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Breaking Ranks ® : A Field Guide for Leading Change. Utah Association of Secondary School Principals’ Summer Conference Park City, Utah June 11, 2009 Dick Flanary Senior Director, Leadership Programs & Services. Breaking Ranks ® ~ A Dynamic Framework. 1996. 2004. 2006. 2009.

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breaking ranks a field guide for leading change

Breaking Ranks®:A Field Guide for Leading Change

Utah Association of Secondary School Principals’ Summer Conference

Park City, Utah

June 11, 2009

Dick Flanary

Senior Director, Leadership Programs & Services

the road from what to how
The road from “what” to “how”

Collaborative

Leadership

Curriculum,

Instruction, &

Assessment

Improved

Student

Performance

Personalization

the what of the breaking ranks framework

Collaborative Leadership & Professional Learning Communities

Curriculum,

Instruction &

Assessment

Improved

Student

Performance

Personalization

The “WHAT” of the Breaking Ranks® Framework
  • 3 Core Areas
  • Recommendations
  • Cornerstone Strategies

(Entry Points for Improvement)

collaborative leadership
Collaborative Leadership

Involve others in the change process through collaboration, review of data, and professional development.

6

personalization
Personalization

♥Provide opportunities for students to build relationships with adults and peers, and between themselves and what they learn.

7

curriculum instruction assessment
Curriculum, Instruction, & Assessment

►Build relationships between students and ideas

► Rigorous & Essential Learnings

► Student-centered

► Applied to real world

► Engaging

8

so what
So What
  • Why should the Breaking Ranks framework be important to you?
dropout problem
Dropout Problem

In a report released on June 4, 2009, “Less than one-third of teachers believed we should expect all students to meet high academic standards, graduate with skills to do college-level work, and provide extra support to struggling students to help them meet those standards.”

“Only 20% of teachers felt boredom was a factor in most cases of high school dropout while 47% of dropouts said they left school because they found it boring and uninteresting and did not see the relevance of school to real life.”

On the Front Lines of Schools: Perspectives of Teachers and Principals on the High School Dropout Problem. A Report by Civic Enterprises. John M. Bridgeland, John J. Dilulio, Jr. and Robert Balfanz. June 2009.

dropout problem15
Dropout Problem

In a report released on June 4, 2009, “62% of teachers and 60% of principals cited students being academically unprepared for high school as a factor in at least some dropout cases.”

“45% of dropouts stated their previous schooling in middle and elementary school had not prepared them for high school.”

On the Front Lines of Schools: Perspectives of Teachers and Principals on the High School Dropout Problem. A Report by Civic Enterprises. John M. Bridgeland, John J. Dilulio, Jr. and Robert Balfanz. June 2009.

middle school performance
Middle School Performance

“Eighth grade academic achievement is the best predictor of college and career readiness by high school graduation.”

Other predictor variables:

Background characteristics

Standard high school coursework Advanced/honors coursework

High school grade point average

Student testing behaviors

The Forgotten Middle: Ensuring that All Students are on Target for

College and Career Readiness Before High School. ACT. 2008.

changing paradigm
Changing Paradigm
  • While you slept, the national educational paradigm shifted from guaranteeing universal access to guaranteeing universal performance.
  • Regardless of what you hear about international education performance comparisons, no other country guarantees universal performance.
the change process
The Change Process

If you don’t define the change in your school, change will define you.

the change process22
The Change Process

“Implementation or change in practice is not a thing, a set of materials, an announcement, or a delivery date, rather it is a process of learning and re-socialization over a period of time involving people and relations among people in order to alter practice.”

Michael Fullan

implementing change
Implementing Change

Research literature has identified two broad factors that affect implementation of change: will and capacity.

Willrefers to the motivation and commitment of educators – leaders and teachers. Will resides in individuals.

Capacity resides in individuals and institutions.

What the Federal Government Can Do To Improve High School Performance,

Center On Education Policy. May 2009.

school culture
School Culture

“Culture is like the auto-pilot or mindset of a school. It is a combination of all the attitudes, beliefs, and values that guide the behavior of those in the school. If you attempt to implement reforms but fail to engage the culture of a school, nothing will change.”

Breaking Ranks: A Field Guide for Leading Change. P5.

slide26

Leadership - Design

Principal

Assistant

Principal

Counselor

Dept Chair

Teacher

slide27

Leadership - Redesign

ESL

Special Education

Math

Leadership Team

Technology

Advanced Placement

Counseling

Science

  • Flat
  • Collaborative
  • Outcome-Oriented
  • Process-Dominated
  • Autonomous
  • Democratic
  • Results Focused

Literacy

Principal

Principal

the real network
The Real Network

Leadership Change Initiative

The

Super-Hub

Isolated Nodes

slide29

Changing Structure

Changing Culture

structural change culture change
Structural Change ≠ Culture Change
  • Technical or Structural Changes
    • Interdisciplinary Teams
    • Small Learning Communities
    • Advisories
    • Flexible, Block Schedules
    • Ninth-Grade Academies
    • Career Academies
    • Common Planning Time
    • Professional Learning Communities
slide32

Structural Change ≠ Culture Change

  • Changing the Culture
    • Common Set of Beliefs
    • Shared Mission, Vision, Values, and Goals
    • Heightened Expectations
    • Shared Intentions
    • New Ways of Interacting
slide33

Structural Elements Necessary but not sufficient…

  • block scheduling
  • shared students
  • common planning time
  • common team
  • areas

Create effective teams –

the proof is in the doing!

  • Do Teachers:
  • believe in it
  • have skills to do it
  • have supportive school climate for teaming
  • engage in teaming practices

Stevenson, C., & Erb, T. (1998). How implementing Turning Points improves

student outcomes. Middle School Journal, 30(10), 51-52.

a process circle for guiding change
A Process Circle for Guiding Change

Breaking Ranks: A Field Guide for Leading Change. p. 24.

carefully examine data from a wide variety of sources to determine priorities
Carefully examine data from a wide variety of sources to determine priorities

Breaking Ranks: A Field Guide for Leading Change. p. 27.

school culture evaluation exercise
School Culture Evaluation Exercise

A Tool to Guide Change

Breaking Ranks: A Field Guide for Leading Change. pp.60-61.

school culture evaluation
School Culture Evaluation

The school culture is focused on the adults in the building

The school culture is focused on what is best for students

What is being taught is most important

What is being learned is most important

The emphasis is on covering the subject matter content

The emphasis is on demonstrating mastery of content

Teachers tend to “close their door” and teach in isolation

Teachers work together in collaborative teams

Teachers rarely interact with one another re: professional practice

Sharing of professional practice occurs on a regular basis

The staff isolates the students into “your kids and my kids.”

The staff embraces the students as “our kids

Grading policies are punitive in nature and discourage students

Grading policies enhance student motivation

slide38

Based on the data, explore possible solutions

that will lead to improved student performance

Breaking Ranks: A Field Guide for Leading Change. p.67.

slide39

Explore Possible Solutions

“How did you use the data that you had gathered and analyzed in step one to inform you in exploring possible solutions?”

Mel Riddile, NASSP

Breaking Ranks: A Field Guide for Leading Change. p. 67.

slide40

Determine what must be in place to implement the needed changes and build capacity

to address these needs

Breaking Ranks: A Field Guide for Leading Change. p. 83.

success factor checklist
Success Factor Checklist

A Tool to Guide Change

Breaking Ranks: A Field Guide for Leading Change. pp.92-93.

slide42

Establish

goals for an improvement plan designed

to improve student performance and ensure

clear communication

with all parties

Breaking Ranks: A Field Guide for Leading Change. p.105.

slide43

Create & Communicate Improvement Plan

How did you use what you learned by working through the “assess readiness and build capacity” piece to create and communicate your plan?

Patti Kinney, NASSP

Breaking Ranks: A Field Guide for Leading Change. p.105.

slide44

Implement, determine regular check points to monitor progress, collect and analyze additional data, make

adjustments

Breaking Ranks: A Field Guide for Leading Change. p. 117.

implement plan essential elements
Implement Plan: Essential Elements

A Tool to Guide Change

Breaking Ranks: A Field Guide for Leading Change. pp. 120-121.

slide46

Monitor & Adjust

What do the when things go wrong stories featured in this book teach us about the importance of “monitoring and adjusting” after you have implemented the plan?

John Nori, NASSP

Breaking Ranks: A Field Guide for Leading Change. p. 117.

for incremental change
For Incremental Change
  • Emphasize relationships
  • Establish strong lines of communication
  • Be an advocate for the school
  • Provide resources
  • Maintain visibility
  • Protect teachers from distractions
  • Create a culture of collaboration
  • Look for and celebrate success

McREL Meta-Analysis on Leadership

for substantial change
For Substantial Change
  • Shake up the status-quo
  • Hold everyone’s feet to the fire
  • Propose new ideas
  • Operate from strong beliefs
  • Tolerate ambiguity and dissent
  • Talk research and theory
  • Create explicit goals for change
  • Define success in terms of goals

McREL Meta-Analysis on Leadership

change49
Change

Deep change differs from incremental change in that it requires new ways of thinking and behaving.

It is change that is major in scope, discontinuous with the past, and generally irreversible.”

Robert Quinn

slide50

Breaking Ranks Leaders

►Have a clear vision and utilize their leadership to improve a school’s intangibles. Does your vision drive school performance? A school’s culture echoes the principal’s expectations.

►Understand that demography is not destiny.

►Understand that traditionally time has been a constant and achievement a variable and that this paradigm must be reversed so that time is a variable and achievement a constant.

slide51

Breaking Ranks Leaders

►Understand the urgency of teaching each student at a higher level. Until then, teachers will never understand the importance of teaching advanced content to most students. Until you change what teachers do in their classrooms, you won’t substantively change the school.

►Understand the difference in assessment for learning versus assessment of learning and that assessments must not be episodic and decontextualized.

Begin your redesign by focusing on one student at a time.

slide52

Breaking Ranks Leaders

►Understand what should be taught in the core curriculum.

What do kids need to know?

How are you going to determine if they know it?

What are you going to do if they don’t know it?

►Understand literacy, be a literacy leader and be able to recognize whether teachers are advancing students’ literacy skills and requiring students to use these skills to learn in all courses.

slide53

Breaking Ranks Leaders

►Understand the commitment and urgency to build capacity in adult learners as well as student learners. Lateral development is an untapped resource.

►Understand that they must manage and leverage systems and not have systems manage them.

►Model ethical & professional behavior and expect it from others.

Understand that the core mission of schools must drive their day.

change54
Change

“Insanity: doing the same thing over and over again and expecting different results.”

- Albert Einstein

special discount
Special Discount

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Use Promo Code

FIELDPCU

Special 25% Discount off Regular Price of

$23.95

www.principals.org/store

contact information
Contact Information

Dick Flanary

NASSP

1904 Association Drive

Reston, Virginia 20191

703-860-7294

flanaryd@principals.org

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