HMONG PROFESSIONAL DEVELOPMENT & NETWORKING CONFERENCE

Hueling M. Lee

Introductions

• Group Introductions• Name• Current and/or desired job• What you hope to get out of today

• Self Introduction• Current role• Immigrant• Consultant• Student

Conversation options

Management & Strategy

Positive Leadership

Adaptive Leadership Framework

Immunity to Change Map

IMMUNITY TO CHANGERobert Kegan & Lisa Lahey

Robert Kegan & Lisa Lahey – Immunity to Change

Immunity to Change map

Unconsciously “Immune”

Consciously “Immune”

Consciously “Released”

Unconsciously “Released”

Immunity to Change map

Commitment Doing/Not Doing Hidden/Competing Commitment Big Assumptions

Worry Box:

Sample Map

Perspective

Next Steps

Unconsciously “Immune”

Consciously “Immune”

Consciously “Released”

Unconsciously “Released”

Follow up work to overturning

your “Immune System”1. Observe the big assumption in action

2. Stay alert to natural challenges & counters to the big assumption

3. Write the biography of your big assumption

4. Design a first test of your big assumption

5. Examine the results of your first test

6. Develop/run/evaluate further tests

7. Consolidate your learning

Immunity to Change MOOC

https://www.edx.org/course/harvardx/harvardx-gse1x-unlocking-immunity-change-940

CHANGE STRATEGIESTransformational Change - Kim Cameron

13

Transformational Change

New ways of thinking Higher visions of possibilities Paradigm shifts Profound personal impact Symbolic as well as substantive change

Source: Kim Cameron, University of Michigan

14

Symbolic Vs. Substantive Change

Recovering Institutions

• Substantive Strategies• Diversified products & services• Increased marketing• Downsized & retrenched

• Symbolic Strategies• Instituted symbolic events that signaled the end of the degeneration and the

beginning of the regeneration• Elaborated partnership and activated image-builders• Emphasized messages that employees were valued and respected

Declining Institutions

• Substantive Strategies• Diversified products & services• Increased marketing• Downsized & retrenched

• Symbolic Strategies• Did not use symbolic communication, or allowed events to be interpreted negatively• Maintained status quo relationships• Did not manage the “dirty dozen”

Source: Kim Cameron, University of Michigan

15

Five Steps In Transformation

Source: Kim Cameron, University of Michigan

Create readiness for change

Overcome resistance

Articulate a vision of abundance

Generate commitment

Institutionalize the change

Creating Readiness • Compare current performance with best practice

best competitors ideal performance stated goals past or others’ improvement investment or capacity constituency expectations

• Create a new language• Explain why and “WIIFM”• Build positive energy networks and champions • Provide best-self feedback • Institute symbolic events• Identify what will stay the same and will be preserved• Communicate, communicate, communicate

16

Source: Kim Cameron, University of Michigan

17

Overcoming Resistance

• Identify sources of resistance• Encourage participation• Celebrate then bury the past• Preserve the self-esteem (or face) of the resistor• Identify benefits and future opportunities• Communicate genuine caring• Find areas of common agreement• Utilize influence techniques (e.g., data, coalitions,

emotional appeal)• Identify areas of past success• Develop an influence map

Source: Kim Cameron, University of Michigan

Identifying Sources of Resistance18

Key Players

Resist It Let It Happen

Help It Happen

Make It Happen

1

2

C

C

R

R

3

4 C

C R

R

5

6 C R

C R

R = Required for successful changeC = Current State

Source: Kim Cameron, University of Michigan

Articulating a Vision of Abundance• Focus on positive deviance• Include right-brained and left-brained images• Identify exemplary stories and symbols• Connect to core, personalized values• Be consistent with the organization’s core culture• Be simple and brief• Use superlatives and passionate language • Communicate and model in numerous ways• Utilize symbols• Ensure source credibility

• integrity• competence• inspiration

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Source: Kim Cameron, University of Michigan

Positive deviance

• Heliotropic affects

• Positive deviance: performance far above the norm• Example: cleanup and closure of a nuclear weapons

production facility• completed 60 years ahead of schedule, • $30 billion under budget, • 13 times cleaner than required by federal standards, and • exceeded every knowledgeable expert’s prediction of what was

possible . (Cameron, 2008; Cameron & Levin, 2006)

Generating Commitment to the Vision

• Create small, visible successes• Use principles of recreation• Generate opportunities for public commitment• Create a sense of calling and profound purpose • Foster empowerment and involvement in teams• Consider influence techniques (e.g., data, coalitions,

incentives)• Provide opportunities for people to do what they do best• Use positive language and positive ratios• Clarify financial, social, intellectual, and ideological capital• Frequent and unremitting communication

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Source: Kim Cameron, University of Michigan

Strategies for Addressing Non-Commitment SOURCE: Anderson,2003

Forms of Non-Commitment1. Not participating2. Vocalizing disagreement3. Offering contrary alternatives4. Building a case against5. Voting in opposition6. Criticizing in the media7. Using others (e.g., students) as pawns8. Attacking champions9. Sabotaging10.Exiting

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Enhancing Commitment• Include others in planning (1)• Listen to resistors (2)• Build coalitions (5)• Present counter arguments (4)• Make deals (1)• Reason with resistors (3)• Build relationships (5)• Provide rewards (1)• Work for consensus (2)• Hire supportive individuals (1)• Ignore resistors (6)• Coercion (7)• Encourage resistors to exit (9)

Source: Kim Cameron, University of Michigan

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Institutionalizing the Change• Turn students into teachers• Develop role models and leadership successors• Specify metrics, measures, and milestones • Institute ritual, tell stories, and create traditions• Align the social system and the structure• Institute PMI• Utilize the human resource management system

• Select people who fit• Measure and appraise based on the new vision• Reward and recognize congruence• Provide development• Over-communicate

• Foster organizational learning

Source: Kim Cameron, University of Michigan

ADAPTIVE LEADERSHIPRonald Heifetz

Definition of adaptive

Definition of Leadership

Building informal authority

Adaptive Interventions

How do we know when the challenge is adaptive?

Ron Heifetz – The “work” and the holding environment

The SCUSD “work”

Superintendent

Academics

Accountability

Social Emotional Learning

Teachers

Principals

Other Chiefs

Assistant Superintendents

Board Members

Other Relevant Stakeholders

Academics Role

Chief Academics

Officer

Linked Learning

Common Core

Implementers

PD Coaches

Hidden Perspectives

SEL Role

Support Services

Families

CASEL Novo

Hidden alliances

Productive Zone of disequilibrium

COMMON THEMES

Common Themes

• Modeling Change• Need for learning organizations

APPENDIX

However, variation in SEL implementation exists, making it challenging to have a single method of integrating SEL into Common Core PD

through raffle tickets

as part of the Inclusive Practices program

Cohort 1 Pilot SEL Implementation

Possibilities for SEL implementation

• School Culture and Climate• Classroom management• Curricula Embedment

Common Core Standards

Crosswalks between Common Core and SEL may help explicitly point out which CCSS standards have SEL embedded

CCSS ELA •K-5•6-12

CCSS Math •K-5•6-12

CCSS Writing •K-5•6-12

CCSS Social Studies•K-5•6-12

CCSSScience •K-5•6-12

Social Emotional Learning (SEL) Standards

Goal 1: Develop self-awareness and self-management skills to achieve school and life success.A. Identify and manage one’s emotions and behavior.

B. Recognize personal qualities and external supports.

C. Demonstrate skills related to achieving personal and academic goals.

Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.D. Recognize the feelings and perspectives of others.

E. Recognize individual and group similarities and differences.

F. Use communication and social skills to interact effectively with others.

G. Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.H. Consider ethical, safety, and societal factors in making decisions.

I. Apply decision-making skills to deal responsibly with daily academic and social situations.

J. Contribute to the well-being of one’s school and community.

Instruction and Curriculum

Source: State of Illinois SEL Standards

CASEL and Illinois has already conducted some crosswalks between SEL and Common Core standards

     Illinois SEL  Standards*

Common Core State Anchor Standards for Writing 6-12**1 Write arguments to support claims in a analysis of substantive topics or texts using reason and evidence

2Write informative/explanatorytexts to examine and convey complex ideas and information

3Write narratives to develop real or imagined experiences or events 

4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

5Develop and strengthen writing as needed by planning, revising, rewriting, or trying a new approach

6Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

7Conduct research projects based on focused questions, demonstrating understanding of the subject under investigation

8Gather relevant information from multiple print and digital sources, and integrate the information while avoiding plagiarism

9Draw evidence from literary or informational texts to support analysis, reflection and research

10Write routinely over  short and extended time frames for a range of tasks, purposes, and audiences

Goal 31: Develop self-awareness and self-management skills to achieve school and life success.                    

Learning Standard 31A: Identify and manage one’s emotions and behavior. 31A.4a                  

Learning Standard 31B: Recognize personal qualities and external supports.

31B.3a                  

Learning Standard 31C: Demonstrate skills related to achieving personal and academic goals

           

 31C.3a31C.3b31C.5a31C.5b

    31C.5a31C.5b

Goal 32: Use social-awareness and interpersonal skills to establish and maintain positive relationships.                    

Learning Standard 32A: Recognize the feelings and perspectives of others.

 

32A.3a 32A.4a 32A.5a

32A.3a 32A.4a 32A.5a

32A.3a 32A.3b 32A.4a 32A.5a 32A.5b

           

Learning Standard 32B: Recognize individual and group similarities and differences   32B.5a

32B.4b

32B.4a 32B.5a 32B.4b

32B.4a 32B.5a 32B.4b

           

Learning Standard 32C: Use communication and social skills to interact effectively with others.   32C.3a 32C.3a 32C.3a            

Learning Standard 32D: Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

    32D.3a 32D.3a            

Goal 33: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

                   

Learning Standard 33A: Consider ethical, safety, and societal factors in making decisions.

33A.5a33A.5b

33A.5a33A.5b                

Learning Standard 33B: Apply decision-making skills to deal responsibly with daily academic and social situations.

            33B.4a 33B.4a    

Learning Standard 33C: Contribute to the well-being of one’s school and community.           33C.5a        

Crosswalk of Illinois Social and Emotional Learning Standards with Common Core State Anchor Standards for Writing Grades 6-12January 30, 2012* Source: http://www.isbe.state.il.us/ils/social_emotional/standards.htm ** Source: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf, page 41

However, it may not be immediately apparent how these crosswalks would better facilitate SEL/CCSS integrated PD in practice

Perhaps it may help to understand where Common Core and SEL standards apply

PD Coverage Gaps in SEL/CC standards

Next Steps:

Common Core

Social Emotional Learning

Content covered by current

intended PD?

Pedagogy partially

covered?

Not covered by current

PD

Needed Strategy:What can be done by whom to

support this coverage?

• Questions to be answered:

• What SEL standards are not currently included by implementing Common Core standards?

• What existing resources can be slightly modified to support this gap and support the shift to common Core AND SEL standards?

• How can these existing resources be supported by the District to be the champions and experts of SEL integrated Common Core curricula?

With each phase of implementation, SCUSD will have gained more insight on effective SEL implementation strategies

Year 1 • Awareness• 4 pilot sites

(PBIS based)

Year 2• Integration of

learning & practices

• 10-15 sites (receiving schools and LBHS feeder schools)

Year 3• District-wide

Implementation• Rest of the district• 55-60 sites

CASEL Training Sessions

  Professional Learning for Sites  

Professional Learning for District  SEL Orientation School Kit 

OrientationVision and Resources

Professional Learning

Evidence based Programming and Integration

Improvement Site Based Coaching

   (1,3. 0r 6 hours) (1 hour) (3 hours) (2 hours) (2 hours) (2 hours)      

Aug Cohort 2 Cohort 1          

 

Trainers, Ambassadors:  watch site training (need to set criteria for expectations)Iris & Sue to plan 9/27th training

Sept   Cohort 2 (subsegment) Cohort 1        

 

Awareness session for Ambassadors (1hr)ToT:  Watch training and be proficient on toolkot9/27th Instructional specialists

Oct   Cohort 2 (subsegment) √ √ √    

   

Nov     √ √ √   √   

Dec                 

Jan     √ √ √ √ √ (+clusters of SLT)    

                     √ = based on demands of schools            

Workplan

Aug Sep Oct Nov Dec Jan Feb Mar Apr MayAmbassadors X X X X X X X X X X

Cohorts

Workgroups X X X X X X X X X X

Cross District Leadership

X X X X X X

Community Forums

X X X

Governance X? X? X? X?

However, implementation for each cohort /year may also be more complex and more challenging than the one before

Success AcademyAbraham Lincoln

Bowling Green Charter Chacon Language & ScienceBowling Green Charter McCoy Academy

Bret HarteCamellia Basic

Caroline WenzelCrocker/Riverside

David LubinEdward KembleGolden Empire

Hubert H. BancroftIsador Cohen

James W. MarshallJohn BidwellJohn Cabrillo

John D. Sloat BasicMark TwainMatsuyama

NicholasO.W. Erlewine

ParkwayPhoebe HearstPony Express

SequoiaSusan B. Anthony

TahoeWoodbine

Yav Pem Suab AcademyCesar E. Chavez

St. HOPE Public School 7 (PS7)American Legion

Arthur A. Benjamin Health ProfessionsGeorge Washington Carver School of Arts and Science

Hiram JohnsonJohn F. Kennedy

RosemontSacramento Accelerated Academy

Sacramento CharterSacramento New Technology

The Met SacramentoWest Campus

Capital City SchoolCapitol Heights Academy

A.M. WinnAlice Birney Waldorf-Inspired Methods

Caleb GreenwoodCalifornia Montessori Project - Capitol Campus

Capitol Collegiate AcademyGenevieve F. Didion

John Morse Therapeutic CenterJohn Still

Language Academy of SacramentoLeonardo da Vinci

Martin Luther King, Jr.Sol Aureus College Preparatory

School of Engineering and SciencesAlbert Einstein

Fern BaconKit Carson

Sam BrannanSutter

Will C. WoodSt. HOPE Public School 7 (PS7)

Oak Park Prep

Year 3, Cohort 3 – District-wide

ImplementationOverwhelmed Schools Needing

Support

Receiving schools:- Pacific- Ethel Baker- Elder Creek- H.W. Harkness- Hollywood- Oak Ridge- Father Keith Kenny- Earl Warren- Peter Burnett- Ethel Philips- Rosa Parks- William Land- Theodore Judah

- Luther Burbank HS- other?

Year 2, Cohort 2 – Receiving Schools & LBHS Network

PBIS Based Schools

- McClatchy High School- CAL Middle School- Floyd Elementary-Sutterville Elementary

Year 1, Cohort 1 – McClatchy Network

SEL Implementation

One –off tactics

SEL curriculum implementation

Culture & Climate building

Teacher/Staff Competencies

SEL Implementation Models Pilot: culture & curriculum

Depth: adult competencies

Refine & Expand: Systemwide

PD Coverage Gaps in SEL/CC standards

Next Steps: Areas of Investigation

Common Core

Social Emotional Learning

Covered by current

intended PD

Partially Covered

Not covered by current

PD

Needed Strategy:What can be done by whom to

support this coverage?

1. Cohort 1 Best Practices Study: A best practices study of Cohort 1 Schools to identify helpful guidelines for implementing SEL

2. Cohort 2 HR Assets Audit: A human capital assets audit to surface additional resources in Cohort 2 schools as champion and expert candidates to infuse SEL onto Common Core curriculum – potential candidates may be found in current counselors, teachers in high-functioning classrooms, and principals of schools with a strong school climate and positive culture.

• SEL indicators: it would be helpful to determine a quick set of indicators for identifying high functioning Social Emotional Learning environments

3. Cohort 2 Needs Assessment: A needs assessment of Cohort 2 schools may be helpful to understand the general Cohort 2 landscape to provide more targeted SEL/Common Core implementation support

Next Steps: Cohort 1 Best Practices

1. Cohort 1 Best Practices Study: A best practices study of Cohort 1 Schools to identify helpful guidelines for implementing SEL

2. Cohort 2 HR Assets Audit: A human capital assets audit to surface additional resources in Cohort 2 schools as champion and expert candidates to infuse SEL onto Common Core curriculum – potential candidates may be found in current counselors, teachers in high-functioning classrooms, and principals of schools with a strong school climate and positive culture.

• SEL indicators: it would be helpful to determine a quick set of indicators for identifying high functioning Social Emotional Learning environments

3. Cohort 2 Needs Assessment: A needs assessment of Cohort 2 schools may be helpful to understand the general Cohort 2 landscape to provide more targeted SEL/Common Core implementation support

FRAMEWORKS

Organizing Framework for SEL

Source: Jones 2012 Social Policy Report

Instructional Rounds Process

Conducting rounds is a four-step -process:

1. Identifying a concrete problem of practice — the specific aspect of instructional improvement that the school or district is wrestling with;

2. Observing and recording descriptive feedback of several classroom lessons for about 20 minutes each by a well-trained group of observers;

3. Building a body of evidence by describing and analyzing (but not evaluating or judging) what was seen in the classrooms and predicting what students are learning; and 

4. Making recommendations for the school’s next steps in addressing the instructional problem. 

Datawise 8 Steps

PELP

Michael Fullan - The Six Secrets of Change

1. Secret One: Love Your Employees2. Secret Two: Connect Peers with Purpose3. Secret Three: Capacity Building Prevails4. Secret Four: Learning Is the Work5. Secret Five: Transparency Rules6. Secret Six: Systems Learn

Disruptive Innovation - Christensen

Strategic Triangle – Mark Moore

Modularity Framework

Robert Kegan – Stages of Adult Development

Robert Kegan – Immunity to Change

Competing Values Leadership – Quinn & Cameron

Change Management

Drago Severson – Adult Learning

Drago Severson – Adult Learning Stages in Education

RESEARCH FINDINGS