Building Capacity for Sustainable Change Facilitative Team Time SI 2013

Building Capacity for Change “ If learning and change are truly our intent, a slower, more demanding, and more deliberative approach is required. We have to value struggle over prescription, questions over answers, tension over comfort, and capacities over needs and deficiencies.” - Peter Block

Energy into Action The litmus test of all leadership is whether it mobilises people’s commitment to putting energy into actions designed to improve things. It is individual commitment but above all it is collective mobilisation. Michael Fullan, Leading in Culture of Change, p. 9

What is Capacity? Define IT…Capacity for??

Dispositions of Teacher Leaders Commitment, etc. Will add citations here

First-Order Change An extension of past knowledge Implemented with existing knowledge and skills Within existing paradigms Consistent with prevailing values and norms Incremental How do we move to Second order change?

First-Order Change 1.Professional development to implement new editions of social studies textbooks 2.Reading The Five Dysfunctions of a Team and establishing norms for faculty meetings 3.Implementing a new dress code 4.Revamping the master schedule, moving from 7 periods per day to 6 5.Converting your school to International Baccalaureate (IB) status

Second-Order Change A break with the past Outside of existing paradigms Conflicts with prevailing values and norms Complex Requires new knowledge and skills to implement Marzano, Waters, McNulty, 2005

First- or Second-Order Change? 1.Adopting mathematics textbooks 2.Adding 15 additional minutes of instruction to the school day 3.Moving to non-graded classrooms 4.Assessing writing across the curriculum 5.Standardizing cafeteria menus across all schools in the district to meet new government requirements 6.Implementing new student data management software

First Order Second Order When stakeholders see the change as: Consistent with existing values and norms Advantageous for stakeholders Readily implement-able with existing knowledge and resources When stakeholders: Are unclear about how it will make things better for them Must master new knowledge, practices, or approaches to implement the change Feel the change conflicts with prevailing personal values and organizational norms

Respect the Change Process “The more accustomed one becomes to dealing with the unknown, the more one understands that creative breakthroughs are always preceded by periods of cloudy thinking, confusion, exploration, trial and stress; followed by periods of excitement and growing confidence as one pursues purposeful change, or copes with unwanted change”. Michael Fullan

2 nd Order Change Requires a district/school/teacher leader to ratchet up her/his idealism, energy, and enthusiasm. Fuels frustration and resistance from some Contributes to abandonment of some intitiatives. Ron Heifitz Marzano, Waters, McNulty

Change is like a planned journey into uncharted waters on a leaky boat with a mutinous crew. Michael Fullan

“Can’t say that I was lost, but I was bewildered once... for three days.” Daniel Boone Change will be uncomfortable at times. at times.

What are your initial ideas for building teacher leadership capacity in your current setting? 5-Step Reflection Protocol Question

5-Step Reflection Protocol 1.Quiet-Write 2.Pass your thought to the Right 3.Respond, add a thought 4.Pass across the circle 5.Read the results aloud one by one

Building ideas for capacity… In groups of 4-8… 1.Ask an open-ended question 2.Analysis group (half) discusses issue 3.Reflection group (other half) listens and gives “warm” and “cool” feedback 4.Analysis group responds to feedback 5.Debrief