Getting BuyIn and Taking on the Resistance Directly

Getting Buy-In and Taking on the Resistance Directly Dr. Sue Szachowicz Senior Fellow, ICLE Retired Principal, Brockton High

Agenda u Review of two Strategies for Getting Buy-In u Who resists and why u Dealing with the resisters u Fierce Conversations u Recap/Final Thoughts #Model. Schools

Let’s talk about BUY-IN The question we are asked most often: How did you get the faculty to buy-into the Literacy Initiative? #Model. Schools

TWO PART ANSWER: PART ONE: We engaged the faculty using: u Structured Discussions u The Knowledge Café u Provided quality PD with Literacy Workshops Their voices were sought, heard BUT… #Model. Schools

TWO PART ANSWER: PART TWO: TRUTH – It didn’t always work. There were people who NEVER bought in… NEVER!!! More on that later! #Model. Schools

REMEMBER BACK IN MAY? Engaging the Faculty Teacher Voices Included: Structured Discussion Groups Anyone have a chance to try it? #Model. Schools

A powerful strategy to empower faculty §Structured Discussion Groups (for more in-depth discussions around important issues facing the school) §Facilitated by Restructuring Committee members §Guide questions provided #Model. Schools

Why So Effective? v Highlights an issue important to the school – we ALL own this issue, we ALL need to help solve our problems v Engages ALL faculty – we need your help v Stops the “Nobody ever asks us” v Brings out great suggestions v Reminds everyone that there are differing opinions on issues, the “everybody feels this way” lament #Model. Schools

STRUCTURED DISCUSSION GROUP FORMAT (1 hour): Three questions on a topic important to the school with discussion time allotted for each question Here are some examples: #Model. Schools

Our first Structured Discussion introducing our Literacy Initiative – 3 questions: 1. In each of the four areas of Reading, Writing, Speaking and Reasoning, have we included what is required for students to be successful in your class/your content area? (what have we missed? ) 2. Is the skill stated clearly so that all teachers and students can understand it? 3. Is the skill applicable to ALL content areas? If not, how do we restate it, or broaden it? #Model. Schools

Suggestion: A great discussion for your faculty: 1. What skills do our students need to be able to do to be successful on the state assessment? 2. What skills do our students need to be able to do to be successful in their classes? 3. What skills do our students need to be able to do to be successful in their lives beyond our school? #Model. Schools

We were struggling with a higher failure rate for our students with IEPs. 1. What do you see as the major obstacle our special education students face in your class? 2. What procedures/ techniques/ strategies have you used that you feel have been most successful for our students with disabilities in your classes? 3. What do you think you need to help your students with disabilities be successful in your class? #Model. Schools

Role of the Restructuring Committee member (teacher leader) during Structured Discussion Groups: During: üWelcome members of the group üIntroduce questions üTake notes üDo not talk üBe conscious of time üSummarize discussion #Model. Schools

Role of the teacher leader after Structured Discussion Groups After: üBe prepared to summarize your group’s discussion at the next team meeting üAt meeting, engage in discussion about overall results and next steps üParticipate in planning and implementation #Model. Schools

After every Faculty Discussion Group, we always: 1. Debriefed at Restructuring Meeting 2. Put together a Voices of the Faculty Feedback Newsletter #Model. Schools

REMEMBER BACK IN MAY? Teachers talking, colleague to colleague about important school issues: The Knowledge Café Anyone have a chance to try it? #Model. Schools

Engaging the Faculty: The Knowledge Café adapted from www. theworldcafe. com IMPROVING INSTRUCTION: Great way to introduce new ideas Promotes positive discussion Casual, relaxed atmosphere Here’s how to begin… #Model. Schools

Knowledge Café § Develop questions/put on placemats § Create groups of 5; assign in advance § Identify a comfortable location, easy to talk § Bring refreshments § Engage in professional dialogue Session 1 Session 2 adapted from www. theworldcafe. com #Model. Schools

Experiencing a Knowledge Café: Put the questions on placemats to make it more of a café. At your table, designate one person as the Table Host ROLE OF THE TABLE HOST – watch the time, facilitate the discussion, note any important points, encourage others to make any notes on the placemats (anonymously!) AT THE END OF SESSION ONE: Table Host remains at the table, everyone else switches tables. #Model. Schools

Experiencing a Knowledge Café: Session 1 1. Introduce yourself and talk about the best book on leadership that you would recommend to your colleagues. 2. Talk about what qualities/skills you would like your students to thank you for when they graduate from your school (no matter what grade that is!) #Model. Schools

Experiencing a Knowledge Café: TIME TO SHIFT TO SESSION 2: Table Host remains, flips over the placemats. Everyone else move to another table. #Model. Schools

Experiencing a Knowledge Café: 1. 2. Session 2 Introduce yourself and talk about what you are proudest of at your school. Talk about what you see as the greatest obstacles you are facing in leading your school improvement efforts. #Model. Schools

Experiencing a Knowledge Café: Implementing the Knowledge Cafe • Engages all faculty voices • Creates dialogue across the • school/district Helps process difficult issues #Model. Schools

We have a World Café scheduled with the Teams. Other possible questions have been included at the end of this powerpoint. #Model. Schools

Two great strategies, BUT Many on our faculty were still not ready to buy-in to our school wide Literacy Initiative #Model. Schools

What Gets Buy-In? RESULTS! #Model. Schools

Changes in ELA Results Year One of School Wide Open Response Grade 10 – English Language Arts Performance Level 1998 1999 2000 2001 Advanced 2 2 6 14 Proficient 20 22 21 29 Needs Improvement 34 35 32 34 Failing 44 41 41 23 #Model. Schools

Changes in Math Results Year One of School Wide Open Response Grade 10 – Mathematics Performance Level 1998 1999 2000 2001 Advanced 1 2 5 8 Proficient 6 7 11 22 Needs Improvement 17 16 21 36 Failing 75 76 64 34 #Model. Schools

Changes in ELA Results Year One of School Wide Open Response Added a Literacy Workshop on Active Reading Strategies Grade 10 – English Language Arts Performance Level 1998 1999 2000 2001 2002 Advanced 2 2 6 14 22 Proficient 20 22 21 29 14 Needs Improvement 34 35 32 34 25 Failing 44 41 41 23 13 #Model. Schools

It’s about the adults!!! Buy-in often takes time. If we waited for buy-in, we’d still be waiting!!! Let’s think about our faculty… #Model. Schools

Three Segments of Faculty Top Third Middle Third Bottom Third Your movers and shakers, sprinters, teacher-leaders Your good, but cautious teachers. They need to see the evidence before they get on board. The “over my dead body” crowd (our ODGs) #Model. Schools

Dealing with the Three Segments of the Faculty Top Third Middle Third Bottom Third Your movers and shakers, sprinters, teacher-leaders For that Top Third Recruit, leadership teams, deliver PD, rely on them, reward them #Model. Schools

Dealing with the Three Segments of the Faculty Top Third Middle Third Bottom Third Your good, but cautious teachers. They need to see the evidence before they get on board. For that Middle Third Engage them, listen to them, train them, support them, mandate and monitor! Meet Andy; many of our teachers were like Andy. Strong teachers, but cautious #Model. Schools

PBS Video Clip on Andy For the entire video, go to You. Tube and search PBS Need to Know Brockton High #Model. Schools

Then there is the bottom third… Here’s what we faced. Meet Penny and Sharon. #Model. Schools

PBS Video Clip on the book burner. For the entire video, go to You. Tube and search PBS Need to Know Brockton High #Model. Schools

So how would you deal with the book burner? ? ? #Model. Schools

Dealing with the Resistance The book burners, the “over my dead body” Top crowd, the ODGs Third For that Bottom Third Middle Third Bottom Third You have to address it directly and move ahead with the agenda. “Whether you read it, or burned it, you still got trained in these literacy strategies. ” Sharon Wolder #Model. Schools

Introducing five members of group: this u Ms. This Too Shall Pass u Mr. Independent u Ms. Afraid to Try u Mr. Pretender u Ms. Over My Dead Body I’ll bet you’ve met them all!!! #Model. Schools

Let’s talk about how to deal with each of them: u. First, you group will discuss how you would handle him/her. u. Then, you’ll introduce your individual to all of us, and share your BEST strategy for how to handle him/her. #Model. Schools

Ms. This Too Shall Pass A good, skillful teacher, but has lived through so many reforms, mistrustful of any change as "yet another thing". Won't be "on board" until she sees the results. How do handle this teacher? #Model. Schools

Mr. Independent Strong personality, loved by the kids, but often thinks of himself as the superstar who knows what’s best, after all who does the principal think s/he is anyway telling me what I can teach. Believes he is the best teacher in the school and already knows the best way to teach. How do handle this teacher? #Model. Schools

Ms. Afraid to Try A not so skillful teacher who struggles with employing a variety of strategies, runs a teacher-centered classroom, and is afraid to try anything different for fear of failing in front of the class. How do handle this teacher? #Model. Schools

Mr. Pretender Always says YES to everything, wants to SEEM like he’s on board. Talks about his classroom like it’s all being done. But when it comes time for the results, they aren’t there and all you get are excuses about what the kids can’t do or didn’t do. He has a mindset of low expectations for the students. How do handle this teacher? #Model. Schools

Ms. Over My Dead Body You wonder why this person even became a teacher. She is loud, an obstructionist, not a team player at all, does things HER way, thinks of her classroom as her kingdom, and will likely be defiant, even insubordinate. How do handle this teacher? #Model. Schools

From Principles for Principals Taking on the Resistance -Directly You will always face resisters and naysayers. They key is how you deal with them. And it can be awful! Principle #8 #Model. Schools

With Students and Parents Try this line: “I’m sorry, but it’s MANDATORY!” #Model. Schools

Faculty Here’s a suggestion to neutralize the negativity: Put all your negative folks together in a group so they don’t spread their toxic BUT fumes. DON’T ! TELL THEM!!! #Model. Schools

Fair doesn’t mean the same! #Model. Schools

Leadership Challenge: Mr. Artist The school has begun the first school wide writing initiative in the hope of improving students’ performance on the state assessment. Everyone has been trained; every teacher has an assigned time for implementing this. You (principal) have been told that Mr. Artist, one of the best art teachers in the school, has covered up the Literacy Objectives with student artwork, and mocked the writing assignment to his students. He is your AP art teacher, most of his students receive outstanding scores on the AP art exam, and he is well respected by his colleagues. How do you handle this? #Model. Schools

What do you do when everything you have tried to do to support the teacher hasn’t worked? Actually, they don’t want it to work… they didn’t even try. #Model. Schools

Fierce Conversations “Fierce conversations are about moral courage, clear requests, and taking action. Fierce is an attitude. ” -Susan Scott from Fierce Conversations #Model. Schools

PG page 21 Three Steps in a Fierce Conversation STEP 3 The Resolution The Dialogue STEP 2 STEP 1 The Opening Adapted from Fierce Conversations by Susan Scott #Model. Schools

Step One: The Opening PG page 21 Express the purpose: “The purpose of today is…” Outline the procedure: “I will tell you what I know about the incident, and then you will tell me what you know. ” STEP 3 STEP 2 STEP 1 Give a time frame: “Together we will come up with a solution in the next 30 minutes. If we need more time, we will schedule another meeting. ” Adapted from Fierce Conversations by Susan Scott #Model. Schools

Step Two: The Dialogue PG page 21 §§ Be Extend clearthe about invitation why this to matters. a dialogue. STEP 3 STEP 2 STEP 1 §§ When Acknowledge you givethe negative other person’s feedback, feelings expect some in return. § Listen. § Know that help is often viewed as a § hindrance. Use and be prepared for silence. Restate theany other person says. §§ Write andwhat repeat statement that is out of line. Adapted from Fierce Conversations by Susan Scott #Model. Schools

Step Three: The Resolution PG page 21 § Make it clear that the intent is to resolve the issue. § Define: Where are we now? What have we learned? How do we move forward? STEP 3 § End with a plan. STEP 2 STEP 1 § Memorialize the discussion in writing. Adapted from Fierce Conversations by Susan Scott #Model. Schools

FINAL THOUGHTS: v Engaging faculty helps with buy-in, BUT v You can’t wait for everyone to buy-in; you must move ahead with your agenda v There WILL be resistance, BUT v Not all resisters are negative v You must confront the resistance directly and MOST IMPORTANTLY v Your leadership matters – A LOT!!! #Model. Schools

Homework for you: § Think about a fierce conversation you need to have – with an underperforming or mediocre teacher, the office bully, the obnoxious colleague you have tolerated, there could be many… § Give yourself a date by which you will have the conversation, then… DO IT! #Model. Schools

THANK YOU! Sue Szachowicz Senior Fellow, ICLE Retired Principal, Brockton High School International Center for Leadership in Education: 1587 Route 146 Rexford, NY 12148 Phone (518) 399 -2776 www. leadered. com info@leadered. com #Model. Schools

Here’s the first World Café we ever did with our faculty. Our theme for this was To introduce the 3 R’s: Rigor, Relevance, Relationships to our faculty #Model. Schools

Session 1: Relationships a. Introduce yourself and talk about something that you’d like others to know about you. b. What are two strategies you’ve used with your students to get to know them.

Session 2: Rigor and Relevance a. Introduce yourself and talk about the toughest class you ever had in school and what you did to get through it. b. Describe something you’ve done to help a struggling student master difficult material. c. Describe a lesson you taught that you believe the students found to be relevant to their lives. 66

SESSION ONE: Theme: Welcome Back! First question – more personal, but related to theme: 1. Introduce yourself and talk about what keeps you “in the ring” at Brockton High. 2. What qualities/skills would you want our students to thank us for when they graduate from Brockton High?

SESSION TWO: Theme: Mastering Vocabulary First question – more personal, but related to theme (Remember, they are with new people) 1. Introduce yourself and talk about what you do when you come upon difficult vocabulary words in something you are reading. 2. Share a strategy you have used with your students that you believe has been successful in helping them access, learn, and own new vocabulary words.