1. OSCA TRAINING CONSORTIUM In the same way that crash diets don’t work, we must abandon the search for a quick fix. Emotion and Hope: Constructive Concepts for Complex Times, Micheal Fullan Rethinking Educational Change With Heart and Mind CHANGE & IMPLEMENTATION

2. OSCA TRAINING CONSORTIUM CHANGE… People Organizations PHASES What might it look like? (schools & boards)

3. OSCA TRAINING CONSORTIUM 17% Suspicious, opposed to new ideas, low in influence, isolated RESISTER 29% ‘set in their ways’, won over by peer pressure & admin expectations LATE MAJORITY 29% Cautious & deliberate about adopting, follower EARLY MAJORITY 17% Open to change, careful about getting involved, trusted by other staff LEADER 8% eager to try new ideas, risk taker, perceived as maverick INNOVATOR ADAPTING TO CHANGE Adopting Educational Innovations Program, University of Texas (Austin) People…

4. OSCA TRAINING CONSORTIUM Staff Learning 1. Why? Achieving a Common Understanding Reculturing not Restructuring 2. What? 3. How? People… “Change would be easy if it weren’t for all the people.”

5. OSCA TRAINING CONSORTIUM Where are we? 5. Renewal Maybe I can improve this by…. 4. Mastery I can do this. 3. Practice Just have things ready…..this isn’t like it used to be. 2. Preparation Just tell me what I need to know. How will this affect me? 1. Awareness What’s it about? Who cares? PHASES - People

6. OSCA TRAINING CONSORTIUM Organizations – Schools, Boards Things are the way they are because they got that way. Unless things change, they are likely to remain the same.

7. OSCA TRAINING CONSORTIUM Systems Approach Seeing the forest … not just the trees. The Organization - School & Board

8. OSCA TRAINING CONSORTIUM “Systems thinking is a discipline for seeing wholes, recognizing patterns and interrelationships, and learning how to structure those interrelationships in more effective, efficient ways.” Senge, P. & Lannon-Kim, C., 1991. The Organization - School & Board

9. OSCA TRAINING CONSORTIUM What is it that we want for our students? SCHOOL SUBJECTSTA PROGRAM CO-CURRICULARS School structures aligned with plan / vision. The Organization - School & Board

10. OSCA TRAINING CONSORTIUM What is it that we want for our students? Align school initiatives with vision & plan. Differentiated Instruction / Focus on Instruction Choices Into Action Safe Schools Focus on the Learning Environment etc. The Organization - School & Board

11. OSCA TRAINING CONSORTIUM What might it look like? Teacher Adviser helps student with AEP, is aware of student progress in all subject areas, contacts home as required, TAP activities aligned with vision. Teacher Adviser helps student with AEP; distributes report card. TAP activities have little focus. Most initiatives aligned with visionFew initiatives aligned with vision. Referral process in place, staff roles & responsibilities defined & clear Roles & responsibilities unclear All teachers integrate competencies into appropriate curriculum content. Some teachers integrate competencies into appropriate curriculum content. Most / all of competencies – breadth & depthStatus quo – few competencies addressed - focus on depth, gathering of evidence to inform planning, to provide feedback for students Refined vision / planWhat is it that we want for our students? Begin to develop a vision & a plan. LATEEARLY

12. OSCA TRAINING CONSORTIUM Components of Successful Change Effective Leadership Attention to People Using Systems Thinking Using and Understanding Processes Systems Thinking, Systems Changing; The Network, Inc.

13. OSCA TRAINING CONSORTIUM “Finding a way to reconcile positive and negative emotion is the key to releasing energy for change. The initiator or leader of change who combines hope and empathy, even in the face of seemingly lost causes, has a much greater chance of a breakthrough.” Emotion and Hope: Constructive Changes for Complex Times Michael Fullan Rethinking Educational Change with Heart and Mind Ed. Andy Hargreaves

14. OSCA TRAINING CONSORTIUM Getting Ready To Start How ready are you? How ready is your school? What does ‘status quo’ look like for you and your school? What are the essential first steps? For you, for your school, for your board? Why?