Compliance hearing exhibits, 37-38

Campus Leadership Institute Summer 1999 I f> 8:00 a.m.-8:30 a.m. 8:30-8:50 a.m. 8:50-9:30 a.m. 9:30-9:50 a.m. 9:50 -10:00 a.m. 10:00- 10:15 a.m. 10:15- 11:15a.m. 11:15- 12:00 p.m. 12:00- 12:45 p.m. 12:45-1:45 p.m. 1:45-2:45 p.m. 2:45 - 3:00 p.m. 3:00-4:00 p.m. 4:00-4:15 p.m. 4:15 4:15 - 4:30 p.m. I Campus Leadership Institute] Living the Vision Session I Monday, July 26, 1999 Welcome & Introductions Team Building Activity Overview Team Norms Typical - Aligned Organization Change Process and Tools Campus Leadership Handbook Systems Change Model Decision Making Model A. B. C. D. Resolving Conflicts In Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Decision Making Model A. Resolving Conflicts In Teanis B. C. D. Team Building and Maintenance Team Problem Solving Site Based Decision Making CLOSURE BROKER FACILITATOR MEETING REGISTRATION Sadie Mitchell Les Carnine Superintendent of Schools Linda Watson Bonnie Lesley BREAK Victor Anderson Linda Austin Gayle Bradford Frances Cawthon Marian Lacey LUNCH Gene Parker Marion Woods Kathy Lease Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow BREAK Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow Sadie Mitchell ADJOURN Sadie Mitchell Kathy Lease 1 8:0 0 - 8:30 a.m. 8
30 - 8:45 a.m. 8:45 - 9:45 a.m. 9:45 - 10:00 a.m. Session I Tuesday, July 27, 1999 Review & Reflections The Railroad Track Announcements Decision Making Model A. Resolving Conflicts In Teams B. Team Building and Maintenance C. Team Problem Solving D. Site Based Decision Making REGISTRATION Sadie Mitchell Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow BREAK 10:00-11:00 a.m. Decision-Making Model A. Resolving Conflicts In Teams B. Team Building and Maintenance C. Team Problem Solving D. Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 11:00- 12:10 a.m. Core Beliefs Brady Gadberry Linda Watson 12:10- 1:00 p.m. LUNCH 1:00-2:00 p.m. Goal Setting and Planning Marie McNeal Pat Price 2:00-2:15p.m. BREAK 2:1 5-4:00 p.m. All the Parts Action Planning Kathy Lease 4:00 - 4:15 p.m. CLOSURE The Railroad Track Sadie Mitchell 4:15 p.m. ADJOURN 4:15 - 4:30 p.m. Broker/Facilitator Meeting Sadie Mitchell Kathy Lease 2 1 Session I Wednesday, July 28, 1999** 8:00 - 8:30 a.m. REGISTRA^TION 8:30 - 8:45 a.m. Review & Reflections Sadie Mitchell 8:45-10:45 a.m. Action Planning Campus Leadership Teams 10:45-11:00 a.m. BREAK 11:00- 11:45 a.m. Team Reports 11:45 a.m. Closure Key Learnings Institute Evaluations Kathy Lease 12:00 p.m. ADJOURN * Broker Facilitator Debriefing Meeting for all Brokers Monday, August 2,1999, 1:30, Board Room i 312:30- 1:00 p.m. 1:00 -1:20 p.m. 1:20-2:00 p.m. 2:00-2:20 p.m. 2:20-2:30 p.m. 2:30 - 2:45 p.m. 2:45 - 3:45 p.m. 3:45 - 4:30 p.m. 4:30 - 4:45 p.m. 4:45 p.m. 4:45 - 5:00 p.m. Session II Wednesday, July 28,1999 Welcome & Introductions Team Building Activity Overview Team Norms Typical - Aligned Organization Change Process and Tools Campus Leadership Handbook Closure Broker/Facilitator Meeting REGISTRATION Sadie Mitchell Les Carnine Superintendent of Schools Linda Watson Bonnie Lesley BREAK Victor Anderson Linda Austin Gayle Bradford Frances Cawthon Marian Lacey Sadie Mitchell ADJOURN Sadie Mitchell Kathy Lease 4Session II Thursday, July 29,1999 8:00 - 8:30 a.m. REGISTRATION 8:30 - 8:45 a.m. Review and Reflection The Railroad Track Evaluations Sadie Mitchell 8:45-9:45 a.m. Systems Change Model Gene Parker Marian Woods 9:45-10:45 a.m. Decision Making Models Kathy Lease A. B. C. D. Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 10:45 - 11:00 a.m. BREAK 11:00-12:00 p.m. Decision Making Models A. B. C. D. Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 12:00-12:45 p.m. LUNCH 12:45-1:45 p.m. Decision-Making Models A. B. C. D. Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 1:45 - 2:00 p.m. BREAK 2:00 - 3:00 p.m. Decision-Making Models A. B. C. D. Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site Based Decision Making Mable Donaldson Vanessa Cleaver Linda Watson Dennis Glasgow 3:00-4:00 p.m. Core Beliefs Brady Gadberry Linda Watson 4:00-4:15 p.m. CLOSURE The Railroad Track Sadie Mitchell 4:15 p.m. ADJOURN 4:15 - 4:30 p.m. Broker/Facilitator Meeting 5 Session II Friday, July 30,1999** 8:00 - 8:30 a.m. REGISTRATION 8:30 - 8:45 a.m. Review & Reflections Sadie Mitchell 8:45 - 9:45 a.m. Goal Setting & Planning Marie McNeal Pat Price 9:45 - 10:00 BREAK 10:00-11:30 a.m. All the Parts Action Planning Kathy Lease 11:30- 12:15 p.m. LUNCH 12:15-2:15p.m. Action Planning Campus Leadership Teams 2:15-2:30 p.m. BREAK 2:30-3:30 p.m. Team Presentations Campus Leadership Teams 3:30 - 3:45 p.m. CLOSURE Key Learnings Institute Evaluations Kathy Lease 3:45 ADJOURN Broker Facilitator Debriefing Meeting for all Brokers Monday, August 2, 1999, 1:30, Board Room 6Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments, etc. Marian pp- i - 7 Basic foundation of Campus Leadership based on LRSD Vision and Mission entire system how teams established policies regulating the CLT concepts pp. 55 - 60 Forms for CLT to use Nomination to be appointed Team Nomination Form Application for Local or State Waiver Bonnie pp. 8-10 Cluster Coordinating Committee Membership Administrative Policy pp. 16 - 54 Collective Responsibility for Student Achievement Frances pp. 11-12 Campus Leadership Team Calendar pp. 65 - 68 School Improvement Plan Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments. Kathy pp. 13 - 15 CLT Evaluation Planning and Decision Making Process pp. 61 - 64 Climate Survey Gayle pp. 69 - end handbook is not static, be used, make notes, timelines in it, they will receive comprehensive training in small groups on >-sing this handbook - don't put it o" the shelf and forget it. Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to gat into school operations - cleaning out the refrigerator, parking place assignments, etc. I ISite - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments, etc. Marian pp- i - 7 Basic foundation of Campus Leadership based on LRSD Vision and Mission entire system how teams established policies regulating the CLT concepts pp. 55 - 60 Forms for CLT to use Nomination to be appointed Team Nomination Form Application for Local or State Waiver Bonnie pp. 8-10 Cluster Coordinating Committee Membership Administrative Policy pp. 16 - 54 Collective Responsibility for Student Achievement Frances pp. 11-12 Campus Leadership Team Calendar pp. 65 - 68 School Improvement Plan Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments. Kathy pp. 13 - 15 CLT Evaluation Planning and Decision Making Process pp. 61 - 64 Climate Survey Gayle pp. 69 - end handbook is not static, be used, make notes, timelines in it, they will receive comprehensive training in small groups on using this handbook - don't put it on the shelf and forget it. Site - based decision making will only work if you focus on individual classroom instruction - do not let yourself to get into school operations - cleaning out the refrigerator, parking place assignments, etc.Its to DRAFT classroomdn Consider the fo 46 Millioq 1. 2. 3. 1. Introduction 4. 5. 6. 7. 8. 9. 6.2 Millioi 6.2 Millioi with 2 Mil 2 Million s 2 Million i 1 Million j 'A Million i 'A Million 14 Millior a. Pride in who you are b. We have a the top confidence levelAmerican Public I. Myths My remarks are not pollyarmaish. Public education has serious problems in the rm we can not ignore that. But a. Teachers teach only nine months so why do they bellyache about sala Studies show that teachers time in 9 'A months is equal to a 40 hour \ months of work. And todays st educators. H.^ b. IV. Morale Bt a. b. c. d. I I J c. J The higher a n Fight backC 1. Never let i stroke for teacl 2. Establishe 3. Create a ci false informati d. Where have wi e. Use Data Ovei A. B. C. D. E. F. b g n I / G. a H. I I. ( Where are we See I We have students graduating from public schools who cant even reai diploma? You bet! They are among the nearly six million special education yc most wont real very well but they are getting their chance based on gifts they bring to school. Its the best umeported story in America. Public educators are afraid of competition. Thats why they oppose c and vouchers? Only most uninformed would favor vouchers, which take funds from system. Voucher is another spelling of segregationthis time along Depending on the Charter lawone must be careful about the financ: Private schools do a better job with less money? The average in 1997 was $3200 compares with $5800 but that where comparison ends. Public schools by law must offer vocational educt education, counseling, dropout prevention, alternative education, att( contact, bilingual education, compensatory education, health service
services, food service, security, violence prevention, student transpoi attempt to provide a living wage and retirement programs. Public education students need to make more rigorous courses to pre] college? The report entitled The Condition of Education 1995 revealed stun ment in public education between 1985-95 in percentage of high sch taking upper level core courses47% increase and the numbers con increase. Secondly, the graduation rate has continued to improve an major improvement since the 1990. III. Whom to Believe? Why are public schools in the crosshairs when 90% of them are as good a world? One reason is that major news media outlets are in the cities with the majo schools. Network news is almost always negative. Too may viewers with no first knowledge extrapolate those conditions to all public schools. Add to this a heavy religious right fever, cash strapped parochial schools, and nonstop right-wing slam Stir in 60% of adults with no connection with schools today in an environment of i and political cohesion, and you have a recipe for disaster. IV. Who will Answer the Bell?Table of Contents I. Introduction II. The Change Process III. Systems Change Model IV. Resolving Conflicts in Teams V. Team Building and Maintenance VI. Team Problem Solving VII. Site-Based Decision Making VIII. Goal Setting and Planning IX. ResourcesArkansas Leadership Academy for Brainstorming No Criticisms No Evaluation Get Ideas Out...Do Not Discuss Them Record All Ideas Expect Wild Ideas Be Spontaneous Suspend Judgements Quantity of Ideas, Not Quality Counts Build on Each Others Ideas I ?! sFacilitator Recorder Reporter COMMITTEE ROLES Guides discussion so everyone participates
keeps talk focused upon the question Writes down main points
writes down the summary and/or list of beliefs
asks questions for clarification Explains teams beliefs to large group Timekeeper Gives time checks for group focusTEAM-DEVELOPMENT WHEEL INSTRUCTIONS: Place a mark on the circumference of the wheel to represent the present status of your team. STAGE FOUR 11 9 10 MATURE CLOSENESS Resourceful Flexible Open Effective Close and Supportive 0 -f 1 STAGE ONE TESTING Polite Impersonal Watchful Guarded 2 -- 3 GETTING ORGANIZED Developing Skills Establishing Procedures Giving Feedback Confronting Issues 8 INFIGHTING Controlling Conflicts Confronting People Opting Out Experiencing Difficulties Feeling Stuck 4 7 5 STAGE THREE 6 STAGE TWORULES FOR BRAINSTORMING NO CRITICISMS o c r (7. [MC f N 1 I I I I I ! NO EVALUATIONS GET IDEAS OUT... DO NOT DISCUSS THEM RECORD ALL IDEAS EXPECT WILD IDEAS BE SPONTANEOUS SUSPEND JUDGMENTS QUANTITY OF IDEAS, NOT QUALITY, COUNTS BUILD ON EACH OTHER'S IDEAS I pu-r I vvjiS-START FRCGR AMS I I Radio HEcT THE UCAi. OFFICERS GO OIR=CT!_Y T: THc _/ Team Norms, Roles and Practices ? Decision making rules, including joint agenda building, keeping and posting public records, and debriefing team meetings. Productive participation, including facilitation, recording, timekeeping, process observing, and encouraging. Communication norms, including active listening, criticizing ideas, not people, and speaking briefly. Problem solving, consensusbuilding, and valuing diversity. Feedback, reflection, and critique.Meeting Guidelines General Punctual attendance Start on time Right people are present Purpose is well understood Roles are assigned (facilitator, timekeeper, scribe) Agenda Communicate and agree (adjust if appropriate Visible, with time frames for each item Desired outcome for each item (info sharing, info processing, decision required) Monitor time, agree to adjust if necessary ) Group Behavior Active listening and participation Help to summarize and test for understanding Be open and encourage ideas Look for facts Strive for closure and consensus Provide secondary facilitation Limit war stories Avoid side conversations Leave only at the scheduled break Wrap Up Review action items agreed to and decisions made Discuss next meeting and tentative agenda Conduct a process checkPlan and Process Alignment for Improved Student Achievement Little Rock School District Process Data Analysis Campus Plan Process Interventions Professional Development Standards Assessment Accountability Parent Involvement SP X X X X RDEP X X X X OCR X )( X X Title I X X X )( ACSIP X X X X X X ACTAAP X UPDI NSF X X X X CLP X X X X X X X X X X X X X X X X X X X X X i X X X X X X X X X SP RDEP OCR Title I ACSIP ACTAAP UPDI NSF CLP strategic Plan Revised Desergregation and Education Plan Office of Civil Rights Resolution Agreement Title I Arkansas Comprehensive School Improvement Planning Arkansas Comprehensive Testing, Assessment, and Accountability Program Urban Professional Development Initiative National Science Foundation Campus Leadership PlanRAILROAD MODEL OF GROUP DEVELOPMENT SHARED VISION * * Task Tool Ties That Bind Ineffective working relationships Negative attention Individual difference separate * * * * People support what they help create. Local people solve local problems best. Everyone is responsible for pulling his own happiness wagon Change takes place faster in groups. /Arkansas / eaJe-rship /^caJemy LEVELS OF TEAMWORK BELIEF LEVEL Interdependence recognized. Individual strengths cover other's weak areas. Deep understanding/trust in beliefs and actions of others. Win/win always. Frequent negotiation and collaboration. Commitment to care for others is clear. TRUST LEVEL Predictable positive behavior. Strong faith that others will perform as expected in (mostly) useful ways. Occasional confronts and sincere efforts to resolve differences/problems. Similar goals. OPEN LEVEL . Individual efforts to establish positive teamwork relationships. Search for shared values and non-judgmental acceptance. Lots of "if only" and "yes, but." i CLOSED LEVEL Frequently seen as easier to work alone than spend effort and time trying to build relationships. Occasional outbursts of anger and/or shows of frustration.^ 2 Modified by Sharon Williams, North Little Rock School DistrictCHANGE is =>PROCESS, not an event :^made by INDIVIDUALS first, then institutions/systems =>highly PERSONAL experience ^DEVELOPMENTAL growth in feelings and skills INTER VENTIONS must be related to =>the people first =>the innovations secondSeven Propositions for Success 1. Change is learning, loaded with uncertainty. 2. Change is a journey, not a blueprint. 3. Problems are our friends. 4. Change is resource-hungry. 5. Change requires the power to manage it. 6. Change is systemic. 7. All large-scale change is implemented locally. Southwest Educational Development Laboratory 211 E. Seventh Street Austin, Texas 78701 Tp II.8The Change Process OUS, Incremental Change. The 196Cys theory that improvement will be continu-regular, and incremental. "Everyday, in every way, we get better and better." 'Notes: Implementation Dip. Fullan (1992) notes that substantial change causes _ initial disruption and confusion, causing performance to deteriorate for a while. "Old habits, no matter how bad they are, that are properly mastered produce more regular results than better habits over which you have little control." The Schlechty Circle. Schlechty (1993) notes that individuals whose performance, is deteriorating because of the Implementation Dip often return to their, originali performance, rather than continue with the change iniative. "When people find fiiat they are down to the point of being worse than they used to be, they decide it's better to be as bad as they used to be because that s better than they are now." Source
Dr. Phillip Schlechty The Centex fox Leaoexshif in School Refoxm I Arkansas Leadership Academy 3 Phases of Transition Through Change External/ Environment Transition Grid Denial Commitment Past* Future Resistance / Exploration Internal/ Self The Transition Grid is pan of the Chanse Prosrams offered by Flora/Elkind Associates, in Cynthia D. Scott,. and Dennis T. Jaffe, Managing Altos, CA
Crisp Publications, 1989), Ornani:a!ional Change: A Practical Guide for Managers (Los o 5Arkansas Leadership Academy Managing Complex Change^ Vision Skills Incentives > Resources 1 > Action Plan Clinnge Skills Incentives > Resources ----> Action Plan > Confusion Vision Incentives > Resources Action Plan Anxiety Vision Skills Resources > Action Plan > Gradual Change Vision Skills Incentives > Action Plan > Frustration Vision > Skills Incentives Resources > False Start.s ' Bnteipiisc Management Ltd., 1987. .3 Concerns and the Facilitation of Change Stage 0 - Awareness Concerns Stage 1 - Informationarcqncerns Is
Stage 2 - Personal Concerns I Stage 3 - Management Con^ferns Stage 4 - Consequence Concerns Stage 5 - Collaborative Concerns Stage 6 - Refocusing ConcernsConcerns and the Facilitation of Change A first step in using concerns to guide interventions is to know what concerns the individuals have, especially their most intense concerns. The second step is to deliver interventions that might respond to those concerns. Unfortunately, there is no absolute set of universal prescriptions, but the following suggestions offer examples of interventions that might be useful. Stage 0 - Awareness Concerns a. If possible, involve teachers in discussions and decisions about the innovation and its implementation. b. Share enough information to arouse interest, but not so much that it over- c. whelms. Acknowledge that a lack of awareness is expected and reasonable, and that no questions about the innovation are foolish. d. Encourage unaware persons to talk with colleagues who know about the innova- e. tion. Take steps to minimize gossip and inaccurate sharing of information about the innovation. Stage 1 Informational Concerns a. Provide clear and accurate information about the innovation. b. Use a variety of ways to share information verbally, in writing, and through any available media. Communicate with individuals and with small and large groups. c. Have persons who have used the innovation in other settings visit with your teachers. Visits to user schools could also be arranged. d. Help teachers see how the innovation relates to their current practices, in regard to both similarities and differences. e. Be enthusiastic and enhance the visibility of others who are excited. Stage 2 - Personal Concerns a. Legitimize the existence and expression of personal concerns. Knowing that these concerns are common and that others share them can be comforting. b. Use personal notes and conversations to provide encouragement and reinforce personal adequacy. c. Connect these teachers with others whose personal concerns have diminished and who will be supportive. d. Show how the innovation can be implemented sequentially rather than in one e. big leap. It is important to establish expectations that are attainable. Do not push innovation use, but encourage and support it while maintaining expectations. From: Hord, S. M., Rutherford, W. L., Huling-Austin. L., & Hall, G. E. Taking Charge of Change. Alexandria, VA: Association for Supervision and Curriculum Development. Southwest Educational Development Laboratory 211 E. Seventh Street Austin, Texas 78701 Ho.X.4aStage 3 - Management Concerns a. Clarify the steps and components of the innovation. Information from innovation configurations will be helpful here. b. Provide answers that address the small, specific "how-to" issues that are so often c. the cause of management concerns. Demonstrate exact and practical solutions to the logistical problems that contribute to these concerns. d. Help teachers sequence specific activities and set timelines for their accomplishments. e. Attend to the immediate demands of the innovation, not what will be or could be in the future. Stage 4 - Consequence Concerns a. Provide these individuals with opportunities to visit other settings where the innovation is in use and to attend conferences on the topic. b. Don't overlook these individuals. Give them positive feedback and needed support. c. Find opportunities for these persons to share their skills with others. d. Share with these persons information pertaining to the innovation. Stage 5 Collaborative Concerns a. b. c. d. e. Provide these individuals with opportunities to develop those skills necessary for working collaboratively. Bring together those persons, both within and outside the school, who are interested in collaboration. Help the collaborators establish reasonable expectations and guidelines for the collaborative effort. Use these persons to provide technical assistance to others who need assistance. Encourage the collaborators, but don't attempt to force collaboration on those who are not interested. Stage 6 - Refocusing Concerns a. b. c. d. e. Respect and encourage the interest these persons have for finding a better way. Help these individuals channel their ideas and energies in ways that will be productive rather than counterproductive. Encourage these individuals to act on their concerns for program inprovement. Help these persons access the resources they may need to refine their ideas and put them into practice. Be aware of and willing to accept the fact that these persons may replace or significantly modify the existing innovations. Individuals do have concerns about change, and these concerns will have a powerful influence on the implementation of change. The CBAM offers several easy ways to identify these concerns. It is up to those who guide change to identify concerns, inter- pret them, and then act on them. Southwest Educational Development Laboratory 211 E. Seventh Street Austin, Texas 78701 Ho X 4bi Arkansas Leadership Academy 9 Reasons for Resistance to Change 1. When the purpose of the change is not made clear. t. 2. When persons affected by the change are not involved. 3. When an appeal for change is based on personal reasons. 4. 5. When the habit patterns of the individual are ignored When there is poor communication regarding the change. 6. When there is fear of failure. 7. When excessive pressure is involved. 8. When the cost is too high, or the reward inadequate. 9, When anxiety over personal security is not allowed. 10. When there is a lack of respect and trust in the initiator. 11. When there is satisfaction with the status quo. \ I Gordon Lippin. A Handbook for Visual Problem Solvin
A Resource Guide for Creoting Change Models (Bethesda. MD: Development Publications. 1983). 9 15 9Arkansas Leadership Academy Why People Dont Do What We Want Them To*^ 1. Dont know what to do (knowledge/expectations) 2. Dont know how to do it (ability/skill) 3. Dont know why they should do it (importance) 4. Dont want to (lack of will) 5, Arent well suited or matched to the task (selection) K * Douglas S. Flemins and Ann Kilcher, Orsani-.in^ end Managing School Change Workshop^EA National Center for Innovation National Conference, Colorado Springs. CO, November 8, 1991. I 8Arkansas Leadership Academy Enablers of Change^ 1. There is a sense of openness, both individually and organizationally. 2. Individuals feel they have control of their own fate with the change. Individuals are empowered. 3. The change will have an influence or impact on some outcome. The change will make a difference. 4. The change will foster understanding. 5. The change will clarify roles. 6. The change provides an opportunity to pursue deeply held beliefs and values. 7. The change brings status. 1 8. TheJ change brings opportunity for more affiliative relationships. / 9. The change relieves boredom and routine. 10. The change provides individuals with some options and alternatives. 11. The change brings power to influence or control others. 12. The change brings material ($) rewards. 13. The change is required to respond to punishment. a threat and/or avoid 14. Individuals see they are needed in the change process. 15. Change facilitator is honest about limitations of the 'O innovation. II Paul Berman and Milbrey McLaughlin, "Supponing Change" in The Rand Report iSanta Monica, CA
1975), 14\ Arkansas Leadership Academy Creating Tools to Communicate Change^" 1. The Master Plan: A Flow Chart Symbolic representation of the stages, steps, or major events in a complex process. Enables participants to see the big -picture. 2. Mission Statement In five hundred words or less, captures the central purpose of the school or program. Describes succinctly who is served, what they will learn, and how staff are prepared to work with them to achieve the desired outcomes. 3. Core Beliefs A statement of the commonly held beliefs, attitudes, and convictions of the school or program. One set of core beliefs may relate to learners, learning, and schools as learning places. Another may relate to beliefs about how adults best work together. 4. Annual Goals Five or ten general statements relating to the overall mission of the school or program. District goals are framed broadly. Building level goals are targeted to the grade levels served. 5. Action Plans An outline or framework depicting the sequence of activities, events, or products needed to achieve goals. Action plans generally follow a hierarchy of objectives, strategies, and tactics. Most identify who is accountable for completing the work, the resources needed
the steps necessary, and a tentative completion date. 6. Monthly Planning Wheel A tool for identifying strategic initiatives in each of the key result areas a program instructional teams. Frequently used by serves. Douglas S. Fleming and Ann Kilcher. Organizing and Managing School Change Workshop. NEA- National Center for Innovation National Conference, Colorado Springs, CO, November 8, 1991. 15Arkansas Leadership Academy Managing the Process of Change in Schools Understand the Nature of the Change Itself Define and illustrate the change in terms of what teachers. administrators and students will say or do when the change is implemented. Outline how a set of different but interrelated actions fit together in a strategic way to achieve the desired outcomes. Know what it is Know what it is not Design (or adopt) a coherent framework for school change * 14 Turning Points Recommendations 1) 2) 3) 4) 5) Create small communities of learning Teach a core academic program Ensure success for all students Empower teachers and administrators Suff middle grades schools with teachers who are expert at ^eachin: adolescents 6) improve academic performance through better health and fitness 7) Re-engage families in the education of young adolescents 8) Connect schools with communities O o I Dou alas S. Fleming and Ann Kilcher, Organizing and Managing School Change Workshop NEA National Center for Innovation National Conference, Colorado Springs. CO. November 8, 19 . Carnegie Foundation. 1989. 16( Arkansas Leadership Academy Managing the Process of Change in Schools (confd)_____________________ Acknowledge how the Change May be Viewed by Individuals Successful change efforts recognize the diversity of the adult population in terms of their life stages. interests, and concerns. Address the complexity of adult learning. Provide multiple and flexible entry- and exit points for participation. Emphasize beliefs and behaviors - the why as well as the how. Characteristics of Adults as Learners 15 1)^ Self directed rather than dependent on direction form others 2) Have life experiences and accumulated wisdom to share 3) Readiness to leam stems from real needs and problems at the time 4) Motivated by curiosity and internal incentives 5) Leam best from mutual diagnosis of needs, goal setting and monitoring Address the Needs of People as Well as the Needs of the Change Individuals and organizations adapt to innovations and People acknowledge change, change developmentally. accept it, and integrate it at different understand its meaning, rates. Legitimize individual concerns. Provide support for innovators and early adopters. Move with a critical mass of support. 15 Malcolm Knowles, 1978. 17Arkansas Leadership Academy Managing the Process of Change in Schools (contd) Understand how Change May be Viewed Within the Organization Every school has a unique culture, with its own history, traditions, and ways of doing business. Consequently, there is no single formula for school improvement. Change occurs within the context of distinct organizational filters,.including: Local structures and policies present. Human resources available. Politics of the school and community. Symbolic meaning innovation. associated with a particular strategy or Use Consensus Management Getting everyone on board and heading in the same general direction doesnt mean that everyone accepts every detail regarding the change. It does mean that they are willing to give the change strategy a fair shot at succeeding within a reasonable trial period. ( Provide flexibility, choice, and genuine options within a . broad framework to enable each unit to determine its own way of changing the way it does business. Employ a unifying language. Avoid divisive terminology, and trigger words that may have negative connotations. 18Arkansas Leadership Academy Managing the Process of Change in Schools (contd) .................................... ............... Provide Ongoing Professional Development In improving schools, professional development shifts from a simple training model to a more comprehensive "learning model. Emphasize teacher learning and provide the time, resources. and supports necessary. Reduce dependence on workshops and outside consultants through activities such as curriculum development, peer coaching, teacher research programs, problem-solving groups, and collegial support teams. An Action Research Framework* 1) Where are we now? 2) Where do we want to be? 3) How do we get there? 4) How are we doing? 5) What do we need to look at next?. Demonstrate and Cultivate Leadership Leadership is essential to change, banner, someone waves the flag. Someone carries the School leaders champion ideas, provide support, maintain focus and, mitiate movement from where we are to where we want to be. Enable the emergence and development of leadership at all levels in the school and community. Whether this occurs through community-wide strategic plannin, programs, site'-based decision making councils, teacher- -- ------------ teamed occurs 'g or planned staff development programs, instruction groups, new roles for teachers, parents, administrators and community members are created and experienced. Change norms of isolation, fragmentation, and competition to norms of collegiality, connectedness, and collaboration. Holly and South worth, 1990. 19Arkansas Leadership Academy Demonstrate and Cultivate Leadership (contd) Managing the Process of Change in Schools (contd) 17 Building Systems for Professional Growth 1) 2) 3) 4) 5) 6) 7) 8) Foster collegiality and collaboration Promote experimentation and risk-taking Use available knowledge bases Ensure participant involvement Provide time to meet and plan Secure top level support and commitment Develop appropriate incentives and rewards Apply knowledge about adult learning and change 9)~ Integrate individual, school, and district goals 10) Promote linkage of staff development with school philosophy and structure Recognize that Change is a Long-term Process Some researchers suggest that it takes from three to five years to fully integrate a new idea or practice. / Change is a process, not an event. ' Change takes time. ig Change cannot be imposed from above without enrollin! the commitment of those who must make it happen and providing them with the skills and tools to do the job. People need time to meet and plan, to reflect on current practice, to try out something new, and to evaluate their efforts. Arbuckle and Baker, 1989. 20Preparing for Change Small-Group Discussion: Think about the trailblazers, pioneers, settlers, stay-at-homes, and saboteurs who are involved with your school. How will you prepare/manage change in your school for each of these roles, and what resources (time, people, space, knowledge, and technology) are needed to accomplish your task? Complete columns 1,2,3, 4, and 5 on the chart that follows brainstorming methods of preparing for change for each of those roles. Trailblazers. Those who take the first steps in creating/sustaining change in your school. Pioneers. Those who are willing to take considerable risks but need assurance that their ventures are worthwhile. Settlers. Those who need to be persuaded that the undertaking is worthwhile. Stay-at-Homes. Those who do not particularly want to change and are not likely to be encouraged to change but are not necessarily opposed to those involved in restructuring your school. Saboteurs. Those who are actively committed to stopping change in your school.PREPARING FOR CHANGE TRAILBLAZERS, PIONEERS, SETTLERS, STAY-AT-HOMES, AND SABOTEURS 1 Trailblazers 2 Pioneers Adopted from: The Center for Leadership in Schooi Reform 1993 3 Settlers 4 Stay-at-Homes 5 SaboteursvO wi
TheLRSD 5 Campus Based Leadership Initiative A Change Process Model Based on Systems Thinking aS 15dJ rceyjo^yg Essential Questions About Systems Thinking / What defines the systems 9 work? What drives the systems work? 0 How is the systems work achieved?X' Essential Questions About Systems Thinking What defines the systems work? LRSD Campus Based Leadership Parameters 9
What drives the systems work? LRSD Campus Based Leadership Principles How is the systems work achieved? LRSD CBL Total Quality Work PlansWa The Three Ps of Systems Thinking Parameters Principles Plansf/j Why The 3 Ps? Parameters provide context Principles establish ethic Plans provide results 'OWw ft.
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vsw \ >* sjl LRSD Campus Based Leadership Principles The quest for deep knowledge about teaching and learning is clear and abiding Total quality management skills are used to lead and facilitate change process Collaborative leadership is modeled The accountability system is sustained The vision is lived i T-i+sv LRSD CBL Total Qu&lity Work Plan Standards STANDARD ONE: Create and sustain customer involvement and support climate BENCHMARKS Seek Diversity Nurture Stakeholders KEY SKILLS KEY SKILLS Identify, access and recruit diverse customers and support Ensure diverse customer participation in goal setting, planning and shared decision making Include diverse customers and support representation to produce quality work Use effective communication skills to build, nurture, and sustain diverse and democratic customer and support base Use conflict resolution skills to strengthen and maintain diverse and democratic customer and support base Ates'*w W* W 'J LRSD CBL Total QuTility Work Plan Standards STANDARD TWO: Create and sustain accountability system___________________________________ BENCHMARKS Set Goals & Plans Align Curriculum Instruction & Assessment Share Decision Making KEY SKILLS KEY SKILLS KEY SKILLS Establish priorities and benchmarks Analyze and disaggregate student achievement data Use Quality Management Tools Identify and select Research Based Practices Monitor Customer Service for Satisfaction Design CCOE School Improvement Plan to Align work of district/state initiatives Identify the standards, instructional strategies, and appropriate assessments to insure student success throughout all of the Districts Initiatives Use total quality problem solving processes Use total quality consensus building and decision making Focus priorities for decisions to leverage change in student achievement results Use multiple deicision making tools Provide equal access to information and data r.f-Yr ' Kt S'a i LRSD CBL TOTAL QUALITY WORK PLAN ACTION CONTINUUM PLAN------ SkBb Create and sustain customer involvement and support climate Improved Student Achievement Create and sustain an accountability system ACT DO CHECK Isos- Ji- .w f- : ','^#08 ' -.'-Ks? >,0S
: M' <i-'-^>Ir w iS' Description Key Learning Arkansas Leadership Academy Resolving Conflict in Teams All teams will experience conflict if they are exploring new ways of learning and working together, o co Conflicts will arise for different reasons. When different stakeholders serve on teams, conflicts may arise just because of differences in the language used to communicate about issues or the content of filters used to talk about the issues. Regardless of when, why or how a conflict is generated, successful teams acknowledge their conflicts and have strategies for dealing with their differences. Participants will identify their conflict style and those of others and learn tactics for resolving differences, which produce a more cohesive and productive team. At the conclusion of this session you will be able to: Identify the processes, tools, and tips for resolving conflict. Understand that conflicts may arise from differences in facts, methods, goals, and values. See conflict as an opportunity to identify our emotional baggage so that we can heal it. Utilize the think/feel/act process. Be aware of the need for teams to attain consensus on acceptable norms of behavior in order to reduce conflict. Identify personal conflict management strategies including stress reduction. 1Arkansas Leadership Academy Conflict Resolution Definition Conflict situations are those in which the concerns of two people appear to be incompatible. Conflict is a process that begins when one of the panics in the interaction perceives that another has frustrated, or is about to frustrate, one of his or her needs or concerns. Conflicts may arise from differences in interests, desires, values, or from scarcity of some resources such as time, space, and position
or they may reflect a rivalry in which one person tries to outdo or undo the other. Differences that Create Conflict FACTS: Same Facts - Different Viewpoints METHODS: Disagree on How to GOALS: Different VALUES: Values Differ 2Arkansas Leadership Academy Tips for Resolving Conflicts while Maintaining Relationships Be unconditionally constructive. Pursue relationships and substantive goals independently. Beware of partisan perceptions: dont forget how differently people see things. Balance emotions and reason. You need both. Too much emotion can cloud judgement. Too little emotion impairs motivation and understanding. Explore the other persons thinking. Always assume a need to leam more. Avoid at all costs: * * * Assuming there is no need to talk. Believing you are communicating when you are telling. Sending mixed messages. Always consult before deciding. Work to increase your own reliability. Examine your trustworthiness and improve your conduct. Ask people to give you feedback on your reliability. Help them to be more reliable. Describe their behavior and the consequences of their actions. Trust them when they deserve it. 3Arkansas Leadership Academy Tips for Resolving Conflicts while Maintaining Relationships Avoid using coercive tactics: * * * Attacking the individual vs. attacking the problem. Winning a contest vs. solving a problem. Commit early vs. remain open. Focus on positions vs. explore interests. Either/or vs. multiple options. Break their will vs. persuade for whats fair. Worsen their walk away alternative vs. improve ours. Deal seriously with those whom we differ. Create congruence. Periodically stop to evaluate the state of the relationship and work to bring behaviors more in line with your beliefs.' Watch for heavy tactics. (Psychological warfare) I * * * * * * * Phony facts Ambiguous details Personal attacks Threats The good-guy/bad-guy routine Escalating demands Lock in tactics Remember, it is not a question of winning and losing. You are trying to achieve a better process for dealing with your differences." * R. Fisher and S. Brown, Getting Together: Building Relationships As V/e Negotiate (The Harvard Negotiation Project), (Penguin Books, 1988). R. Fisher and W. Ury, Getting To Yes: Negotiating Agreements Without Giving In (Penauin Books, 1981). 4Arkansas Leadership Academy Interpersonal Confrontation Strategies 1. Self- Judgement You ask the person to look in the mirror and evaluate whether or not their behavior is helping them get what they want. Ask them: What do you want? Is your behavior helping you get...? Is their any way your behavior is hurting you getting...? 2. State the Impact on You Give the person direct feedback about the impact of their behavior on you. In essence, you look in the mirror and describe the effects. You connect their behavior with how you feel and think, as well as answer the questions why. Say: When you because I (think, feel) 3. Compare Pictures Ask the person to describe what they see happening between you. (What are the issues? Problems?) You then describe how you see the situation. My understanding Your understanding Ask for Solutions/Strategies Establishes the discrepancy between your perceptions Confronts them clarification with problem identification and Moves them to solution finding vs. problem beating 5Arkansas Leadership Academy Conflict Management Tips Arguing over positions produces unwise agreements. Every conflict negotiation has two kinds of interest: in substance (details) and in the relationship. Discuss each others perceptions, how they see or understand the issues. Recognize and understand emotions, theirs and yours. Acknowledge them as legitimate. Listen attentively and acknowledge what is being said. Speak about yourself, not about them. Face the problem, not the people. Behind opposed positions lie shared and compatible interests, as well as conflicting ones. Work to identify interests by asking Why? and Why not? Talk about your interests while looking forward, not back. Avoid the assumption of a fixed pie. Brainstorm ideas to invent options for mutual gain. Separate inventing from deciding. O' Identify shared interests. Insist on using objective criteria. Develop fair standards and fair procedures. If they are more powerful, develop your BATNA (Best Alternative To A Negotiated Agreement) What if they wont participate? * * * * * Dont attack their positions, look behind it. Dont defend your ideas, invite criticism and advice. Redirect an attack on you as an attack on the problem. Ask questions, talk less. Discuss the principle behind their action. Stress fairness and really work to understand their issues. There is a reason for their behavior. 6 IArkansas Leadership Academy Conflict Problem-Solving Worksheet 1. Definition of the Problem What is happening here? My List Your List Whose problem is it? (Clear up differences in perception here.) I say You say How would I (we) like things to be? My list Your list Why do I (we) have to take action? What would happen if I (we) did nothing? I say You say 7Arkansas Leadership Academy Conflict Problem-Solving Worksheet 2. OfUcial Statement What is my (our) clearest statement of what I (we) want? (Check statements to see if they reflect mutual understanding of the conflict problem.) My statement Your statement 3. Possible Solutions (Work these out individually without talking
then share and prioritize them together.) What are all the possible solutions to the problem (in priority order)? 1. 2. 3. 4. 5. 4. Reality Test Reality test each solution against these questions. Start with the highest priority and work down: v Is there common understanding of the idea? Do we have 'o the same perception of what it means? Is it realistically possible to accomplish? Do we have the necessary desire and commitment to make it work? What are all the possible things that could go wrong with the idea? What will happen if we try it and it does not work? 8Arkansas Leadership Academy Conflict Problem-Solving Worksheet 5. Action Plan 6. Action Agree on a plan of action. (Identify a contingency plan. Agree on how to renegotiate.) Carry out your best (highest priority) solution in small, agreed- on, realistic steps to enhance possibilities for success. Build in an agreement to reevaluate within a reasonable time and to plan again if necessary. M. Roberts, Managing Conflict: From the Inside Out. (Austin. TX: Learning Concepts, 1982). 9Arkansas Leadership Academy Roadblocks to Communications Blockinn Action Example Effect ORDERING, DIRECTING, COMMANDING You must, you have to Resistance, rebellion WARNING, ADMONISHING You had better, if you dont Obey only out of fear, resentment MORALIZING, OBLIGING You should, it is your duty, it is your responsibility Makes one feel guilty, should 1... LOGIC, ARGUING Here is why you are wrong, the facts are Defensiveness, counter arguments, you always think youre right ADVISING, RECOMMENDING It would be best for you Feel inadequate, inferior, duck responsibility, dependent EVALUATING, DISAPPROVING, NAMECALLING Youre not thinking straight, youre confused o Feel inferior, incompetent, guilty I PRAISING, JUDGING, APPROVING Thats good, thats nice Threatening, often feel manipulated, embarrassed SUPPORTING, REASSURING, EXCUSING Dont worry, youll feel better, thats too bad I cant accept such feelings, may disbelieve you DIAGNOSING, PSYCHOANALYZING, INTERPRETING What you need is, you dont really mean that If the analysis is wrong, person resists
if it is right, person may feel exposed, trapped 5 10Arkansas Leadership Academy Roadblocks to Communications (contd) Blocking Action Example Effect QUESTIONING, PROBING, CROSS-EXAMINING Why? Who? Where? What? Conveys lack of trust, on the witness stand DIVERTING. AVOIDING, SHIFTING Lets think about that later, not now Feel rejected, lack of respect KIDDING, TEASING, USING SARCASM Got up on the wrong side of the bed?! Cuts off communication, not interested, stems from hostility, provokes counter hostility 11Arkansas Leadership Academy Conflict Approaches Questionnaire Directions: Consider situations in which you find that your wishes differ from the wishes of another person. How do you usually respond to such situations? On the following pages are several pairs of statements describing possible behavioral responses. For each pair, please circle the A" or B statement depending on which is most characteristic of your own behavior. That is, please indicate which of these two responses is more typical of your behavior in situations where you find that your wishes differ from someone elses wishes. many cases, neither the A nor the B statement may be very typical of your behavior: but please select the response which you would be more likely to use. 1. a. b. I push hard to achieve my goals. I try to consider the other persons concerns and goals, as well as my own. ! 2. a. b. I try to see things from the other persons point of view. I try to strike a balance of wins and losses with the other person. 3. a. b. I try hard not to hurt the other persons feelings. I try to understand all the other persons concerns and goals. 4. a. b. I try to propose a compromise solution that both of us can agree to. I put off dealing with the conflict until Ive had a chance to think about it. 5. a. b. 1 try hard to influence others to accept my position. I try to find the middle ground, where the other person and I can agree. 6. a. b. 1 try to deal with all of the other persons concerns and goals as well as my own. I try to avoid situations in which there is anger and hostility. 12Arkansas Leadership Academy Conflict Approaches Questionnaire 7. a. b. I try to persuade the other person to see the positive side of things. 1 try to find a middle ground where the other person and I can agree. 8. a. b. I often acquiesce in order to maintain a good relationship with the other person. I am firm in pursuing my goals and ideas. 9. a. b. I do what ever I can to demonstrate the advantages of my position. I try not to get involved in controversies with others. 10. a. b. I believe it is important to maintain good relations with the other person in resolving our differences. I give in rather than hurt the other persons feelings. 11. a. b. I try to get the other person to see the things on which we agree. I try not to get involved in controversies with others. 12. a. b. I let others deal with the difficult and controversial issues. I try hard to maintain positive relations with the other person. 13. a. b. Winning my position is more important than maintaining positive relations with others. Consensus or agreement is more important than winning my own position. 14. a. b. I am willing to give on some points if the other person does too. I do whatever I can to demonstrate the advantages of my position. 15. a. b. I stay away from situations in which there is anger and hostility. I try to achieve my goals regardless of the others feelings. 13Arkansas Leadership Academy Conflict Approaches Questionnaire'* 16. a. b. I avoid topics that provoke disagreement and controversy. I try to see things from the other persons point of view. 17. a. b. I am willing to reveal all of my concerns and ideas in order to come to agreement with the other person. 1 push hard to achieve my goals. 18. a. b. I try to find the middle ground where we can both agree. I am willing to reveal all my concerns and ideas in order to come to agreement with the other person. 19. a. b. I put off dealing with conflict until Ive had a chance to think about it. I try to strike a balance of wins and losses with the other person. 20. a. b. I believe it is better to reach a compromise than to let the conflict go on. I usually concede if the other person feels more strongly about the issue. 4 Carleen OConnell, Western Organizational Consultants, Box 5769, Vancouver, WA 98668-5769. 14Arkansas Leadership Academy Scoring the Questionnaire Instructions: Working from your answers in the questionnaire, circle the answer (a or b) in the chart below. Add the circled items from each column to get your scores. Pair No. 1. I. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. B A B A B A B A B A B A B A A B A B A B A B B B A A B B A A A B A B B A B A A B ] Forcing (Competing) Accommodating Negotiating (Smoothing) Collaborating (Compromising) (Problem- Solving) Avoiding (Withdrawing) 15Arkansas Leadership Academy Graphing Your Approaches to Conflict Instructions: Your scores for your approach to conflict will probably be mixed. Some will be high and some low. In order to develop a profile, circle your score for each category in the chart below, then draw a line between each of the circles. Forcing (Competing) Accommodating (Smoothing) Negotiating (Compromising) Collaborating (Problem- Solving) Avoiding (Withdrawing) High Mid Low 8 7 6 5 4 3 2 1 0 8 7 6 5 4 3 2 1 0 8 7 6 5 4 3 1. 1 0 8 7 6 5 4 3 2 1 0 8 7 6 5 4 3 2 1 0 16 'OInterpreting Your Approach to Conflict Styles___________________ Forcing: Aimed at accomplishing one.s preferred decision or source of action. Use of power, rank, or persuasion. Winning ones position over oppo.sition. Taking a position and pushing for it. Accommodating: Aimed at maintaining good relationships with others. Sensitivity to others feelings. Trying to meet the other persons demands. Smoothing over differences. Yielding ones own position to others. Negotiating: Aimed at achieving a compromise or middle ground. Use of bargaining of gains and losses. Involves give and take on the issues. Is intermediate between forcing, harmonizing, integrating, and dividing. Advantages When quick decisions are required, i.e.. crisis situation.s When unpopular decisions are required, or unpopular rules need to be enforced When a more harmoniou.s approach may be exploited by others When issue is far more important to the other person There is a danger of losing your position. You are interested in trade offs* from the other person in the future. When it is not the lime for controversy. When opponents are of equal strength, and committed to different goals. An expedient and temporary solution is needed. When other styles fail to solve the problem. Disadvantages__________ May strain relationships with others, causing tension, hurt feelings. May lead to win/lose outcomes. May lower ownership in decisions, lead to a _____lack of support. When a decision is necessary. You will have trouble living up to the solution. When yielding your position will cause you to feel badly. When you know youre right. Solutions are temporary. Each party achieves only part of its goals. Each party must give up some of its goals. To think about High ScoreZUse__________ Low Score/Use Do others agree too much with me'? Am I gelling all of the ideas and feelings of others'? Are my decisions supported? What about morale? Do I get my way often enough? Am 1 too concerned with others* feelings. Am 1 aware of the power that 1 have? Am I yielding so much that my ideas arent getting enough attention? So we spend too much time paying attention to feelings and good relations? Are our procedures too loose to be effective? When I am wrong, do 1 have trouble changing my position? Do others see me as difficult and unreasonable? Are others reluctant to share their ideas and feelings? Do I get so entangled in the technicalities of bargaining that I lose sight of my goals? Am I prepared to renegotiate the solution in the future? Is it hard for me to trade .some of my positions in order to gain others? Do 1 take the negotiations personally, rather than as a way of doing business? Requires good faith to be effective._____ Collaborating: Aimed at finding a solution that meets the needs and goals of both parties. Incorporates both goals/task and human relations considerations. Full examination of all concerns, ideas and feelings. Requires openness and candid communications._ Avoiding: Aimed at staying out of the conflict situation. Low involvemenl in either task or relationship concerns. May involve withdrawing, changing subject, postponing the issue, or sidestepping the problem. When there is a readiness to grow and change. When a unified approach is needed. When maintenance of working relationships is important When likely to be more harm than good resulting from the conflict When the conflict is a *no-win* situation. When other business is really more important. To postpone the conflict until a bener time. When a quick solution is needed. When parties are not willing to change. When one party is likely to take advantage of the others efforts. Avoiding issues that might make the organization less effective. Without full participation of all members, the staff may make decisions without knowing all ideas and feelings. 17 Do I spend too much time examining the issues and feelings? Is an integrating approach really needed in all cases? Are there issues the staff cannot address without my participation? Are we making some decisions by default, because of avoidance? Does the community or other groups expect the issues to be resolved? Is there a lack of direction because of avoidance of issues? Do other members, staff and community lack commitment to your decisions and pobcies? Are you overwhelmed by the number of problems and issues? Are there some problems that are better left to others to deal with? Am 1 seen as loo conftonung in my approach? Arkansas Leadership Academy Conflict Resolution Competing Power oriented mode Pursuing your concerns at the others expense Uses arguments, rank, sanction Accommodating Person neglects his own concerns to satisfy the concerns of others Selfless generosity or charity Obey - when you dont want to Avoiding You are not looking at your concern or the other persons Sidestep, postpone, withdraw Collaborating You attempt to work through the conflict with the other person to a solution that satisfies both Compromising Trying to find an expedient solution Partial satisfaction Mutually acceptable 18Arkansas Leadership Academy Conflict Management Tips for Groups Take time to get to know one another. Set norms of operation. Conduct formal or informal needs assessment to determine: * * Group and individual strengths and areas of expertise Process skills needed by the group Information needed by the group Make time for training in identified areas of need. Review group norms often. Establish a process for checking groups temperature. Celebrate successes. 19Description Key Learning Arkansas Leadership Academy Team Building and Maintenance Individuals working together need a variety of tools to ensure the effectiveness of the work of the team. The effectiveness of teams develops over time as members learn to use' each others knowledge, skills, and experience. Participants will learn different tools and techniques to assess the effectiveness of the group process and understand group roles that promote and hinder group work. At the conclusion of this session you will: Understand that people support what they help create. Know that effective teams are clear about: goal (both team and individual) roles, procedures and norms for relationships. Have experienced a variety of team building activities and processed them for learning. Understand the relationship between team building and effective team maintenance. Understand that team building is an ongoing process of growth and development. 1Arkansas Leadership Academy STAGE FOUR 12 STAGE ONE 9 11 Mature Closeness 10 Resourceful Flexible Open Effective Close and Supportive 2 Form Storm Perform Norm 3 Getting Organized Infighting 8 Developing Skills Establishing Procedures Giving Feedback Confronting Issues Controlling Conflicts Confronting People Opting Out Experiencing Difficulties Feeling Stuck 4 7 5 STAGE THREE 6 STAGE TWO 2 3 Arkansas Leadership Academy Teamwork: A Personal Action Plan 1 Think over the material you have read. Review the selfassessment questionnaires. Reflect on the conversations you have had. What have you learned about team building? What did you learn about yourself? How can you apply what you learned? Make a commitment to yourself to become a better team member and a more effective team contributor by designing a personal action plan to help you accomplish this goal. The following guide may help you clarify your goals and outline actions required to achieve your goals. 1. My current team skills are effective in the following areas: 2. I need to improve my team skills in the following areas: i 3. My goals for improving my team skills are as follows: 4. Following are my action steps, along with a time-table to accomplish each goal: Action Evidence Due Date a) b) c) ' Adapted from Robert B. Maddux, Team Building (Los Altos, CA: Crisp Publications. 1992). 4Arkansas Leadership Academy Team Action Plan What we want to share Who we want to involve How we will go about doing it Persons Responsible Resources Needed Due Date 5Arkansas Leadership Academy The Conflict Curve Most relationships and most groups that become intimate or learn to work closely together go through the following stages. / A V / / Z Z I I / Z I y I I 7 / z z / I I I I I Getting Acquainted People are polite while strangers. To work well they need to build trust and get to know each other. Norm Development People get serious. Conflicts over power and norms. Need to learn to negotiate conflicts. Effective Work Phase If norms have developed well, group should handle conflicts well. If major conflicts develop, norms may need to be renegotiated. Termination People are sad as group prepares to end. a Legend Effectiveness of group at working together _ . Level of conflict in the group. 6Arkansas Leadership Academy Receiving Criticism 1. Listen carefully. Give the speaker your full attention. Watch your non-verbal responses. 2. Hear the other person out. Dont interrupt or raise objections. 3. Be objective. Separate the words from the speaker. They may be critical of your work, your actions, or your ideas, but that does not mean that they do not like you! 4. Summarize the speakers main points. That lets them know their message has been received and understood, even if you dont a^ree with it. 5. Ask questions to clarify items. 6. If you are feeling hostile, defensive, or overwhelmed, request some time to think it over before responding, distance between yourself and the other person. Put some 7. Use the opportunity to leam from the feedback. Are the criticisms valid? Could a misunderstanding be avoided? What would it take to make things right? Where do you go from here? 8. Separate your work from yourself - dont take it personally. If you have been wrong, admit it and move on. To be sorry is to behave differently. It is not to wallow in guilt, shame, or embarrassment. Live life in the present tense. 7Arkansas Leadership Academy Description of Affective/Community-Building Activities 1. Birthday line-up 2. Forced- Choice Questions and Responses 3. Family Group Introductions 4. Knots This is a common icebreaker that takes little time and is fun. Participants line up according to their birth dates, day and month, starting from January through December. The mle is they can not talk as they figure out where to get in the line. When we process this we talk about communication and how we rely on verbal communications. Participants respond to a number of questions by going to the area of the room where their appropriate response is designated. Example: I ask them: When you have free time, if you prefer to go to the beach, go to that comer (I point), to go shopping, go to that comer (point-different comer), to take a nap, go to that comer (point again), or to read a good book, go to that comer (last comer). The questions range from preference in music to whether you are an only child, have 1-2 siblings, have 3-5 siblings, or have 6 or more
to responses as to whether you prefer to lead or follow, etc. this activity gives them a chance to see the various things they have in common with one another and how the groups change depending on the questions. Once they are place in their Family group for the day they are to choose a partner and interview them for one minute. They are to find out as much about that person as they can, including one accomplishment that their partner is particularly proud of. Then each takes a turn introducing their partners to the rest of the group, being sure to tell the thing that their partner was proud of. Everyone applauds each introduction. The participants stand in a circle facing inwards. Each person puts their right hand in and clasps the hand of someone across the circle from them. Then being careful not to cross their own arms in the process they do the same with the left hands, not clasping the same persons hand as before. The object then is to untangle without breaking hand-clasps. 8Arkansas Leadership Academy Description of Affective/Community-Building Activities (contd) 5. Lean-in 6. Lifelines 7. Muscle Testing 8. Positive I Ams This is a trust activity done in dyads. Partners face one another with about three feet of space between them. With feet a shoulders width apart, they extend their hands in front of themselves, palms forward and then push off, trying to return themselves and partners to upright positions. Each time they take a small step backwards and lengthen the space between them and repeat the process. I have included the description of this one. This activity involves a volunteer who comes up in front of the group with me. He extends his strongest arm out to the side and resists as I try to push it down. We do this several times while he is doing various types of positive and negative thinking. Questions such as thinking about someone he really dislikes as I push down and then doing it while he thinks of someone he really likes. The results are usually surprising to people. A writing activity they have a sheet with ten I Arns and lines after each one. I ask them to take five minutes to complete the ten I Arns with positive statements that they believe to be true about themselves. Then they circle the three that they think are most important in their lives. After they have completed this one, I ask them to think of one I am that they wish they could say, but is not yet true about them
something they would like to be able to say about themselves. They then choose a partner and share these ten statements with their partners, identifying the three and telling why they are most important. When this is done, I give each group a small mirror and the instructions that they are to focus on the mirror where all they can see is their own eyes, each participant says that affirmation aloud and the group says the persons name and repeats it back to them (I am a great organizer. - Davis, you are a great organizer). Each participant repeats it five to ten times (depending on time) with the group responding to each one. 9Arkansas Leadership Academy Description of Affective/Community-Building Activities (contd) 9, Wind in the Willows 10. Conducting This is an old but good one. The group stands in a circle facing inward, shoulder to shoulder and bracing with their strongest leg. Each participant takes a turn in the center of the circle, arms across chest, closes her eyes and keeping knees straight, leans back and lets the group pass her gently around. Using imaginations, the group spaces out around the room standing up with plenty of arm space. After having them close their eyes, I play a tape with the sounds of an audience in a concert hall, the orchestra is warming up and finally the Stars Forever as they are lead to conduct the orchestra silliness and emphasizes the need to play, laugh, and to not take ourselves too seriously. 11. Acid River Description included. 12. Labels I am including a description of this one too. I dont know if I would use it with elementary kids or not. It would depend on the group and I would certainly edit labels. 13. Affirming Circles Participants are told at the beginning of the day to be watching the members of their Family Group and note their positive characteristics. This activity lets each member take a seat in the center of the circle while the others each share something positive they know or have observed about that person. Activities compiled (but not created) by Davis and Cheryl Hendricks. The sources of activities should get credit but have been lost to the ages. Another source of good team-building activities is: Belonging: A Guide for Group facilitators Jayne Devencenzi and SusanPendergast 2960 Hawk Hill Lane San Luis Obispo, CA 93405 (805) 544-5359 10Description Materials Time Arkansas Leadership Academy Lifeline Exercise This activity is designed to give students a non-threatening opportunity to share personal history with one or more partners in a whole brain approach. In the early stages of developing a sense of community in the classroom, it is important for students to have opportunities to leam about each other in ways that leave them in control of how much information they are sharin
g- This activity has been effective in beginning the process of bonding within a group. White paper or newsprint for each student, colored pencils or crayons. 45-60 minutes Process Give each student a piece of paper and pencils or crayons and ask them to take about ten to fifteen minutes to reflect on their lives from birth to the present. After a few minutes of reflection they are to construct lifelines that represent the major event,s that have happened in their lives that they feel have made a difference. Tell them that the form of their lifeline is up to them but give them the suggestion to use as many graphic symbols as possible to represent these significant events. Also suggest symbols as possible to represent these significant events. Also suggest that corresponding dates along the line would help give the events some degree of chronology and history. Tell them that when they are done with their line they should find a partner that is also finished, preferably someone they do not know very well. Each partner should take about five minutes to share their lifeline, explaining symbols and their meaning and how these events have affected their lives. Let them know that it is appropriate to ask questions of one another for clarification. When students have completed their sharing, debrief each dyad as to what they learned about each other that they did not already know. Check for commonalties and interesting connections between partners. Note: If time allows, or on another day, have students switch partners and share again. This can be repeated as many times as time allows. The timelines can also be personalized and posted in a special place in the classroom so students can examine the lives of those whom they did not get to share. 11Arkansas Leadership Academy Acid River (An experiential activity in teambuilding and problem-solving.) Objective To develop leadership, team-building skills and group problemsolving skills. o Materials Four to five one-by-four boards or poster board sections cut 18 in length per team, ten to twelve scarves, or handkerchiefs to be used as blindfolds, masking tape. Site A gym or activity room, or area outdoors not less than fifty feet, depending on size of teams (four to eight members is best). Use tape to mark off a lane of action for each team. Construct the river width so that teams cannot lay the boards end-to-end and walk across the river (For example: Using five boards that are four feet long means that the river must be at least 28 to 30 feet long.) Description Your team is on a relief mission to bring a vital serum to a village that is rapidly dying of a rare disease. In your trek across the dangerous uncharted terrain you encounter a huge standing pool of acid that is too wide to walk around. You must get across to get the serum to the village, which is only about a mile further, but time is running out! Your problem is to devise a way to get your team across the acid without losing anyone in the process. Your only tools are four one-by-four boards that are impervious to the acid. As long as you stay on the boards, you are safe. Any contact with the acid results in the loss of whatever touches it. To fall in is instant death. You can not throw the boards across or slide them along the top of the acid. Be prepared for unexpected developments that challenge your efforts. 12Arkansas Leadership Academy Acid River (An experiential activity in teambuilding and problem-solving.) (contd) Description (contd) Teams should be told to devise a plan and then begin executing their plan. The exercise can be set up for as long as you choose, depending on the size of the room and the number of members of each team. Point out to the team that the acid pool is slowly eating away their side of the shore and that leaving members on the shore will result in eventual death, so everyone must be gotten across unless they choose to abandon part of the team. Tell them that fate occasionally steps in and either simplifies their task or sometimes makes it more challenging. (You are Fate.) From time to time you may remove a board if a team is moving rapidly through the exercise or you may add a board. The room size would dictate less boards but no less than three. You may also blindfold a person who is in the middle of the river, explaining that sometimes things happen in life that seem quite unfair. Use your own judgement but be somewhat balanced in your doling out fate. Let them know how long they have and remind them periodically how much time is left. 13Arkansas Leadership Academy Acid River (An experiential activity in teambuilding and problem-solving.) (contd) Processing this activity is the most important part of it. While groups tend to have a good time doing it, it is important to talk about the dynamics of solving the problem as well as how team members responded to challenges. Pose some of the following questions in processing the activity. 1. What was your plan and how did it work? Was it necessary to modify it? Why was it necessary and how did your modification work? 2. Who were the take charge people and how did the group respond to their leadership? 3. What unexpected challenges came up for your group and how did you respond to them? 4. Did anyone play a sacrificing role and volunteer to stay behind or risk themselves in the effort? How did the group respond to them? 5. What role did you play in both the planning stage and the actual attempt at crossing the river? 6. Was your group competing with the other groups? If so, why? 7. How is this activity like life? What did you learn about yourself and your group? If you have time, it is valuable to have a spokesperson from each team respond to several of the above questions to see how different teams respond differently to the challenge of ACID RIVER. 14Rationale Materials Target Age Group Description Arkansas Leadership Academy Stereotyping (Labels) This activity addresses the premise that much of the prejudice and stereotyping that goes on in our lives can be reduced through actual experience with those whom we stereotype. Before we can begin to attempt to reduce labeling and prejudice, we must first be aware of our own personal biases and perceived differences. The purpose of this activity is to give the participants an opportunity to confront their personal prejudices and to open up discussion about the concept of prejudice and stereotypes and how they limit or otherwise affect our lives. Adhesive backed file folder labels (one per participant), background music (optional). Fourth grade (depending on level of maturity) and up. Prior to doing the activity, participants are to have brainstormed as many stereotypic labels as possible that they have either used or heard used in describing people. These may be either negative or positive in connotation. Examples would be: dumb, retard. nerd, prude, skater, cowboy, princess, etc. These are then transferred by marker one per label prior to the activity so that there is a label for each participant. Select labels based on the maturity level of your group. Some labels are disgusting to some of us and may be too emotionally challenging for some participants. If you use racial labels or labels referring to sexual orientation, make sure your group knows that these are not meant to demean anyone but rather are included to be authentic. Also, be sure not to label someone appropriately. That is, if you know that someone has been stereotyped as poor or if they truly are poor, do not label them that way. (If your group is not mature enough to understand this, or is too volatile to be able to handle strong labels, eliminate any that could be a problem.) 15Arkansas Leadership Academy Stereotyping (Labels) (contd) Description (contd) Have everyone form a large circle facing outwards and tell them that this activity requires that they be as quiet as possible with no verbal communication after this point. Tell them that they not talk to anyone or reveal anything about their labels. Then begin placing a label on each persons forehead, reminding them all the while not to tell each other what their labels are. (There will probably be some degree of giggling and laughing when they see each others labels. Keep reminding them that it is a silent activity but tolerate the giggling until everyone i.s labeled. Most of us find this to be a difficult and uncomfortable activity and giggling is a way to release some of the stress.) When everyone is labeled, tell the group to begin walking around the room looking at the people and labels they encounter and thinking about how they feel as they attach the label to the person they pass and how they feel as they observe how others regard them. (At this point begin playing the background music - something quiet and instrumental - meditative.) After a minute of walking, tell them to stop and stand opposite someone and look at their label then into their eyes as you ask two or more of the following questions. 1. What are you feeling as you look at this person and his/her label? Is it acceptance, fear guilt, pity, friendliness, trust, anger... 2. How is this person looking at you with feelings of acceptance or rejection, fear, anger, pity,...what do you think they are thinking about you and how does it feel? 3. Would you invite this person into your home for dinner? 4. Would you extend your hand to this person in friendship? 5. Would you trust this person? 6. Could you have a serious relationship with this person? 7. Would you support your son or daughter if they wanted to have a serious relationship with this person? 16Arkansas Leadership Academy Stereotyping (Labels) (contd) Description (contd) Then tell them to move on and keep walking around in circles until you stop them and tell them to find another partner and repeat the above process. Keep emphasizing that this is an inner activity without any verbal interaction and they are to be considering their own feelings and how they feel about the way others received them. Repeat the process so that they stop with a partner a minimum of six times. At the end of the activity they can take off their labels and know what they were. Once the activity is completed it is important to process it and allow participants time to share their feelings and insights about stereotyping and prejudice. This can be more effectively accomplished by putting participants in small groups of four to six (depending on the size of the overall group) and giving them the following questions to discuss and share. Processing Questions 1. What were you feeling as you regarded how others were reacting to you and your label? 2. Define stereotypes and prejudices. Are they the same thing or are they different? 3. What are the sources of stereotypes and prejudices in our lives? 4. How do stereotypes and prejudices limit' us in our capacity to understand those who are different form us? How do they limit us in other ways? 5. Share a personal experience with how stereotypes and prejudices have affected you positively or negatively in your life? 6. Are there any instances in which prejudices or stereotypes are desirable. 1. What can we do individually to decrease the influence of prejudices or stereotypes in our lives? 8. What can we do as a society to decrease destructive prejudices and stereotypes? 17Arkansas Leadership Academy Stereotyping (Labels) (contd) This activity needs plenty of processing time for groups to work through some of the complexities of this topic. Allow groups to discuss for at least 20-30 minutes before asking a spokesperson from each group to respond to one of the eight questions. As debriefer, go around the room posing a question or asking each group to pick a question and letting their spokesperson share the groups thoughts about it. Since this activity is somewhat challenging and can sometimes leave groups in an emotional valley, we have followed it up with a positive activity such as an Affirmation Circle or Circle of Strength Bombardment in which each person sits in the center while each of the others takes a turn making one sincere affirmative statement about the person in the center. (This activity was developed by Eric Smoyer at the age of 17.) ) 18Arkansas Leadership Academy Site-based Decision Making Description Site-based decision making is a way of empowering stakeholders to implement and sustain systemic change and improvement. Key Learning At the conclusion of this session you will be able to: Verbalize an operational/functional definition of site-based decision making. Assess the degree of implementation of site-based decision making at present work site. Identify steps for implementation of site-based decision making. Utilize at least one tool for site-based decision making. 1Arkansas Leadership Academy The Ten Most Widely Used Aids to Decision Making 1. Straw Voting 2. Negative Voting 3. Ranking Alternatives 4. Weighting Alternatives 5. Pro/Con Technique 6. Criteria Matrix 7. Going Around the Group Participants are asked to vote to give a general impression of reactions, not to make a decision. If there are several alternatives, each participant gets three votes to get a broader picture of reactions. Participants are asked to identify alternatives they favor the least or could not accept Participants are asked to rank order the most favorable is assigned a 1 and the total of the number of the alternatives is the least favorable. The totals or average ranks are presented to the group for further work. Similar to rank ordering but participants are given five or ten weights to assign to the various alternatives. The weight can be assigned in any one way from all on one item to equal distribution. Participants make up two lists on a flip chart, one showing all the favorable factors of a specific issue or plan. This clarifies all the reasons the proposal may not work and surfaces the fears restraining a decision. Criteria for evaluating the proposals are listed before the proposals are generated. After the proposals are summarized and reduced to a working number, they are assessed or scored according to the predetermined criteria and the results compared. The facilitator goes around the group asking each person in turn what he or she thinks about a specific issue. A polarized discussion that gets bogged down may be freed up by hearing from the silent majority. 2Arkansas Leadership Academy The Ten Most Widely Used Aids to Decision Making 1 8. Active- Listening Discussion Each member is asked to summarize the last speakers point of view - and to check the summary with that person - before he or she can express an opinion. When sensitive issues become polarized, listening often ceases as participants spend the time while others are talking preparing their next comment. 9. Trials-With- Experience Reports When two to four alternatives seem equally useful, they are tried out on an experimenul basis for a specific period of time and then reported back on to give the group more dau on possibilities. It may turn out that there is more than one successful way of handling the situation. 10. Confidential Listing of Opinions Opinions or votes on a critical issue are collected and presented anonymously
this often diffuses much of the emotion and confrontation of a verbal discussion. The Delphi Technique and Nominal Group Technique use this strategy by asking members to give opinions in writing and then summarizing the responses for further work. ' Hedley G. Dimock. Inler\ention and Collaboration: Helping Organizations to Change (San Diego, CA: Pfieffer & Company, 1993). 3Arkansas Leadership Academy Hierarchy of Problem-Solving Involvement' High Involvement Ownership Team is directly responsible for all aspects of problem solving g and implementation of solutions (i.e., identification, and recommendations of alternative solutions and responsibility for assuring that the problem is designed out" of the process). The team addresses problem.s relating to the performance of their work as well as competitive, organizational, and customer-related issues. Resolution Team is directly responsible for identifying and implementing solutions to the problems they encounter in their work area. ig JU Recommendations Group makes recommendations to management for possible solutions relating to problems they encounter in their work area. Identification Group is asked to identify problems in their work area. Any solutions that are developed or any actions taken are solely the responsibility of management. Low Involvement Steven R. Rayner. Recreating the Workplace: The Pathway to High Performance Work Systems. (Essex Junction, VT
Oliver Wright Publications, 1993). 4Definition What are School-Based Planning Teams Asked to Do? 3 Arkansas Leadership Academy Site-Based Decision Making^ A process in which members of a school community collaborate in identifying problems, defining goals, formulating buildinglevel policy, shaping direction, and ensuring widespread implementation of practices aimed at raising levels of achievement for all students. The persons who are responsible for implementation of a decision at the building level are actively and legitimately involved in making decisions. 1. Find out what needs to be done to improve student performance at the school. 2. Write a plan to meet those needs. 3. Present the plan to the school community. 4. See that the plan is carried out. 5. Evaluate and report to the school community the results of the plans activities. Adams Twelve Five Star Schools, 11285 Highline Drive, Northglenn, Colorado 80233. 5Arkansas Leadership Academy Site-Based Decision Making Building Level Decisions Budget allocations Recruitment/hiring Curriculum design/implementation Instructional strategies Assessment techniques Schedule Staff development Community relations Extracurricular activities Student outcomes Improvements to learning environments 6Arkansas Leadership Academy Site-Based Decision Making Steps in the Process 1. Develop awareness 2. Determine readiness 3. Organize for action 4. Assess building needs 5. Establish improvement priorities 6. Draft plans for action 7. Get additional input 8. Provide support to the team 9. Involve others in putting plans to work 10. Make adjustments as you go 7CONSENSUS DECISIONSArkansas Leadership Academy Consensus Decisions Description Consensus requires that all group members share the final decision and agree to take responsibility for implementing it. So, how do you get teams to this point? Learn and practice several different techniques that assist teams in reaching consensus. Discussion will focus on the general types of group decisions and differences between voting and consensus decision making. Key Learning At the conclusion of this session you will: Discuss the differences between compromise and consensus checks and consensus decisions. Provide tools to test for consensus decision making: weighted voting, criteria matrix. Learn why consensus can be a longer process than compromise or a voting process. Practice four tools for seeking or checking for consensus. Know the essential elements for reaching consensus. Understand why decisions reached by consensus are the most powerful decision that teams make. 1Arkansas Leadership Academy Consensus Decisions Overview The goal of consensus is a decision that is consented to by all group members. Of course, full consent does not mean that everyone must be completely satisfied with the final outcome - in fact, total satisfaction is rare. The decision must be acceptable enough, however, that all will agree to support it. Consensus Means... All group members contribute. Everyones opinions are heard and encouraged. Differences are viewed as helpful. Everyone can paraphrase the issue. Those who disagree indicate a willingness to experiment for a certain period of time. All members-have the final decision. All members agree to take responsibility for implementing the final decision. Consensus Does Not Mean... A unanimous vote. The result is everyones first choice. Everyone agrees. (There may only be enough suppon for the decision to be carried out for a trial period.) Conflict or resistance will be overcome immediately.Arkansas Leadership Academy A Decision Making Continuum One person decides A few people (the The decision is in group) choose made by a majority vote The team discusses the problem and comes to a consensus The team comes to a unanimous conclusion 3' David W. Johnson and Frank Johnson, Learning Together and Alone: Cooperation, Competition, and Individuaiization (Enslewood Cliffs. NJ
Prentice-Hall. 1975). 4 Arkansas Leadership Academy Comparing Decision Making Processes" Voting vs. Consensus 1. Considers two points 1. Considers many points 2. Discussion divides group 2. Discussion solidifies group 3. Polarizes majority and minority 3. All sides feel heard and accepted 4. Faster, but implementation is slower 4, Slower, but implementation is faster Adams Twelve Five Star Schools, 11285 Highline Drive. Northglenn. CO 80233. 5Arkansas Leadership Academy Consensus: A Step-by-step Process Preparing for Group Discussion A. An agenda is set at the beginning of the meeting so members know and agree on what they will talk about in w'hat order. B. The facilitator introduces an item from the agenda (or calls someone else to introduce the item). The introduction should include
1. A clear definition of the area being discussed. 2. A clear statement of what has to be decided. Exactly what needs must be filled or what problem must be solved by the decision? This statement should be precise enough to have a limiting effect
members should know what they are NOT talking about. Example: Vague-. closings. We want to solve the problem of school (This may include discussion of city government policies, citizens attitudes about property taxes, emigration of young families to the suburbs, etc.) Specific: Today we have to think of a way to raise funds to keep Albion Middle School open next year. C. Background information is provided by the person who introduced the topic or by other group members who have information. As the discussion progresses, other relevant information is added whenever needed. Group Discussion: Building United Judgement A. An individual introduces an idea for discussion. This idea may be an opinion, a definition of the problem, a suggestion for an approach to the problem, or a proposal for a decision. 6Arkansas Leadership Academy Consensus: A Step-by-step Process (contd) Group Discussion: Building United Judgement (contd) B. Another individual responds to that idea. The second speakers statement is a combination of her or his own opinion and that of the previous speaker. It includes a response to the first speakers idea and her or his own thoughts as they have been influenced by the previous statement. C. A third person develops the ideas further. Her or his contribution is different than it would have been if the two previous speakers had not spoken. D.Other people begin responding to earlier statements and offering their views on the subject. Each contribution builds on previous statements yet is unique as different individuals express themselves. The effect of such a discussion is that the comments taken as a whole are greater than the sum of c' them individually: group members respond to each other so each statement i.s the unique contribution of an individual and at the same time is influenced by previous speakers E. During the discussion, the facilitator and other members are responsible for: 1. Keeping the discussion on topic. (If it is necessary to redefine the topic, the shift should be made explicit and all group members should understand the change.) 2. Providing the clarification and rephrasing of complicated or confusing discussion. 3. Summarizing underlying agreement and differences in viewpoint. 4. Identifying the new issues as they arise. 5. Ensuring that all viewpoints are heard and understood by the group as a whole. 6. Identifying problems with the groups process and attempting to remedy them. All group members share responsibility for the groups process and may perform any of the above functions. 7Arkansas Leadership Academy Consensus: A Step-by-step Process (contd) Group Discussion: Building United Judgement (contd) F. When it is apparent that all viewpoints have been expressed, all new information has been given, and/or some part of the discussion begins to be repeated, the facilitator or someone else states the conclusion toward which the group appears to be moving. Example: It seem.s the group is leaning towards writing a grant to the Mott Foundation to fund the school as an experimental center for community education. Does anyone object to this proposal? When Testing for consensus." ask whether anyone has anything else important to say. Central to consensus is gathering. all relevant information, opinions and feelings about the subject, so it is essential not to move forward until these views have been expressed. Making the Decision A. The group responds by agreement or disagreemeuc. Special care is taken to make sure that any objectives are heard. The facilitator may ask if there are objections, or if consensus has been reached. In addition to raising specific concerns, it is legitimate for someone to say, I have no specific objections, but I dont feel settled on the subject yet. B. Concerns are discussed and the process of developing agreement, or building united judgement, continues until a decision is endorsed by the meeting of the whole. The decision that is reached may not completely satisfy everyone in the group, but it must be one that all group members are willing to live with. If serious objections still exist, then a decision is not made. 8Arkansas Leadership Academy Consensus: A Step-by-step Process (contd)^ C. If a decision implies that an action be taken, responsibilities are clarified to ensure that the action is carried out. If a phone call must be made, or a letter written, make sure that someone volunteers to do it. In addition, some method should be chosen to follow up on the decision. This may require reporting back to the group when the task is completed, writing down the outcome and posting it, or putting the matter on the agenda for discussion at the next meeting. Record your decision and implementation plan in the minutes for future reference. D. If the group can not agree: 1. It is possible that the group does not have enough information to make a good decision. Sometimes a decision must be defened until more facts are gathered, more discussion takes place, or members have more time to think about it. Fuller understanding by each participant will increase the possibility of reaching consensus. 2. The group as a whole may decide that it is more important to reach a decision at this particular time than to make a decision that meets the groups usual levels of acceptability. Some members may feel that this is a special circumstance where reaching an immediate decision is so important that they will go along with a decision they would not otherwise support. (This kind of concession is sometimes make by individuals for the sake of the group, but a group should never pressure someone into doing so, or the result will not represent a true consensus decision. ' .Michael Avery, et al.. Building United Judgement: A Handbook for Consensus Decision Making (Madison, Wl: The Center for Conflict Resolution, 1981). 9Arkansas Leadership Academy Criteria Matrix What is it? A Criteria Matrix produces a grid of cells or boxes formed by the intersection of rows and columns. The rows contain descriptions of items under consideration
the columns contain descriptions of desirable attributes or important features used to rate the times in the rows. The cells contain space for recording a numerical ranking indicating urgency, perceived importance. or extent to column. which the item in the row meets the criteria in the When is it best used? A Criteria Matrix may be used by a problem-solving group to select among possible items for discussion. It may also be used to evaluate potential solutions generated in response to a problem selected for discussion. How is it done? 1. Agree on a restatement of the problem or question under consideration. 2. Use brainstorming to generate ideas for suggested solutions. List these ideas in the solutions column of the Criteria Matrix. 3. Develop criteria for judging the selected solutions under consideration. Criteria might include cost, training required, resources already available, or other factors. Limit the criteria to five. Record these in the criteria columns of the matrix. 10Arkansas Leadership Academy Criteria Matrix (contd) 4 4. Large groups may find it easier to work in smaller groups, with each group generating their own solutions and criteria. There should be only one matrix worksheet per group. 5. Rank each solution according to the degree you feel it meets the criteria you have chosen. Lise one of the following scales: 3 = To a great extent 2 = To some extent 1 = To a slight extent 5 = Best idea 4 = Very good idea 3 = O.K. 2 = Less attractive 1 = Least valuable to me 6. Write all criteria as positive statements. For example, write easy to use rather than doesnt require much effort. 7. Reading across each row. add the total number of pints for that particular solution and record it in the total column. 8. Identify the item that received the highest number of points, give it a priority rating of 1 and record that in the priority column. Continue ranking all of the solutions. The solution with the fewest number of points receives the lowest priority. ' Ann Kilcher, and Lawrence Ryan, The Paideia Consulting Group, Box 9615, Halifax, Nova Scotia B3K5S4 (902) 477-0909, IIArkansas Leadership Academy I. 2. 3. 4. 5. 6. 7. 8. Objcctive/Strategy Possible Solutions 12 Criteria Matrix Criteria I () r A L P K I () K I r YArkansas Leadership Academy Fist-Five What is it? Fist-Five is a consensus building technique in which a proposal is tested by having members of a problem-solving group show how they feel about the proposed solution by holding up a certain number of fingers. When is it best used? Use Fist-Five when the problem situation has been thoroughly discussed and a solution has been proposed to address the agreed- upon problem. This will determine whether or not more discussion is needed. Fist-Five is a test for consensus, not a binding agreement or vote to continue with implementation of the plan. How is it done? 1. Define and discuss the problem situation. 2. Solicit proposals to resolve the problem situation. 3. Clarify and discuss the proposal. 4. See if the person who has stated the proposal will agree to accept modification based on input and discussion. 5. Ask the person who has stated the proposal to restate the proposal, as is or amended. James Bellanca and Robin Fogarty. Blueprints for Thinking in the Cooperative Classroom (Palatine, IL: Skylight Publishing, lnc 1990), 13Arkansas Leadership Academy Fist-Five (contd) How is it done? (contd) 6. Test for consensus by asking members to raise their finders according to the chart. 5 Fingers 4 Fingers 3 Fingers 2 Fingers 1 Finger Fist Five All for it
a top priority for me. Yes: high on my list. Its O.K. Ill go along. I think the proposal has serious limitations as explained. Lets talk some more. This is a really bad idea but I will trust the group and give thi.s proposal a fair trial for the limited period we agreed on. 0 Fingers (Fist)No way! A better idea would be to... 7. If you have a two point spread, you may want to see what can be done to raise the lower vote to the next higher rung on the ladder. Again, this is just a test for consensus. Use Fist-Five to let you discover where the resistance will occur, and engage the group in removing obstacles to their participation and commitment. 8. You may need to repeat the consensus building process several times before getting the cohesiveness you need to proceed confidently with the group plan. 14Arkansas Leadership Academy ,6 Weighted Voting' & What is it? Weighted Voting is a way to quantify the positions and preferences of group members. When is it best used? Weighted Voting is most useful for "taking the temperature" of a group a.s it is working toward consensus. The approach can be used to identify the group's positions and priorities when fewer than 8 or 10 options are under consideration. How is it done? 1. Following some discussion of the problem or situation, the group generate!? a number of options for next step action or resolution. 2. The facilitator constructs a grid with the different options identified (or referred to by letter)listed at the top of the column heading. The name.s of each group member are recorded in separate rows. The bottom row is used to record the total of values assigned to each option. '' Problem-Solving User's Manual (Stanford. CT
Xerox Corporation. 1991). 15Arkansas Leadership Academy Weighted Voting (contd) How is it done? (contd) 3, The facilitator then explains the rules for assigning weighted voting. Tips: a) Encourage people to distribute their points to represent their feeling,s about the options. Rather than lumping votes into one option is better to distribute votes across all of them in order to indicate relative preferences. b) The total number of votes each person will have to distribute should be about 1.5 times the number of options. c) Ask each person to write their votes down on a piece of scrap paper before collecting information for the public record. d) Have members of the group show their votes all at on^e by raising fingers to signal their response to each option e) Call for votes by option, not by person. f) Record all votes so that the group can see where the agreements and disagreements lie. Weighted Voting does not necessarily mean a binding agreement to proceed with the item getting the highest value in the totals row. It merely gives the group more information about where individual members stand, and how strongly. This information makes it easier to surface and deal with opposing viewpoints. Example: A team facilitator constructed a matrix which contained five columns - one for each option generated by the team, and six rows - one for each team member. The facilitator then asked each person to assign (on paper) six points across the five options (five options x 1,5 = 7,5
the facilitator might have just as easily asked members to assign 7 or even 8 points across options). 16A Member 1 Member 2 Member 3 Member 4 Totals Member 1 Member 2 Member 3 Member 4 Totals Arkansas Leadership Academy Weighted Voting B B C D E Weighted Voting C D E 17Arkansas Leadership Academy Helping Teams Reach Consensus 1. Establish and use evaluative criteria 7 2. 3. 4. 5. 6. 7. 8. 9. Provide adequate time to work through the issue. Accept conflict as part of the process of reaching consensus. Encourage negotiation and collaboration between team members. Emphasize fact over opinion. Use structured decision-making tools. Remember that giving in on a point is not losing
gaining on an issue is not winning. Dont give in just to avoid conflict. Flipping coins and voting are not viable alternatives to sharing information, debating points, providing data' and exploring other alternatives. 10. Encourage members to develop alternatives and work toward a compromise solution if the team is unable to reach consensus on the proposal. Donald Hackett and Charles L. Martin, Facilitation Skills for Team Leaders (Los Altos, CA
Crisp Publications, 1993), 181 1 Arkansas Leadership Academy I i Beliefs, Vision, Mission, and Goals^ Statement of Core Beliefs A list of 15-24 statements that capture widely shared beliefs about the organizations customers, how those customers should be served and treated, and how the organization should be structured, operated, and connected to its surroundings in meeting customers needs. Approximately 1-2 pages. 1 I I I I Vision Statement A description of the ideal state that serves to inspire and guide the work of the organization. In a paragraph or two, the vision statement presents images of preferred conditions that the organization strives toward. o' A vision statement portrays standards of excellence, value to the customer, and how the company is unique. Less than one page. I ! Mission Statement Goals A clear, concise statement that indicates who the customer is, what the ultimate outcomes are, what products, services, or relationships the organization provides, and how members of the organization work toward achieving the desired results. Less than 50 words is ideal. Four to five urgent and important targets or performance areas which must be acted upon if the organization is to accomplish its mission and be true to its beliefs. I s School Strategies & Options. P.O. Box 1705. Lunnenburg, MA 01462 (508) 582-4217. 2Arkansas Leadership Acader Core Beliefs (Example) Beliefs about People 1. 2. Leadership is a function, not a position. The talents and expertise of different persons at different times can and should be employed in order to get.the job done. People are resources, not instruments. They should be stretched and supported in making, contributions to the organization. 3. All of us are better than just a few of us. Collective and collaborative methods of working sharing ideas, 4. responsibilities, and decisions - result in balanced perspectives and better choices. Continual development and openness to ideas is vital to renewal and productivity in individuals and organizations. 5. Frequent feedback, both to and from others, facilitates growth and development. 6. People discover their own potential through work that provides autonomy and responsibility coupled with coaching, support, and the freedom to take risks and make mistakes. 7. Use of accurate information and objective data helps to promote better decisions and reduce feelings of isolation and helplessness. 8. Mutual trust and respect between role groups is necessary for school based improvement to occur. Competition for resources and control is counterproductive in shared leadership and decision making, practices. 9. Clear goals and steps to reach them must be widely known and accepted. Everyone involved must share a common vision and purpose. 3Arkansas Leadership Academ^rkansas Leadership Academy Core Beliefs (contd)(Example)* i i I Beliefs about Schools 1. The individual school is the fundamental unit of change and improvement. 2. All students can learn. This requires high expectations from teachers and administrators, and active involvement by the learner. 3. Our schools must constantly be examined and refined to make them responsive to the needs of the student populations they serve. 4. A school improvement strategy that does not enhance studentteacher interactions, specify student outcomes, or build the capacity of the organization to address future problems is not likely to achieve much. 5. Parent and community involvement in schools results in better communication and more connectedness between the world of schools and the worlds of family and work. 6. Student outcomes can be defined and measured in alternative ways. Standardized tests are but one way of measuring student outcomes. 9 School Strategies & Options. P.O. Box 1705, Lunnenburg, MA 01462 (508) 582-4217. 4We Believe Core Beliefs (cont'd)(Example) 1. Every student can learn, and every student will learn, if presented with the right opportunity to do so. It is the purpose of school to invent learning opportunities for each student each day. 2. Learning, opportunities are determined by the nature of the schoolwork (knowledge work) students are assigned or encouraged to undertake. It is the responsibility of teachers and aHministrators to assure that students are provided with those forms of schoolwork at which they experience success and from which the leam those thin-s of most value to them, y to the community, and to the society at large. 3. All school activity should be focused on the creation and delivery of schoolwork at which students are successful and from which they gain skills and develop understanding that will equip them to an information-based, knowledge-work participate fully in society. 4. Property conceived schools are knowledge-work organizations. Students are central to the operation of schools for they are the 5. 6. 7. primary recipients of what the school has to offer - the opportunity to work on and with knowledge and knowledge- related products. Teachers are leaders just as executives are leaders
principals are leaders of instructors or leaders of leaders. The curriculum is the raw material upon which students work, and all parts of the school system are to be organized in whatever fashion produces the greatest likelihood that students will be successfully en-aged in working, on and with-knowledge. The primary role of the superintendent is to educate the community about education, to promote the articulation and persistent pursuit of a compelling vision, and to ensure that results, rather than program, dominate the attention of all. Teachers and principals are accountable for results, and the results expected are that all students will be provided schoolwork at which they experience success and from which the students gain knowledge and skills that are socially and culturally valued. 5Arkansas Leadership Academy Core Beliefs (contd)(Example) We Believe (cont'd) 8. It is the obligation of the superintendent, the board of education, and all members of the community to provide teachers, principals, and students with those conditions and forms of support that assure optimal conditions for performance, continuing growth and development. 9. As a responsible and ethical employer, the school system has an obligation to assure working conditions that confirm the professional status of all educators and the importance of the tasks assigned to all who work in and around schools. 10. Continuous improvement, persistence iimovation, and a commitment to continuing growth should be expected of all people and all programs supported by school district resources, and school district resources should be committed to assure that these expectations can be met. '(Phillip Schlecty, Schools for the 21" Centurw (1990). 6Arkansas Leadership Academy Tools for Developing a Vision Every organization or workgroup needs a vision - a clear and exciting, picture of what it seeks to become. Many individuals within schools can greatly stimulate their own performance and well-being if they develop their own personal vision. In creating a vision, the goal is to summarize your ideal picture of t the future in a concise, colorful statement. It can be very short: Founder Ray Kroc's vision for McDonald's was: "Quality, Service, Cleanliness, Value." He summarized the organization's goal in a formula that was impossible to misunderstand and hard to forget. To create a vision for a school: 1. Create a group to work on vision. 2. Use the tools in this section to help you think about vision. 3. Create a draft vision as a group. 4. Have all members of the group talk io others inside and outside of the school to get feedback. 5. Redraft. 6. Repeat steps 4 and 5 if necessary. 7. Promote the final vision throughout your school and community. 7Arkansas Leadership Academy Tools for Developing a Vision (contd) Here~are "six took useful in thinking about a vision for a district, school, or classroom. You may not need to use all of them, but try at least two or three. They'll help you start to envision what you can be. 1. Imaginary journalism - Imagine that you are a journalist writii^ an article for your favorite business publication. Create a story vividly describing the successes you and your school will have achieved at a future time - two, five, or even ten years from now. 2. Your values - Think about what you and your school values most. Then, list five ways of completing the phrase, "In my school, we really care most about... 3. Customer wants - Complete a paragraph that begins, "If I tl were a student in my school, I would want... 4. A picture - Take a pencil or crayon and, on a blank sheet of paper draw a picture of how you want your school to look in the future, 5. Analogies - Try shaping your vision with analogies. The leader of the team said: "I think of this school as a sports car - polished, tuned up, and ready to race." Listed here are the categories that will prompt you to describe your school with an analogy. For each category, write the image that comes to mind when you say, "If I were to describe my school as a (fill in category), I would say it is..." Categories to consider are: Color - Season - Sport - Geographic location - Song or other music - movie - Machine - Emotion - Food or beverage - 8Arkansas Leadership Academy Tools for Developing a Vision (contd) 6. The Five Whys - use a Five-Whys worksheet like this: Five Whys Worksheet Think of a school issue that is very important to you. Then, use the Five Whys to discover key values associated with that issue. Example: The computer network is not reliable. 1. 2. 3. 4. 5. Why is that important? The students get frustrated when the network isn't working. Why is that important? 1 need to take time out to solve the problem Why is that important? Projects dont get finished on time. Why is that important? We can't deliver what we promised to our students. Why is that important? Student accomplishment is our top priority. II Richard C. Whiteley, The Customer Driven Company: Moving from Talk to Action (Reading, MA
Addison-Wesley, 1992), 226-228. 9A Personal Vision A personal vision statement portrays what you want the organization to stand for
what the primary mission of the school is
what basic, core values you represent
a sense of how all the parts fit together
and, above all, how the vision maker fits into the grand plan. 1. When I leave this school I would like to be remembered for... 2. I want my school to become a place where... 3. The kind of school I would like my own children to attend would... 4. The kind of school I would like to teach in would... 5. In order to accomplish this, we need to: i 1012 Arkansas Leadership Academy Vision Statement and Belief (Example)^" We Believe That: 1. All students can succeed academically when given the opportunity to leam through active participation. 2. All students should receive the highest levels of academic education. 3. All middle level students need to develop high standards of appropriate behavior. 4. Relevant fine and practical arts education enhances academic learning for the middle level student. 5. Middle level students need to leam their role as citizens in a s &
lobal society. 6. Schools are responsible for providing the highest levels of curriculum in a variety of ways to learners. 7. Students leam best in cooperative relationships. 8. School is a place that should be sensitive to the needs of both children and adults. 9. Successful, responsible students become successful, responsible adults. 10. School is an extension of the childs family and community. 11. School personnel should address the academic, social, physical, and psychological needs of students. 12. Schools should provide state-of-the-art technology to enhance learning for students. 13. Students should participate in cross-curricular studies. 14. Parents, teachers, and community agencies should share in the educational decision making process. 15. School should be structured to extend learning experiences beyond the school site and day. 16. The school environment must nurture the teacher as learner and researcher. O'Fan-ell Community School (A Magnet School for Academic Studies), San Diego, CA. 11Arkansas Leadership Academy Vision (Example) 13 "Dream with me if you will... Can you see a school that children want to go to, that teachers want to go to, that parents want to go to, where teachers work- closely together to provide the best education possible for ALL kids, where students succeed academically, where adults and children work closely together, where people smile, where the feeling is warm and the environment is safe, where decisions made about children are shared decisions, where responsibility is shared, where creativity is high, where gender and race are just part of your uniqueness and not a barrier to your learning, where there is an extended family of teacher, family, community, agency, where classrooms are exciting places to be, where teachers are turned on to teaching, where students are the number one concern...? Mission Statement (Example)^'* The O'Farrell Community School will promote excellence by providing all middle level students a sin-le, academically enriched curriculum within a multiethnic, student-centered environment. The mission of the school is to attend to the social, intellectual, psychological, and physical needs of middle level youth so they will become responsible, literate, thinking, and contributing citizens. 13 Robert Stein, Team O'Farrell Chief Educational Officer, O'Farrell Community School, San Diego, CA. 14 O'Farrell Community School, San Diego, CA. 12Arkansas Leadership Academy Mission Statements Value of Mission Statements 1. Empowers everyone in the school community to assume responsibility for the ultimate direction of the school. 2. Represents a commitment, a promise, a guide against which actions can be decided. 3. Represents a set of criteria against which progress toward purposes can be measured. 4. Sets the agenda for leadership in the building. Schools that lack a clear sense of mission are characterized by aimlessness and high levels of disagreement. There is little harmony among staff members or between staff members and students. Discipline problems are more likely to occur because staff members lack a common set of expectations, and students have a poor sense of what the purpose of school really is. Nature of Mission Statements 1. Shared vision about the ultimate purpose of schools. 2. Shared by teachers, administrators, students, and the community. 3. Generally short and easily remembered. 4. Not long and detailed outlines of goals and objectives. Examples of Mission Statements 1. Park Middle School is committed to cultivating a respect for the individual and encouraging students to make sound personal choices and decisions. 2. Washington Middle School is committed to preparing young adolescent students with the understandings and skills necessary to cope with their own changes from childhood to adolescence and with the academic skills and knowledge essential for continued school success and life-long learning. 3. The students, staff, and administrators of East Middle School are committed to building respect for and cultivating cultural pluralism in the schools and community. 13Arkansas Leadership Academy Mission Statements (contd) Examples of Mission Statements (contd) 4. The faculty, staff, students, and community of Parkside Junior High School are devoted to academic excellence and the cultivation of individual strengths and talents in a supportive environment where individual differences and respect for the rights of others guide school and community behavior. 5. The mission of Northside High School is to support the personal growth of the students in their development of attitudes, knowledge, and skills. The most important skills to be taught are how to think and how to learn. 6. The mission of Detroit Public Schools is to educate and empower children, youth, and adults for full participation in a rapidly changing society and to build, sustain, and extend learning community which improves the quality of life. a Common Elements 1. 2. 3. 4. A statement of purpose. An indication of uniqueness. An explicit statement of commitment. A clear value position. Guidelines for Developing a Mission Statement 1. 2. 3. 4. 5. 6. 7. 8. Identify the schools major stakeholder groups. Formulate a plan or structure that includes them in the process of developing a mission statement. Use a process that permits the group actually charged with drafting the statement to check with constituents to be sure they are not drifting. Focus on areas of agreement, not areas of disagreement. Draft a statement that is simple, direct, and easy to remember. Once the mission statement is ratified or accepted, refer to it frequently and acknowledge its use in making decisions about policies, programs, and practices. Review the mission statement periodically to be sure it is still appropriate for the population served by the school, changes in school programs, or new community expectations. Distribute the mission statement widely in the school, district, and community. 141 I. II. III. IV. V. VI. VIL Sample Annual Goal Statements (District) We will develop and implement individualized outcomes-based education. We win redefine student achievement to be congruent with our school district mission statement We will involve parents in aH aspects of the student learning experience. We will integrate state-of-the-art technology into all aspects of the learning system. We will develop a national recruiting program to attract and retain the highest quality staff. We will develop a program for the development and appraisal of staff based on student achievement We will obtain funding from public and private sources to help us accomplish our mission. Organizing and Managing School Change Workshop, Douglas S. Fleming and Ann Kilcher, NEA-National Center for Innovation National Conference, Colorado Springs, Colorado, November 8,1991. 15Arkansas Leadership Academy Performance Goals (Baseline Figures plus a school-by-school negotiated % of increase per year.) District/ School Goals Performance Measures Key Action Areas 1. Continuous Improvement In All of Our Students Percent of pupils passing local or state measures of academic achievement Percent of students well above passing local or state measures of academic achievement Percent of students passing rigorous academic courses Percent of staff involved in a program of staff development Establish annual school progress reports Accelerate school improvement Improve districtwide instruction Create a safe and productive enviromnent Decrease in the percent of student population suspended 2. Build Greater Community Support For Schools And Students Number of community partnerships Number of business partnerships Number of students participating in a pre-school experience Percent of students who participate in parent/student or teacher/student non-academic acti
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.