Back in the Day or Back to the Future? Steve Kukic VP, Strategic Sales Initiatives 30 Years Older than Back in the Day

1. Back in the Day or Back to the Future?Steve KukicVP, Strategic Sales Initiatives30 Years Older than Back in the Day

3. The call and need of a new era is for greatness. It’s for fulfillment, passionate execution, and significant contribution. These are on a different plane or dimension. They are different in kind—just as significance is different in kind, not in degree, from success. Greatness Covey, 2004

4. THE Conundrum We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. Ron Edmonds, 1982

5. “The rate of change in the society in which we live forces us to redefine how we shall educate a new generation”. “Education will require constant redefinition…the period ahead may involve such a rapid rate of change in specific technology that narrow skills will become obsolete within a reasonably short time after their acquisition” . Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.

7. SEE GET DO

8. The Business of Paradigms DISCOVERING THE FUTURE • Avoid paradigm paralysis • Be open to change • Help shape change rather that be controlled by it • Paradigms can set boundaries • Paradigms can provide rules • Paradigms can give comfort • Paradigms can promote the status quo • Paradigms can inhibit growth Joel Barker (1988) Taken from Thomas Kuhn’s The Structure of Scientific Revolutions

9. It ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things. Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders among those who may do well under the new. Machiavelli

10. A Remarkable Convergence Powerful Factors that are deeply compatible—indeed synergistic. • Moral purpose • Understanding change • Developing relationships • Knowledge building • Coherence making Fullan, 2001

11. MindsetFixedv.Growth Dweck, 2007

12. How teachers put a growth mindset into practice is the topic of a later chapter, but here’s a preview of how Marva Collins, the renowned teacher, did it. On the first day of class, she approached Freddie, a left-back second grader, who wanted no part of school. “Come on, peach.” she said to him, cupping his face in her hands, “we have work to do. You can’t just sit in a seat and grow smart…I promise, you are going to do, and you are going to produce. I am not going to let you fail.” Dweck, 2006

13. The fixed mindset limits achievement. It fills people’s minds with interfering thoughts, it makes effort disagreeable, and it leads to inferior learning strategies. What’s more, it makes other people into judges instead of allies. Dweck, 2006

15. Dealing with Difficult People who haveDinosaur Brains – including ourselves!Bernstein, 2004 Inside each human being lurks the brain of a dinosaur – irrational, emotional, easily enraged – waiting to take control.

16. Dealing with Difficult People who haveDinosaur Brains – including ourselves!Bernstein, 2004 • Maintain a positive attitude. • Stick with a decision. • Think of setbacks as challenges instead of disasters. • Exercise, eat a balanced diet, take care of yourself. • Always take the time to have fun. • Learn a technique to lower your physiological arousal on demand.

18. Coach John Wooden produced one of the greatest championships records in sports. He led the UCLA basketball team to the NCAA Championship in 1964, 1965, 1967, 1968, 1969, 1970, 1971, 1972, 1973, and 1975. There were seasons when his team was undefeated, and they once had an eighty-eight-game winning streak. What did he give them? He gave them constant training in the basic skills, he gave them conditioning, and he gave them mindset. Dweck, 2006

19. Wooden is not complicated. He’s wise and interesting, but not complicated. He’s just a straight-ahead growth-mindset guy who lives by this rule: “You have to apply yourself each day to becoming a little better. By applying yourself to the task of becoming a little better each and every day over a period of time, you will become a lot better. Dweck, 2006

20. It is our choices, Harry, that show what we truly are, far more than our abilities. Professor Albus Dumbledore Headmaster, Hogwarts School of Magic

21. Change is good. You go first! Judy Elliott, 2004

22. Really Achieving Your Childhood Dreams: Pausch’s Goals Being in zero gravity Playing for the NFL Authoring an article in the World Book encyclopedia Being Captain Kirk Winning stuffed animals Being a Disney Imagineer Pausch, 2008

23. Brick walls are there to stop the people who don’t want it badly enough. Randy Pausch, 2006

24. It’s About How You Live Your Life. Pausch, 2008

25. Always do right (things right). This will gratify some people and astonish the rest. Mark Twain and Stephen Covey

26. “Whether you think you can or think you can’t, either way you are right.” -Henry Ford (1863-1947) “Daddy, If you want to, you can.” –Stephanie Kukic, Age 4, 1983

27. Every Great teacher who has ever walked the planet has told you that life was meant to be abundant. “The essence of this law is that you must think abundance; see abundance, feel abundance, believe abundance. Let no thought of limitation enter your mind.”-Robert Collier The Secret, 2006

28. 1. We must believe that real change is possible. -Transforming the fatalism that currently afflicts far too many starts with a conviction that change is possible with a clear framework and practical tools for engagement and moving forward. 2. We must imagine a vision for school that is far more compelling than fixing a broken system. To mobilize the sort of cooperativeWhole-System effort Fullan proposes: Fullan, 2010

29. Rosa Parks

30. “There is no use trying,” said Alice; “one can’t believe impossible things.” “I dare say you haven’t had much practice,” said the Queen. “When I was your age, I always did it for half an hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast”. Lewis Carroll

32. As Albert Einstein said: “The significant problems we face cannot be solved by the same level of thinking that created them.”

34. Tend the CHAOS, Don’t Manage it!

35. Ciara Turner, 2010

36. ODYSSEY, Pepsi to Apple…a Journey of Adventure, Ideas, and the Future The Best way to predict the future is to invent it. John Sculley, 1987

37. Every organization is perfectly aligned for the results it gets.

38. Sustainable system change is the agenda. Fullan, 2003

39. High-Reliability Organizations (HROs) “The public expects fail-safe performance and successful organizations adjust their operations to prevent failure.” (Bellamy et al., 2005) Unfortunately, all of the examples of HROs offered by Bellamy and colleagues are far removed from education Bellamy et al., 2005

40. Characteristics of HROs Marzano and Waters, 2009

41. Firms of Endearment Firms of endearment (FoEs) endear themselves to stakeholders (customers, employees, investors, partners, and society). When these authors claim up front that no stakeholder is more important than any other, they are getting at the core of Secret One. Fullan, 2008

42. Amazon BMW Carmax Caterpillar Commerce Bank Container Store Costco eBay Google Harley Davidson Honda IDEO IKEA Jet Blue Johnson & Johnson Jordan’s Furniture LL Bean New Balance Patagonia REI Southwest Airlines Starbucks Timberland Toyota Trader Joe’s UPS Wegmans Whole Foods Firms of Endearment Sisodia, et al., 2007 in Fullan, 2008

43. Southwest Airlines Ten Synergistic Southwest practices for building high-performance relationships • Lead with credibility and caring • Invest in frontline leadership • Hire and retain for relational competence • Use conflicts to build relationships • Bridge the work-family divide • Create boundary spanners • Measure performance broadly • Keep jobs flexible at the boundaries • Make unions your partners • Build relationships with suppliers Fullan, 2008

44. A small number of ambitious goals A guiding coalition at the top High standards and expectations Collective capacity building with a focus on instruction Individual capacity building linked to instruction Mobilizing the data as a strategy for improvement Intervention in a nonpunitive manner Being vigilant about “distractors” Being transparent, relentless, and increasingly challenging Elements of a Successful Reform Fullan, 2010

45. Interaction of findings for district leadership Nonnegotiable Goals For Achievement Nonnegotiable Goals For Instruction Collaborative Goal Setting Board Alignment Allocation of Resources Marzano and Waters, 2009

46. Welcome to RtI/MTSS Land, a land of triangles, circles, swirls, data, non-negotiables, interventions, technology, coaching, systems, and student success!

47. What is your reality?: The Clark County experience Generic Models Another Reality Most will benefit from Intensive Instruction Some need more support A few learn easily

48. Collaboration with a purpose, to improve achievement Hierarchy of tiered, effective, academic and behavioral interventions All, some, AND few as the consistent focus One child at a time, instructional decisions based on progress monitoring data Systems change with coherence to Close The Achievement Gap A Call to Action:The relentless pursuit of excellence (CHAOS)! C – H – A – O – S –

50. The Systemic Work of RtI Leadership • It requires creating a culture and deep belief that all students can (will) learn. • It requires the vision and the intentional message that instructional reform efforts and resources must be aligned to ensure growth in student achievement and that delivery of quality professional development, for both teachers and administrators, is systemic. • It requires the knowledge, appreciation, and continual use of data in making instructional and programmatic changes that are second nature to all consumers in the system. Judy Elliott, 2008