process — though this seems impossibly long. Yet multiyear change efforts are the hard reality we must face.”

Margaret Wheatley

“Quick fixes are an oxymoron. If leaders would learn anything from the past many years, it's that there are no quick fixes.



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1. Consider which one resonates most with you and why.

2. What examples can you give from your own experience that demonstrate the ideas in the passage?

3. Find a partner on the other side of the room and share your observations.

Give One, Get One

Read the two passages

Handout



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Quick Write

Describe a dilemma you have that relates to what we have

- learned- discussed- reflected

on this morning.

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Live Coaching Demonstration

Use handout to script questions and

note observations

Handout

• What did you notice about the coaching format?

• Listening skills and behaviors?

• Questions?

• Coach and client?



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Lunch Break



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What do we mean by “implementation” in a system?

• The process of moving an idea from concept to reality

• “…a specified set of activities designed to put into practice an activity or program of known dimensions…”

• Involves both:

• Change management – external conditions

• Transition management – internal orientation

Implementation in a System

#leadcoachsucceed

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“Train & Hope”

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, but HOPE for

Implementation



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MLSS Leadership Structures, Processes, and Products

District MLSS

Leadership Team

School MLSS

Leadership Team

Grade Level/

Course Team

Classroom

District MLSS

Vision

School MLSS

Vision

Grade Level/

Course MLSS

Vision

Classroom

MLSS Vision

District MLSS

Non-Negotiables

School MLSS

Non-Negotiables

Grade Level/

Course Non-

Negotiables

Classroom

Non-

Negotiables

District MLSS

Goals/ Action Plan

School MLSS Goals/Action Plan

Grade Level/

Course Goals/

Action Plan

Classroom

Goals/Action

Plan



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Purpose of the Leadership Team

To coordinate and manage the implementation of your equitable, multi-level system of supports framework by:

Creating and communicating your vision

• Planning for implementation of a continuum of non-negotiable supports with fidelity (develop process/procedures and tools)

• Creating goals and action plans

• Developing and supporting district/school-based implementation capacity (professional development, technical assistance, coaching)

• Using data for continuous improvement of student outcomes

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Leadership Team

What it Does:

• Communicates common vision for district/school-wide supports

• Works to integrate efforts with the district/school improvement process to ensure coordination

• Works collaboratively to establish building capacity to support all students

• Commits resources to establish procedures for support

• Develops methods for evaluating progress towards measureable outcomes

• Action planning based on data

#leadcoachsucceed



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Stages of Implementation, Core Activities

Purpose Building

• Conduct organizational assessment

• Garner leadership and stakeholder support

• Review literature

• Solicit multiple perspectives on needs and opportunities

• Establish baseline performance

• Identify unacceptable trends

• Develop intervention model

Infrastructure

• Develop plans:• Implementation• Communication• Change management

• Define goals and benchmarks

• Engage stakeholders

• Conduct readiness assessment

• Align organization systems/supports

Initial Implementation

• Build staff competency

• Communicate project status

• Monitor fidelity of implementation

• Monitor implementation climate

• Identify and address barriers to implementation

• Provide performance feedback to staff, management, and stakeholders

(Adapted from Implementation Research: A Synthesis of the Literature. The National Implementation Research Network, 2008)



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Full Implementation

Innovation Sustainability

Stages of Implementation, Core Activities

(Adapted from Implementation Research: A Synthesis of the Literature. The National Implementation Research Network, 2008)

•Apply lessons learned from initial implementation to full operation

•Track fidelity through quality assurance and performance evaluation data

•Solicit feedback from multiple stakeholders and consumers

•Evaluate impact on child and family outcomes

•Adapt or adjust intervention model to reflect lessons learned from stakeholder feedback, tracking, evaluation

•Communicate changes and rationale

•Re-build competency around modified model

•Establish long-term funding sources

•Align ongoing quality assurance and performance measurement with model

•Promote visibility of new practice and successful outcomes

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Table Talk

• Complete Leading Systems Change

think about the sequence of events you will need to consider for systems change.

• Complete Change Implementation Reflection (parts 1 - 3)

what are the implications for modifications in your action plan to make it more change savvy?



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In Summary

Stay connected, join the conversation

#leadcoachsucceed

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Please complete your

table tent



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For Next Time:

• Read chapters 6, 7, 9, and 10The Art of Coaching

• Hold at least one more coaching session with your client

• Complete a “For Your Eyes Only” reflection

Leadership and Coaching for Click to edit Master …...2019/11/03 · A Coaching Style of Leadership EQUITY 3 Click to edit Master title style Click to edit Master subtitle style

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