Download - Implementing Change at Mitchell
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WHYWHATHOW
The
of Implementing Change at Mitchell
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Isaac School DistrictMany
schools in corrective action.
Challenging population.
High percentage of poverty.
Low graduation rates.
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Mitchell Elementary School
is an anomaly.
A performing school.
Low teacher
turnover.
20 teachers pursued National
Board Certification last
year.
Made AYP for the
past 5 years.
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Facing impending
FAILURE according to the
NCLB Act of 2001.
For the first time in 5 years.
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District mandates PROFESSIONAL
LEARNING COMMUNITIES.
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Outside consultant will be brought in to work with
district leadership teams in
FIRST WAVE REFORM.
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Principal at Mitchell recognizes a need for site reaction to top-down
change.
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Solicits the help of the Arizona K-12 Center…
To counteract potential barriers to
top-down change.
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Building AUTHENTIC LEARNING
COMMUNITIES
with issues that matter most to her teachers.
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The
IPDPWorkbook
Individual Professional Development
Planning
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Individual Professional Development Plans
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Collective Learning.
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WHYWHATHOW
The
of Implementing Change
Theoretical Framework
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Professional development
ALIGNED with identified teacher needs,
school and district goals, and
student achievement.
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Senge’s Five
Disciplines (1990)
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Shared VISION
.Commitment needed to keep the vision from leaving when the principal does.
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TeamLEARNING.
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Multiple opportunities to
COLLABORATE
and surface issues that are important and learn together
while exploring individual and
collective solutions.
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Meaningful conversations
about…
professionalgoals…
..and studen
t learnin
g
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PersonalMASTER
Y.
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Opportunities to reflect on small
successes throughout
teachers’ pursuit of small,
ATTAINABLE goals, while cultivating the
drive for pushing practice forward.
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MentalModels
PROFESSIONAL DEVELOPMENT
dictated, determined and driven by the goals of external demands.
ACCOUNTABILITYconformity STAKEHOLDERS
evaluators who hold high stakes in what’s
happeningOWNERSHIPpersonal accountability
and expectations for the work
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Threat of not making AYP, a single snapshot of need for change.
What DATA can be gathered, beyond test scores to measure teachers’ progress?
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SystemsTHINKING
Learning organizations need to be a place where individuals are continually
seeking a connected reality, and creating ways to change it (Senge,
1990).
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Learning communities devoted to exploring
PATTERNS generated in professional
learning practices in order to have a greater impact…
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On STUDENT
S
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WHYWHATHOW
The
of Implementing Change
The Plan
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1. ANALYZEChange Needs
Survey the existing urgency; consider
relevant contextual information;
inquire with those on the
inside of change initiative.
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2. Establish leadership alignment;
build clarity around purpose, roles, and processes.
Lay theFOUNDATION
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3. Commit to a
TIMELINE
and maintain consistency.
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GAME PLAN
4. The
Plan for first encounter before the school year begins.
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Map out opportunities for participants to interact during professional development days.
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Immerse into the culture and climate of the school by attending grade level meetings.
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5. Implement and
cultivate the
intervention.
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Conduct a self-assessment of
individual professional learning
needs based on STUDENTS.
11 Use IPDP to document, analyze, and reflect on…
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Establish a high and worthwhile professional learning GOAL aligned with the school and district goals, and student achievement.
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Plan learning OBJECTIVES and ACTIVITIES that
assist them in meeting their
learning goals.
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Gather EVIDENCE of student learning
that results and analyze the
effectiveness of their professional learning.
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REFLECT on their next objectives to continue to foster
their own professional learning
growth.
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Set NEW high and worthwhile GOALS for future learning.
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Foster collaboration among participants;
encourage the sharing of best practices for
continuous improvement, and react cautiously to
anticipated and unforeseen impediments
to change.
MOMENTUM
Sustain
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Lack of
TIME.
See change as school or district vision, NOT their own.Workbook format
feels overwhelming.
Too few opportunities for INTERACTION.
Stuck in one view ofPROFESSIONAL DEVELOPMENT.
Feel GOALS are dictated by district, not self-selected.
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WHYWHATHOW
The
of Implementing Change The Change Levers
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The leadership…its about sustaining change.
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“Sustainable leadership matters, spreads and lasts.”
Hargreaves & Fink, 2003
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Fostering the growth…of teacher leaders to sustain the vision.
How do others in
the organization view them?
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Involvement…its about engaging everyone in the work.
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Learning…its about building efficacy and empowerment.
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Measuring progress…its about gathering evidence for monitoring growth.
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Reinforcement in PLCs…its sustaining behavior change over time
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WHYWHATHOW
The
of Implementing Change
Theoretical Framework
The Change Levers
The Plan
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Taryl HargensProject Director
Arizona K-12 Center
Taryl HargensProject Director
Arizona K-12 Center
Implementing Change: Individual Professional Development Plans
www.azk12.org