Leadership and Coaching for Click to edit ... - RTI Center

1

Click to edit Master title style

Click to edit Master subtitle style

2/25/2020 1

Leadership and Coaching for

Systems Change

SESSION 6 | 2019-20Heidi Brushert Laabs

Kathy Myles

#LeadCoachSucceed

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 supp ort of federal funds when copying all or part of this material.



2/25/2020 2

Norms for Our Time Together

• Respect each other’s time–begin/end on time

• Stay engaged

• Be solution oriented

• Respect others’ ideas• Presume positive intentions

• Use technology to enhance learning

• Limit side conversations



2/25/2020 3

Post-Assessment Team

systready.questionpro.com

https://systready.questionpro.com/

2



2/25/2020 4

Share a Celebration!#LeadCoachSucceed



2/25/2020 5

Today’s Agenda

1. Group Development: Personal Histories

2. Post-assessment

3. School Culture and Change

4. Coaching Demonstration

5. Wishes and Wonders, Burning Questions

6. Head, Hands, Heart



2/25/2020 6

Personal Histories

• Where did you grow up?

• How many siblings do you have and where do

you fall in that order?

• What was the most difficult challenge of your

childhood? (Not inner childhood, challenges of

being a kid)

• When everyone has spoken, talk about what you

learned about one another that you didn’t know before. What commonalities did you find? What

differences?

(Lencioni, 2002)

4-5 participants per group

3



2/25/2020 7

“By going through the Personal Histories activity, team

members come to understand one another at a more

fundamental level; they learn how they became the

people they are today.

As a result, there is a far greater likelihood that empathy

and understanding will trump judgment and accusation

when it comes to interpreting questionable behavior.”

(Patrick Lencioni)



2/25/2020 8

You will know and understand how…• Culture might contribute to achievement gaps/inequitable

outcomes in your school/district

Program Outcomes…

So that

you are

able to…• Identify methods for creating and sustaining a culture of

collaboration with individuals and teams



2/25/2020 9

A Coaching

Style of

Leadership

EMLSS Coaching

Roles &

Activities

Coaching

Conversation

Format

Coaching

Competencies

The Change

Process

Instructional

Coaching

Roles &

Activities

#LeadCoachSucceed

EQUITY

4



2/25/2020 10

A Coaching Style of Leadership• Collaborative

• Trusting relationships

• Shared decision-making

• Shared leadership

• Shared vision, values, beliefs and

commitments

• Asks instead of tells

• Understands the systems

change process

A Coaching Style of Leadership



2/25/2020 11

The Change Process

• Technical vs. Adaptive

• Stages of change implementation

• Responses to change

• Overcoming resistance

• Leading change

• Your Continuous Improvement Plan

and change

The Change Process

EQUITY



2/25/2020 12

Coaching Competencies

• Reflective practice

• Change facilitation

• Coaching conversation facilitation

• Communication skills

• Relationship development

• Knowledge base development

Coaching Competencies

EQUITY

5



2/25/2020 13

MLSS Leadership Structures, Processes, and Products

District MLSS

Leadership Team

School MLSS

Leadership Team

Grade Level/

Course Team

Classroom

District MLSS

Vision

School MLSS

Vision

Grade Level/

Course MLSS

Vision

Classroom

MLSS Vision

District MLSS

Non-Negotiables

School MLSS

Non-Negotiables

Grade Level/

Course Non-

Negotiables

Classroom

Non-

Negotiables

District MLSS

Goals/ Action Plan

School MLSS

Goals/Action Plan

Grade Level/

Course Goals/

Action Plan

Classroom

Goals/Action

Plan



2/25/2020 14

Leading in a Culture of Change

• Moral purpose

• Understanding change

• Relationships, relationships, relationships

• Knowledge building

• Coherence making(Fullan, 2001)



2/25/2020 15

Leading in a Culture of Change

• The goal is not to innovate the most

• It is not enough to have the best ideas

• Appreciate the implementation dip

• Redefine resistance

• Never a checklist, always complexity

• Re-culturing is the name of the game

(Fullan, 2001)

6



2/25/2020 16

“Re-culturing is a contact sport that involves hard, labor-

intensive work. It takes time and indeed never ends.

This is why successful leaders need energy, enthusiasm,

and hope, and why they need moral purpose along with

other leadership capacities…”

(Fullan, 2001)



2/25/2020 17

“We trained hard…but it seemed every time we were beginning to form up into teams, we were reorganized.

I was to learn later in life that we tend to meet any

situation by reorganizing, and what a wonderful method

it can be for creating the illusion of progress while

producing confusion, inefficiency, and demoralization.”

(Charlton Ogburn, Jr. Harpers Magazine January 1957)



2/25/2020 18

How do you define school culture?

7



2/25/2020 19

According to Kent Peterson…

“School culture is a set of norms, values, and beliefs, rituals and ceremonies, symbols, and stories that make

up the ‘persona’ of the school.”

(Cromwell, 2002)



2/25/2020 20

Don’t Underestimate Culture

“The health of an organization provides the context for strategy, finance, marketing, technology, and

everything else that happens within it, which is why

it is the single greatest factor determining an

organization’s success.

More than talent.

More than knowledge.

More than innovation.”

Lencioni, The Advantage: Why Organizational Health Trumps Everything Else in Business (2012), p.2.



2/25/2020 21

School Culture & Student Achievement

• School Culture Triage Survey (Phillips, 1996)

• Anecdotal results showed a connection between

school culture and student achievement

• The higher the school’s score on the survey, the higher

the school’s scores on state assessments (Melton-Shutt, 2002; Cunningham, 2003)

8



2/25/2020 22

Elements of School Culture

• Collegiality

• Experimentation

• High expectations

• Trust and confidence

• Tangible support

• Reaching out to the knowledge base

• Appreciation and recognition

• Caring, celebration, and humor

• Involvement in decision-making

• Honoring tradition

• Honest, open communication (Butler and Dickinson, 1987)



2/25/2020 23

“Culture eats structure for breakfast.”

Larry Lezotte, 1992



2/25/2020 24

. . . culture is like soil, and the structures are like seeds.

We spend a lot of time and resources on developing the

seed, and we forget about the environment in which that

seed is going to be cultivated.

Dr. Anthony MuhammadJournal of Staff Development

December 2012

9



2/25/2020 25

In a Positive Culture…

“…there’s an informal network of heroes and heroines and an informal grapevine that passes along information about what’s going on in the school…[a] set of values that supports the professional development of teachers, a sense of responsibility for

student learning, and a positive, caring atmosphere.”

(Cromwell, 2002)



2/25/2020 26

BeliefsEducators have an unwavering belief in the ability of all their students to

achieve success, and they pass that belief on to others in overt and covert

ways.

ActionsEducators create policies and procedures and adopt practices that support

their belief in the ability of every student to learn and be successful.

(Muhammad, 2009)



2/25/2020 27

Through their behavior, staff must

articulate the beliefs that:

• All children can learn

• All children will learn because of

what we do

Behaviors Show Your Beliefs

(DuFour, DuFour & Eaker, 2008)

10



2/25/2020 28

Teacher Estimates of

Achievement

1.29

John Hattie Visible Learning



2/25/2020 29

Collective Teacher Efficacy

1.57




2/25/2020 30

Student Self-Reported Grades

(Student Confidence/Efficacy)

1.44


11



2/25/2020 31

A positive culture is…

Reflective

Prescriptive

It solves problems



2/25/2020 32

In a Toxic Culture…

“…the staff doesn’t believe in the ability of the students to succeed and

a generally negative attitude prevails.”

(Cromwell, 2002)



2/25/2020 33

Toxic Cultures

• Lack a clear sense of purpose

• Have norms that reinforce inertia

• Blame students, parents, or other outside

factors for lack of progress

• Discourage collaboration

• Often have hostile relations among staff(Peterson, 2002)

12



2/25/2020 34

Beliefs: Educators believe that student success is based on students’ level of concern, attentiveness, prior knowledge, and willingness to

comply with the demands of the school, and they articulate that

belief in overt and covert ways.

Actions:Educators create policies and procedures and adopt practices that

support their belief in the impossibility of universal achievement.

(Muhammad, 2009)



2/25/2020 35

A toxic culture is…

Descriptive

Deflective

It admires problems



2/25/2020 36

Nondiscussables

• Talked about frequently, but not openly

• Laden with anxiety and fear

• “Elephant in the room”

• Every school has them

• School culture is inversely proportionate to the

number of nondiscussables(Fullan, 2002)

13



2/25/2020 37

“To change the culture of a school, the instructional leader must enable its residents to name,

acknowledge, and discuss the nondiscussables –especially those that impede learning.”

Fullan, 2002



2/25/2020 38

Stories as Catalysts for Systems Change

“Teachers and coaches can make over a school, one conversation and one story at a time…

That is how we view the interaction between coaches and teachers:

They represent small opportunities to evolve entire systems.

What starts in the one-on-one exchanges between teachers and

coaches and leads to design experiments can spread out in every

direction like ripples in a pond.”

(Tschannen-Moran & Tschannen-Moran, 2010)



2/25/2020 39

Transforming Systems and Cultures

Rut Stories:Keep people stuck in old ways of being and old thinking

patterns, which result in inaction and no change, tell about

what’s not possible, and are self-fulfilling prophecies.

River Stories:Tell about growth, transformation and learning,

breakdowns, growth edges, and learning spots.

(Hargrove, 2008)

14



2/25/2020 40

Classic “Rut” Stories

• The “I need other peoples’ approval” story

• The “I’m afraid to lose what I have” story

• The “artful victim” story

• The “tranquilizing” story

• The “Why bother?” story



2/25/2020 41

Change Ruts to Rivers

• Break the grip of the rut story

• Fluid framing

• Fact vs. interpretation

• Generate alternative

interpretations

• Tap into emotions



2/25/2020 42

Interrupting Stems (Aguilar)

• Would you be willing to explore your reasoning (or assumptions) about this?

• I’d like to ask you about… Is that okay?

• What’s another way you might…?

• What would it look like if…? Is there any other way to see this situation?

• What do you think would happen if...?

• What sort of an effect do you think…would have?

• I’m noticing (some aspect of your behavior)…What do you think is going on?

15



2/25/2020 43

Interrupting Stems Continued

• What criteria do you use to…?

• Who do you want to be in this situation? How do you want to show up?

• How do you want others to see you in this situation?

• What might be some unintended consequences?

• How might . . . become a self-fulfilling prophecy?



2/25/2020 44

What stories are commonly heard in your school?

Are they “rut stories” or “river stories”? How do you interrupt the “rut stories?”

Is your culture descriptive/deflective or

prescriptive/reflective?

What are the “nondiscussables” in your school?



2/25/2020 45

Take a Break!

16



2/25/2020 46

Transforming School Culture

Survivors

TweenersFundamentalists

Believers (Muhammad, 2009)



2/25/2020 47

Believers

• Seasoned educators

• Embody elements of positive culture

• Connected to school and community

• Intrinsic motivation

• Attendance

• Flexibility

• Non-punitive

• Pedagogy



2/25/2020 48

Tweeners

• New to the culture

• Loosely connected

• Enthusiastic

• Pedagogy

• Honeymoon and compliance

• The “Moment of Truth”

• Importance of coaching

17



2/25/2020 49

Survivors

• Survival focus

• Emotional burnout

• Impact on student achievement

• Classroom management

• Pedagogy

• Peer relationships

• Organizational response



2/25/2020 50

Fundamentalists

• Vanguards of tradition

• Opposition to change

• Teacher autonomy, privacy, authority – the Old Contract

• Bell curve – social Darwinism

• Skill levels

• Personal comfort, routine, keeping power

• Defamation, disruption, distraction



2/25/2020 51

Survivors

TweenersFundamentalists

Believers

What group drives/dominates

the culture at your school?

What evidence

can you give?

18



2/25/2020 53

• A systematic and school-wide focus on learning/a collective focus on purpose

• Celebrating the success of all stakeholders/ institutionalized and impromptu

celebrations

• A system of support for tweeners/multifaceted mentoring and coaching

• Removing walls of isolation

• Intensive professional development

Implications for Practice

(Muhammad, 2009)



2/25/2020 54

School Culture Triage Survey

• Professional collaboration

(task)

• Affiliation and collegial relationships

(relationships)

• Efficacy and self-determination

(process)(Phillips, 1996)

19



2/25/2020 55

1. Individually, take the School Culture

Survey and add up your own score.

2. As a team, add all of your individual

scores and determine the average.

3. Compare the average with the

scoring guide.



2/25/2020 56

Scoring Guide

17-40 = Critical and immediate attention to improving culture is necessary

41-60 = Modifications and improvements are necessary

61-75 = Monitor culture and continue to make positive adjustments

76 - 85 = Amazing! No one has ever scored higher than 75!



2/25/2020 57

Your School Culture and Change

How would you describe your

school’s culture?

What barriers to change exist in

your culture?

What can coaches and leaders

do to overcome the barriers?

20



2/25/2020 58

Leadership at

Every Level



2/25/2020 59

Teacher Leaders

• Speak up!

• Student centered or adult centered?

• Personal and professional development

• Professionalism



2/25/2020 60

Site Leaders

“…the single most influential factor in improving schools is the effectiveness of the principal.” (Institute for Educational Leadership, 2000)

“Clearly, the role of the principal as the articulator of the mission of the school is crucial

to the overall effectiveness of the school.” (Lezotte, 2010)

21



2/25/2020 61

District Leaders

• Set, protect, and prioritize district vision, goals,

and effective practice

• Cultivate and support a system of

implementation for goals and priorities

• Servant leadership

• Lighthouse for ethics



2/25/2020 62

• Cultivating a healthy collaborative focus• Cultivating a collaborative culture• Cultivating accountability



2/25/2020 63

Accountability

22



2/25/2020 64 more

“The school suffers when individuals are free to act in a manner the staff as a whole has agreed is contrary to the school’s best interest.

The principal suffers because his or her credibility as a leader is

diminished by an unwillingness to confront an obvious problem.

The individual acting inappropriately suffers because he or she has

been deprived of an opportunity for learning and growth...



2/25/2020 65

…Most important, the improvement initiative suffers because the staff will soon come to recognize that the

principal assigns a higher priority to avoiding conflict

than to advancing the vision and values of the school.”

(DuFour & DuFour, Professional Learning Communities at Work, 1998)



2/25/2020 66

“…we know two things that constitute a truly historic opportunity for better schools:

1. Instruction itself has the largest influence on achievement (a fact still

dimly acknowledged).

2. Most (though not all) instruction, despite our best intentions, is not

effective but could improve significantly and swiftly through ordinary

and accessible arrangements among administrators and teachers.”

(Schmoker, Results Now, 2006)

23



2/25/2020 67

• Teaching has 6-10 times as much impact on achievement as

all other factors combined (Mortimer and Sammons, 1987)

• Three years of effective teaching accounts on average for an

improvement of 35 to 50 percentile points (Sanders)

• Five years of instruction by an effective teacher could

eliminate the achievement gap on some state assessments (Haycock, 2005)

• The best teachers in a school have six times the impact as the

bottom third of teachers (Haycock and Huang, 2001)

Acting on What We Already Know

#LeadCoachSucceed



2/25/2020 68

• The residual effects of ineffective teachers were measurable two years

later, regardless of the effectiveness of teachers in later grades (Sanders)

• Replacing a poor teacher with an average teacher increases the lifetime

earnings of a student by $50,000 (Chetty, 2014)

• A great teacher raises the lifetime earnings of a student by $80,000,

increases the likelihood of college attendance, and reduces the odds of

teenage motherhood (Chetty, 2014)

Acting on What We Already Know

#LeadCoachSucceed



2/25/2020 69

Traditional

Response…Avoid the

Problem!!!

24



2/25/2020 70

Instead…

• Follow through with consequences to

affirm priorities!

• Be willing to get the wrong people off

the bus!

• Be willing to settle for less than

universal affection!



2/25/2020 71

What is your commitment to

creating a healthy culture for

systems implementation?



2/25/2020 72

If we look at the achievement gaps in our school/district…

How does our culture (values, beliefs, non-discussables, policies)

create these achievement gaps?

How do we hold ourselves accountable for student learning?

25



2/25/2020 73

Quick Write

Describe a scenario that

you have that relates to

what we have

learned/discussed/reflected

on this morning…



2/25/2020 74

Coaching Demonstration

What did you notice?

How is your “lens” different now from when you first began observing

and having coaching sessions?



2/25/2020 75

Video

Lunch Break!

26



2/25/2020 76

“When Leadership Spells Danger”

Give one, get one…

What are your takeaways?



2/25/2020 77

Post-assessment

Results



2/25/2020 78

Finish Strong

• What’s on your mind after seeing the video?

• How are you feeling about the

challenge of implementing your

equitable, multi-level system of

supports and providing coaching

to support it?

https://www.youtube.com/watch?v=syIm5MHG4O4&feature=youtu.be&t=10s

https://www.youtube.com/watch?v=syIm5MHG4O4&feature=youtu.be&t=10s

https://youtu.be/syIm5MHG4O4?t=10s

27



2/25/2020 80

What have you learned? What new idea(s) are you

taking away?

What are you doing/will you do with what you’ve learned?

What resonates in your heart? What do you feel about

what you’ve learned?

Head, Hands, Heart

Stay connected, join the conversation

#LeadCoachSucceed

@WisconsinRtICenter

@WisRtICenter

Tips to Your Inbox: http://bit.ly/WisRtICenter

@Wisconsin RtI Center/PBIS Network

Live webinars and networking events



2/25/2020 82

Leadership and Coaching for Systems Change

Please complete the online evaluation via:

lead6.questionpro.com

Evaluation

https://www.facebook.com/WisconsinRtICenter/

https://twitter.com/WisRtICenter

http://bit.ly/WisRtICenter

http://bit.ly/WisRtICenter

https://www.youtube.com/channel/UC_vRDVKaw0fIKjVXmKlgSSQ

https://www.wisconsinpbisnetwork.org/event/events-calendar.html

https://lead6.questionpro.com/

Documents

Leadership and Coaching for Click to edit ... - RTI Center