Management & Decision Making A critical element of instructional management and supervision EDG 710 Karen Abraham Jack DeLeeuw Bill Smith Gail Zemmol.

Management & Management & Decision MakingDecision Making

A critical element of instructional management and supervisionA critical element of instructional management and supervision

EDG 710EDG 710

Karen AbrahamKaren Abraham

Jack DeLeeuwJack DeLeeuw

Bill SmithBill Smith

Gail ZemmolGail Zemmol

ConceptsConceptsLeading through Change – Gail Zemmol Leading through Change – Gail Zemmol

Data Driven Decision Making – Jack Data Driven Decision Making – Jack DeLeeuwDeLeeuw

Collaborative Decision-Making – Bill SmithCollaborative Decision-Making – Bill Smith

Adaptive Leadership – Karen AbrahamAdaptive Leadership – Karen Abraham

Management & LeadershipManagement & Leadership

Hersey and BlanchardHersey and Blanchard Management forms a sub-set of the broader Management forms a sub-set of the broader

process of leadership.process of leadership. "Leadership occurs any time one attempts to "Leadership occurs any time one attempts to

influence the behavior of an individual or influence the behavior of an individual or group, regardless of the reason. . . . group, regardless of the reason. . . . Management is a kind of leadership in which Management is a kind of leadership in which the achievement of organizational goals is the achievement of organizational goals is paramount." paramount." (Hersey, P. and Blanchard, K. : 1982 : page 3)(Hersey, P. and Blanchard, K. : 1982 : page 3)

Leading Through Change!

Why learn about change leadership?

To be effective, a key skill will be the ability to lead change – no matter what your position is in the organization

Change Process

Organizational Change Formula for Change Change Matrix Engagement Pyramid

Personal Change Personal Response to Change How Change Flows through an Organization

NEEDThe “Why” or “need”

to change is clear enough to create a

high level of dissatisfaction with

the status quo [leaders have made a compelling business case for the change]

VISIONThe “What” or

“picture” of the desired goal is compelling and pulls people by

providing direction and creative

tension between the current

situation and vision

FIRST STEPSThe “How” or

“practical first steps” are clear enough so those who need to

change know how to begin; first steps are selected to provide quick successes and positive impact for

those affected

CAPABILITY FOR CHANGE

Those “Who” need to change have the

confidence and ability make the

changes required for success

BARRIERS TO CHANGE

Real and perceived barriers/

resistance to the change are identified

and minimized

N x V x FS x C > B

Driving Forces

StatusQuo

Restraining Forces

For any change in an organization to occur, the Product of the Need, Vision, First Steps and Capability (driving forces) must be greater than the Barriers to Change (restraining forces). If one of these important change levers is missing or not strong enough, the organization will not have the driving force to offset the energy and cost involved in making the change.

Adapted from work by Lewin, Beckhard, and Harris.

Organizational Change Model

Need Vision First Steps Capability Outcome

Wishful Thinking; Passivity; No Action

Flavor of the Month (Fast Start that

Sizzles); Confusion

Paralysis

False Starts; Anxiety, Frustration

Change Effort Successfully Launched

Change Formula Matrix

Communication Model as it Relates to Commitment

The Engagement Pyramid

FOCUS ON SELF

AVOIDANCE

RESISTANCE

INTEGRATION

EXPLORATION

PAST FUTURE

FOCUS ON ENVIRONMENT

Our Personal Response to Change

Adapted from Heartwork, Inc. and Flora/Elkind Associates in Managing Change at Work by Scott & Jaffe, 1995

How change flows through an organization…

Executives

Managers

Staff

Time

Org

aniz

atio

nal L

evel

AVOIDANCE

RESISTANCE

INTEGRATION

EXPLORATION

AVOIDANCE

RESISTANCE

INTEGRATION

EXPLORATION

AVOIDANCE

RESISTANCE

INTEGRATION

EXPLORATION

• Technologists• Teachers• Staff• Students• Community

When/why do you resists change?

Person suggesting it?

Type of change (personal, work, family, etc.)?

Immediacy of need (no time to think about it vs. a day or two to consider)?

Dictated or Involved?

Reflection…

Reflect on how you personally get stuck (frustration, resistance, anger, lack of productivity) and identify how you can increase your CHANGE AGILITY through using:

The Change Formula – increasing your own understanding

The Personal Reaction to Change

Data Driven Decision Making

“Successful schools don’t just look at the data, hey revere it”-

schmoker

“Data should be used for improvement and achievement,

not for punishment”- reeves

the Perspective: Should Standardized Testing Change?

•In the current trend, standardized tests developers have no interest in selecting test items that reflect learning.

•Many in the educational community, including teachers and administrators, incorrectly employ terms such as achievement interchangably with learning.

•Score spread drives standardized testing:There is this need for the traditional “bell curve”SES is a major factor in score spread

-A Game Without Winners

How Can we Get to Where Data is of Real Value?

The 3 C’s•Collaboration: Are teams working in a PLC

model when looking at student growth?

•Consistency: Are teams and teachers consistent in their approach to instruction and improvement (is practice done with fidelity?)

•Concentration: Are teams and teachers focused on best practice and moving in the same direction according to the data?

Collaboration

•Grade levels and teams meet frequently to discuss student progress of both summative and formative assessments.

•Data diaggregation must be focused and productive. It doesn’t just inform, it drives what we need to do next.

•Teachers and administrators analyze success, and learn from the failures.

•Learn from each other! When we break down the barriers, it’s amazing the resources in our own schools. A key component to improvement is looking at the data-then determine who got it right in terms of student achievement. These are the folks we need to learn from (and get over ourselves)!

Consistency

What get’s measured, get’s done!

•Each teacher & team should have focused learning targets based on what the data tells us. Everyone should be on the same page.

•Common assessment data used at every level, with benchmarks embedded. Formative assessments are also of great value!

•There is a consistent focus on best practice in each classroom, based on results and what we know students need to improve (from assessment data).

•Expectations is often regarded as the most powerful factor in student achievement. It is essential that we have consistently high expectations (emphasized in the

literature of Ed Leadership article Narrowing Gaps in Affluent Schools)

Concentration•Each team member aims their efforts and planning on specific, targeted learning goals, posted in student friendly language.

•The team regularly and routinely assesses student progress, giving tike for adjustments as necessary.

•The building uses data to establish school improvement goals which allows each team member to concentrate on specific strategies listed.

•When all staff concentrate on the same essential objectives for improvement (for example, developing proficient writers of informational text) the results are usually powerful!

Putting it all together:

1. Disaggregate data (both summative and

formative)

2. Develop a timeline

3. Focus your instruction on priorities

4. Assess your priorities *(literature indicates that

this is the most essential part)5. Re-teach and/or enrich6. Maintenance (be sure learning endures by occasional review)

7. Monitor (from principal to teachers)

Data and Assessment Literacy:What do teachers and leaders need to learn from data?

•The capacity in which teachers and principals examine students performance data and make critical sense of this (to understand what achievement scores mean and disaggregate data to identify strengths and weaknesses).

•The capacity to develop a comprehensive and consistent action plan based on achievement data.

•The capacity to have each team member contribute to the outcomes (every team member)!

Final Thought:

You would think that schools know a lot about reading, writing and math- and you would be right. You would

also think that accessing and looking closely at the information from these content areas would be a top

priority- and you would be wrong. What is happening? Over the years schools have built up all kinds of structures and cultural barriers to sharing and

collaboration, and they are having a devil of a time overcoming this. If they weren’t so well protected by having a monopoly, and if they weren’t so essential to

the future, they would be long gone!” - fullan

Collaborative Decision-MakingCollaborative Decision-Making

Definition: Definition: Collaboration is a recursive process where two Collaboration is a recursive process where two

or more people or organizations work together in or more people or organizations work together in an intersection of common goals — for example, an intersection of common goals — for example, an intellectual endeavor that is creative in naturean intellectual endeavor that is creative in nature—by sharing knowledge, learning and building —by sharing knowledge, learning and building consensus. ...consensus. ...en.wikipedia.org/wiki/Collaborative_decision_making


Characteristics of Collaborative Decision-MakingCharacteristics of Collaborative Decision-Making• Everyone knows how—and agrees to how—Everyone knows how—and agrees to how—

decisions are madedecisions are made• Ensure all members have an opportunity to Ensure all members have an opportunity to

participate in decision-makingparticipate in decision-making• Choose the right decision making toolChoose the right decision making tool• Understand the benefits of using consensusUnderstand the benefits of using consensus• Use data to make informed decisionsUse data to make informed decisions


Reasons to Develop a Collaborative and Decision-Making Reasons to Develop a Collaborative and Decision-Making ProcessProcess

Reinforces organizational values & operating principlesReinforces organizational values & operating principles Promotes fairness, honesty, inclusion Promotes fairness, honesty, inclusion

Offers predictabilityOffers predictability It establishes a known procedure and an agreed-upon It establishes a known procedure and an agreed-upon

mechanism for making changes mechanism for making changes

Gathers critical data: Gathers critical data: Helps identify whose input is needed Helps identify whose input is needed

Improves communicationImproves communication Upward, downward and throughout the organizational structure Upward, downward and throughout the organizational structure


Reasons to Develop a Collaborative and Decision-Making Reasons to Develop a Collaborative and Decision-Making Process (cont.)Process (cont.)Stimulates creativity and improves outcomes:Stimulates creativity and improves outcomes:

New ideas can be aired and discussed. Existing programs or New ideas can be aired and discussed. Existing programs or policies can be improved. All resources are tapped.policies can be improved. All resources are tapped.

Creates space:Creates space: Allows for an honest assessment and feedback about what is Allows for an honest assessment and feedback about what is

working and what isn't working & whyworking and what isn't working & why

Builds a sense of community:Builds a sense of community: Allows everyone to know what's happening and why.Allows everyone to know what's happening and why.

Offers closure:Offers closure: Creates an end to the process and provides a sense of Creates an end to the process and provides a sense of

accomplishment.accomplishment.


Steps Toward Collaborative Decision-MakingSteps Toward Collaborative Decision-MakingStep 1: Analyze the QuestionStep 1: Analyze the Question

Define the IssueDefine the Issue Identify key stakeholdersIdentify key stakeholders Hypothesize stakeholder interestsHypothesize stakeholder interests

Step 2: Develop a StrategyStep 2: Develop a Strategy Decide which decision-making process will be used:Decide which decision-making process will be used: Majority VoteMajority Vote UnanimityUnanimity ConsensusConsensus CommitteeCommittee AutonomousAutonomous

Step 3: Manage Expectations/Set the ToneStep 3: Manage Expectations/Set the Tone Explain the decision-making processExplain the decision-making process Clarify stakeholders’ role in the processClarify stakeholders’ role in the process Distinguish between “input” and “authority”Distinguish between “input” and “authority”


Step 4: Collect Input/Validate StakeholdersStep 4: Collect Input/Validate Stakeholders Gather informationGather information Build relationshipsBuild relationships Value stakeholdersValue stakeholders

Step 5: Communicate ResultsStep 5: Communicate Results Report back to those who provided inputReport back to those who provided input Offer an explanation for the decisionOffer an explanation for the decision Collect feedback, if resistance to the decision persistsCollect feedback, if resistance to the decision persists

Step 6: Implement the DecisionStep 6: Implement the Decision Communicate what’s happeningCommunicate what’s happening Answer concerns non-defensivelyAnswer concerns non-defensively

Step 7: Seek FeedbackStep 7: Seek Feedback Find out how others experienced:Find out how others experienced: The decision itselfThe decision itself The decision-making processThe decision-making process


Example - 11 affluent school districts in Example - 11 affluent school districts in New York City, Newark, PhiladelphiaNew York City, Newark, Philadelphia Districts designed strategiesDistricts designed strategies Cross-section of district personnel met Cross-section of district personnel met

regularlyregularly Shared their learning and challengesShared their learning and challenges

Gándara, Patricia. (2004, Nov.) Building Gándara, Patricia. (2004, Nov.) Building Bridges to College. Bridges to College. Educational Leadership, Educational Leadership, p. 56-60.p. 56-60.


Challenges (Research)Challenges (Research)• being willing to share decision-making with being willing to share decision-making with

others — issues of power, delegation and others — issues of power, delegation and empowerment are important here empowerment are important here

• developing a welcoming culture, particularly for developing a welcoming culture, particularly for parentsparents

• developing trusting partnerships with parents developing trusting partnerships with parents and teachersand teachers

• being willing to commit to the skill development being willing to commit to the skill development of parents and teachersof parents and teachers


Challenges (Research)Challenges (Research)• striving to ensure that involvement is meaningfulstriving to ensure that involvement is meaningful• endeavoring to engage, if not all, at least a endeavoring to engage, if not all, at least a

representative cross-section of parents in representative cross-section of parents in decision-makingdecision-making

• helping teachers balance time and workload helping teachers balance time and workload issues resulting from involvement with their other issues resulting from involvement with their other (teaching) responsibilities in the school(teaching) responsibilities in the school


Challenges (Personal)Challenges (Personal)

Unity in different buildingsUnity in different buildings

CommunicationCommunication

Time togetherTime together

Building LeadershipBuilding Leadership

ContractContract

Consistency over timeConsistency over time

Adaptive LeadershipAdaptive Leadership

AuthoritiesAuthorities

Basic FunctionsBasic Functions DirectionDirection ProtectionProtection Orientation to role and Orientation to role and

to placeto place Control of conflictControl of conflict Maintenance of normsMaintenance of norms

LeadersLeaders

From Positions From Positions

of Authorityof Authority

Access to tools and Access to tools and resourcesresources

Regulate stressRegulate stress

From Positions From Positions

Without AuthorityWithout Authority

Stuck in the middleStuck in the middleNo control of No control of

organizational organizational environmentenvironment

No access to No access to resourcesresources

Defining the ChallengeDefining the Challenge

Technical or RoutineTechnical or Routine

Solutions existSolutions exist

Experts existExperts exist

AdaptiveAdaptive

No solutionsNo solutions

No expertsNo experts

People are part of the People are part of the problem and problem and ownership becomes ownership becomes part of the solutionpart of the solution

Indicators of Adaptive ChallengesIndicators of Adaptive Challenges

Recurrent crisesRecurrent crises

Requires new Requires new learninglearning

Resistance to Adaptive WorkResistance to Adaptive Work

ScapegoatingScapegoating

Externalizing the Externalizing the enemyenemy

Kill off the leaderKill off the leader

Reorganize (again!)Reorganize (again!)

DenyingDenying

Creating a decoyCreating a decoy

Organizational ImplicationsOrganizational Implications

1)1) Develop a Shared Develop a Shared VisionVision

LISTENLISTEN

Sense of urgencySense of urgencyEx: Regional Minority Consortium Ex: Regional Minority Consortium

2) 2) Development of Development of

StrategyStrategy

3)Set Conflicts in 3)Set Conflicts in Productive DialogProductive DialogConflict is the ENGINEConflict is the ENGINE

of adaptive workof adaptive work

4)Learn from Failure4)Learn from Failure

SummarySummary

Adaptive Leaders:Adaptive Leaders:

Engage people in facing the challengeEngage people in facing the challengeAdjust valuesAdjust valuesChange perspectivesChange perspectivesDevelop new habits of behaviorDevelop new habits of behavior

Greatest ChallengeGreatest Challenge

Creating leaders who Creating leaders who learn how to follow…learn how to follow…

And followers who And followers who learn how to lead.learn how to lead.

References

Fullan, M. (2001) Leading in a Culture of Change. Jossey-Bass. San Francisco, CA.

Reeves, D. (2006) The Learning Leader: How to Focus School Improvement for Better Results. ASCD. Alexandria, VA.

Schmoker, M. (2002) Results (The Key to Continuous School Improvement. ASCD. Alexandria, VA.

Popham, J. (2011) A Game Without Winners. Educational Leadership. ASCD. Alexandria, VA.

Cranston, Neil C. (2001, Vol. 2, No. 2) Collaborative decision –making and school-based management: challenges, Cranston, Neil C. (2001, Vol. 2, No. 2) Collaborative decision –making and school-based management: challenges, rhetoric and reality. rhetoric and reality. Journal of Educational EnquiryJournal of Educational Enquiry, p. 1-24., p. 1-24.

www.vcn.bc.ca/citizens-handbook/1_09_meet_decide.html

Gándara, Patricia. (2004, Nov.) Building Bridges to College. Gándara, Patricia. (2004, Nov.) Building Bridges to College. Educational Leadership, Educational Leadership, p. 56-60.p. 56-60.

Flower, J. (1995, July-Aug.) A conversation with Ronald Heifetz: Leadership without easy answers. Flower, J. (1995, July-Aug.) A conversation with Ronald Heifetz: Leadership without easy answers. The Healthcare The Healthcare Forum Journal.Forum Journal.

Grossman, F. & Ancess, J. (2004, Nov.) Narrowing the gap in affluent schools. Grossman, F. & Ancess, J. (2004, Nov.) Narrowing the gap in affluent schools. Educational Leadership, Educational Leadership, p. 70-73.p. 70-73.

www.complexadaptiveleadership.com

www.faithandleadership.com/multimedia/ronald-heifezt-the-nature-adaptive-leadership

Management & Decision Making A critical element of instructional management and supervision EDG 710 Karen Abraham Jack DeLeeuw Bill Smith Gail Zemmol.

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