1. May 6, 2014 Inver Grove Heights Community Schools Sustaining Momentum

2. Agenda All of our efforts are focused on improving student learning. 1 Rigorous Discourse and Trust 2 Culture and Change 3 Next Time

3. RIGOROUS DISCOURSE AND TRUST What have you done to nurture trust in your relationships since we met? 1

4. 5 criteria of Rigorous Discourse Evidence based Dialogic Culturally proficient Reflective Actionable Skillful Team Leader, MacDonald, Corwin (2013)

5. Rigorous Discourse Share Share your experience promoting rigorous discourse in your school.

6. Trust Critical to the culture in your school or program You have to nurture trust for it to grow

7. Overcoming hurdles to rigorous discourse REQUIRES a high-trust environment. Trust building is a process.

8. Trust Building Process Let’s Talk Engage Tell me more Listen So the issue is Frame Let’s imagine Envision I suggest we Commit

9. Power of One Break it down… – Select one team you want/need to build trust with – Use the trust building process to make one plan – Identify one action you will take to build trust this year

10. 2 Culture and Change It all depends on the trust you develop.

11. Continuous Improvement means you will always be leading change. Change focused on improved student learning. Trust lays the foundation for your change leadership.

12. Overcoming Inertia Talk is no substitute for action. Having a plan is not the same as implementing a plan. (Pfeffer & Sutton, 2000) It’s not about giving the assessments: it’s about doing something with the results. (Marshall, 2006, p.2)

13. CBAM CONCERN BASED ADOPTION MODEL A framework for understanding and managing change in people.

14. CBAM Not new… About the process of change – not the content. Surfaces feelings/emotions about the change. Stages of Concern – Awareness – Self concerns – Task concerns – Impact concerns

15. CBAM Stages of Concern – affective dimension Stage of ConcernExpression of Concern 6. RefocusingI have some different ideas about something that would work better. 5. CollaborationHow can I relate what I am doing to what others are doing? 4. ConsequenceHow is my action regarding the innovation affecting learners? How can I refine my action to have more impact? 3. ManagementI seem to be spending all of my time developing action strategies. 2. PersonalHow is this going to affect me? 1. InformationalI would like to know more about this. 0. AwarenessI am not concerned about it.

16. CBAM Stage of ConcernExpression of Concern 6. RefocusingI have some different ideas about something that would work better. 5. CollaborationHow can I relate what I am doing to what others are doing? 4. ConsequenceHow is my action regarding the innovation affecting learners? How can I refine my action to have more impact? 3. ManagementI seem to be spending all of my time developing action strategies. 2. PersonalHow is this going to affect me? 1. InformationalI would like to know more about this. 0. AwarenessI am not concerned about it.

17. Change brings resistance Purpose of resistance How to handle well

18. 3 Reasons for Resistance

19. SCENARIO #1

20. Revisiting resistance to mandates Some people feel a huge resistance to change that they did not initiate.  Learn and plan for individual’s change responses.  Distinguish the act of resistance from the person.  Acknowledge their feelings, defuse the storm through rationale feedback activities.  Discover a solution, do not defend one.  Capitalize on the mandate (use with caution).  Start with the willing.  Approach resistance individually.  Get to the “why” before the how.  Provide clear expectations.  Change the subtext – “we need to do better”, not “you” – we are not doing this YET, but we can.

21. Understanding Others’ Stages of Concern 12345 MandateHow we do business 10% 50%20%10% Rate your school’s approach to operating as a PLC. Is this a mandate? Or is PLC becoming the culture of your building? Place the percentage of staff in your building/program for each rating. Identify 1 or 2 steps you can take yet this spring to continue to lay the foundation for operating as a PLC

22. 3 Reasons for Resistance

23. SCENARIO 2

24. Responses Expect the dip Create an actionable plan Model and collaborate Deflate the emotion (listen and frame) Build unity Given encouraging feedback Make it easy to change and difficult not to

25. Levels of Use You can observe application of a change and learn much about how a person is processing the innovation.

26. CBAM – Levels of Use – behavioral dimension Level of UseBehavioral Indicators of Level VI. RenewalThe user has moved on to the next iteration, seeking more effectiveness to an established use of the innovation. V. IntegrationThe user is making deliberate efforts to coordinate with others in using the innovation. IVB. RefinementThe user is making changes to increase outcomes and effectiveness of the innovation. IVA. RoutineThe user is making few or no changes and has an established pattern of use. III. MechanicalThe user is making changes to better organize use of the innovation. II. PreparationThe user has definite plans to begin using the innovation. OI. OrientationThe user is taking the initiative to learn more about the innovation. O. Non-useThe user has demonstrated no interest, is taking no action.

27. LOU You can learn much about the depth of implementation by observing routine use of practices. Identify three behaviors of a PLC Rate the LOU of these practices in your building. (Examples: data meetings, cfa’s, discussion of cfa’s, flexible grouping, etc.)

28. Levels of Use A glut of knowledge and a lack of actionable steps is the knowing doing gap. GAP ACTION

29. The Knowing Doing Gap 12345 No knowledge of PLCsExpert knowledge on PLC No follow throughRoutine follow through Where would you rate your team on 1- Knowledge of PLC 2- Implementation of PLC practices and beliefs Identify 1-2 steps you can take this year to close the knowing doing gap?

30. 3 Reasons for Resistance

31. SCENARIO #3

32. External Conditions Anticipate and lead healthy change Address unhealthy change Develop the mind – thinking comes before feeling Focus on the why and the core values Be aware and collaborate

33. When External Changes Impact Innovation In your group, discuss this question. You must give an opinion, you cannot be neutral and you must provide depth of explanation for your opinion: If external changes (such as a change in district or building leadership or a team member on a content or grade level team) stop or cause considerable disruption to an innovation, was the innovation to the point of sustainability?

34. External Conditions What kinds of external conditions have created obstacles that your team has already faced in moving your school structure to PLCs? What anticipated changes do you see ahead?

35. Summary Points Concerns reflect feelings, use describes behaviors. Progress through Levels of Use is not lock- step. It takes time to get to ‘routine’ LOU. Interventions to promote higher LOU should be individualized. Combine SoC and LoU.

36. One thing I learned about leading change is… And the one thing I am committed to doing this year to ensure sustainability of a plc culture is… Whip Share

37. 3 CHANGE AND CONTINUOUS IMPROVEMENT PLC is an Innovation. It is a structural and philosophical change to how we ‘do’ education.

38. June Session Discuss Continuous Improvement Look at LCCI surveys (to be taken in May) Plan for sustaining plc philosophy and structure in your program