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LEADING AND SUPPORTING CHANGE FOR SCHOOL AND DISTRICT LEADERS. Alaska School Leadership Institute Rural Alaska Principal Preparation Project Opening Session May 29, 2012 Anchorage, Alaska Facilitated By Kelly Tonsmiere, Al Bertani, Lexie Domaradzki,

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LEADING AND SUPPORTING CHANGE

FOR

SCHOOL AND DISTRICT LEADERS

Alaska School Leadership Institute

Rural Alaska Principal Preparation Project

Opening Session

May 29, 2012

Anchorage, Alaska

Facilitated By

Kelly Tonsmiere, Al Bertani, Lexie Domaradzki,

Julia Payne-Lewis, Susan Garton, Al Smith

RAPPS Alaska



Organizing our temporary system
Organizing Our Temporary System

  • Follow the instructions of your host

  • Move to the main institute learning room

  • Find your Home Group table (Numbered)

  • Introduce yourselves in Home Group

  • Be prepared for the Program Orientation


  • ASLI 2012 – Welcome and Introductions

    • Kelly Tonsmiere, ASDN

    • Mike Hanley, EED Commissioner

  • RAPPS – U.S. ED School Leadership Grant

  • RAPPS Partners

    • UAA

    • Alaska Administrator Coaching Project

    • RGI

    • EED

    • Comprehensive Center

  • RAPPS – UAA Graduates

  • RAPPS Instructional Design Team

  • (Program Overview & Critical Friends)

ASLI 2011



Congratulations to the may rapps graduates

Congratulations to the May RAPPS Graduates

11 May graduates

6 continuing with last courses


Ben dolgner bering strait school district
Ben DolgnerBering Strait School District


Tania erickson grant lower kuskokwim school district ap in quethluk for 12 13
Tania Erickson-GrantLower Kuskokwim School District AP in Quethluk for 12/13


Willis ferenbaugh bering strait school district
Willis FerenbaughBering Strait School District


Matthew good kashunamiut school district principal chevak
Matthew GoodKashunamiut School District Principal, Chevak


Howard jeff goodrich southwest region school district
Howard (Jeff) GoodrichSouthwest Region School District


Bernie grieve alaska gateway school district
Bernie GrieveAlaska Gateway School District


Erich kuball kuspuk school district
Erich KuballKuspuk School District


Nancy mason yukon koyukuk school district
Nancy MasonYukon Koyukuk School District


Marlene schmitt lake peninsula school district
Marlene SchmittLake & Peninsula School District


Randi shrider yukon koyukuk school district
Randi ShriderYukon Koyukuk School District


Patty vink bering strait school district special education program facilitator intern
Patty VinkBering Strait School DistrictSpecial Education Program Facilitator/Intern


Continuing students
Continuing Students

  • Samantha Afcan, LYSD, Akakanuk, 6th grade

  • Colter Barnes, LPSD, Kokhanok & Levelock

  • Dana Bartman, SWRSD, Manokotak

  • Bonnie Dompierre, AGSD, Tok, 2nd grade

  • James Stewart, NWABSD, Kiana, 5th, 6th grade

  • Joe Ward, LPSD, Chignik Lake School


Quick summary for rapps
Quick Summary for RAPPS

  • May graduates (Cohort #3) represented 8 RAPPS districts: BSSD, LKSD, Kashunamiut, SWRSD, AGSD, Kuspuk, YKSD, and LPSD.

  • Placement rate was 8 of 11, with one out-of-state placement and one central office placement.

  • Program completers to date: 41 (33 placements)

  • Cohort #4, plus continuing: 23

  • RAPPS goal is 55 principals! 64


Lexie Domaradzki,

Independent Consultant

Edmonds, Washington

Julia Payne-Lewis

Professional Development Specialist

Measured Progress

Dover, New Hampshire

Susan Garton

Associate Professor

University of Alaska – Anchorage

Anchorage, Alaska

Al Bertani

Leadership Development Consultant

Chicago, Illinois

DESIGN TEAM


LEADING

AND

SUPPORTING CHANGE

FOR

SCHOOL

AND

DISTRICT LEADERS

FOCUS


Strategy 1 Establish a Sense of Urgency

Strategy 2 Build a Powerful Guiding Coalition

Strategy 3 Creating a Vision

Strategy 4 Communicating the Vision

Strategy 5 Empowering Others to Act on the Vision

Strategy 6 Planning for and Creating Short Term Wins

Strategy 7 Consolidating Improvements and

Producing Still More Change

Strategy 8 Institutionalizing New Approaches

From What Leaders Really Do; John Kotter; Harvard Business Review Book; 1999

CONTENT


Institute Purpose

To build school and district leadership capacity using

strategies, processes, tools, and protocols for leading

and supporting change.

To learn how to create a vision, communicate the vision, and institutionalize new approaches.

To examine how to build a sense of urgency, take stock using data, and establish a guiding coalition to drive the work.

To learn strategies and protocols for initiating the work, setting expectations, and following-through on the work.

To engage in critical friends conversations to help colleagues address the challenges and issues they face in their respective leadership roles.

To learn about emerging best practices from rural Alaskan schools and districts through the Festival of Ideas.

To utilize daily District Team Planning Time to reflect and plan for 2012 – 2013.

PURPOSES


  • Program Coherence and Scope

  • Home Group Structure

  • Learning Group Structure

  • Pairings, Small, and Mixed Groups

  • Critical Friends Conversations

  • Festival of Ideas for 2012

  • Best Practices from Rural Alaska

  • District Team Time – Daily

DESIGN


7:00-8:00 a.m. Breakfast On Your Own

8:00-9:00 a.m. Connecting Content and Community and

Critical Friends Conversations

9:00-9:15 a.m. Transition and Break Time

9:15-10:30 a.m. Concurrent Session 1 – Learning Groups

10:30-10:45 a.m. Transition and Break Time

10:45-12:00 p.m. Concurrent Session 2 – Learning Groups

12:00-12:45 p.m. LUNCH

12:45-1:15 p.m. Festival of Ideas 2012 (Choice Sessions)

1:15-1:30 p.m. Transition and Break Time

1:30-2:45 p.m. Concurrent Session 3 – Learning Groups

2:45-3:00 p.m. Transition and Break Time

3:00-4:30 p.m. District Team Planning Time

SCHEDULE


Session norms
SESSION NORMS

  • The LEARNING belongs to you, and it rests largely with you.

  • Enter into the discussions ENTHUSIASTICALLY!!!

  • Give FREELY of your experience, but don’t dominate the discussion.

    4. CONFINE your discussions to the task assigned.

  • Say what you THINK… be honest!

  • Only ONE PERSON should talk at a time… avoid private conversations while someone else is talking…

  • Listen ATTENTIVELY to the presentations and discussions.

  • Be PROMPT and REGULAR in attendance.

  • Follow the HAND SIGNAL from the session leader and MONITOR discussion time by watching the TIMER on the screen.

  • Place your cell phone on SILENT or VIBRATE to limit distractions.


What We Believe About Learning

Consider this:

We Learn About...

10% of what we READ

20% of what we HEAR

30% of what we SEE

50% of what we both SEE & HEAR

70% of what we DISCUSS with others

80% of what we EXPERIENCE personally

95% of what we TEACH to someone else

Adapted from Eldon Ekwall, 1974






  • ASLI 2012 – Evaluation Process

  • Robert Ozuna, President - RGI

  • Introduce RGI Evaluation Team

  • Daily Feedback Form

  • Interviews – Selected Members

  • Still Photo and Video Documentation

  • End-of-Institute Overall Evaluation

  • District Team Planning Time

PROCESS


Critical friends conversations
CRITICAL FRIENDS CONVERSATIONS

Each morning begins with a critical friends conversation

(Begin on Tuesday Evening – See Instructions)

Table groups divide into quartets – mix returning and new

Facilitators will help organize and serve as time keepers

Use The Consultancy Protocol for conversations

Each member will have an opportunity to discuss a specific challenge one day during the week

Members serve as Critical Friends for one another


The consultancy protocol
THE CONSULTANCY PROTOCOL

Step 1 Description of Challenge (5 minutes)

Step 2 Clarifying Questions (3 minutes)

Step 3 Discuss and Recommend (16 minutes)

Step 4 Presenter Reflection (6 minutes)

The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004


The consultancy protocol1
THE CONSULTANCY PROTOCOL

Step 1 Description of Challenge (5 minutes)

Overview of Challenge

Frames a Question for the Group to Consider

Presents Evidence as Appropriate

Step 2 Clarifying Questions (3 minutes)

Group Asks Questions for Clarification Purposes

Questions that Have Brief, Factual Answers

Presenter Responds with Brief, Factual Answers

The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004


The consultancy protocol2
THE CONSULTANCY PROTOCOL

Step 3 Discuss and Recommend (16 minutes)

Group Members Talk to One Another about the Challenge Described

Potential Questions

What did we hear?

What didn’t we hear that we think might be relevant?

What assumptions seem to be operating?

What questions does the challenge raise for us?

What do we think about the challenge?

What might we do or try if faced with a similar challenge?

What would we recommend?

Group Members Make Suggestions serving as Critical Friends

Presenter Doesn’t Speak – Only Listens and Takes Notes

The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004


The consultancy protocol3
THE CONSULTANCY PROTOCOL

Step 4 Presenter Reflection (6 minutes)

Challenge Presenter Reflects on What He/She Heard

Challenge Presenter Shares What He/She Is Now Thinking

Challenge Presenter Highlights Specific Ideas/Comments that Resonated

The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004


The consultancy protocol4
THE CONSULTANCY PROTOCOL

Step 1 Description of Challenge (5 minutes)

Step 2 Clarifying Questions (3 minutes)

Step 3 Discuss and Recommend (16 minutes)

Step 4 Presenter Reflection (6 minutes)

The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004



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