1. Fullan identified 4 “wrong drivers” that often inform school improvement efforts:
Punitive Accountability
Individualistic Strategies
Technology
Ad hoc Policies
“It is not that these drivers should never be included, but rather that we should not lead with them.”

2. Capacity Building for Results
Fullan’s next step was to identify four “right drivers” that, put into an action framework, would become the foundation for building capacity in district systems.
Systemness
Collaboration
Pedagogy
Capacity Building for Results

3. The Right Drivers in an Action Framework
Right Drivers in Action
Systemness
Focusing Direction
Collaboration
Cultivating Collaborative Cultures
Pedagogy
Deepening Learning
Capacity Building
for Results
Securing Accountability

4. How are the “right drivers” at work in your district?
Just as the wrong drivers often work in concert and reinforce one another, so each of the four right-driver components serves the other three and must be addressed simultaneously and continually.
How are the “right drivers” at work in your district?
Use the Coherence Assessment Tool
to spark a table conversation

5. At the center of the framework is
LEADERSHIP.
It is leaders who tend the four components, who intervene when necessary, who “talk the walk” by downplaying the wrong drivers and employing the right drivers in concert with greater clarity and cohesion.

6. And how do leaders go about achieving coherence?
What structures and processes do you have in place that “connect the dots” on the path to achieving greater coherence?

7. “You need to be preoccupied with focus: a state or condition permitting clear perception or understanding; to direct your attention or effort to something specific; a main purpose or interest; direction You need “one main thing” or central improvement strategy that consists of the leaders’ nonnegotiable view of what, over time, will have the greatest impact on improving the system’s performance for children.”
Laura Schwalm
Former Superintendent
Garden Grove Unified School District
Coherence, pages 8 – 9

8. LUNCH

9. ? What Happens in Year 1 teams will present in the morning;
June training will be a time:
of celebration
to learn from each other
to reflect
to plan
Two protocols will guide our sharing:
Year 1 teams will present in the morning;
Year 2 Teams will present during afternoon breakout sessions
Each breakout session will include two Year 2 Teams and one Year 1 Team
Review what will happen in June
At the June state-wide workshop, teams will share progress to-date on the PoP/ToA with teams from regions other than their own.
Each session will include one of the Year 2 or Year 3 teams and two Year 1 team.
Morning Session: Both of Year 1 teams present and Year 2 teams provide coaching support
Afternoon Session: Year 2/3 teams present

10. Morning Protocol: Year 1 Team Presentations
In a Breakout Session Year 1 Teams present their work and receive feedback and coaching
Do a brief overview of the morning protocol to acquaint Team 2/3 members with their role in support of the Year 1 teams in the morning session: For the Year 2/3 teams the emphasis is on coaching the Year 1 participants on system wide change—and using their two years of experience in WSLA and their district to help Year 1s think ahead to Year 2.
Morning Breakout Session is 90 minutes total
Review the Overview and Learning Targets at the beginning of the protocol
Each Year 1 team has 25 minutes for its presentation
Review the questions that guide their presentation (Step 2 of protocol):
Briefly discuss your approach to the statewide PoP, your work to develop your Theory of Action, and the strategies you’ve identified to date.
What evidence of progress do you see? What are you seeing in terms of interim and ultimate evidence? What data or artifacts back that up?
How are you working on and what are your plans for changing district systems?
How have you involved others in the district in your first year work on the PoP?
What challenges have you run into during this process? Where are you stuck?
By the end of your presentation, share your responses to these questions:
In what areas would you welcome some coaching?
What issues/challenges/strategies/etc. could you use some help in resolving?
Year 2 will provide feedback—particularly COACHING FEEDBACK to Year 1 teams.

11. Reviewing the Afternoon Protocol
In a Breakout Session with a Year 2 or Year 3 Team, Year 1 Teams provide support and feedback
Review the afternoon protocol to acquaint Team 2/3 members with the protocol. The emphasis here is on summary and synthesis: what you’ve done to change your district culture, what has been the impact of your work, etc.
About 70 minutes total
The Year 2/3 team has 20 minutes for its presentation
Other teams will take notes on the Afternoon Protocol Note Sheet – based on the questions you see in the protocol
Districts may bring handouts if they wish. The number needed will be sent to Superintendents in plenty of time to make copies.
Review the questions that guide the presentation. We encourage districts to think creatively about how they’ll share their work and to resist the “talking heads” structure. (We won’t have access to projectors or screens, as usual; another opportunity for creativity!)
What progress have we made in each strand?
What evidence supports our assessment of where we place ourselves now?
What are we celebrating?
Where do we still have work to do? where have we not made the progress we hoped?
What are the implications of our placement on the Rubric as we continue to develop our Theory of Action and plans for the 2017 – 2018 school year?
Then, Year 1 team members will have a few minutes to conference to come up with questions they’d like to ask the Year 2/3 team. (Some suggested questions are part of the afternoon protocol note sheet.)
Following that, your facilitator will invite you into conversation with each of the teams.
(Instructors and Coaches: During the afternoon Team Time today, it might be helpful for teams to do some preliminary thinking about Spokane, even though coaches and district teams may not work on presentation until May or June. )

12. For Spokane and Elsewhere
Introducing a Tool for Providing Feedback
At the Spokane Workshop, we ask teams to provide feedback to one another on their work during their time in WSLA. When your team is listening to presentations, you’ll have the handouts we’ve just shown you to guide your notetaking and reflection on another team’s work.
Just as significant is a shared process and structure for providing feedback to other teams.
In Spokane, we’ll use the Wows, Wonderings, Wants Tool to guide that feedback.
Ask everyone to look at and read through the handout. You might do a quick synopsis of each category of feedback. [Ideally, this feedback tool could be incorporated into one of the meetings with the coach back in the district prior to Spokane: perhaps in the team’s work as they plan the presentation? Maybe, after a run-through, they could give each other feedback using the tool OR practice in some other way. Teams could even use it this afternoon as they go into Team Time conversations.]
Turn to an elbow partner
How might you use this tool as a WSLA team to review your thinking about your PoP or Theory of Action?
How could you use this tool as you share your WSLA work with broader audiences of staff, students, and community?

13. Applying today’s WSLA work to our district work
Initial preparation for Spokane
Practice using the Wows, Wonderings, Wants feedback tool during team time conversation

14. “One of the marks of an effective leader is not only the impact that they have on the bottom line of student achievement but also, equally, how many good leaders they leave behind. Thus, effective leaders choose, mentor, and otherwise develop other leaders. This has two payoffs. In the short run, there is more impact because of a critical mass of leaders who are working on a focused way on the same agenda. In the long term, the impact is even more powerful because these leaders form a critical mass of leaders for the next phase.”
One way of putting it oddly is to say that effective leaders develop teams of leaders and, consequently, if they are successful, become more dispensible to their organization.”
Michael Fullan

15. STATE-WIDE WORKSHOP FRIDAY, JUNE 23, 2017 SPOKANE WA FEATURING
ALL YEAR 1, YEAR 2, and YEAR 3 WSLA TEAMS
Keynote: Father Michael Oleksa
Reminder

16. Wrapping It Up Evaluation of Our Day
Melissa or Sharon will have a link posted on the WSLA Workshop – Participants File – ESD 101, Y1W4
Evaluation of Our Day