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Leading Change

Des Cullen and Anthony Kilcoyne

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Identify a change challenge or priority that you are currently considering? Discuss

Activity

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Change can be ring fenced…..Change is inevitable….

Change can be controlled….

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2012 SSE T&L & JCF

2014

SSE Numeracy - JCF?

2011Literacy and Numeracy

Strategy

2013 SSE Literacy - JCF?

2015 SSE third area- JCF?

2016SSE Leadership and Management - JCF?

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Looking at our schools 2016

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Looking at our school 2016

Teaching and LearningDomain 1: Learner Outcomes Domain 2: Learner Experiences Domain 3: Teachers’ Individual Practice Domain 4: Teachers’ Collective/Collaborative Practice

Leadership & ManagementDomain 1: Leading Learning And Teaching Domain 2: Managing The Organisation Domain 3: Leading School Development Domain 4: Developing Leadership Capacity

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Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mineworker can become the head of the mine, that the child of farm workers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another.

Nelson Mandela

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•Change is a process not an event•Change is accomplished by individuals•Change is a highly personal experience•Change involves developmental growth•Change is best understood in operational terms

Understanding change (SEDL)

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•The goal is not to innovate the most•It is not enough to have the best ideas•Appreciate the implementation dip•Redefine resistance•Reculturing is the name of the game•Never a checklist, always complexity

Understanding change- Fullan

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Mobilising commitment

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Theories of ChangeKotter “Eight Step Model”

Fullan “Six Secrets of Change for School Leaders

Creating a climate for change

1. Create urgency2. Form a powerful coalition3. Create a vision for change

Engaging and enabling the organisation

4. Communicate the vision5. Empower action6. Create quick wins

Implementing and sustaining for change

7. Build on change8. Make it stick

Love your employees

Connect peers with purpose

Capacity building prevails

Learning is the work

Transparency rules

Systems learn

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Shaping a vision“ I believe this nation should commit itself to achieving the goal, before

this decade is out, of landing a man on the moon and returning him safely to earth”

JFK to Congress“This nation”

Establishes a sense of

community

“Before this decade is

out”Establishes

timeline

“Landing a man on the

moon”What gets

accomplishedMeasurable

change

“Return him safely to earth”

Quality standard

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Determining your why….

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CBAM

Stages of Concern

Innovation Configuratio

nsLevels of

Use

Concerns-Based Adoption Model (CBAM)

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Stage of Concern Typical StatementUnrelated 0: Unconcerned “I think I heard something about it, but I'm too busy

right now with other priorities to be concerned about it.”

Self 1: Informational “This seems interesting, and I would like to know more about it.”

2: Personal “I'm concerned about the changes I'll need to make in my routines.”

Task 3: Management “I'm concerned about how much time it takes to get ready to teach with this new approach.”

Impact 4: Consequence “How will this new approach affect my students?”

5: Collaboration “I'm looking forward to sharing some ideas about it with other teachers.”

6: Refocusing “I have some ideas about something that would work even better.”

Stages of Concern

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The Innovation Configuration process• provides clear, specific, and shared descriptions of what a

new program or practice should look like;• focuses on the key components of a program or practice;• describes variations for each component of a new

program in terms of the actions and behaviours that are ideal, acceptable, and unacceptable;

• differs from rubrics in that Innovation Configurations describe rather than rate a new practice;

• produces flexible documents that can change as the use of a new program or practice matures; and

• helps teachers who are new to a school understand program expectations

Innovation Configurations

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Level Typical StatementNonuse “I’ve heard about it but, honestly, I have too many other things to do right

now.”

Orientation “I’m looking at materials pertaining to the innovation and considering using it sometime in the future.”

Preparation “I’ve attended the workshop and I’ve set aside time every week for studying the materials.”

Mechanical Use “Most of my time is spent organizing materials and keeping things going as smoothly as possible every day.”

Routine Use “This year it has worked out beautifully. I’m sure there will be a few changes next year, but basically I will use it the same way I did this year.”

Refinement “I recently developed a more detailed assessment instrument to gain more specific information from students to see where I need to change my use of the innovation.”

Integration “Not everyone has all the skills needed to use the program so that it has the greatest impact on student learning. I‘ve been working with another teacher for 2 years, and recently a third teacher began working with us.”

Renewal “I am still interested in the program and using it with modifications. Frankly, I’m reading, talking, and even doing a little research to see whether some other approach might be better for the students.”

Levels of use

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It is clear that the processes of formulating and implementing strategies in organisation have a strong political dimension. This is especially true in public sector organisations.

Kevan Scoles (2001)

Determine Readiness- Stakeholder Analysis

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Identify the stakeholders involved

INTERNAL

BC

DE

AEXTERNAL

2

3

4

1

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Stakeholder

+

-

?

Assess their initial feelings

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ePlot them on a Power/Interest

MatrixLevel of Interest

Leve

l of P

ower

Low High

High

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Change Acceleration ProcessCreating a

shared need

• Need for change outweighs the resistance• Communicate compelling reasons• Share data, demonstrate the demand exists

Shaping a vision

• Articulate a clear vision• Vision is understandable• Describe the end state

Mobilising Commitment

• Identify stakeholders,• Analyse resistance• Invest in change

Making Change Last

• Assess what is helping and hindering progress• Share the effects of best practice with the whole school

Monitoring Progress

• Establish success criteria• Create accountability

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ePlot them on a Power/Interest

MatrixLevel of Interest

Leve

l of P

ower

Keep informed

Keep Satisfied

Minimal Effort

Key Players

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Are groups permanently placed in a specific sector or is there a potential to shift them to a more desirable location ?

Question?

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Carry out a stakeholder mapping analysis on the change priority or challenge that you are working on?

Activity

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e10 Principles of Change

Lead with culture Start at the top Be inclusive of

all parties

Marry the rational and

emotive

Role Model leadership

Engage with people

Identify peer influencers

Think about structures, reward and

CPD

Create a sense of ownership

Assess and adapt

Adapted from “10 Principles of Leading Change Management” HBR

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Positive Contagion- Fullan

•People take to change when–It is intrinsically interesting–It is pursued in a non-judgmental culture–They have some say in its evolution–They are developing ownership with others–They enjoy doing something worthwhile with peers inside and outside their schools.