1. NWESD Administrator Professional Certification Program Dr. Jerry Jenkins, Superintendent Dr. Kathy Shoop, Assistant Superintendent Considering Readiness to Increase Leadership Effectiveness

2. Why are some schools successful and others not when implementing the same improvement strategies? --Guiding Question--

3. After considering relevant data, you determine curriculum, instruction and formative assessments need to be aligned to the CCSSs and Smarter Balanced multi-state assessment. Identify strategies for four different levels of readiness. --Group Work--

4. 1)Staff is Able and Willing to... --Group Work-- develop/revise curriculum, classroom instruction, and formative assessments to the CCSSs and Smarter Balanced multi-state assessment. 2)Staff is Able, but Unwilling to... 3)Staff is Unable, but Willing to... 4)Staff is Unable and Unwilling to...

5. Different Situations Require Different Leadership and Implementation Strategies --Fundamental Belief--

6. Identify Constituents Who might be impacted? –Staff? –Parents? –Other Schools? –???? –Students? –Community?

7. Assess Constituency Readiness The two major components of readiness are ability and willingness.

8. Assess Constituency Readiness Ability is the knowledge, experience, and skill that an individual (or group) brings to a particular challenge or opportunity.

9. Assess Constituency Readiness Willingness is the level of desire that an individual or group has to accomplish a particular challenge or opportunity.

10. Assess Constituency Readiness-- Individually & Collectively Individuals may be at varying levels of readiness for a specific challenge or opportunity, while their collective constituency is at a different readiness level:  student vs. the student body  parent vs. parents as a whole  staff member vs. the collective staff

11. Assess Constituency Readiness If the challenge or opportunity requires something never experienced before, normal fear of failure can be misinterpreted as low desire (unwilling).

12. Assess Constituency Readiness Readiness assessment is not a negative personal reflection-- everyone is more ready for some opportunities than others. Readiness assessment permits the system to better meet its responsibilities-- as a first step to identifying the how.

13. Without using names, can you identify a failed school improvement effort that might have been more successful if implementation strategies had been better aligned to constituent readiness? --Group Work--

14. --Planning Guides/Process-- Issue/challenge Time line Considerations Constituency Identification Constituency Readiness Implementation Schedule Next Step

15. --Sample Assessments-- Able (skills) Continuous Improvement Leadership Team Time Resources District Understanding and Support Processes in Place Site Council ________(Bldg Specific) Willing (attitudes) Staff Change Actions Value Data in Decisions Value Input Receptive to Change ________(Bldg Specific)

16. Determine Proper Leadership Strategies Readiness, defined as willingness and ability, varies from challenge to challenge. So, how do we appropriately adjust implementation strategies?

17. Levels of Constituent Readiness Constituent readiness can be divided into four transition levels. Each represents a different combination of ability (skills) and willingness (desire). Unable and Unwilling Able and Willing Able, but Unwilling Unable, but Willing

18. Matching Leadership to Situation Able and Willing/Confident Able, but Unwilling/Insecure Unable, but Willing/Confident Unable and Unwilling/Insecure Constituent Readiness Leadership Strategy

19. Matching Leadership to Situation Able and Willing/Confident Able, but Unwilling/Insecure Unable, but Willing/Confident Unable and Unwilling/Insecure Constituent Readiness Leadership Strategy Telling/Teaching Selling Participating Delegating

20. Levels of Constituent Readiness Unable and Unwilling Able and Willing Able, but Unwilling Unable, but Willing At the lower levels of readiness, the leader is providing the direction—the what, where, when, and how —decisions are leader directed.

21. Levels of Constituent Readiness Unable and Unwilling Able and Willing Able, but Unwilling Unable, but Willing At upper readiness levels, the constituents become more responsible for decisions— decisions become constituent directed. This transition from leader to self-direction often results in apprehension.

22. What do we do if the affected constituency lacks the skills/abilities? Identify gaps Provide meaningful training/information

23. What do we do if the affected constituency lacks the willingness/attitude? Identify issues Develop intrinsic motivation

24. Intrinsic Motivation 1)Control 2)Cooperation 3)Support 4)Challenge 5)Meaning Five variables if intrinsic motivation:

25. Lanford International, 1998 Intrinsic Motivation

26. Bibliography The following related readings contain good ideas considered in this program: Belasco & Stayer. “Flight of the Buffalo,” Warner Books, Incorporated, 1993. Covey, Stephen R. “Principle-Centered Leadership,” Simon & Schuster, Incorporated, 1992. Hersey, Blanchard, & Johnson. “Management of Organizational Behavior,” Prentice-Hall, Incorporated, 2001. Holcomb, Edie L. “Getting Excited About Data,” Corwin Press, Incorporated, 1999.

29. Intrinsic vs. Extrinsic Motivation Pros Creates joy in learning. Everyone gets training on how to improve processes. Promotes recreational learning. Higher quality work from larger percent of workers. Intrinsic Motivation concentrates on creating systems and processes where people are encouraged to discover for themselves why work/learning is important, and thus are more likely to contribute quality effort. Intrinsic systems do not rely on rewards and punishments. Cons Results usually show gradual improvements. This level of training takes time away from work itself. Requires an abundance of learner resources. Must rely on trust and training instead of inspection to achieve increased levels of quality.

30. Intrinsic vs. Extrinsic Motivation Pros Gets quick results. Inspector learns much about the process. Relies heavily on training so only the inspector needs training. Extrinsic Motivation concentrates on creating levels of rewards and punishments to manipulate people into creating quality work. Cons Requires increasing levels of rewards and punishments to achieve better results. System is only as good as the inspector’s ability. Workers only correct mistakes identified by the inspector.