1. Name of Facilitator Instructional Leadership:

2. Welcome ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved. Name of Superintendent –Welcome & Why Important Name of Facilitator –Overview / Agenda –Enduring Understandings –Guiding Questions –Targeted Objectives –Introductions

3. Intended Outcomes Participants will… Increase knowledge of the “Change Process Model,” framing a change, and leadership responsibilities that provide guidance to manage personal transitions during the change process. Apply concepts to a specific school initiative Connect workshop concepts to research- based critical behaviors for implementing performance accountability Apply learning by developing of an action plan ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

4. Proposed Norms & Expectations Stay focused and fully engaged –no competing conversations please Participate to grow –share openly and monitor your listening Be a learner –create your own meaning and application Get your needs met –ask questions that benefit the group –personal questions on breaks Housekeeping –silence cell phones –handle business later – share ONE point …then next person

5. Instructional Leadership Core Component is Managed through Key Processes Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

6. Performance Accountability: Leader holds self and others responsible for realizing high standards of performance for student academic and social learning. There is individual and collective responsibility among the faculty and students. ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

7. Research-based Critical Behaviors How do instructional leaders implement programs and practices to hold faculty accountable to reach the highest levels of performance. How do instructional leaders implement programs and practices that hold the school accountable to families for the learning of their children. How do instructional leaders implement social and academic accountability equitably for all students. How do instructional leaders use faculty input to create methods to hold faculty accountable. ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

8. Action Plan Review & make notes regarding… –Definition of core component (top) –Definition of key process (left-top) –Research-Based Critical Behaviors Rate self –5 = highly effective –3 = effective –1 = ineffective List evidence to support rating ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

9. Managing Personal Transitions Segment Guiding Questions How do instructional leaders effectively communicate the need for implementing a performance accountability system? How do instructional leaders gain staff buy-in for change & the process of implementing of a performance accountability system? ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

10. McREL Research on School Leadership School Leadership That Works –21 School Leadership Responsibilities Flexibility …statistically positive impact Communication …statistically positive impact, but often unintended negative perceptions –How will your communication meet the needs of the individual? –Robert Marzano, What Works in Schools, 2003 10 ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

11. McREL Framework for Change Leadership Quick overview: –Create demand for the initiative Failure OFTEN results from NOT continuously working on creating demand –Thoroughly plan the implementation –Manage personal transitions for the new initiative –Monitor and evaluate BOTH student achievement and teacher implementation ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

12. Managing Transitions Differentiate your approach using… –Magnitude of Change –Stages of Concern –Levels of Use …to identify the individual’s needs Create new structures and processes to do the work –Break old habits & create new norm ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

13. Change influences internal transitions Change from the organization is external and it influences personal transitions which are internal ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

14. What leaders need to know about at the “Ending” / Unfreezing (the previous way) Take stock of what will be left behind (closure) Grieve for the loss (letting go of the old way) Understanding how the past fits with the future (linking common values and strategies) From the work of William Bridges & Kurt Lewin ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

15. What leaders need to do about the “Neutral Zone” / Changing Production dips Things may not seem to work ( a period of decreased success is possible) Individuals may experience frustration Chaos is possible Creativity is possible (remember the concept of trialability..it can be important that some people manage the transition) From the work of William Bridges & Kurt Lewin ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

16. What leaders need to do about the “Beginning”/ Refreezing (the new way) Phase where individuals grow Developing new understandings, values, attitudes, & identities takes TIME Making a commitment to the new way, will occur only after successful personal experience Willingness to take a risk that the new way will work varies by individual –Consider adopter categories and rate of adoption –From the work of William Bridges & Kurt Lewin ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

17. Instructional Leaders MUST respond… Recognize the personal transitions associated with second-order change. Make time for closure – Allow people to grieve the loss. Connect elements of the past with the new initiative – analyzing similarities and differences is helpful. Guard against your personal frustration and help others feel comfortable with the chaos during the transition. ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

18. Research indicates that action & experience precedes change in understanding, values, and attitudes Given this is true for most people, how does this impact your leadership for implementing a performance accountability system? Consider the following: ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

19. Handout: Communicating with a focus on Managing Personal Transitions –Examine the table labeled Framing Transitions Applying Personal Transition Concepts ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

20. APPLYING PERSONAL TRANSITIONS CONCEPTS ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.  Individually, brainstorm strategies to facilitate staff, learning team, and/or individual transitions through stages  unfreeze the current situation,  changing and then  refreeze the new vision/initiative  Be sure that you address all 3 stages  Different individuals may need help through different stages of the transition

21. Applying Personal Transitions Concepts Share your ideas as a table group –Create one BIG brainstorm list –Select 3 per phase to share with whole group Share whole group –Remember our norm…ONE idea at a time –No repeat ideas –We may go around the room multiple times to share more ideas ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

22. Tools to determine needs… Magnitude of Change –Predictive Stages of Concern –Readiness; listen to choice of words Levels of Use –Level of doing; observe implementation Once you know the individual’s needs, you can apply appropriate strategies –help that person let go of the old ways –develop a new way of operating ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

23. Framing new beginning with 4P’s Help people to start down the new road by focusing on … –Purpose, –Picture, –Plan, and –Part The individuals part in the new system is often the most significant aspect of framing the new beginning…without it, many people will stick to their old way! ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

24. Framing new beginning with 4P’s What people needWhat leaders do Purpose Understand the purpose behind the initiative or intended outcome Explain the purpose; many personal conversations Picture See what the initiative or intended outcome looks like and feels like Create a “compelling picture” of the future Plan Have a plan for how to get from here to there Lay out the plan (step-by-step) Part Have a part in the plan and the intended outcomes Allocate a part to the individual ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

25. Individually, brainstorm strategies to facilitate application of the 4P’s –Purpose –Picture –Plan –Part Be sure that you address all 4P’s –Different individuals may be helped through the transition by different P’s Framing new beginning with 4P’s ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

26. Framing new beginning with 4P’s Share your ideas as a table group –Create one BIG brainstorm list –Select 3 per P to share with whole group Share whole group –Remember our norm…ONE idea at a time –No repeat ideas –We may go around the room multiple times to share more ideas ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

27. Closure for this Segment Consider the guiding question(s) Use column labeled “Strategies/Ideas” –Connect today’s discussions with the “Research-Based Critical Behaviors.” –List at least THREE things per box Pair Share ONE strategy you learned today and how you plan to use it at your school. 27 ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

28. Conclusion and Development of an Action Plan Review the following… –Targeted Objectives –Research-Based Critical Behaviors Next Steps –What additional data do you need? –Who will you involve in process? –What resources do you need? Action Plan –Do what? By when? ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

29. Workshop Closure In table groups (in a round robin format) –Share one new learning and describe how you will apply it in your job –NO REPEATS! ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.

30. Workshop Closure Please complete “Participant Feedback” form –Grant research –Improve future workshops ©AZ Board of Regents, BEST Professional Development, 2012. All rights reserved.