1. Changing the Game Engaging the Unions MSC 2009

2. Keynote Check BillBill –The efficiency challenge RayRay –The creativity/innovation challenge 2

3. Moving this to Quad D Connect to Quad D Leadership presentationsConnect to Quad D Leadership presentations Connect to Efficient/Effective presentationsConnect to Efficient/Effective presentations Connect this to your world… your unique circumstancesConnect this to your world… your unique circumstances 3

4. Why Unions? A Flash of the Blindingly Obvious Who are the critical stakeholders in the improvement process?Who are the critical stakeholders in the improvement process? Who represents this stakeholder group?Who represents this stakeholder group? Who is conspicuously absent from partnering about improvementWho is conspicuously absent from partnering about improvement 4

5. Speaking of not working 5

6. 6

7. 7 Whoa!.... That cant be right!

8. 8 But before we blame…

9. We might remember… Bargaining laws, conditions, etc. for organizing did not come from the teachersBargaining laws, conditions, etc. for organizing did not come from the teachers Legislation drove the relationshipLegislation drove the relationship The legislation reflected (and protected) the structure that wasThe legislation reflected (and protected) the structure that was Associations and boards are caught up in defending a system that no longer works for the new demands on the system.Associations and boards are caught up in defending a system that no longer works for the new demands on the system. 9

10. Our agenda Context for change the game and engaging unionsContext for change the game and engaging unions How school leaders AND teachers can playHow school leaders AND teachers can play Concrete example of what can happenConcrete example of what can happen Possible next stepsPossible next steps 10

11. Resources ICLE website http://www.leadered.com/ Effective and Efficient – Dr. Willard Daggett (white paper) Improving Student Performance in Times of Declining Resources -- Dr. Willard Daggett (white paper) Managing Resources to Focus on Student Achievement - - Sue Gendron & Angela Faherty (white paper) The Fifth Discipline, Peter Senge The 7 Habits of Highly Effective People, Stephen Covey Getting to YES, Roger Fisher & William Ury Mistakes Were Made (but not by me), Carol Tavris & Elliot Aronson 11

12. What would be your best hopes for the relationship between school leaders and teacher associations/unions? 12

13. How about… Extra pay for student success?Extra pay for student success? A teacher run professional development academy with local and graduate credit?A teacher run professional development academy with local and graduate credit? A collaboratively developed and administered teacher support/ coaching program?A collaboratively developed and administered teacher support/ coaching program? Increase in opportunities for teacher leadershipIncrease in opportunities for teacher leadership 13

14. Some Context 14

15. WHY change is needed Schools throughout this nation are facing two difficult and conflicting challenges:Schools throughout this nation are facing two difficult and conflicting challenges: –Improve student performance. –Deal with increasingly fewer financial resources than in the past. trends are not temporarytrends are not temporary schools must take the responsibility to find new and innovative ways to improve student performance with increasingly less resourcesschools must take the responsibility to find new and innovative ways to improve student performance with increasingly less resources 15

16. During times of great challenges, however, there are some innovative and highly successful strategies emerging from which we can learn. 16

17. Lessons Learned from high performers Understand and OWN the core missionUnderstand and OWN the core mission There is laser like focus on that missionThere is laser like focus on that mission Minimize the Us/Them cultureMinimize the Us/Them culture Analyze their workAnalyze their work Do more of what works, less of what doesntDo more of what works, less of what doesnt 17

18. 18

19. Home, Home on the Range (school) 19

20. The Us/Them Culture Teachers Administrators Secretaries Custodians Paraprofessionals 20

21. The Results Feeling over-workedFeeling over-worked Feeling under-appreciatedFeeling under-appreciated If only they understood…If only they understood… –How hard I work –What my job is like Increases isolation when collaboration is what is neededIncreases isolation when collaboration is what is needed 21

22. 22

23. 23 QWERTY as Metaphor… or We do it that way because we always have

24. QWERTY Historical solution to a real problemHistorical solution to a real problem Solution has outlived the problemSolution has outlived the problem Solution has included inherent problemsSolution has included inherent problems Alternatives existAlternatives exist Other examplesOther examples 24

25. 25 Biology, Chemistry, Physics

26. 26 Now calm down, Barbara… We havent looked everywhere yet and a elephant cant hide forever

27. Elephants in the Room The relationship between school leaders and teachers/employees ORThe relationship between school leaders and teachers/employees OR The US/THEM cultureThe US/THEM culture Positional negotiationsPositional negotiations Graduate course workGraduate course work 27

28. Elephants in the Room They represent common areas of concernThey represent common areas of concern They are frequently problem areas They are frequently problem areas They are high leverage issues They are high leverage issues 28

29. Positional negotiations and QWERTY Historical solution to a real problemHistorical solution to a real problem Solution has outlived the problemSolution has outlived the problem Solution has included inherent problemsSolution has included inherent problems Alternatives existAlternatives exist The alternativeThe alternative –7 Habits of Highly Effective People –Getting to YES –Interest based bargaining 29

30. Areas of Agreement Frequent adversarial climateFrequent adversarial climate Exacerbates existing Us/Them CultureExacerbates existing Us/Them Culture Negatively impacts improvement initiatives…even the good onesNegatively impacts improvement initiatives…even the good ones Emphasizes protection more than professionalismEmphasizes protection more than professionalism 30

31. Getting to HOW 31

32. The History Poor district – high free/reduced countPoor district – high free/reduced count Poor local support – number of failed budgets (NJ structure)Poor local support – number of failed budgets (NJ structure) Poor performance – state tests & secondary schools concernsPoor performance – state tests & secondary schools concerns 32

33. The Culture DistrustDistrust Range school mentalityRange school mentality Us/Them feelingsUs/Them feelings Resistant to change – whats in it for me?Resistant to change – whats in it for me? Acrimonious negotiations were the ruleAcrimonious negotiations were the rule 33

34. But more importantly We got the wrong people on the busWe got the wrong people on the bus Potential teacher leaders focused on union activities rather than instructional leadership or were discouraged from participatingPotential teacher leaders focused on union activities rather than instructional leadership or were discouraged from participating We created a false choice … professionalism or unionismWe created a false choice … professionalism or unionism 34

35. Sound Familiar? 35

36. The Problem Poor performancePoor performance Satisfaction with status quoSatisfaction with status quo –Why change – no one cares about us Little incentive to improveLittle incentive to improve –Sense of under-appreciation impeded willingness to extend 36

37. Adversarial/positional negotiations Hardened positionsHardened positions Teachers – more money (proxy for recognition)Teachers – more money (proxy for recognition) Board – more work/longer day (proxy for student perfo rmance)Board – more work/longer day (proxy for student perfo rmance) Reduced receptivity to changeReduced receptivity to change The process and its consequences 37

38. Effect of inexperienced negotiators Hurt feelingsHurt feelings AngerAnger FrustrationFrustration Withdrawal (grading analogy)Withdrawal (grading analogy) 38

39. The Little Egg Harbor example Moved from high tension to collaboratively developed contract including:Moved from high tension to collaboratively developed contract including: –Revised teacher support program (description) –Performance based compensation package for administrators and teachers Created of teacher run professional development academy as alternative to eclectic in-service, out-of-district workshops, graduate reimbursement policiesCreated of teacher run professional development academy as alternative to eclectic in-service, out-of-district workshops, graduate reimbursement policies 39

40. Two options 1.Solidify the positions through constant organizational/institutional reinforcement 2.5 th Discipline approach – break into the system circle and leverage it open to allow change Peter Senge, The Fifth Discipline 40

41. 41

42. The Groundwork Got commitment to explore optionsGot commitment to explore options –From board –From association Recognizing and validating the union leadershipRecognizing and validating the union leadership Extending the invitationExtending the invitation Expanding the definition of leadershipExpanding the definition of leadership 42

43. The move to the interest based approach Offer to change the paradigmOffer to change the paradigm Selling the WHYSelling the WHY Providing stories of successProviding stories of success Taking the first stepsTaking the first steps 43

44. Selling the WHY Insanity analogyInsanity analogy What we might like to seeWhat we might like to see Focus on common goalsFocus on common goals 44

45. Changing the paradigm A critical look at the futureA critical look at the future –Building Quadrant D Leadership Some Readings and ExposureSome Readings and Exposure –7 Habits of Highly Effective People – Stephen Covey –Getting to Yes – Fisher & Ury –Mistakes Were Made…(but not by me) – Tavris & Aronson Discussion of best and worst case scenariosDiscussion of best and worst case scenarios 45

46. Taking the first steps Agreed to exploreAgreed to explore –Union research with state organization –Board researched with other, successful districts Presentation to all by potential facilitatorPresentation to all by potential facilitator Agreed to use a facilitator with shared costs (no one owned the facilitator)Agreed to use a facilitator with shared costs (no one owned the facilitator) Agreed to a time line – investment limitsAgreed to a time line – investment limits 46

47. The process Set agenda for first meeting with facilitator – union president, board president, superintendent, & facilitatorSet agenda for first meeting with facilitator – union president, board president, superintendent, & facilitator –Intro process – key concepts & ground rules –All must attend – no catch up participants –All meetings include pot luck dinner – alternating responsibilities –Time limit (each meeting & number of meetings) 47

48. The process Introduction to Interest-based negotiationsIntroduction to Interest-based negotiations Identify & explore areas of interestIdentify & explore areas of interest –List best hopes for each area –List worst fears for each area –Find areas of common interest Work to define how to achieve theseWork to define how to achieve these –Create work groups to resolve these, including options for resolving conflict Group presentations of work for each areaGroup presentations of work for each area 48

49. The concrete results Multi-year contractMulti-year contract –Teacher support system –Performance based Bonus based on student growth on locally developed performance assessments in key target areasBonus based on student growth on locally developed performance assessments in key target areas –Limits to graduate credit reimbursement Creation of jointly run professional development academyCreation of jointly run professional development academy –Teacher director, shared profits 49

50. The performance based contract Based on common vision of improved student performanceBased on common vision of improved student performance Collaboratively identified target areasCollaboratively identified target areas Performance based assessmentsPerformance based assessments Rubrics for successRubrics for success Collaboratively defined/design PDCollaboratively defined/design PD 50

51. The Teacher Support System Premises One size fits all, fits no oneOne size fits all, fits no one Traditional observation/evaluation systems dont workTraditional observation/evaluation systems dont work Coaching worksCoaching works Teacher needs are more experienced based than age basedTeacher needs are more experienced based than age based 51

52. Support system agreements Collaboratively developed processCollaboratively developed process Collaboratively administered programCollaboratively administered program Differentiated supportDifferentiated support Multiple options for professional growthMultiple options for professional growth Teacher support teams for needy staffTeacher support teams for needy staff 52

53. Graduate Coursework Budget nightmareBudget nightmare Inequitable distributionInequitable distribution Unfocused experiencesUnfocused experiences No symmetry or congruence with district needsNo symmetry or congruence with district needs 53

54. The solution Limits on annual funds for graduate courses (degree focused)Limits on annual funds for graduate courses (degree focused) Creation of locally run PD academy open on fee basis to other districtsCreation of locally run PD academy open on fee basis to other districts Teacher directorTeacher director Collaborative team brokers, creates, offers coursesCollaborative team brokers, creates, offers courses Local credit with graduate optionLocal credit with graduate option Profit sharingProfit sharing Annual reports and reviewAnnual reports and review 54

55. The Impact of interest based thinking Giant step towards Quadrant D leadership organizationGiant step towards Quadrant D leadership organization –Partners in change (board, union, superintendent) Increased ownership for student learningIncreased ownership for student learning Increased ownership for professional developmentIncreased ownership for professional development 55

56. How it fit with Quadrant D Leadership Leaders recognize that the current practice may not be the best practice and are willing to take risks and innovate.Leaders recognize that the current practice may not be the best practice and are willing to take risks and innovate. Leadership shifts from the actions of a single leader or a small leadership team to distributed leadership throughout the school communityLeadership shifts from the actions of a single leader or a small leadership team to distributed leadership throughout the school community Change and adapt through a collaborative staff, with a shared vision, committed to preparing each student for his or her futureChange and adapt through a collaborative staff, with a shared vision, committed to preparing each student for his or her future 56

57. Quadrant D Leadership Adapt to constantly changing conditionsAdapt to constantly changing conditions Leadership not a position but a disposition for taking actionLeadership not a position but a disposition for taking action Build capacityBuild capacity –measure the effectiveness of leadership by the actions and culture of the school community (organizational leadership), rather than the behavior of the leader alone –broaden the acceptance of leadership among many staff and students who share a common vision 57

58. Efficiency and Effectiveness Framework The latest tool developed by the International Center to help educators –determine cost (efficiency), –how to define student performance (effectiveness), and –how to compare cost to performance. 58

59. 59 Wait a minute! Say that again, Doris!... You know, the part about If we only had some means of climbing down.

60. Visit the Consulting Services Resource Table or (518) 399-2776 or Todd@LeaderEd.com Interested in Professional Development Training at Your District/School?

61. Richard Ten Eyck – rteneyck42@comcast.net 61