1. January Leadership: Creating and Sharing Knowledge MTL Meeting January 2010 Pandora Bedford Astrid Fossum Laura Maly Cynthia Rodriguez Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation.

2. Learning Intentions To connect the characteristics of effective leadership with the components of Fullan’s Framework and your personal goal(s) To understand the different types of knowledge To develop structures that will encourage the sharing of knowledge

3. Success Criteria By the end of this session, you will be able to create a new setting that is conducive to learning and to sharing the learning

4. Assignment Review Take out your notes from pp. 72-73 “Things to Discuss with Others” Find a partner sitting near you Decide who will take on each role: Role 1 – Listener Role 2 – Speaker

5. Assignment Review Share the feedback from p. 72 with your partner. How can you sustain your effective leadership characteristics? How can you improve on your ineffective leadership characteristics?

6. A Framework for Leadership Michael Fullan, Leading in a Culture of Change, 2004

7. Building Academic Vocabulary In your MTL notebook, complete steps 2 and 3 of Marzano’s vocabulary process for the term “Tacit Knowledge” Be sure to self-assess your current understanding of the term using a 1-4 scale

8. Building Academic Vocabulary Let’s play Balderdash We are going to show you a definition, and your table team must choose the correct term Raise the correct index card when you’ve made your decision

9. Knowledge Words and numbers that can be communicated in the form of data and information a. Explicit knowledge b. Tacit knowledge c. Datamation knowledge

10. Knowledge Skills, beliefs, and understanding that are below the level of awareness a. Explicit knowledge b. Tacit knowledge c. Sub-cranial knowledge

11. Knowledge Something not easily visible and expressible a. Explicit knowledge b. Tacit knowledge c. Ghost knowledge

12. Knowledge Highly personal and hard to formalize, making it difficult to communicate or share with others a. Explicit knowledge b. Tacit knowledge c. Plaid Pajama Pants knowledge

13. Knowledge Subjective insights, intuitions, and hunches a. Explicit knowledge b. Tacit knowledge c. Psychic knowledge

14. Knowledge Deeply rooted in an individual’s action and experience a. Explicit knowledge b. Tacit knowledge c. “I’ve done that too” knowledge

15. Knowledge Ideals, values, or emotions that a person embraces a. Explicit knowledge b. Tacit knowledge c. Hug Me knowledge

16. Accessing Tacit Knowledge Nonaka and Takeuchi (1995) say, “The sharing of tacit knowledge among multiple individuals with different backgrounds, perspectives, and motivations becomes the critical step for organizational knowledge creation to take place. The individuals’ emotions, feelings, and mental models have to be shared to build mutual trust”. (Fullan p.118)

17. Building Academic Vocabulary Refer to your MTL notebook, complete step 5 of Marzano’s vocabulary process for the term “Tacit Knowledge” Be sure to add new information to your description and illustration and to re- assess your current understanding of the term using the 1-4 scale

18. Creating a Culture of Sharing 1. Start with moral purpose, key problems, and desirable directions - but don’t lock in; allow room for exploration and contribution. 2. Create communities of interaction around these ideas. 3. Ensure that quality information infuses interaction and related deliberations. 4. Look for promising patterns; consolidate gains and build on them. (Fullan p.120)

19. A Culture of Sharing Activity Choose a partner One person will read the Ford scenario on pp. 124-125 The other person will read the scenarios on pp. 127-129 (BP, Army, Bechtel) Each person will need to identify and share the elements from p. 120 in their scenario

20. Creating a Culture of Sharing 1. Start with moral purpose, key problems, and desirable directions - but don’t lock in; allow room for exploration and contribution. 2. Create communities of interaction around these ideas. 3. Ensure that quality information infuses interaction and related deliberations. 4. Look for promising patterns; consolidate gains and build on them. (Fullan p.120)

21. Education Scenarios Examine the two scenarios with your group Determine what type of knowledge is being shared in each scenario

22. Education Scenario Based on the topic in the previous scenarios, each table needs to create a new scenario where both explicit and tacit knowledge can be accessed and shared Make the scenario realistic for your school setting

23. Knowledge is a Social Phenomenon People are more likely to change through a process of see-feel-change than through a process of analyze-think-change. The role of the leader is to create a process that helps people see new possibilities that engage their emotions and thus change behaviors or reinforce changed behavior. (Fullan p.121)

24. A Framework for Leadership Michael Fullan, Leading in a Culture of Change, 2004

25. Revisit Your Personal Goal Take out your personal leadership goal Make revisions as necessary Add new steps that incorporate what you have learned about “Creating and Sharing Knowledge”

26. February Assignment Continue to work on your personal leadership goal Bring back a written description of a meeting or professional development session that you will facilitate in the next month that encourages the creation and sharing of both explicit and tacit knowledge

27. Feedback Question Do people in your school feel a responsibility for sharing knowledge? Why or why not?