Miki-Leading+Learning++Change+Student+Achievement+Today

March 26 Leading Learning: Change Student Achievement Today Rosemarye Taylor, University of Central Florida, Orlando rosemarye.Taylor@ucf.edu

Leading Learning; Corwin Press

Side note: First- and Second-Order Change Definition from: []

**First- and Second-Order Change**

 * **First-order change** is doing more – or less – of something we are already doing. First-order change is always reversible.
 * **Second-order change** is deciding – or being forced – to do something significantly or fundamentally different from what we have done before. The process is irreversible: once you begin, it is impossible to return to the way you were doing before.


 * The characteristics of first- and second-order change**
 * **First-order change**
 * Adjustments within the existing structure
 * Doing more or less of something
 * Reversible
 * Restoration of balance (homeostasis)
 * Non-transformational
 * New learning is not required
 * Old story can still be told
 * **Second-order change**
 * New way of seeing things
 * Shifting gears
 * Irreversible
 * Often begins through the informal system
 * Transformation to something quite different
 * Requires new learning
 * New story is told
 * References**
 * Bateson, Gregory. **//Mind and Nature: A Necessary Unity//**. New York: Dutton, 1979.
 * Bergquist, William. **//The Modern Organization: Mastering the Art of Irreversible Change//**. San Francisco: Jossey-Bass, 1993.

Back to the session: Successful school leaders make a difference in schools through second order change Second order change: Changing our thinking! Leading Learning Goal: To reflect on what each of us can do everyday to implement the most current research on learning. Leadership for learning is everyone's responsibility. Second Order Change is significant. It requires deep rethinking of curriculum, instruction, assessment, or how we approach learning. Research findings: Nine Leader Action Themes 1) Focus the culture on learning Examples of Leader Actions -Higher expectations for all: ESE, ELL, average, gifted, . . . -Philosophy of inclusion into advanced classes -Focused teacher conversations on important issues: grading, homework, rigor, . . . -Changed classroom focus from control/compliance to engagement/learning -Mandatory tutoring during the school day (lunch) rather than after/before school -Remediation on benchmarks within school day (mastery vs coverage)   2) Make decisions for Student Learning Examples of Leader Actions -Reorganize/repurpose physical space for efficiency/effectiveness -Strategically change work based on skill/expertise of teachers, administrators, staff -Change teacher leadership teams from administrative to collaborative learning leaders -Non-renew or dismissal of those not performing -Expect excellence -Increased accountability for all students learning at a high level 3) Stimulate intellectual growth Examples of Leader Actions -Know the research that supports the change -Support accountability for results with professional development/coaching/study, etc. -Have job-embedded professional development -Attend professional learning with teachers  4) Personally invest in the change Examples of Leader Actions -Lead the target change and become an expert -Do not delegate student achievement -Visit classrooms regularly and provide feedback -Have authentic conversations with teachers, students, staff about performance -Personally tutor, push-in, or intervene 5) Expect collaboration & results Examples of Leader Actions -Provide time for collaboration -Lead with the non-negotiable of collaboration -Expect evidence of and results from collaboration -Increase accountability for collaboration annually -Seek divergent thinking and feedback -Collaborate with other leaders (participate in a PLC with other Leaders)  6) Strategize for consistency Inspect what you expect. Walkthroughs by leaders say, I care about you and what you are doing. "If a principal reduced consistency, then teachers reverted to previous practice." (La Cava) Examples of Leader Actions -Create expectation of consistency -Implement purposeful systems/structures -Regularly have purposeful conversations with teachers/admin/staff -Ensure that all speak with the same voice 7) Expect and support data-based decision-making -Use on-going student data to make daily instructional decisions -Expect data-based differentiated instruction -Have data meetings regularly, create next steps to take/feedback on results -Use various forms of student achievement data to make decisions, including budget decisions -Study discipline and attendance data related to achievement  8) Engage families in learning Examples of Leader Actions -Help families learn how to ask questions about school work assignments, etc. to support at home -Use technology to provide access to up-to-date data on their children -Provide parent education free at parent friendly locations 9) Influence through the political environment Examples of Leader Actions -Be transparent, public, and accountable -Develop trust and respectful relationships -Leverage the internal & external political environment  High Support leads to Independence  Things to consider -The leaders in study modeled at least 7 out of 9 Leader Action Themes, #1-7. Less is not sufficient for successful second order change. -Everyone will not be happy about second order change -AYP subgroup success may relate to 4 of the 9 Leader Action Themes: focus the culture on learning, data-based decision making at the classroom level, making decisions for student learning, personally invest in the change -Themes are the same for elementary, middle, high school, or district leadership or for rural, suburban, and urban students    Reflection: I learned that there are two types of changes. Many Ka Pi'ina initiatives require second order change. Rethinking the way we see and do things. Leadership is key in creating second order, lasting change. I think this is useful information for us to look at and reflect on how we are encouraging and supporting the second order change processes. What are our roles in the process and in what ways do/will we need leadership to support and lead the change? Are there sufficient supports in place to support our leaders, teachers, and staff in second order change?