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Working Resistance

Working Resistance. Chris Hausammann, IU 3 PIIC Mentor chris.hausammann@aiu3.net Gen Battisto, PIIC Mentor genb@ptd.net. Professional Learning Opportunity The Radisson Camp Hill, PA July 26, 2010. Irresistible Coaching for Reluctant Suitors. Agenda. Please Do Now

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Working Resistance

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  1. Working Resistance Chris Hausammann, IU 3 PIIC Mentor chris.hausammann@aiu3.net Gen Battisto, PIIC Mentor genb@ptd.net Professional Learning Opportunity The Radisson Camp Hill, PA July 26, 2010 Irresistible Coaching for Reluctant Suitors

  2. Agenda Please Do Now Deconstructing Resistance Scenario Dealing with Resistance Ticket Out the Door

  3. Please Do Now Take a minute to list four or five tasks you now do differently than you did a few years ago. Compare the list with a partner. Discuss reasons for the changes.

  4. Deconstructing resistance* * from Jim Knight’s “Deconstructing Resistance,” The Instructional Coaching Virtual Conference, University of Kansas Center for Research on Learning, 2007 http://www.instructionalcoach.org/conference/virtual/knight2.html How do you deal with resistant teachers?

  5. Deconstructing resistance What can I do to reduce or eliminate opportunities for resistance?

  6. Essential questions: Are they getting to drink the water?

  7. Essential questions: Do they think they can do it?

  8. Essential questions: Are they getting the right stuff?

  9. Essential questions: Do I respect them as artists?

  10. Essential questions: Am I letting them do the thinking?

  11. Essential questions: Am I ignoring history?

  12. Scenario: A Shortsighted Vision—the Before Story

  13. Scenario: A Shortsighted Vision—the Before Story Betsy Henry is an experienced science teacher in a low-performing high school in a mid-sized Southern town. During the course of her career, she has taught all grade levels and most science classes in the high school. For the last few years, she has been teaching ninth grade, which is the entry point into the high school. She has some concerns about the ninth-grade program and does not think it effectively meets the needs of the students. Henry would like to make it more learner-centered and to encourage the ninth-grade teachers to include more hands-on, active, real-world instructional strategies that would engage their students.

  14. Scenario: A Shortsighted Vision—the Before Story Are they getting to drink the water? Do they think they can do it? Are they getting the right stuff? Do I respect them as artists? Am I letting them do the thinking? Am I ignoring history?

  15. Scenario: A Shortsighted Vision—the Before Story

  16. Scenario: A Shortsighted Vision—the Before Story Henry’s high school is in the Coffee County school district. Many of the families in the area work in low-skilled jobs in nearby tobacco-processing plants. The Coffee County School District administration wants to better prepare students for future educational and employment opportunities and is trying to improve student learning through a district-wide focus on instructional leadership. The superintendent introduced Henry’s principal to the concept of teacher leadership and asked him to identify a group of qualified teachers in his school to serve as leaders for improving instruction in an effort to improve student achievement.

  17. Scenario: A Shortsighted Vision—the Before Story Are they getting to drink the water? Do they think they can do it? Are they getting the right stuff? Do I respect them as artists? Am I letting them do the thinking? Am I ignoring history?

  18. Scenario: A Shortsighted Vision—the Before Story The principal then appointed Henry as lead teacher of the ninth-grade academic team. Within her new position, she would have release time to work with teachers and a small stipend for additional duties. Henry had no desire either for a title or for serving in an administrative capacity; however, she accepted because she viewed this new position as a way to implement her vision for a learner-centered instructional program across disciplines that would benefit ninth-grade students. Unfortunately, all did not go as planned. As soon as Henry began to make changes, she encountered the following obstacles….

  19. Scenario: A Shortsighted Vision—the Before Story Are they getting to drink the water? Do they think they can do it? Are they getting the right stuff? Do I respect them as artists? Am I letting them do the thinking? Am I ignoring history?

  20. Scenario: A Shortsighted Vision—the After Story (Obstacles) Unfortunately, all did not go as planned. As soon as Henry began to make changes, she encountered the following obstacles…. • Principal • Time and Place Colleagues

  21. Scenario: A Shortsighted Vision—the After Story (Obstacles) Colleagues. Her colleagues were not willing to work with her on the learner-centered project. They resented her new title and position as well as the benefits that came with her new responsibilities. In addition, they did not want to make changes and said they would just do what was required by the principal. They excluded her from team camaraderie, and she felt isolated from the collegiality she had enjoyed when she was an equal member of the team.

  22. Scenario: A Shortsighted Vision—the After Story (Obstacles) • Principal. The principal was not available for support. It seemed impossible to schedule a time with him to discuss plans and to report progress, and he was not willing to secure the resources she needed for staff training. When Henry created a new block schedule for ninth graders, which was more appropriate for the new hands-on teaching strategies, she encountered a glitch, and the principal showed his displeasure by taking the scheduling responsibility away from her.

  23. Scenario: A Shortsighted Vision—the After Story (Obstacles) • Time and place. Henry was always pressed for time, even though she was released from a weekly study-hall duty. She was afraid that her own teaching was suffering because of the time she was spending on implementing the new program. In addition, she had trouble scheduling a common time for the ninth-grade team to meet since everyone had a different planning period. Further, the members of the ninth-grade team were scattered all over the school in their subject department wings, so it was hard for her to have informal discussions in passing or to visit classrooms to observe and give feedback on instructional practices.

  24. Scenario: A Shortsighted Vision—the After Story (Obstacles)

  25. Reasons for Resistance People don’t know what to do (lack of knowledge). People don’t know how to do it (lack of skills/abilities). People don’t know why they are doing it (the purpose). 1 2 3 People are not involved in decision making. People are satisfied with the way things are. The workload and the work pressure are increasing. 4 5 6 People can’t see the benefits of changing. People don’t see the change agent or advocate as credible. People don’t experience support. 7 8 9 The innovation conflicts with the school culture. People are worried about failure. People have a negative past experience with change. 10 11 12

  26. Dealing with It* *from Michael Fullen’sLeading in a Culture of Change http://www.michaelfullan.ca/resource_assets/Keynote2006.pdf Think of a situation where you encountered strong resistance. What actions did you take initially? Using the worksheet below, pair up and interview your partner.

  27. Dealing with It

  28. Dealing with It*

  29. Ticket Out the Door • Identify three major reasons for resistance in your school(s). Suggest strategies for reducing the resistance:

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