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S3 ~ Safe and Supportive Schools Developing S3 Team Leadership Jean Ajamie, Jane Ballesteros, Kris Bosworth and Maryann Judkins June 21, 2011.

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Presentation on theme: "S3 ~ Safe and Supportive Schools Developing S3 Team Leadership Jean Ajamie, Jane Ballesteros, Kris Bosworth and Maryann Judkins June 21, 2011."— Presentation transcript:

1 S3 ~ Safe and Supportive Schools Developing S3 Team Leadership Jean Ajamie, Jane Ballesteros, Kris Bosworth and Maryann Judkins June 21, 2011

2 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools Agenda Morning Introductions S3 Grant Objectives Principles of Prevention Leadership for Change Afternoon Team Processes Stages of Team Development Next Steps

5 S3 ~ Safe and Supportive Schools S3 Grant Goals 1.Decrease student reported bullying, harassment on campus 2.Improve safety score (incident + survey data) 3.Decrease the number of suspensions for violent incidents (without injury) 4.Decrease availability of substances on campus 5.Increase referrals for substance use issues 6.Decrease student reported alcohol use

6 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools Principles of Prevention – A Review

8 S3 ~ Safe and Supportive Schools Resiliency Wheel BondingConnectedness

9

10 S3 ~ Safe and Supportive Schools Dewitt Jones - Vision

11 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools Change and The Brain

14 HIPPOCAMPUS AMYGDALA CEREBELLUM PREFRONTAL CORTEX

15 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools Leadership and Change: Diffusion of Innovations Everett Rogers

19 S3 ~ Safe and Supportive Schools Diffusion “… the process by which an innovation/change is communicated through certain channels over time among members of a social system.” Everett Rogers, 2001

20 S3 ~ Safe and Supportive Schools Change Process - Rogers Knowledge Persuasion DecisionImplementationConfirmation

21 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools Change Leaders More formal education Higher socioeconomic status Change agent contact More social participation More cosmopolitian More exposure to: – Mass media – Interpersonal channels

23 S3 ~ Safe and Supportive Schools Discontinuance Replacement Disenchantment – Less formal education, – Lower SES, – Less change agent contact

24 S3 ~ Safe and Supportive Schools “People don’t resist change as much as they resist being changed. ” Krug & Oakley, 1991

25 S3 ~ Safe and Supportive Schools Change Curve - Rogers Time Innovators Early Adopters Very Late Adopters

26 S3 ~ Safe and Supportive Schools Innovators Venturesome Control of resources – able to absorb the loss Understand high level of technical knowledge Comfortable with uncertainty

27 S3 ~ Safe and Supportive Schools Early Adopters Local social systems Leadership Respected Decreases uncertainty for others

28 S3 ~ Safe and Supportive Schools Early Majority Interact with peers Not opinion leaders Deliberate Interconnectedness

29 S3 ~ Safe and Supportive Schools Late Majority Skeptical Economic necessity Peer pressure Uncertainty about resources must be removed

30 S3 ~ Safe and Supportive Schools Laggards Traditional Isolates in social system May be in a precarious economic position Suspicious of innovators & change agents

31 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools Change Agent Communication link Translator Influences decisions Stabilizes the process

33 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools Leadership and Change: Leading Change John Kotter

37 S3 ~ Safe and Supportive Schools Eight Step Process 1.Establish a sense of urgency 2.Create a guiding coalition 3.Develop a vision and strategy 4.Communicate the change vision 5.Empower broad based action 6.Generate short term wins 7.Consolidate gains & produce more change 8.Anchor new approaches in the culture

38 S3 ~ Safe and Supportive Schools Guidelines “…skipping even a single step or getting too far ahead without a solid base almost always creates problems.” Kotter, 1996, p 23

39 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools 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. Kotter 2. Create a Guiding Coalition

43 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools Kotter 4. Communicate the Vision Simplicity Metaphor, analogy, example Multiple forums Repetition Leadership by example Explanation of seeming inconsistencies Two way communication

47 S3 ~ Safe and Supportive Schools School Safety Score

48 S3 ~ Safe and Supportive Schools Team Organization and Process

49 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools 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 Agreements Team Data-based Action Plan ImplementationEvaluation Sugai 2010 Kotter 2. Create a Guiding Coalition

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

54 Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/ etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter Sugai 2010

55 Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety CommitteeImprove safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referralsBullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE CommitteePrevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable?

56 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools Kotter 2. Create a Guiding Coalition Who? Consider: Position power Expertise Credibility Leadership skills Management skills

58 Behavioral Capacity Priority & Status Data-based Decision Making Communications Administrator Team Representation Team-led Process Sugai 2010

59 Administrator Specialized Support Non-Teaching Teaching Representation Start with Team that “Works.” Team-led Process Sugai 2010 Who Else?

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 S3 ~ Safe and Supportive Schools Tools to Assist You Characteristics of Successful Team Members Characteristics of Successful Teams Characteristics of Highly Performing Team

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

63 Agreements Team Data-based Action Plan ImplementationEvaluation General Implementation Process Sugai 2010

64 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools Two Components That Team Members Must Pay Attention To: 2) the content – goals and expected outcomes – must be measurable

66 S3 ~ Safe and Supportive Schools Tools to Assist You Team process Team Process and Norms Team Roles and Responsibilities Team Charter

67 Agreements Team Data-based Action Plan ImplementationEvaluation General Implementation Process Sugai 2010

68 S3 ~ Safe and Supportive Schools Team Development Wheel Performing Forming StormingNorming

69 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools Kotter 3. Develop a Vision and Strategy Create a vision to help direct the change Develop strategies for achieving the vision – action planning

74 S3 ~ Safe and Supportive Schools Planning Process 1.Select goals from S3 Grant – write SMART goals S = Specific M = Measurable A = Attainable R = Realistic T = Timely

75 S3 ~ Safe and Supportive Schools Planning Process 2.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 S3 ~ Safe and Supportive Schools Planning Process 3.Write an action plan Objectives – specific change Action steps Responsible party, timeframe Outcome indicators Resources 4.Present action plan to staff

77 S3 ~ Safe and Supportive Schools Kotter 4. Communicate the Vision Constantly communicate new vision and strategies Within the team Beyond the team Outside of meetings LCT models behavior

78 S3 ~ Safe and Supportive Schools Kotter 4. Communicate the Vision On your teams, discuss 1.How will you communicate with other team members? 2.How will you communicate with stakeholders outside of the team? 3.What will you communicate? 4.How often will you communicate?

79 S3 ~ Safe and Supportive Schools Next Steps

80 S3 ~ Safe and Supportive Schools 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 S3 ~ Safe and Supportive Schools Well done! Thank you for a great day!


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