Presentation on theme: "Developing S3 Team Leadership"— Presentation transcript:
1 Developing S3 Team Leadership Jean Ajamie, Jane Ballesteros, Kris Bosworth and Maryann JudkinsJune 21, 2011
2 S3 Leadership ADE Jean Ajamie Rani Collins Tori Havins U of A Kris BosworthMaryann JudkinsJane BallesterosPaul BrownCadey HarrelDebi LeVergne
3 Welcome! Team Introductions Share the following information: School/District nameTeam member names and rolesSize of schoolAt your school what makes a goodday?week?year?
4 Agenda Morning Introductions S3 Grant Objectives Principles of PreventionLeadership for ChangeAfternoonTeam ProcessesStages of Team DevelopmentNext Steps
5 S3 Grant GoalsDecrease student reported bullying, harassment on campusImprove safety score (incident + survey data)Decrease the number of suspensions for violent incidents (without injury)Decrease availability of substances on campusIncrease referrals for substance use issuesDecrease student reported alcohol use
6 Connectedness Defined Focus for the DayConnectedness DefinedI 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
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 accumbensHippocampus: long-term memory storageAmygdala: primary role in processing and memory of emotional reactionsCerebellum: maintains balance and coordination, helps you walk and move around – last structure to developHIPPOCAMPUSAMYGDALACEREBELLUM
15 Key TermsAmygdala - group of neurons that are part of the brain’s limbic system, primary role in processing and memory of emotional reactionsGlucose - sugar; source of energyLimbic System - interconnected series of structures important in relation to emotion, motivation, and learningPrefrontal 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
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, 2001COMMUNICATIONSHandout w/pgs 10-27Jig saw:Innovation reinventionCommunication channelsTimeSocial systems
20 Change Process - Rogers KnowledgePersuasionDecisionImplementationConfirmationHow to move the change process along…….What knowledge about YES do various groups need to help them get involved?PERSUASIONHere are some approaches:Describe a clear vision and outcomeChange should not begin until all questions have been answered.Involve people in plansCriticism does not always equal resistanceIdentify 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 objectivesIMPLEMENTATIONHave a clear plan with:TimelineBenchmarksExpected short term and long terms outcomesRoles and responsibilities clearly identifiedDiscussion 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 functionsPERSUASION – forming a favorable or unfavorable attitude toward the innovationDECISION – engaging in activities that lead to choose/adopt or reject the innovationIMPLEMENTATION – putting the innovation to useCONFIRMATION – solidifying implementationDISCONTINUANCE – not continuing
22 Change Leaders More formal education Higher socioeconomic status Change agent contactMore social participationMore cosmopolitianMore exposure to:Mass mediaInterpersonal channels
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 CurveNeed 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 knowledgeComfortable 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 positionSuspicious 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 viewRelishes short term successesEnjoys hearing new & different ideasCan ride through disappointmentsIs excited by trying new venturesLooks forward to personal challengeMoves quickly to take opportunities
34 Put the change agent in place before starting the change! Role of Change AgentPut 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 coalitionDevelop a vision and strategyCommunicate the change visionEmpower broad based actionGenerate short term winsConsolidate gains & produce more changeAnchor new approaches in the cultureGo 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 SimplicityMetaphor, analogy, exampleMultiple forumsRepetitionLeadership by exampleExplanation of seeming inconsistenciesTwo way communication
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, studentsExamine realitiesIdentify and discuss crises, potential crises, or major opportunities
51 Kotter 1. Establish a Sense of Urgency Focus: Increase student perceptions of connectednessOn 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 TeamAgreementsData-basedAction PlanEvaluationImplementationSugai 201052
53 Kotter 2. Create a Guiding Coalition The need to work smarter / more efficientlyClear objectives – focus on S3
54 Initiative, Project, Committee Working SmarterInitiative, Project, CommitteePurposeOutcomeTarget GroupStaff InvolvedSIP/SID/etcAttendance CommitteeCharacter EducationSafety CommitteeSchool Spirit CommitteeDiscipline CommitteeDARE CommitteeEBS WorkGroupIntegrate initiatives around educationally important & measurable outcomesSugai 201054
55 Are outcomes measurable? Sample Teaming MatrixInitiative, CommitteePurposeOutcomeTarget GroupStaff InvolvedSIP/SIDAttendance CommitteeIncrease attendanceIncrease % of students attending dailyAll studentsEric, Ellen, MarleeGoal #2Character EducationImprove characterMarlee, J.S., EllenGoal #3Safety CommitteeImprove safetyPredictable response to threat/crisisDangerous studentsHas not metSchool Spirit CommitteeEnhance school spiritImprove moraleDiscipline CommitteeImprove behaviorDecrease office referralsBullies, antisocial students, repeat offendersEllen, Eric, Marlee, OtisDARE CommitteePrevent drug useHigh/at-risk drug usersDonEBS Work GroupImplement 3-tier modelDecrease office referrals, increase attendance, enhance academic engagement, improve gradesEric, Ellen, Marlee, Otis, EmmaAre 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?
58 Team-led Process Behavioral Capacity Priority & Status Representation Data-basedDecisionMakingAdministratorSAY: 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.CommunicationsSugai 201058
59 Team-led Process Specialized Support Non-Teaching Administrator RepresentationTeachingWho 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 withTeam that“Works.”Sugai 201059
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 principal2010
61 Tools to Assist You Characteristics of Successful Team Members Characteristics of Successful TeamsCharacteristics of Highly Performing Team
62 General Implementation Process TeamReadiness agreements, prioritization, & investments3-4 year implementation commitmentLocal capacity for training, coordination, coaching, & evaluationSystems for implementation integrityAgreementsData-basedAction PlanEvaluationImplementationSugai 201062
63 General Implementation Process TeamGeneral Implementation ProcessAgreementsData-basedAction PlanSAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.EvaluationImplementationSugai 201063
64 Two Components That Team Members Must Pay Attention To: 1 ) the team process used to accomplish the goals– must be shaped and monitoredhow team members interact and communicate with each otherhow team members communicate with staff not on the teamhow 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 NormsTeam Roles and ResponsibilitiesTeam Charter
67 General Implementation Process TeamGeneral Implementation ProcessAgreementsData-basedAction PlanSAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.EvaluationImplementationSugai 201067
68 Team Development Wheel PerformingFormingNormingStorming
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 StormingTeam 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 NormingTeam members:Feel more secure with one another and with their leader.Effectively work through the structure of the team,Agree on standards of operationDetermine the various duties for which team members will be held responsible.
72 PerformingTeam 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 changeDevelop strategies for achieving the vision – action planning
74 Planning Process Select goals from S3 Grant – write SMART goals S = SpecificM = MeasurableA = AttainableR = RealisticT = 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 stepsResponsible party, timeframeOutcome indicatorsResourcesPresent action plan to staff
77 Kotter 4. Communicate the Vision Constantly communicate new vision and strategiesWithin the teamBeyond the teamOutside of meetingsLCT models behavior
78 Kotter 4. Communicate the Vision On your teams, discussHow 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?
80 Next Steps Schedule regular meetings with LCT members When you have your data, work with your S3 coach to write your action planAttend S3 meetings and trainingsCommunicate regularily with your S3 coach and S3 District representative