1. PROM/SE Summer Science Institute © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

2. Day 3: Leadership “Understanding the Nature of Change” Barbara Markle Ben Perez Chris Reimann © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 PROM/SE Summer Science Institute

3. Change as a Force in Our Lives Change is all around us: all we need to do to verify this is to look around and see the effects of time. Our own physical changes The neighborhoods we grew up in Alumni gatherings So, the question for us to consider: Is all change the same? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

4. Your Experience with Change Think back about a time in your personal or professional life when you experienced change. What was the change? What did you experience? How did you react to it? How did you resolve or accommodate the change? Share your experience with a colleague at your table. © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

5. Reflecting on Change So, what do your experiences about change tell us about the nature of change? Hard or easy to accommodate to change? What determines whether it’s hard or easy to adjust to change? What can we conclude about the nature of change? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

6. Current Research on Change McREL (Mid-Continent Research on Education & Learning) has completed a Meta-Analysis on the impact of leadership on student achievement. A key finding focuses on what McREL calls: The Magnitude of Change. Change has personal and organizational implications. © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

7. McREL’s Definition of Change A change is defined by the implications it has for the people expected to implement it and/or those who will be impacted by it. The same change can be perceived differently by different stakeholders. Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

8. Magnitude of Change Incremental Technical Continuous First-Order Fundamental Adaptive Discontinuous Second-Order Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

9. Order of Change Definition: Order of Change Order of change is the magnitude & implications of change for the people expected to implement them or those who will be impacted by them. Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

10. First-order Change Definition: First-order Change First-order change implies a logical extension of past & current practices intended to make incremental improvements in the current situation. First-order changes can be implemented with current knowledge and skills. Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

11. Second-order Change Definition: Second-order Change Second-order change implies a fundamental or significant break with past & current practices intended to make dramatic differences in the current situation. Second- order changes require new knowledge and skills for successful implementation. Source: Balanced Leadership Participant’s Manual, McREL, 2005 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

12. Change in Your School Think about something in your school that you would identify as 1st order change: What characteristics made it 1st order change? Now, think about something in your school that you would identify as 2nd order change? What characteristics made it 2nd order? © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

13. The Change Stages Stage 1 Awareness Stage 2 Learning, acquiring, & practicing Stage 3 Stability Source: The Leadership Assignment: Creating Change, Raymond L. Calabrese

14. Interaction of Relationships Curriculum Revision Initiation Of Change Delaying Tactics ChangeCycle RegressionCycle Board Pressure Pressure from State agencies Special-interest Parent groups Pressure From unions Source: The Leadership Assignment: Creating Change, Raymond L. Calabrese

15. Commitment (Internal & external) More good things happen; Fewer bad things happen Moral Purpose Under- standing Change Coherence Making Knowledge Creation & Sharing Relationship Building Leaders Members Results Source: Michael Fullan, 2001 Energy Enthusiasm

16. Moral Purpose: Making a positive difference © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

17. Understanding the Change Process: Innovating the most is not the goal Having the best ideas is not enough Appreciate the Implementation Dip Respect resistance Create a culture of change Understanding change as complex; not a checklist © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

18. Building Relationships: Understand collaboration in an alliance of external & internal partners Create positive relationships; work to resolve negative relationships Appreciate diverse partners © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

19. Creating & Sharing Knowledge: Generate & increase knowledge both inside & outside your school Create a collaborative culture that encourages knowledge sharing © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

20. Making Coherence: Work through ambiguity that is present in the change process Recognize that creativity results at the edge of chaos Create coherence through the alignment of policies, assessment & professional development © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

21. Principles of Adult Learning BASIC ASSUMPTIONS: People learn in different ways. Different methods facilitate learning for different people. Learning in any group will depend on the design of the session. © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

22. Principles of Adult Learning Adults learn best when… They’re motivated. Motivation comes from the context, relevance & involvement level of the work. Learning is conducted as a partnership. Learning involves the learner’s primary learning mode & is interactive & experiential. © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

23. Principles of Adult Learning Adults learn best when…(cont.) There is an understandable structure & reinforcement. People’s attention & energy stay engaged & focused. © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866