Transcript Second Order Change - Data for Student Success

Data for Student Success
Leadership Module
“It is about focusing on building a culture of quality data
through professional development and web based
dynamic inquiries for school improvement.”
Leadership: Building a Culture
of Quality Data
• Welcome and Introductions
• Dr. Terance Lunger
– Superintendent, Calhoun ISD
• Mary Gehrig
– Assistant Superintendent of Curriculum, Instruction
and Assessment, Calhoun ISD
• Mike Oswalt
– Assistant Superintendent of Regional Technology
Services, Calhoun ISD
• Location of resources: www.data4ss.org
Session Preparation
• We will be using Google Docs for part of
this session. Be sure at least one person
in each group has a Internet connected
laptop.
• Anyone who wants to access the Google
Doc today or after the session, fill in email
address for accessing the Google Doc on
the sheet of paper circulating.
Key question
• What does leadership look like in a culture
of quality data?
Focus Questions
•
•
•
•
What is a culture of quality data?
Who needs to collaborate and when?
What is my role as the leader?
What data mining strategies are
appropriate/useful and when are they
used?
• What are SMART goals and why are they
important?
Outcomes
• By the end of this workshop, leaders will be able to:
– Understand a culture of quality data and the impact of change
theory on staff
– Encourage and model collaboration
– Identify roles that need to be involved in building a culture of
quality data
– Encourage and model collaboration
– Identify which data mining strategies are useful for various
roles/settings
– Identify the leader’s role
– Understand how data quality impacts a culture of quality data
– Navigate staff through identifying SMART goals based on data
Outcome
• Understand a culture of quality data and
the impact of change theory on staff
Culture of Quality Data
• What is a culture of quality data?
• What does it look like?
• What does it sound like?
• What is the evidence?
School Improvement Framework
School Process Profile
STRAND II
S
STRAND II
School Culture and Climate
Data-Driven Culture –
• Characteristic
– All decisions affecting student
achievement are based on data. All
instructional staff is involved in this
database decision making which
incorporates data from state, district,
school, and classroom assessments.
Data Driven Culture
Implemented
• The school improvement committee bases
its action plan on the analysis of state,
district, school, and classroom
assessment information to:
– plan changes in the instructional program
– set curricular priorities directed at assuring that all
students meet high standards
– work towards the achievement of the criteria for
adequate yearly progress
– analyze the effectiveness of programs over time.
Data Driven Culture
Exemplary
• All instructional staff members are involved in
collaborative teams that analyze state, district,
school and classroom assessment information
to:
– plan instruction
– set curricular priorities directed at assuring that all
students meet high standards
– work toward achievement of the criteria for adequate
yearly progress and analyze the effectiveness of
programs over time.
Data Driven Culture
Exemplary
• On-going support is provided for all staff
members and teams to refine their skills in
the use of data to make decisions that
affect individual students and school
programs.
Characteristics of a Culture of
Quality Data
• As you view this video clip, compile a list
on the worksheet of the characteristics
that demonstrate a culture of quality data
• In your table groups, discuss your lists and
develop a group list on chart paper
provided
• Report out to the large group
The school’s culture…
dictates, in no uncertain terms, “the way
we do things around here.” Ultimately, a
school’s culture has far more influence
on life and learning in the schoolhouse
than the state department of education,
the superintendent, the school board or
even the principal can ever have…
Roland Barth (2001)
Continuum of Community
Function
Toxic
Laissez-faire
Congenial
Collaborative
Accountable
Toxic – All about the teacher, adults not nice to one another or to the students
Laissez-faire – Teacher centered, autonomous, individual contractors
Congenial – Counterfeit, confuse niceness w/collaborative, focus not on kids
Collaborative – Have structures and skills in working together for improved
student achievement
Accountable – Able to acknowledge and deal with difficult data effectively;
Move beyond familiar solutions and approaches; Let go of instructional
practices that do not work; Call one another on unmet expectations or violated
norms.
Source: Skillful Leader II, Warnock presentation
22
Changing Cultures
• Bringing about cultural change in any
organization is a complex and challenging
task. Phil Schlechty (2005) refers to the
challenge of reculturing as “disruptive
change” because it “calls upon the system
and those who work in it to do things they
have never done”. It has been referred to
as “2nd order change”- a dramatic
departure from the expected and familiar.
CHANGE is difficult…
Those who undertake a 2nd Order
Change - such as transforming their
schools into Professional Learning
Communities must realize that change
is difficult but not impossible. Anxiety,
discomfort and conflict will accompany
2nd Order Change initiatives.
24
1st and 2nd Order Change
First Order Change:
• Extension of past
• Within existing
paradigms
• Consistent w/ current
norms, values
• Incremental
• Linear
• Implemented w/ current
knowledge, skills
• Implemented by experts
Second Order Change:
• Break w/ past
• Outside existing
paradigms
• Conflicts w/ current
norms, values
• Complex
• Non-linear
• Requires new
knowledge, skills
• Implemented by
stakeholders
Change – The New Constant
• Leadership traits can positively
AND negatively effect
achievement (for students and
organizations)
• Second Order Change is the only
transformational change
26
Balanced Leadership Research
• McREL’s work (69 studies/research)
has determined there are
–11 critical leadership responsibilities
when leading 2nd Order change
• As these responsibilities were
analyzed
–7 positively correlate
–4 negatively correlate
27
Positive Correlates to 2nd Order Change
Change Agent
Comfortable planning w/ uncertain outcomes, consistently considers new,
better ways of doing things
Flexibility
Adapts leadership behavior to current needs, comfortable w/ and open to
dissent, can be directive or non-directive as situation warrants
Ideals & Beliefs
Strong professional beliefs (shared) about teaching and learning, behavior
consistent w/ beliefs
Intellectual Stimulation
Self, faculty, staff are aware of current theories and practices, discussion of
these is regular practice, continually reading an expectation
Knowledge of CIA
Knowledge of current best practices, provides guidance about effective
classroom practice, discussion of practices intentional and regular
Optimizer
Inspires self and staff to accomplish things thought to be beyond grasp,
positive attitude about ability of staff to accomplish substantial
goals, driving force behind major initiatives
Monitor / Evaluate
Regular monitoring and evaluation of curriculum, instruction
and assessment is expected, discussed, planned for
28
Negative Correlates to 2nd Order
Change
Communication
Being accessible, develop effective means to
communicate regularly with staff, maintain open and
effective types of communication
Culture
Foster shared beliefs and a sense of community and
cooperation, promote sense of well-being and
understanding of purpose (shared vision of what is the
important work)
Input
Involve staff in important decisions and implementation,
provide opportunity for input and policy development
Order
Provide and enforce clear structures, rules and
procedures for staff and students, establish
routines for running organization
29
8 Common Mistakes
1. Allowing too much complacency
•
Establish a sense of urgency
2. Failing to create powerful guiding coalition
•
•
Create guiding coalition
ID critical number of champions re: change process
3. Underestimating the power of vision
•
•
•
Vision = direction, alignment, inspiration
Without direction, individuals “do their own thing”
Lack of direction leads to “permission” or “debate”
8 Common Mistakes
4. Under communicating the vision by a power
of 10
•
•
•
•
2nd Order Change requires credible and frequent
communication
Important to communicate vision often
Unite leadership focused on vision
Action aligned to vision
5. Permitting structural, cultural obstacles to
block change process
• Confront obstacles: PD, structures, staff, policy
31
8 Common Mistakes
6. Failing to create short-term wins
•
•
Build on incremental gains; avoid “long march”
ID goals, performance criteria, celebrate
7. Declaring victory too soon
•
•
•
Know difference between “win” and “victory”
Successful change must be anchored in culture
Celebration provides impetus to tackle bigger problems
8. Neglecting to anchor changes firmly in
culture
• “Change” is part of the way we do things
• Behaviors must be rooted in social norms, shared values
32
Managing Complex Change
Source: Ambrose, Adapted from Villa and Thousand (1995)
Required Elements
Result
Vision
Skills
Incentives
Resources
Action Plan
Collegiality
Positive
Change
***
Skills
Incentives
Resources
Action Plan
Collegiality
Confusion
Vision
***
Incentives
Resources
Action Plan
Collegiality
Anxiety
Vision
Skills
***
Resources
Action Plan
Collegiality
Resistance
Vision
Skills
Incentives
***
Action Plan
Collegiality
Frustration
Vision
Skills
Incentives
Resources
***
Collegiality
Treadmill
Vision
Skills
Incentives
Resources
Action Plan
***
Isolation
33
Complex Change…
Requires leadership greater than one
person can provide. Distributed
leadership maximizes the collective
strengths of individuals in a coherent,
adaptive, and sustainable organization.
It requires individuals to assume
responsibility, take action, learn and
grow for the benefit of the whole.
34
Principals’ Disperse Leadership
• No single person has the expertise,
influence, and energy to initiate and
sustain a substantive change process.
• Principals may need to be directive on
occasion.
• Principals must relinquish a measure of
control and help others participate in
building leadership throughout the school
Write your answer to this
question…
What is the one thing a
principal can do that (if done
well) will make a difference in
his/her organization?
A principal’s responsibility is…
to create the conditions that help
the adults in this building
continually improve upon their
collective capacity to ensure all
students acquire the knowledge,
skills, and dispositions essential
to their success.
In the past three decades the view
of the principalship has evolved.
• 1980’s – Era of instructional leadership
• Aggressive, dynamic, assertive, and high directive
principals
• 1990’s – Era of transformational leadership
• Reduction of principal control; staff empowered to
make their own decisions
• 2000’s – Era of shared leadership
• Expertise is widely distributed throughout the
school rather than vested in a person or position.
• Have to be clear on roles of principal, leadership
team and superintendent and understand when
rules are loose and when they are tight
First Steps in Reculturing
• The culture of an organization is found in the
assumptions, beliefs, values, expectations, and
habits that constitute the norm for that
organization.
• Creating a PLC in a school or district requires –
and, in fact, is synonymous with – changing the
culture (reculturing)
• Reculturing is extremely difficult, and neither top
down nor bottom-up strategies have proven
effective in reculturing schools or districts.
• The most powerful concept for bringing about the
necessary transformation to become a PLC is the
concept of a simultaneously loose and tight
culture.
How do we impact culture?
• Begin by focusing on changing BEHAVIORS.
• Attitudes follow behavior. That means people
accept new beliefs as a result of changing
their behavior. (Fullan)
• Behaviors and emotions change before
beliefs so we need to act in a new way before
we get insights and feelings related to new
beliefs. (Elmore)
What will it look like?
From …
• A focus on teaching
• Emphasis on what was
taught
• Coverage of content
• Infrequent summative
assessments
• Remediation
• Isolation
To …
• A focus on learning
• A fixation on what
students learned
• Demonstration of
proficiency
• Frequent common
formative assessments
• Intervention
• Collaboration
Outcome
• Identify roles that need to be involved in
building a culture of quality data
Roles: Example
• What is the technology leader's role in helping to create
a culture of collaboration? Summary of actual responses
from district technology leaders:
– Support efforts toward collaboration by attendance and
participation.
– Be a part of that culture. The trust factor is critical for the tech
leader to be an effective resource. The tech director needs to be
seen and trusted as an educator.
– The technology leader's role is to act as an active member of the
school's leadership team that models collaboration and creates
an environment that supports collaboration for all stakeholders.
– Model and promote means to improve collaboration,
communication, data access, analysis, and reporting.
Identify Roles
• Get into small groups and choose a
recorder who has a laptop with Internet
access
• As a group, begin to enter in the Key
Responsibilities of your assigned role and
Key Questions that your role should be
asking in building a culture of quality data
Sample
Outcome
• Encourage and model collaboration
Encourage and Model
Collaboration: Video Sample
• Setting the stage: Show video clip from
Leadership Video to demonstrate the role
of the superintendent in encouraging and
modeling collaboration
• Brainstorm: What does collaboration look like in
a culture of quality data?
“The Collaborative Advantage.”
Educational Leadership Dec/Jan (2009)
• Jigsaw Activity
– Describe the types of collaboration you
noticed occurring in the reading
Resources
• ASCD article is on flash drive cannot be
distributed unless you are an ASCD
member (50 copies), or you have
requested from Calhoun ISD that you wish
to make print copies. We have been given
print permission by ASCD to use for this
module.
• See the ‘Resources’ tab for the article
‘What Came First – the Data or the
Decision?’ as another reference.
Outcome
• Identify which data mining strategies are
useful for various roles/settings
Identifying Data Mining
Strategies
• As a group, begin to enter in the
Data Mining Strategies of your
assigned role that you should be
utilizing in building a culture of
quality data
Outcome
• Identify the leader’s role
Leadership Video Contents
Identifying the Leader’s Role
• Show video clip to demonstrate the role of
the [superintendent, principal, curriculum
coordinator] in encouraging and modeling
collaboration
While Watching Video…
• Individually note:
– What is the role of the [superintendent, principal,
curriculum coordinator] in creating a culture of quality
data?
– What things do you do that help your staff know you
are about improving student achievement?
– What evidence do you see in your district that you are
making progress in creating a culture of quality data?
– What are the hurdles you have faced and your
suggestions for overcoming them?
• Group work when done – summarizing
Outcome
• Understand how data quality impacts a
culture of quality data
The Impact of Quality Data
• Real Life Example:
http://www.youtube.com/watch?v=k4gj_Rd
tKCw
The Impact of Quality Data
• In small groups, answer these questions:
– What is the impact of missing kids?
– What is the impact of mislabeling kids?
– What is the impact of having only historical
data?
– What other systems depend on student data?
Outcome
• Navigate staff through identifying SMART
goals based on data
Assessing the Culture of
Quality Data
Assessment Plan
• What information does it hold?
• Why is it necessary?
S.M.A.R.T. Goals – Building Level
Are goals that are
S
Specific
Focus on the vital areas, specific
targets
M
Measurable
Multiple measures, frequent, to assess
learning
A
Attainable
Motivation to strive/stretch to achieve
R
Results-oriented
Concrete benchmarks to achieve
T
Time-bound
Builds accountability and commitment
S.M.A.R.T. Goals
• They must be:
– Aligned with the broader, overarching district
and building goals
– Based on data
• Example: 90% of all students will reach
proficiency (80%) on the district quarterly
assessments given throughout the 09-10
school year.
Adapted from the work of Mike Schmoker, 2008
“Goal setting is the single
most powerful motivation tool
in a leader’s toolkit.”
(Blanchard)
Data for Student Success
Key Contact Information
• General
– www.data4ss.org
– [email protected]
• Mary Gehrig, Assistant Superintendent, Calhoun ISD
– [email protected]
• Mike Oswalt, Assistant Superintendent, Calhoun ISD
– [email protected]
• Becky Rocho, Assistant Superintendent, Calhoun ISD
– [email protected]
• Maureen Slamer – Data 4SS PD Director, Calhoun ISD
– [email protected]
• Andrew Henry – Inquiry Tool Senior Project Manager
– [email protected]
• Stephen Brodeur – Inquiry Tool Project Coordinator
– [email protected]