The Change Process

The Change Process

Ice Breaker – Double Take

• When Music starts “Mill about’ –• When Music stops, find someone with

whom you share a (similar) trait.• Look for pairs, but triads are okay

I Love Lucy

A lesson in Change…

Directions

Move into Job Alike groups:– District Administrators– Principals– Reading Specialists/ Title I– Psychologists/Counselors– Special Education Teachers– Classroom Teachers

Watch the video…

What observations would you make about the clip?

Failure

• What elements of the situation made failure likely?

• Are some of these elements present in your own work place?

• What are they?

Lucy and Ethel

• How did Lucy and Ethel deal with change?• What similarities do you see in your own

workplace dealing with change?• What might they have done to make the

situation more successful?• How can you be more successful in dealing

with change in your school?

Back to your teams…

Move back to your teams to complete the last part of the activity.

“I Love Lucy” Wrap-up

• What factors promote/inhibit successful change?

• Which of those factors are operating in your environment today?

Adapted from..

Tools for Schools (August/September 2008 issue) National Staff Development Council

Link to Website: http://www.nsdc.org/index.cfm

Systems Change and Continuous

School Improvement

“The Collective Power of the Full Staff to Improve Student Achievement”

Leadership: Key Characteristics

1. Strong sense of moral purpose2. Understanding of the change

process3. Well developed relationship skills4. Capacity to facilitate knowledge

sharing5. Ability to help the group achieve

cohesion to reach goalsFullan, Michael (2004)

Strong Moral Purpose: Vision

• The goal – the common cause

• Collaborative and collegial (cohesion)–Valuable knowledge– Ideas– Insight

• Consensus to goal

Leadership: Key Characteristics

1. Strong sense of moral purpose2. Understanding of the change

process3. Well developed relationship skills4. Capacity to facilitate knowledge

sharing5. Ability to help the group achieve

cohesion to reach goalsFullan, Michael (2004)

The Change Process: Lessons to Learn

• Lesson One: You Can't Mandate What Matters (The more complex the change, the less you can force it.)

• Lesson Two: Change is a Journey, not a Blueprint (Change is non-linear, loaded with uncertainty and excitement and sometimes perverse.)

• Lesson Three: Problems are Our Friends (Problems are inevitable and you can't learn without them.)

• Lesson Eight: Every Person is a Change Agent (Change is too important to leave to the experts, personal mind set and mastery is the ultimate protection.)

Fullan, 1993

Phases of Systems Change

**Consensus Building Throughout the Phases

What is Consensus

• derived from Latin root meaning “shared thought”

• a process for group decision-making• a gathering and synthesis of ideas • arriving at a final decision acceptable

to all• achieving better solutions

When to Use Consensus

• A decision has been made but details related to the decision have not been worked out

• A decision has NOT already been made• Critical decisions that effect teachers and

the way they do business• It is important that everyone in a group

supports a decision, both publicly and privately

How to use Consensus

• All members contribute• Differences are helpful• Everyone agrees not to sabotage the

action or decision made by the group• Members take responsibility for

implementation

Consensus does NOT mean:

• A unanimous vote• A majority vote• Result in everyone’s first choice• Everyone agrees• Conflict or resistance will be overcome

immediately

Fist to Five Quick Check

5 fingers = All for it…I can be a leader for this decision

4 fingers = All for it…You can count on me to support this no matter what

3 fingers = For the idea…I will support it in concept but not be out in front of the gang leading in implementation

2 fingers = I’m not sure…but I trust the group’s opinion and will not SABOTAGE the decision

1 finger = I am not sure…can we talk some moreFIST = No…we need to find an alternative

What are your goals?

• With a partner (no more than 3 in a group) list the goals you have for your school as you go through the process of implementing a three-tier instructional framework.

What are your goals?

• Share the goals with your table• Use Fist to Five to build consensus for 3-5

goals.• Share out with the other teams until all

goals have been exhausted• Review the comprehensive list• Which ones are true goals? (mark with a

G)• Which ones are a means to achieving the

goal? (mark with an M)

Leadership: Key Characteristics

1. Strong sense of moral purpose2. Understanding of the change

process3. Well developed relationship skills4. Capacity to facilitate knowledge

sharing5. Ability to help the group achieve

cohesion to reach goalsFullan, Michael (2004)

Learning Communities

• Adults tend to gravitate toward small learning communities….

Roles People Play

• Caretaker• Know-it-all• Hitchhiker• Blocker• Omnivore• Inquisitor

• Negotiator• Overachiever• Parliamentarian• Sage• Clown• Other?

Adapted by Fogarty and Pete,(2007) from Schmuck and Schmuck (1997).

How do we use the roles to move the Group?

• Read each description.

• Identify role(s) you play.

• Complete the Matrix.

Table Discussion

• What roles are accounted for on your team?

• Are there missing roles? Do they exist in your school? No Names.

• Are there over identified roles?

Leadership: Key Characteristics

1. Strong sense of moral purpose2. Understanding of the change

process3. Well developed relationship skills4. Capacity to facilitate knowledge

sharing5. Ability to help the group achieve

cohesion to reach goalsFullan, Michael (2004)

Professional Learning

Communities

Professional Community of Learners

• A setting in which the teachers and administrators in a school continuously seek and share learning and then act on what they learn.

• The goal of their actions is to enhance their effectiveness as professionals so that students benefit.

Astuto, 1993

A PLC School is a Place Where…

PROFESSIONAL“Every teacher is a leader and every leader is a teacher.”LEARNINGLearning applies as much to teachers, administration, parents, and students Focus on instruction, curriculum and assessment.

COMMUNITY Support Focus intensely on the mission, vision, goals, and values.

The Key Questions…

· What is it we expect them to learn?· How will we know when they have

learned it?· How will we respond when they don’t

learn it?

The Four Keys to aSuccessful PLC

Mission: Clarifies Priorities/Sharpens Focus

Vision: Gives Direction

Values: Guides Behavior

Goals: Establish Priorities

Attributes of Professional Learning Communities

1. Teams work together to clarify intended outcomes

2. Develop common assessments3. Jointly analyze student achievement data4. Establish team improvement goals5. Share strategies and materials (Best

Practices)6. Engage in collective inquiry and action

research regarding student learning

Benefits for Staff• reduction of isolation of teachers • increased commitment and vigor • shared responsibility for students' success • creates new knowledge and beliefs about

teaching and learners • increased meaning and understanding of the

content• more satisfaction, higher morale, and lower

rates of absenteeism • better able to adapt teaching to the students

Benefits for Students

• decreased dropout rate and fewer classes "skipped"

• lower rates of absenteeism • greater academic gains in math,

science, history, and reading than in traditional schools

• smaller achievement gaps between students from different backgrounds

www.brainybetty.com 39

Assumptions about Adult Learners

• Self-Concept• Experience• Readiness to Learn• Orientation to Learning• Motivation

Knowles, as quoted in Fogarty and Pete,(2007).

Leadership: Key Characteristics

1. Strong sense of moral purpose2. Understanding of the change

process3. Well developed relationship skills4. Capacity to facilitate knowledge

sharing5. Ability to help the group achieve

cohesion to reach goalsFullan, Michael (2004)

Build Capacity

Using the knowledge, skills and dispositions of individuals to advantage

Developing a Professional community Program coherence Technical resources School principal

Newmann et al. as quoted in Fullan, M. (2004).

Elements of the Change Process

• Professional development• Change in Belief• Change in Student Achievement• Change in Practice

What is your role in the change process?

How will you be an Agent for Change?

Eye on the Prize

Increased student achievement for all in a collaborative teaching environment

RtII and Change

Putting the Two Big Pieces Together

Build Consensus: School

1. Identify critical stakeholders » General Education» Special Education» Administration» Parents

2. Determine the Steps to Implementation3. Provide information to school staff

• Phasing in vs. Rolling out RtII• Professional Development Schedule• Clearly communicating the moral purpose

4. Keep lines of communication open

Build Infrastructure

• Identify and appoint a building leadership team– Leadership teams receive appropriate

training and skill development to lead the RtI Initiative

– The building works systematically through an implementation checklist and builds the RtI infrastructure along the way

NASDSE

Implementation

• Master calendar is built around instructional needs of students

• Supplemental and intensive instructions are scheduled in addition to core instruction

• Scheduled dates are identified for all assessments (screening, diagnostic and progress monitoring)

• Meeting dates are identified for decision-making about students’ instruction

• Successes, no matter how small, are celebrated by all involved.

• A project-level evaluation plan is created and put in place. Data are collected over time.

NASDSE

Before you leave …

each member must individually fill out the school GPS. get your assigned article assignment. set up a visit with your CAIU support person.

Resources

Fogarty, R and B. Pete (2007). From Staff Room to Classroom. Thousand Oakes, CA: Corwin Press.

Fullan, M. (1993). Change forces: Probing the depth of educational reform. New York: Falmer Press.

Fullan, M. (1998, April). Why Change Doesn’t Happen and How to Make Sure It Does. Educational Leadership, 45-47.

Kurns, S, Morrison, D. & and Batsche, G. (2006). RtI: Blueprints for Implementation at the State, District, and Local Levels. National Assoc. of State Directors of Special Education.

Schwahn, C. & Spady, W. (2004, Winter). Leadership Across the System. Insight, 14-17.