change process

Change Management – #Engage109 represents 2nd order change

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“Life begins at the end of your comfort zone.”
– Neale Donald Walsch

journey

My work as a school leader brings me to change management often. From graduate school, to post doctoral leadership programs I have received a great deal of information about change management. Often I use a graphic from the Satir Model of change to illustrate the processes related to the systems view of change.

In this model shown in the image below, change is indicated as the “foreign element” intorduced into the system. Following this change or foreign element, there is chaos in the system.

 

 

This “chaos” is critical to the management of that particular change. How the change is managed determines success or failure with respect to that which is being sought. In education, as an “industry” we have often been criticized (justified in my opinion) for resisting change. TTWWADI “twadiddy” or That’s The Way We Always Do It are words that kill change – they are words that stymie change – these are words that have negative impacts on organizations including educational organizations. In the Deerfield Public Schools we have embarked on many changes since July 1, 2013.

 

 

 

 

The first change, the un blocking of Twitter on July 1, 2013, set in motion many more foreign elements that have had profoundly powerful impacts on learning and teaching for more than 3000 students, 250 teachers, 450 employees, 1850 families, and the more than 20,000 residents of the communities the District Serves. Twitter powerfully opened up the minds, hearts, creative communication skills, narrative about schooling, and branding for the school district. In 2013, it was the superintendent, assistant superintendent and a few principals leading the charge.

Some innovative, courageous teachers took the risk of using Twitter as well for professional growth, professional communication, personal learning, and for communicating about their classroom work in ways never before imagined. The foreign element of Twitter caused a bit of chaos: Some initial questions …

are we really allowed to use this? are we allowed to post photos? what if people get negative? how much time do I have to spend on this? what if I make a mistake? may I use a hashtag, etc.?

The Technical, or First Order Change, of using Twitter was fun, easy, inventive, exciting, and new. Four years later, the Adaptive, or Second Order Change, is that #Engage109 is a powerful, deliberate, intentional, and globally recognized brand of the Deerfield Public Schools. The change is not Twitter, a tool, the change is systems communication. The change is strategic and deliberate communication. The use of Twitter as one of the multiple changes, tools, representations of what we value in DPS109, is part of the bigger picture – the mindset shift that celebrates and normalizes digital, social media communication as a normal and regular part of our work.

For more on 1st/2nd order change, visit: http://www.bercgroup.com/1st-and-2nd-order-change.html, and see image/photo below:

 

 

 

For context,

Prior to 2013 there was no Twitter in DPS109.

Prior to 2013 there was no Digital Footprint for DPS109.

Prior to 2013 communication was not digital – it was traditional.

In less than four years, second order change, implementation of systematized, deliberate, and intentional communication with Twitter as a tool, mode and delivery system has transformed the view of Twitter, Social Media, Communication, #Engage109, and branding as a whole.

Change management is complex, challenging, frustrating, requires relationships, communication and accountability, and it’s the only work that makes lasting impact – in our case – on the future!

Do you have examples of change in your organization?
What else should change in schooling?

All comments are always welcome!

 

State of the District – DPS109 – 2014-2015

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“It’s the little details that are vital. Little things make big things happen.”
– John Wooden

In DPS109 we take great pride in all that our students, teachers, staff, administrators, board members, community members, parents, and business partners do for children. It truly takes a village and our village is strong! The “state of our district” is strong! We are proud to work for children and learning each and every day.

Our Board asked for a report on the State of the District and we’re proud to share a snapshot below in a 15 minute video/slide deck.

Screen Shot 2015-05-19 at 10.12.07 AMIn addition, a link to our Annual Report is embedded in the picture to the left. For more information about the exciting work we are engaged in please click the link.

Education for ALL Students – Public Schooling

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Hand-in-glove with our faith in democracy, Americans have long believed that in order to fully participate in their government, citizens need to be educated. Our nation’s unflagging commitment to public education has transformed a nation of (mostly) poor immigrants into the world’s largest economy and greatest superpower. The continuing efforts of today’s educators will ensure that Americans continue to prosper for many years to come. – See more at: http://www.educationnews.org/education-policy-and-politics/american-public-education-an-origin-story/#sthash.11j41lrf.dpuf

April 18, 2013 from American Public Education: An Origin Story

Much is written about public schools, private schools, charter schools, accountability, rankings, ratings, etc. Much is written about the huge success of American education as well as the huge needs of American education. To say we are at a crossroads today is an understatement. Now we face the transformational society expectations, economic shifts, geopolitical confusion, and economic realities that cause us to rethink and reimagine schooling. The reformers of new and the reformers of old share common traits – they want to re-form, or re-shape that which they know into something that looks new but really is the same in a new form.

Like many leaders today, I stand for school transformation – reimagine education – re think education – make it something UNLIKE that which I experienced because my past is not going to become our student’s future! Transforming how students receive learning facilitation – digital transformation – instructional transformation – assessment transformation – complete focus on excellence is what I stand for! I follow educational heroes like John Hattie and Sir Ken Robinson, and of course Horace Mann and John Dewey.

In our district we are undergoing profound changes at a rapid pace. We are engaging the community, we are moving mountains so to speak – we are heralding changes in science, technology, reading, writing, math, world languages, kindergarten, technology – pretty much every area, grade level, subject, topic, facility – pretty much everything – is under review. Over the past two years we have re-imagined science lab spaces through a creative, engaged community process, learning focus, fanatical focus/timeline and with an eye on what students need for future success and what teachers need in terms of learning and teaching support.

At times we face resistance, normal “change management” resistance as well as fundamental design resistance. It’s tough in education to be the expert in re-framing education since pretty much everyone went to school and knows what worked for them. In our community we are fortunate to have a well educated and invested populace. What’s interesting is that many transformations and many innovations are confusing to members of our public because it is education in a new form and it is not part of their worldview, or paradigm, of what schooling is.

In our community we have recently engaged the public in many ways – including but not limited to:
Middle School changes (facilities, exploratory courses, social/emotional programming)
Full Day Kindergarten (format, structure, financing, location)
Progress Reporting (standards based grades, standards based learning)
1:1 Digital Instructional – Transformational Learning Environments (how, why, what, change)
Gifted Programming (philosophy, structure, courses, concepts, future impacts)
Facility Improvements (air quality/conditioning, life safety, science labs, libraries)

While our public does not always agree 100% with all that we do, our open ears and our open hearts and our open minds allow for and support respectful and responsible dialogue and discourse. Leadership is of course doing what is right and not always what is popular – not easy but necessary.

In closing, one new potential transformation in our community that would impact our schools is a proposed residential neighborhood that would increase student enrollment on one side of town. Of course there are many points of view, many questions and concerns, and in 2015 there are many Facebook pages and forums online.

As the superintendent of schools it is my firm, clear and direct message that in our public school system – ALL CHILDREN are welcome! If we have increases in enrollment we will plan – do – study – and act accordingly. Our standards of excellence only grow stronger and our Engage, Inspire, Empower messaging carries forth with current and future students.

Looking at our present and future – what is going in in DPS109?

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“What greater glory attends a man than what he wins with his racing feet and his striving hands?”
– Homer

This is an exciting time to work in public education! This is an even more exciting time to work in DPS109! As we formally start the new calendar year with our faculty, staff, and administrators in the 2nd annual Teaching & Learning Conference, we continue our journey in support of our mission: Engage, Inspire, Empower. This conference is sponsored by the District Teaching & Learning Department (Jeff Zoul and Marcie Faust) and is an offering of multiple courses throughout the school day – the schedule can be accessed here: dps2015.sched.org.

For many reasons I am proud to be the lead learner in this school system (including: teacher and administrator led courses – individualized professional learning, partnership with Downers Grove SD teamleader58, partnership with content managers with whom we contract like Discovery and Edmentum and Bill Bintz from LDC, support of our initiatives with sustained training efforts, and so many more reasons!).

For the past year and a half since the new leadership teams have been in place, we have been TRANSFORMING education for our 3000+ students in grades PK-8. Our transformation takes many forms including our transition to a 1:1 District and our replacement of exploratories with STEM and Communication Media Arts, and our re-design and construction of science classroom / laboratories via a 140+ member strong community engagement process. We have also enhanced our alignment efforts with the Common Core State Standards with teacher created curriculum “maps”; in addition we have enhanced our alignment efforts with the Next Generation Science Standards (NGSS). There have been some leadership transitions and we are experiencing a five year retirement cycle of nearly 60 (out of 290) teachers. The District is in a significant time of change and growth and transition and transformation. Truly this is an exciting time to lead in DPS109! In addition, by April 2015, there will be five Board members who were not members of the Board of Education 18 months ago – change and transition is at every level of our organization. Like I said … this is an exciting time to work and lead in DPS109.

So … why is it so exciting? What do we have going on?

We are officially in the Fourth year of a five year Strategic Plan
Second year of the Big 5 focused operations

All of our efforts, initiatives, plans, programs, etc., are tied to the large scale vision and the large scale plans … this includes:

*1:1 transformation – teacher and staff training, review and experimentation with new materials, equipment, changed philosophy to learner centered, review of digital and print subscriptions – budget review and analysis – support roles/technician staffingwpid-social-media-a-history_51d5b9b694601.jpg

*Exploration of full day kindergarten – revisiting the District MASTER FACILITY PLAN

*Exploration of elementary CMA/STEM/Library of the future (K-5)

*Planning for the renovation and renewal of eight new science labs at both middle schools – continuation of the District STEM initiative

*TAP/REACH/GIFTED program review

*Follow ups from the Superintendent’s Task Force for Middle Level Education, the Middle School Facilitation Team – Middle School program review/band/orchestra – chorus

*Sustained training, training, training, training, training

* Restructuring of the Department of Buildings and Grounds due to retirement and personnel changes

Just to name and list a few highlights!

Please check back and learn about the many exciting opportunities to maximize learning for all children as we progress, learn, grow, and change!

Changes for us to Ponder – What do we stand for?

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“The shoe that fits one person pinches another; there is no recipe for living that suits all cases. Each of us carries our own life-plan, which cannot be superseded by any other.”
– Carl Jung

The change process has many steps … much research and many articles and books write about and describe the steps in the process. In “real life” and in practice, changes increase the tension in the proverbial rubber band. The astute leader knows to pull/stretch/push to a point before breaking the band … In my current experiences, many changes have been presented, implemented, planned, and “digested” … now it is time to let the momentum continue, the changes set in, and allow for some breathing room. My aim is to reduce the pressure on the rubber band, hold steady with what seeds have been planted, and move from change to support. Support for new directions, support for new attitudes, support for new experiences, and support for new approaches. What is quite affirming is the degree of acceptance, the high degree of acceptance for the current reality. This new reality differs greatly from the reality once known at my school system. This reality allows for learning support in the classrooms. This reality allows for innovative approaches to instruction. This reality is wonderful, rewarding, and affirming to be part of.

Some ideas to ponder for Educational Reform/Transform:

Educational Reform – changing the way(s) in which we always do things in public schools…
A quick Top 10 list of what “needs to change”:
1. school year calendar …set for and aligned with “harvest” in many instances … since 19th Century or for “recreation for families” from the 20th Century – is it still relevant in the 21st Century?
2. school “bell schedule” – first of all, get rid of bells, second … why so rigid with organization
3. school “grade/age” configuration
4. deficit grading and judging and behavioral grades
5. sage on stage concept
6. organizationally oriented toward adults … the children are the main learners … what about them?
7. one size fits all for schools/communities … what about library-school partnerships?
8. pay to play … if you’re living in a wealthy area, good for you, your schools get more money … fair? Nope
9. increased pay just for hanging around … sorry – this concept never sat well with me … let’s revitalize the pay structure for adults (I support a system where we have accountability, performance, and incentives for growth, improvement and compensation)
10. state or national standards? state or national assessment? – whatever it is … let’s get consistent so if we measure, we measure growth and learning, and if we are held accountable, let’s make it apples to apples comparisons so “it” starts to make sense!

A video worthy of re-publishing and review:
Sir Ken Robinson, Changing Educational Paradigms: