Paul McArthur, Jerry Koh, Vani Jain and Mali Bain
System Insights from ‘WellAhead’: A Social Innovation Lab Approach to Advance the Prioritization and Sustained Integration of Student Social and Emotional Wellbeing in K-12 Schools:
Paul McArthur, Jerry Koh, Vani Jain and Mali Bain
System Insights from ‘WellAhead’: A Social Innovation Lab Approach to Advance the Prioritization and Sustained Integration of Student Social and Emotional Wellbeing in K-12 Schools:
Presentation for my PhD colleagues at the University of North Texas on Communities of Practice, Professional Learning Communities and Professional Learning Networks
Distributive leadership is not necessarily the “act” of distributing power, but the mindset (or perspective) a given leader takes about how to operate within a given organization (Spillane, 2006)
Mahara and Collaboration: Building communities of practice.Mahara Hui
Presentation at Mahara Hui 2017 by Sue Smarti and Gwen Davitt (Te Rito Maioha Early Childhood New Zealand) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/S2OTJX980SI
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
Presentation for my PhD colleagues at the University of North Texas on Communities of Practice, Professional Learning Communities and Professional Learning Networks
Distributive leadership is not necessarily the “act” of distributing power, but the mindset (or perspective) a given leader takes about how to operate within a given organization (Spillane, 2006)
Mahara and Collaboration: Building communities of practice.Mahara Hui
Presentation at Mahara Hui 2017 by Sue Smarti and Gwen Davitt (Te Rito Maioha Early Childhood New Zealand) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/S2OTJX980SI
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
Learning Analytics for Holistic Improvement ALASI 2014Ruth Deakin Crick
Presentation on holistic improvement and learning analytics using hierarchical proess modellling at the Australian Learning Analytics Summer School 2014
Empowering self-directed learners: Practical strategies and tools for L&DBrightwave Group
In a recent webinar Brightwave's Caroline Freeman discussed a range of self-directed learning strategies, sharing concrete examples of what works. She explored the surprising and effective ways today's new generation learning tools put the learner firmly in control.
To hear the full recording of this lively and interactive webinar session, visit: http://ow.ly/oQbt30hyGQp
A powerpoint presented to Heads of Departments explaining the current state of play in Educational Leadership. It looks at current issues in leadership and various models of school leadership culminating in a discussion of three main aspects of leadership: Setting Direction, Developing People and Re-designing the Organisation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Getting S.M.A.R.T. with Data Presentation
1. School Leadership Teams Workshop “It is about focusing on building a culture of quality data through professional development and web based dynamic inquiries for school improvement.” April 2010
2.
3. Today’s Agenda 8:30-9:15 Introductions, develop common knowledge about Data4SS 9:15-9:30 Understand the ESD’s role, vision and implementation plan 9:30-11:00 Creating a culture of quality data 11:00-12:00 How to use Data 4SS 12:00-12:45 Lunch! 12:45-2:45 Data mining time 2:45-3:00 Next steps
4. Building Background Knowledge “Which Came First: The Data or the Decision?” Read the article. Choose one sentence, one phrase, and one word that you believe captures the message of this article. Share your selections with your leadership team. Share your word with the whole group. Create a wordle (www.wordle.net)
5. Data 4 SS Overview Video http://www.mistreamnet.org/videtail.php?who=cisd071509
6. Picture This… Teachers are no longer working in isolation, instead there is a culture of collaboration in place. Decisions are based on the findings from quality data. Professional development is job-embedded on a steady basis. The community is aware of the power of having a collaborative culture of educators using quality data and they are well-informed of the impact this can have on all students.
7. Making it Happen AMA ESD’s Mission: Serve and Support Student Achievement Data Initiative Vision: With support from the AMA ESD, school leadership teams will guide their schools in creating a collaborative culture using quality data.
8. Two Data Mining Systems + PLC model = Vision! AMA ESD has two data mining systems available for schools: Data 4 Student Success (historical state-level data) Data4 SS vs. TestWiz Data Director (historical plus local data) School leaders and AMA ESD Data Coaches understand the concept of the PLC model Let’s put these two pieces together to create a collaborative culture that focuses on quality data!
9. Implementation Plan Five schools signed up to be the first cohort group to dive into the AMA ESD’s data initiative journey. The plan was developed for this first cohort to become the inspiration and guide for the rest of the schools. AMA ESD will lead the workshops, offer support, and sustain resources.
10. We need to think of “the leader as one whose function is to engage groups of people in a way that creates accountability and commitment.” Peter Block To do this, the leader should: Create a context based on gifts, generosity, accountability and commitment. Initiate and convene conversations that shift people’s experience, which occurs through the way people are brought together and the nature of the questions used to engage them. Listen and pay attention
12. Creating a Culture of Quality Data Learning Target: Understand a culture of quality data and the impact of change theory on staff
13. Culture of Quality Data On chart paper, please answer the following questions with your school team: What is a culture of quality data? What does it look like? What does it sound like? What is the evidence?
14. The School’s Culture… dictates, in no uncertain terms, “the way we do things around here.” Ultimately, a school’s culture has far more influence on life and learning in the schoolhouse than the state department of education, the superintendent, the school board or even the principal can ever have… Roland Barth (2001)
15. Continuum of Community Function 15 Toxic Laissez-faire Congenial Collaborative Accountable Toxic – All about the teacher, adults not nice to one another or to the students Laissez-faire – Teacher centered, autonomous, individual contractors Congenial – Counterfeit, confuse niceness w/collaborative, focus not on kids Collaborative – Have structures and skills in working together for improved student achievement Accountable – Able to acknowledge and deal with difficult data effectively; Move beyond familiar solutions and approaches; Let go of instructional practices that do not work; Call one another on unmet expectations or violated norms. Source: Skillful Leader II, Warnock presentation
16. Changing Cultures Bringing about cultural change in any organization is a complex and challenging task. Phil Schlechty (2005) refers to the challenge of reculturing as “disruptive change” because it “calls upon the system and those who work in it to do things they have never done”. It has been referred to as “2nd order change”- a dramatic departure from the expected and familiar.
17. CHANGE is difficult… Those who undertake a 2nd Order Change - such as transforming their schools into Professional Learning Communities must realize that change is difficult but not impossible. Anxiety, discomfort and conflict will accompany 2nd Order Change initiatives. 17
18. 1st and 2nd Order Change First Order Change: Extension of past Within existing paradigms Consistent w/ current norms, values Incremental Linear Implemented w/ current knowledge, skills Implemented by experts Second Order Change: Break w/ past Outside existing paradigms Conflicts w/ current norms, values Complex Non-linear Requires new knowledge, skills Implemented by stakeholders
19. 8 Common Mistakes Allowing too much complacency Establish a sense of urgency Failing to create powerful guiding coalition Create guiding coalition ID critical number of champions re: change process Underestimating the power of vision Vision = direction, alignment, inspiration Without direction, individuals “do their own thing” Lack of direction leads to “permission” or “debate”
20. 8 Common Mistakes 4. Under communicating the vision by a power of 10 2nd Order Change requires credible and frequent communication Important to communicate vision often Unite leadership focused on vision Action aligned to vision 5. Permitting structural, cultural obstacles to block change process Confront obstacles: PD, structures, staff, policy 20
21. 8 Common Mistakes 6. Failing to create short-term wins Build on incremental gains; avoid “long march” ID goals, performance criteria, celebrate 7. Declaring victory too soon Know difference between “win” and “victory” Successful change must be anchored in culture Celebration provides impetus to tackle bigger problems 8. Neglecting to anchor changes firmly in culture “Change” is part of the way we do things Behaviors must be rooted in social norms, shared values 21
23. Complex Change… Requires leadership greater than one person can provide. Distributed leadership maximizes the collective strengths of individuals in a coherent, adaptive, and sustainable organization. It requires individuals to assume responsibility, take action, learn and grow for the benefit of the whole. 23
24. How do we impact culture? Begin by focusing on changing BEHAVIORS. Attitudes follow behavior. That means people accept new beliefs as a result of changing their behavior. (Fullan) Behaviors and emotions change before beliefs so we need to act in a new way before we get insights and feelings related to new beliefs. (Elmore)
25. What will it look like? From … A focus on teaching Emphasis on what was taught Coverage of content Infrequent summative assessments Remediation Isolation To … A focus on learning A fixation on what students learned Demonstration of proficiency Frequent common formative assessments Intervention Collaboration
26. Roles and Responsibilities in Creating a Culture of Quality Data Learning Target: Understand the roles that need to be involved in building a culture of quality data
27. Roles and Responsibilities Group Activity In your teams, please choose one person to record your answers on the worksheet. Be ready to share with the group.
28. Assessing the Culture ofQuality Data Learning Target: Assess your current culture of quality data to help develop a plan of action
29. Assessing Your Culture of Quality Data After completing the chart together in your school teams, please take some time to answer the questions that follow. Share a few thoughts with the whole group. We will re-visit this chart as we journey through this initiative.
30. The Impact of Quality Data In small groups, answer these questions: What is the impact of missing kids? What is the impact of mislabeling kids? What is the impact of having only historical data? What other systems depend on student data?
31. Getting to Know Data4SS Computer Lab Tips: Sit with your school team Assign one person to be in charge of the computer operations (one computer per team to get started) When it’s “Tutorial Time” please avoid using your computer until it is over, then we can explore
Editor's Notes
This section is used to set the stage for what a culture of quality data looks like
Take a minute and talk with your table teams:If a culture of data is in place, what behaviors would you observe?What evidence would the locals have that would indicate this is in place?Chart responsesData culture Reading and interpreting data correctly Goals written based on data Using data to make decisions Teacher know what the goals are – not just the SI team Funding allocated based on data More that one person has access to the data Data collected systematicallyData evidenceData walls Actions are related to the goal Well written goals measured by an assessment During conversations and meetings data is used Locally generated data (formative) PD relates to goals and goals are based on data Progress toward the goal is monitored, data is collected specific to the goal and analyzed Data analyzed and shared with staff on timely basis and regularly Data used to plan for making decisions ‘I believe’ and ‘I feel’ aren’t used – use narrative statements and work from those to focus on data not feelingThis information can be used to help determine were to begin the series of modules.
Read this statement as a group and reflect as a group
Facilitation:Jot on continuum where your local schools areNote that it requires significant PD to move up the continuum
1st Order Change is doing more of, less of, better (but the same)2nd Order Change is doing things differently – which requires a support group that allows people to ask for help
What comments would you hear if you are making mistake #11. Urgency yes, but FEAR does not work. Urgency alone is not sufficient. Studies show that 9 of 10 patients would be unable to make and sustain changes necessary to save their lives (Deutshman) John Kotter (1996) Harvard Business School
Celebrating giving HOPE for a better future motivates people to keep going.Be carefulHolding one another accountable for how we do business
Have discussion at tables about projects in the past that perhaps stumbled – can the missing required elements be identified and the result observed from those prior projects?
Therefore, actual changes in culture occur late in the process. Patience. Persistence.How do you do this? Monitor, Expect, Clarity, Conversation
Facilitation – break here to get Google Doc set up, folks accessing it (one per table). Need timer
Handout: Assessing the Culture of Quality Data Worksheet