HMONG PROFESSIONAL
DEVELOPMENT &
NETWORKING CONFERENCE
Hueling M. Lee
Introductions
• Group Introductions
• Name
• Current and/or desired job
• What you hope to get out of today
• Self Introduction
• Current role
• Immigrant
• Consultant
• Student
Conversation options
Management & Strategy
Positive Leadership
Adaptive Leadership Framework
Immunity to Change Map
IMMUNITY TO CHANGE
Robert Kegan & Lisa Lahey
Robert Kegan & Lisa Lahey – Immunity to Change
Immunity to Change map
Unconsciously “Immune”
Consciously “Immune”
Consciously “Released”
Unconsciously “Released”
Immunity to Change map
Commitment
Doing/Not Doing
Hidden/Competing
Commitment
Worry Box:
Big Assumptions
Sample Map
Perspective
Next Steps
Unconsciously “Immune”
Consciously “Immune”
Follow up work to overturning
your “Immune System”
1. Observe the big assumption in action
2. Stay alert to natural challenges & counters
to the big assumption
3. Write the biography of your big assumption
4. Design a first test of your big assumption
5. Examine the results of your first test
6. Develop/run/evaluate further tests
Consciously “Released”
Unconsciously “Released”
7. Consolidate your learning
Immunity to Change MOOC
https://www.edx.org/course/harvardx/harvardx-gse1x-unlocking-immunity-change-940
CHANGE STRATEGIES
Transformational Change - Kim Cameron
Transformational Change





New ways of thinking
Higher visions of possibilities
Paradigm shifts
Profound personal impact
Symbolic as well as substantive change
Source: Kim Cameron, University of Michigan
13
Symbolic Vs. Substantive Change
Recovering Institutions
Declining Institutions
• Substantive Strategies
• Diversified products & services
• Increased marketing
• Downsized & retrenched
• Substantive Strategies
• Diversified products & services
• Increased marketing
• Downsized & retrenched
• Symbolic Strategies
• Instituted symbolic events that
signaled the end of the degeneration
and the beginning of the regeneration
• Elaborated partnership and activated
image-builders
• Emphasized messages that
employees were valued and
respected
• Symbolic Strategies
• Did not use symbolic communication,
or allowed events to be interpreted
negatively
• Maintained status quo relationships
• Did not manage the “dirty dozen”
Source: Kim Cameron, University of Michigan
14
Five Steps In Transformation
Institutionalize
the change
Generate
commitment
Articulate a vision
of abundance
Overcome
resistance
Create readiness
for change
Source: Kim Cameron, University of Michigan
15
16
Creating Readiness
• Compare current performance with best practice
 best competitors
 ideal performance
 stated goals
 past or others’ improvement
 investment or capacity
 constituency expectations
• Create a new language
• Explain why and “WIIFM”
• Build positive energy networks and champions
• Provide best-self feedback
• Institute symbolic events
• Identify what will stay the same and will be preserved
• Communicate, communicate, communicate
Source: Kim Cameron, University of Michigan
Overcoming Resistance
• Identify sources of resistance
• Encourage participation
• Celebrate then bury the past
• Preserve the self-esteem (or face) of the resistor
• Identify benefits and future opportunities
• Communicate genuine caring
• Find areas of common agreement
• Utilize influence techniques (e.g., data, coalitions,
emotional appeal)
• Identify areas of past success
• Develop an influence map
Source: Kim Cameron, University of Michigan
17
18
Identifying Sources of Resistance
Key
Players
Resist It
1
Let It
Happen
C
2
C
C = Current State
R
CR
C
R
5
6
Make It
Happen
R
3
4
Help It
Happen
C
C
R
R
R = Required for successful change
Source: Kim Cameron, University of Michigan
19
Articulating a Vision of Abundance
• Focus on positive deviance
• Include right-brained and left-brained images
• Identify exemplary stories and symbols
• Connect to core, personalized values
• Be consistent with the organization’s core culture
• Be simple and brief
• Use superlatives and passionate language
• Communicate and model in numerous ways
• Utilize symbols
• Ensure source credibility
• integrity
• competence
• inspiration
Source: Kim Cameron, University of Michigan
Positive deviance
• Heliotropic affects
• Positive deviance: performance far above the norm
• Example: cleanup and closure of a nuclear weapons
production facility
• completed 60 years ahead of schedule,
• $30 billion under budget,
• 13 times cleaner than required by federal standards, and
• exceeded every knowledgeable expert’s prediction of what was
possible . (Cameron, 2008; Cameron & Levin, 2006)
21
Generating Commitment to the Vision
• Create small, visible successes
• Use principles of recreation
• Generate opportunities for public commitment
• Create a sense of calling and profound purpose
• Foster empowerment and involvement in teams
• Consider influence techniques (e.g., data, coalitions,
•
•
•
•
incentives)
Provide opportunities for people to do what they do best
Use positive language and positive ratios
Clarify financial, social, intellectual, and ideological capital
Frequent and unremitting communication
Source: Kim Cameron, University of Michigan
22
Strategies for Addressing Non-Commitment
SOURCE: Anderson,2003
Forms of Non-Commitment
1. Not participating
2. Vocalizing disagreement
3. Offering contrary alternatives
4. Building a case against
5. Voting in opposition
6. Criticizing in the media
7. Using others (e.g., students) as pawns
8. Attacking champions
9. Sabotaging
10. Exiting
Enhancing Commitment
• Include others in planning (1)
• Listen to resistors (2)
• Build coalitions (5)
• Present counter arguments (4)
• Make deals (1)
• Reason with resistors (3)
• Build relationships (5)
• Provide rewards (1)
• Work for consensus (2)
• Hire supportive individuals (1)
• Ignore resistors (6)
• Coercion (7)
• Encourage resistors to exit (9)
Source: Kim Cameron, University of Michigan
Institutionalizing the Change
• Turn students into teachers
• Develop role models and leadership successors
• Specify metrics, measures, and milestones
• Institute ritual, tell stories, and create traditions
• Align the social system and the structure
• Institute PMI
• Utilize the human resource management system
• Select people who fit
• Measure and appraise based on the new vision
• Reward and recognize congruence
• Provide development
• Over-communicate
• Foster organizational learning
Source: Kim Cameron, University of Michigan
23
ADAPTIVE LEADERSHIP
Ronald Heifetz
Definition of adaptive
Definition of Leadership
Building informal authority
Adaptive Interventions
How do we know when the challenge is adaptive?
Ron Heifetz – The “work” and the holding environment
Chief
Academics
Officer
Linked
Learning
Academics
Role
Superintendent
Other Relevant
Stakeholders
Academics
Board Members
Common
Core
Implement
ers
PD
Coaches
Accountability
The
SCUSD
“work”
Social
Emotional
Learning
Assistant
Superintendents
Support
Services
Families
Other Chiefs
SEL
Role
Teachers
Principals
Novo
CASEL
Hidden alliances
Productive Zone of disequilibrium
COMMON THEMES
Common Themes
• Modeling Change
• Need for learning organizations
APPENDIX
However, variation in SEL implementation exists, making it challenging to
have a single method of integrating SEL into Common Core PD
Cohort 1 Pilot SEL Implementation
through raffle tickets
as part of the Inclusive Practices program
Possibilities for SEL implementation
• School Culture and Climate
• Classroom management
• Curricula Embedment
Crosswalks between Common Core and SEL may help explicitly
point out which CCSS standards have SEL embedded
Social Emotional Learning (SEL)
Standards
Common Core Standards
Goal 1: Develop self-awareness and self-management skills to
achieve school and life success.
A.
Identify and manage one’s emotions and behavior.
B.
Recognize personal qualities and external supports.
C.
Demonstrate skills related to achieving personal and academic
goals.
Goal 2: Use social-awareness and interpersonal skills to
establish and maintain positive relationships.
A.
Recognize the feelings and perspectives of others.
B.
Recognize individual and group similarities and differences.
C.
Use communication and social skills to interact effectively with
others.
D.
Demonstrate an ability to prevent, manage, and resolve
interpersonal conflicts in constructive ways.
CCSS
ELA
CCSS
Math
CCSS
Writing
• K-5
• 6-12
• K-5
• 6-12
• K-5
• 6-12
Goal 3: Demonstrate decision-making skills and responsible
behaviors in personal, school, and community contexts.
A.
Consider ethical, safety, and societal factors in making
decisions.
B.
Apply decision-making skills to deal responsibly with daily
academic and social situations.
C.
Contribute to the well-being of one’s school and community.
Instruction and Curriculum
Source: State of Illinois SEL Standards
CCSS
Social
Studies
• K-5
• 6-12
CCSS
Science
• K-5
• 6-12
CASEL and Illinois has already conducted some crosswalks between SEL
and Common Core standards
Common Core State Anchor Standards for Writing 6-12**
Illinois SEL Standards*
1
Write arguments to
support claims in a
analysis of substantive
topics or texts using
reason and evidence
2
Write informative/
explanatory
texts to examine
and convey complex
ideas and
information
3
Write narratives to
develop real or
imagined
experiences or
events
4
Produce clear and
coherent writing in
which the development,
organization, and style
are appropriate to task,
purpose, and audience
5
Develop and
strengthen writing as
needed by planning,
revising, rewriting, or
trying a new
approach
6
Use technology, including
the Internet, to produce
and publish writing and to
interact and collaborate
with others
Goal 31: Develop self-awareness and self-management
skills to achieve school and life success.
Learning Standard 31A: Identify and manage one’s
31A.4a
emotions and behavior.
Learning Standard 31B: Recognize personal qualities
31B.3a
and external supports.
Learning Standard 31C: Demonstrate skills related to
achieving personal and academic goals
Goal 32: Use social-awareness and interpersonal skills
to establish and maintain positive relationships.
Learning Standard 32A: Recognize the feelings and
perspectives of others.
Learning Standard 32B: Recognize individual and group
similarities and differences
Learning Standard 32C: Use communication and social
skills to interact effectively with others.
Learning Standard 32D: Demonstrate an ability to
prevent, manage, and resolve interpersonal conflicts in
constructive ways.
Goal 33: Demonstrate decision-making skills and
responsible behaviors in personal, school, and
community contexts.
Learning Standard 33A: Consider ethical, safety, and
societal factors in making decisions.
Learning Standard 33B: Apply decision-making skills to
deal responsibly with daily academic and social
situations.
Learning Standard 33C: Contribute to the well-being of
one’s school and community.
8
Gather relevant
information from multiple
print and digital sources,
and integrate the
information while avoiding
plagiarism
31C.3a
31C.3b
31C.5a
31C.5b
32A.3a
32A.3a
32A.4a
32A.4a
32A.5a
32A.5a
32B.4a
32B.5a
32B.4b
32A.3a
32A.3b
32A.4a
32A.5a
32A.5b
32B.4a
32B.5a
32B.4b
32C.3a
32C.3a
32D.3a
32D.3a
32B.5a
32B.4b
32C.3a
33A.5a
33A.5b
7
Conduct research projects
based on focused
questions, demonstrating
understanding of the
subject under investigation
9
Draw evidence from
literary or
informational texts
to support analysis,
reflection and
research
10
Write routinely
over short and
extended time
frames for a range
of tasks, purposes,
and audiences
31C.5a
31C.5b
33A.5a
33A.5b
33B.4a
33B.4a
33C.5a
Crosswalk of Illinois Social and Emotional Learning Standards with Common Core State Anchor Standards for Writing Grades 6-12
January 30, 2012
* Source: http://www.isbe.state.il.us/ils/social_emotional/standards.htm
** Source: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf, page 41
However, it may not be immediately apparent how these crosswalks would better facilitate SEL/CCSS
integrated PD in practice
Perhaps it may help to understand where Common Core
and SEL standards apply
Next Steps:
PD Coverage Gaps in SEL/CC standards
•
Common
Core
Social
Emotional
Learning
Content covered Pedagogy Not covered
by current
partially
by current
intended PD?
covered?
PD
Questions to be answered:
•
What SEL standards are not currently included by
implementing Common Core standards?
•
What existing resources can be slightly modified to
support this gap and support the shift to common
Core AND SEL standards?
•
How can these existing resources be supported by
the District to be the champions and experts of SEL
integrated Common Core curricula?
Needed Strategy:
What can be done by whom to
support this coverage?
With each phase of implementation, SCUSD will have gained
more insight on effective SEL implementation strategies
Year 3
Year 2
Year 1
• Awareness
• 4 pilot sites
(PBIS based)
• Integration of
learning &
practices
• 10-15 sites
(receiving
schools and
LBHS feeder
schools)
• District-wide
Implementation
• Rest of the district
55-60 sites
CASEL Training Sessions
Professional Learning for Sites
Aug
SEL Orientation
School Kit
Orientation
Vision and
Resources
(1,3. 0r 6 hours)
(1 hour)
(3 hours)
Cohort 2
Cohort 1
Evidence based
Professional
Programming Improvement
Learning
and Integration
(2 hours)
(2 hours)
Cohort 2
(subsegment)
Cohort 1
Oct
Cohort 2
(subsegment)
√
√
√
√
√
√
(2 hours)
√
√
√
√
Dec
Jan
√ = based on demands of schools
Professional Learning for District
Trainers, Ambassadors: watch site training (need to
set criteria for expectations)
Iris & Sue to plan 9/27th training
Awareness session for Ambassadors (1hr)
ToT: Watch training and be proficient on toolkot
9/27th Instructional specialists
Sept
Nov
Site Based
Coaching
√
√
(+clusters of SLT)
Workplan
Aug
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
X
X
X
X
X
X
X
X
X
X
Workgroups
X
X
X
X
X
X
X
X
X
X
Cross District
Leadership
X
X
X
Ambassadors
Cohorts
Community
Forums
Governance
X
X
X
X?
X
X
X?
X
X?
X?
However, implementation for each cohort /year may also be
more complex and more challenging than the one before
Year 1, Cohort 1 –
McClatchy Network
PBIS Based Schools
- McClatchy High School
- CAL Middle School
- Floyd Elementary
-Sutterville Elementary
Year 2, Cohort 2 –
Receiving Schools
& LBHS Network
Overwhelmed Schools
Needing Support
Receiving schools:
- Pacific
- Ethel Baker
- Elder Creek
- H.W. Harkness
- Hollywood
- Oak Ridge
- Father Keith Kenny
- Earl Warren
- Peter Burnett
- Ethel Philips
- Rosa Parks
- William Land
- Theodore Judah
- Luther Burbank HS
- other?
Year 3, Cohort 3 –
District-wide
Implementation
Success Academy
Abraham Lincoln
Bowling Green Charter Chacon Language & Science
Bowling Green Charter McCoy Academy
Bret Harte
Camellia Basic
Caroline Wenzel
Crocker/Riverside
David Lubin
Edward Kemble
Golden Empire
Hubert H. Bancroft
Isador Cohen
James W. Marshall
John Bidwell
John Cabrillo
John D. Sloat Basic
Mark Twain
Matsuyama
Nicholas
O.W. Erlewine
Parkway
Phoebe Hearst
Pony Express
Sequoia
Susan B. Anthony
Tahoe
Woodbine
Yav Pem Suab Academy
Cesar E. Chavez
St. HOPE Public School 7 (PS7)
American Legion
Arthur A. Benjamin Health Professions
George Washington Carver School of Arts and Science
Hiram Johnson
John F. Kennedy
Rosemont
Sacramento Accelerated Academy
Sacramento Charter
Sacramento New Technology
The Met Sacramento
West Campus
Capital City School
Capitol Heights Academy
A.M. Winn
Alice Birney Waldorf-Inspired Methods
Caleb Greenwood
California Montessori Project - Capitol Campus
Capitol Collegiate Academy
Genevieve F. Didion
John Morse Therapeutic Center
John Still
Language Academy of Sacramento
Leonardo da Vinci
Martin Luther King, Jr.
Sol Aureus College Preparatory
School of Engineering and Sciences
Albert Einstein
Fern Bacon
Kit Carson
Sam Brannan
Sutter
Will C. Wood
St. HOPE Public School 7 (PS7)
Oak Park Prep
SEL Implementation
SEL Implementation Models
One –off tactics
SEL curriculum
implementation
Culture & Climate
building
Teacher/Staff
Competencies
Pilot: culture
& curriculum
Depth: adult
competencies
Refine &
Expand:
Systemwide
Next Steps: Areas of Investigation
1.
Schools to identify helpful guidelines for implementing SEL
PD Coverage Gaps in SEL/CC standards
2.
Common
Core
Cohort 1 Best Practices Study: A best practices study of Cohort 1
Cohort 2 HR Assets Audit: A human capital assets audit to surface
additional resources in Cohort 2 schools as champion and expert
candidates to infuse SEL onto Common Core curriculum – potential
candidates may be found in current counselors, teachers in highfunctioning classrooms, and principals of schools with a strong school
climate and positive culture.
Social
Emotional
Learning
•
SEL indicators: it would be helpful to determine a quick set of
indicators for identifying high functioning Social Emotional Learning
environments
Covered by
current
intended PD
Partially
Covered
Not covered
by current
PD
3.
Cohort 2 Needs Assessment: A needs assessment of Cohort 2
schools may be helpful to understand the general Cohort 2 landscape to
provide more targeted SEL/Common Core implementation support
Needed Strategy:
What can be done by whom to
support this coverage?
Next Steps: Cohort 1 Best Practices
1.
Cohort 1 Best Practices Study: A best practices study of Cohort 1
Schools to identify helpful guidelines for implementing SEL
2.
Cohort 2 HR Assets Audit: A human capital assets audit to surface
additional resources in Cohort 2 schools as champion and expert
candidates to infuse SEL onto Common Core curriculum – potential
candidates may be found in current counselors, teachers in highfunctioning classrooms, and principals of schools with a strong school
climate and positive culture.
•
SEL indicators: it would be helpful to determine a quick set of
indicators for identifying high functioning Social Emotional Learning
environments
3.
Cohort 2 Needs Assessment: A needs assessment of Cohort 2
schools may be helpful to understand the general Cohort 2 landscape to
provide more targeted SEL/Common Core implementation support
FRAMEWORKS
Organizing Framework for SEL
Source: Jones 2012 Social Policy Report
Instructional Rounds Process
Conducting rounds is a four-step -process:
1.
Identifying a concrete problem of practice — the specific aspect of
instructional improvement that the school or district is wrestling with;
2.
Observing and recording descriptive feedback of several classroom
lessons for about 20 minutes each by a well-trained group of observers;
3.
Building a body of evidence by describing and analyzing (but not
evaluating or judging) what was seen in the classrooms and predicting
what students are learning; and
4.
Making recommendations for the school’s next steps in addressing the
instructional problem.
Datawise 8 Steps
PELP
Michael Fullan - The Six Secrets of Change
1. Secret One: Love Your Employees
2. Secret Two: Connect Peers with Purpose
3. Secret Three: Capacity Building Prevails
4. Secret Four: Learning Is the Work
5. Secret Five: Transparency Rules
6. Secret Six: Systems Learn
Disruptive Innovation - Christensen
Strategic Triangle – Mark Moore
Modularity Framework
Robert Kegan – Stages of Adult Development
Robert Kegan – Immunity to Change
Competing Values Leadership – Quinn & Cameron
Change Management
Drago Severson – Adult Learning
Drago Severson – Adult Learning Stages in Education
RESEARCH FINDINGS