1. Management & Decision Making A critical element of instructional management and supervision EDG 710 Karen Abraham Jack DeLeeuw Bill Smith Gail Zemmol

2. Concepts Leading through Change – Gail Zemmol Data Driven Decision Making – Jack DeLeeuw Collaborative Decision-Making – Bill Smith Adaptive Leadership – Karen Abraham

3. Management & Leadership Hersey and Blanchard Management forms a sub-set of the broader process of leadership. Management forms a sub-set of the broader process of leadership. "Leadership occurs any time one attempts to influence the behavior of an individual or group, regardless of the reason.... Management is a kind of leadership in which the achievement of organizational goals is paramount." (Hersey, P. and Blanchard, K. : 1982 : page 3) "Leadership occurs any time one attempts to influence the behavior of an individual or group, regardless of the reason.... Management is a kind of leadership in which the achievement of organizational goals is paramount." (Hersey, P. and Blanchard, K. : 1982 : page 3)

4. Leading Through Change!

5. Why learn about change leadership? To be effective, a key skill will be the ability to lead change – no matter what your position is in the organization

6. Change Process Organizational Change Formula for Change Change Matrix Engagement Pyramid Personal Change Personal Response to Change How Change Flows through an Organization

7. NEED The “Why” or “need” to change is clear enough to create a high level of dissatisfaction with the status quo [leaders have made a compelling business case for the change] VISION The “What” or “picture” of the desired goal is compelling and pulls people by providing direction and creative tension between the current situation and vision FIRST STEPS The “How” or “practical first steps” are clear enough so those who need to change know how to begin; first steps are selected to provide quick successes and positive impact for those affected CAPABILITY FOR CHANGE Those “Who” need to change have the confidence and ability make the changes required for success BARRIERS TO CHANGE Real and perceived barriers/ resistance to the change are identified and minimized N x V x FS x C > B Driving Forces Status Quo Restraining Forces For any change in an organization to occur, the Product of the Need, Vision, First Steps and Capability (driving forces) must be greater than the Barriers to Change (restraining forces). If one of these important change levers is missing or not strong enough, the organization will not have the driving force to offset the energy and cost involved in making the change. Adapted from work by Lewin, Beckhard, and Harris. Organizational Change Model

8. NeedVisionFirst StepsCapabilityOutcome Wishful Thinking; Passivity; No Action Flavor of the Month (Fast Start that Sizzles); Confusion Paralysis False Starts; Anxiety, Frustration Change Effort Successfully Launched Change Formula Matrix

9. Communication Model as it Relates to Commitment The Engagement Pyramid

10. FOCUS ON SELF AVOIDANCE RESISTANCE INTEGRATION EXPLORATION PAST FUTURE FOCUS ON ENVIRONMENT Our Personal Response to Change Adapted from Heartwork, Inc. and Flora/Elkind Associates in Managing Change at Work by Scott & Jaffe, 1995

11. How change flows through an organization… Executives Managers Staff Time Organizational Level AVOIDANCE RESISTANCE INTEGRATION EXPLORATION AVOIDANCE RESISTANCE INTEGRATION EXPLORATION AVOIDANCE RESISTANCE INTEGRATION EXPLORATION Technologists Teachers Staff Students Community

12. When/why do you resists change? Person suggesting it? Type of change (personal, work, family, etc.)? Immediacy of need (no time to think about it vs. a day or two to consider)? Dictated or Involved?

13. Reflection… Reflect on how you personally get stuck (frustration, resistance, anger, lack of productivity) and identify how you can increase your CHANGE AGILITY through using: The Change Formula – increasing your own understanding The Personal Reaction to Change

14. Data Driven Decision Making “Successful schools don’t just look at the data, hey revere it”-schmoker “Data should be used for improvement and achievement, not for punishment”- reeves

15. the Perspective: Should Standardized Testing Change? In the current trend, standardized tests developers have no interest in selecting test items that reflect learning. Many in the educational community, including teachers and administrators, incorrectly employ terms such as achievement interchangably with learning. Score spread drives standardized testing: There is this need for the traditional “bell curve” SES is a major factor in score spread - A Game Without Winners

16. How Can we Get to Where Data is of Real Value? The 3 C’s Collaboration: Are teams working in a PLC model when looking at student growth? Consistency: Are teams and teachers consistent in their approach to instruction and improvement (is practice done with fidelity?) Concentration: Are teams and teachers focused on best practice and moving in the same direction according to the data?

17. Collaboration Grade levels and teams meet frequently to discuss student progress of both summative and formative assessments. Data diaggregation must be focused and productive. It doesn’t just inform, it drives what we need to do next. Teachers and administrators analyze success, and learn from the failures. Learn from each other! When we break down the barriers, it’s amazing the resources in our own schools. A key component to improvement is looking at the data-then determine who got it right in terms of student achievement. These are the folks we need to learn from (and get over ourselves)!

18. Consistency What get’s measured, get’s done! Each teacher & team should have focused learning targets based on what the data tells us. Everyone should be on the same page. Common assessment data used at every level, with benchmarks embedded. Formative assessments are also of great value! There is a consistent focus on best practice in each classroom, based on results and what we know students need to improve (from assessment data). Expectations is often regarded as the most powerful factor in student achievement. It is essential that we have consistently high expectations (emphasized in the literature of Ed Leadership article Narrowing Gaps in Affluent Schools)

19. Concentration Each team member aims their efforts and planning on specific, targeted learning goals, posted in student friendly language. The team regularly and routinely assesses student progress, giving tike for adjustments as necessary. The building uses data to establish school improvement goals which allows each team member to concentrate on specific strategies listed. When all staff concentrate on the same essential objectives for improvement (for example, developing proficient writers of informational text) the results are usually powerful!

20. Putting it all together: 1. Disaggregate data (both summative and formative) 2. Develop a timeline 3. Focus your instruction on priorities 4. Assess your priorities *(literature indicates that this is the most essential part) 5. Re-teach and/or enrich 6. Maintenance (be sure learning endures by occasional review) 7. Monitor (from principal to teachers)

21. Data and Assessment Literacy: What do teachers and leaders need to learn from data? The capacity in which teachers and principals examine students performance data and make critical sense of this (to understand what achievement scores mean and disaggregate data to identify strengths and weaknesses). The capacity to develop a comprehensive and consistent action plan based on achievement data. The capacity to have each team member contribute to the outcomes (every team member)!

22. Final Thought: You would think that schools know a lot about reading, writing and math- and you would be right. You would also think that accessing and looking closely at the information from these content areas would be a top priority- and you would be wrong. What is happening? Over the years schools have built up all kinds of structures and cultural barriers to sharing and collaboration, and they are having a devil of a time overcoming this. If they weren’t so well protected by having a monopoly, and if they weren’t so essential to the future, they would be long gone!” - fullan

23. Collaborative Decision-Making Definition: Collaboration is a recursive process where two or more people or organizations work together in an intersection of common goals — for example, an intellectual endeavor that is creative in nature—by sharing knowledge, learning and building consensus.... en.wikipedia.org/wiki/Collaborative_decision_ma king en.wikipedia.org/wiki/Collaborative_decision_ma king en.wikipedia.org/wiki/Collaborative_decision_ma king

24. Collaborative Decision-Making Characteristics of Collaborative Decision-Making Everyone knows how—and agrees to how— decisions are madeEveryone knows how—and agrees to how— decisions are made Ensure all members have an opportunity to participate in decision-makingEnsure all members have an opportunity to participate in decision-making Choose the right decision making toolChoose the right decision making tool Understand the benefits of using consensusUnderstand the benefits of using consensus Use data to make informed decisionsUse data to make informed decisions

25. Collaborative Decision-Making Reasons to Develop a Collaborative and Decision-Making Process Reinforces organizational values & operating principles Promotes fairness, honesty, inclusion Promotes fairness, honesty, inclusion Offers predictability It establishes a known procedure and an agreed-upon mechanism for making changes It establishes a known procedure and an agreed-upon mechanism for making changes Gathers critical data: Helps identify whose input is needed Helps identify whose input is needed Improves communication Upward, downward and throughout the organizational structure Upward, downward and throughout the organizational structure

26. Collaborative Decision-Making Reasons to Develop a Collaborative and Decision-Making Process (cont.) Stimulates creativity and improves outcomes: New ideas can be aired and discussed. Existing programs or policies can be improved. All resources are tapped. New ideas can be aired and discussed. Existing programs or policies can be improved. All resources are tapped. Creates space: Allows for an honest assessment and feedback about what is working and what isn't working & why Allows for an honest assessment and feedback about what is working and what isn't working & why Builds a sense of community: Allows everyone to know what's happening and why. Allows everyone to know what's happening and why. Offers closure: Creates an end to the process and provides a sense of accomplishment. Creates an end to the process and provides a sense of accomplishment.

27. Collaborative Decision-Making Steps Toward Collaborative Decision-Making Step 1: Analyze the Question Define the Issue Define the Issue Identify key stakeholders Identify key stakeholders Hypothesize stakeholder interests Hypothesize stakeholder interests Step 2: Develop a Strategy Decide which decision-making process will be used: Decide which decision-making process will be used: Majority Vote Majority Vote Unanimity Unanimity Consensus Consensus Committee Committee Autonomous Autonomous Step 3: Manage Expectations/Set the Tone Explain the decision-making process Explain the decision-making process Clarify stakeholders’ role in the process Clarify stakeholders’ role in the process Distinguish between “input” and “authority” Distinguish between “input” and “authority”

28. Collaborative Decision-Making Step 4: Collect Input/Validate Stakeholders Gather information Gather information Build relationships Build relationships Value stakeholders Value stakeholders Step 5: Communicate Results Report back to those who provided input Report back to those who provided input Offer an explanation for the decision Offer an explanation for the decision Collect feedback, if resistance to the decision persists Collect feedback, if resistance to the decision persists Step 6: Implement the Decision Communicate what’s happening Communicate what’s happening Answer concerns non-defensively Answer concerns non-defensively Step 7: Seek Feedback Find out how others experienced: Find out how others experienced: The decision itself The decision itself The decision-making process The decision-making process

29. Collaborative Decision-Making Example - 11 affluent school districts in New York City, Newark, Philadelphia Districts designed strategies Districts designed strategies Cross-section of district personnel met regularly Cross-section of district personnel met regularly Shared their learning and challenges Shared their learning and challenges Gándara, Patricia. (2004, Nov.) Building Bridges to College. Educational Leadership, p. 56-60.

30. Collaborative Decision-Making Challenges (Research) being willing to share decision-making with others — issues of power, delegation and empowerment are important herebeing willing to share decision-making with others — issues of power, delegation and empowerment are important here developing a welcoming culture, particularly for parentsdeveloping a welcoming culture, particularly for parents developing trusting partnerships with parents and teachersdeveloping trusting partnerships with parents and teachers being willing to commit to the skill development of parents and teachersbeing willing to commit to the skill development of parents and teachers

31. Collaborative Decision-Making Challenges (Research) striving to ensure that involvement is meaningfulstriving to ensure that involvement is meaningful endeavoring to engage, if not all, at least a representative cross-section of parents in decision-makingendeavoring to engage, if not all, at least a representative cross-section of parents in decision-making helping teachers balance time and workload issues resulting from involvement with their other (teaching) responsibilities in the schoolhelping teachers balance time and workload issues resulting from involvement with their other (teaching) responsibilities in the school

32. Collaborative Decision-Making Challenges (Personal) Unity in different buildings Communication Time together Building Leadership Contract Consistency over time

33. Adaptive Leadership

34. Authorities Basic Functions Direction Direction Protection Protection Orientation to role and to place Orientation to role and to place Control of conflict Control of conflict Maintenance of norms Maintenance of norms

35. Leaders From Positions of Authority Access to tools and resources Regulate stress From Positions Without Authority Stuck in the middle No control of organizational environment No access to resources

36. Defining the Challenge Technical or Routine Solutions exist Experts exist Adaptive No solutions No experts People are part of the problem and ownership becomes part of the solution

37. Indicators of Adaptive Challenges Recurrent crises Requires new learning

38. Resistance to Adaptive Work Scapegoating Externalizing the enemy Kill off the leader Reorganize (again!) Denying Creating a decoy

39. Organizational Implications 1)Develop a Shared Vision LISTEN Sense of urgency Ex: Regional Minority Consortium 2) Development of Strategy Strategy 3)Set Conflicts in Productive Dialog Conflict is the ENGINE of adaptive work of adaptive work 4)Learn from Failure

40. Summary Adaptive Leaders:  Engage people in facing the challenge  Adjust values  Change perspectives  Develop new habits of behavior

41. Greatest Challenge Creating leaders who learn how to follow… And followers who learn how to lead.

42. References Fullan, M. (2001) Leading in a Culture of Change. Jossey-Bass. San Francisco, CA. Reeves, D. (2006) The Learning Leader: How to Focus School Improvement for Better Results. ASCD. Alexandria, VA. Schmoker, M. (2002) Results (The Key to Continuous School Improvement. ASCD. Alexandria, VA. Popham, J. (2011) A Game Without Winners. Educational Leadership. ASCD. Alexandria, VA. Cranston, Neil C. (2001, Vol. 2, No. 2) Collaborative decision –making and school-based management: challenges, rhetoric and reality. Journal of Educational Enquiry, p. 1-24. www.vcn.bc.ca/citizens-handbook/1_09_meet_decide.html Gándara, Patricia. (2004, Nov.) Building Bridges to College. Educational Leadership, p. 56-60. Flower, J. (1995, July-Aug.) A conversation with Ronald Heifetz: Leadership without easy answers. The Healthcare Forum Journal. Grossman, F. & Ancess, J. (2004, Nov.) Narrowing the gap in affluent schools. Educational Leadership, p. 70-73. www.complexadaptiveleadership.com www.faithandleadership.com/multimedia/ronald-heifezt-the-nature-adaptive-leadership