Name of Facilitator Instructional Leadership:. Welcome ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved. Name of Superintendent

Name of Facilitator

InstructionalLeadership:

Welcome

©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

• Name of Superintendent – Welcome & Why Important

• Name of Facilitator– Overview / Agenda– Enduring Understandings– Guiding Questions– Targeted Objectives– Introductions

Intended Outcomes

Participants will…• Increase knowledge of the “Change Process

Model,” framing a change, and leadership responsibilities that provide guidance to manage personal transitions during the change process.

• Apply concepts to a specific school initiative• Connect workshop concepts to research-

based critical behaviors for implementing performance accountability

• Apply learning by developing of an action plan


Proposed Norms & ExpectationsProposed Norms & Expectations

• Stay focused and fully engaged– no competing conversations please

• Participate to grow– share openly and monitor your listening

• Be a learner– create your own meaning and application

• Get your needs met– ask questions that benefit the group– personal questions on breaks

• Housekeeping– silence cell phones– handle business later– share ONE point …then next person

Instructional Leadership Core Component is Managed through Key Processes


Performance Accountability:

• Leader holds self and others responsible for realizing high standards of performance for student academic and social learning.

• There is individual and

collective responsibility

among the faculty and

students.


Research-based Critical Behaviors

• How do instructional leaders implement programs and practices to hold faculty accountable to reach the highest levels of performance.

• How do instructional leaders implement programs and practices that hold the school accountable to families for the learning of their children.

• How do instructional leaders implement

social and academic accountability equitably

for all students.

• How do instructional leaders use faculty input

to create methods to hold faculty accountable.


Action Plan

• Review & make notes regarding…– Definition of core component (top)– Definition of key process (left-top)– Research-Based Critical Behaviors

• Rate self–5 = highly effective–3 = effective–1 = ineffective

• List evidence to support rating


Managing Personal TransitionsSegment Guiding Questions

• How do instructional leaders effectively communicate the need for implementing a performance accountability system?

• How do instructional leaders gain staff buy-in for change & the process of implementing of a performance accountability system?


McREL Research on School Leadership

• School Leadership That Works– 21 School Leadership Responsibilities

• Flexibility …statistically positive impact• Communication …statistically positive impact,

but often unintended negative perceptions

– How will your communication meet the needs of the individual?

– Robert Marzano, What Works in Schools, 2003

10©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

McREL Framework for Change Leadership

• Quick overview:– Create demand for the initiative

• Failure OFTEN results from NOT continuously working on creating demand

– Thoroughly plan the implementation– Manage personal transitions for the

new initiative– Monitor and evaluate BOTH student

achievement and teacher implementation


Managing Transitions

• Differentiate your approach using…– Magnitude of Change– Stages of Concern– Levels of Use

…to identify the individual’s needs

• Create new structures and processes to do the work– Break old habits & create new norm


Change influences internal transitions

Change from the organization is external and it

influences personal transitions which are

internal


What leaders need to know about at the “Ending” / Unfreezing (the previous way)

• Take stock of what will be left behind (closure)

• Grieve for the loss (letting go of the old way)

• Understanding how the past fits with the future

(linking common values and strategies)

• From the work of William Bridges & Kurt Lewin


What leaders need to do about the “Neutral Zone” / Changing

• Production dips• Things may not seem to work ( a period

of decreased success is possible)• Individuals may experience frustration• Chaos is possible• Creativity is possible (remember the

concept of trialability..it can be important that some people manage the transition)

• From the work of William Bridges & Kurt Lewin


What leaders need to do about the “Beginning”/ Refreezing (the new way)

• Phase where individuals grow

• Developing new understandings, values, attitudes, & identities takes TIME

• Making a commitment to the new way, will occur only after successful personal experience

• Willingness to take a risk that the new way will work varies by individual

– Consider adopter categories and rate of adoption

– From the work of William Bridges & Kurt Lewin


Instructional Leaders MUST respond…

• Recognize the personal transitions associated with second-order change.

• Make time for closure – Allow people to grieve the loss.

• Connect elements of the past with the new initiative– analyzing similarities and differences is helpful.

• Guard against your personal frustration and help others feel comfortable with the chaos during the transition.


• Research indicates that action & experience precedes change in understanding, values, and attitudes

• Given this is true for most people, how does this impact your leadership for implementing a performance accountability system?

Consider the following:


• Handout: Communicating with a focus on Managing Personal Transitions

– Examine the table labeled

• Framing Transitions

Applying Personal Transition Concepts


APPLYING PERSONAL TRANSITIONS CONCEPTS


Individually, brainstorm strategies to facilitate staff, learning team, and/or individual transitions through stages unfreeze the current situation, changing and then refreeze the new vision/initiative

Be sure that you address all 3 stages Different individuals may need help

through different stages of the transition

Applying Personal Transitions Concepts

• Share your ideas as a table group– Create one BIG brainstorm list– Select 3 per phase to share with

whole group

• Share whole group– Remember our norm…ONE idea at

a time– No repeat ideas– We may go around the room

multiple times to share more ideas


Tools to determine needs…

• Magnitude of Change– Predictive

• Stages of Concern– Readiness; listen to choice of words

• Levels of Use– Level of doing; observe implementation

• Once you know the individual’s needs, you can apply appropriate strategies – help that person let go of the old ways

– develop a new way of operating


Framing new beginning with 4P’s

• Help people to start down the new road by focusing on …– Purpose, – Picture, – Plan, and – Part

• The individuals part in the new system is often the most significant aspect of framing the new beginning…without it, many people will stick to their old way!



What people need What leaders do

PurposeUnderstand the purpose behind the initiative or intended outcome

Explain the purpose; many personal conversations

PictureSee what the initiative or intended outcome looks like and feels like

Create a “compelling picture” of the future

Plan Have a plan for how to get from here to there

Lay out the plan (step-by-step)

PartHave a part in the plan and the intended outcomes

Allocate a part to the individual


• Individually, brainstorm strategies to facilitate application of the 4P’s – Purpose

– Picture

– Plan

– Part

• Be sure that you address all 4P’s– Different individuals may be helped

through the transition by different P’s




• Share your ideas as a table group– Create one BIG brainstorm list– Select 3 per P to share with whole group

• Share whole group– Remember our norm…ONE idea at a time– No repeat ideas– We may go around the room multiple times to

share more ideas


Closure for this Segment

• Consider the guiding question(s)

• Use column labeled “Strategies/Ideas”

– Connect today’s discussions with the “Research-Based Critical Behaviors.”

– List at least THREE things per box

• Pair Share ONE strategy you learned today and how you plan to use it at your school.

27©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

Conclusion and Development of an Action Plan

• Review the following…– Targeted Objectives– Research-Based Critical Behaviors

• Next Steps – What additional data do you need?– Who will you involve in process? – What resources do you need?

• Action Plan– Do what? By when?


Workshop Closure

• In table groups (in a round robin format)

– Share one new learning and describe how you will apply it in your job

– NO REPEATS!


Workshop Closure

• Please complete “Participant Feedback” form– Grant research– Improve future workshops


Documents

Name of Facilitator Instructional Leadership:. Welcome ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved. Name of Superintendent