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Leadership: Preparing the System for Transformative Change Elizabeth A. Clark, Ed.D. David Holland.

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Presentation on theme: "Leadership: Preparing the System for Transformative Change Elizabeth A. Clark, Ed.D. David Holland."— Presentation transcript:

1 Leadership: Preparing the System for Transformative Change Elizabeth A. Clark, Ed.D. David Holland

2 2012 Assessment and Graduation Data 2012 State Accountability Guesstimates Nov 30 TEA document Feb 21 Communication Feb 28 TEA document

3 Considerations Best guesstimates based on limitations of data, accountability information, mental capacities Benefits to the analysis ▫ Better understand the intricacies of the new accountability system ▫ Help predict where campuses and the district may land in 2013 ▫ Allow for between-campus comparisons

4 2013 is a transition year Four indices ▫ Index 1 – Student Performance  Available for all campuses and district in 2013 ▫ Index 2 – Student Progress  Available in 2013 (but not calculated for the 2012 data) ▫ Index 3 – Closing Performance Gaps  Available for Level II performance only in 2013 ▫ Index 4 – Postsecondary Readiness  Advanced performance not available in 2013  Graduation measures available for district and HS only

5 Handouts Calculation parameters Index calculations ▫ Based on 2012 data  Assessment data from TAKS (grades 10 & 11), STAAR and EOC  Graduation data from 2012 AEIS ▫ Index point range ▫ Two possible campus and district ratings in 2013  Met Standard  Improvement Needed

6 Index 1 – Student Performance Overall percentage meeting STAAR Phase 1 Level II standard or TAKS Recommended standard Inclusions ▫ All tests (M and Alt without cap) ▫ All students ▫ TAKS grade 10 and 11 ▫ ELLs with 4 or more years in US schools ▫ October snapshot accountability subset

7 Index 1 – Student Performance Page / =.796

8 Index 3 – Closing Performance Gaps Same tests and performance standards as Index 1, but TAKS not included for HS Snapshot subset, ELLs 4 or more years Student groups evaluated 1.Economically disadvantaged 2.Lowest performing race/ethnicity subgroup in previous year (based on 2011 AEIS) 3.Second-lowest performing race/ethnicity subgroup in previous year Minimum group size: 20 students (25 in 2/28/13 proposal)

9 Index 3 – Closing Performance Gaps Race/Ethnicity subgroup size and performance Economically disadvantaged Page 2

10 Index 3 – Closing Performance Gaps Page 2 Pacific Islander BHWIAPT Reading Performance AEIS Hispanic

11 Index 3 – Closing Performance Gaps Page 2 Sum of all groups ++= If only 2 race/ethnicity subgroups meet minimum size, then 1 group is evaluated. If only 1 race/ethnicity subgroup meets minimum size, then no groups are evaluated. 3 groups = 300 possible pts

12 Index 3 – Closing Performance Gaps ++++= Page / 1500 =.696 = 70%

13 Index 4 – Postsecondary Readiness Advanced Performance (not used in 2013) ▫ Index 1 assessments ▫ Snapshot subset, ELLs 4 or more years ▫ Standard: Level II at Recommended (2016) ▫ Student groups  All students  7 race/ethnicities ▫ Minimum size: 20 (25 in 2/28/13 proposal) ▫ Numerator: Number of students meeting standard on one or more tests

14 Index 4 – Postsecondary Readiness Page 8 Advanced Performance measure not available in 2013

15 Index 4 – Postsecondary Readiness Graduation-Related Measures ▫ 4-year or 5-year graduation rate (use whichever one results in the highest index score) ▫ Percentage of graduates with RHSP/DAP diplomas

16 Index 4 – Postsecondary Readiness Index 4 score for District and High Schools + Page 9

17 Rating summary Page 10 Districts and campuses must meet the target in at least one index to achieve a rating of Met Standard

18 Rating Summary The good news ▫ Based on these estimates, the district and all campuses achieved a Met Standard rating Caveats ▫ All accountability measures are subject to change ▫ All 4 indices will be fully implemented in 2014 ▫ Phase 2 standards will be in place in 2014 ▫ Counting ELLs with 2 or more years in US schools proposed for 2014 ▫ TAKS grade 11 only in 2013, no TAKS in 2014

19 Eng III Eng II Eng I 8th8th 7th7th 6th6th 5th5th 4th4th 2nd2nd 1st1st KinderKinder Phase & 2013 Phase & 2015 Final 2016 & beyond Level II Phase-in rd3rd How will we ensure that our current 6 th graders are well prepared for success at the next level? How do we determine whether our kindergarten through grade 2 students are well prepared for success at the next level? Longitudinal thinking SSI in 2016

20 Transformation Model TAUGHT TESTED WRITTEN

21 What problems or areas of concern necessitate our need for change? What evidence or data supports your observations? Complete the first two columns of the graphic organizer, then share with your table and be prepared to share with the larger group. Problem/Areas of ConcernEvidence/Data to Support Your Observations Why Change?

22 District Initiatives As you think about the areas of concern/problems, what new initiatives come to mind that have been implemented this year. How do these initiatives relate to the problems/concerns? Continue to discuss with your table and add to your graphic organizer. Problem/ Areas of Concern Evidence/Data to Support Your Observations District Initiatives

23 District Response to Initiatives What observations or evidence do you have that indicate progress is being made toward addressing the problem of academic performance? Continue to discuss with your table and add to your graphic organizer. Problem / Areas of Concern Evidence/ Data to Support Your Observations District Initiatives Observations/ Evidence that progress is being made

24

25 Situation… How can strong cultures impede change? With an elbow partner, discuss this and be prepared to share your thinking.

26 Our Response

27 Innovation The degree of innovativeness in an organization is based on how much organizations are (and allow members to be) inventive, diverse, creative, and risk-takers. High innovativeness without adequate Goal Focus does not necessarily produce improved results. Innovation demands proactive change rather than reactive change. OHDDC

28 Adaptation The ability to tolerate stress and maintain stability while coping with demands of the environment. This implies that the organization does not control the external impetus for change, but it can control the process for that change. OHDDC The implication is that leaders who want to have an adaptive and responsive organization need to be in a position to facilitate the change process in order to “tolerate stress” and “maintain stability.”

29 Goal Focus The ability of persons, groups, or organizations to have clarity, acceptance, support, internalization, and advocacy of goals and objectives. Implicit within this definition is the realization that organizational members may have varying levels of Goal Focus individually and that individuals may have varying levels of Goal Focus for specific goals. OHDDC The level of Goal Focus is a measure of commitment to the “what” of organizational purposes.

30 Sequential Steps for Improving Goal Focus Clarity Acceptance Support Advocacy Internalization Goal Focus Building Capacity

31 Activity Based on what you have heard about Innovation, Adaptation, and Goal Focus, what implications does this have for: ▫ You as a campus leader? ▫ The district as a whole? ▫ Members of your staff? Discuss this at your table and be prepared to share with the larger group.

32 Preparing a System… Low-achieving schools need “tightly controlled teaching and learning processes from the center because minimizing variation across classrooms and schools is the core driver of performance improvement at this level.” - Porter-Magee, 2010 McKinsey Study of 20 successful School Systems

33 Positive Culture Purkey & Smith Snyder & Snyder “An academically effective school is distinguished by its culture:  Structure  Process  Climate of values & norms  Focus on successful teaching and learning” “Changing culture through a systems thinking approach is based on:  Organizational planning  Developing staff  Developing a program  Assessing school productivity”

34 System Alignment is achieved by: 1.Increasing people’s understanding and acceptance of the new mission, goals, and initiatives 2.Increasing the knowledge and skill level to do the work 3.Building on successful past experiences 4.Providing accountability through increased competency and the willingness of individuals to commit and advocate for the system goals/initiatives

35 Factors to Consider in Exercising Leadership Relationships/Behaviors Initiating Structures/Tasks Effectiveness Dimension

36 Is the 2D Model always true? People operate at varying levels of readiness depending on the situation Situational leadership is necessary in order to align to the needs/readiness levels of the “followship” in any given situation

37 Follower Readiness HIGHMODERATELOW R4R3R2R1 Able and Willing or Motivated Able but Unwilling or Insecure Unable but Willing or Motivated Unable and Unwilling or Insecure

38 Personal Alignment Requires: 1.Facilitation by the leader to grow and develop people from dependent to interdependent by building shared commitment to mission, vision, and values. 2.As trust is gained, synergistic results are achieved and the collective “we” moves closer to advocacy levels. 3.Leaders must have style flexibility to match variety of situations.

39 Relationship Behavior Task Behavior (Supportive Behavior) (Directive Behavior) Situational Leadership

40 Relationship Behavior Task Behavior (Supportive Behavior) (Directive Behavior) TellingDelegating ParticipatingSelling Provide specific instructions and closely supervise performance Explain decisions and provide opportunity for clarification Share ideas and facilitate in decision making Turn over responsibility for decisions and implementation Situational Leadership

41 FOLLOWER READINESSLEADERSHIP SYLE GOAL FOCUS IMPLICATIONS R-1 These individuals need structure and guidance. They prefer the security of leaders determining priorities. Because they need direction and structure, the leader should provide it through a telling/directing style. The leader’s primary function is to provide goal clarity. They need the security of knowing expectations. R-2 These individuals need to be convinced that goals are appropriate. Because they respond best to leaders who emphasize both task and relationships, the selling/encouraging style is appropriate to convince them that goals are important. The leader’s role is to gain goal acceptance from followers who desire affiliation with the leader in a structured environment. Style Flexibility Chart Based on Readiness Levels of Followers

42 FOLLOWER READINESS LEADERSHIP SYLE GOAL FOCUS IMPLICATIONS R-3 These individuals have demonstrated their readiness to be involved in the goal-setting process. Because they want to be involved in the goal- setting process, a participating style is appropriate. If these individuals are involved in the process of goal development, they will be at level 3–support. R-4 These individuals are capable of accepting and independently carrying out organizational responsibilities. Because they respond best to leaders who capitalize on their readiness to contribute, they prefer a delegating style. If they are involved in the development, implementation, and refinement of goals, they will internalize goals, and some will have the commitment to become goal advocates. Style Flexibility Chart Based on Readiness Levels of Followers

43 How do you know when to TELL, SELL, PARTICIPATE, and DELEGATE? (Are they ABLE?) It depends on the degree to which the individual has the knowledge and skills to accomplish the specific task. (Are they ABLE?) (Are they willing?) It also depends upon the degree to which the individual is WILLING or MOTIVATED to accomplish the task. (Are they willing?)

44 Relationship Behavior Task Behavior (Supportive Behavior) (Directive Behavior) Leader: TellingLeader: Delegating Leader: ParticipatingLeader: Selling Provide specific instructions and closely supervise performance of those UNABLE and UNWILLING/INSECURE Explain decisions and provide opportunity for clarification to those UNABLE, but WILLING/ MOTIVATED Share ideas and facilitate in decision making for those ABLE, but UNWILLING/INSECURE Turn over responsibility for decisions and implementation to those ABLE and WILLING/MOTIVATED Follower: R1 Follower: R2Follower: R3 Follower: R4 Situational Leadership

45 SITUATIONAL LEADERSHIP

46 Salient Points Leadership is the key to organizational effectiveness (i.e. Organizational Health) and must permeate the district. People range on a continuum of readiness from R1 to R4 depending upon the initiative/situation. Leadership is situational. Leaders must be able to diagnose accurately in order to know how to respond appropriately to the readiness levels of staff relative to a particular situation. Most effective leaders have great diagnostic skills and adjust leadership styles based upon their diagnosis.

47 Sequential Steps for Improving Goal Focus Clarity Acceptance Support Advocacy Internalization Goal Focus Building Capacity

48 How do you change people’s behavior? Change the behavior of the leader (style flexibility). Change the followers’ behavior. Change structures and processes. Tell the reason “why”

49 Sources for organizational feedback Observe Ask Questions Listen

50 Clues for Identifying Levels of Goal Focus Unclear (Below the level of Clarity) ▫ “I have difficulty in seeing….” ▫ “I don’t really understand why…” ▫ “I don’t understand how…” ▫ “It is unclear…” ▫ “I wish they would make up their minds and just tell us what to do.”

51 Clarity ▫ “Yes, I know that is one of our goals but…” ▫ “Yes, I know the “central office” expects us to…but they don’t have to implement it..” ▫ “I believe there is a better way to…” ▫ “He/she said we had input on the decision, but she/he sure didn’t hear my suggestion.” Clues for Identifying Levels of Goal Focus

52 Acceptance ▫ “I understand why it is important.” ▫ “You have convinced me that it is important.” ▫ “You have convinced me why it is necessary.” Clues for Identifying Levels of Goal Focus

53 Support ▫ “We believe it is important because…” ▫ “In OUR discussion, WE came to the conclusion…” ▫ “It was a consensus from OUR group…” ▫ “WE know it works because…” Clues for Identifying Levels of Goal Focus

54 Internalization ▫ “I no longer have to remind myself of its importance to our goal because it has just become an integral part of my daily efforts.” Clues for Identifying Levels of Goal Focus

55 Advocacy ▫ “We need to help our peers be sure to fulfill their commitment to…” ▫ “We need to be sure that everyone in our unit is…” ▫ “We need to convince____that he/she should…” ▫ “Our unit has an obligation to…” Clues for Identifying Levels of Goal Focus

56 How do you know which leadership style to use? It is situational… 1.Based upon the circumstances 2.Based upon the readiness and maturity of the followers

57 How can you tell the readiness level or maturity of follower? It is about communicating… 1.Ask the right questions 2.Listen to what follower say 3.Observe behaviors 4.Determine if followers are willing to own problems and see solutions

58 How do you change the readiness level or maturity of follower? It is about building capacity… 1.Change the conversations 2.Explain the whys 3.Change the leader’s behavior and expectations 4.Change structures and processes

59 Readiness Levels Revealed: Feedback from the System I am also concerned that with all our new initiatives, there is a great deal of conflicting information floating around the district- from what lesson plans should look like to we MUST post standards in hall with any student work, to what is or isn't allowed on class websites. Everything is filtering down through several layers and seems to be changed or eliminated along the way. Feb 18 The in-service experience provided today was one of the best I have attended. I was able to collaborate with other 1st grade teachers throughout the district and I have several new ideas to try. I was able to discuss those areas that are most important to me at this time. We were all active participants. I would like more district in-service days like this. We have 19 different problem-solving plans across the district – all inspired by the same Bea Luchin training. As I already had my final two six weeks planned, the time was not valuable to me This was the BEST, hands down professional learning I have had in Birdville since I began in the 90's! Planning with other schools is NOT beneficial. Like it or not, we all teach the same things in the same six weeks but in DIFFERENT ways according to our staff strengths and student needs. I NEVER use the info from planning with other schools. NEVER. This was one of the BEST days; We were able to look at TEKS; collaborate about ideas; share with one another what IS working and what IS NOT working; brainstorm common assessments, and best of all NOT work on anything new!! I felt energized, loaded with great ideas and empowered to want to do my job better. What are PLCs? I hear about them all the time, but I am pretty sure we don’t have those on my campus. I feel like I am missing out on something!

60 Readiness Levels Revealed: Feedback from the System I am also concerned that with all our new initiatives, there is a great deal of conflicting information floating around the district- from what lesson plans should look like to we MUST post standards in hall with any student work, to what is or isn't allowed on class websites. Everything is filtering down through several layers and seems to be changed or eliminated along the way. The in-service experience provided today was one of the best I have attended. I was able to collaborate with other 1st grade teachers throughout the district and I have several new ideas to try. I was able to discuss those areas that are most important to me at this time. We were all active participants. I would like more district in-service days like this. We have 19 different problem-solving plans across the district – all inspired by the same Bea Luchin training. As I already had my final two six weeks planned, the time was not valuable to me This was the BEST, hands down professional learning I have had in Birdville since I began in the 90's! Planning with other schools is NOT beneficial. Like it or not, we all teach the same things in the same six weeks but in DIFFERENT ways according to our staff strengths and student needs. I NEVER use the info from planning with other schools. NEVER. This was one of the BEST days; We were able to look at TEKS; collaborate about ideas; share with one another what IS working and what IS NOT working; brainstorm common assessments, and best of all NOT work on anything new!! I felt energized, loaded with great ideas and empowered to want to do my job better. What are PLCs? I hear about them all the time, but I am pretty sure we don’t have those on my campus. I feel like I am missing out on something!

61 Readiness Levels Revealed: Feedback from the System I am also concerned that with all our new initiatives, there is a great deal of conflicting information floating around the district- from what lesson plans should look like to we MUST post standards in hall with any student work, to what is or isn't allowed on class websites. Everything is filtering down through several layers and seems to be changed or eliminated along the way. Feb 18 The in-service experience provided today was one of the best I have attended. I was able to collaborate with other 1st grade teachers throughout the district and I have several new ideas to try. I was able to discuss those areas that are most important to me at this time. We were all active participants. I would like more district in-service days like this. We have 19 different problem-solving plans across the district – all inspired by the same Bea Luchin training. As I already had my final two six weeks planned, the time was not valuable to me This was the BEST, hands down professional learning I have had in Birdville since I began in the 90's! Planning with other schools is NOT beneficial. Like it or not, we all teach the same things in the same six weeks but in DIFFERENT ways according to our staff strengths and student needs. I NEVER use the info from planning with other schools. NEVER. This was one of the BEST days; We were able to look at TEKS; collaborate about ideas; share with one another what IS working and what IS NOT working; brainstorm common assessments, and best of all NOT work on anything new!! I felt energized, loaded with great ideas and empowered to want to do my job better. What are PLCs? I hear about them all the time, but I am pretty sure we don’t have those on my campus. I feel like I am missing out on something!

62 Goal: All teachers will engage in PLCs to implement the process of planning for learning. Followship Leadership Goal Focus LevelReadiness LevelStyle RosterStatementUCASIAdR1R2R3R4TSPD Smith I just don’t understand xxx Jones I believe it’s important, but I am not sure I can do it without your help. xxx Adams I believe in this work and know I can do it. I want to help others, too. xxx

63 Goal: All teachers will be able to use data to determine appropriate interventions in implementing RtI. Followship Leadership Goal Focus LevelReadiness LevelStyle RosterStatementUCASIAdR1R2R3R4TSPD Smith I believe it’s important, but I am not sure I can do it without your help. xxx Jones I believe in this work and know I can do it. I want to help others, too. xxx Adams I just don’t understand xxx

64 Activity Using the graphic organizer, begin to think about individual team leaders and/or department chairs. Answer the following questions: ▫ Based upon observations and conversations with key leaders, can you appropriately identify each person’s readiness level for the work that we are requiring? ▫ What leadership style would be most appropriate to use when interacting with key leaders on your campus? ▫ Do you have key leaders at higher readiness levels? ▫ If not, what do you need to do to increase the readiness level of key leaders to implement new district initiatives?

65 If you are unsure where individuals are in terms of: readiness to truly lead PLCs: ▫ Readiness to plan for learning using the standards-based curriculum and clarifying documents ▫ Implementing Tier 1 strategies in the classroom ▫ Providing appropriate interventions What will be your plan as a leader of your campus? Discuss with your group and record next steps. Each cluster will report back to the whole group. Activity


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