welcome to our principals institute · individual responses to change through change curve...

Welcome to ourPrincipals Institute

Welcome

Norms/Punctuality Prizes

Logistics

Introductions

Purpose

• Provide a space and place where Talent Development Principals can come together to share knowledge and expertise and explore successes and challenges of implementing the Talent Development/DN model

• Use the collective wisdom in the room to design prototypes for how to provide feedback to students about course performance in ways that prepare them for their transitions

• Learn about Design Thinking as a possible approach to ongoing improvement of implementation

• Collaborate to deepen our understanding as a network

Norms

Err on the side of action/fully participate

Be optimistic and have fun

Phone /technology stacking when not using for design activities or during breaks

Honor time

Create a portrait of your partner you will share when you introduce them.

You have 30 seconds.

When last we met……

UNDERSTANDINGSCIENTIFIC DISCOVERIES

SOMETIMES REQUIRES

UNLEARNING WHAT WE ONCE BELIEVED TO BE TRUE

We decided……

And then we explored …

Kegan and Lahey Immunity to Change

List a commitment to change we are unable to keep

List behaviors what are we doing we doing and what are we not doing to support the commitment

Identify the hidden commitment that has greater priority

Identify the “Big Assumption” that underpins the competing commitment

So what are our current commitments when it comes to giving students feedback on course performance?

Read the passage at your table.

Discuss as a table group your obstacle to changing grading.

Decide what you want to share with the entire room.

Report out will be about 3 minutes.

d.mindsets

EMPATHYgives confidence that you are working on a meaningful problem;forces you to take a perspective other than your own

IDEATIONgives you copious and diverse design solution possibilities to select, develop and test

PROTOTYPING & TESTgives confidence that your solution meets the need you uncovered;accelerates learning when you adopt a low-resolution prototyping mindset

“The single most important lesson I learned in 25 years talking every single day to people, was that there’s a common denominator in our human experience. The common denominator I found in every single interview is we want to be validated. We want to be understood.

I’ve done over 35,000 interviews in my career. And as soon as that camera shuts off, and inevitably in their own way, everyone asks this question: ‘Was that okay?’

I heard it from President Bush, I heard it from President Obama, I’ve heard it from heroes and from housewives, I’ve heard it from victims and perpetrators of crimes. I even heard it from Beyonce in all her Beyonce-ness…

They all want to know: ‘Was that okay? Did you hear me? Did you see me? Did what I said mean anything to you?’”

Oprah Winfrey

empathize: how?

without judgment

with a beginner’s eyes

with curiosity

optimistically

respectfully

1. “Tell me about the last time you…”

2. “What was the best…” “What was the worst…

3. “And why is that?” “Can you tell me more

about that?”

Questions:

Our Challenge: Redesign the grading ( course performance) student experience at your partner’ s school.Start by gaining empathy…..

Interview12 Min (2 sessions x 6 minutes each)

Notes from your first interview

Dig deeper12 minutes each (2 sessions x 6 minutes each)

Notes from your second interview

Adapted from. d.school crash course. http://d.school.stanford.edu/dgift

Switch roles and repeat Switch roles and repeat

Reframe the problem

Capture findings 3 min

needs : Things they are trying do*

*Use verbs

Insights: New learning about partner’s feelings/ worldview to leverage in your design*

*make inferences from what you heard

Define problem statement 3 min

___________________Partner name/ description

needs a way to _____________________________________

User’s need

Surprisingly// because // but. . .

[circle one]

_______________________________________________________

_______________________________________________________

Insight

Adapted from. d.school crash course. http://d.school.stanford.edu/dgift

come together and understand the experience

identify user, reveal the needs, articulate insights

reframe the problem into a new point of view

define: how?

Quotes Thoughts

FeelingsActions

Student point of view…..

Hope predicts GPA and retentionin college, and hope scoresare more robust predictors ofcollege success than high schoolGPA, SAT, and ACT scores.

come together and understand the experience

identify user, reveal the needs, articulate insights

reframe the problem into a new point of view

define: how?

point of view: components

specific user

deep need

empathy-based insight

If you want something new you are going to have to stop doing something old.

Peter Drucker

reframe: what’s your unique perspective

this is probably the most important part of the brainstorm. what do you (and your team) know about this challenge that no one else has considered? not in terms of your long-held expertise, but instead unique user-centered insights. what’s your specific vision (not solution) about how you want change people’s lives?

another way to think about this is: what assumption are you going to disrupt on your way to a successful solution?

A semi structured team based method of rapid idea generation

http://www.youtube.com/watch?v=9K8W4ooygUU

HOW to brainstorm: Rules

Generate How Might We Stems….

Brainstorm in Team: 12 minutes

HMW . . .

Selection :: Post-Brainstorm

THERE IS NO ‘BEST’ IDEA

DON’T EDIT BASED ON FEASIBILITY YET

MAINTAIN YOUR INNOVATION POTENTIAL

Day One ReflectionsDirections for Next Steps Vision

High School Principals – BalfanzMiddle School Principals – Elmer

Talent Development Principals Return to Salon G for Team Time

Networking Time this EveningLogistics for Wednesday

Immediately Following Lunch

DN Principals – Awards in Salon DEF

TD Principals – Salon G

Assumptions as Leader

• Beneficial change is possible

• Change can be studied, understood and influenced

• Analysis of conditions for change is necessary to effective implementation

• Certain conditions are necessary –

leadership, vision, skills, incentives, resources, a clear action plan

• People need to have the will, skill, knowledge, and capacity to change• Bay Area Coalition for Equitable Schools

www.youtube.com/watch?v=0Cd7Bsp3dDo

http://www.youtube.com/watch?v=0Cd7Bsp3dDo

Individual Responses to Change through Change Curve

•Acceptance of change and taking steps to make it work

•Time for celebration and reflection

•Threaten sense of safety and security

•Defense against change

Denial Resistance

ExplorationCommitment

Mastering the Change Curve – Jaffee, Scott

40

DENIAL

Begins with awareness of change.

Is a defense against change; preserves the present.

u

u

Takes the form of ignoring or not responding to information about the change.

u


41

RESISTANCE

Normal and natural reaction to change.

Is a result of making people let go of their comfort zones.

u

u

Why leave what is safe and comfortable?

u


42

EXPLORATION

Begins when the change is accepted.

Involves feelings stronger and more proactive about making the change.

u

u

Less anxiety about the change and more confidence about taking needed action.

u


43

COMMITMENT

Characterized by seeing the change as the “new norm.”

Feelings of success are a result of learning new skills and integrating the change into one’s life.

u

u


Four Corners

• Individually read the information on your phase

– 3 – 4 minutes

• Discuss how you see evidence of this phase with your staff as you implement the Talent Development Model

– 7 minutes

• Decide what might be most important to know about this phase and any action steps that come to mind for members of your school community in this phase

– 5 minutes

• Create a graphic that represents this phase and next steps for shaping the path through change for your staff

– 3 – 5 minutes

Denial

School members in the denial phase need information about “why” the change is happening. They need specifics about what will be expected in their individual role and clarity around what they know and what they need to know.

Resistance

Everyone resists change. School members in resistance need reassurance that it is a natural part of the change process.

Provide probing and clarifying questions and statements to help these school members make a paradigm shift from blaming others for the change (perceived as discomfort) and rationale for the changes being implemented.

Exploration

• School members in this phase are seeking information and understandings that will help them develop new skills needed for the change.

• They need input to imagine what they are trying to create such as site visits, video clips, press articles, research etc.

Commitment

• Members of the faculty and staff at this phase see the reform initiative as the new norm.

• It is a time for reflection and opportunity to monitor and adjust.

Types of followers

• Alienated followers who are capable but cynical.

• Conformist followers who are the “yes” people of the organization. They do their jobs and follow orders.

• Passive followers who require constant direction and let leaders do the thinking for them.

• Exemplary followers who are independent, innovative and willing to question the leadership. They work well with others and represent the organization in a positive and consistent manner.

Kelley 1998

Reasons People Choose Not to Follow a New Initiative

• Dislike/mistrust of leader/concept

• Different beliefs

• Limited or different vision of future

• Loyal to previous leader/concept

• Personal issues

• Insufficient communication

• Lack of skills

• Experiences of previous initiatives that have failed

Now What?

Reflect on and assess current will and

skill of staff at your school

– How does an understanding of individual responses to change impact implementation supports?

– What is an area to develop? How do you see yourself initiating the next steps?

Check In

Reflections

Walk Through the Day

Principals ShowcaseFive Good Minutes

EWI Part of our ProgramMike Sabin

All the creative, wild,

bad, OK, and undeveloped ideas from your brainstorm

Yield familiar and

incremental results

When evaluated with

typical “attractive” and “feasible” criteria before direct

implementation

idea selection is a critical step

All the creative, wild,

bad, OK, and undeveloped ideas from your brainstorm

Can be developed

for feasibility

Selected for potential

we will select and develop

high potential ideas

IDEATION : Select multiple concepts

Use contrasting selection criteria to preserve innovation potential

A tangible, testable representation of your idea

prototype: what?

to gain empathy

to explore

to test

to inspire

get deeper understanding

build to think

learn and refine solutions

inspire with your prototype

prototype: why?

prototype rough

and rapid

identify the variable

you want to explore

let go of your

prototypes

create

experiences

prototype: how?

Design thinking Hawaii…d.school

prototype: tools

Get Feedback

Find a different group Test your idea

Play the role of end user and give feedback.

6 minutes for each share/test, then switch.

Every principal needs a blog and…..

QR Codes

Free graphic calc application

Live streaming

The DESMOS Graphing Calculator:

Elegant

Intuitive

Flexible

Free!!!

9. It is platform and device agnostic:

• Works on both Apples and PCs

• Works on desktops, laptops and tablets

• Can be accessed from the internet or downloaded onto a device

5. Although the learning curve for Desmos is not at all steep, there are quick, easy, online tutorials available at desmos.com.

• Check out this site for things such as:

• A downloadable, printable Quick Start Guide

• The Just Add Sliders interactive tutorial

• The Tables of Data interactive tutorial

1. Saving and sharing work involves nothing more than creating a free Desmos account for a class, for a course or for a student.

Student use of social media in their personal lives

Social Media Use Grades 6-8 Grades 9 - 12

Maintain a personal social networking site 48% 59%

Participate in online discussion boards, communities, chats 45% 56%

Use web tools for collaborative writing 30% 30%

Use web tools to create alerts or notifications for self organization 24% 24%

Make videos to share online with others 20% 18%

Contribute to wikis or blogs about their interests 14% 14%

Speak up 2011 National Findings: K-12 Students and Parents

High School Student Initiated Use of Technology to Support School Work

Digital Activity

Girls Boys

AdvancedTech User

Average or BeginnerTech User

Advanced Tech User

Average orBeginner User

Text with classmates 75 73 66 60

Take photos of assignments usingMobile device

57 49 44 35

Find videos to help with homework

51 41 43 32

Use Facebook to collaborate on projects

43 35 33 24

Skype or iChat with classmates 36 28 33 21

DIY Learning 1 in 10 have sent out a Tweet about an academic topic

12% have taken an online class they found on their own

15% have tutored other students online or found an expert to help them

1 in 5 have used a mobile app to organize their school work

1 in 4 have used a video that they found online to help them with homework

30% of 6-8 and 46% of 9-12 have used Facebook as an impromptu collaboration tool for classroom projects

Speak up 2011 National Findings: K-12 Students and Parents

Principals ShowcaseFive Good Minutes

Voyce Gage ParkSafiyah Karimah

Until we meet again..

Extra from scarcity….probably won’t get too…

The Importance of Trust

S x E = R Strategy x Execution equals Results

But there is a hidden element to take into account: Trust between staff

(S x E) T = R (Strategy x Execution) multiplied by Trust equals Results

Trust could be a ‘tax’ or a dividend

S x E = R Trust ( tax or dividend) = Net Result

10 x 10 = 100 less 40% tax = 60

10 x 10 = 100 less 10% tax = 90

10 x 10 = 100 plus 10% dividend = 110

Stephen MR Covey – The Speed of Trust

Daniel Pink on How Teachers Can ‘Sell’ More to Students – Education Week pdWebinar

welcome to our principals institute · individual responses to change through change curve...

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