1. Overview of the RISC Model
Shared Vision
Stakeholders drive systemic change
Leadership
All stakeholders develop leadership capacity
Standards-Based Design
Standards-Instruction-Assessment-Reporting
Learning is the constant, time is the variable
Continuous Improvement
Refine processes that foster excellence

2. What are some tools to help us become more effective leaders?
Guiding Questions
What are some tools to help us become more effective leaders?
What are ways that we can assess and build leadership in all stakeholders?

3. Why is Leadership Important?

4. Leaders come in all ages, sizes, and colors.
“Everyone is a leader in their own way because of their ability to help others.
Leaders come in all ages, sizes, and colors.
If someone demonstrates leadership, you can bet they were once led themselves.”
Tiffanie Casados, District 50 Graduate
Two minutes

5. Continuum of Collegiality derived from Judith Warren-Little
Joint
Work
Ostrich: Sticks Head in the Sand
Aiding & Assisting
Scanning &
Storytelling
Undermines Sharing of Work
True Sharing
Leadership Role in Sharing

6. Is it Worth it?
Is the change worth it? 6

7. Managing Effective Change
Leader
Shared
Vision
Strategic
Plan
Right
People
Baldrige/CIM + + + + =
Utopia
Shared
Vision
Strategic
Plan
Right
People
Baldrige/CIM
Happy
Hour = + + + +
Leader
Strategic
Plan
Right
People
Baldrige/CIM
Lone
Ranger = + + + +
Leader
Shared
Vision
Right
People
Baldrige/CIM = + + + +
Scarecrow
Based on the work of Ambrose 1989-
CIM stands for Continuous Improvement Model
Leader
Shared
Vision
Strategic
Plan
Baldrige/CIM =
Alice in Wonderland + + + +
Leader
Shared
Vision
Strategic
Plan
Right
People
Heisman
Winner + + + + =

8. What is 1st and 2nd order change? (Waters & Grub, 2004)
1st order change
2nd order change
Extension of the past
Within the existing paradigms
Consistent with prevailing values and norms
Implemented with existing knowledge and skills
Incremental
Implemented by experts
Break with the past
Outside of existing paradigms
Conflicted with prevailing values and norms
Requiring new knowledge and skills to implement
Complex
Implemented by stakeholders

9. Leadership for Incremental and Dramatic Change
First order change
Second order change
Emphasize relationships
Establish strong lines of communication
Be an advocate for the school
Provide resources
Maintain visibility
Protect teachers from distractions
Create culture of collaboration
Look for and celebrate successes
Shake up the status quo
Expect some things to seem worse
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
Waters, Marzano & McNulty-2006

10. Clock Activity 9:00 appointment
Identify the people on your staff for whom this would be 1st and 2nd order.
What leadership skills would you need to support people through the change process?

11. Changes!

12. Remember to use the Parking Lot+ ∆
Positive comments
Things that need to be changed ?
Parking Lot- Jackie
Questions?
Ah Ha’s-- Breakthroughs and Understandings

13. The Five Why Process
Why is it important to define and develop leadership at all levels? WHY?
WHY?
Copper and Gene demo this tool

14. How do you define leadership at the classroom level?

15. Example: Flow Charts develops Leadership

16. Example: Experts develop Leadership
Then after they have created a rubric…does this match? Is it aligned?

17. Example: Goal-Setting Develops Leadership

18. Academic Leadership

19. Example: Affinity Diagrams & Shared Vision build Leadership

20. “Learner-Centered” Approach as Opposed to “Teacher-Directed” Approach to Leadership
TRIOS Protocol
1) Join two other people to form a group of three people:
Join with people who are not at your table
2) Each person speaks for one minute on the following topic:
What is the difference between a “learner-centered” vs. a
“teacher-directed” approach to leadership?
3) Others in the group listen without questioning or commenting.
Rotate until each person has had a chance to speak.
After the protocol, debrief the protocol. What did you think of the protocol?

21. “Learner-Centered” Approach as Opposed to “Teacher-Directed” Approach to Leadership
4) Find two new partners
5) Each person discusses the following topic:
What does student leadership look like in a learner-centered classroom?

22. Building leadership capacity in the RISC Model?
Useful tools:
-Affinity Diagram
-Five Whys
-Flow Chart
-PDCA
-Rubrics
-Parking Lot
-Capacity Matrices

23. What does this look like for students?

24. Other Ideas and Topics
GOALS-Growth Ownership Achievement Leadership Standards
SBS Tools
WEB-Welcome EveryBody
Student-led conferences
Student-led tours
Student Council
Advisory reps
CORE Court
Principals’ Cabinet
Personal Social Standards-PbyP

25. HTH builds Leadership in its Stakeholders
Embed RISC Stakeholder video

26. Guiding Questions for Leadership
What are some tools to help us become more effective leaders?
What are ways that we can assess and build leadership in all stakeholders?

27. Parking Lot + ∆ ? Positive comments Things that need to be changed
Parking Lot- Jackie
Questions?
Ah Ha’s-- Breakthroughs and Understandings

28. Overview of the RISC Model
Shared Vision
Stakeholders drive systemic change
Leadership
All stakeholders develop leadership capacity
Standards-Based Design
Standards-Instruction-Assessment-Reporting
Learning is the constant, time is the variable
Continuous Improvement
Refine processes that foster excellence

29. Guiding Questions Why is it important to Continuously Improve?
What tools and processes support Continuous Improvement?
How do we measure, how often, and report it?

31. Building Understanding
District 50 Design and Delivery Guide
Developing Awareness and Understanding
Developing
Awareness
Create a shared vision and code of conduct aligned at District, School and Classroom level.
Develop a Management Action Plan (MAP) for District and Schools (Including a communication plan).
Identify Key Performance Indicator’s (KPI’s) and cycle times.
Train BOE and leaders on the model.
Build parent and student awareness.
Building Understanding
Train whole staff on the model. Take a vote of confidence.
Identify Guaranteed Viable Curriculum (GVC) with wiki for transparency.
Train all staff on Beacon strategies and learner-centered tools.
Create a support system for Beacons to problem solve.
Create a toolkit of tools, processes with examples.
Train Beacon teachers.
Develop assessment philosophy and assessments aligned to GVC.
Raise level of rigor using (Marzano/ Bloom) taxonomy.
Continue to build parent understanding.
Create and professionally develop an instructional model.
Create recording and reporting tools.
FOR Admin- others hide this slide
Align district policies and procedures: graduation, transcripts, eligibility, promotion, teachers’ and administrators’ evaluations.
Create a system alignment from District to state/ higher education.
Create District/Business partnership.
Begin to open practice for others to see (conferences, media, symposium).
Build budget and staffing for SBS.

32. Initiating 1st Implementation
1st Implementation and Routine Use and Refinement
Pre-assess students; crosswalk and transition from grade levels to performance levels.
Initiating 1st Implementation
Create a standards- based report card.
Create schedules for performance levels.
Create SBS induction for new employees.
Collect baseline data on KPIs.
Conduct site visits for internal and external feedback.
Determine program redundancy and obsolescence from old to new system.
Budget and staffing for SBS.
Define proficiency and identify exemplars to post on wiki.
Develop protocol for parent conferencing.
Train parents on electronic reporting tool.
Gather input from users on GVC, instructional model, assessments and R/R tool.
Create a balanced scorecard transparent to all stakeholders based on district shared vision.
Using Routinely and Refining
Provide Learning Labs for staff who want to improve practice.
Provide Intensives for staff who need more training.
Celebrate 1st successes.
Provide professional development based on needs from evaluation tools.
Check and adjust instructional model.
Check and adjust assessments.
Revitalize shared vision.
Monitor KPI’s on cycle times.
Check and adjust GVC.
Create a process to celebrate successes.
Check and adjust recording and reporting tools.
Update balanced scorecard on website.
Recruit, induct, and PD staff on standards- based system.
Recruit, induct and PD leadership on standards- based system.

37. What does continuous improvement look like in the RISC model?
Nothing in a RISC system is stagnant. Change and improvement are constants.
A RISC system encourages both introspection and innovation.
RISC’s continuous improvement process-vision, implement, study, act-can be used at the individual and organizational levels.
D50 uses the PDCA process: Plan, Do, Check, and Adjust

38. What does Continuous Improvement look like
What does Continuous Improvement look like? Student, Teacher, Principal and Superintendent

39. PDCA Process Tool PLAN What is the goal? DO How do you implement it?
Purpose: To set goals, design the plan for goal
attainment and assess the success of the plan
PLAN What is the goal?
DO How do you implement it?
CHECK Was it a success?
ADJUST What WILL you change or do differently?

40. PDCA Sample

41. PDCA Sample

42. KPI’s and Cycle Times KPI’s=Key Performance Indicators Cycle Times
What are the measures you will use to continuously improve?
What is your baseline data?
Cycle Times
How often do you collect data?
How can you make your results transparent?

43. Guiding Questions Why is it important to Continuously Improve?
What tools and processes support Continuous Improvement?
How do we measure, how often, and report it?

44. Parking Lot + ∆ ? Positive comments Things that need to be changed
Parking Lot- Jackie
Questions?
Ah Ha’s-- Breakthroughs and Understandings

45. Goals: Participants will…
Understand the RISC Model and the four components
Learn and apply quality tools and processes to create systems of excellence
Analyze the application of RISC concepts to your classroom and school

46. Please complete the RISC Evaluation
This is how we get better!
Your feedback is important to us!

47. Wasilla, Alaska
Denver, Colorado

48. Do you have buy-in or are you committed?
Are YOU the Chicken? =
Or the Pig?

49. How committed are you to moving forward?
Commit-o-gram
How committed are you to moving forward?
Commit-o-gram=A tool that provides a quick assessment on how people feel about an issue
Use dot with no names to be more authentic
Determine what you want measured (How committed are folks to moving forward with?)
Discuss how this can guide future actions (moral purpose, burning issues etc.)
Individuals write a number, on a sticky note, in increments of 10%, that corresponds to what they think, feel, or where they stand on the question/issue? Keep answers between 0% and 100%. Order, post, and observe the distribution of results.

50. Quadrant Commit-o-gram
Ready to do it in my classroom, district, state- Get out of my way!
Ready to do it in my school.
Ready to commit to more training.
Even with more training, I’m not committed to this change.