Presentation on theme: "St. John’s University A Culture of Change Common Core Standards."— Presentation transcript:
St. John’s University A Culture of Change Common Core Standards
The Nature of Change -An anticipated, planned change brought on by external forces to the system. -Evolutionary in nature -Uncertainty is present as well as change. Will this change be desirable or undesirable?
Type of Change Transformational change is radical or second order in nature. It requires a shift in assumptions made by the organization and its members. Transformation can result in an organization that differs significantly in terms of structure, process, culture and strategy. It may, therefore, result in the creation of an organization that operates in developmental mode - one that continuously learns, adapts and improves. -Effecting Change in Higher Education
Creating a Climate of Change How Do We Get Teachers On Board?
Leadership and the Importance of Administrative Support Before Implementing Learn/be familiar with the components of the New Common Core State Standards Create a climate of change. o Network/Contact other schools: avoid pitfalls and hear success stories. o Change mindsets regarding ESL and Special Education role out and implementation. o Examine positive aspects of your school’s climate and personalities. o Examine: availability of resources, parent support/involvement, upper-level administrative support Implementation Manage resources. o Money o Staff Development o Materials o Provide accountability
Change and The Common Core Arguements For Preparation for students to be college and career ready. Direct link from classroom instruction into real-life implementation. Increase rigor within the curriculum http://www.youtube.com/watch?v=MA8MG HnrcPw&feature=player_embeddedhttp://www.youtube.com/watch?v=MA8MG HnrcPw&feature=player_embedded#! Arguments Against HSDLA (Advocates for homeschooling) expressed opposition to the National Common Core State Standards. They feel that it threatens parental rights and homeschool freedom. Gary Palmer from the Alabama Policy institute states the CCS will simply standardize mediocrity. He also argues that data is inconsistent as it relates to the CCS due to mixed results from nation to nation who utilize a standardized curriculum.
Lewin's Unfreezing Process Lewin Lewin's theory of change has three phases, the first being the unfreezing process. This process is the preparation phase of change. Lewin explains that at this stage, those involved in the change process will weigh the pro's and con's using the Force Field Analysis. The Common Core State Standards I feel the unfreezing process for the CCSS has different levels of unfreezing to undertake. It began with our public officials determining if the current standards needed to be changed. 1. Unfreezing in New York City 2. Unfreezing in Schools 3. Unfreezing Continued
Stage Two - Change/Transition Lewin refers to this stage as the process by which a given group begins to change. He states that people are unfrozen and awaiting a new way of being. This stage is difficult because people have a fear of change Lewin explains that throughout this stage those involved need time to adjust to the change. and need support. The Common Core State Standards are currently being transitioned into schools statewide. School districts have begun to layout plans for the rollout of the new standards as means of preparing for its implementation. Individual schools are in preparation of this phase. Making The Change
Stage Three - Freezing Process Lewin's third stage in the changing process brings stability back to the organization by freezing or commonly known as refreezing. Staff at this point will have accepted the proposed change and begin to become comfortable with the new routines. The CCSS is currently in the unfreezing and change stage.
Force Field Analysis Kurt Lewin Kurt Lewin's theory explains that whenever driving forces are stronger than restraining forces, the status quo or equilibrium will change. In the case of the CCSS, the driving forces clearly outweigh the resisting forces, thus the standards have been adopted by 48 of 50 states.
Ronald Havelock's Change Agent Ronald Havelock identified four basic roles which a change agent may take on in order to alter a system. The four roles are: 1. A Catalyst 2. A Solution Giver 3. A Process Helper 4. Resource Linker Havelock explains that each of the roles are not exclusive of one another and one individual can take on multiple change agent roles. Additionally, those who effective in one of the roles are likely to effective in the other roles as well.
A Catalyst The catalyst is often someone who is looking to change the current system by instigating the problem solving process within a system. The Common Core Standards have been developed as a result of a variety of political leaders who have deemed the current status of education as unacceptable. The performance of our students nationally has instigated the change process in 48 of 50 states, each of which has adopted the new CCSS standards.
A Solution Giver Havelock describes the solution giver as someone who has definite ideas as to how to make a change. He also explains that it is important for the solution giver to know how and when to offer the solution.
A Process Helper Havelock refers to the Process Helper as the "How To“ of change. He explains in his guide that this role is a critical and often neglected portion of the change process. He outlined the following roles for the process helper: 1. showing the client how to recognize and define needs 2. showing the client how to diagnose problems and set objectives 3. showing the client how to acquire relevant resources 4. showing the client how to select or create solutions 5. showing the client how to adapt and install solutions 6. showing the client how to evaluate solutions
A Resource Linker The Resource Linker supports the change process by support in the form of finance, problem solving and formulation of possible solutions. The linker helps optimize the resources available to help ensure that the change is effective.
Change Processes and Strategies How It Can be Done: Creating a Common Core panel across the entire staff. Proper and appropriate training. Show evidence of success. Encourage risk-taking. Introduce to staff only when Common Core team is trained. Encourage comfort in teachers changing their roles. Give teachers the power; administrators should support Have ongoing collaboration throughout training & implementation Be understanding of teacher frustrations but be the driving force in motivating promotion in the district.
Phases of the Change Process Theory of Change 1.The development of a need for change. 2.The establishment of a climate for change. 3.Clarification and/or diagnosis of the problem/area in need of change. Common Core State Standards 1.The common core standards were developed as a means of ensuring that all students are being prepared to be college and career ready. 2.The establishment for the climate of change began at the state and city level as means of attaining The Race to the Top money. 3.The need for change is a result of recent assessments indicating that the United States has fallen to 14 th out of 36 nations related to student performance.
Phases of the Change Process 1.Examination of alternatives/establishment of goals and intentions of actions 2.Initiations of the change: turning intent into practice (e.g. pilot project) 3.Evaluation and modification of the change 4. Generalization and stabilization of the change
Unfreezing In New York City Schools The expectations for including the Common Core State Standards in New York City Schools began in the 2010-2011 school year. The Chancellor set out a series of expectations to city Networks who in turn explained to school leaders how CCSS would be implemented. Network teams provided professional development for school leaders as a means of preparing for school wide implementation.
Unfreezing In Schools After receiving professional development from the network team principals were required to develop a plan for including the new standards in our current curriculum. The expectations included developing one unit of study in ELA which is aligned to expectations of the CCSS (expectation is that 55% of text students read is non-fiction and 45% fiction by the end of 8 th grade and 70% non-fiction and 30% fiction by the end of High School.
Unfreezing Continued In order to begin working toward the CCSS I.S. 5 developed a team of 16 teachers and 5 administrators to begin unpacking the expectations (one teacher per grade per department was on the team). The team met twice a month throughout the year and provided their colleagues with CCSS info during academy team meeting. This process was implemented to ensure that the staff was not overwhelmed with the change.
Making the Change After receiving professional development on the CCSS curriculum teams were developed to include the new standards into our units of study. The change included looking at the text our students were currently reading and ramping it up. Assessments are being modified to ensure they are rigorous. Reviewing current text (adding and subtracting where necessary)
Implications For Instruction and Change Grade 8 NYS Assessment Question The author of the passage says that he lost Rufus as a useful working animal during a summer heat spell. Explain why the author makes this comment about his dog. Use details from the passage to support your answer. Common Core State Standards Task Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text.
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