Common Core Implementation How a change in MINDSET

Common Core Implementation How a change in MINDSET and a SWITCH in approach can make all the difference Grade 6 -12 Teacher Ambassadors Wednesday Evening Session November 28, 2012 www. engage. NY. org

Why are we all here? • You are all doing great work • As ambassadors, your job is to: • Implement the Common Core and its instructional shifts with fidelity • Build capacity in your colleagues to implement the Common Core • Motivate your colleagues and stakeholders around the importance of this work www. engage. NY. org 2

But let’s be honest. www. engage. NY. org 3

This is hard, hard work • These standards are new. • It’s a lot to digest. • You’re not entirely sure what your role as Ambassador actually means. And you probably feel like you shouldn’t complain. www. engage. NY. org 4

What kept you up last night? • Turn to your neighbor and share the 2 -3 biggest concerns that you have about Common Core implementation www. engage. NY. org 5

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Tonight’s Objectives • Think about the impact of the Common Core on students and challenge our mindset around student learning • Learn about a framework for thinking about change and how to relate that framework to Common Core implementation • Develop your next steps as a Common Core ambassador www. engage. NY. org 7

Two Books, One Night www. engage. NY. org 8

Alfred Binet (co-author of the IQ test) In response to philosophers who said that intelligence was a “fixed quantity” that cannot be increased, he said: “We must protest and react against this brutal pessimism… With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment… … and literally become more intelligent than we were before. ” www. engage. NY. org

What You Need to Know Smart is not something you are. Smart is something you can get. Think you can. www. engage. NY. org

FIXED GROWTH www. engage. NY. org 11

FIXED GROWTH Move from using words like: to using words like: slow skilled smart average currently performing can’t bright easy hard not yet weakness www. engage. NY. org capable strengths and needs

Fixed vs. Growth Mindset FIXED GROWTH If I participate in professional development, I can learn. Common Core looks hard. I can’t do this. I like the way I teach. Why change? My students can’t handle this. Everyone of my students is capable of achieving at these levels. My job is to get smarter at teaching this way. www. engage. NY. org I’m learning about new ways to teach my subject and I’m excited about it. 13

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Equation for Success Confidence Academic Success Effective Effort High Expectations www. engage. NY. org 16

CALVIN AND HOBBES by Bill Watterson www. engage. NY. org

Jeff Howard on Dweck Very smart Kinda smart www. engage. NY. org Kinda dumb 18

Dr. Sheldon Cooper www. engage. NY. org 19

Vinny Barbarino www. engage. NY. org 20

Quiet Reflection: Who are your VSs, KDs? Very smart Kinda smart www. engage. NY. org Kinda dumb 21

Find Your Students’ Greatness www. engage. NY. org 22

Switching Gears…. • As ambassadors, your job is to: • Implement the Common Core and its instructional shifts with fidelity • Build capacity in your colleagues to implement the Common Core • Motivate your colleagues and stakeholders around the importance of this work www. engage. NY. org 23

Why Switch? • Change is hard and we’re in the middle of a change process. • To make change stick, we have to change our own behaviors and help change the behaviors of others. • Tonight we’ll show you a framework to help you do that work. ØReflecting on what you can do differently to implement the Common Core effectively ØReflecting on what you can do to help your colleagues implement the Common Core effectively www. engage. NY. org 24

Making a Switch To effect change in ourselves and our colleagues and systems, we have to reach both the rider and the elephant. The emotional side: The ELEPHANT Rally the herd The rational side: The RIDER Point to the destination Script the critical moves www. engage. NY. org Find the feeling

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The Switch Framework • Direct the rider: • tell your rider why this change is important (point to the destination) and what, specifically, you should be doing differently (script the critical moves) • Motivate the elephant: make your elephant feel something (find the feeling) and motivate others to change as well (rally the herd) www. engage. NY. org 27

Directing the Rider: Point to the Destination • Change is easier when you know where you are going and why it’s worth it. • It helps to identify a “destination postcard, ” a picture of a future that hard work can make possible www. engage. NY. org 28

Are we at the destination when all third graders are reading at grade level? www. engage. NY. org 29

When more girls are taking advanced science classes? www. engage. NY. org

When we have a 100% graduation rate? www. engage. NY. org

When all high school graduates go on to college? www. engage. NY. org

Invent revolutionary products? www. engage. NY. org

Build great things? www. engage. NY. org

Directing the Rider: Point to the Destination • Why do you do this work? • What does success look like for you? • What is happening in your classroom/school that indicates that this work has been successful? • Individually, write your destination on the front of your “postcard. ” • Share your destinations at your table. www. engage. NY. org 35

Directing the Rider: Script the Critical Moves • What looks like resistance is often a lack of clarity, or too many choices. • Your rider needs focus and goals (i. e. , “critical moves”) to avoid decision paralysis. www. engage. NY. org 36

What are Critical Moves? • They start with the destination in mind • They articulate how people should act • They begin with an achievable first step www. engage. NY. org

Critical Moves: 1% Milk The USDA wanted people to eat healthier, but that task seemed daunting. It decided on a critical move: Recommend consumers switch to 1% milk. USDA created ads showing how a glass of milk contains as much fat as three strips of bacon. www. engage. NY. org 38

Examples of Critical Moves 1. Identify and map out the Common Core standards you will be teaching and when next semester 2. Plan a PD session for your colleagues around the shifts and the modules 3. Review your next two units and determine what you can cut out that isn’t directly aligned to the standards www. engage. NY. org 39

Script Your Critical Moves The scene: • You need to make decisions about what you are going to do over the next several months to implement the Common Core and build the capacity of your colleagues to do the same. The activity: • On the back of your postcard, write down the first 2 -3 critical moves that represent your next steps in Common Core implementation. www. engage. NY. org

Motivating the Elephant • Find the feeling • Knowing something isn’t enough to cause change. People need to feel something. • Rally the herd • Behavior is contagious. Help it spread. www. engage. NY. org 41

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Finding the Feeling: Examples www. engage. NY. org 43

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Motivating the Elephant: Rally the Herd • Behavior is contagious: We often do things because our peers are doing them. • Overeating • Getting married, having kids • Shaking hands to greet someone • Wearing fashionable fluffy boots • Buying an i. Phone www. engage. NY. org

Nothing attracts a crowd like, well, a crowd www. engage. NY. org 46

Elevator pitch www. engage. NY. org

How will you rally your herd? You walk onto an elevator on the 30 th floor of a building and find yourself standing beside a teacher who is skeptical of the new standards. The doors close. You have 1 minute until you reach the lobby. • Find a partner and develop convincing, motivating and passionate reasons why the Common Core standards are relevant and important and write them on your postcard www. engage. NY. org

Recapping…. Move from a fixed to a growth mindset Change! Point to the destination Script the critical moves Find the feeling Rally the herd www. engage. NY. org 49

Next Steps • Next week: • Use your destination postcard, your critical moves and your elevator pitch to begin drafting your own ambassador plan • Before the holiday break: • Share your plan with your principal/leadership team • Share your plan with your NT/NTE • Begin implementing your plan • By the February NTI: • Refine and update your plan as needed • Bring success stories from plan implementation www. engage. NY. org 50

Thank You. www. engage. NY. org