Post on 18-Jun-2020
transcript
Adaptive T-MTSS Leadership: Creating a Responsive, Collaborative Culture
COURTNEY DAIKOS
CHRIS CRONAS
Who is in the room?
Teachers
Principals/Aps
SSAs- psychologists, social workers, counselors
Para-professionals
Central Office Leaders
Community Based Organizations
Other?
Early Ed
Elementary
Secondary
K-12
Post-Secondary
Courtney Daikos, M.Ed, P-3 Executive Leader
Chris Cronas, M.Ed.
Trauma informed Tier 1 for Schools
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Co n t i n u a Co n s u l t i n g Gr o u p , LLC
Social
Emotional
Learning
(SEL)
Common
Language &
Expectations
Regulation:
Emotional &
Physiological
Restorative
Practice
Community
Engagement
& Integration
ACEs
Understanding
(trauma
informed)
Culturally
Responsive or
Identity Safe
Pedagogy
Universal
Screening &
Data Driven
Practices
Leadership
Relationship
Values
Vision
Trauma-Informed Multi-Tiered Systems of Support
Tier 1 Main Components
T-MTSS Anchor Concepts
• Common Language and Practice
• High Expectations with High Support
• Horizontal Accountability
• Predictability
• Fidelity
Leaders Will
• Reflect on how to use levers and political capital to initiate and sustain change
• Identify behavioral changes they may need to commit to in order to create organizational and/or systems change
• Reflect on what they should continue doing, start doing and stop doing
• Consider a major initiative you hope to implement in the 2019 – 2020 school year and how you might approach that initiative differently as a result of what you learn today
agenda
1:30- 1:35 Welcome, intro, agenda
1:35-2:15 Leading for Adaptive Change
2:15-2:45 Transformational Leadership
2:45-2:55 Q/A
2:55-3:00 Exit slips
Fist or 5
Adaptive Change
Transformative Leadership
Implementation Science
Reflection for Today’s Learning: An Initiative you are Leading in 2019-2020
As we learn together about adaptive and transformational leadership, we want to encourage you to think about an initiative you are leading next year.
Find a partner at your table and share about your 2019-20 initiative:
What change or initiative are you hoping to foster?
Who are your key leads and why are you choosing them?
Who will implement the change?
By June 2020, what do you hope to have accomplished?
School leadership
Curriculum alignment
Personnel
Budget
Operations
Teaching & Learning
Supervision
Communication
Discipline
What do you do?
When you look at anything you do so through lens of your ‘what’,
you can explain to anyone your purpose. It’s our go-to when
explaining what you do for a living.
I’m a teacher
I’m a principal
I’m in education
We explain our work from the outside in
Simon Sinek
Codified the way in which great leaders were able to inspire some of the most profound modern achievements.
Samuel Pierpont LangleyAlberto Santos-Dumont
My Purpose…
People don’t buy what you do but why you do it.
Your staff and families can teach elsewhere and send
their students elsewhere. The trick is to get them to
believe what you believe. What you do demonstrates
what you believe.
What’s your purpose? What’s your belief?
Inspired Organizations think, act & communicate from the inside out
Outside In
Here’s our car, it gets great gas
mileage. Buy our car
Here’s this new curriculum. It improves student’s reading
outcomes. Buy our curriculum.
Inside Out
We believe in challenging the
status quo and thinking differently.
We do this by creating beautifully
designed products that are simple
to use, user friendly and very powerful. We make great
computers. Want to buy one?
Inside Out
Mission Statements
Build the best product, cause no unnecessary harm, use business to inspire and implement solutions to the environmental crisis
To accelerate the world's transition to sustainable energy
To unlock the potential of human creativity by giving a million creative artists the opportunity to live off their art and billions of fans the opportunity to enjoy and be inspired by these creators
1963, 250,00 descended on the mall in Washington, D.C. to hear Dr. Martin Luther King speak.
How to Foster your Why?
Learn about the neuroscience or effectiveness of the
strategy or approach you are hoping staff will embrace
Message why, from evidence, this particular approach
will work
Use a Theory of Action/data based protocol
Once we know ‘why’, what about ‘we’?
Beliefs
What does my
team, staff & system believe?
How do I know?
Prior Knowledge
What must I do to
ensure others’ prior knowledge
or understanding informs and supports the work
but does not undermine our
collective effort?
Capacity
At what point can
individuals on my staff begin to take
on more?
The Law of Diffusion of Innovation
Team Player or Toxic Pariah
A Harvard Business School study of more than 60,000
employees found that "a superstar performer--one that
models desired values and delivers consistent performance"
brings in more than $5,300 in cost savings to a company.
Avoiding a toxic hire, or letting one go quickly, delivers
$12,500 in cost savings.
Who leads the change?
Identify your early adopters
Separate out your informal leaders and begin pushing them.
Identify your saboteurs
Ignore them unless you have to go through them to get traction
Identify your initiative fatigued
Ignore them until you have momentum, then…
Give me a lever long enough and a fulcrum on which to place it, and I shall move the world - Archimedes
Positional authority is symbolic at best –collaboration is key
Leverage formal and informal leadership
Identify the levers in your community that will provide you the biggest bang for your buck
REFLECTION: for your focus initiative in 2019-20
Who are your formal
leaders?
How will you sponsor and leverage
their support?
Who are your informal
leaders?
How will you sponsor and leverage
their support?
Transformational
Leadership
Best Practice or Evidence Based Practice (EBP?)
Best Practices
Generated in business world to maximize
profits
Not based on research but benchmarking
standards developed without using
rigorous research standard
Evidence Based Practices
Developed in late 80s/early 90s in response
to pace of new research
Typically coupled with client/patient input
Relies on professional’s expertise
https://guides.mclibrary.duke.edu/c.php?g=158201&p=1036021
EBP is “the conscientious, explicit and judicious use of current best evidence in making decisions about the care of the individual patient. It means integrating individual clinical expertise with the best available external clinical evidence from systematic research.”
- Dr. David Sackett, 1996
https://guides.mclibrary.duke.edu/c.php?g=158201&p=1036021
It has been widely reported that evidence-based practices (EBPs) take on average 17 years to be incorporated into routine general practice in health care.
Without an implementation team
Implementation science can be defined as “the scientific study of methods to promote
the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services”
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4573926/
Transformational Leadership- Bass & Riggio
“Transformational leaders…are those who stimulate and inspire followers to both achieve extraordinary outcomes
and, in the process, develop their own leadership capacity.
Transformational leaders help followers grow and develop
into leaders by responding to individual followers’ needs by
empowering them and by aligning the objectives and goals of the individual followers, the leader, the group, and
the larger organization.”From: Transformational Leadership, Vol 2, Bernard Bass,
Ronald Riggio, New Jersey, 2006
One of the most well-known and most heavily researched
approaches to leadership is transformational leadership, which captures leadership behaviors across the dimensions of individual
consideration, intellectual stimulation, inspirational motivation, and idealized influence. Research has demonstrated that transformational leadership is associated with increased job satisfaction, organizational
commitment, and performance for leaders, teams, employees, as well as decreased negative outcomes, such as turnover intentions and
burnout. Of specific relevance to this article, transformational leadership has been shown to be particularly important for ameliorating the negative impact of organizational stress on work
group climate during large scale behavioral health reform and to support positive attitudes to EBP in statewide system change efforts.
Transformational leadership is also associated with the success of implementation efforts.
from Aligning Leadership Across Systems and Organizations to Develop a Strategic Climate for Evidence-Based Practice
Implementation, Gregory A. Aarons, Mark G. Ehrhart, Lauren R. Farahnak,1,2 and Marisa Sklar4, Annual Review of Public Health,2014
Assessing
organizational implementation context
in the education sector:
confirmatory factor
analysis of measures of
implementation leadership, climate,
and citizenship
Aaron R. Lyon, et al,
Implementation Science201813:5https://doi.org/10.1186/s13012-017-0705-6
© The Author(s). 2018
“THE ORGANIZATIONAL
IMPLEMENTATION CONTEXT (OIC) REFLECTS A
SUBSET OF CHARACTERISTICS
OF THE INNER SETTING THAT
ARE PARTICULARLY RELEVANT TO THE OBJECTIVE OF EBP
IMPLEMENTATION. THE OIC
CAPTURES THE FACTORS
WITHIN THE IMMEDIATE
ENVIRONMENT LIKELY TO INFLUENCE FRONT-LINE
PROFESSIONALS’ EBP USE.”
Methods and Participants
“The sample included members from a state-wide, government-sponsored initiative on the west coast of the USA focused on the delivery of EBP to address youth behavioral health problems. Members were nominated by directors of regional special education agencies based on their commitment to engage in consultative efforts within their school systems.”
196/212 Education professionals in West Coast School Districts
Participants received 3 survey tools via email and completed them (ILS, ICS & ICBS)
All 3 tools were modified by researchers to ask about the education context
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Measure and subscales Mean SD Alpha
Implementation Leadership Scale
Proactive .944
ILS1. Administrator developed a plan to facilitate implementation of EBP 1.89 1.11
ILS2. Administrator removed obstacles to the implementation of EBP 1.71 1.02
ILS3. Administrator has established clear department standards for EBP 1.74 1.14
Knowledgeable .967
ILS4. Administrator is knowledgeable about EBP 2.03 1.10
ILS5. Administrator is able to answer my questions about EBP 1.77 1.20
ILS6. Administrator knows what he or she is talking about when it comes to EBP 1.92 1.25
Supportive .956
ILS7. Administrator recognizes employee efforts to successful implementation of EBP 2.29 1.19
ILS8. Administrator supports employee efforts to learn more about EBP 2.49 1.10
ILS9. Administrator supports employee efforts to use EBP 2.45 1.08
Perseverant .968
ILS10. Administrator perseveres through the ups and downs of implementing EBP 2.06 1.16
ILS11. Administrator carries on through the challenges of implementing EBP 2.00 1.13
ILS12. Administrator reacts to critical EBP issues by openly addressing the problem(s) 1.92 1.16
Aaron R. Lyon,et all, Implementation Science2018 13:5 https://doi.org/10.1186/s13012-017-0705-6
Measure and Subscales Mean SD Alpha
Implementation Climate Scale
Focus .878ICS1. One of this school’s main goals is to use EBPs effectively 2.43 1.21
ICS2. People in this school think that the implementation of EBPs is important 2.50 1.06
ICS3. Using EBP is a top priority in this district 2.72 1.18
Education support .893ICS4. This school provides conferences, workshops, or seminars focusing on EBPs 2.21 1.19
ICS5. This school provides EBP trainings or in-serv ices 2.41 1.09
ICS6. This school provides EBP training materials, journals, etc. 1.90 1.20
Recognition .854ICS7. School staff who use EBPs are seen as experts 2.32 1.21
ICS8. School staff who use EBPs are held in high esteem in this school 2.29 1.21
ICS9. School staff who use EBPs are more likely to be promoted 1.65 1.32
Selection .966ICS13. This school actively recruits staff who have previously used EBP 2.06 1.14
ICS14. This school actively recruits staff who have had education supporting EBP 2.12 1.19
ICS15. This school actively recruits staff who value EBP 2.22 1.21
Openness .916ICS16. This school selects staff who are adaptable 2.47 1.09
ICS17. This school selects staff who are flexible 2.51 1.10
ICS18. This school selects staff open to EBP 2.30 1.21
Aaron R. Lyon,et all, Implementation Science2018 13:5 https://doi.org/10.1186/s13012-017-0705-6
Behaviors of Transformational Leaders
Anticipate complexity, barriers and fluctuations in the org climate
Communicate relentless commitment to implementation efforts
Dedicate time, resources, staffing to the implementation efforts
Learn the practices at the ground level to try on what is expected
Listen actively to customers and colleagues, include their feedback in decision making
Maintain focus, clarity and commitment to the implementation efforts in the face of instability or crisis response within the org
Adapted from Aligning Leadership Across Systems and Organizations to Develop a Strategic Climate for Evidence-Based Practice Implementation, Gregory A. Aarons, Mark G. Ehrhart, Lauren R.
Farahnak,1,2 and Marisa Sklar4, Annual Review of Public Health, 2014
Reflect upon your 19-20 Initiative
ANTICIPATE: What complexity, barriers and fluctuations in your climate can you anticipate?
COMMUNICATE: How will you communicate relentlessly your commitment to the implementation efforts?
DEDICATE: How have you dedicated time, resources & staffing to the implementation efforts?
LEARN: What are your plans for learning the practices at the ground level to try on what is expected?
INCORPORATE: How will you create time/space to listen actively to students and staff? How will their feedback be included in decision making?
MAINTAIN: If instability or a crisis occur in your school/organization, how will you maintain focus on the initiative?
NIRN-
ImplementationDri
versAssessingBestPr
actices.PDF
Data Decision or Implementation Teams
WHO WILL BE YOUR IMPLEMENTATION TEAM
FOR THE 2019-20 INITIATIVE?
HOW WILL THAT TEAM, FORMALLY & INFORMALLY,
GATHER DATA?
HOW WILL THAT TEAM USE DATA FOR MEASURING
FIDELITY AND ACCOUNTABILITY?
Decision making Matrix- Example
A= Accountable C= Consulted R= Responsible (works on) I= Informed
“[We] are at a crossroads between traditional thinking about adolescence as a period to be endured and survived
and new thinking that holds that adolescence is the best
time and perhaps the last chance to nurture, guide, and
support these young people who will determine the future
of the country and the world.
The active engagement and commitment of those who seek this new path will benefit today’s young people and
those to come. Their collective work will offer hope and
support for a future inspired and powered by the energy,
imagination, and resourcefulness of the next generation
and generations to follow.” - RWJF.org
Please complete our evaluation
t raumainformedmtss .com/eval