1. Urban Mathematics Education Leadership Academy Session 3 September 23-25, 2009 Denver, CO

2. Welcome

3. You Are Here Session 1: February 4-6, 2009 –Academy Orientation & Effective Leadership Practices –Designing, Implementing, and Evaluating Effective Professional Development Session 2: May 18-20, 2009 –Facilitating Teacher Learning in Mathematics –Developing Facilitation Skills for Collaborative Groups  Session 3: September 23-25, 2009 –Leading Individual and Organizational Change Session 4: December 9-11, 2009 –Leadership Skills for Sustaining Effective Practice –Portfolio Sharing Session 3 Academy UMELA

4. Resources Agenda Books Professional Books Resource Table (Bibliography) Academy Colleagues Photo Wall Facilitation Strategies Want Ads Comment Cards

5. Session 3 Goals Understand the research on educational change and how to apply it Build awareness of change principles related to school improvement Practice working as a team to promote continuous improvement in schools Learn the factors that inhibit or support people to make changes in practice Learn about the Concerns-Based Adoption Model and gain practice using CBAM tools for gathering data on changes in practice Network with other Academy participants and staff

6. Ground Rules for Collaborative Learning She/he who works, learns Challenge ideas Everyone has expertise Share “talk time” and engage in active listening Phrase questions for the benefit of everyone Take time for assimilation of and reflection on learning Take care of your own needs, physically and intellectually Honor times Cell phones on “silent”

7. Change 5 Things  Select a partner, stand up facing that person, and carefully look each other over.  Turn back-to-back and change five things about your appearance.  Turn back to face each other and identify the changes each partner made.  Turn back-to-back again and change five more things.  Turn back to face each other and identify the changes each partner made.

8. What did we learn and experience? How did you feel? –People respond to change differently. How many of you took something off? Put something on? –People think of change as a loss – as having to give up something rather than to enhance what they are already doing. How many of you exchanged something with your partner or someone else in the room? –People think of change as something they have to do alone.

9. What did we learn and experience? How many of you ran out of things to change? –People think they do not have enough resources. In what ways were the second changes you made different from the first? –People will often change superficially first; only when deep change is required and supported will it happen. Do the second set of changes you made still exist? Or, have you changed them back to result in your original appearance? –Changes don’t remain unless people pay attention to sustaining them.

10. Systems Thinking Systems Changing Simulation

11. Outcomes for the Simulation Have a simulated organizational change experience in a comfortable and low risk environment; Learn what it takes to create schools that are learning organizations; Learn strategies and models for organizational change; Practice working as a team to design and lead continuous improvement in schools.

12. Jigsaw: Can Schools Become Learning Organizations? Groups of 3 All: Intro paragraph 1’s: Systems Thinking & Shared Vision 2’s: Personal Mastery & Mental Models 3’s: Team Learning & New Leader

13. Jigsaw: Can Schools Become Learning Organizations? Groups of 4 All: Intro paragraph and last section: New Leader 1’s: Systems Thinking & Shared Vision 2’s: Personal Mastery 3’s: Mental Models 4’s: Team Learning Groups of 5 All: Intro paragraph and last section: New Leader 1’s: Systems Thinking 2’s: Personal Mastery 3’s: Mental Models 4’s: Team Learning 5’s: Shared Vision

14. Jigsaw: Can Schools Become Learning Organizations? Groups of 6 All: Intro paragraph 1’s: Systems Thinking 2’s: Personal Mastery 3’s: Mental Models 4’s: Team Learning 5’s: Shared Vision 6’s: New Leader

15. Systems Thinking Personal Mastery Shared Vision Mental Models Team Learning Organization

17. Your Role in The Simulation Your team represents staff, students, parents, administrators, and community members of the Verifine School District Your charge is to implement activities to help the district become a continuously improving learning organization.

18. Strategy Record Sheet YearActivityParticipants’ Initials Results# BENS 1 #4 Talk with J, K, OInterest 0

19. Progress Record Sheet AWARENESSPREPARATIONPRACTICEMASTERYRENEWAL Al X Beth XX Carla Dave XXX

20. Team Roles Recorder: Fills out Strategy Record Runner: Brings Strategy & Progress Record and Bits to facilitator. Brings feedback to team Assessor of Progress: Keeps Progress Record up to date Mover: Moves player pieces on board Facilitator: Makes sure all are involved; helps when team gets stuck.

21. Year End Reflection What change strategies worked well for you this year? (moved people and gained BENS) Where were you blocked and what did you do about it? How are you functioning as a team? What changes do you suggest to enhance your team? Based on what you have learned, what advice do you have for the other teams?

22. Visit and Learn from Others What strategies in what sequence worked well for other teams? What should you avoid doing? What advice can you gain from other teams?

23. Back in Home Teams Who are the people you are finding it hard to move? Who are the people who help bring others along? How can knowing about Adopter Types help you?

24. Adopter Types Innovator: eager to try new ideas, quick to jump on every band wagon 8% (Mia & Gary) Leader: open to change but more careful, trusted by other staff 17% (Eve, Noriko, Juanita, Upton, Ray) Early Majority: cautious and deliberate about change 29% (Beth, Carla, Dave, Ladonna, Owen, Thelma, Velma, Xavier) Late Majority: skeptical about new ideas but can be won over with peer pressure and administrative expectations 29% (Al, Fern, Hazel, Ken, Q.T., Su Ling) Resister: opposed to new ideas; often isolated 17% (Irene, Pat, & Will)

25. Reasons for Resistance to Change People don’t have enough information There’s no compelling case Poor communication about expectations Fear of failure Change doesn’t fit with the culture Stakeholders aren’t involved Lack of trust Ineffective leadership for the change Inadequate resources

26. How to Address Resistance Build relationships among all Practice communicating the negative aspects of the change as well as the positive Gather data about people’s concerns Address people’s concerns directly Build a shared vision of what you are trying accomplish and how it will benefit everyone Communicate high expectations for everyone to make the change

27. Back in Home Teams What ideas did you gain? What do you need to do next?

28. Year 2 Reflection How was year 2 different from year 1? What strategies are building your capacity to affect the system and sustain change? What activities seem to work for people who are further along in the stages of change? Based on what you have learned, what advice do you have for the other teams? How are you functioning as a team? What changes do you suggest to enhance your team?

29. Stages of Change Awareness: Need information to develop interest Preparation: Need help getting organized and developing skills Practice: Need support and feedback to master new approach Mastery/Integration: Need to communicate and coordinate with colleagues to make things work better Renewal: Need current data and planning to improve outcomes From the Concerns-Based Adoption Model (Hall & Hord, 2006)

30. Systems Perspective of Change Which activities in the simulation help you gain a systems perspective? Assess Problems and Processes Assess District Success Survey Stakeholders

31. How Did you Do? Add up your total Bens and the number of Player Pieces in each stage at the end of Year 3.

32. End of Game Debriefing Describe the Experience –How do you feel? –As a team choose a few words to describe your simulation experience. How is the simulation like real life? How is it different from real life?

33. Learning from the Game Discuss with your team the questions on Handout #6

34. Learning from the Game People and Change –What stages do people move through as they change? –How does that affect what activities and strategies you use to implement the change? –What combination of strategies is needed to move people from awareness to renewal? –What strategies will you need to sustain change?

35. Learning from the Game Effective Leadership –What role did you play as leaders of change? –How did the formal and informal leaders in the system to help you ? –What leadership is needed to sustain change?

36. Learning from the Game Systems Perspective for Change –What is the role of gathering and using data in a change initiative? What kind of data is needed at different stages in the change process? –What do you do to build a shared vision and commitment to sustaining the change? –How do people’s mental models or assumptions influence change and what can you do to surface assumptions?

37. Learning from the Game Understanding Change Process –Examine the activities in the Plan Do Check Act Cycle—are you including activities that take you through the whole cycle? –What areas need more attention? –How are you gathering and using data to check the effectiveness of your change initiatives and communicating results?

39. Systems Thinking Systems Changing Background Adopter Types (Handout #7) Understanding Resistance (Handout #8) Concerns-Based Adoption Model (Handout #12) Plan Do Check Act Cycle (Handouts #13 & #14) Learning Organization/Systems Perspective (Handouts #9 - #11) Elements of Effective Change (Handout #15)

45. Bringing it Home What ideas from the simulation will you use to enhance your leadership of change? Review the Bringing It Home handout (#16). Which of these ideas might work for you? Who will you talk with back home to share what you have learned?

46. Feedback “Gots and Needs” Help us reflect on the day and plan for tomorrow by writing at least one thing you “Got” today and one thing you still “Need.” Post on the Chart as you leave.