PowerPoint Presentation

Multi-Classroom Leadership

Launching Leadership

To copy or adapt this material, see OpportunityCulture.org/terms-of-use 2015 Public Impact OpportunityCulture.org #Activity preparation for this session:Printing: please print out the document labeled Activity Cards and cut the cards out along the lines. There are a few duplicate cards for some of the actions that can easily be acted out to demonstrate the need for norms.

Materials needed:Two flipcharts, one labeled Hopes and one labeled FearsChart paper for setting group norms (one page per table)Slide 15Post-it notes, about 10 post-its per personWriting utensilsRoom to move around

Please note:Not all the hopes and fears that participants are likely to bring up in slide 2 will be fully addressed in this session, but many will be addressed over the three-day training series.

Facilitator says (throughout the slides, put this in your own words):Before we get started on the topic of Launching Leadership, Id like to get a better understanding of how you all are feeling about becoming a Multi-Classroom Leader. You should all have some post-it notes on your table, and a writing utensil.

1

What do you hope will happen when you start leading your team?

What is your biggest fear about leading a team?Hope and Fears 2015 Public Impact OpportunityCulture.org #Objectives of this slide:For participants to be able to voice their fears, and know that they are not alone.For the facilitator to better understand the hopes and fears in the room and be able to address many of them throughout this session and the training series.

Estimated total time: 5 minutes

Facilitator says:Stepping into a new role is often a challenging and slightly scary experience. Please use the post-it notes to write down the hopes [click for animation] and fears [click for animation] you have about leading a team of your peers. Please write only one hope or fear per note.I will give you one minute to complete this activity.[Click once for green circle timer.]You are now going to popcorn, or call out at random, your hopes and place them on this chart. If anyone in the room has the same hope, they should raise their hand and say, Im with you! We will repeat this process until everyones hopes are on the chart.[Make a mental or written note of the hopes and fears participants mention so you can be sure to address them.] [Hopes to listen for:Improve student academic achievementSuccessfully change the way things have always been doneFoster great teamwork and collaborationStrengthen skills of novice teachers or teachers in need of improvement]

[Repeat the same activity with the fears.][Fears to listen for:Lack of collaboration and/or teamworkInability to influence team members to changePushback from team members who doesnt respect the MCL positionNot knowing the answers to everythingNot able to get everything done]

Now everyone please take a moment to silently reflect on the hopes and fears that you all have expressed. Well be revisiting many of these throughout this training.

2Review and practice John Kotters eight steps to building a successful team.Learning Objective3 2015 Public Impact OpportunityCulture.org 2015 Public Impact OpportunityCulture.org #Estimated time: 1 minute

Facilitator says:This session has only one objectiveto review and practice John Kotters eight steps to building a successful team.These eight steps are based on the framework from his book, Our Iceberg is Melting: Changing and Succeeding Under Any Conditions. I highly recommend you take a look at this book if you havent already read it. Kotter is a very respected professor of leadership at Harvard Business School, and he offers advice about how to successfully lead a team by using a story about a colony of penguins that team up and problem-solve when one penguin discovers their iceberg home is melting.

3

Steps to Building A Team Focused on Success Create a sense of urgency. Pull together the guiding team. Develop the change vision and strategy. Communicate for understanding and buy-in. Empower others to act. Produce short-term wins. Dont let up. Create a new culture.

Source: Our Iceberg Is Melting: Changing and Succeeding Under Any Conditions by John Kotter

4 2015 Public Impact OpportunityCulture.org 2015 Public Impact OpportunityCulture.org #Objective of this slide: Provide a quick overview of the eight steps to building a team (subsequent slides take deeper look at each step).

Estimated time: 1 minute

Facilitator says:As an MCL, its your job to lead a team that gets results. The eight steps listed on this slide offer one approach to leading a team to improved performance. Well go through each step and discuss strategies to implement them.4 Create a sense of urgency. Pull together the guiding team. Develop the change vision and strategy. Communicate for understanding and buy-in. Empower others to act. Produce short-term wins. Dont let up. Create a new culture.

Step 1

2015 Public Impact OpportunityCulture.org #Objective of this slide: To understand how to create a sense of urgency in the work as a MCL (step one of launching leadership).

Estimated time: 4 minutes

Facilitator says:The first step in building a high-performing team thats focused on success is to create a sense of urgency. Think back to the hopes and fears activity we just did. How could this activity help you create a sense of urgency in your team? Please take a minute to discuss with the folks at your table, and then Ill have one person at each table share.[click to begin green circle timer][Have participants turn to a partner and share, and then ask a few people to share with the group.][Listen for:The hopes and fears exercise allows team members to express their current level of motivation and commitment, as well as their concernsThe exercise appeals to team members emotions and deepest values, which creates a sense of urgency]

What are some other ways you have created a sense of urgency with colleagues or students? Please go ahead and shout out your ideas.[Listen for:Told stories about impact of the teams effort in the pastSet inspirational goalsCommunicate need for change by describing how current practices affect studentsCommunicate using simple and imaginative messages]

5 Create a sense of urgency. Pull together the guiding team. Develop the change vision and strategy. Communicate for understanding and buy-in. Empower others to act. Produce short-term wins. Dont let up. Create a new culture.

Step 2

2015 Public Impact OpportunityCulture.org #Objectives of this slide:To understand how MCLs can pull together their teaching teams (step two of launching leadership).For participants to experience the need for norms through an activity.

Estimated time for introduction and activity: 8 minutes

Facilitator says:The second step is pulling together the guiding team. As a teacher-leader, your team will likely be assigned to you; therefore, this step does not mean selecting team members. Instead, it means you are responsible for maximizing team interactions by setting the tone and creating the expectations you want for your teams work throughout the year. You can do this most easily by establishing group norms.Before we talk about how to establish norms, lets try something.[Presenter will pass out one card to each participant from the NORMal Interactive Activity, for a not-so-NORMal meet-and-greet.]Keeping your card private, take a moment to read the directions on it. Now imagine you are all at a dinner party. Interact and get to know everyone while following the directions on your card. This might not be how you usually interact with others, but maintain your role for the next few minutes.[Click to begin 5-minute green circle timer.]Thank you, please return to your seats.6

Activity DebriefWhat problems did you run into as you were mingling with other guests?

How would your interactions have been different if your norms were written on your shirt?7 2015 Public Impact OpportunityCulture.org 2015 Public Impact OpportunityCulture.org #Objective of this slide:To reflect on the activity and understand the need for norms.Ideally, participants will have interacted with someone who had the behavior that was the opposite of theirs, causing a lot of tension. Each would have been following what was determined for them as normal behavior, but did not work with the others. This will help participants see why norms should be established so that everyone is on the same page, no guesswork needed.

Estimated time: 3 minutes

Facilitator says:[click for animation] What problems did you run into as you were mingling with other guests?[Listen for: My norms conflicted with the norms of others in the room.][click for animation] How would your interactions have been different if your norms were written on your shirt?[Listen for: It would have made interactions easier or less awkward.]As an MCL, you are going to have to set norms with your team that will set the tone for how the group will operate. To understand how this is done, lets examine this and see some examples.7

What is a Norm?Shared expectations regarding:LogisticsRoles/ResponsibilitiesBehavior

8 2015 Public Impact OpportunityCulture.org 2015 Public Impact OpportunityCulture.org #Objective of this slide: To provide a brief overview of the three categories of norms (will go deeper into each in subsequent slides).

Estimated time: 3 minutes

Facilitator says:Norms are shared expectations for all team members. Norms should be positive and general enough to cover a range of behaviors. Norms create clear expectations for how logistics, roles and responsibilities, and behavior will be handled. Many of you have set norms in the context of a PLC, but setting norms as an MCL is a bit different, because you will establish norms that define a wider array of team behaviors, and youll need to set accountability measures that create a sense of urgency.Think about the norms you will set for your team. [click for animation] What are the logistics that your team will have to cover?[Listen for:Meeting times and frequencyRecord-keepingMeans of communicationReportingSummarizing][click for animation] What kinds of roles and responsibilities should be addressed by team norms?[Listen for:Roles during meetings such as timekeeper, facilitator, process observer, and note-takerRoles outside of meetings such as data analysis, reporting, researching, communicatingRoles related to instructional practice such as observer, co-planner, co-teacher]The majority of the norms you will create will focus on behavior. [click for animation] Lets take a deeper look at the various types of behavioral norms that you are likely to establish with your teams.8Types of Behavior NormsCommunicationParticipationRelationshipsChallenges/DisagreementsCelebrations

2015 Public Impact OpportunityCulture.org 2015 Public Impact OpportunityCulture.org #Objective of this slide: To introduce the participants to five types of behavior norms (will dig deeper into each of them in subsequent slides).

Estimated time: 1 minute

Facilitator says:These norms help leaders navigate group dynamics. Behavior norms concentrate on five areas: [click for animation] communication[click for animation] participation[click for animation] relationships[click for animation] challenges/disagreements[click for animation] and celebrations. Lets go through each, and as we do, please share your ideas for additional norms.9Norms for BehaviorCommunication Norm Examples:Listen without interruptingEmpathize with the speakerAsk questions to gain understandingLimit sidebar conversationsEnsure cell phones are on silent

End123456789101112131415161718192021222324252627282930 2015 Public Impact OpportunityCulture.org 2015 Public Impact OpportunityCulture.org #Objective of this slide: To present the audience with examples of communication norms they should consider establishing with their teams.

Estimated time: 2 minutes

Facilitator says:Communication norms address how team members speak to one another, share, and solve problems. What are some norms that you have set for communication? Please take 30 seconds to jot down as many as you can. [click on the 30 to begin timer.][After the 30 seconds are up, ask participants to list their ideas. Then go through the ones on this list and note those that no one mentioned]

10Norms for BehaviorParticipation Norm Examples:All opinions are heardSpeak up!Invite the contributions of every team memberParticipation is a right and a responsibilityCheck your own airtimeEnd123456789101112131415161718192021222324252627282930 2015 Public Impact OpportunityCulture.org 2015 Public Impact OpportunityCulture.org #Objective of this slide: To present the audience with examples of behavior norms they should consider establishing with their teams.

Estimated time: 2 minutes

Facilitator says:Norms for participation define participation levels/expectations for your team teachers. Take 30 seconds at your table to discuss how you set participation norms in groups that you have led or participated in, and then well share. [click on the 30 to begin timer].[After the 30 seconds are up, ask participants to list their ideas. Then go through the ones on this list and note those that no one mentioned]

11Norms for BehaviorRelationship Norm Examples:Trust and encourage one anotherPractice humilityConfront others when they do not adhere to group normsBe friendly and collegialUse humor to lighten the moodAssume positive intent

End123456789101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960 2015 Public Impact OpportunityCulture.org 2015 Public Impact OpportunityCulture.org #Objective of this slide: To present the audience with examples of relationship norms they should consider establishing with their teams.

Estimated time: 3 minutes

Facilitator says:These norms define how team members treat one another.Here are a few examples of relationship norms [click for each animation].Please take a minute to discuss at your table additional ways you believe members of effective groups should treat one another. [click on the 60 to begin timer]

12Norms for BehaviorExamples of norms that address challenges or disagreements:Maintain confidentialityBe transparentSpeak the truthBe open-mindedAssume best intentionsDevelop alternative solutions to problemsOffer solutions when presenting a problem

2015 Public Impact OpportunityCulture.org 2015 Public Impact OpportunityCulture.org #Objective of this slide: To present the audience with examples of norms to address challenges and disagreements they should consider establishing with their teams.

Estimated time: 3 minutes

Facilitator says:All teams will be forced to make difficult decisions or will disagree at some point. Here are a few examples of norms which give teams guidelines for behavior when faced with challenges or disagreements. [click once to animate all]I would like to hear how you all would rank these in order of importance as I read through them. Which of these norms do you think are most important to establish with a team? [Facilitator reads through the list, taking verbal votes from the audience, letting them comment on which they believe are most important.] 13Norms for BehaviorCelebration Norm Examples:Celebrate accomplishments big and smallRecognize the contributions of othersWelcome different viewpointsDo everything with enthusiasm

2015 Public Impact OpportunityCulture.org 2015 Public Impact OpportunityCulture.org #Objective of this slide: To present the audience with examples of celebration they should consider establishing with their teams.

Estimated time: 3 minutes

Facilitator says:The work were going to do as MCLs and teams is hardhow do we also keep it fun? Team norms not only address problems, but also encourage team members to celebrate one another and the group. Here are a few ideas for how you can make sure you take time to celebrate success with your team.[Facilitator quickly reads list]. Raise your hand if you have a creative way to celebrate team success that isnt listed here. [Call on people to share their thoughts.]14Practice: Selecting Table Group NormsStep 1: Review the Examples of Behavioral Norms handout.

Step 2: In your table group, select/create 3-5 norms with accountability measures.

Step 3: Document your norms on a sheet of chart paper.

2015 Public Impact OpportunityCulture.org 2015 Public Impact OpportunityCulture.org #Please note: Ideally the MCLs are sitting at a table with other MCLs (or teacher-leaders) from their school. Consider adapting this section if this is not the case.

Objective of this slide: To provide participants with time to work through selecting norms at their table (which ideally can be used at their schools if they are seated with other MCLs from their school, so that they are consistent across teams).

Estimated total time: 8 minutesIts your turn to practice creating norms and gaining consensus with the group at your table. Each table must create 3-5 norms for this MCL training series and determine how you will hold one another accountable for adhering to the groups norms. A list of sample norms is available as a handout for this session. Feel free to use this as a resource when creating your group norms.Please write your norms on the chart paper at your table. Well take 5 minutes to do this, then each group will share their norms. [Click to begin green circle timer][Ask each table to share when timer goes off]Thank you for these; well hold one another to these norms throughout our training sessions.15 Create a sense of urgency. Pull together the guiding team. Develop the change vision and strategy. Communicate for understanding and buy-in. Empower others to act. Produce short-term wins. Dont let up. Create a new culture.

Step 3

2015 Public Impact OpportunityCulture.org #Please Note: This slide refers to the session 90-Day Entry Plan. If you will not be completing that session, pull from it the section about developing a vision and strategy and incorporate it here.

Objective of this slide: To understand that developing the change vision is important in the work as a MCL (step three of launching leadership).

Estimated time: 1 minute

Facilitator says:After your teaching team has developed norms, it will be time for you to develop your change vision and strategy. Your vision for change will be based on the schools data as well as your teams needs.We wont do this now; well complete this step in the 90-Day Entry Plan session. A 90-day entry plan is a strategic plan rooted in data analysis that helps you start the year successfully.

16 Create a sense of urgency. Pull together the guiding team. Develop the change vision and strategy. Communicate for understanding and buy-in. Empower others to act. Produce short-term wins. Dont let up. Create a new culture.

Step 4

2015 Public Impact OpportunityCulture.org #Objective of this slide: To understand that communicating and gaining stakeholder buy-in is crucial for an MCL (step four of launching leadership).

Estimated time: 2 minutes

Facilitator says:After you have decided what will change and how you will change it, you have to communicate your plan to stakeholders so they understand it and support implementing it. Think about your school. If you want to get support and buy-in for your team to be successful, who are your key stakeholders?[Listen for:Team teachersAdministrationOther school staffParents StudentsCommunity members]After you identify your stakeholders, you need to communicate the goals and action plan. Communication of the goals and action plan should be deeply embedded in all you do. The goals should be repeated in emails, meetings, lesson plans, and assessments. This will ensure that the goals are always on the minds of the team members. 17 Create a sense of urgency. Pull together the guiding team. Develop the change vision and strategy. Communicate for understanding and buy-in. Empower others to act. Produce short-term wins. Dont let up. Create a new culture.

Step 5

2015 Public Impact OpportunityCulture.org #Objective of this slide: To understand how to empower others to act (step five of launching leadership).

Estimated Time: 1 minute

Facilitator says:The next step on the listempowering others to actis by far the most important step in leading an effective team. All of us have been on teams which did some of the other steps (developed a change vision, communicated goals), but the team failed to accomplish its goals because, ultimately, no one was empowered to act. In looking at successful teams that are empowered to act, one theme that emerges is that the people on the team are strongly connected to one another.So how do you as a leader foster strong, authentic working relationships? How do you model relationship-building skills, and how do you encourage your team members to build strong relationships?Because this is such an important step, lets spend the next several minutes discussing how you can build strong relationships with your team members so they feel empowered to act. First, lets look at how to build connections quickly with other people.

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ConnectionsSource: Click, by Ori Brafman and Rom Brafman 2015 Public Impact OpportunityCulture.org #Objective of this slide: To give participants an example of building quick connections and draw parallels to MCLs and team teachers.

Estimated time: 2 minutesHas anyone here watched any comics, whether in-person live, or on a show like Last Comic Standing or Americas Got Talent?Some of the comics, even if their material is funny, just cant get the audience involved. Why is that? Other comics, even if they arent all that funny, can really engage the audience. Why?The comics who can quickly build rapport with the audiencealmost instantaneously, no matter how many people are thereare the ones more likely to be successful.Its hugely difficult to get up on stage, in front of hundreds or thousands of strangers every night, and build very quick connections. Thankfully, as MCLs, it is unlikely that youll be put in the spotlight in front of a large group of paying attendees, but we do want to provide you with the tools to be able to quickly build connections with your team teachers, so you can establish rapport and get them involved and engaged in the new school model as soon as the school year starts.

19TrustCommon languageBring out the bestDurabilityThe Power of ConnectionsSource: Click, by Ori Brafman and Rom Brafman 2015 Public Impact OpportunityCulture.org #Objective of this slide: To provide participants with information on why building quick connections is important to their success as an MCL.

Estimated time: 2 minutes

Facilitator says:So why is it important to build quick connections?In the work you are embarking on, trust is very important. You will need to earn your team teachers trust that the feedback you are giving them is developmental and not punitive, and that the conversations you are having are confidential. You are working together as a team to improve your students learning. And you are there to help each other. As an MCL, you are working to bring out the best in your team teachers. But at the same time, they are also helping you to become a better MCL. To have a reciprocal relationship like that, you have to have built strong relationships with the teachers on your team. So you and your team will need to build a common language to ensure common understanding and keep everyone on the same page. Againthe work you are taking on is not going to be easy. You will have challenging and difficult days. But by building strong connections with your team, you all will be able to work together, help one another out, and increase your ability to handle problems. Essentially, youll be increasing your durability.So how can you build these connections?

20Vulnerability WeaknessVulnerability = Relatability

VulnerabilityPhatic StatementsFactual StatementsEvaluative StatementsGut-Level StatementsPeak StatementsTransactionalConnective 2015 Public Impact OpportunityCulture.org #Objective of this slide: To introduce vulnerability as a tactic for building connections.

Estimated time: 4 minutes

Facilitator says:What do you all think of when you hear the word vulnerability?[Listen for:WeaknessAchilles heel][click to animate] Contrary to what many people believe, exposing inner fears and weaknesses, or being vulnerable, doesnt make you look weak. Being vulnerable can actually help other people trust you, because you are putting yourself out there.[click to animate] It can also make you easier to relate toyou arent perfect, have made mistakes, and have development areas as well.Research has shown that when one person in a relationship is vulnerable, the other one is more likely to lower the wall and let down their guard as well, which helps build openness and honesty in the relationship. So how can you work on becoming more open about your challenges, and therefore more approachable? You can shift your conversations from being more transactional to more connective. What do we mean by this?[click to animate] Weve drawn a scale here from most transactional [point towards the left] to most connective [point towards the right]. Statements that are transactional dont reveal any vulnerability, but connective statements do. To help explain this, here are a few examples.[click to animate] Phatic statements are the most basic, transactional statements, often said automatically without thinking, and without revealing any information about yourself. For example, when you first run into someone, you often ask How are you? automatically. [click to animate] The next set of transactional statements are factual statements. These reveal some information about yourself personally, but usually dont make you vulnerable. For example, Im originally from Long Island, would be a factual statement.[click to animate] Evaluative statements provide opinions or preferences. This is starting to move away from the transactional to the connective. Providing an opinion can potentially be vulnerable if it results in disagreement, but the risks are still very low. For example, The keynote speaker was very informative would be an evaluative statement.[click to animate] Gut-level statements are statements that reveal feelings. We usually reserve gut-level statements for people were closest to. For example, This is such a great presentation, I really wish you were here to see this would be considered a gut-level statement. [click to animate] Finally, there are peak statements, truly making yourself vulnerable by providing deeply revealing feelings and putting yourself at most risk for how the other person would respond. For example, A few years ago, I was really struggling with classroom management and had to get a lot of advice from my department chair to get my classroom on track. It felt so awful to not know how to make things better.Turn to the person on your left. Each of you come up with a gut-level or peak statement that you could use to make yourself more approachable in a conversation with a team teacher about her struggles. 21Spontaneous communicationPassive contactProximity

2015 Public Impact OpportunityCulture.org #Objective of this slide: To introduce proximity as a tactic for building connections.

Estimated time: 2 minutes

Facilitator says:Proximity can also be used as a way to build connections. Spontaneous communications are unplanned, ordinary conversations and exchanges that occur when people interact just because they happen to be in the same place at the same time; proximity helps increase that likelihood. These are important because the casual conversations and interactions create social glue that eventually enable people to form deeper connections and relationships.But dont feel obligated to engage in conversation every time you run into someone in the hallway or break room (we know we dont have time for that!) Even passive contact, which increases through proximity, has been shown to build relationships. So what are some ways that you can apply proximity to building connections?[Listen for: Classroomsare there ways you can arrange your classrooms so that you and your team teachers are close to one another instead of opposite ends of the building?]22IntentionalityMutualityIndividualityAttentivenessPresence

2015 Public Impact OpportunityCulture.org #Objective of this slide: To introduce presence as a tactic for building connections.

Estimated time: 2 minutes

Facilitator says:Being more conscious of your presence can also help you build and strengthen connections. There are four ways that presence can be used.[click to animate] Intentionality is entering into interaction with a sense of purpose and awareness, providing undivided attention. For example, if a team teacher is coming to you to express fears or concerns, dont try to multitask. Really listen. This will help them feel that you value what they are saying, are really listening, and are focused on helping.[click to animate] Mutuality is being open and available to meet the other person where they are, focusing on shared aspects instead of always focusing on just giving advice and trying to solve a problem. For example, even if you dont agree with what the team teacher is saying about parent involvement, hear them out, find the commonalities you do have, and use those as a starting point.[click to animate] Individuality is being authentic and aware of your own emotional reactions. Well be digging into this a lot more in the Difficult Conversations session.[click to animate] Attentiveness is care through active involvement, taking intentionality a step further. In addition to listening and providing undivided attention, you can ask for more detail, or share your own reactions, thereby demonstrating that you are not just listening, but also actively participating in the conversation.23Quantity over qualityIn-groupSimilarity

2015 Public Impact OpportunityCulture.org #Objective of this slide: To introduce similarity as a tactic for building connections.

Estimated time: 1 minute

Facilitator says:Another way to help build quick connections is to focus on similarities.[click to animate] The more similarities, the faster the bond (and yes, these can be trivial, like the same birthday, from the same home town, same name). While there are some similarities (and differences) that cant be changedlike your name, your birthday, your favorite color, there are similarities that you can rally your team around. For example, you and your team teachers should be setting common goals around student achievement and school climate. [click to animate[ Building a sense of belonging, of being part of a group, can also help forge connections. It is helpful to remind your team teachers, that you are all part of the same team, working together.

24Common challengesFrameSafe Space

2015 Public Impact OpportunityCulture.org #Objective of this slide: To introduce safe space as a tactic for building connections.

Estimated time: 2 minutes

Facilitator says:An important thing that you will do is to create a safe space for your team to work in. Why?Supportive climates, or safe spaces, encourage dialogue where the listener genuinely listens. They are problem-oriented atmospheres focused on finding mutual solutions, rather than trying to persuade the other to change their viewpoints and beliefs. Safe spaces also allow for spontaneous communication, expressions of empathy, and expressing respect for another person's opinion, even if you dont agree. In a safe space, there is an atmosphere of equality, a belief that all issues are open for debate, and that different and new ideas and suggestions can be considered.So how do you go about creating a safe space?Safe spaces have to be created mutuallyparticipation has to be voluntary, with a common understanding and acceptance of ground rules, purpose, and goals for the safe space.The lead or mediator of the safe spaceyou, the MCLneeds to ensure that there is mutual respect on the team, and shared air time. The topics of discussion need to be relevant to all those involved.Respect silence. As the MCL/mediator, dont feel the need to always jump in when there is silence in the group. This can be a sign that people are uncomfortable with speaking or are gathering their thoughts. Some periods of silence are acceptable.Be vulnerable (going back to the first point). Being vulnerable as the MCL can encourage others to open up as well and see that it is a safe space to do so.Safe spaces wont be created overnight. It will take time and patience.In this safe space of training sessions, you will come together to work on:Common challengesfor example, MCLs and team teachers are working on helping struggling readers.Framingseeing each other in a different light; not just as teachers (Ms. So and So, Mr. So and So) but as individuals who have challenges and successes, both at school and at home.At your tables, take a minute to discuss what you can do with your team to create a safe space.25Empowering Others to Act

2015 Public Impact OpportunityCulture.org #Objective of this slide: To connect the building of connections to empowering others to act

Estimated time: 2 minutes

Facilitator says:So how does building connections with your team help empower them to act?Please take a minute to discuss at your tables, and then one person from each table can share. [click to start green circle timer][Listen for:Having common goals and common understanding can help make one feel empowered to act, knowing that they are all working toward the same thing.Having a sense of trust can empower each person to move forward toward their goals, knowing that the others will back them up.Feeling comfortable voicing fears and being vulnerable in a safe space can help team teachers be willing to try new strategies and tactics in their classroom, knowing that there is support if things dont go right the first time.]

26 Create a sense of urgency. Pull together the guiding team. Develop the change vision and strategy. Communicate for understanding and buy-in. Empower others to act. Produce short-term wins. Dont let up. Create a new culture.

Step 6

2015 Public Impact OpportunityCulture.org #Please note: This slide refers to the session 90-Day Entry Plan. If you will not be completing that session, pull the section from it on setting short-term goals to include here.

Objective of this slide: To understand what we mean by short-term wins, step six of launching leadership.

Estimated time: 1 minute

Facilitator says:In a later session, you will have time to create a draft 90-day plan. In developing your 90-day plan, youll be thinking about how you can set short-term goals that will help you meet long-term goals for student learning.These short-term goals should be linked to the larger goals in your change vision and strategy, but should be more easier and quicker to achieve. Short-term wins inspire the team, provide evidence that group efforts are paying off, give the team a unifying sense of accomplishment, and increase urgency and momentum. Short-term wins can also help silence naysayers who might undermine the groups efforts.Well go back to this in that 90-day plan session.

27 Create a sense of urgency. Pull together the guiding team. Develop the change vision and strategy. Communicate for understanding and buy-in. Empower others to act. Produce short-term wins. Dont let up. Create a new culture.

Step 7

2015 Public Impact OpportunityCulture.org #Objective of this slide: To understand the need to keep the team focused even after initial successes (step seven of launching leadership).

Estimated time: 4 minutes

Facilitator says:It is really easy to let things slow down when you have accomplished a challenging short-term win, but you will need to celebrate in a way that prevents that. It is your job as a leader to keep the momentum going and to ensure that your team has their eyes on reaching your long-term goals for students. I would like each table to spend about 2 minutes discussing strategies for keeping a team focused and inspired to continue working hard, then each can share a strategy for maintaining focus or a method for inspiring a group.[click to begin green circle timer]Could I get some volunteers to share some of the strategies they came up with? [Listen for:Remind the team of the vision and strategiesRemind the team of the wins or progress toward the goal, but make it clear that the goal is not yet accomplishedGive the group new strategies or challenges to tackleEmpower team members to lead projectsProvide additional supports or resourcesProvide intrinsic and extrinsic rewards]28 Create a sense of urgency. Pull together the guiding team. Develop the change vision and strategy. Communicate for understanding and buy-in. Empower others to act. Produce short-term wins. Dont let up. Create a new culture.

Step 8

2015 Public Impact OpportunityCulture.org #Objective of this slide: To understand how the steps in launching leadership can result in the creation of a new culturean Opportunity Culture (step eight of launching leadership). Estimated time: 6 minutes

Facilitator says:After working through the steps thus far in launching leadership, you and your team will be well on your way to having implemented lasting changeyour new school designs, and creating a new culturean Opportunity Culture. This is the eighth and final step in Launching Leadership. There are a few rules for creating this new culture:The leader must reinforce new culture expectations.The leader must connect the culture to the teams hopes and fears to maintain focus and a sense of urgency.As new team members or stakeholders are added, they must be deliberately introduced to the new culture.The leader must demonstrate that new practices are working by publicly celebrating success. Take 2 minutes to discuss how you communicate successes with a team.[click to begin green circle timer]Could I get a few volunteers to share their ideas?[Listen for:Celebratory email or note to team teachersShout-outs Announcement in meetings]Now that weve completed the eight steps to launching leadership, lets go back to the fears that you raised at the beginning of the session and see how some of these fears have been addressed by the eight steps.[Presenter will refer back to the notes from the Hopes and Fears activity and ask participants which fears have been addressed by the session.Listen for:Team not focused on successTeam not focused on goalsTeam giving upTeam members not taking ownership of goals or acting to create success]If you would like to create a written plan for implementing these eight steps, please refer to the Eight Steps to Launch Leadership handout.29Our Iceberg Is Melting: Changing and Succeeding Under Any Conditions by John KotterClick, by Ori Brafman and Rom BrafmanCreating Safe Spaces for Communication, by Julia Chaitin, retrievable at http://www.beyondintractability.org/essay/safe-spaces Richardson, Joan (1999). Norms put the Golden Rule into Practice for Groups. National Staff Development Council. Retrieved from http://learningforward.org/docs/tools-for-learning-schools/tools8-99.pdf?sfvrsnWarnock, Jim (2008). Norm Development Handbook. Retrieved from http://www.data4ss.org/downloads/conditions_for_professional_learning/norms.pdfHeathfield, Suzanne. Team Norms Sample. Retrieved from http://humanresources.about.com/od/teambuilding/qt/norms_sample.htm.Resources 2015 Public Impact OpportunityCulture.org #