leading the way - u.s. department of education · 2019. 4. 30. · leading the way with small...
TRANSCRIPT
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Leading the Way with Small Learning Communities
Dr. Nancy Golden, SuperintendentSpringfield Public SchoolsSpringfield, Oregon
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Key Questions
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Why are you leading this work?
What is your greatest hope for theSLC program in your school(s)?
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The Change Process
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Change Process
Change takes place over time
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Change Process
The initial stages involve anxiety
and uncertainty
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Change ProcessTechnical and psychological
support are key
Anx
iety
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Change Process
New skills are learned through
practice and feedback
Anx
iety
Supp
ort
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Change ProcessBreakthrough happens when people understand how the
innovation can work
Anx
iety
Supp
ort
Prac
tice
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Change Process
Organizational conditions impact success
Anx
iety
Supp
ort
Prac
tice
Und
erst
andi
ng
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Change Process
External connections impact success
Anx
iety
Supp
ort
Prac
tice
Und
erst
andi
ng
Org
aniz
atio
nal
Con
ditio
ns
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Change Process
Successful change cannot be mandated
Anx
iety
Supp
ort
Prac
tice
Und
erst
andi
ng
Org
aniz
atio
nal
Con
ditio
ns
Exte
rnal
Con
nect
ions
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Anxiety
Support
Practice
Understanding
OrganizationalConditions
External Connections
Successful Interaction
Successful change takes place over
time and is accomplished
through interaction with peers and leaders
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Implementation Dip
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PERFORMANCE
TIME
Curve of Pain and Suffering
Where we’re going.
Start
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Six Stages of Concern
The Implementation Dip is represented in the first four stages.
Refocusing: How can I improve it?
Collaboration: How does it relate?
Consequence: How will this affect my students?
Management: What are the steps for implementation?
Personal: How will this affect me and/or how I do my job?
Informational: Where can I find more information?
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Clear Vision
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Allows staff to clearly see what areas
need improvement and provide the
appropriate support
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College and Career Readiness Progress ReportSpringfield Public Schools
Student: Griffin Coleman! School: SHS!! Grade: 9th
1.0
3.2
15
E
E
247
3.1
CPAS
OAKS
ACT Explore*
A-OR
GPA*
18
3.5
236 242
.90 .95
Math
Reading 245
Composite
Meet
.93
Key Cognitive Skills (Think)
Key Content Knowledge (Know)
Key Learning Skills (Act)
On Track to be College/Career Ready
On Track to be College/Career Ready
On Track to be College/Career Ready
*GPA is also an indicator of Key Learning Skills and Techniques
E
4.0
16
Math Completion
Algebra Geometry
Geo
*ACT Explore and *GPA are also indicators of Key Content Knowledge
6 + Credits 76
Key Transitional Knowledge and Skills (Go) -! Not Measured @ 9th Grade
*ACT Explore and GPA are also indicators of other college readiness skills and knowledge.
3
Attendance - Office Discipline Referrals
Text
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Keep the Main Thing the Main Thing
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Big Rock
Theory
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Post-Secondary Partners
Student Engagement Block
Schedule Evaluation
Academy Model
Teaming Embedded Teacher
Collaboration Rigorous Instruction
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Stand Close, Care Big
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group of teachers in prof. devel or meeting setting
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SLC Workgroup High school principals
High school teacher leaders
Middle school principal
District Leaders
Superintendent
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Facilitation Tools
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Facilitation Tools
• The Decision Chain
• Common Knowledge Base
• Worst Fears, Best Hopes
• Yes-No-What do you need?
• From To
• OPV (Other Point of View)
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Better Decisions - Better Lives
Decision Education Foundation
Better Decisions - Better Lives
Creative Alternatives
Useful Information
Sound Reasoning
Commitment to Follow Through
Helpful Frame
Clear Values
Elements of a Good Decision
Start here
Decision Chain
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Common Knowledge Base
• Should be established early in the process
• Provides a foundation of facts and data from which to work
data data
data
Facts Facts
FactsFactsWednesday, April 4, 2012 35
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Worst Fears Best Hopes
• Creates cohesion among a group
• Helps individuals assess their level ofcommitment
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Worst FearsDoing it all again -not finishing
Not finding theresolve to make the change
Not having what weneed to make the change worthwhile
Creating somethingunsustainable
Continue to do “business as usual”
Best Hopes
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Be able to supportevery kid
Reach a point of truecollaboration amongschools
Help fulfill parents’dreams for their children
Reform becomes true transformation
Prove that publiceducation can work for all students
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Yes - No - What do you need?
Helps move a group toward consensus Yes!
I need
•
• Allows individuals to clarify their positions
• Should be utilized as a formal activity
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No!
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From To
• Allows the past to be compared with thefuture with respect to an innovation or change
• Helps groups envision the future and createthe desired changes
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Acid Wash Long Hair Acid RefluxLonging for Hair
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Teachers working in isolation
Embedded collaboration through teaming
Disjointed assessment systems
A system that supports all students
No K12 - HigherEd. Coordination
Expanding partnershipswith Univ. of Oregon & Lane Comm.College
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OPV(Other Point of View)
• Reminds group members to suspend theirown judgment and consider multipleperspectives
• Helps create commitmentto a potential compromise
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Transparency
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Final Key Question
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What is one strategy or tool from this presentation that you can use withinthe next 30 days to help achieve thebest hopes you identified earlier?