Presentation on theme: "How to ensure successful change and still maintain your sanity! Robert Miller, Victorian Coordinator."— Presentation transcript:
How to ensure successful change and still maintain your sanity! Robert Miller, Victorian Coordinator.
This workshop … Will assist you to clarify for yourself - What needs to be done to improve Aboriginal Education at your school What challenges you will encounter whilst you are working to improve Aboriginal Education How to plan for, and then implement changes in your school for the better How to think strategically about making the first step How to lead the change process effectively How to look after yourself in the process
Thinking about ALL that has been discussed at this Conference…. Describe in one sentence the situation that is your greatest challenge or concern in your quest to achieving a better Aboriginal Education Program at your school. Write it down
Impacts on Student Learning These are the relative impacts of factors affecting differences in student learning outcomes: 10% accounted for by the differences between schools 40% accounted for by the differences between programs, classrooms and year levels within schools 50% accounted for by external factors eg social disadvantage, family incomes,
School Improvement MAIN THEMES identified leading to most effective school improving actions in Hartford. (Hall and Negroni 2004) 1.Data driven – analysis of whole school trends, needs identified 2.Student Focused - increasing student learning and evaluating changes. 3.Professional Development – closely associated with needs assessment, strategies and Action Steps. 4.Research and Standards based – connected to specific standards and based in related research to improve instruction. 5.Leadership – team effort, principal administrator involving parents and community leaders in a shared mission to improve Teaching and Learning.
Influencing Individuals to Successful Action 5 ESSENTIALS for LEADING successful action. (Louis and Miles 1990) 1.Clarity – of purpose, of direction 2.Knowledge – of the situation, underlying issues - understood clearly by all 3.Relevance – knowledge seen as meaningful; connected to ones life and concerns, not irrelevant or impractical 4.Action images – knowledge must be exemplified in specific actions clearly visualised. People must have an image of “what to do to get there” 5.Will - must be motivation, interest, action orientation, a will to do something with the knowledge
Answer these quickly on a piece of paper. A. After thinking about what would you like to change about your current challenging issue, describe the new reality after the change has been successfully implemented? B. List 3 actions that you could take that would have the most impact on affecting a positive change? Discuss
For a change to be successful and sustained, a number of factors must be in place: Pressure for change A clear and shared vision Capacity for change An actionable first step You must model the way Reinforce and Solidify the change Evaluate and continue to improve Which of these is/are missing in your challenge?
Factors affecting success of change
Adaptive vs Technical Change - Fullan Fullan (2003) cites Heifetz and Linsky (2002) to distinguish between technical and adaptive change. Technical change: involves people putting in place solutions to problems for which they know the answers. While this can be difficult, it is not as difficult as adaptive change. Adaptive change: involves changing more than routine behaviours or preferences; it involves changes in people’s hearts and minds. Because the change is so profound, adaptive change can result in transformation of the system. Without learning new ways – changing attitudes, values and behaviors – people cannot make the adaptive leap necessary to thrive in new environments. The sustainability of change depends on having the people with the problem internalise the change.
First and Second Order change: (Waters, Marzano and McNulty 2004) First order change builds on past and existing models is consistent with stake holders prevailing values and norms can usually be implemented using existing knowledge and skills with some outside assistance does not seek to change the core values beliefs or structures of the school
Breaks with the past Challenges existing models, norms and values Needs to be implemented by stakeholders who develop new knowledge and skills along the way Second Order Change
The Order of change has less to do with the change itself than with how the stakeholders view the change. If leaders fail to understand that some changes are second order for some or all stakeholders they may struggle to get support for the successful implementation of these changes - the initiative may fail.
First or Second Order Change? Do stakeholders perceive the change as… Extension of the past? Consistent with prevailing organizational norms? Congruent with personal values? Easily learned using existing knowledge/skills? First Order Implications A break from the past? Inconsistent with prevailing organizational norms? Incongruent with personal values? Requiring new knowledge/skills? Second Order Implications
Is the change you are seeking to bring about a First or Second Order change? What is the implication for how you should go about your change process? DISCUSS
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Your Health and Well Being Pen and Paper …….. How many hours per week do you work? Did you include hours at home? Add them on! What things stress you at or about work? How often per week do you get stressed at school? How often per week would you get HIGHLY stressed? Do you have trouble sleeping? What is your bodily stress response?
Healthy Habits? Do you smoke? Do you think you are overweight? Do you have other concerning health problems? Are you often anxious or agitated? Do you drink daily to relieve your stress, or to relax? Yes to these is cause for concern. Are you seeing a health specialist regularly for your health issues?
How often do you exercise vigorously for half an hour or more? How often do you engage in a favourite hobby or pastime? Do you spend enough time with your family? Do you have enough time to yourself? If your answers to these are “Not enough” what are you going to do about it?
Known positive actions to ensure good health and life balance …. Give yourself permission to take time for yourself Exercise regularly Eat healthy meals regularly Have time out – recouperation time Establish or maintain positive links with colleagues, a support network Control your working hours Learn relaxation, de-stressing techniques Observe not absorb.
If you don’t look after yourself, you will struggle to look after others!.. and so your leadership of your school’s Aboriginal Education Program will be less effective.