1. Indiana Student Achievement Institute InSAI PREPARING FOR CHANGE (Document R.1)

2. InSAI’s beliefs and assumptions

3. Bottom-Up School Improvement Decision-Makers - All educators - Community - All students Assumptions about educators, community, students - Good people – care about kids - Capable of being thought-leaders - Capable of being change-makers - Will put kids first - Will adopt a “no excuses” approach - Will make good decisions

4. InSAI Beliefs About Leadership • Teams have the POWER TO CHANGE • I MUST CHANGE if I expect the system to change • Change involves DISCOVERING ANSWERS, • not applying formulas. • REAL CHANGE IS REAL HARD,but not impossible!

5. InSAI Beliefs About Planning Good planning includes: • Common BELIEF SYSTEM • Shared DECISION MAKING • Data-driven CHANGE PROCESS • Clearly defined ACTION PLANS • A plan for PROFESSIONAL DEVELOPMENT

6. Parker Palmer MOVEMENT APPROACH

7. DIVIDED NO MORE A MOVEMENT APPROACH TO EDUCATIONAL REFORM Parker Palmer MUTUAL SUPPORT PUBLIC ISSUES CULTURAL CHANGE ISOLATED INDIVIDUALS

8. Peter Senge FIFTH DISCIPLINE

9. E VISION DATA F CURRENT DATA Peter Senge – The Balance of Tension TENSION Source: Peter Senge, The Fifth Discipline

10. Peter Senge – Points of Leverage ORGAN-IZATION VALUES BELIEFS Source: Peter Senge, The Fifth Discipline

11. Administrators + faculty and community have knowledge of the world and every aspect of the school ORGANIZATIONAL LEARNING SYSTEMIC CHANGE Peter Senge – Learning Organizations • Administrators have knowledge about the world and every aspect of the school LEADERSHIP LEARNING RESULTS IN: New Ideas Shared decision making Eagerness for change Systemic implementation Source: Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.

12. Asa Hilliard DO WE HAVE THE WILL TO EDUCATE ALL CHILDREN?

13. Asa Hilliard – Deep Restructuring Current educational reforms are nothing more than “rearranging the technical and logistical chairs on the educational Titanic.” Source: Hilliard, A. (1991). Do we have the will to educate all children?, Educational Leadership, 49(1), 31-36.

14. Asa Hilliard – Deep Restructuring Fundamental change will occur in an environment supportive of change • Everyone at the table • Trust • Honest discussions • Data analysis Source: Hilliard, A. (1991). Do we have the will to educate all children?, Educational Leadership, 49(1), 31-36.

15. Collegiality VS Congeniality Norm of Congeniality • Would like everyone to be happy • Avoid conflict • Isolation • Little team learning Norm of Collegiality • Spirit of inquiry • Talk about tough topics • Observe each other • talk about practice • Teach one another

16. CHANGE LEADERS

17. CHANGE LEADERS VISION LEADER TRANSITION COMMITMENT

18. Vision

19. VISION A lofty, bold picture of the way our school will be if all of our dreams for kids come true.

20. Commitment

21. BUILDING COMMITMENT • Trust • Passion / Excitement • Clear Communications • High Expectations

22. Manage Transition

23. MANAGING TRANSITION • OTHERS • Systemic Change • Rate of Change • Resistance • YOU • Value All People • Low ego / High results • Don’t take it personally / Be tough • TRUST THE PROCESS

24. Indiana Student Achievement Institute InSAI PREPARING FOR CHANGE (Document R.1)