Leadership for Change

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Leadership for Change

• How do I lead change in a system?

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Essential Question

• How do I lead change in a system?

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Session at a Glance

• Introductions
• Jumpstart Your Thinking
• Understanding Change
• Core ideas and dynamics of personal and systems
  change
• Process of change
• Theories of Change
• Strategies to support change
• Assessment Task
• Closure

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Assumptions

• Participants understand the implications of
  leading change from a systems perspective.

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Standard

• Participants will
• Declarative
• Understand core ideas and dynamics of both
  personal and systems change
• Understand the process of change
• Procedural
• Define a personal theory of change
• Identify strategies to support a change effort

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Assessment Task

• Working in teams or alone, participants will
  create a theory of change and identify 3
  strategies that can be employed to support the
  implementation of the change process.

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Introductions
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Musical Chairs

• When the music stops, have a seat! With the
  person next to you, share the following
• Introduce yourself, including your position.
• Respond to the statement posed by the facilitator
• Indicate how you feel about change

Debrief with the large group!
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Personal Goal Setting

• Given the standard for this session and the task
  you will be asked to accomplish at the conclusion
  of this session, what personal learning goal will
  you set for yourself?

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Jump Start Your Thinking
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Jump Start Your Thinking
If They Stopped By . . . What Advice Might They
Give About Change?

• Martin Luther King
• Indira Ghandi
• Ceasar Chavez
• Albert Einstein
• Bill Gates
• Mother Theresa

• Margaret Wheatley
• Adolf Hitler
• Margaret Mead
• Gloria Steinem
• Nelson Mandela
• Rosa Parks

As a group of 3, select 3 names from the list and
discuss your ideas.
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The Change Process
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What is Change?
Beginnings
Endings
The Neutral Zone
William Bridges
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Principles of Change

• Change is a process, not an event, and it takes
  time to institute change
• Individuals must be the focus if change is to be
  facilitated and institutions will not change
  until their members change
• The change process is an extremely personal
  experience and how it is perceived by the
  individual will strongly influence the outcome
• Individuals progress through various stages
  regarding their emotions and capabilities
  relating to the innovation
• The availability of a client-centered
  diagnostic/prescriptive model can enhance the
  individual's facilitation during staff
  development and
• People responsible for the change process must
  work in an adaptive and systematic way where
  progress needs to be monitored constantly.

Hall Hord, 1987 Concerns Based Adoption Model
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The Concerns-Based Adoption Model
Hall Hord, 1987 Concerns Based Adoption Model
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Sample Theories of Change
The Seven Levels of Change Rolf Smith (1997)
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Theories of Change
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The Chinese symbol for Crisis (change)
pronunciation wei jee
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Change is Hard

• Most of us build our identity around our
  knowledge and competence in employing certain
  known techniques or abilities. Making a deep
  change involves abandoning both and walking
  naked into the land of uncertainty.

Robert Quinn, Deep Change
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"The significant problems we face today cannot be
solved at the same level we were at when we
created them."
Change is Necessary

• To get different results -- change -- we must do
  things differently.

Albert Einstein
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What have we learned from our failures with
change?

• Think of an experience youve had with failed
  change effort. What contributed to the failure?
• What lessons can we learn from those experiences?

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Theory of Change

• A theory of change ". . . delineates the
  underlying assumptions upon which the program is
  based. It includes not only the components of a
  program, but also incorporates an explanation of
  how the change is expected to occur."
• Joellen Killion, Assessing Impact
• Evaluating Staff Development, 2002

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Identifying a Theory of Change

• Process
• Explore Group Assumptions
• Identify components needed for change to happen
• Cluster and Label components
• Sequence the components

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Exploring Our Assumptions

• An Assumption is what I currently hold to be
  true.
• What are some of the assumptions that you hold
  about change?

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Constructing a Theory of Change

• Use your assumptions to identify the components
  for making change in your school

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Constructing a Theory of Change

• Arrange ideas in similar categories (Clustering)
• Label the categories

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Sequence the Categories

• Identify the desired result
• Put categories in a linear sequence
• Identify the constant factors that parallel the
  sequence

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Your Theory in this Case?

• Represent discussion in a graphic

Result _____
Support ____
Step 3 _____
Step 2 _____
Support ____
Step 1 _____
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How did this help?

• Round Robin reflection on the process and the
  insights
• How does this process of identifying a theory of
  change help you?

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Question Answer

• If you created a process for yourselves where
  do you think its most likely to fall apart?

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Question Answer

• How does this process work from a district
  top-down level?

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Question Answer

• Should a theory of change be generated at each
  site or at the district level or all of the
  above?

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Question Answer

• How often should we revisit or recreate a theory
  of change?

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Question Answer

• For members not represented, how do you bring
  them into the conversation?

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Assessment Task
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Assessment Task

• The teachers at Transformation School are trying
  to implement the instructional practices theyve
  been learning in their on-line courses. Working
  in a team, create a theory of change and identify
  3 strategies that can be employed to support
  their efforts in creating change at the classroom
  level.

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Musical Chairs

• When the music stops, have a seat! With the
  person next to you, share the following
• Respond to the statement posed by the facilitator
• Indicate how you feel about supporting others
  through change

Revisit your personal learning goal for this
session - How did you do?
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T'd UP!
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Ting it up for Trainers
T'd UP