1. Agenda - Follow-up  Questions  Overview of Change - boring piece  Sharing what we did - what worked what did not work  Video of teachers trying Concept Attain. 

2. Educational Change …is fundamentally people working with people to make something, in some way, more effective.

3. Educational Change …and conflict are like ice-cream to the cone.

4. Educational Change & Conflict …a school staff or school district staff’s ability to implement and intelligently sustain change will be determined by its ability to confront and resolve conflict.

5. Educational Change & Conflict… Paulo Freire argues that in the absence of these variable we will not be able to resolve conflict … Love Faith Humility Trust Hope Critical Thinking

6. Love: In the absence of a profound love for the world and for human beings, dialogue cannot exist Humility: Dialogue is broken if the parties lack humility. How can I dialogue if I always project ignorance on to others, never perceive my own?

7. Faith: Dialogue requires an intense faith in people, faith in their power to make and remake; to create and to recreate; faith in the vocation to be more fully human. Trust: Dialogue becomes a horizontal relationship, of which mutual trust between the dialoguers is the logical consequence.

8. Hope: Dialogue cannot be carried on in a climate of hopelessness. If the dialoguers expect nothing to come of their effort, their encounter will be empty, sterile, bureaucratic and tedious. Critical Thinking: True dialogue cannot exist unless the dialoguers engage in critical thinking The important thing is the continuing humanization of people

9. Change change, who needs change? Things are bad enough the way they are! Lord Salisbury. Why Change

10. Any weakening of universal public education can only be a weakening of the long-standing essential role universal public education plays in making us a civilized democracy. John Ralston Saul - 2002

11. Saul, 1992 Voltaire’s Bastards  Thus among the illusions which have invested our civilization is an absolute belief that the solution to our problems must be a more determined application of rationally organized expertise. The illusion is that we have created the most sophisticated society in the history of man. The reality is that the division of knowledge into feudal fiefdoms of expertise has made general understanding and coordinated action not simply impossible but despised and distrusted. P.8

12. Michael Fullan 2001  We need to replace Pollyana-ish rhetoric with informed action by accepting nothing less than positive results on a massive scale -- at both the individual and organizational levels.

13. The flight and education analogy  From the success of the Kitty Hawk in 1903 to the success of the DC3 in 1935, five critical technologies had to be integrated before the invention of flight became an innovation:  Variable-pitch propeller  Retractable landing gear  Light-weight molded body construction  Radial air cooled engine  Wing flaps In addition, it wasn’t until the invention of the jet engine and radar that it shifted to a world-wide application.

14. The flight and education analogy  In the 1960’s we began to inquire into what teachers did to create effective classrooms. In the 1970’s we inquired into what school staffs did to create classrooms and schools and ‘how they got that way’. Now we have an understanding of the bigger picture … of school systems … we see the players of the ensemble. the knowledge of how to create effective classrooms the knowledge of how to create effective schools the knowledge of the conditions under which teachers learn the knowledge of change … how to initiate, implement and sustain change the knowledge of systems as learning organizations

15. Critical issue …  The ability and willingness to collectively act - - with wisdom -- on the existing information related to improving classrooms, schools, and school districts  Remember, it is far easier to research and write about change -- than to be a player in the process of change -- to be the ones who do it.

16. The Phenomenon of Applied Intelligence … the task is not so much to understand what others have thought, but the extent to which one continues to integrate and act on what is understood.

17. The Phenomenon of Collectively Applied Intelligence … the task is not for one person to integrate and act on what is understood, but the extent to which an organization can collectively integrate and act on what is understood

18. Charles Darwin  …studied the differences in humanity and maintained that “except for fools, men did not differ much in intelligence, only in zeal and hard work.”

19. Educational Change plays out on a time line Politics, in a democracy, plays out in a time frame

20. Implementation dip (drop, ditch, blip) Implementation dip (drop, ditch, blip) Initiate, Implement, Sustain Change Initiate, Implement, Sustain Change Skill Training Model Skill Training Model Concerns Based Adoption Model Concerns Based Adoption Model School Culture School Culture Educational Change

21. Three Stages of Change Initiation Implementation Sustaining if worthwhile

22. Factors affecting initiation Access to information New Policy, Funds, Bureaucratic Orientation Community support or lack of support Central Administration Existence of quality instruction External change agent Teacher advocacy

23. Fifteen Districts 25 years: central office Are those in central office respected as educators and as quality human beings Are those in central office wise about change and how classrooms and schools function What is the district ‘history’ re how they have gone about change in the past Are they going to stay; or are they looking for a ‘new’ position in another district Do those in central office work together collaboratively/collegially or are they balkanized into ‘turf’ areas Do they attend workshops with teachers and principals

24. Fifteen Districts 25 years: principals Are they respected as leaders and as caring thoughtful human beings Are they wise about curriculum, assessment, instruction and how students and teachers learn Can they go into classrooms and do demonstration lessons Do they spend time in teachers’ classrooms Why were they hired; because they had a masters degree or because they are skilled at all of the above or a combination of the two Do they attend workshops with teachers Do they make sure the teachers attend in teams

25. Fifteen Districts 25 years: teachers How have they experienced change over time in their district - intersected with their career cycle How deeply do they care about working with kids How skilled are they at working with others in the school and district (social intelligence) What is their mean score with kids (0 - 100) What is their conceptual flexibility Are they willing to work with each other in each other’s classroom Do they understand change Do they understand how curriculum, assessment, instruction and how kids learn must intersect

26. Factors affecting implementation Local Characteristics: district, community, principals, consultants, teachers, trustees, superintendents Characteristics of Change: Need, Clarity, Complexity, Quality, Practicality External Factors:government, universities, teacher federation/unions, community

27. Factors affecting sustaining Widespread use Career Cycle sensitive Internal Capacity/Sustainability On going research internally On going research externally Research focuses on student learning Research focuses on teacher skill level prior to focusing on student learning

29. CBAM (Concerns Based Adoption Model)  Levels of Use  Non-User  Orientation  Preparation  Mechanical  Routine  Refined  Integrative  Refocusing  Levels of Concern  No Concerns  Awareness  Information  Personal  Impact on Students  Collaborative

30. School/District Culture  Balkanized school/district culture  Hierarchical school/district culture  Individualized school/district culture  Collaborative/Collegial school/district culture

32. Tasmania (Australia) - 220 schools - year 7 (14) Tasmania (Australia) - 220 schools - year 7 (14) Western Australia - 858 schools - year six Western Australia - 858 schools - year six York Region - 190 schools - year six York Region - 190 schools - year six Western Quebec - 40 schools - year four Western Quebec - 40 schools - year four North Vancouver - 40 schools - year three North Vancouver - 40 schools - year three Thames Valley - 190 schools - year three Thames Valley - 190 schools - year three Peel Board - 210 schools - year three Peel Board - 210 schools - year three PEI - 80 schools - year two PEI - 80 schools - year two Upper Canada School District - year three Upper Canada School District - year three Cowichan School District - year two Cowichan School District - year two Lakeland School District - year two Northern Lights School District - year one Ireland - year one Ten Districts Involved

33. Medication and medical procedures must go through a long and thorough study prior to use in the general population. Interestingly, no similar process is in place for educational innovations. Anyone can promote and any educator can adopt curriculum or procedures that have little or no research supporting that point of view. This leave educators vulnerable to criticisms that are difficult to refute. Research

34. Ellis identifies three types of research: Level I: Basic or Pure Research - conducted in experimental or laboratory settings - designed to establish a construct or idea as having some validity Level II: Research in Educational Setting - tests to determine the efficacy of particular innovations or instructional methods in educational settings - not generalizable Level III: School or District Research - evaluation research designed to test the efficacy or programs etc., at the level of the school or district - the rarest of the three types -- involves larger samples and settings to validate results Research - Ellis

35. Level III: School or District Research - evaluation research designed to test the efficacy or programs etc., at the level of the school or district - the rarest of the three types The reason it is so rare because program -- regardless of whether they are good, bad, or indifferent -- usually go through phases from initial enthusiasm to gradual abandonment, replaced by the next fad. Research - Ellis

36. must attend workshops in teams must attend workshops in teams school admin must be part of team school admin must be part of team central office must also attend - director/superintendent central office must also attend - director/superintendent follow-up sessions for sharing, problem solving etc. follow-up sessions for sharing, problem solving etc. demonstration lessons - taped, edited, shared demonstration lessons - taped, edited, shared sharing between districts sharing between districts build internal capacity build internal capacity research the impact internally research the impact internally connect with local university connect with local university build an advisory committee build an advisory committee write a book on systemic change write a book on systemic change Basic Conditions

37. Integrate the knowledge of five key areas: how students learn how students learn what students are to learn (curriculum) what students are to learn (curriculum) assessing the learning assessing the learning instruction instruction educational change educational change systemic change systemic change Basic Components

38. The Principal Principle  The more the principal and assistant principal understand the innovations being implemented the greater the chances they will support those innovations being implemented; the further they are away from it … the less likely it is they will provide the needed resources. One more thing … if those at central office do not understand and show their support, the less likely the principal will show support. Organizational efficacy begets teacher efficacy.

39. …in terms of impact, failing to act on what we known is the same as not knowing. Beyond understanding change …consider that…

40. Systemic Change  Involve all stakeholders so that if you lose key people or funding you do not lose your momentum … sustainability  Prince Edward Island - 70 schools  Tasmania - 220 schools  Western Australia - 858 schools  Durham Board of Education - 140 schools