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Required Reading for theAdmin Team
Creating the Conditions for Success
What is (or should be) on your leadership/change agenda?
Message to Parents: “We’re preparing children for their future, not your past.”
Message to Faculty: “Don’t bother with the ‘The colleges (or secondary schools) won’t like it’ excuse: The colleges (or secondary schools) will like it.” (Ask them.)
1.Leading from the Middle2.Managing Difficult Conversations3.Cultivating the First Followers4.Dan Pink on the “Science of Motivation.” 5.Dan & Chip Heath on Orchestrating Change: Switch: “How To Change Things When Change Is Hard” 6.IDEO on Design.7.Robert Kegan on Immunity to Change 8.Pat Bassett on Seven Stages of the Change Cycle
Creating a Movement ~ Derek Sivers, Ted Talk
PFB: Of the first three dancing guys, how many are really good dancers?
Creating a Movement – 4 Principles
1. A lone nut does something great...
(PFB: Leaders don’t have to be talented, just a bit crazy.)
2. …but no movement without the first follower.
(PFB: You can’t care about the risk of looking crazy.)
3. Cultivate and celebrate the first follower…
(PFB: Show the way, then honor the first followers: e.g., Joe Biden in catechism class)
4. …or have the courage to be the first follower.
(PFB: Moral courage the 1st virtue: Be the John Hancock to Thomas Jefferson or the Reverend Abernathy to Martin Luther King, Jr.)
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http://www.ted.com/talks/dan_pink_on_motivation.html
See 11:00 – 13:07Play Return
Drivers:
•Autonomy•Mastery•Purpose
Dan Pink’s Drive: The Surprising Truth about What Motivates Us
Extrinsic Motivators (carrot & stick) for Faculty?
– Carrot (“pay for performance”); and
– Stick (“probation and firing”).
– How are these motivators going in school?
– What are the equivalent extrinsic motivators for students?
Intrinsic Motivators for Faculty?
– Autonomy
– Mastery
– Purpose
– What are the equivalent intrinsic motivators for students? Where do we see these at work for kids?
Case Study: Name a school change agenda item we’re not making much progress on: How could we motivate a la Pink?
The Best Way To Pay “How Gen Y & Boomers Will Reshape Your Agenda” HBR Jul-Aug 2009
Boomers Gen Y/Millenials
1. High quality colleagues
2. Intellectually stimulating environment
3. Autonomy regarding work tasks
4. Flexible work arrangements
5. Access to new experiences/challenges
6. Giving back to world through work
7. Recognition from one’s employer
What employees value “at least as much as compensation”
Pink’s first principle, autonomy
Pink’s second principle, mastery
Pink’s third principle, purpose
The Best Way To Pay “How Gen Y & Boomers Will Reshape Your Agenda” HBR Jul-Aug 2009
Boomers Gen Y/Millenials
1. High quality colleagues
2. Flexible work arrangements
3. Prospects for advancement
4. Recognition from one’s employer
5. A steady rate of advancement/promotion
6. Access to new experiences/challenges
What employees value “at least as much as compensation”
The Best Way To Pay “How Gen Y & Boomers Will Reshape Your Agenda” HBR Jul-Aug 2009
Boomers Gen Y/Millenials
1. High quality colleagues 1. High quality colleagues
2. Intellectually stimulating environment
2. Flexible work arrangements
3. Autonomy regarding work tasks 3. Prospects for advancement
4. Flexible work arrangements 4. Recognition from one’s employer
5. Access to new experiences/challenges
5. A steady rate of advancement/promotion
6. Giving back to world through work
6. Access to new experiences/challenges
7. Recognition from one’s employer
What employees value “at least as much as compensation”
Which motivator can be counter-productive to organizational goals?
Professional Development in Independent Schools:
“Here’s $2000 per year to spend as you like: go grow.”
As opposed to, “Here’s $2000 each, join or form an online PLC -professional learning community- on one of the following topics, and design your professional development program around that topic, reporting out to the faculty at the end of the year: 1.) differentiated instruction; 2.) brain-based learning; 3.) blended high-tech/high touch classroom environments; 4.) formative testing.”
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Switch: How To Change Things When Change Is Hard ~Chip and Dan Heath (Sticky Messages)
The Rider vs. the Elephant (e.g., adoption of new technology)
1. Direct the Rider (mind)Find the bright spotsScript the first critical movesSend a postcard of the destination
2. Motivate the Elephant (heart)Find the feelingShrink the change (limit the choices
– cf. Sheena Ivenger)
Switch: How To Change Things When Change Is Hard ~Chip and Dan Heath (Sticky Messages)
3. Shape the Path (path)Tweak the environment Build the habits Rally the herd
Example: – Crystal Jones, TFA first-grade teacher in an inner city school in
Atlanta where there was no kindergarten. “By the end of this school year, you are going to be third graders.”
– Geoffrey Canada: “If you child attends this school, he or she will go to college.”
Case Study: Name a school change agenda item we’re not making much progress on: How could we motivate a la the Heath brothers?
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Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
PFB Case Study 1:Quitting Smoking
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Intentions and Actions: The Gap
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Behaviors I Do/Don’t Do that Undermine Goal
Quitting Smoking
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Behaviors I Do/Don’t Do that Undermine Goal
Quitting Smoking Sneaking an occasional smoke
Rewarding myself with a smoke.
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Behaviors I Do/Don’t Do that Undermine Goal
Invisible Competing Drivers
Quitting Smoking
Sneaking an occasional smoke
Rewarding myself with a smoke.
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Behaviors I Do/Don’t Do that Undermine Goal
Invisible Competing Drivers
Quitting Smoking Sneaking an occasional smoke
Smoking as pleasurable pastime
Rewarding myself with a smoke.
Smoking as anxiety reliever
Smoking as oral fixation preferable to eating/weight gain
Foot on gas……………………and on brake
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Behaviors I Do/Don’t Do that Undermine Goal
Invisible Competing Drivers
Big, Untested AssumptionsBehind Col 3Drivers
Quitting Smoking
Sneaking an occasional smoke
Smoking as pleasurable pastime
Rewarding myself with a smoke.
Smoking as anxiety reliever
Smoking as oral fixation preferable to eating/weight gain
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Behaviors I Do/Don’t Do that Undermine Goal
Invisible Competing Drivers
Big, Untested AssumptionsBehind Col 3Drivers
Quitting Smoking
Sneaking an occasional smoke
Smoking as pleasurable pastime
I can’t find equally pleasurable alternatives
Rewarding myself with a smoke.
Smoking as anxiety reliever
I might become someone who is not me
Smoking preferable to eating/weight gain
Change: Identify drivers and assumptions. Test the assumptions.
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Case Study 2:Be an Innovator
Lead the Change Agenda
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Behaviors I Do/Don’t Do that Undermine Goal
PFB Case Study 2:Be a Change Agent
Lead the Change Agenda
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Behaviors I Do/Don’t Do that Undermine Goal
Case Study 2:Be a Change Agent
Fail to align resources and incentives
Lead the Change Agenda
Make the case for the rider but not the elephant
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Behaviors I Do/Don’t Do that Undermine Goal
Invisible Competing Drivers
Case Study 2:Be a Change Agent
Fail to align resources and incentives
Lead the Change Agenda
Make the case for the rider but not the elephant
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Behaviors I Do/Don’t Do that Undermine Goal
Invisible Competing Drivers
Be a Change Agent Fail to align resources and incentives
Keeping peace more important than effecting change
Lead the Change Agenda
Make the case for the rider but not the elephant
Fear that you won’t have followers; that the change won’t work - seen as a failure
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Behaviors I Do/Don’t Do that Undermine Goal
Invisible Competing Drivers
Big, Untested AssumptionsBehind Col 3Drivers
Be a Change Agent
Fail to align resources and incentives
Keeping peace more important than effecting change
Lead the Change Agenda
Make the case for the rider but not the elephant
Fear that the change won’t work - seen as a failure; fear change agent punished
Robert Kegan’s Immunity to Change
Well-Intentioned Goals:
Behaviors I Do/Don’t Do that Undermine Goal
Invisible Competing Drivers
Big, Untested AssumptionsBehind Col 3Drivers
Be a Change Agent
Fail to align resources and incentives
Keeping peace more important than effecting change
No one wants change
Lead the Change Agenda
Make the case for the rider but not the elephant
Fear that the change won’t work - seen as a failure; fear change agent punished
Failure will be punished instead of trying being rewarded
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PFB on the Seven Stages of the Change Cycle
Source: Center for Ethical Leadership (Bill Grace, Pat Hughes, & Pat Turner), Kellogg National Leadership Program Seminar, Snoqualine, WA, 7/10/97. Reference: William Bridges, Transitions; Kurt Lewin, Field Theory in Social Science; Virginia Satir, The Satir Model; George David, Compressed Experience Workplace Simulation; Elizabeth Kubler-Ross, On Death & Dying; Tom Peters, In Search of Excellence.
The research on change indicates that there are predictable stages individuals experience whenever a major change event appears. What are they? Exercise:
Identify 2 major change events in your life Indicate the stages you went through as the change occurred. As a small group determine what stages you had in common despite differences in the change events you were thinking of.
The Seven Stages of the Change CycleSource: Center for Ethical Leadership (Bill Grace, Pat Hughes, & Pat Turner), Kellogg National Leadership Program Seminar, Snoqualine, WA, 7/10/97. Reference: William Bridges, Transitions; Kurt Lewin, Field Theory in Social Science; Virginia Satir, The Satir Model; George David, Compressed Experience Workplace Simulation; Elizabeth Kubler-Ross, On Death & Dying; Tom Peters, In Search of Excellence.
1. Business as Usual: the routine; the frozen state; the status quo
2. External Threat: potential disaster; propitious change event; an ending; a “death in the family”; an unfreezing via the introduction of a foreign element; disequilibrium; dissatisfaction with the status quo.
3. Denial: refusal to read the Richter scale; anger and rage; chaos.
The Seven Stages of the Change Cycle
4. Mourning: confusion; depression.
5. Acceptance: letting go.
6. Renewal: creativity; the incubation state of new ideas and epiphanies; new beginnings; movement; vision of what “better” might look like; reintegration; first practical steps; practice of new routines.
7. New Structure: sustainable change; the new status quo; new “frozen” state of restored equilibrium; spiritual integration; internalization and transformation of self.
Overcoming Resistance to Change
Conventional Wisdom: Raise the Volume… Declare war, demonize the enemy, mobilize the public
Problems with Raising the Volume in School Culture… Skepticism: Teachers are intellectuals--declarations of imminent collapse are met with suspicion. Good is the enemy of great: Jim Collins’ Good to Great. Absence of provoking crisis makes avoidance easy.
Overcoming Resistance to Change
Problems with Raising the Volume in School Culture… Success: Track record of independent schools the greatest impediment to change: We can’t declare war when schools are enjoying decades of peace and prosperity. So why advocate change????
Increasingly the public identifies high quality schools with innovativeness, and least identifies innovativeness with independent schools. The independent school model may not be financially sustainable in it current incarnation of skyrocketing tuitions. What’s best for kids needs to be reasserted as institutions almost always over time gravitate towards doing what’s best for adults.
Effecting Change
Developing Followership for Change:
Coercive model works (“We’re about to close unless all faculty including department chairs teach five classes instead of four with 20-25 kids in each class”)…
…but it works at a high cost to morale.
Appeal to idealism works (“We have an opportunity to create a new model here and become pioneers”)…
…but it works only if you have a highly committed “band of brothers” and strong, visionary, and inspirational leadership.
Effecting Change
Developing Buy-in for Change:
Mutual benefit (“What’s in it for me?”) model works (“Beyond supporting this direction because ‘it’s the right thing to do,’ we are designing a new framework that is mutually beneficial to the school and its staff”)…
…but it works only if you build in significant incentives.
Overcoming Resistance to Change
Alternative to Conventional Wisdom (Raise the Volume)…Lower the Noise…By… Talking about/Personalizing Change: Anticipating the Seven Stages Betting on the Fastest Horses
Acknowledging Denial & Mourning Stages of Change
All change begins not with a beginning but an ending.
• Example: Getting married = end of…being single unconditional love having your own bathroom (and towels)the sports car
Effecting Change
Abstracting and Personalizing Change
Faculty exercise: What are your own major change events? A move? Marriage? Admin job? Can we predict & prepare for stages?
Change Agency: Bet on the Fast Horses
Main Impediment to Change: Consensus model of decision making. (“My biggest challenge is convincing my faculty members that they are not self-employed.”) ~Lou Salza
Coalition-building Model: Betting on the Fastest Horses: targeted buy-in via modeling. Ride the “tipping point” horses. (Malcolm Gladwell’s mavens, connectors, and salespeople).
Recruiting “the coalition of the willing.” Margaret Mead Dictum: “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.”
Case Studies
Professionalizing the Profession
Student and School Outcomes for the 21st C: Demonstrations of Learning
Change Agency Case Study #1
Professionalizing the Profession at your School
Strategic Issue: Professionalizing the ProfessionSource: Katherine Boles, HGSE/NAIS Seminar, Nov. 2006
Characteristic Not a Profession A Profession
Career Path Egalitarianism — no career ladder
Recognition for achievement — clearly defined career path
Professional Relationships Isolation — practice is a freelance craft
Teaming — practices characterized by teamwork and collaboration
Entry and Training Poor preparation — "anyone can do it"
Rigor — High entry requirements: standards, skills, testing
Induction Little or no mentoring Mentoring is the expectation & the norm
Professional Development Weak or nonexistent Integral to the career
Research Practice unrelated to research Research informs practice
Accountability Outcomes unrelated to promotion and salary
Accountability across the board
Power Structure Little impact on institutional decisions
Shared decision making
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The End!
“So what’s it gonna be, eh?”A Clockwork Orange
NAIS Strategic Planning: Breakout Groups (partnerships; school of future; sustainability, etc.)
Why doesn’t anyone want to sit at the innovation table?
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Design Thinking by IDEO (Fred Dust)
Know the threats to your value proposition. For Higher Ed? For independent schools?
– Fred Dust: The moment Google starts hiring smart self-educated people who submit digital portfolios of what they can do instead of college transcripts of what they know, the higher ed value proposition is in jeopardy.
– PFB: High Tech High.
Think people first, not business or technology first.
– Segway vs. Zip cars & bikes
– PFB: Hardware before peopleware?
Question assumptions about your users. Look but don't ask, because you'll get misinformation: What kind of music do you listen to when alone in your car? Watch people in context. (IDEO design teams include psychologists and anthropologists.)
– What assumptions do we make about our students? Colleagues?
– How do we punish those who don’t conform to cultural norms?
Design Thinking by IDEO (Fred Dust)
Expand your comparative set. For schools?
– Grad schools. Military. Museums. Summer Camp.
Expand your Ecosystem. School 2.0. Do you really need a new building?
– New School in NYC & Lighthouse School in Nantucket (and all the Semester Schools).
– Dartmouth quarter plan. Blended learning ½ time.
Build your own metrics.
– PFB: Demonstrations of Learning. Digital portfolios.
Undertake small scale experiments. Figure out what do you immediately.
– PFB: Challenge 20/20 Return
RSAnimate’s 21st C. Enlightenment
Play
Demonstrations of Learning: “What you do, not what you know, the ultimate test of education.” ~PFB Tweet
1. Conduct a fluent conversation in a foreign language about of piece of writing in that language.
2. Write a cogent and persuasive opinion piece on a matter of public importance.
3. Declaim with passion and from memory a passage that is meaningful, of one’s own or from the culture’s literature or history.
4. Demonstrate a commitment to creating a more sustainable and global future with means that are scalable
5. Invent a machine or program a robot capable of performing a difficult physical task.
Demonstrations of Learning
6. Exercise leadership in arena which you have passion and expertise.
7. Using statistics, assess if a statement by a public figure is demonstrably true.
8. Assess media coverage of a global event from various cultural/national perspectives.
9. Describe a breakthrough for a project-based team on which you participated in which you contributed to overcoming a human-created obstacle.
10.Produce or perform or interpret a work of art.Return
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Tiananmen Square
Lessons in Leadership from Montpelier
James Madison arrived at the Philadelphia Convention in 1787 with no positional power but a big idea.
Instead of reforming the Articles of Confederation, abandon them.
No one else except Alexander Hamilton came thinking the Federalist Papers were right.
Everyone left proposing a new constitution. How?
How Do You Lead without Positional Power?(How does positional power work?)
Three Sources of non-Positional Power
Informational/Expertise Power: What are the facts?
Interpersonal/Relational Power: High EQ trumps all.
Associative Power: Networking. Malcolm Gladwell’s “tipping point” leadership: maven, connector, salesperson.
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The Slavery Paradox of the Founding Fathers: Leadership is the art of the messy possible within the long view context of the ideal potential. What made abolition of slavery possible 100 years later and the election of Obama 200 years later.
Takeaways from Montpelier
Positional Power: Since it’s rooted in the “willingness of the governed” to accept the dicta of people in power or in coercion by force, outcomes often compromised.
Leaders in the Middle have real power: learn to develop it and cultivate it.
Leaders in the middle can and do change the world. Remember Margaret Meade’s observation: “Never underestimate the power of a handful of people to change the world. After all, it’s the only thing that ever does.”
How Do You Lead without Positional Power?
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Title1. Difficult Conversations: How to Discuss What Matters Most by Douglas Stone, Bruce Patton, and Sheila Heen
How’s theproject coming?
Fine, thanks.
You’reholdingme up.
You’re a jerk.I hate you.
Levels: Stated vs. Implied. Business at hand vs. Threats to my image.
TitleDifficult Conversations: How to Discuss What Matters Most by Douglas Stone, Bruce Patton, and Sheila Heen
.Can it wait? I’m busy
Puzzle: Mishandled conversations create the very outcomes we dread.
She doesn’t get what my work demands..
Fine.
You think you’re only busy one?You don’t love me.
The Spouse/Partner Version
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Demonstrations of Learning: “What you do, not what you know, the ultimate test of education.” ~PFB Tweet
1. Conduct a fluent conversation in a foreign language about of piece of writing in that language. (Stanford University requirement)
2. Write a cogent and persuasive opinion piece on a matter of public importance.
3. Declaim with passion and from memory a passage that is meaningful, of one’s own or from the culture’s literature or history.
4. Demonstrate a commitment to creating a more sustainable and global future with means that are scalable
5. Invent a machine or program a robot capable of performing a difficult physical task.
Demonstrations of Learning
6. Exercise leadership in arena which you have passion and expertise.
7. Using statistics, assess if a statement by a public figure is demonstrably true.
8. Assess media coverage of a global event from various cultural/national perspectives. (“Arab Spring” vs. 6th grade US history unit on “causes of the revolution”)
9. Describe a breakthrough for a project-based team on which you participated in which you contributed to overcoming a human-created obstacle.
10. Produce or perform or stage or interpret a work of art.
Grant Wood’s Victorian Survival
Smithsonian Podcast interpretation by Katy Waldman, Holton Arms School
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The Five Cs Plus One
Character
Creativity
Communication
Collaboration
Critical Thinking
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Cosmopolitanism – Cross Cultural Competency
Ten (more) Trends for School Leaders to Ponder(see Top Ten Trends 2010-11 PPT for First Ten)
1. Boards Become Focused on the Strategic: Trendbook 2012-13
2. Disruptions in K-12 Sector Will Provide Challenges & Opportunities
3. Disruptions in Higher Ed Will Produce New Expectations
4. The Future of Mobile is the Future of Everything
5. Market Segmentation as the New Marketing Imperative
6. Cosmopolitanism Emerging as the “Sixth Competency” Schools of the Future
7. Hyper-Parenting and Under-Parenting Exerting a Heavy Toll on Kids
8. Beyond the 3 R’s of Recruitment, Reward, & Retention: Managing Talent a Priority
9. Design Thinking Migrating to Schools…and Ideas
10. Schools will be more Flexible, Accommodating, and Innovative
Are We Ready for the Big Shifts?(cf. MacArthur Foundation, 21st. C. Learning)
The Big Shifts Knowing…………….. Doing Teacher-centered…… Student-centered The Individual………. The Team Consumption of Info….Construction of Meaning Schools………………..Networks (online peers & experts)
Single Sourcing……… Crowd Sourcing
--------------------------------------------------------------------- High Stakes Testing….. High Value Demonstration (robotics; oral video histories; vignettes; inventions; scholarship; etc. –all captured in a student’s digital portfolio)
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