CAUTION! You have stepped into the land of Innovation. Buckle up on this ride from Assessment based learning to Project-Based Learning.
Leading Organizational Change
WHY
HOW
WHAT
WHY
HOW
WHAT
WHY:
HOW:
WHAT:
It is our belief to foster a love for learning by empowering students with meaningful social and academic experiences that support lifelong learners in a technologically advanced world.
We create a safe, loving, and equitable environment that supports learning through student choice, ownership, voice, and authentic learning experiences.
Learners collaborate and develop critical thinking skills by linking and reflecting on their learning experience through academic ePortfolios.
What's My Why
Reflection
The key to making and leading change is to speak from the heart. For change to be successful, both ideas and feelings must be altered. Historically, the emotional piece of the brain has a longer impact than the intellectual part of the brain. What we don’t realize is that 60% of our decisions are based on the heart, while 40% are actually based on the mind (Kotter, 2011). According to (Kotter, 2013), to instill a feeling of urgency and avoid complacency among my stakeholders regarding my innovative idea, I must first win over their hearts and minds (Kotter, 2011).
Going into my seventh year of teaching, I have witnessed the effects of standardized testing on our learners, especially those with social-emotional and socioeconomic issues that stem from their home lives. To combat this national issue, I have to be the change to see the change. Meaning, the sense of urgency and change begins with myself. I will pilot my innovative plan of cross-model project-based learning with student reflection utilizing ePortfolios within my classroom, before leveraging it to my stakeholders. The stakeholders will be presented with a call to action video. This video follows the idea of “less is more”. The song and video will capture the hearts of the stakeholders while also targeting their minds as they read the information on the screen regarding the positive effects of the cross-model and how they can be a part of this transformative change.
The goal is not to do business with everybody who needs what you have, the goal is to do business with people who believe what you believe (Sinek, 2009). Leveraging the call to action video and the classroom/grade level data comparison will speak volumes on why it supports the need for change within our academic curriculum and student learning experiences. This will grasp the attention of those who believe in what I believe. Based on the beliefs within the “why, how, and what” below, it reveals the importance that educators have on the learning experiences of students. If we do not believe in something, we will fall for anything.
Why: It is our belief to foster a love for learning by empowering students with meaningful social and academic experiences that support lifelong learners in a technologically advanced world.
How: We create a safe, loving, and equitable environment that supports learning through student choice, ownership, voice, and authentic learning experiences.
What: Learners collaborate and develop critical thinking skills by linking and reflecting on their learning experience through academic ePortfolios.
It is critical to recognize that students' emotions and socioeconomic status influence their capacity to learn successfully daily, particularly when they are only exposed to traditional didactic approaches. It is often stated that students are the heart of our educational system, and decisions are made based on what's best for our learners. However, we must shift from a place of complacency within standardized tests to measure students learning and allow learners to be measured in ways that allow them to have complete ownership over their learning experience through reflective practices. As a result, incorporating kids' feelings and opinions regarding standardized assessments and learning techniques will touch the hearts of the targeted audience. If you value education and doing what’s best for children, my “why” should ignite your passion to be a part of a transformative change in education. Stakeholders will be challenged to be an advocate for students and a catalyst for their success.
References
Kotter, J. (2011, March 23). John Kotter - the heart of change. YouTube. https://www.youtube.com/watch?v=1NKti9MyAAw
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Kotter, J. (2013, August 15). Leading change: Establish a sense of urgency. YouTube. https://www.youtube.com/watch?v=2Yfrj2Y9IlI
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Sinek, S. (2009, September 29). Start with why -- how great leaders inspire action |
Simon Sinek | tedxpugetsound. YouTube. https://www.youtube.com/watch? v=u4ZoJKF_VuA
Influencer
Strategy
4 Key Strategies
for Change
Noticing the obvious key strategy for influencing technological change involves recognizing and leveraging the specific elements of change. On our campus there is a true need for investing in talent and education more based on the implementation of technology and how to effectively incorporate this into educators daily classroom instruction. This would require our organization to ensure that teachers have the skills and knowledge needed to drive and support technological change. This may involve hiring new talent, upskilling existing employees, and fostering a learning-oriented environment. While we have professional development days, many times the focus isn't placed on how we can better equip our staff in this fast-paced digital era we are in. We could enhance our staff skills with modeling the use of PBL and ePortfolios within the classroom.
Organizational
Influencers
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Educators
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Instructional Leadership Team
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PLC Team
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Campus Administration
Desired Result:
Successful implementation of project-based learning and academic reflection through student ePortfolios. This innovative shift will allow student ownership over their learning impeding higher success rate on assessments, excel their social-emotional skills, and challenge them to embrace the growth mindset through creativity by May 2025.
4DX Strategy
How to Execute Change?
References
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Covey, S., McChesney, C., & Huling, J. (2012). The 4 Disciplines of Execution: Achieving your wildly important goals. Simon and Schuster.
Patterson, K., & Grenny, J. (2013). Influencer: The new science of leading change, Second Edition. McGraw-Hill Education.
Grenny, J., Maxfield, D., & Shimberg, A. (2013). How to 10X Your Influence. Vital Smarts.
Influencer Model x 4DX
McChesney's Four Disciplines of Execution (4DX) and Grenny's Six Sources of Influence are both frameworks that can significantly enhance my organization's ability to achieve its goals in innovative change.
The two strategies align in the four ways below:
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WIGs with Personal and Structural Motivation
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By selecting goals that are intrinsically motivating and structuring incentives around them, enhances commitment and drive toward these goals.​
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Lead Measures and Personal Ability​
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By building skills and providing resources that are directly linked to lead measures, ensuring that team members are capable of performing the tasks that achieve the WIGs.​
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Scoreboards and Social Motivation
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By having visible tracking of progress creates a sense of accountability and peer pressure, which Grenny identifies as key drivers of social motivation.​
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Accountability + Social/Structural Ability
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Regular team check-ins and reviews provide social support and ensure that resources are accessible to team members to support goal achievement.​​
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The 4DX framework provides a clear and actionable plan for executing critical goals, while the Six Sources of Influence ensure that the necessary motivational and ability-related factors are addressed at personal, social, and structural levels. The integration of these two will increase the likelihood of successful execution and long-term behavioral change within my organization.
Self-Differentiated Leadership
&
Crucial Conversations
Self-Differentiated Leadership
Implementing Crucial Conversations
Crucial conversations, defined as high-stakes discussions where emotions run strong and opinions vary, are vital in both personal and professional settings. Effectively navigating dialogues can lead to improved relationships, enhanced team performance, and better decision-making (Patterson et al., 2013). In a leading organizational change, mastering crucial conversations will aid in addressing conflicts constructively, fostering a collaborative environment where team members feel valued and heard. This, in turn, boosts morale and productivity. On a personal or team-based level, these conversations enable individuals to resolve misunderstandings and build stronger, more authentic connections. By learning to stay calm and articulate during these pivotal moments, people can bridge differences and find mutually beneficial solutions. The skills outlined in the book, such as creating a safe dialogue space and focusing on shared goals, are essential for effective communication and can significantly impact the quality of our interactions and relationships (Patterson et al., 2013).
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Crucial Conversations as a Self-Differentiated Leader
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Implementing crucial conversations is a vital aspect of being a self-differentiated leader because it involves maintaining one's integrity and clarity of purpose while engaging in honest and respectful dialogue with others. Self-differentiated leaders are skilled at controlling their emotions and remaining grounded, especially in high-pressure or emotionally charged circumstances. By facilitating crucial conversations, leaders demonstrate their commitment to open communication and transparency, addressing issues directly and constructively rather than avoiding or circumventing them. This strategy promotes trust and collaboration within a team, as it shows that the leader values each member's perspective and is willing to engage in meaningful discourse to resolve conflicts and make informed decisions.
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Additionally, self-differentiated leaders are able to navigate conversations without becoming overly reactive or defensive, thereby modeling the kind of emotional resilience and maturity they expect from their team. Furthermore, the capacity to effectively lead crucial conversations demonstrates a leader's self-awareness, emotional intelligence, and commitment to fostering a healthy and productive organizational atmosphere.
Overall, being a self-differentiated leader means maintaining a clear sense of self while remaining connected to others, especially during conflict. The methodologies from "Crucial Conversations" are integral to this leadership style in the following ways:
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Clarity and Confidence: By starting with heart and mastering your stories, you clarify your motives and stay true to your values. This helps in maintaining a clear stance while being open to others' views, a hallmark of self-differentiation.
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Safety and Respect: Creating a safe space and mutual respect allows you to maintain connections with others without compromising your position. This balance is crucial for a self-differentiated leader who aims to lead effectively without yielding to external pressures or emotional contagion.​
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Encouraging Open Dialogue: Utilizing techniques like STATE My Path and Explore Others' Paths fosters an environment where open, honest, and respectful dialogue can thrive. This is essential for a leader who seeks to integrate diverse perspectives while staying grounded in their own identity.
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Implementing Crucial Conversations Methodology
with my Innovation Proposal
Implementing my project-based learning and eportfolios initiative will require clear communication, collaboration, and conflict resolution. The methodologies from "Crucial Conversations" can significantly aid in this innovative plan:
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Initiating Change: I will utilize the Start with Heart principle to align my intentions with the goals for project-based learning and eportfolios. I will clarify my motives and prepare to communicate them effectively to all stakeholders.
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Gaining Buy-In: I will employ the STATE My Path technique to present the benefits and logistics of project-based learning and eportfolios. I will share facts, data, and stories while inviting others to express their views, ensuring that all stakeholders feel heard and valued.
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Building a Collaborative Environment: I will create a safe space for dialogue by establishing mutual respect and purpose. This will encourage teachers, students, and administrators to participate actively in the implementation process.
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Addressing Resistance: When facing opposition, I can use the Learn to Look and Make It Safe techniques to identify and address concerns without escalating conflict. Rebuilding safety and trust to keep the conversation productive.
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Ensuring Accountability: I will move to Action by setting clear expectations, roles, and timelines for the implementation of project-based learning and eportfolios. Regularly revisiting these plans and providing check-ins during weekly meetings addressed in my 4Dx Strategy to ensure accountability and continuous improvement.
By integrating the principles and methodologies from "Crucial Conversations," I can lead my organization through the transition from traditional classroom didactics to project-based learning and eportfolios effectively, fostering a culture of open communication, collaboration, and mutual respect in the process.
References
Patterson, K., & Grenny, J. (2013). Influencer: The new science of leading change,
Second Edition. McGraw-Hill Education.