WHYWHATHOW

The

of Implementing Change at Mitchell

Isaac School DistrictMany

schools in corrective action.

Challenging population.

High percentage of poverty.

Low graduation rates.

Mitchell Elementary School

is an anomaly.

A performing school.

Low teacher

turnover.

20 teachers pursued National

Board Certification last

year.

Made AYP for the

past 5 years.

Facing impending

FAILURE according to the

NCLB Act of 2001.

For the first time in 5 years.

District mandates PROFESSIONAL

LEARNING COMMUNITIES.

Outside consultant will be brought in to work with

district leadership teams in

FIRST WAVE REFORM.

Principal at Mitchell recognizes a need for site reaction to top-down

change.

Solicits the help of the Arizona K-12 Center…

To counteract potential barriers to

top-down change.

Building AUTHENTIC LEARNING

COMMUNITIES

with issues that matter most to her teachers.

The

IPDPWorkbook

Individual Professional Development

Planning

Individual Professional Development Plans

Collective Learning.

WHYWHATHOW

The

of Implementing Change

Theoretical Framework

Professional development

ALIGNED with identified teacher needs,

school and district goals, and

student achievement.

Senge’s Five

Disciplines (1990)

Shared VISION

.Commitment needed to keep the vision from leaving when the principal does.

TeamLEARNING.

Multiple opportunities to

COLLABORATE

and surface issues that are important and learn together

while exploring individual and

collective solutions.

Meaningful conversations

about…

professionalgoals…

..and studen

t learnin

g

PersonalMASTER

Y.

Opportunities to reflect on small

successes throughout

teachers’ pursuit of small,

ATTAINABLE goals, while cultivating the

drive for pushing practice forward.

MentalModels

PROFESSIONAL DEVELOPMENT

dictated, determined and driven by the goals of external demands.

ACCOUNTABILITYconformity STAKEHOLDERS

evaluators who hold high stakes in what’s

happeningOWNERSHIPpersonal accountability

and expectations for the work

Threat of not making AYP, a single snapshot of need for change.

What DATA can be gathered, beyond test scores to measure teachers’ progress?

SystemsTHINKING

Learning organizations need to be a place where individuals are continually

seeking a connected reality, and creating ways to change it (Senge,

1990).

Learning communities devoted to exploring

PATTERNS generated in professional

learning practices in order to have a greater impact…

On STUDENT

S

WHYWHATHOW

The

of Implementing Change

The Plan

1. ANALYZEChange Needs

Survey the existing urgency; consider

relevant contextual information;

inquire with those on the

inside of change initiative.

2. Establish leadership alignment;

build clarity around purpose, roles, and processes.

Lay theFOUNDATION

3. Commit to a

TIMELINE

and maintain consistency.

GAME PLAN

4. The

Plan for first encounter before the school year begins.

Map out opportunities for participants to interact during professional development days.

Immerse into the culture and climate of the school by attending grade level meetings.

5. Implement and

cultivate the

intervention.

Conduct a self-assessment of

individual professional learning

needs based on STUDENTS.

11 Use IPDP to document, analyze, and reflect on…

Establish a high and worthwhile professional learning GOAL aligned with the school and district goals, and student achievement.

22

Plan learning OBJECTIVES and ACTIVITIES that

assist them in meeting their

learning goals.

33

Gather EVIDENCE of student learning

that results and analyze the

effectiveness of their professional learning.

44

REFLECT on their next objectives to continue to foster

their own professional learning

growth.

55

Set NEW high and worthwhile GOALS for future learning.

66

Foster collaboration among participants;

encourage the sharing of best practices for

continuous improvement, and react cautiously to

anticipated and unforeseen impediments

to change.

MOMENTUM

Sustain

Lack of

TIME.

See change as school or district vision, NOT their own.Workbook format

feels overwhelming.

Too few opportunities for INTERACTION.

Stuck in one view ofPROFESSIONAL DEVELOPMENT.

Feel GOALS are dictated by district, not self-selected.

WHYWHATHOW

The

of Implementing Change The Change Levers

The leadership…its about sustaining change.

“Sustainable leadership matters, spreads and lasts.”

Hargreaves & Fink, 2003

Fostering the growth…of teacher leaders to sustain the vision.

How do others in

the organization view them?

Involvement…its about engaging everyone in the work.

Learning…its about building efficacy and empowerment.

Measuring progress…its about gathering evidence for monitoring growth.

Reinforcement in PLCs…its sustaining behavior change over time

WHYWHATHOW

The

of Implementing Change

Theoretical Framework

The Change Levers

The Plan

Taryl HargensProject Director

Arizona K-12 Center

Taryl HargensProject Director

Arizona K-12 Center

Implementing Change: Individual Professional Development Plans

www.azk12.org