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Published byVincent Warner Modified over 8 years ago
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Preparing for Change
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Bottom-Up School Improvement Decision-Makers - Educators -Community - Students Assumptions about educators, community, students -Good people – care about kids -Capable of being thought-leaders -Capable of being change-makers -Will put kids first -Will adopt a “no excuses” approach -Will make good decisions © American Student Achievement Institute 2004
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LEADERSHIP
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InSAI BELIEFS ABOUT LEADERSHIP Teams have the POWER TO CHANGE I MUST CHANGE if I expect the system to change Change involves DISCOVERING ANSWERS, not applying formulas. REAL CHANGE IS REAL HARD, but not impossible!
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InSAI BELIEFS ABOUT LEADERSHIP Good planning includes: Common BELIEF SYSTEM Shared DECISION MAKING Data-driven CHANGE PROCESS Clearly defined ACTION PLANS A plan for PROFESSIONAL DEVELOPMENT
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DIVIDED NO MORE A MOVEMENT APPROACH TO EDUCATIONAL REFORM Parker Palmer ISOLATED INDIVIDUALS MUTUAL SUPPORT PUBLIC ISSUESCULTURAL CHANGE
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CHANGE LEADERSHIP VISION COMMITMENTTRANSITION LEADER
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VISION A lofty, bold statement of the way our school will be if all of our dreams for kids come true.
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THE VALUE OF VISIONING Focus on values and convictions Provides common direction Reduces blame for the past Energy for change Raises expectations “Yeah-but” killer Human glue
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THE VALUE OF VISIONING © Reynolds and Hines, 2000 Without a common vision, the school becomes a “collection of cottage industries operating in isolation under the same roof.” Source: Jerry Bamburg, North Central Regional Educational Laboratory
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Joel Barker © Reynolds and Hines, 2000 THE POWER OF VISION “Vision without action is but a dream. Action without vision just passes the time. Vision with action can change the world.” Source: The Power of Vision Video, Charthouse, Inc.
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CHANGE LEADERSHIP VISION COMMITMENTTRANSITION LEADER
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BUILDING COMMITMENT Trust Passion / Excitement Clear Communications High Expectations Low Ego / High Results Toughness
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CHANGE LEADERSHIP VISION COMMITMENTTRANSITION LEADER
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MANAGING TRANSITION Systemic Change Rate of Change Value All People Embrace the Resistance Don’t Need the Credit Don’t Take It Personally TRUST THE PROCESS
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THE BALANCE OF TENSION Peter Senge VISION DATA CURRENT DATA
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POINTS OF LEVERAGE Peter Senge ORGAN- IZATION VALUES BELIEFS
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Asa Hilliard – Deep Restructuring Current educational reforms are nothing more than “rearranging the technical and logistical chairs on the educational Titanic.” Source: Hilliard, A. (1991). Do we have the will to educate all children?, Educational Leadership, 49(1), 31-36.
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Asa Hilliard – Deep Restructuring Fundamental change will occur in an environment supportive of change Collaborative discussion, dialog, critique, and research Everyone is a learner and a leader Commitment to core convictions Source: Hilliard, A. (1991). Do we have the will to educate all children?, Educational Leadership, 49(1), 31-36.
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Collegiality VS Congeniality Norm of Collegiality Spirit of inquiry Talk about practice Observe each other Work on curriculum Teach one another Norm of Congeniality Avoid conflict Isolation Little team learning
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Peter Senge – Learning Organizations Administrators have knowledge about the world and every aspect of the school LEADERSHIP LEARNING Administrators + faculty and community have knowledge of the world and every aspect of the school RESULTS IN: New Ideas Shared decision making Eagerness for change Systemic implementation ORGANIZATIONAL LEARNING SYSTEMIC CHANGE Source: Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.
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Preparing for Change
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