Movers and Shakers:
Managing Change
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Data Driven Instruction:
Inquiry Teams
Presented by
Tim Dolan
Elaine Zseller, Ph.D.
Edited from NYSED DDI Conference 11/03/11
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RTTT – Three-Legged Stool

What do students need to know?

Common Core
How do we know they learned?
Data Driven Instruction
How do we know students received good
instruction?
Teacher Evaluation
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RTTT – Change outcomes –
What does this data seem to say?
100%
Pct. Proficient
90%
80%
70%
60%
50%
40%
30%
20%
10%
10%
20%
30%
40%
50%
60%
Pct. Free-Reduced Lunch
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70%
80%
90%
100%
RTTT - Word Meanings
 What do the following words mean to you?



Rigor
Mastery
Alignment
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Man on Fire – Creasy and Pita
What were the strengths of Creasy as an instructor?
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DDI – Insights from Man on Fire
• If you’re not at the pool, you cannot do the
•
•
•
•
•
analysis
Relationships matter
Creasy went from “what” was wrong, to “why”
The practice targeted the exact problem
The practice simulated the real event
They set a specific goal that they could track
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Change and Data - Moneyball
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Moneyball (Clip 1):
How did Billy Beane change tradition?
 What is Billy Beane doing differently than his
peers?
 What are key ideas or insights that connect to
the work you are currently undertaking?
 What about his tactics makes others
uncomfortable?
 Who is it making uncomfortable?
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How did Billy Beane change tradition?
•http://www.youtube.com/watch?v=R8RXPRfhmA8
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Moneyball:
How did Billy Beane change tradition?
 What is Billy Beane doing differently than his
peers?
 What are key ideas or insights that connect to
the work you are currently undertaking?
 What about his tactics make others
uncomfortable?
 Who is it making uncomfortable?
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Technology Department
Moneyball (Clip 2): :
How is data used to identify player’s strengths?
 How does Billy Beane use data differently to
identify player strengths?
 What are key ideas or insights that connect to
the work you are currently undertaking?
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Moneyball:
How is data used to identify player’s strengths?
http://www.youtube.com/v/WNlCBy07z08
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Moneyball:
How is data used to identify player’s strengths?
 How does Billy Beane use data differently to
identify player strengths?
 What are key ideas or insights that connect to
the work you are currently undertaking?
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Managing Change
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Switch (Clip 1) - Managing Change
 Is change hard or easy?
 What’s the 2nd biggest life change that
Americans reported on a recent survey?
Would you guess people resisted this change
or volunteered for it?
 Why did you choose a career in education?
 What does the leader of change need to do?
(Switch, Chapter 1, section 3)
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Switch – Part 1
 http://vimeo.com/12561213
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Switch - Managing Change
 Is change hard or easy?
 What’s the 2nd biggest life change that
Americans reported on a recent survey?
Would you guess people resisted this change
or volunteered for it?
 Why did you choose a career in education?
 What does the leader of change need to do?
(Switch, Chapter 1, section 3)
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Switch (Clip 2) - Managing Change:
How do you make change manageable?
 What made change difficult in Vietnam?
 What data led to change?
 What needed to be done to create change?
 How does this relate to your work?
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Switch – Part 2
 http://player.vimeo.com/video/12565075
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Switch - Managing Change:
How do you make change manageable?
 What made change difficult in Vietnam?
 What data led to change?
 What needed to be done to create change?
 How does this relate to your work?
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Managing Change
(Switch, Chapter 1, Section 4)
What are the
characteristics of
the elephant?
What are the
characteristics of
the rider?
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Direction must be known
Who decides the path? (Switch, Section 8)
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Three-Part Framework
1. Direct the Rider: What looks like resistance
is often a lack of clarity. Provide crystal-clear
direction.
2. Motivate the Elephant: What looks like
laziness is often exhaustion. Engage
people’s emotional side.
3. Shape the Path: What looks like a people
problem is often a situation problem. When
you shape the situation or “path” you make
change more likely.
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The best glove
 Read Switch, Section 6 -7
 How does this apply to instruction?
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Action Plan
 What two steps should your district take next?
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Sharing Protocol
(Groups of 3; 5 minutes per presenter)
1.
Presenter - shares salient aspects of their action plan (3 mins)
2.
Critical Friends - Ask clarifying questions [presenter responds]
(2 mins)
3.
Critical Friends - Discuss warm observations [presenter doesn't
participate] (2 mins)
4.
Critical Friends - Give cool observations [presenter doesn't
participate] (2mins)
5.
Critical Friends - Discuss probing/ deep questions/ next steps
[presenter doesn't participate] (5 mins)
6.
Presenter - responds/ reacts/ names next steps (1 min)
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Thank you for attending!
 Tim Dolan


608 –
Tdolan@mail.nasboces.org
 Elaine Zseller, Ph.D.


608-6618
ezseller@mail.nasboces.org
Nassau BOCES, Curriculum, Instruction and
Technology Department