Before we begin

2. Before we begin

3. Before we begin • Please switch seats 60 55 50 45 40 35 0 10 20 25 15 30 5 1 4 2 3

4. The only person who likes change is a wet baby!!!

5. Targets • Identify the phases for systems change • Identify some strategies for creating effective change

6. A scholar’s thoughts on change

7. A scholar’s thoughts on change

8. IMPLEMENTATION CONSENSUS INFRASTRUCTURE Three Phases Needed for Systems Change

9. CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION CONSENSUS INFRASTRUCTURE

10. Don’t Commit Assume-i-cide • Don’t “assume” we can SKIP this phase • Don’t “assume” we have enough commitment to go forward • Don’t “assume” the staff will just be compliant Heartland Education Agency

11. Consensus Is… • derived from Latin roots meaning “shared thought” • a process for group decision-making • a gathering and synthesis of ideas • arriving at a final decision acceptable to all • achieving better solutions

12. Consensus does NOT mean: • A unanimous vote • A majority vote • Result is everyone’s first choice • Everyone agrees • Conflict or resistance will be overcome immediately Heartland Education Agency

13. Effective Consensus Process • All group members contribute - everyone’s opinions are voiced, heard and encouraged • Differences are viewed as helpful • Everyone agrees not to sabotage the action or decision made by the group • Members agree to take responsibility for implementation Heartland Education Agency

14. Building Consensus in your District/School What have you done to build consensus? What do you still need to do to build consensus?

15. Moving from Consensus to Infrastructure and Implementation • How do you know when you are ready? • Do 80% of staff agree on the vision? • Have you developed a communication plan with all stakeholders? • Has your staff moved from asking why questions to asking how and what questions?

16. Ready-Fire-Aim You will never be as “ready” as you would like to be Belief Behavior

17. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + CHANGE

18. Creating Effective Change

19. Creating Real Change • Direct the Rider: The rational side • Motivate the Elephant: The emotional side • Shape the Path: Show them the way Taken from Switch: How to change things when change is hard by Chip Heath & Stan Heath, 2010

20. Directing the Rider:The Rational Side

21. Directing the Rider:The Rational Side • Find the bright spots • Script the critical moves • Point to the destination

22. Find the Bright Spots • Much of the knowledge and skills you will need already exists within your district • Your job is to locate it and cultivate it

23. Script the Critical Moves

24. Script the Critical Moves

25. Script the Critical Moves

26. Script the Critical Moves • Avoid Analysis Paralysis • The more choices we have, the less likely we are to act • Continuing with current practice is easier because there are no decisions to be made

27. Script the Critical Moves Interventions Progress Monitoring Decision rules and protocol Core Curriculum with strong instruction Universal screener Data based teaming Leadership Professional Development

28. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + FALSE STARTS

29. Script the Critical Moves Interventions Progress Monitoring Decision rules and reading protocol Core Curriculum with strong instruction Universal screener Data based teaming Leadership Professional Development

30. Point to the Destination • What is the final goal? Where are you heading? • Create a destination postcard:

31. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + CONFUSION

32. What happens when we don’t direct the rider

33. Motivating the Elephant:The Emotional Side

34. Changing people’s actions is all about affecting people’s emotions

35. Motivate the Elephant • Find the feeling • Shrink the change • Don’t spook the elephant • Grow your people

36. Find the feeling • “Trying to fight inertia and indifference with analytical arguments is like tossing a fire extinguisher to someone who’s drowning. The solution doesn’t match the problem.” - Switch

37. Find the feeling • Acknowledge that change is hard • Expect some difficult times • People want to hear the music

40. Find the feeling • School Culture can stop change in it’s tracks • People can be perceived as irrational • Decisions can be made poorly • Personalities can get in the way • Initiative fatigue

41. Incentives Our professional work is our personal work

42. Incentives • Show change will make their job more effective and efficient • Work smarter not harder • Show staff the pay off for the students • Staff will not be “compliant” unless they believe it good for them and their students.

43. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + RESISTANCE

44. Climate = Relationship • People will work harder for people who they like and trust • People will perceive you as an object until you get to know them. • Real change does not happen on the macro level, it happens over and over at the personal, micro, level.

45. Shrink the change Break down the change into manageable steps. We do not want to spook the elephant.

46. Shrink the change People choose to adopt on things that they perceive as easy and powerful.

47. Shrink the change • Connect the initiative to what you have already done. • When people realize that this is not new, but rather a framework for what has been done, the task is not so mighty.

48. Not another thing! RTI PLC Interventions ELL Professional development Grade level meeting Behavior Core Program TAG Special Education Instruction Title I Assessment THE BUDGET

49. Grow your people • Professional development should always be in place. • There is a difference between won’t and don’t know how.

50. Grow your people If top down management worked we could mandate people into change.