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What has become clear to you since we last met?
- Ralph Waldo Emerson
Form – groups of 3
Share – with your trio responses to the following questions:What of the information from
the previous session on Balanced Assessment proved the most useful to you?
What have you done, discussed or implemented since the last session related to the topic?
How might you be able to incorporate the information into your CIP, if you are doing a change initiative?
8:35 am
ObjectivesDefine curriculum leadership
Understand a system & individual change research
Apply frameworks and tools to assist in personal leadership development
Apply frameworks and tools to assist in a system change initiative
8::50 am
Why Does a District Need a Curriculum Leader?
“TED TALK: Simon Sinek tells us how great leaders inspire us”.
http://youtu.be/pI0cJdOzUcQ. (Downloaded: January 27, 2011)
8::55 am
Why Does a District Need a Curriculum Leader?
Reflect – individually on the following questionWhy does a district need a curriculum leader?
Write – your response on the paper provided
Reflect – on your answer and ask yourself “Why?”
Write – your response on the paper provided
Repeat – the process 5 times
Langford, D. (2010). “Five Whys” Tool Time for Education: Choosing and Implementing Quality Improvement Tools, Langford International, Inc., pg. 50-51.
9:10 am
Reflect – individually on the following question
What are the major change initiatives to increase student achievement that you and other district leaders are facing today?
Write –each idea on a separate sticky note
Langford, D. (2010). “Affinity Diagram” Tool Time for Education: Choosing and Implementing Quality Improvement Tools, Langford International, Inc., pg. 14-15.
9:20 am
Share – your ideas in a round-robin manner by stating the idea and placing it on table. Duplications are allowed.Group ideas when possible
Langford, D. (2010). “Affinity Diagram” Tool Time for Education: Choosing and Implementing Quality Improvement Tools, Langford International, Inc., pg. 14-15.
Categorize – your group’s ideas. Label them using the index cards, and markers
Langford, D. (2010). “Affinity Diagram” Tool Time for Education: Choosing and Implementing Quality Improvement Tools, Langford International, Inc., pg. 14-15.
Let’s collect all of the ideas
Share – in a round robin manner the categories you created. Do not duplicate
Langford, D. (2010). “Affinity Diagram” Tool Time for Education: Choosing and Implementing Quality Improvement Tools, Langford International, Inc., pg. 14-15.
Review – the list created in the Affinity Diagram.
Write – letters “A” – “__” on a sticky note
Rate – individually the importance of the initiative (__=most important initiative, 0=least important initiative)
Tabulate – the table group’s score to identify the top most important recommendations
Share – totals with entire group
Langford, D. (2010). “NGT: Nominal Group Technique” Tool Time for Education: Choosing and Implementing Quality Improvement Tools, Langford International, Inc., pg. 90-91.
9:30 am
Leading the ChangeWhat has been a large change initiative that you have been a part of – either leading or supporting – that was implemented
successfully? What were some of the successes/challenges faced?
9:50 am
Leading the ChangeThink – individually about what you Know, Think You Know &
Want to Know about leading change
Share – with your table group
Create – a Know, Think You Know & Want to Know chart
Know Think We Know Want to Know
Lipton, L. & Wellman, B. (2011). “Know/Think I Know/Want to Know” Groups at Work: Strategies and Structures for Professional Learning, MiraVia, pg. 14.
9:55 am
Think – individually about a change initiative you are leading or would like to lead.
Write – your A-Ha’s! and To-Do’s
Kotter, J.P. (2012). Leading Change, Harvard Business Press.
10:05 am
The Change Problem
• Mistake #1: Complacency• Mistake #2: No Support• Mistake #3: Lack of a Vision• Mistake #4: Undercommunicating• Mistake #5: Allowing Obstacles to Block• Mistake #6: Failing to Identify Short-Term Wins• Mistake #7: Declaring the Victory Too Soon• Mistake #8: No Anchor to the Future
Downloaded from Mind Tools (2011) Kotter’s 8-Step Change http://www.mindtools.com/pages/article/newPPM_82.htm
Eight Step Process
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Step 1Establish a Sense of Urgency
True urgency is a prerequisite to change
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.Kotter, J.P. (2008). A Sense of Urgency, Harvard Business Press.
10:15 am
Step 1Establish a Sense of Urgency
Heart and Head
See Feel Change
is more effective than
Analyze Think Change
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.Kotter, J.P. (2008). A Sense of Urgency, Harvard Business Press.
Step 1Establish a Sense of Urgency
Do we delegate critical issues?
Do we refuse to confront bureaucracy and politics?
Are our discussions too inwardly focused?
Do we use highly selective facts to shoot down data?
Do we regularly blame others for significant problems?
Do we discuss our past failures, not to learn from them, but to stop or stall new initiatives?
Complacency kills change.
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter. Kotter, J.P. (2008). A Sense of Urgency, Harvard Business Press.
10:20 am
Step 1Establish a Sense of Urgency
Do we have trouble scheduling meetings on important initiatives because we’re too busy?
Do we end key meetings without deciding what must happen next?
Do we run from meeting to meeting?
Do we spend long hours developing PowerPoint presentations on almost anything?
Do we make cynical jokes that distract from the real issues?
Do we say, “We must act now,” but then fail to do anything?
False urgency kills change.
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.Kotter, J.P. (2008). A Sense of Urgency, Harvard Business Press.
Step 1Establish a Sense of Urgency
Focused externally on important issues
Alert, fast-moving
Relentless
Continuously purging irrelevant activities to make time for important ones, and to prevent burnout
Bring outside reality in
Behave with urgency every day
Find opportunity in crisis
Communicate!
Truly urgent behavior is:
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.Kotter, J.P. (2008). A Sense of Urgency, Harvard Business Press.
Truly urgent tactics are:
Step 1Establish a Sense of Urgency
What are you urgent about?
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.Kotter, J.P. (2008). A Sense of Urgency, Harvard Business Press.
10:25 am
A diverse many, not a limited few.
Step 2Create a Guiding Coalition
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
10:30 am
Step 2Create a Guiding Coalition
A guiding coalition must have three things:
A shared objective
Trust
The right people – power, expertise, credibility
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Who should be in your guiding coalition?How can you enlist volunteers?
Step 2Create a Guiding Coalition
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
A vision inspires people to take action.
Step 3Develop a Change Vision
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
10:45 am
Step 3Developing a Change Vision
Six things that make a vision effective:
Is bold and achievable
Paints a vivid picture of the future
Appeals to employees’ heart (and minds)
Is specific enough to help individual make decisions
Is flexible enough to adapt to changing conditions
Is easy to communicate quickly – in 60 seconds
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
How will you define the initiatives needed to make the change vision a reality?
Step 3Develop a Change Vision
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Be a broken record.
Step 4Communicate the Vision for Buy-In
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
11:00 am
Step 4Communicate the Vision for Buy-In
Communicating the vision must be:
Constant
Heartfelt
Consistent
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Step 4Communicate the Vision for Buy-In
To whom are you communicating?
Everyone who needs to make adjustments in what they do, how they do it, and with whom they do it.
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Step 4Communicate the Vision for Buy-In
Walk the Talk
Match words and deeds
Behave in ways that are consistent with the vision
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Step 4Communicate the Vision for Buy-In
Address naysayers:
Invite the lions in
Then respond respectfully to attacks
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.Kotter, J.P. (2008). A Sense of Urgency, Harvard Business Press.
Where and how will you communicate the vision?
Step 4Communicate the Vision for Buy-In
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Eight Step Process
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
11:05 am
Changing culture and behavior demands leadership.
Step 5Empower Broad-Based Action
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
11:10 am
Step 5Empower Broad-Based Action
Common barriers:
Mindset: People don’t believe change is possible
Systems: Formal structures make it difficult to act
Bosses: Key players discourage employees from behaving differently
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
What are the barriers?
Step 5Empower Broad-Based Action
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Compelling evidence – immediately.
Step 6Generate Short-Term Wins
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Step 6Generate Short-Term Wins
Short-term wins must be:
Visible
Unambiguous
Relevant
Celebrated!
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Step 6Generate Short-Term Wins
Short-term wins serve many purposes:
Make sacrifices worth it
Undermine resisters
Build momentum
Enable the guiding coalition to fine-tune the vision and change initiatives
Communicate short-term wins frequently & everywhere
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Where and how will you publicize your successes?
Step 6Generate Short-Term Wins
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Perseverance is the hard work you do after you get tired of doing the hard work you already did.
Newt Gingrich
Step 7Never Let Up
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
11:30 am
Step 7Never Let Up
Maintain momentum:
Don’t declare victory prematurely
Keep urgency up
Eliminate unnecessary, demoralizing work
Continue learning from experience
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
How do we keep a sense of urgency?
Step 7Never Let Up
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
The change becomes “the way we do things around here.”
Step 8Incorporate Change into the Culture
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
11:35 am
Step 8Incorporate Change into the
Culture
To embed change into the culture:
It’s OK if resisters leave
It’s imperative to promote the right people
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
How will we know this is “the way we do things around here.”
Step 8Incorporate Change into the Culture
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
Eight Step Process
Harvard Business Review (2012). Accelerating Change Based on the Work of John P. Kotter.
11:45 am
Leading the ChangeReview – your learning group’s Know, Think You Know & Want to
Know chart
Edit – with your table group
Know Think We Know Want to Know
Lipton, L. & Wellman, B. (2011). “Know/Think I Know/Want to Know” Groups at Work: Strategies and Structures for Professional Learning, MiraVia, pg. 14.
11:50 am
Summary of Learning…So FarReflect – individual on the following questions
Connect – How do the ideas presented about leading change connect to my knowledge, experiences and current practice?
Extend – How do the ideas presented about learning change extend my knowledge, experiences and current practice?
Challenge – How do the ideas presented about leading change challenge my knowledge, experiences and current practices
Share – with a learning partner
Ritchhart, R.; Church, M. & Morrison, K. (2011). “Connect-Extend-Challenge” Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, Jossey-Bass, pg. 132-139.
ReconnectorThink – individually of one word to describe
this morning’s learning
Line-up – alphabetically by the one word
Share – “A-Z” the identified words
Share – with the person standing next you why you chose your identified word
Lipton, L. & Wellman, B. (2011). “One Word Summary” Groups at Work: Strategies and Structures for Professional Learning, MiraVia, pg. 70.Wellman, B. & Lipton, L. (2004). “Line-ups” Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, MiraVia, pg. 70.
12:45 pm
Mid-continent Research for Education and Learning (McREL)
McREL’s mission is to make a difference in the quality of education and learning for all through excellence in applied research, product development, and service.
Marzano, R.J.; Waters, T. & McNulty, B.A. (2005). School Leadership that Works: From Research to Results, ASCD.Waters, T. & Cameron, G. (2007). The Balanced Leadership Framework: Connecting Vision with Action, McREL.
(http://www.mcrel.org/~/media/Files/McREL/Homepage/Products/01_99/prod54_BL_Framework.ashx)
12:50 pm
Common Labels for Magnitude of Change
Marzano, R.J.; Waters, T. & McNulty, B.A. (2005). School Leadership that Works: From Research to Results, ASCD.Waters, T. & Cameron, G. (2007). The Balanced Leadership Framework: Connecting Vision with Action, McREL.
(http://www.mcrel.org/~/media/Files/McREL/Homepage/Products/01_99/prod54_BL_Framework.ashx)
McREL’s Definition of Change
A change is defined by the implications it has for the people expected to implement it and/or those who will be impacted by it. The same change can be perceived differently by different stakeholders.
Marzano, R.J.; Waters, T. & McNulty, B.A. (2005). School Leadership that Works: From Research to Results, ASCD.Waters, T. & Cameron, G. (2007). The Balanced Leadership Framework: Connecting Vision with Action, McREL.
(http://www.mcrel.org/~/media/Files/McREL/Homepage/Products/01_99/prod54_BL_Framework.ashx)
First or Second-Order?Do stakeholders perceive the change as…
an extension of the past? a break with the past?
consistent with prevailing organizational norms?
inconsistent with prevailing organizational norms?
congruent with personal values?incongruent with personal values?
easily learned using existing knowledge and skills?
requiring new knowledge and skills?
First-Order Implications Second-Order Implications
Marzano, R.J.; Waters, T. & McNulty, B.A. (2005). School Leadership that Works: From Research to Results, ASCD.Waters, T. & Cameron, G. (2007). The Balanced Leadership Framework: Connecting Vision with Action, McREL.
(http://www.mcrel.org/~/media/Files/McREL/Homepage/Products/01_99/prod54_BL_Framework.ashx)
It’s not so much that we’re afraid of change
or so in love with the old ways, but it’s that place in between that we
fear…It’s like being between trapezes.
It’s Linus when his blanket is in the dryer.
There’s nothing to hold on to.
-Marilyn Ferguson, The Aquarian Conspiracy
First or Second-Order?Do stakeholders perceive the change as…
an extension of the past? a break with the past?
consistent with prevailing organizational norms?
inconsistent with prevailing organizational norms?
congruent with personal values?incongruent with personal values?
easily learned using existing knowledge and skills?
requiring new knowledge and skills?
First-Order Implications Second-Order Implications
Marzano, R.J.; Waters, T. & McNulty, B.A. (2005). School Leadership that Works: From Research to Results, ASCD.Waters, T. & Cameron, G. (2007). The Balanced Leadership Framework: Connecting Vision with Action, McREL.
(http://www.mcrel.org/~/media/Files/McREL/Homepage/Products/01_99/prod54_BL_Framework.ashx)
Guided ReflectionsGuided Reflections Think – individually about a time in
your personal or professional life when you experienced a change with second-order implications using the following questions: What was the change? How did you feel about it? How did you react to it? How did it finally work out?
Share - with your table group
“Father of the Bride” Movie Clip: “I’m Getting Married” Scene (http://www.youtube.com/watch?v=qdQb7p3FQOg)
12:55 pm
McREL’s Phases of Change
Creates Demand
Monitor and Evaluation
Manage Personal Transitions
Implement1st Order
2nd Order
Waters, T. & Cameron, G. (2007). The Balanced Leadership Framework: Connecting Vision with Action, McREL. (http://www.mcrel.org/~/media/Files/McREL/Homepage/Products/01_99/prod54_BL_Framework.ashx)
1:05 pm
Leading OurselvesTo succeed in the work of reinventing education, change leaders must cultivate a new kind of attention, a dual attention. We need to sharpen our vision outward, seeing more deeply into the organization we are trying to improve. We also need to sharpen our vision inward, seeing more deeply into ourselves, and the way we must change, as well.
- Wagner & Kegan (2006)
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
1:20 pm
Identify Your Priority - ReflectionWhat one or two aspects of your role, if
you were to dedicate yourself to them, would make the biggest contribution toward improving your leadership in your district?
What is the most important thing that you need to get better at, or should change, in order to make progress toward this goal?
Imagine asking a group of people who know you well, “What is the single most powerful change I could make to improve my leadership?
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
Identify Your Priority – Reflection
List any concrete behaviors necessary to achieve this goal. Frame them as a positive statement (for example, “delegate more” vs. “stop doing all the work myself”).
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
1:30 pm
Identify Your Priority – Make the Commitment
Frame your reflection as a commitment statement. Don’t worry about how you will accomplish the
commitment. You don’t even have to be confident that you will
achieve the commitment. All you need is a willing spirit to try to work on it and
be willing to learn from the experience.
Commitment Statement stem:
I am committed to the value or importance of…
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
1:40 pm
Make the Commitment
Commitment Criteria
Is it genuinely true to you?
Does it directly relate to improving student achievement?
Is there room for plenty of future growth?
Does it implicate me not others?
Is it important to me?
Be sure that the commitment you have chosen is one that feels powerful and is likely to yield rich learning and progress.
- Wagner & Kegan (2006)
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
1:50 pm
1. 2. 3. 4.
Commitment Doing/Not Doing Hidden Competing Commitment
Big Assumption
To getting into more classrooms, more consistently and more productively
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
1. 2. 3. 4.
Commitment Doing/Not Doing Hidden Competing Commitment
Big Assumption
Becoming a more effective leader by being more direct and not avoiding conflicts at all cost
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
Recognize Counterproductive Behaviors
What are you doing, or not doing, that is keeping your commitment from being more fully realized?
Keep your list to specific behaviors
Refrain from listing your reasons
List only those behaviors that undermine or work against your commitment
Pg. 57
Could it really be that we…might actually be acting in ways that frustrate our commitments, hamper our progress, foil our plans?
- Wagner & Kegan (2006)
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
1:55 pm
1. 2. 3. 4.
Commitment Doing/Not Doing Hidden Competing Commitment
Big Assumption
To getting into more classrooms, more consistently and more productively
Op things: Phone calls, emails, scheduling
I have a lot of family/ parent meetings
I am not disciplined about classroom visits:
I don’t have a system in place for who or when I visit
I tend to visit classrooms with no particular purpose in mind or for my own purposes rather than a teacher generated focus
I don’t follow up after the visits
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
1. 2. 3. 4.
Commitment Doing/Not Doing Hidden Competing Commitment
Big Assumption
Becoming a more effective leader by being more direct and not avoiding conflicts at all cost
I don’t state or fight for my own opinion
I don’t openly disagree with others (even though I am thinking they are missing something)
I non-verbally communicate that I do agree!
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
Behavior Mind
1. 2. 3. 4.
Commitment Doing/Not Doing Hidden Competing Commitment
Big Assumption
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
2:05 pm
What’s Your Immunity?
Column 3 – Hidden/Competing Commitment• Think – individually about the behaviors listed in
Column 2• Imagine – individually what it would be like to do the
exact opposite• List – individually in Column 3 the feelings,
discomfort & fears that emerge
Do you feel uneasy if you imagine yourself not doing the things you are doing? If you are beginning to sense a crucial feel that connects you to the powerful energy
keeping you from actually doing those things you listed in column 2.
- Wagner & Kegan (2006)
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
1. 2. 3. 4.
Commitment Doing/Not Doing Hidden Competing Commitment
Big Assumption
To getting into more classrooms, more consistently and more productively
Op things: Phone calls, emails, scheduling
I have a lot of family/ parent meetings
I am not disciplined about classroom visits:
I don’t have a system in place for who or when I visit
I tend to visit classrooms with no particular purpose in mind or for my own purposes rather than a teacher generated focus
I don’t follow up after the visits
Fears: Things will go out of control and it will be my faulty. People will feel let down. I’ll be overwhelmed.
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
1. 2. 3. 4.
Commitment Doing/Not Doing Hidden Competing Commitment
Big Assumption
Becoming a more effective leader by being more direct and not avoiding conflicts at all cost
I don’t state or fight for my own opinion
I don’t openly disagree with others (even though I am thinking they are missing something)
I non-verbally communicate that I do agree!
Fears: people will see me as opinionated and not like me
I may be wrong!
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
What’s Your Immunity?
Column 3 – Hidden/Competing Commitment• Write –the feelings, fears or discomfort in the top box of
Column 3• Write – the following introductory phrase
I am also committed to…
• Write – the commitment that protects you from having to face the feelings, fears or discomfort
This competing commitment will not be what you would normally think of as a commitment; in fact, you might not even be aware of it.
- Wagner & Kegan (pg.87)
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
2:15 pm
1. 2. 3. 4.
Commitment Doing/Not Doing Hidden Competing Commitment
Big Assumption
To getting into more classrooms, more consistently and more productively
Op things: Phone calls, emails, scheduling
I have a lot of family/ parent meetings
I am not disciplined about classroom visits:
I don’t have a system in place for who or when I visit
I tend to visit classrooms with no particular purpose in mind or for my own purposes rather than a teacher generated focus
I don’t follow up after the visits
Fears: Things will go out of control and it will be my faulty. People will feel let down. I’ll be overwhelmed.
To placating parents
To minimizing parents’ complaints, especially to the board
To not being frustrated or overwhelmed when I see what is happening or not happening in the classrooms
To not feeling less masterful, incapable not a pro at supervision
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
1. 2. 3. 4.
Commitment Doing/Not Doing Hidden Competing Commitment
Big Assumption
Becoming a more effective leader by being more direct and not avoiding conflicts at all cost
I don’t state or fight for my own opinion
I don’t openly disagree with others (even though I am thinking they are missing something)
I non-verbally communicate that I do agree!
Fears: people will see me as opinionated and not like me
I may be wrong!
To being liked by others
To not making mistakes and losing face
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
What’s Your Immunity?
Column 4 – Big Assumptions• Write – those things that you have constructed as a way of
understanding and make sense of your world• Review – what you wrote in Column 3 – Hidden/Competing
Commitments and think the inverse• Write – your assumptions by replacing “I’m committed to” with “I
assume that if…”• Write – the assumptions that protects you from having to face the
feelings, fears or discomfort
Just being able to see your immune system and keep it in mind means that you are now able, for perhaps the first time, to dig deeply enough to alter that system.
- Wagner & Kegan (2006)
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
2:25 pm
1. 2. 3. 4.
Commitment Doing/Not Doing Hidden Competing Commitment
Big Assumption
To getting into more classrooms, more consistently and more productively
Op things: Phone calls, emails, scheduling
I have a lot of family/ parent meetings
I am not disciplined about classroom visits:
I don’t have a system in place for who or when I visit
I tend to visit classrooms with no particular purpose in mind or for my own purposes rather than a teacher generated focus
I don’t follow up after the visits
Fears: Things will go out of control and it will be my faulty. People will feel let down. I’ll be overwhelmed.
To placating parents
To minimizing parents’ complaints, especially to the board
To not being frustrated or overwhelmed when I see what is happening or not happening in the classrooms
To not feeling less masterful, incapable not a pro at supervision
It’s my job only to take care of parents’ complaints. I assume that if I was to raise this with the Board, they would have less confidence in me. I can’t talk with the board about this.
If specific classrooms or practices continually frustrate me, it’s a reflection of my effectiveness as a school leader in influencing attitudes, understandings, perspectives and practices of teachers in bringing about long lasting change.
I will be seen as inept if I try to improve instruction and it doesn’t work.
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
1. 2. 3. 4.
Commitment Doing/Not Doing Hidden Competing Commitment
Big Assumption
Becoming a more effective leader by being more direct and not avoiding conflicts at all cost
I don’t state or fight for my own opinion
I don’t openly disagree with others (even though I am thinking they are missing something)
I non-verbally communicate that I do agree!
Fears: people will see me as opinionated and not like me
I may be wrong!
To being liked by others
To not making mistakes and losing face
I assume that being liked by others is a prerequisite for being respected, and thus for my self-esteem
I assume that making no mistakes/”being right” is a precondition for strong/effective leadership
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
Critical Friends - Norms
Don’ts
Your critical friend should not be someone who supervises you or whom you supervise
It is not the role of the critical friend to point out all the other hidden commitments or fears that you may not have considered
It is also not the role or responsibility of your critical friend to liken what you wrote to his or her own experiences
Do’s
Listen attentively to what your critical friend says
Help him or her hone their entry DO the entries sound noble and not self-
protecting?
Are the hidden commitments counter to the 1st Column commitment?
Do the behaviors in the 2nd Column make sense?
If you can see how and why you are preventing yourself from changing, you will have a better chance to change.
- Wagner & Kegan, (2006)
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
2:30 pm
Leading Others - Systems
Your system – any system – is perfectly designed to produce the results you’re
getting.
- Wagner & Kegan (2006)
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
2:40 pm
System & Systems Thinking
• System = a perceived whole whose elements ‘hang together’ because they continually affect each other over time and operate toward a common purpose
• Systems Thinking = trying to keep the “whole” in mind, even while working on the various parts
Simple, linear cause-and-effect explanations sometimes miss that fact that today’s effect may in turn be tomorrow’s cause, influencing some other part of
the system.
- Wagner & Kegan, (2006)
Simple, linear cause-and-effect explanations sometimes miss that fact that today’s effect may in turn be tomorrow’s cause, influencing some other part of
the system.
- Wagner & Kegan, (2006)
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
The Leadership Challenge• How can change leaders form a more
holistic picture of change processes that makes sense to themselves and to others?
• How can change leaders learn to identify the contributors to an identified problem?
• Where do change leaders look to find these contributors?
• How does a leader build a shared vision of success that is coherent and is truly owned and inspiring to others?
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
Areas of Change• Competencies = the repertoire of skills and
knowledge that influences student learning• Conditions = the external architecture
surrounding student learning, the tangible arrangements of time, space and resources
• Culture = the shared values, beliefs, assumptions, expectations, and behaviors related to students and learning, teachers and teaching, instructional leadership, and the quality of relationships within and beyond the school
• Context = “skill demands” all students must meet to succeed as providers, learners, and citizens and the particular aspirations, needs, and concerns of the families and community that the school or district serves
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
4 C’s Diagnostic Tool
ContextContext
CultureCulture
CompetenciesCompetencies
ConditionsConditions
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
Questions that HelpCompetencies
How well do we:• Think strategically?• Identify student learning needs?• Gather and interpret data?• Collaborate?• Give & receive critiques?• Productively disagree?• Reflect & make midcourse corrections?
ConditionsHow well do we create & maintain:• Time for problem solving, for learning, for
talking about challenges?• Relevant & user-friendly student data?• Agreed upon performance standards?• Clear priorities & focus for each person’s work?• District- & building-level support?
CultureHow would we characterize:• Our level of expectations for all students’
learning?• Our schools’ agenda?• The communications between district & school
leadership for teachers?• Adult relationships with each other?• Adult views of responsibility for all students’
learning?
ContextHow well do we:• Understand & work with students’ families?• See clearly the core competencies students will
need for work, citizenship, & continuous learning?
Wagner, T. & Kegan, R. (2006). Change Leadership: A Practical Guide to Transforming Our Schools, Wiley.
Thinking Systemically
Think – individually about the value of using the Four C’s Diagnostic Tool to think through leading change
Share – with your learning group
2:45 pm
Summary of LearningReflect – individually by using the following prompt
I Used to Think Curriculum Leadership Was…Now I Think It’s…
Share – with your learning group
Ritchhart, R.; Church, M. & Morrison, K. (2011). “I Used to Think…Now I Think…” Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, Jossey-Bass, pg. 155-161.
2:50 pm
Strategy Harvest Welcome, CLI Objectives,
Norms & Session Norms
Curriculum Leadership Video Five Why’s Affinity Diagram NGT: Nominal Group
Technique
Leading the Change (Part 1) Think-Pair-Share Know/Think I Know/Want to
Know Lecture Burst
Summary of Learning Connect-Extend-Challenge
Reconnector One Word Summary Line-up
Leading Change (Part 2) Note-Taking: A-Ha & To
Do Lecture Burst Video Guided Reflection
Leading Ourselves Think-Pair-Share Lecture Burst Guided Reflection Critical Friends Sharing
Leading Others (Systems) Lecture Burst
Four C’s Diagnostic
Think-Pair Share
Summary of Learning I Used to Think…Now I Think…
Wrap Up Strategy Harvest
Purpose & Objectives
2:55 pm
ObjectivesDefine curriculum leadership
Understanding of system & individual change research
Apply frameworks and tools to assist in personal leadership development
Apply frameworks and tools to assist in a system change initiative
Leadership & Change
March 14, 2014
3:00 pm
Marty Chaffee, Leadership ConsultantOakland [email protected]