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Change What? Leading and Coaching for Adaptive Change Heidi Brushert Laabs Janna Stevens August 19, 2014 The Wisconsin RtI Center (CFDA # 84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

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Todays Outcomes What is change? Response to change Pitfalls of change implementation How to sustain change Specific examples of leading change through coaching and a coaching style of leaership

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Introduce yourself to the person sitting next to you

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If you're in a bad situation, don't worry it'll change. If you're in a good situation, don't worry it'll change. ~John A. Simone, Sr.

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Reflecting on Change What is one significant change that you are trying to implement to improve your school? What obstacles are you running into?

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RtI is all about School Improvement!!!!

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Obstacles to School Improvement

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Identify new practices/structures to be implemented Provide professional development (training) Wait for implementation to happen Implementing Change

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Train Implement Attack Abandon No change

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Purpose BuildingInfrastructure Initial Implementation Full Implementation Systems Change Process ( Fixsen & Blas )

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Why Implement Coaching? Presentation of Theory + Lecture, cooperative learning Modeling + Modeling, video, simulation Practice & Feedback + Practice during learning session Coaching Where work occurs Understanding (Explain main concepts) 85% 90% Skill Attainment (Can demonstrate) 15% 18% 80% 90% Use with Fidelity (Uses the skill effectively and consistently) 5%-10% 10%-15% 80%-90%

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Technical Change vs Adaptive Change

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Magnitude of Change Incremental, Linear Extension of Past Consistent with prevailing norms and paradigms Marginal/limited impact Focused, bounded Complex, non-linear A break with the past Outside of norms and beyond paradigms System disturbance Emergent, unbounded Source: Balanced Leadership PaRtIcipants Manual, McREL, 2005 TechnicalAdaptive

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Change in Your School Think about your RtI implementation your school/district that you would identify as technical change: What characteristics made it a technical change? Now, think about your RtI Implementation in your school/district that you would identify as adaptive change? What characteristics made it adaptive? 2005 NSB

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Areas Negatively Associated with Adaptive Change Culture Communication Policies & procedures (Order) Stakeholder input Based on the work of Marzano, Waters, McNulty (2005)

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Bottom Line Leading adaptive change cannot be entered into lightly Be cautious but deliberate It is complex and calls for decisive, quick action Prestine, 1992

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Most strategies for reform focus on structures, formal requirements and events-based activities They do not struggle directly with existing cultures and whether new values and practices may be required Restructuring (which can be done by caveat) occurs time and time again, whereas reculturing (how teachers come to change their beliefs and habits) is what is needed. Fullan, 2007

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Change vs. Transition Change and Transition are not the same Change = a shift in the external situation Transition = the psychological reorientation in response to change

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Phases of Transition An Ending A loss Letting go of the old ways and values A Neutral Zone In-between time The wilderness A Beginning Being part of the team Renewal

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EndingsNeutral ZoneNew Beginnings Stressful Depressed Resentful Angry Difficult Mournful Sense of loss Being lost Panicky Disoriented Incompetent Confused Devalued Overreacting Fear of failure Relief New energy Competence Understanding Hope Joy and fun Optimism

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If we desire adaptive change, we require highly skilled leadership behavior.

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Seven Essential Areas 1.Knowledge of the practices associated with RtI. Your knowledge will help you respond to challenging comments/questions posed by staff 2. Positive support for staff who engage in the practices they are expected to implement, Cheerleading is not just for sports teams! You will play a major role in suppoRtIng their efforts since their implementation may feel awkward Based on the work of Marzano, Waters, McNulty (2005)

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Seven Essential Areas 3. Deepening the knowledge of staff in RtI Staff need to understand the rationale behind RtI practices and their role in implementation 4. Willingness to disrupt the status quo in the face of uncertain outcomes 5. Monitoring and evaluating the implementation efforts and the impact it is having on student outcomes Based on the work of Marzano, Waters, McNulty (2005)

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Seven Essential Areas 6. Directive and non-directive leadership as the situation warrants As staff continue to resist implementation, the line in the sand will need to be drawn 7. Absolute belief in what staff are being asked to implement will positively impact the students You cannot lead something you do not believe init is like a vegetarian selling meat Based on the work of Marzano, Waters, McNulty (2005)

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Responses to Resistance (von Frank, 2013) Presume positive intentions Pause, paraphrase and inquire Use data Keep cool Build relationships Have a clear mission and vision Dont take it personally

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RtI Leadership Structures, Processes and Products District RtI Leadership Team School RtI Leadership Team Grade Level/ Course Team Classroom District RtI Vision School RtI Vision Grade Level/ Course RtI Vision Classroom RtI Vision District RtI Non- Negotiables School RtI Non- Negotiables Grade Level/ Course Non-Negotiables Classroom Non- Negotiables District RtI Goals/ Action Plan School RtI Goals/Action Plan Grade Level/ Course Goals/Action Plan Classroom Goals/Action Plan

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In summary.