1. The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Change is hard! Protocols can help Sara Summ and Heidi Erstad Technical Assistance Coordinators

2. Session Description Selecting an evidence-based practice is one thing; engaging others to fully implement a selected practice is something else altogether! In this interactive session, participants will experience a protocol designed to help individuals/teams think more deeply about a change issue they are addressing in their schools and districts. Participants will leave with a powerful learning strategy to use in their own setting.

3. An evidence-based practice, intervention, program, idea… is one thing. Implementation is something else altogether. Neither one is very useful without the other. Implementation Science tells us…

4. Adapted from Ronald A. Heifetz & Donald L. Laurie, “The Work of Leadership,” Harvard Business Review, January-February 1997; and Ronald A. Heifetz & Marty Linsky, Leadership on the Line, Harvard Business School Press, 2002

5. What is a dilemma? A dilemma is a puzzle, an issue that raises questions, an idea that has conceptual gaps, something about process or product that you can’t quite figure out. Dilemmas deal with issues you are struggling with in your work – something that is problematic for you or that hasn’t been as effective as you would like it to be. Often, a dilemma crosses over many parts of the educational process.

6. Dilemmas The principal is interested in implementing PBIS; but doesn’t see the value in following the PBIS framework for implementation. The principal is supportive of the implementation of PBIS, but is not a strong leader in the building. We keep getting grants to do specific projects with students and the community, but when the money is gone, the work doesn’t continue. No matter how hard I try to be inclusive and ask for everyone’s ideas, about half of the people don’t want to do anything new — they think things were just fine before.

7. What is my dilemma? Is it something that is bothering you so much that your thoughts regularly return to it? Is it something not already on its way to being resolved?. Is it something that doesn’t depend on getting other people to change? Is it something important? Will working on this dilemma make a meaningful difference in your practice, student learning, and others in your profession? Is it something that you are actually willing to work on? If the answer is YES! to most of these questions, you have found a good dilemma!

8. How do I dig deeper into my dilemma? Why is this a dilemma for you? Why is it important to you? If you could take a snapshot of this dilemma, what would you see? What do you assume to be true about this dilemma? How have these assumptions influenced your thinking about it? What have you already done to try to remedy or manage the dilemma? What have been the results of those attempts to remedy/manage it?

9. How do I express my dilemma in the form of a focus question? The focus question summarizes your dilemma and will guide the Consultancy Group in its discussion of your dilemma. Try to pose a question around the dilemma that seems to you to get to the heart of the matter. What do you really want to know?

10. Handout

11. The Consultancy Protocol

12. The Consultancy Protocol Definition and Purpose A structured process for helping and individual or team think more expansively about a particular, concrete dilemma. Help colleagues examine school improvement challenges from alternative perspectives and expand our collective repertoire

13. “To diagnose a system …in the midst of action requires the ability to achieve some distance from those on-the- ground events. We use the metaphor of ‘getting on the balcony’ …to depict what it means to gain the distanced perspective you need to see what is really happening.” ― Ronald A. Heifetz, The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World

14. Presenter: Candidly shares dilemma and focus question to be discussed by the group; open to feedback and questioning, presuming best intentions Consultants: Actively listens without judgment; asks questions and provides insights to presenter; NOT solve the presenter’s dilemma Facilitator: Guides the process Timekeeper: Keeps protocol moving The Consultancy Protocol Roles

15. The Consultancy Protocol 1 Presenter shares dilemma and focus question 5 - 10 min 2 Consultants ask clarifying questions 5 min 3 Consultants ask probing questions 10 min 4 Consultants discuss the dilemma 15 min 5 Presenter reflects on questions and ideas 5 min 6 Group debriefs on process 5 min Total: 45 – 50 min

16. Clarifying Questions Clarifying questions help the consultants understand the context of the dilemma: Who? What? Where? When? How? Can be answered quickly and succinctly, often with a phrase or two. Examples: How often are you in the building? When do you meet with the superintendent?

17. Probing Questions Probing questions help the presenter expand thinking about her/his dilemma They are open-ended, take longer to answer, and often require deep thought on the part of the presenter Examples: Why do you think this is the case? What would have to change in order for…?

18. Probing Questions Cautions and Tips

19. PROBING QUESTION STEMS Why is this such a dilemma for you? What bothers you most about it? How did you decide/determine/conclude…? Why do you think this might be the case? What might you see happening in your classroom/school if you …? What would have to change in order to…? What’s your hunch about…? What do you feel is right in your heart? What does your gut tell you? What do you assume to be true about…? How might your assumptions have influenced your thinking? What’s your greatest wish? When have you done/experienced something like this before? What’s another way you might…? How is …different from…? What is the connection between … and…? What if the opposite were true? Then what? What would it look like if…? What do you think might happen if…? What criteria did /would you use to…?

20. What did we hear?What didn’t we hear that might be relevant? What assumptions seem to be operating? What might we do or try if faced with a similar dilemma? What have we done in similar situations? Dilemma Discussion

21. Presenter Reflection What were the most significant comments, ideas, and questions the presenter heard? What new thoughts or questions does the presenter have now?

22. Process Debriefing Share a word or sentence about what you observed or experienced. What do you know now that you didn’t know before? What worked well in the process? What might we do differently if we use this protocol again? Are there opportunities where you might use this protocol in your work?

23. “We can not solve our problems with the same level of thinking that created them.”

24. Final thoughts and questions

25. The Wisconsin RtI Center (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Feel free to contact us! Sara Summ, summs@wisconsinRTIcenter.orgsumms@wisconsinRTIcenter.org Heidi Erstad, erstadh@wisconsinRTIcenter.orgerstadh@wisconsinRTIcenter.org