1. Developing S3 Team Leadership
Jean Ajamie, Jane Ballesteros, Kris Bosworth and Maryann Judkins
June 21, 2011

2. S3 Leadership ADE Jean Ajamie Rani Collins Tori Havins U of A
Kris Bosworth
Maryann Judkins
Jane Ballesteros
Paul Brown
Cadey Harrel
Debi LeVergne

3. Welcome! Team Introductions Share the following information:
School/District name
Team member names and roles
Size of school
At your school what makes a good
day?
week?
year?

4. Agenda Morning Introductions S3 Grant Objectives
Principles of Prevention
Leadership for Change
Afternoon
Team Processes
Stages of Team Development
Next Steps

5. S3 Grant Goals
Decrease student reported bullying, harassment on campus
Improve safety score (incident + survey data)
Decrease the number of suspensions for violent incidents (without injury)
Decrease availability of substances on campus
Increase referrals for substance use issues
Decrease student reported alcohol use

6. Connectedness Defined
Focus for the Day
Connectedness Defined
I feel close to people at this school.
I am happy to be at this school.
I feel like I am part of this school.
The teachers at this school treat students fairly.
I feel safe in my school.
~ ADD Health Study

7. Principles of Prevention – A Review

8. Resiliency Wheel
Bonding
Connectedness

10. Dewitt Jones - Vision

11. Why are we here?????
The extent to which schools and communities create stable, caring, engaging and welcoming environments is the extent to which ALL our children will THRIVE”
Robert Blum, 2009

12. “Change can not be managed.
It can be understood and perhaps led, but it can not be fully controlled. ”
Michael Fullan, 2001

13. Change and The Brain

14. HIPPOCAMPUS AMYGDALA CEREBELLUM PREFRONTAL CORTEX
Limbic System: interconnected series of structures important in relation to emotion, motivation, and learning; plays a role in development of dependence – interacts with cortex and nucleus accumbens
Hippocampus: long-term memory storage
Amygdala: primary role in processing and memory of emotional reactions
Cerebellum: maintains balance and coordination, helps you walk and move around – last structure to develop
HIPPOCAMPUS
AMYGDALA
CEREBELLUM

15. Key Terms
Amygdala - group of neurons that are part of the brain’s limbic system, primary role in processing and memory of emotional reactions
Glucose - sugar; source of energy
Limbic System - interconnected series of structures important in relation to emotion, motivation, and learning
Prefrontal Cortex (PFC) - part of the frontal lobe believed to be responsible for impulse control and judgment

16. “People’s habits change only when they have strong reason to want to change, and a conducive environment.”
Deborah Meier, 1995

17. “
CHANGE CONDITIONS
CHANGE PEOPLE

18. Leadership and Change: Diffusion of Innovations Everett Rogers

19. Diffusion
“…the process by which an innovation/change is communicated through certain channels over time among members of a social system.”
Everett Rogers, 2001
COMMUNICATIONS
Handout w/pgs 10-27
Jig saw:
Innovation reinvention
Communication channels
Time
Social systems

20. Change Process - Rogers
Knowledge
Persuasion
Decision
Implementation
Confirmation
How to move the change process along…….
What knowledge about YES do various groups need to help them get involved?
PERSUASION
Here are some approaches:
Describe a clear vision and outcome
Change should not begin until all questions have been answered.
Involve people in plans
Criticism does not always equal resistance
Identify change as in their self-interest – What’s in it for me????
Keep it Simple Stupid – long documents and explanations put people off.
Have a few clear objectives
IMPLEMENTATION
Have a clear plan with:
Timeline
Benchmarks
Expected short term and long terms outcomes
Roles and responsibilities clearly identified
Discussion of what can go wrong and how emergencies will be handled.

21. Diffusion Model Process
KNOWLEDGE – exposure to the innovation’s existence and knows how it functions
PERSUASION – forming a favorable or unfavorable attitude toward the innovation
DECISION – engaging in activities that lead to choose/adopt or reject the innovation
IMPLEMENTATION – putting the innovation to use
CONFIRMATION – solidifying implementation
DISCONTINUANCE – not continuing

22. Change Leaders More formal education Higher socioeconomic status
Change agent contact
More social participation
More cosmopolitian
More exposure to:
Mass media
Interpersonal channels

23. Discontinuance Replacement Disenchantment Less formal education,
Lower SES,
Less change agent contact

24. “People don’t resist change as much as they resist being changed. ”
Krug & Oakley, 1991

25. Change Curve - Rogers Early Adopters Very Late Adopters Innovators
Roger’s Change Curve
Need to draw picture of the curve and have participants identify specific people in each of these areas. Then they need to develop a plan to convince the people in each group to get involved.
Time

26. Innovators Venturesome Control of resources – able to absorb the loss
Understand high level of technical knowledge
Comfortable with uncertainty

27. Early Adopters Local social systems Leadership Respected
Decreases uncertainty for others

28. Early Majority Interact with peers Not opinion leaders Deliberate
Interconnectedness

29. Late Majority Skeptical Economic necessity Peer pressure
Uncertainty about resources must be removed

30. Laggards Traditional Isolates in social system
May be in a precarious economic position
Suspicious of innovators & change agents

31. Leadership Challenge
“Leadership is a dialogue not a monologue” “To enlist support, leaders must have intimate knowledge of people’s hopes, dreams, aspirations, vision and values.” Kouzes & Posner, p 66

32. Change Agent Communication link Translator Influences decisions
Stabilizes the process

33. Change Agent Characteristics
Able to take a long term view
Relishes short term successes
Enjoys hearing new & different ideas
Can ride through disappointments
Is excited by trying new ventures
Looks forward to personal challenge
Moves quickly to take opportunities

34. Put the change agent in place before starting the change!
Role of Change Agent
Put the change agent in place before starting the change!

35. “Change can not be managed.
It can be understood and perhaps led, but it can not be fully controlled. ”
Michael Fullan, 2001

36. Leadership and Change: Leading Change John Kotter

37. Eight Step Process Establish a sense of urgency
Create a guiding coalition
Develop a vision and strategy
Communicate the change vision
Empower broad based action
Generate short term wins
Consolidate gains & produce more change
Anchor new approaches in the culture
Go to hand out

38. Guidelines
“…skipping even a single step or getting too far ahead without a solid base almost always creates problems.”
Kotter, 1996, p 23

39. Kotter 1. Establish a Sense of Urgency
For change to be successful, 75% of management needs to "buy into" the change.
Spend significant time and energy building urgency, before moving onto the next steps.
Don't panic and jump in too fast because you don't want to risk further short-term losses – if you act without proper preparation, you could be in for a very bumpy ride.
* Adapted from mindtools.com

40. Kotter 1. Establish a Sense of Urgency
Identify potential threats, and develop scenarios showing what could happen in the future.
Examine opportunities that should be, or could be, exploited.
Start honest discussions, and give dynamic and convincing reasons to get people talking and thinking.
Request support from others in the community to strengthen your argument.

41. Kotter 2. Create a Guiding Coalition
You need to bring together a coalition, or team, of influential people whose power comes from a variety of sources, including job title, status, expertise, and political importance.
Once formed, your "change coalition" needs to work as a team, continuing to build urgency and momentum around the need for change.

42. Kotter 2. Create a Guiding Coalition
Identify the true leaders in your organization.
Ask for an emotional commitment from these key people.
Work on team building within your change coalition.
Check your team for weak areas, and ensure that you have a good mix of people from different departments and different levels within your school/community.

43. Kotter 3. Develop a Vision and Strategy
Determine the values that are central to the change.
Develop a short summary (one or two sentences) that captures what you "see" as the future of your organization.
Create a strategy to execute that vision.
Ensure that your change coalition can describe the vision in five minutes or less.
Practice your "vision speech" often.

44. Kotter 4. Communicate the Vision
Don't just call special meetings to communicate your vision. Instead, talk about it every chance you get.
Use the vision daily to make decisions and solve problems.
It's also important to "walk the talk.“ Demonstrate the kind of behavior that you want from others.

45. Kotter 4. Communicate the Vision
Talk often about your change vision.
Openly and honestly address peoples' concerns and anxieties.
Apply your vision to all aspects of operations – from training to performance reviews. Tie everything back to the vision.
Lead by example.

46. Kotter 4. Communicate the Vision
Simplicity
Metaphor, analogy, example
Multiple forums
Repetition
Leadership by example
Explanation of seeming inconsistencies
Two way communication

47. School Safety Score

48. Team Organization and Process

49. Success
“….wholly dependent upon the capacity to build and sustain those human relationships that enable people to get extraordinary things done on a regular basis.”

50. Kotter 1. Establish a Sense of Urgency
Buy-in of administration, faculty, staff, families, students
Examine realities
Identify and discuss crises, potential crises, or major opportunities

51. Kotter 1. Establish a Sense of Urgency
Focus: Increase student perceptions of connectedness
On your teams, based on the definition of connectedness, discuss:
How will you gain buy-in about this issue?
What is currently going on at your school to impact connectedness?
What are the crises and potential crises?
What opportunities do you have?

52. Kotter 2. Create a Guiding Coalition
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Sugai 2010 52

53. Kotter 2. Create a Guiding Coalition
The need to work smarter / more efficiently
Clear objectives – focus on S3

54. Initiative, Project, Committee
Working Smarter
Initiative, Project, Committee
Purpose
Outcome
Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work
Group
Integrate initiatives around educationally important & measurable outcomes
Sugai 2010 54

55. Are outcomes measurable?
Sample Teaming Matrix
Initiative, Committee
Purpose
Outcome
Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students
Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety
Predictable response to threat/crisis
Dangerous students
Has not met
School Spirit Committee
Enhance school spirit
Improve morale
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
DARE Committee
Prevent drug use
High/at-risk drug users
Don
EBS Work Group
Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
Eric, Ellen, Marlee, Otis, Emma
Are outcomes measurable?
Consider dissolving the committees working on outcomes that are not measureable, or those that do not align with your school improvement goals– remove something from your plate! 55

56. Teaming Matrix Activity
Work with members of your school team to record the teams currently on your campus.
Are there any which don’t have measureable outcomes?
Are there any which do not support your top school goals?

57. Kotter 2. Create a Guiding Coalition
Who? Consider:
Position power
Expertise
Credibility
Leadership skills
Management skills

58. Team-led Process Behavioral Capacity Priority & Status Representation
Data-based
Decision
Making
Administrator
SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations.
An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted.
Communications
Sugai 2010 58

59. Team-led Process Specialized Support Non-Teaching Administrator
Representation
Teaching
Who Else?
SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations.
An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted.
Start with
Team that
“Works.”
Sugai 2010 59

60. Getting the right people on the bus
“ [Our neighboring] school got off the ground running faster because they selected people who volunteered and wanted to be on the team… I picked people after other committees were formed, from the people who were left. Some of them were not respected by their colleagues – it was like I had the “B Team” instead of an “A Team”, if you know what I mean.”
Tucson area assistant principal
2010

61. Tools to Assist You Characteristics of Successful Team Members
Characteristics of Successful Teams
Characteristics of Highly Performing Team

62. General Implementation Process
Team
Readiness agreements, prioritization, & investments
3-4 year implementation commitment
Local capacity for training, coordination, coaching, & evaluation
Systems for implementation integrity
Agreements
Data-based
Action Plan
Evaluation
Implementation
Sugai 2010 62

63. General Implementation Process
Team
General Implementation Process
Agreements
Data-based
Action Plan
SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.
Evaluation
Implementation
Sugai 2010 63

64. Two Components That Team Members Must Pay Attention To:
1 ) the team process used to accomplish the goals– must be shaped and monitored
how team members interact and communicate with each other
how team members communicate with staff not on the team
how team members will be responsible and accountable for moving the project forward and accomplishing the goals

65. Two Components That Team Members Must Pay Attention To:
2) the content – goals and expected outcomes – must be measurable

66. Tools to Assist You Team process
Team Process and Norms
Team Roles and Responsibilities
Team Charter

67. General Implementation Process
Team
General Implementation Process
Agreements
Data-based
Action Plan
SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.
Evaluation
Implementation
Sugai 2010 67

68. Team Development Wheel
Performing
Forming
Norming
Storming

69. Forming Team members: Are uncertain about what they are doing.
Focus on understanding team’s goal and their role on the team.
May be unsure or uncomfortable around one another.
Worry about whether the other team members will accept them.
Frequently look to their leader for clarification.

70. Storming
Team members try to get their act together and solidify goals and roles.
Marked by conflict among the members and between the members and the leader.
Through conflict, the team attempts to define itself.

71. Norming
Team members:
Feel more secure with one another and with their leader.
Effectively work through the structure of the team,
Agree on standards of operation
Determine the various duties for which team members will be held responsible.

72. Performing
Team members behave in a mature fashion and focus on accomplishing their goals.
This stage is marked by direct, two-way communication among the team members; by collaboration and cooperation to achieve the team’s goals; and by the team’s increasing ability to monitor itself and solve its problems.

73. Kotter 3. Develop a Vision and Strategy
Create a vision to help direct the change
Develop strategies for achieving the vision – action planning

74. Planning Process Select goals from S3 Grant – write SMART goals
S = Specific
M = Measurable
A = Attainable
R = Realistic
T = Timely

75. Planning Process Brainstorm with LCT What is working?
What do you want to see happen in this area (goals, objectives)?
How can you achieve those goals, objectives? What do you need to do new, more of, less of, better to meet your goals?

76. Planning Process Write an action plan Objectives – specific change
Action steps
Responsible party, timeframe
Outcome indicators
Resources
Present action plan to staff

77. Kotter 4. Communicate the Vision
Constantly communicate new vision and strategies
Within the team
Beyond the team
Outside of meetings
LCT models behavior

78. Kotter 4. Communicate the Vision
On your teams, discuss
How will you communicate with other team members?
How will you communicate with stakeholders outside of the team?
What will you communicate?
How often will you communicate?

79. Next Steps

80. Next Steps Schedule regular meetings with LCT members
When you have your data, work with your S3 coach to write your action plan
Attend S3 meetings and trainings
Communicate regularily with your S3 coach and S3 District representative

81. Questions? Comments? Clarification?

82. Well done! Thank you for a great day!