1. Introduction to Educational Leadership & Administration
EDA 505
Dr. Rich Hawkins

2. Pertinent Data Name Home Tel. # Work Tel # Email 1 Email 2
Home Address
Work Address
Grade/Discipline Taught
Administrative Aspiration

3. Thoughts about Leadership
“Leaders are visionaries with a poorly developed sense of fear and no concept of the odds against them.” – Robert Jarvik
“If you do not have time to read, you do not have time to lead.” – Phil Schlechty
“Readers are plentiful; thinkers are rare.” –Harriet Marineau
“People don’t leave companies, they leave leaders.” – Richard Leider

4. Thoughts about Leadership
"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has." – Margaret Mead
“The future belongs to the leader who can juggle a dozen conundrums at once.” – Tom Peters
The very essence of leadership is that you have to have vision. You can’t blow an uncertain trumpet.- Theodore M. Hesburgh
A rising tide raises all boats – J.F.Kennedy

5. Thoughts about Leadership
You do not lead by hitting people over the head- that’s assault, not leadership. - Dwight D. Eisenhower
What you always do before you make a decision is consult. The best public policy is made when you are listening to people who are going to be impacted. Then, once policy is determined, you call on them to help you sell it. - Elizabeth Dole
Most important, leaders can conceive and articulate goals that lift people out of their petty preoccupations and unite them in pursuit of objectives worthy of their best efforts.-John Gardner

6. Thoughts about Leadership
“Look at any leader who’s made a big change. The key is servanthood. You can’t lead without making sacrifices.” – Randy Hopper, US Military Academy
“If people are too intimidated or too reluctant to help their leaders lead, their leaders will fail.” – Michael Useem
“If you think I can run this place effectively all by myself, you’re nuts!” – RJH
The manager accepts the status quo; the leader challenges it. - Warren Bennis

7. Thoughts about Leadership
The first responsibility of a leader is to define reality. The last is to say thank you. In between, the leader is a servant. - Max DePree
Leadership is not magnetic personality that can just as well be a glib tongue. It is not "making friends and influencing people“; that is flattery. Leadership is lifting a person's vision to higher sights, the raising of a person's performance to a higher standard, the building of a personality beyond its normal limitations. - Peter F. Drucker
Time given to thought is the greatest timesaver of all. - Norman Cousins
The lowest performing teacher in your building sets your standard for what is acceptable – Rich Hawkins

8. Thoughts about Leadership
There's nothing more demoralizing than a leader who can't clearly articulate why we're doing what we're doing. -James Kouzes and Barry Posner
When dealing with people, remember you are not dealing with creatures of logic, but creatures of emotion. - Dale Carnegie
A leader's role is to raise people's aspirations for what they can become and to release their energies so they will try to get there. - David Gergen

9. Thoughts about Leadership
A leader takes people where they want to go. A great leader takes people where they don't necessarily want to go but ought to be. -Rosalynn Carter
You cannot be a leader, and ask other people to follow you, unless you know how to follow. - Sam Rayburn
You can't force commitment, what you can do... You nudge a little here, inspire a little there, and provide a role model. Your primary influence is the environment you create. - Peter Senge
Standardization, the great ally of mediocrity, wins out over imagination. – T. Sergiovanni

10. Thoughts about Leadership
“Look at any leader who’s made a big change. The key is servanthood. You can’t lead without making sacrifices.” – Randy Hopper, US Military Academy
“If people are too intimidated or too reluctant to help their leaders lead, their leaders will fail.” – Michael Useem
“If you think I can run this place effectively all by myself, you’re nuts!” - RJH

11. Margaret Mead said,
“We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet.”
Vision anyone?

12. Rules for a Learning Conversation
Speak from the Heart
Listen carefully to yourself and others
Be aware of your own Mental Models
Hold space for different opinions
Suspend certainty (a mind, like a parachute, only works while open). Stay in inquiry; limit advocacy
SLOW DOWN the inquiry. Sometimes you need to go slow to go fast

13. Check-In What it is and what it’s not How do we do it
Adult Learning Theory
The Rules:
“I’m in”
“I’m out”

14. Check-In Who are you? Where do you work?
What is your current assignment/role?
Why are you here and what do you want to get from this class?

15. Some Additional Thoughts…
No “…but”
“I would like to build on that….”
Substitute “and/both” for “either/or”
“I’m wondering…”

16. Expectations Review Course Outline Review Student Obligations
Be present in all ways and at all times
Be prepared for each day
Participate fully
Review Instructor Obligations
Answer all questions to the best of my ability

17. Let’s Review the Course Outline
Expectations
Let’s Review the Course Outline

18. Class Format We will follow and model the following protocols:
Facilitation
Lecture
Reflection (Individual and Group)
Generation (Collective Wisdom)

20. Overview What is a learning organization?
Why do I care?
What lies at the core of every organization?
How do structures produce behavior?
Relating systems thinking and organization culture to the practical application of Administration
The core is people and culture.

21. Outcomes To begin thinking like a leader
To understand the principles and practices of effective leadership
Leading through Inquiry
Servant Leadership
Leading with Vision
To increase or deepen your understanding of the conceptual and practical applications

22. Outcomes
To increase your understanding of the Five Disciplines of a Learning Organization (Senge, 1990)
To understand the disciplines and how they affect change
To increase or deepen your understanding of the conceptual and practical applications of Learning Communities

23. Outcomes continued…
To increase your capacity to use the skills imbedded in the disciplines for the betterment of your organization and its’ personnel
To increase or deepen your knowledge and capacity to engage in skillful discussions and, hopefully, dialogue

24. Outcomes continued…
To give me feedback throughout the week on content, format, and delivery

25. Setting the Stage for Understanding Organizational Culture
Clarify Purpose
Group inquiry
Artifacts
Espoused Values
Organization’s rationale-Why do they do things this way?
Cultural Assumptions
Sources of Meaning and Contradiction
What does your schools organization for instruction tell you about espoused values
This is important to you because as a change agent, you need these folks to be working with you. The higher you go the more dependent you become on others.
The Dance of Change, ( 1999) Senge et.al., pp

26. Describe the culture of your present organization
What is your organization’s genetic code?
What aspects stay constant amid the flux of people, info, and work? What values, ways of acting, or habitual beliefs reinforce your identity as “us”?
Who belongs?
Which people truly belong? Do they know they belong? Have they chosen to belong?
What is the purpose?
What wants to happen in your organization? Is it a desirable future? Is there a “shared vision” among all stakeholders?
Begin to divide into groups of 3. Reintroduce selves, reinforce LC Rules.
Environment: Happy, rewarding, exciting , motivating, social, anti-social, compartmentalized, etc???
Artifacts: teachers socialize? Dress code? Relationships with parents; are they present in classrooms on a regular basis? Does everyone have clarity of purpose? Common understanding of their purpose?
Why is culture important? Can you change culture? Not according to Schein>
Immerse and understand
2. Propose new values
3.intro new ways of doing things
4.articulate new governing ideas
5.if they adopt and it’s beneficial, then over time culture may change
The Dance of Change, ( 1999) Senge et.al., pp

27. Describe the culture of your present organization
How aware is your organization of itself and its environment?
Use artifacts/rituals of your culture to justify all of your observations.
Begin to divide into groups of 3. Reintroduce selves, reinforce LC Rules.
Environment: Happy, rewarding, exciting , motivating, social, anti-social, compartmentalized, etc???
Artifacts: teachers socialize? Dress code? Relationships with parents; are they present in classrooms on a regular basis? Does everyone have clarity of purpose? Common understanding of their purpose?
Why is culture important? Can you change culture? Not according to Schein>
Immerse and understand
2. Propose new values
3.intro new ways of doing things
4.articulate new governing ideas
5.if they adopt and it’s beneficial, then over time culture may change
The Dance of Change, ( 1999) Senge et.al., pp

28. Narrowing the path to espoused vs. actual culture
How does your culture define truth?
What does your culture believe about human capability?
What does your culture believe about human nature?
What does your culture believe about social organization?
Opinions? Argument? Data?
Individual will v. harmony and teamwork?
Theory X, Y, Z? Lazy? Watched? Trusted? Not solely responsible? ( McGregor)
Strict heirarchies?
The Dance of Change, p340
The Dance of Change, ( 1999) Senge et.al., pp

29. Setting the Stage for Understanding Organizational Culture
Narrowing Down The Cultural Diagnosis
Formal Intervention: Initiating Cultural Change
What results and new ways of working do we want to create?
Which cultural characteristics are most likely to hinder the change? Which will be helpful?
How would aba’s of all constituents shift? What would their concept of place in an organization shift?
What does your schools organization for instruction tell you about espoused values
The Dance of Change, ( 1999) Senge et.al., pp

30. Telltale Signs That Your School Has a “Learning Disability”
“I am my position!”
“The enemy is out there”
“The illusion of taking charge”
“The fixation on events”
The Parable of the Boiled Frog
The Delusion of Learning from Experience
The Myth of the Management Team
I am my position – trained to do our jobs- fail to connect to a greater purpose. Tell NASA janitor story
Enemy – always an external agent of blame
Taking Charge – pro-activity is the antidote to reactivity. Spin further out of control!
Fix on Events – React to event w/o seeing patterns
Frog – How do you boil a frog? Lesson: fear of sudden change causes immediate reaction; slow change lulls an org. to sleep and certain death.
Delusions: CORE Dilemma! “we learn best from experience but we never directly experience the consequences of many of our most important decisions.
Team: appearance only. Competition drives most “teams”
The Dance of Change, ( 1999) Senge et.al., pp

32. What is a Learning Organization?
It is “an organization that is continually expanding its’ capacity to create its’ desired future. For such an organization, it is not enough to merely survive. ‘Survival learning’ or what is more often termed “adaptive learning” is important – indeed it is necessary. But for a learning organization, ‘adaptive learning’ must be joined by ‘generative learning,’ learning that enhances our capacity to create”.
Aspirin vs. Vision
How do the personnel structures (policies, procedures, and practices) allow your district to “continually expand its’capacity and create its’future?
Name 6 ways it does and 6 ways it doesn’t.
Senge (1990), p.14

33. Awareness and Sensitivity Domain of Enduring Change
Personal, Practical Knowledge (PPK)
Attitudes, Beliefs, and Assumptions (ABA’s)
It’s All About Culture

34. A Learning Organization
Guiding Ideas
Evidence
Organizational Structure
(Domains of Action)
Innovations in Infrastructure
Theories, Methods and Tools

35. Framework for Strategic Leadership
Skills and Capabilities (ppk)
Relationships
Practices
Deep Learning Cycle
Guiding Ideas
ABBA’s
Evidence
Awareness and Sensibilities
PDSA
Domain of Strategic Architecture
Innovations in Infrastructures
T, M, & Tools

36. Disciplines of a Learning Organization
Personal Mastery
Mental Models
Team Learning
Shared Vision
Systems Thinking
Refer to WF handouts

37. Caution!!!!
STOP
The five disciplines are inextricably linked and interdependent
Each discipline can aid every organization, however, all disciplines must to be practiced simultaneously to maximize organizational effectiveness and efficacy.

38. Learning Organizations
The Three Legged Stool
Learning Organizations PM MM ST SV TL
Aspiration
Understanding Complexity
Inquiry

39. R

40. Five Disciplines Defined
Personal Mastery
The discipline of personal growth and learning. High levels of P.M. continually expand their ability to create the results they seek personally and professionally
Shared Vision
A vision that many are committed to because it reflects their own personal vision. It is the fuel that provides focus and energy for learning
PM – Orgs learn only thru individuals who learn. Individual learning does not guarantee organizational learning. Without, no org. learning is possible!
MM’s – Einstein said “Our theories determine what we measure.” The way we see the world influences every decision we make. We are prisoners of our own thinking. Phrases like out of the box” were invented to move people out of the MM’s.
Questions:
Give me an example of someone you know that exhibits high levels of personal mastery?
Give me an example of a shared vision you and at least one other person possess.

41. Five Disciplines defined
Mental Models
The attitudes, beliefs, and assumptions that each individuals hold that brings order to their world
Team Learning
“Team Learning is the process of aligning and developing the capacity of a team to create the results its members truly desire.” (Senge, 1990, p.236)
MM’s – Einstein said “Our theories determine what we measure.” The way we see the world influences every decision we make.
Mental Models – give me examples where one’s mental models (a,b,a’s influences their actions (religion, politics, parenting, promiscuity, sexual behaviors, etc.)

42. Five Disciplines defined
Systems Thinking
The discipline by which we understand the interconnectivity and relationships of all parts of an organization to the whole. * Planning considers the vision and decisions all reflect awareness of intended and potentially unintended consequences. * Accountability and assessment of goals is built in every decision.
“Them Bones, Them Bones”;The leg bone is connected to the hip bone etc

43. Your capacity to improve yourself and your organization
Personal Mastery
Your capacity to improve yourself and your organization

44. Personal Mastery
Describe a person and a situation that you observed that required high levels of personal mastery
What was the situation?
Who was the person?
What were the skills you observed?
Why were they necessary to resolve the problem?
Reflect silently for 28 seconds and then share your vignette with a friend.
Any surprises?

45. Not, “Here’s my vision. Let me share it with you.”
Shared Vision
Not, “Here’s my vision. Let me share it with you.”

46. Abraham Lincoln once said,
“You can’t escape the responsibility of tomorrow by evading it today.”

47. You must give birth to your images.
They are the future waiting to be born.
Fear not the strangeness you feel.
The future must enter you long before it happens.
Just wait for the birth,
For the hour of new clarity.
Rainer Maria Rilke

48. Link the Leg of Aspiration
PM/SV
The story of the Philharmonic

49. “You are what you think”
Mental Models
“You are what you think”

50. Within you right now is the power to do things you never
dreamed possible. This
power becomes available to
you just as soon as you can
change your beliefs.
Maxwell Maltz

51. Mental Models are: Inherently neither good nor bad.
Inherently neither right or wrong.
The sum of every life experience you’ve ever had.
Structural barriers we must suspend to enable growth and to see and accomplish things that conventional wisdom deems impossible.
You are what you eat.
Native Americans believe that you can never fully understand a man until you have walked a lifetime in his shoes.

52. The Ladder of Inference
Advocacy
I Take Action
I Adopt Beliefs
What I Conclude
What I Assume
What I Add
What I Select
Inquiry
What I See
Data Data Data Data Data Data Data Data Data

53. What you actually mean to say What you say
The Left Hand Column
What you actually mean to say
What you say
Has this ever happened to you or did you communicate the right hand column when what you really meant was…?
Knowing that this occurs on a regular basis, how might you dig below the surface on important issues?
How might this knowledge assist you in your role as a district personnel administrator?
Argyris (1997) describes this phenomena as “skilled incompetence” and a “defensive routine” found in many organizations.

54. How Do “Mental Models” Impact Organizational Learning?
They don’t, if they are not recognized, suspended, and modified through new learning!
If MM’s are not recognized and suspended, then:
The notion of “team” cannot exist.
Learning cannot take place
Conversations are filled with blame and lose-lose solutions
The organization is destined to create “Fixes That Fail.”

55. How Often Have You Been Up The Ladder?
Describe a scenario when your data was wrong because you rushed to judgment

56. Team Learning
“Team Learning is the process of aligning and developing the capacity of a team to create the results its members truly desire.”

57. Teams are characterized by openness, “both the norm of speaking openly and honestly about important issues and the capacity to continually challenge one’s own thinking. The first might be called participative openness, the second reflective openness.” (Senge, 1990, p. 274)
Do you have a team environment in your school? If yes, describe. If not, what is missing?

58. Team Learning: A Process of Alignment…OR NOT!
Shared Vision?
The Real: Herein Lies the Problem

59. Team Learning: A Process of Alignment
Shared Vision
The Ideal

60. Seven Instructional Priorities Continual Student Progress P.D.S.A.
It’s a question of alignment…
Success in Life
No Child Left Behind
Seven Instructional Priorities
Continual Student Progress P.D.S.A.
Operating Principles
NYS Standards
District Mission
William Floyd

61. The Power of Teams
Have you ever experienced a moment in time where you were in total sync with another person or groups of people? Have you ever experienced a time when everything felt like slow motion and others could read your mind without a word spoken?
Think about a successful sports team you were on.
Think about a successful musical performance in which you sang or performed.
Think about a conversation or situation you experienced with someone wherein you both deeply connected.
In the groove; In the zone; Totally in love.

62. The difference between groups and teams

63. Groups Teams Formed to fulfill structural design
Independent and disconnected
Comply with others goals and objectives
May be competitive internally and externally
Individual and organizational mistrust may exist
Doing what is right is valued over doing what someone wants you to do
Rely, expect and respect the contributions of every member
Interdependent and Supportive
Open Communications

64. Groups Teams Focus on individual’s personal goal(s)
Promotes internal competition
Promotes win-lose solutions
Rife with organizational politics
Who is more important than what
Focus on team’s goal(s)
Interdependent and Supportive
Promotes win-win solutions
Team supports the culture and mission
Decisions are participatory and focused on results
Maddux (1988), Argyris (1994), Quick (1992), Senge (1990)

65. It’s all connected and interdependent
Systems Thinking
It’s all connected and interdependent

66. Remove one part and the whole ceases to function efficiently
Anterior View
                            
Interdependent
Functions as a system
Remove one part and the whole ceases to function efficiently
“dem bones”
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67. The Iceberg Event Patterns Structures Mental Models
Event – What happened?
Patterns – What has been happening?
Structures – What forces are at play that contribute to the pattern?
Mental Models – What ABA’s support all of the above?
Great tool for assessing or creating “ideal evidence”
Describe a situation or eventevent
Mental Models

68. The Iceberg as a tool to understand the system
Step One – The Event
What was the event?
Less than 60% of the fourth grade students met the expected levels of 3 and 4 on the New York State English Language Arts Test.
Two Ways to React
Run up The Ladder of Inference
Tell a Story

69. The Patterns or Trends Step Two
What has happened before?
Chart the results.
What patterns do you see emerging?
The fourth grade E.L.A. results were steadily increasing then they began to drop.
What can we do to examine the patterns?
Create Causal Loops
Examine Behavior Over Time
Go on an Artifact Hunt

70. Systemic Structures Using the research from the 90/90/90 Schools
What fundamental aspects of the school need
to change in order to modify this pattern into
a shared vision of success for our students?
Using the research from the 90/90/90 Schools
Teachers need to focus on student learning rather then on what they are teaching
We need to focus on academic achievement
We need to collectively decide on clear curricular choices
We must have frequent and multiple chances for students to show improvement
We should have a strong emphasis on writing in all academic areas
We need to use external scoring to examine student work
What tools can we use to facilitate systemic change?
Create archetypes with our system
Develop structured diagrams

71. Mental Models What is it about our thinking that
has caused this structure to
persist?
Our children lack the resources to be successful in school
Our children lack the experiential background and language skills to be successful on the State Tests
How can we bring these mental
models safely to the surface for
inquiry and dialogue?
Engage in Learning Conversations
Grade level meetings
Faculty meetings
Tools to use to surface mental
models:
Mapping
Conversations that lead with inquiry
Mental Models

72. Vision Deployment Matrix – M.I.T.

73. “Without theory, there is no learning.” – W. Edwards Deming
How does this translate in educationeeze? Madelyn Hunter (anticipatory sets)

74. Guiding Ideas Operating Assumptions Operating Principles
Operating Rules
Introduce WF Operating Assumptions, Principles, and Rules.
Assignment: Based on your school culture, right 6 OA’s, OP’s, and OR’s that define your school’s culture.

75. Systems are knowable and predictable
Systems Archetypes
Systems are knowable and predictable

76. Unintended Consequences
Fixes That Fail
Symptomatic Fix
Issue
Unintended Consequences

77. The Chain Reaction of Symptomatic “Solutions”
Event
“Solution”
Core Issue
Event
“Solution”

78. Why have educational reforms failed?
We typically play here
Emotional Tension
Current Reality
Problems, Issues

79. Why have educational reforms failed?
Shared Vision
Problems, Issues
Emotional Tension
Current Reality
Problems, Issues
We typically play here

80. How can educational reforms succeed?
Shared Vision
Problems, Issues R
Creative Tension
We should play here
Notice how the question is reframed? Shifts the thinking. Mental models will still imprison our creativity. They still need to be exposed, recognized, accepted, and suspended. Then vision planning can proceed.
Current Reality R
Problems, Issues

81. Reflection and Generation
A New Idea?

82. “All learning processes are a continuous process of thinking and reflection.” – John Dewey

83. Single Loop Reflection Double Loop Reflection
Double Loop Learning
Reframing
Observing
Reflecting
Doing
Reconnecting
These reflects the difference between successful change initiatives and failure.
What initiatives exist in your district that you see as having no value? Why do they exist?
Because “that’s the way we have always done it!”
Studies on new teachers- adapt into old ways despite their new learnings.
Deciding
Reconsidering
Single Loop Reflection
Action
Double Loop Reflection
Reflection
Argyris and Schon (1978)

84. A very, very short course on how and where to begin
Dialogue
A very, very short course on how and where to begin

85. Rules for a Learning Conversation
Speak from the Heart
Listen carefully to yourself and others
Be aware of your own Mental Models
Hold space for different opinions
Suspend certainty (a mind, like a parachute, only works while open). Stay in inquiry; limit advocacy
SLOW DOWN the inquiry. Sometimes you need to go slow to go fast

86. Skillful Discussion and Dialogue
Issacs (1999) described our typical conversations as a process of “loading” and “reloading.” Very little listening occurs. A friend once told him, “People don’t listen. They reload.”
Skillful discussion and Dialogue require discipline, practice and, at least at the outset, a coach or facilitator to foster a deep, communicative environment

87. The Differences between Skillful Discussion and Dialogue
Discussion is about making a decision
Seeks closure and completion
“Decide” means “to resolve difficulties by cutting through them.”
It’s roots literally mean to “murder the alternative
Dialogue opens possibilities and to see new options
Evokes insight
A way of reordering our knowledge, particularly or ABA’s
It’s roots literally mean “flow of meaning
Issacs (1999), p.45

88. Dialogue
Is a process of building collective wisdom and deeper understanding of an issue, a situation, or a vision.
Encourages and values all participants and their contributions
Follows a few basic guidelines to maximize learning
Encourages participants to notice what they are feeling

89. Dialogue Is a process that focuses on inquiry, not advocacy
Discourages the use of the phrases, “yes, but…”, “yes, I agree, but…” and “or”. Encourages “…and”.
Encourages wondering phrases like, “I wonder why you see things like that?” or “I wonder if you could help me understand what you are saying?” or “I wonder why you are feeling that way?

90. The Route to Dialogue Reflective Dialogue Generative Dialogue Suspend
Conversation
Deliberation
Productive Defensiveness
Skillful Conversation
Dialectic
Suspend = Listen without resistance
Ref
Unproductive Defensiveness
Defend
Point of Decision
Controlled Discussion
Debate
Issacs (1999), p.41.

91. Defensive Conversations Unproductive vs. Productive
Defend
Skillful Conversation
Analytic
Data drives inquiry
Reasoning made explicit
Dialectic
Tension and synthesis of opposites
Defend
Controlled Discussion
Advocacy
Competing
Abstract Verbal
Debate
Resolve by beating down
Dialectic clarifies options

92. Dialogue Suspension Reflective Dialogue Generative Dialogue
Listen without resistance; lose identity
Reflective Dialogue
Explores underlying causes, rules and assumptions
Gets to deeper questions
Frames and/or reframes problem
Generative Dialogue
Invents unprecedented possibilities and new insights
Produces a collective “flow”

93. Setting the Stage for Dialogue
Clarify Your Intentions
Recognize your own mental models
Are you willing to be challenged?
Entry is Everything
Set the tone carefully…it will determine the flow of the conversation
Join Each Person Differently
Everyone brings their own lens and language
Respect and try to acknowledge their individuality

94. Setting the Stage for Dialogue
Create the Container
Set the stage using the guidelines.
Encourage participants to:
Evoke the Ideal
Support Dreaming Out Loud
Deepen the listening
Make It Safe For Opposition
Dare People to Suspend
Ideal: We may impact the world.
Dreaming: requires support. Eliminate “politeness and cynicism)
Deepen Listening: Listen with mind and heart
Opposition encourages real dialogue and inquiry
Suspension: If only by the leader at first; The power of one person who has the power to make room for other perspectives or points of view opens the space for possibility and creativity.
Isaacs (1999), p

95. How vs. Yes Questions
Unfortunately “how” questions are typically asked first. This prevents deeper inquiry because “how” questions connote action
Deeper understanding (Yes Q’s) must be understood prior to action.
“Yes” questions spread the responsibility to the group

96. “How vs. Yes” Questions How Orient Outward Ready Impulse
Assumes action
Promotes responsibility onto others
Action taking
Defensive – prevents deeper inquiry
Focused
Yes
Orient Inward
Personal Reflection
Questions action
Reveals ABA’s
Personally revealing
Engages self
Sets Priorities
Expands possibilities
Adapted from Peter Bloch

97. Reflections A Personal Journey
Please take a few moments to reflect on the day? What did you notice or wonder about? What were your most significant learning’s? What did you notice about the culture we’re creating? How are you learning and how does it feel to you?

98. Personal Reflections
What refusal have I been postponing that is preventing me from moving forward?
What commitment am I willing to make to this cause/solution/etc.?
What is the price I’m willing to make for necessary changes to occur?
What do I stand for?

99. Personal Reflections
What is my contribution to the problem I’m concerned with?
What is the crossroad I find myself at this point in my life/work?
What opportunities does this situation create for me?
What do I want to help create together with my colleagues?

100. Personal Reflections What do I really want to accomplish?
What can I do to link my aspirations with the organization’s mission?
What can I do to be the change I want to see?

101. The Journey
Mary Oliver

102. The Journey by Mary Oliver
One day you finally knew what you had to do, and began,
Though the voices around you kept shouting their bad advise-
Though the whole house began to tremble and you felt the tug at your ankle
“Mend my life!” each voice cried.
But you didn’t stop.
You knew what you had to do,
though the wind pried with stiff fingers at the very foundations,
though their melancholy was terrible.

103. It was already late enough, and a wild night, and the road full of fallen branches and stones.
But little by little, as you left their voices behind, the stars began to burn through the sheets of clouds,
And there was a new voice,
which you slowly recognized as your own,
that kept you company as you strode deeper and deeper into the world,
determined to do the only thing you could do-determined to save the only life you could save.