leadership: preparing the system for transformative change

Leadership: Preparing the System for Transformative Change

Elizabeth A. Clark, Ed.D.David Holland

2012 Assessment and Graduation Data

2012 State Accountability Guesstimates

Nov 30 TEA documentFeb 21 CommunicationFeb 28 TEA document

Considerations•Best guesstimates based on limitations of

data, accountability information, mental capacities

•Benefits to the analysis▫Better understand the intricacies of the new

accountability system▫Help predict where campuses and the district

may land in 2013▫Allow for between-campus comparisons

2013 is a transition year•Four indices▫Index 1 – Student Performance

Available for all campuses and district in 2013▫Index 2 – Student Progress

Available in 2013 (but not calculated for the 2012 data)

▫Index 3 – Closing Performance Gaps Available for Level II performance only in 2013

▫Index 4 – Postsecondary Readiness Advanced performance not available in 2013 Graduation measures available for district and HS

only

Handouts•Calculation parameters•Index calculations▫Based on 2012 data Assessment data from TAKS (grades 10 & 11),

STAAR and EOC Graduation data from 2012 AEIS

▫Index point range 0-100▫Two possible campus and district ratings in 2013 Met Standard Improvement Needed

Index 1 – Student Performance

•Overall percentage meeting STAAR Phase 1 Level II standard or TAKS Recommended standard•Inclusions▫All tests (M and Alt without cap)▫All students▫TAKS grade 10 and 11▫ELLs with 4 or more years in US schools▫October snapshot accountability subset

Index 1 – Student Performance

Reading Math Writing Social Studies Science Total Index 1

Group n met n tstd n met n tstd n met n tstd n met n tstd n met n tstd n met n tstd % met pts

BISD All 11737 14191 10888 14169 3327 4813 5272 6213 6339 7829 37563 47215 79.6 80

Page 1

37563 / 47215 = .796

Index 3 – Closing Performance Gaps•Same tests and performance standards as Index 1,

but TAKS not included for HS•Snapshot subset, ELLs 4 or more years•Student groups evaluated

1. Economically disadvantaged2. Lowest performing race/ethnicity subgroup in

previous year (based on 2011 AEIS)3. Second-lowest performing race/ethnicity subgroup

in previous year• Minimum group size: 20 students (25 in 2/28/13

proposal)

Index 3 – Closing Performance Gaps

Reading

Group Meas B H W I A P T ED gp1 gp2 pts max

BISD n tstd 794 3958 5523 66 518 24 259 6226 24 3958

% met 71 73 85 71 85 83 84 73 83 73 230 300

Race/Ethnicity subgroup size and performance

Economically disadvantaged

Page 2


Reading


BISD n tstd 794 3958 5523 66 518 24 259 6226 24 3958

% met 71 73 85 71 85 83 84 73 83 73 230 300

Page 2

Pacific Islander

B H W I A P T87 86 94 96 93 86 91

Reading Performance - 2011 AEIS

Hispanic


Reading


BISD n tstd 794 3958 5523 66 518 24 259 6226 24 3958

% met 71 73 85 71 85 83 84 73 83 73 230 300

Page 2

Sum of all groups

+ + =

• If only 2 race/ethnicity subgroups meet minimum size, then 1 group is evaluated.

• If only 1 race/ethnicity subgroup meets minimum size, then no groups are evaluated.

3 groups = 300 possible pts


Index 3 Summary

Read Math Write Soc St Sci Tot Max Pts

230 203 200 198 213 1044 1500 70+ +++ =

Page 6

1044 / 1500 = .696 = 70%

Index 4 – Postsecondary Readiness

•Advanced Performance (not used in 2013)▫Index 1 assessments▫Snapshot subset, ELLs 4 or more years▫Standard: Level II at Recommended (2016)▫Student groups

All students 7 race/ethnicities

▫Minimum size: 20 (25 in 2/28/13 proposal)▫Numerator: Number of students meeting standard

on one or more tests


All B H W I A P T Index

Group n % n % n % n % n % n % n % n % Tot Max Pts

BISD 11124 57 793 43 3961 46 5510 65 65 51 513 69 24 54 258 64 449 800 56

Page 8

Advanced Performance measure not available in 2013


•Graduation-Related Measures▫4-year or 5-year graduation rate (use

whichever one results in the highest index score)

▫Percentage of graduates with RHSP/DAP diplomas

Index 4 – Postsecondary Readiness4-yr Grads All B H W I A P T LEP SpEd Total Max %BISD 85.8 81.1 81.4 88.4 - 91.5 - - 60.0 75.3 564 700 81

RHSP/DAP All B H W I A P T Total Max %BISD 70.9 71.6 62.9 73.7 - 83.0 - - 362 500 72

STAAR Measure Grad Measures*Index 4 OverallPts Max Index Pts Max Index

BISD 449 800 56 926 1200 77 67

Index 4 score for District and High Schools

+

Page 9

Rating summary

Page 10

Index 1 Index 2 Index 3 Index 4 Rating Estimate*

2013 Target 50 na 50 75BISD 80 70 77 Met Standard

Districts and campuses must meet the target in at least one index to achieve a rating of Met Standard

Rating Summary•The good news▫Based on these estimates, the district and all

campuses achieved a Met Standard rating•Caveats▫All accountability measures are subject to change▫All 4 indices will be fully implemented in 2014▫Phase 2 standards will be in place in 2014▫Counting ELLs with 2 or more years in US schools

proposed for 2014▫TAKS grade 11 only in 2013, no TAKS in 2014

Eng III

Eng II

Eng I

8th

7th

6th

5th

4th

2nd

1st

Kinder

Phase 1

2012 & 2013Phase 2

2014 & 2015Final

2016 & beyond

Level II Phase-in

20162015

20142013

3rd

How will we ensure that our current 6th graders are well prepared for success at the next level?

How do we determine whether our kindergarten through grade 2 students are well prepared for success at the next level?

Longitudinal thinking

SSI in 2016

Transformation Model

TAUGHT TESTED

WRITTEN

• What problems or areas of concern necessitate our need for change? What evidence or data supports your observations?

• Complete the first two columns of the graphic organizer, then share with your table and be prepared to share with the larger group.

Problem/Areas of Concern Evidence/Data to Support Your Observations

Why Change?

District Initiatives

• As you think about the areas of concern/problems, what new initiatives come to mind that have been implemented this year. How do these initiatives relate to the problems/concerns?

• Continue to discuss with your table and add to your graphic organizer.

Problem/ Areas of Concern

Evidence/Data to Support Your Observations


District Response to Initiatives

•What observations or evidence do you have that indicate progress is being made toward addressing the problem of academic performance?

•Continue to discuss with your table and add to your graphic organizer.

Problem/ Areas of Concern

Evidence/ Data to Support Your Observations


Observations/ Evidence that progress is being made

Situation…How can strong culturesimpede change?

With an elbow partner,discuss this and beprepared to share yourthinking.

Our Response

in order to equip every child with the best

education possible.

Innovation•The degree of innovativeness in an

organization is based on how much organizations are (and allow members to be) inventive, diverse, creative, and risk-takers.

•High innovativeness without adequate Goal Focus does not necessarily produce improved results.

• Innovation demands proactive change rather than reactive change. OHDDC

Adaptation• The ability to tolerate stress

and maintain stability while coping with demands of the environment. This implies that the organization does not control the external impetus for change, but it can control the process for that change.

OHDDC

• The implication is that leaders who want to have an adaptive and responsive organization need to be in a position to facilitate the change process in order to “tolerate stress” and “maintain stability.”

Goal Focus• The ability of persons, groups, or

organizations to have clarity, acceptance, support, internalization, and advocacy of goals and objectives. Implicit within this definition is the realization that organizational members may have varying levels of Goal Focus individually and that individuals may have varying levels of Goal Focus for specific goals.

OHDDC

•The level of Goal Focus is a measure of commitment to the “what” of organizational purposes.

Sequential Steps for Improving Goal Focus

Clarity

Acceptance

Support

Advocacy

Internalization

Goal Focus

Building Capacity

Activity•Based on what you have heard

about Innovation, Adaptation, and Goal Focus, what implications does this have for:▫You as a campus leader?▫The district as a whole?▫Members of your staff?

•Discuss this at your table and be prepared to share with the larger group.

Preparing a System…• Low-achieving schools need

“tightly controlled teaching and learning processes from the center because minimizing variation across classrooms and schools is the core driver of performance improvement at this level.”

- Porter-Magee, 2010 McKinsey Study of 20

successful School Systems

Positive CulturePurkey & Smith Snyder & Snyder

“An academically effectiveschool is distinguished by itsculture: Structure Process Climate of values & norms Focus on successful teaching and

learning”

“Changing culture through asystems thinking approach isbased on: Organizational planning Developing staff Developing a program Assessing school productivity”

System Alignment is achieved by:1. Increasing people’s understanding

and acceptance of the new mission, goals, and initiatives

2. Increasing the knowledge and skill level to do the work

3. Building on successful past experiences

4. Providing accountability through increased competency and the willingness of individuals to commit and advocate for the system goals/initiatives

Factors to Consider in Exercising LeadershipRe

latio

nshi

ps/B

ehav

iors

Initiating Structures/Tasks

LOW HIGH

LOW

HIGH

Effectiveness Dimensio

n

Is the 2D Model always true?•People operate at varying

levels of readiness depending on the situation

•Situational leadership is necessary in order to align to the needs/readiness levels of the “followship” in any given situation

Follower Readiness

HIGH MODERATE LOW

R4 R3 R2 R1Able and Willing or Motivated

Able but Unwilling

or Insecure

Unable but Willing or Motivated

Unable and Unwilling

or Insecure

Personal Alignment Requires:1. Facilitation by the leader to grow

and develop people from dependent to interdependent by building shared commitment to mission, vision, and values.

2. As trust is gained, synergistic results are achieved and the collective “we” moves closer to advocacy levels.

3. Leaders must have style flexibility to match variety of situations.

Rela

tions

hip

Beh

avio

r

Task BehaviorLOW

HIGH

LOWHIGH

(Sup

porti

ve B

ehav

ior)

(Directive Behavior)

Situational Leadership

Rela

tions

hip

Beh

avio

r

Task BehaviorLOW

HIGH

LOWHIGH

(Sup

porti

ve B

ehav

ior)


TellingDelegating

Participating Selling

Provide specific instructions and

closely supervise performance

Explain decisions and provide opportunity

for clarification

Share ideas and facilitate in decision making

Turn over responsibility for decisions and implementation


FOLLOWER READINESS LEADERSHIP SYLE

GOAL FOCUS IMPLICATIONS

R-1 These individuals need structure and guidance. They prefer the security of leaders determining priorities.

Because they need direction and structure, the leader should provide it through a telling/directing style.

The leader’s primary function is to provide goal clarity. They need the security of knowing expectations.

R-2 These individuals need to be convinced that goals are appropriate.

Because they respond best to leaders who emphasize both task and relationships, the selling/encouraging style is appropriate to convince them that goals are important.

The leader’s role is to gain goal acceptance from followers who desire affiliation with the leader in a structured environment.

Style Flexibility Chart Based on Readiness Levels of Followers

FOLLOWER READINESS LEADERSHIP SYLE GOAL FOCUS

IMPLICATIONS

R-3 These individuals have demonstrated their readiness to be involved in the goal-setting process.

Because they want to be involved in the goal-setting process, a participating style is appropriate.

If these individuals are involved in the process of goal development, they will be at level 3–support.

R-4 These individuals are capable of accepting and independently carrying out organizational responsibilities.

Because they respond best to leaders who capitalize on their readiness to contribute, they prefer a delegating style.

If they are involved in the development, implementation, and refinement of goals, they will internalize goals, and some will have the commitment to become goal advocates.

Style Flexibility Chart Based on Readiness Levels of Followers

How do you know when to TELL, SELL, PARTICIPATE, and DELEGATE?•It depends on the degree to which the

individual has the knowledge and skills to accomplish the specific task. (Are they ABLE?)•It also depends upon the degree to which

the individual is WILLING or MOTIVATED to accomplish the task. (Are they willing?)

Rela

tions

hip

Beh

avio

r

Task BehaviorLOW

HIGH

LOWHIGH

(Sup

porti

ve B

ehav

ior)


Leader: TellingLeader: Delegating

Leader: Participating Leader: Selling

Provide specific instructions and closely

supervise performance of those UNABLE and

UNWILLING/INSECURE

Explain decisions and provide opportunity for

clarification to those UNABLE, but WILLING/

MOTIVATED

Share ideas and facilitate in decision making for those ABLE, but UNWILLING/INSECURE

Turn over responsibility for decisions and implementation to those ABLE and WILLING/MOTIVATED

Follower: R1

Follower: R2Follower: R3

Follower: R4


SITUATIONAL LEADERSHIP

Salient Points• Leadership is the key to organizational effectiveness (i.e.

Organizational Health) and must permeate the district.

•People range on a continuum of readiness from R1 to R4 depending upon the initiative/situation.

• Leadership is situational.

• Leaders must be able to diagnose accurately in order to know how to respond appropriately to the readiness levels of staff relative to a particular situation.

•Most effective leaders have great diagnostic skills and adjust leadership styles based upon their diagnosis.

Sequential Steps for Improving Goal Focus

Clarity

Acceptance

Support

Advocacy

Internalization

Goal Focus

Building Capacity

How do you change people’s behavior?•Change the behavior of

the leader (style flexibility).•Change the followers’

behavior.•Change structures and

processes.•Tell the reason “why”

Sources for organizational feedback

Observe Ask Questions Listen

Clues for Identifying Levels of Goal FocusUnclear (Below the level of Clarity)▫“I have difficulty in seeing….”▫“I don’t really understand

why…”▫“I don’t understand how…”▫“It is unclear…”▫“I wish they would make up

their minds and just tell us what to do.”

R1

Clarity▫“Yes, I know that is one of our

goals but…”▫“Yes, I know the “central office”

expects us to…but they don’t have to implement it..”

▫“I believe there is a better way to…”

▫“He/she said we had input on the decision, but she/he sure didn’t hear my suggestion.”

Clues for Identifying Levels of Goal Focus

R1R3

Acceptance▫“I understand why it is

important.”▫“You have convinced me

that it is important.”▫“You have convinced me

why it is necessary.”


R2R3R4

Support▫“We believe it is important

because…”▫“In OUR discussion, WE

came to the conclusion…”▫“It was a consensus from

OUR group…”▫“WE know it works

because…”


R2R3R4

Internalization▫“I no longer have to

remind myself of its importance to our goal because it has just become an integral part of my daily efforts.”


R4

Advocacy▫“We need to help our peers

be sure to fulfill theircommitment to…”

▫“We need to be sure that everyone in our unit is…”

▫“We need to convince____that he/she should…”

▫“Our unit has an obligation to…”


R4

How do you know which leadership style to use?

It is situational…1. Based upon the

circumstances2. Based upon the

readiness and maturity of the followers

How can you tell the readiness level or maturity of follower?

It is about communicating…

1. Ask the right questions2. Listen to what follower say3. Observe behaviors4. Determine if followers are

willing to own problems and see solutions

How do you change the readiness level or maturity of follower?

It is about building capacity…

1. Change the conversations2. Explain the whys3. Change the leader’s

behavior and expectations4. Change structures and

processes

Readiness Levels Revealed: Feedback from the System

I am also concerned that with all our new initiatives, there is a great deal of conflicting information floating around the district- from what lesson plans should look like to we MUST post standards in hall with any student work, to what is or isn't allowed on class websites. Everything is filtering down through several layers and seems to be changed or eliminated along the way.Feb 18 The in-service experience provided today was one of the best I have attended. I was able to collaborate with other 1st grade teachers throughout the district and I have several new ideas to try. I was able to discuss those areas that are most important to me at this time. We were all active participants. I would like more district in-service days like this.

We have 19 different problem-solving plans across the district – all inspired by the same Bea Luchin training.

As I already had my final two six weeks planned, the time was not valuable to me

This was the BEST, hands down professional learning I have had in Birdville since I began in the 90's!

Planning with other schools is NOT beneficial. Like it or not, we all teach the same things in the same six weeks but in DIFFERENT ways according to our staff strengths and student needs. I NEVER use the info from planning with other schools. NEVER. This was one of the BEST days; We were able to look at

TEKS; collaborate about ideas; share with one another what IS working and what IS NOT working; brainstorm common assessments, and best of all NOT work on anything new!! I felt energized, loaded with great ideas and empowered to want to do my job better.

What are PLCs? I hear about them all the time, but I am pretty sure we don’t have those on my campus. I feel like I am missing out on something!


I am also concerned that with all our new initiatives, there is a great deal of conflicting information floating around the district- from what lesson plans should look like to we MUST post standards in hall with any student work, to what is or isn't allowed on class websites. Everything is filtering down through several layers and seems to be changed or eliminated along the way.The in-service experience provided today was one of the best I have attended. I was able to collaborate with other 1st grade teachers throughout the district and I have several new ideas to try. I was able to discuss those areas that are most important to me at this time. We were all active participants. I would like more district in-service days like this.








I am also concerned that with all our new initiatives, there is a great deal of conflicting information floating around the district- from what lesson plans should look like to we MUST post standards in hall with any student work, to what is or isn't allowed on class websites. Everything is filtering down through several layers and seems to be changed or eliminated along the way.Feb 18 The in-service experience provided today was one of the best I have attended. I was able to collaborate with other 1st grade teachers throughout the district and I have several new ideas to try. I was able to discuss those areas that are most important to me at this time. We were all active participants. I would like more district in-service days like this.







Goal: All teachers will engage in PLCs to implement the process of planning for learning.

Followship Leadership

Goal Focus Level Readiness Level Style

Roster Statement U C A S I Ad R1 R2 R3 R4 T S P D

Smith

I just don’t understand x x x

JonesI believe it’s important, but I am not sure I can do it without your help.

x x x

AdamsI believe in this work and know I can do it. I want to help others, too.

x x x

Goal: All teachers will be able to use data to determine appropriate interventions in implementing RtI.

Followship Leadership

Goal Focus Level Readiness Level Style

Roster Statement U C A S I Ad R1 R2 R3 R4 T S P D

Smith

I believe it’s important, but I am not sure I can do it without your help.

x x x

JonesI believe in this work and know I can do it. I want to help others, too.

x x x

AdamsI just don’t understand x x x

ActivityUsing the graphic organizer, begin to think about individual team leaders and/or department chairs. Answer the following questions:

▫Based upon observations and conversations with key leaders, can you appropriately identify each person’s readiness level for the work that we are requiring?

▫What leadership style would be most appropriate to use when interacting with key leaders on your campus?

▫Do you have key leaders at higher readiness levels?

▫If not, what do you need to do to increase the readiness level of key leaders to implement new district initiatives?

• If you are unsure where individuals are in terms of: readiness to truly lead PLCs:

▫Readiness to plan for learning using the standards-based curriculum and clarifying documents

▫Implementing Tier 1 strategies in the classroom▫Providing appropriate interventions

•What will be your plan as a leader of your campus?

•Discuss with your group and record next steps. Each cluster will report back to the whole group.

Activity

leadership: preparing the system for transformative change

Documents

performance standards

student performance

closing performance

accountability information

minimum size

student progressavailable

district ratings

new accountability systemhelp