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EngageNY.org
A Change Focused Culture
Session 5A, November 2013 NTI
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Effective Collaboration Norms and Guidelines
In order to cultivate a climate where everyone is focused on ongoing, positive growth and improving student achievement, use the Seven Norms of Collaboration.
Seven Norms of Collaboration
1. Promoting a Spirit of Inquiry and Balancing Advocacy
2. Pausing
3. Paraphrasing
4. Probing
5. Putting Ideas on the Table
6. Paying Attention to Self and Others
7. Presuming Positive Intentions
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Learning Target
• I can support the development of a collaborative, change-focused culture schoolwide, including ways to manage counterculture behavior.
“Culture eats strategy for breakfast”
– Peter Drucker
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Cummings & Worley, 2001 South-Western
College Publishing
Organizational Culture
The basic assumptions, values, and norms shared by organization members
Represents both an “outcome” of organization design and a “foundation” or “constraint” to change
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Independent Reading
• Read one of the two articles and annotate the text. Highlight key words, phrases or sentences that resonate with you as a leader. In particular, how does culture impact your work as an instructional leader (curriculum and instruction)?
• You will participate in a discussion protocol after you read quietly.
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Final Word Protocol
• Select a timekeeper and a facilitator.
• Each member of the group will act as a “presenter.”
• 20 minutes in groups of 4.
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Read and List
• Read the very top portion of the group processes document and stop to list the different groups in your schools.
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Aspects of Group Processes
• Communication
• Decision Making
• Group Norms
• Group Decision Making
• Use of Leadership and Authority
• Functional Roles of Group Members
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Read and think about your school/district
• This is quiet reflection time.
• Continue to read through the Group Processes Document.
• Use the questions for each component of group processes.
• There is an embedded reflection form to use as you think about your school/district.
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A Case Study
• Read and annotate as you make connections to items in the text.
• Read through “the findings,” but stop before the “interventions.”
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A quote
“Great principals are change agents. As school leaders, principals are the lynchpin of effective implementation of any school-level reform and are critical to student success. Principals account for 25 percent of a school’s total impact on student achievement1and can have a greater impact on all students than teachers because principals ensure effective instruction year to year across the entire school.2”
•1 Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How Leadership Influences Student Learning. New York, NY: Wallace Foundation; Marzano, R.J., Waters, T., & McNulty, B. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development.•2 Branch, G., Hanushek, E. A., & Rivkin, S. G. (2012). Estimating the effect of leaders on public sector productivity: The case of school principals (pp. 45). Washington, D.C.: National Center for Analysis of Longitudinal Data in Education
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Cummings & Worley, 2001 South-Western
College Publishing6-12
Group-Level Interventions• Goal Clarity
extent to which group understands its objectives
• Task Structure the way the group’s work is designed
• Team Functioning the quality of group dynamics among members
• Group Composition the characteristics of group members
• Group Norms the unwritten rules that govern behavior
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Cummings & Worley,) 2001 South-Western
College Publishing6-13
Individual-Level Interventions
• Skill Variety The range of activities and abilities required
for task completion• Task Identity
The ability to see a “whole” piece of work• Task Significance
The impact of work on others• Autonomy
The amount of freedom and discretion• Feedback about Results
Knowledge of task performance outcomes
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Brainstorm Interventions
• What might you try with this community?
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Read and Analyze
• Independently read the intervention and highlight it for strengths and weaknesses.
• Discuss in triads:
What were the strengths?
Where are the opportunities for improvement?
What other interventions could be used?
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Journal and Reflect
• Quietly journal about your progress on this Learning Target: I can support the development of a collaborative, change-focused culture school wide, including ways to manage counterculture behavior.
• Any new thinking about being a leader of curriculum and instructional change and the impact of school culture on this work?
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