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SECURING BUY –IN BARBARA ASHCRAFT, WVDE COORDINATOR OFFICE OF ORGANIZATIONAL EFFECTIVE AND LEADERSHIP LINKS Student Advisement.

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Presentation on theme: "SECURING BUY –IN BARBARA ASHCRAFT, WVDE COORDINATOR OFFICE OF ORGANIZATIONAL EFFECTIVE AND LEADERSHIP LINKS Student Advisement."— Presentation transcript:

1 SECURING BUY –IN BARBARA ASHCRAFT, WVDE COORDINATOR OFFICE OF ORGANIZATIONAL EFFECTIVE AND LEADERSHIP LINKS Student Advisement

2 You want me to do what? When are things ever going to stop coming at me?

3 Barriers to Change/Buy In Legislated school reform (RTI, NCLB) Expiring initiatives before full implementation Change-related chaos Frequent administrator and staff turnover helps perpetuate this upheaval

4 Barriers to Change/Buy In Poor management of staff (no one in charge) Limited or poor management of resources …some lessons require additional information (signs, games, free resources not ordered) Weak Leadership skills and management practices lack of skills to manage the change process does not personalize the change process and secure support for struggling staff members.

5 Barriers to Change/Buy In Inadequate staff development: Processes are not in place to ensure staff learning that enables deep understanding of desired practices and the development of new mental habits, content knowledge, required skills and behavior. Staff may simply be weary of trying the next flavor of the year.

6 RESISTANCE is the outward expression of the fear of losing something American Student Achievement Institute

7 The Unconscious Gap… We may associate potential constructive change with a personal attack on cherished values and beliefs exposes personal weakness or deficiencies. Calabrese, R. L. (2002). The leadership assignment: Creating change. Boston: Allyn & Bacon Until staff becomes aware of the existing gap between our current performance and our potential performance, we remain satisfied; they believe that they are already achieving their maximum performance.

8 The grieving process over loss of a program Denial Anger Bargaining Depression Acceptance

9 Changing Attitudes : Sending new messages FROM: This too shall pass TO: This is here to stay FROM: Too much to do TO: A lot to do now, but the payoff is well worth it More time to teach Fewer behavior problems

10 Changing Attitudes: Sending New Messages FROM: Losing Instructional Time TO: Every minute is a learning opportunity This IS instructional time FROM: This wont work here. TO: What can I do to make this work? AND If we were getting the results we want we wouldnt need to change Sending new messages

11 Changing Attitudes: Sending New Messages FROM: Kids wont take it seriously TO: LINKS can be offered for credit and kids take it seriously if YOU take it seriously FROM: Kids dont care about this stuff TO: Kids need to know how much YOU care FROM: This is not my job TO: Helping students succeed is everyones job. It is what we are all about.

12 Moving toward change… Calabrese, R. L. (2002). The leadership assignment: Creating change. Boston: Allyn & Bacon Pre-implementation Early-Implementation FULL Implementation

13 Stage 1: Pre-Implementation Select School Planning/Steering - Get the Right People on THE Bus! Attend Training – Raise Personal Awareness Get BUY IN of steering team Begin early stages of planning. Set specific work plan with dates and who does what Follow through when you return to your site

14 Stage 1: Pre-Implementation Create YOUR Structure of Support

15 Stage I: Define Roles Leadership is key School principal/coordinator must… Be chief promoter of LINKS Actively monitor program Hold everyone accountable Be solution-focused… not problem focused Dont get caught up admiring the problem Provide ongoing professional development See Dos and Donts COMMIT TO FULFILLING YOUR ROLE!!!!

16 Stage I: Define Roles Establish who will do what/when Who will coordinator be? What will he/she do? What will advisors do? What will the counselors do? What will your leadership team do? COMMIT TO FULFILLING YOUR ROLE!!!!

17 Stage I:Awareness Steering Committee Continues to meet Complete Questions to Ask Set Preliminary Timeline Plan Staff Development to Introduce LINKS Invite staff to set vision for school Invite staffs input on curriculum…by grade level

18 Stage I: Awareness Define YOUR Expectations from LINKS Implemention What are your personal goals? What could you do if your goals arent met? What are things you want to happen? What do you not want to happen? How do you feel about being here? Do you have negative feelings that may keep you from fully benefiting? How can you change that?

19 Stage I:Awareness Steering Committee Continues to meet Complete Questions to Ask Set Preliminary Timeline Plan Staff Development to Introduce LINKS Invite staff to set vision for school Invite staffs input on curriculum…by grade level

20 Enthusiasm Enthusiasm is contagious… but so is the perpetual cycle of negativity and cynicism What will you perpetuate?

21 Are you a… Pilot Passenger Prisoner Or…. Highjacker? How will you keep your prisoners from joining the highjackers?

22 American Student Achievement Institute Stage 1: Awareness Creating the VISION Without a common vision, the school is a collection of cottage industries operating in isolation under the same roof. Source: Jerry Bamburg, North Central Regional Educational Laboratory

23 VISION A lofty, bold statement of the way our school will be if all of our dreams for kids come true. American Student Achievement Institute

24 ESSENTIAL QUESTION: What are the desired outcomes of the advisement program that you wish to implement/improve at your school?

25 VISIONING EXERCISE How will our school be different as a result of LINKS? How will our students be different? How will our staff be different? How will our connection with Parents be different? American Student Achievement Institute

26 School data: Vision for change Completion rate Retention rate by grade level Increase in number of students taking higher level courses Disciplinary referrals (% of ISS, OSS) Attendance Rate Number of students participating in extra help

27 Stage 1: Creating the VISION Source: Jerry North Central Regional Educational Laboratory Describe your ideal school. If you were watching the activities in your ideal school, what would you see? Using phrases of paragraphs, describe what you would see students doing, teachers doing, administrators doing, and visiting parents or community members doing?

28 Stage 1: Creating the VISION Source: Jerry North Central Regional Educational Laboratory Describe your ideal student. What character traits will he exhibit What does he know? How does he behave? How does he think? How does he interact?

29 Stage 1: Creating the VISION Source: Jerry North Central Regional Educational Laboratory Describe your ideal classroom. What does it sound like? How are students behaving? How do they interact? How do I feel? How do I interact with my students?

30 LEADING CHANGE VISION COMMITMENTTRANSITION LEADERSHIP Team American Student Achievement Institute

31 Stage 2: Learning, acquiring, practicing How do your support your staff? Ongoing job-embedded professional development Team teaching How do you use and support your coordinator(s) Professional learning communities Preparing for lessons in advance Discussing what went well Staying solution focused…how can you solve challenges

32 BUILDING COMMITMENT Trust Passion / Excitement Clear Communications High Expectations Low Ego / High Results Toughness American Student Achievement Institute

33 THE BALANCE OF TENSION VISION DATA CURRENT DATA American Student Achievement Institute

34 Continuous Improvement Fundamental change will occur in an environment supportive of change Collaborative discussion, dialog, critique, and research Everyone is a learner and a leader Commitment to core convictions Source: Hilliard, A. (1991). Do we have the will to educate all children?, Educational Leadership, 49(1), American Student Achievement Institute

35 System of Support Professional Learning Communities Time in School Schedule Fitting into existing system Involvement = buy in A system of support

36 LINKS Teams…Professional Learning Communities Steering Committee (also decides on logistics) Public Relations LINKS Curriculum Team Professional Development Portfolio Development Evaluation Parental Involvement Senior projects Culminating Activity (Annual) Community Service Extra-Curricular

37 Stage 3: FULL Implementation Support New teachers – Have a process for training Prevent Leader burnout – Passing the baton… Co coordinators Listening to the staff Avoid letting the minority RULE Solution focused – every problem has a solution

38 The Unconscious Gap… We may associate potential constructive change with a personal attack on cherished values and beliefs exposes personal weakness or deficiencies. Calabrese, R. L. (2002). The leadership assignment: Creating change. Boston: Allyn & Bacon Until staff becomes aware of the existing gap between our current performance and our potential performance, we remain satisfied; they believe that they are already achieving their maximum performance.

39 39 Courage, Courage, Courage!! Not everything that is faced can be changed, but nothing can be changed unless it is faced James Baldwin

40 Reach for the stars…


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