Leadership and Coaching for Click to edit ... - RTI Center
Transcript of Leadership and Coaching for Click to edit ... - RTI Center
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2/25/2020 1
Leadership and Coaching for
Systems Change
SESSION 6 | 2019-20Heidi Brushert Laabs
Kathy Myles
#LeadCoachSucceed
The Wisconsin RtI Center (CFDA # 84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-
funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and supp ort of federal funds when copying all or part of this material.
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2/25/2020 2
Norms for Our Time Together
• Respect each other’s time–begin/end on time
• Stay engaged
• Be solution oriented
• Respect others’ ideas• Presume positive intentions
• Use technology to enhance learning
• Limit side conversations
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Post-Assessment Team
systready.questionpro.com
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Share a Celebration!#LeadCoachSucceed
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Today’s Agenda
1. Group Development: Personal Histories
2. Post-assessment
3. School Culture and Change
4. Coaching Demonstration
5. Wishes and Wonders, Burning Questions
6. Head, Hands, Heart
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Personal Histories
• Where did you grow up?
• How many siblings do you have and where do
you fall in that order?
• What was the most difficult challenge of your
childhood? (Not inner childhood, challenges of
being a kid)
• When everyone has spoken, talk about what you
learned about one another that you didn’t know before. What commonalities did you find? What
differences?
(Lencioni, 2002)
4-5 participants per group
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“By going through the Personal Histories activity, team
members come to understand one another at a more
fundamental level; they learn how they became the
people they are today.
As a result, there is a far greater likelihood that empathy
and understanding will trump judgment and accusation
when it comes to interpreting questionable behavior.”
(Patrick Lencioni)
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You will know and understand how…• Culture might contribute to achievement gaps/inequitable
outcomes in your school/district
Program Outcomes…
So that
you are
able to…• Identify methods for creating and sustaining a culture of
collaboration with individuals and teams
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A Coaching
Style of
Leadership
EMLSS Coaching
Roles &
Activities
Coaching
Conversation
Format
Coaching
Competencies
The Change
Process
Instructional
Coaching
Roles &
Activities
#LeadCoachSucceed
EQUITY
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A Coaching Style of Leadership• Collaborative
• Trusting relationships
• Shared decision-making
• Shared leadership
• Shared vision, values, beliefs and
commitments
• Asks instead of tells
• Understands the systems
change process
A Coaching Style of Leadership
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The Change Process
• Technical vs. Adaptive
• Stages of change implementation
• Responses to change
• Overcoming resistance
• Leading change
• Your Continuous Improvement Plan
and change
The Change Process
EQUITY
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Coaching Competencies
• Reflective practice
• Change facilitation
• Coaching conversation facilitation
• Communication skills
• Relationship development
• Knowledge base development
Coaching Competencies
EQUITY
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MLSS Leadership Structures, Processes, and Products
District MLSS
Leadership Team
School MLSS
Leadership Team
Grade Level/
Course Team
Classroom
District MLSS
Vision
School MLSS
Vision
Grade Level/
Course MLSS
Vision
Classroom
MLSS Vision
District MLSS
Non-Negotiables
School MLSS
Non-Negotiables
Grade Level/
Course Non-
Negotiables
Classroom
Non-
Negotiables
District MLSS
Goals/ Action Plan
School MLSS
Goals/Action Plan
Grade Level/
Course Goals/
Action Plan
Classroom
Goals/Action
Plan
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Leading in a Culture of Change
• Moral purpose
• Understanding change
• Relationships, relationships, relationships
• Knowledge building
• Coherence making(Fullan, 2001)
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Leading in a Culture of Change
• The goal is not to innovate the most
• It is not enough to have the best ideas
• Appreciate the implementation dip
• Redefine resistance
• Never a checklist, always complexity
• Re-culturing is the name of the game
(Fullan, 2001)
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“Re-culturing is a contact sport that involves hard, labor-
intensive work. It takes time and indeed never ends.
This is why successful leaders need energy, enthusiasm,
and hope, and why they need moral purpose along with
other leadership capacities…”
(Fullan, 2001)
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“We trained hard…but it seemed every time we were beginning to form up into teams, we were reorganized.
I was to learn later in life that we tend to meet any
situation by reorganizing, and what a wonderful method
it can be for creating the illusion of progress while
producing confusion, inefficiency, and demoralization.”
(Charlton Ogburn, Jr. Harpers Magazine January 1957)
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How do you define school culture?
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According to Kent Peterson…
“School culture is a set of norms, values, and beliefs, rituals and ceremonies, symbols, and stories that make
up the ‘persona’ of the school.”
(Cromwell, 2002)
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Don’t Underestimate Culture
“The health of an organization provides the context for strategy, finance, marketing, technology, and
everything else that happens within it, which is why
it is the single greatest factor determining an
organization’s success.
More than talent.
More than knowledge.
More than innovation.”
Lencioni, The Advantage: Why Organizational Health Trumps Everything Else in Business (2012), p.2.
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School Culture & Student Achievement
• School Culture Triage Survey (Phillips, 1996)
• Anecdotal results showed a connection between
school culture and student achievement
• The higher the school’s score on the survey, the higher
the school’s scores on state assessments (Melton-Shutt, 2002; Cunningham, 2003)
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Elements of School Culture
• Collegiality
• Experimentation
• High expectations
• Trust and confidence
• Tangible support
• Reaching out to the knowledge base
• Appreciation and recognition
• Caring, celebration, and humor
• Involvement in decision-making
• Honoring tradition
• Honest, open communication (Butler and Dickinson, 1987)
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“Culture eats structure for breakfast.”
Larry Lezotte, 1992
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. . . culture is like soil, and the structures are like seeds.
We spend a lot of time and resources on developing the
seed, and we forget about the environment in which that
seed is going to be cultivated.
Dr. Anthony MuhammadJournal of Staff Development
December 2012
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In a Positive Culture…
“…there’s an informal network of heroes and heroines and an informal grapevine that passes along information about what’s going on in the school…[a] set of values that supports the professional development of teachers, a sense of responsibility for
student learning, and a positive, caring atmosphere.”
(Cromwell, 2002)
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BeliefsEducators have an unwavering belief in the ability of all their students to
achieve success, and they pass that belief on to others in overt and covert
ways.
ActionsEducators create policies and procedures and adopt practices that support
their belief in the ability of every student to learn and be successful.
(Muhammad, 2009)
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Through their behavior, staff must
articulate the beliefs that:
• All children can learn
• All children will learn because of
what we do
Behaviors Show Your Beliefs
(DuFour, DuFour & Eaker, 2008)
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2/25/2020 28
Teacher Estimates of
Achievement
1.29
John Hattie Visible Learning
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Collective Teacher Efficacy
1.57
John Hattie Visible Learning
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Student Self-Reported Grades
(Student Confidence/Efficacy)
1.44
John Hattie Visible Learning
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A positive culture is…
Reflective
Prescriptive
It solves problems
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In a Toxic Culture…
“…the staff doesn’t believe in the ability of the students to succeed and
a generally negative attitude prevails.”
(Cromwell, 2002)
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Toxic Cultures
• Lack a clear sense of purpose
• Have norms that reinforce inertia
• Blame students, parents, or other outside
factors for lack of progress
• Discourage collaboration
• Often have hostile relations among staff(Peterson, 2002)
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Beliefs: Educators believe that student success is based on students’ level of concern, attentiveness, prior knowledge, and willingness to
comply with the demands of the school, and they articulate that
belief in overt and covert ways.
Actions:Educators create policies and procedures and adopt practices that
support their belief in the impossibility of universal achievement.
(Muhammad, 2009)
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A toxic culture is…
Descriptive
Deflective
It admires problems
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Nondiscussables
• Talked about frequently, but not openly
• Laden with anxiety and fear
• “Elephant in the room”
• Every school has them
• School culture is inversely proportionate to the
number of nondiscussables(Fullan, 2002)
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“To change the culture of a school, the instructional leader must enable its residents to name,
acknowledge, and discuss the nondiscussables –especially those that impede learning.”
Fullan, 2002
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Stories as Catalysts for Systems Change
“Teachers and coaches can make over a school, one conversation and one story at a time…
That is how we view the interaction between coaches and teachers:
They represent small opportunities to evolve entire systems.
What starts in the one-on-one exchanges between teachers and
coaches and leads to design experiments can spread out in every
direction like ripples in a pond.”
(Tschannen-Moran & Tschannen-Moran, 2010)
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Transforming Systems and Cultures
Rut Stories:Keep people stuck in old ways of being and old thinking
patterns, which result in inaction and no change, tell about
what’s not possible, and are self-fulfilling prophecies.
River Stories:Tell about growth, transformation and learning,
breakdowns, growth edges, and learning spots.
(Hargrove, 2008)
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Classic “Rut” Stories
• The “I need other peoples’ approval” story
• The “I’m afraid to lose what I have” story
• The “artful victim” story
• The “tranquilizing” story
• The “Why bother?” story
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Change Ruts to Rivers
• Break the grip of the rut story
• Fluid framing
• Fact vs. interpretation
• Generate alternative
interpretations
• Tap into emotions
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Interrupting Stems (Aguilar)
• Would you be willing to explore your reasoning (or assumptions) about this?
• I’d like to ask you about… Is that okay?
• What’s another way you might…?
• What would it look like if…? Is there any other way to see this situation?
• What do you think would happen if...?
• What sort of an effect do you think…would have?
• I’m noticing (some aspect of your behavior)…What do you think is going on?
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Interrupting Stems Continued
• What criteria do you use to…?
• Who do you want to be in this situation? How do you want to show up?
• How do you want others to see you in this situation?
• What might be some unintended consequences?
• How might . . . become a self-fulfilling prophecy?
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What stories are commonly heard in your school?
Are they “rut stories” or “river stories”? How do you interrupt the “rut stories?”
Is your culture descriptive/deflective or
prescriptive/reflective?
What are the “nondiscussables” in your school?
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Take a Break!
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Transforming School Culture
Survivors
TweenersFundamentalists
Believers (Muhammad, 2009)
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Believers
• Seasoned educators
• Embody elements of positive culture
• Connected to school and community
• Intrinsic motivation
• Attendance
• Flexibility
• Non-punitive
• Pedagogy
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Tweeners
• New to the culture
• Loosely connected
• Enthusiastic
• Pedagogy
• Honeymoon and compliance
• The “Moment of Truth”
• Importance of coaching
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Survivors
• Survival focus
• Emotional burnout
• Impact on student achievement
• Classroom management
• Pedagogy
• Peer relationships
• Organizational response
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Fundamentalists
• Vanguards of tradition
• Opposition to change
• Teacher autonomy, privacy, authority – the Old Contract
• Bell curve – social Darwinism
• Skill levels
• Personal comfort, routine, keeping power
• Defamation, disruption, distraction
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Survivors
TweenersFundamentalists
Believers
What group drives/dominates
the culture at your school?
What evidence
can you give?
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• A systematic and school-wide focus on learning/a collective focus on purpose
• Celebrating the success of all stakeholders/ institutionalized and impromptu
celebrations
• A system of support for tweeners/multifaceted mentoring and coaching
• Removing walls of isolation
• Intensive professional development
Implications for Practice
(Muhammad, 2009)
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School Culture Triage Survey
• Professional collaboration
(task)
• Affiliation and collegial relationships
(relationships)
• Efficacy and self-determination
(process)(Phillips, 1996)
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1. Individually, take the School Culture
Survey and add up your own score.
2. As a team, add all of your individual
scores and determine the average.
3. Compare the average with the
scoring guide.
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Scoring Guide
17-40 = Critical and immediate attention to improving culture is necessary
41-60 = Modifications and improvements are necessary
61-75 = Monitor culture and continue to make positive adjustments
76 - 85 = Amazing! No one has ever scored higher than 75!
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Your School Culture and Change
How would you describe your
school’s culture?
What barriers to change exist in
your culture?
What can coaches and leaders
do to overcome the barriers?
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Leadership at
Every Level
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Teacher Leaders
• Speak up!
• Student centered or adult centered?
• Personal and professional development
• Professionalism
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Site Leaders
“…the single most influential factor in improving schools is the effectiveness of the principal.” (Institute for Educational Leadership, 2000)
“Clearly, the role of the principal as the articulator of the mission of the school is crucial
to the overall effectiveness of the school.” (Lezotte, 2010)
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District Leaders
• Set, protect, and prioritize district vision, goals,
and effective practice
• Cultivate and support a system of
implementation for goals and priorities
• Servant leadership
• Lighthouse for ethics
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• Cultivating a healthy collaborative focus• Cultivating a collaborative culture• Cultivating accountability
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Accountability
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“The school suffers when individuals are free to act in a manner the staff as a whole has agreed is contrary to the school’s best interest.
The principal suffers because his or her credibility as a leader is
diminished by an unwillingness to confront an obvious problem.
The individual acting inappropriately suffers because he or she has
been deprived of an opportunity for learning and growth...
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…Most important, the improvement initiative suffers because the staff will soon come to recognize that the
principal assigns a higher priority to avoiding conflict
than to advancing the vision and values of the school.”
(DuFour & DuFour, Professional Learning Communities at Work, 1998)
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“…we know two things that constitute a truly historic opportunity for better schools:
1. Instruction itself has the largest influence on achievement (a fact still
dimly acknowledged).
2. Most (though not all) instruction, despite our best intentions, is not
effective but could improve significantly and swiftly through ordinary
and accessible arrangements among administrators and teachers.”
(Schmoker, Results Now, 2006)
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• Teaching has 6-10 times as much impact on achievement as
all other factors combined (Mortimer and Sammons, 1987)
• Three years of effective teaching accounts on average for an
improvement of 35 to 50 percentile points (Sanders)
• Five years of instruction by an effective teacher could
eliminate the achievement gap on some state assessments (Haycock, 2005)
• The best teachers in a school have six times the impact as the
bottom third of teachers (Haycock and Huang, 2001)
Acting on What We Already Know
#LeadCoachSucceed
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• The residual effects of ineffective teachers were measurable two years
later, regardless of the effectiveness of teachers in later grades (Sanders)
• Replacing a poor teacher with an average teacher increases the lifetime
earnings of a student by $50,000 (Chetty, 2014)
• A great teacher raises the lifetime earnings of a student by $80,000,
increases the likelihood of college attendance, and reduces the odds of
teenage motherhood (Chetty, 2014)
Acting on What We Already Know
#LeadCoachSucceed
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Traditional
Response…Avoid the
Problem!!!
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Instead…
• Follow through with consequences to
affirm priorities!
• Be willing to get the wrong people off
the bus!
• Be willing to settle for less than
universal affection!
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What is your commitment to
creating a healthy culture for
systems implementation?
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If we look at the achievement gaps in our school/district…
How does our culture (values, beliefs, non-discussables, policies)
create these achievement gaps?
How do we hold ourselves accountable for student learning?
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Quick Write
Describe a scenario that
you have that relates to
what we have
learned/discussed/reflected
on this morning…
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Coaching Demonstration
What did you notice?
How is your “lens” different now from when you first began observing
and having coaching sessions?
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Video
Lunch Break!
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“When Leadership Spells Danger”
Give one, get one…
What are your takeaways?
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Post-assessment
Results
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Finish Strong
• What’s on your mind after seeing the video?
• How are you feeling about the
challenge of implementing your
equitable, multi-level system of
supports and providing coaching
to support it?
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What have you learned? What new idea(s) are you
taking away?
What are you doing/will you do with what you’ve learned?
What resonates in your heart? What do you feel about
what you’ve learned?
Head, Hands, Heart
Stay connected, join the conversation
#LeadCoachSucceed
@WisconsinRtICenter
@WisRtICenter
Tips to Your Inbox: http://bit.ly/WisRtICenter
@Wisconsin RtI Center/PBIS Network
Live webinars and networking events
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Leadership and Coaching for Systems Change
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