NAIS 2015 GLP Williston Faculty Voice

STRATEGY, FACULTY VOICE & THE

HARD WORK OF IMPLEMENTATION:

A Discussion for School Leaders

Presented by:

WILLISTON NORTHAMPTON SCHOOL

Bob Hill, Head of School

Kim Evelti, Associate Academic Dean

GREENWICH LEADERSHIP PARTNERS

Stephanie Rogen, Principal

Liz Kornheiser, Partner

©greenwichleadershippartners 2015

Introduce yourselves and share!

FAIL EARLY, FAIL OFTEN!

GLP: WORKING AT THE

INTERSECTIONS


WILLISTON:

PURPOSE, PASSION, INTEGRITY

Discovering and Defining:

Academic Excellence, Individuality, Responsibility

Community, Collaboration

WHY DOES FACULTY VOICE

MATTER?


Great strategy and

execution depend

on culture, talent

and engagement.

AGENDA


IMPLEMENTATION & EXECUTION

Keep it Going!

ARCHITECTS IN DESIGN

Engage Faculty

SHIFTING MINDSET

Make the Case for Change

FOCUS FIRST ON PEOPLE

Preamble to Planning

FOCUS FIRST ON PEOPLE


PREAMBLE TO PLANNING

THE DREAM TEAM

LEADER/FACILITATOR

• Must have credibility

• Head-appointed and sponsored

• Able to follow through

TEAM

• Must be flexible

• Aligned in values

• Able to collaborate AND disagree openly and professionally

PEOPLE TRUMP PROCESS


CREATE THE CONDITIONS


BUILD THE DREAM TEAM


MAKING THE CASE FOR CHANGE

SHIFTING MINDSET


How has the world changed? School?

EXPLORE A CHANGING WORLD


“The greatest shortcoming of the human race is our

inability to understand the exponential function.”

- Albert Allen Bartlett


By 2020, 40% to 50% of all income-producing work will be short-term contracts, freelance work and so-called SuperTemps

The length of a career is already averaging 48 years; by 2020 it will be 50+ years

The average time in service at any one company for Millennials is currently 2.6 years

Pew Research Center: “AI, Robotics, and the Future of Jobs” August 6 2014

THE FUTURE OF WORK


THE GREAT “DECOUPLING”

RISING COSTS


ENGAGEMENT CONTEXT

>500,000 students polled

Source: The Gallup Blog, The School Cliff: Student Engagement Drops With Each School Year

Research demonstrates that character traits are generally

more predictive of post-educational success in work/life

than academic achievement (grades and standardized

testing). In combination they are the mark of a superior

education.

HOW DOES IT HAPPEN?


“G.P.A.’s are worthless as a criteria for hiring, and test scores

are worthless…We found that they don’t predict anything…

WHAT MATTERS NOW?

…For every job, though, the No. 1 thing we look for is general cognitive ability,

and it’s not I.Q. It’s learning ability. It’s the ability to process on the fly. It’s the

ability to pull together disparate bits of information. We assess that using

structured behavioral interviews that we validate to make sure they’re predictive.”

Laszlo Bock

SVP People Operations

for Google


ARCHITECTS IN DESIGN


ENGAGE FACULTY

EXAMPLE: STOP, CONTINUE, START


What at your school would

you STOPdoing?

What at your school would

you CONTINUEdoing?

What at your school would you START?

If your goal is to determine what you could do at

your school to identify and develop leadership in

order to empower faculty:

What would you STOP doing, CONTINUE

doing, or START doing?

Work individually and take notes on your

thoughts. In a few minutes, we will come back

together as a group to discuss our results!

LET’S TRY IT!


REFLECT: HOW WAS IT?


How would you

use this at

school?

ENGAGING FACULTY:

WILLISTON’S EXPERIENCE


• Opportunity for all to engage

• Opportunity for public expression

• Persistent documentation

• Visible process

Voice!

• Engage adults like you engage students

• Model best teaching practices in work with faculty

• Defining goals, activity, motion, interaction, synthesis

Procedure

EXAMPLE: BUBBLE EXERCISE


How can you facilitate this conversation with

100 faculty in a way that is:

Inclusive

Persistent

Useful!

STOP CONTINUE START

EXAMPLE: BUBBLE EXERCISE


BUBBLE EXERCISE LOGISTICS

Assignment:

• As a group, agree on one thing Williston should stop,

one thing Williston should start, one thing Williston

should continue to reach our mission.

• Submit your 5-word answers via the web form.

1) Begin in Groups of 3 (Pre-selected to give departmental

distribution)

2) Groups of 3 merged into groups of 6. The two groups

debated their answers and came to consensus on one new

answer. Submitted.

3) Groups of 6 merged into 12 & repeated.

BUBBLE EXERCISE LOGISTICS

As results were submitted, they were added to a graphic organizer.

• Captured all voices

• Created a persistent document

• Showed consensus without losing early ideas

Graphic organizer used with Board and steering committee to communicate faculty voice succinctly and fully.

LET’S TRY IT!

Assignment:

• Find a group of three!

• Consider your earlier S-S-C exercise, debate and

agree on ONE best practice for developing leadership

potential among faculty.

• Keep your answer to 5 words.

• Submit your group’s answer here (case sensitive):

http://1drv.ms/1uAd55y

MERGE, DEBATE, SUBMIT

Assignment:

• Merge your group of three with another

• Present your best practice to the other group of three.

Debate and agree on ONE best practice. Keep your

answer to 5 words.



MERGE, DEBATE, SUBMIT

Assignment:

• Merge your group of six with another

• Present your best practice to the other group of six.

Debate and agree on ONE best practice. Keep your

answer to 5 words.



RESULTS

Our results:

https://bubbl.us/?h=2

73e9d/4f2de1/25Ja0

LUUCZGpY&r=2165

43345

https://bubbl.us/?h=273e9d/4f2de1/25Ja0LUUCZGpY&r=216543345

TOOLS

Survey:

• OneDrive.com

• Survey Monkey

Graphic Organizers:

• bubbl.us

• Inspiration ($)

BUBBLE EXERCISE REFLECTIONS


• Combines small and large group discussion

• Captures many voices

• Visualizes the steps of compromise and consensus

Successes

• Facilitator needs to be comfortable with tech setup

• Success depends on faculty’s willingness to debate and compromise

Challenges

IMPLEMENTATION & EXECUTION


KEEP IT GOING!

ADAPT & SUSTAIN

• The work has just

begun! NOW COMES

THE FUN.

• Faculty engagement

becomes more

necessary, focused,

HANDS ON and

fruitful.

ADAPT AND SUSTAIN:

WILLISTON


Creativity, broad

volunteer-based

engagement,

discussion,

debate,

persistent

feedback.

WILLISTON SCHOLARS

WILLISTON SCHOLARS

THE PROGRAM:

• Students work closely with a faculty member, in

classes limited to a small number of students, to

dive deeply into the subject matter, including an

independent study project.

CLASSES OFFERED IN 2014-15:

• Advanced Integrated Science (Science)

• Contemporary Art and Culture (Fine & Performing Arts )

• Contemporary Linguistics (Language)

• Literature & History of the Elizabethan Era (English/History &

Global Studies)

• Sport and Society (History & Global Studies)

Writers' Workshop (English)

THE THINK TANK


Make it

Leak Proof!

INCLUSIVE

FOOD

FUN

GENERATIVE

THINK TANK PROCESS

Faculty signed up for three topics, one for each time slot.

THINK TANK PROCESS

At tables, faculty found prompts &

instructions in a shared notebook.

Responses were added to the shared

notebook.

For rounds 2 & 3, new groups were

required to read the responses of the

preceding groups and incorporate

reactions in feedback.

Groups moved

after the round

ended.

LET’S TRY IT!

Rotate to your second group when time is called.

Begin by following prompt and recording your response on the shared paper. Leave your paper there for the next group.

Sign up for two groups.

Do we have all of our questions?

THINK TANK PROMPT:

LEADERSHIP

Objective: Develop a defined collection of leadership opportunities, large and small, to create

pathways for growth in alignment with faculty talents and ambitions.

Prompt: How can we provide opportunities for expanding leadership roles within our

organization to develop organizational capacity and retain our strongest potential leaders?

1) Consider your own path to leadership. Sketch out your own leadership timeline that shows

how you got from where you began to where you are today, including even small or

informal opportunities, like writing part of an accreditation document, presenting to faculty,

serving on a task force or team, or attending a PD workshop.

2) Categorize each of these steps in the path under the groups below, and record them for

the next groups.

Leadership of Student Groups

Leadership of Faculty

Leadership in Curriculum and Learning Design

Leadership in Advancement & Board Relations

Leadership in Academic Administration

Leadership in Student Behavior

Leadership in External Relations

Leadership in Professional Development©greenwichleadershippartners 2015

THINK TANK PROMPT:

FACULTY ENGAGEMENT

Objective: Reflect on and redesign a structure for faculty engagement in a major

change process or design project for your school.

Prompt: Individually, consider the last major change or design project at your

school.

1. Loosely outline the faculty engagement timeline, beginning with the

brainstorming of the process/project through implementation. Include notes on

how faculty were engaged in the work (what role did they play, what was their

contribution to the process).

2. On a scale of 1-10 (10 being best), how well do you believe this process served

the needs of your faculty and the school?

3. Share your answers to questions 1 & 2 with your group. Choose the process

that scored lowest, and work together to re-draw the timeline for faculty

engagement. Show the differences between the “before” timeline and “after”

timeline for the next group.©greenwichleadershippartners 2015

THINK TANK PROMPT:

PROGRAM DEVELOPMENT

Objective: Experiment with creative program development.

Prompt: Imagine a new set of interdisciplinary courses and how they might be

designed and delivered in school.

1. Pair or trio up in your group.

2. With your current courses (or college major if you don’t teach currently) in mind,

find some common ground between topics in your field that you're passionate

about and propose a new, interdisciplinary course that the two or three of you

would co-teach. Do this BEFORE you review and critique the ideas generated

by the other groups.

For example, if Kim was sitting with Bob (Computer Science with English),

they might consider a course on storytelling applications in video game

design.

3. Record your ideas and reactions in the page for your round.


THINK TANK PROMPT:

STUDENT ENGAGEMENT

Objective: Design a strategy for using your faculty as facilitators of student voice in

the implementation of a strategic priority.

Prompt: During planning and implementation the faculty can play a key role in

engaging, incorporating and representing the voice of the student. Consider this

strategic objective:

Strengthen and develop traditions relative to our academic, athletic, and artistic

programs to celebrate the life and diversity of the student body.

Now, imagine that your school is nearing an important anniversary milestone. As a

group, develop a strategy in which faculty engage the student voice in creating new

traditions around this event.

1. In what venue will faculty have this discussion with students? Advisory? Class?

Voluntary meetings?

2. What prompts, activities, or exercises will faculty use to solicit student feedback?


THINK TANK PROMPT:

PEER COACHING

Objective: Cultivate professional development opportunities within school and foster

collaboration and support among colleagues by creating a peer-to-peer support

structure

Prompt: Often peer coaching only happens organically among faculty--and is a

function of individual initiative. Imagine a culture of peer-to-peer coaching that is

supported by process and structure.

1. What objectives or principles underlie successful peer coaching experiences?

2. What conditions allow for peer-to-peer coaching in your school? (You may wish

to consider time, schedule and collaboration opportunities.) Alternatively, what

conditions impede it?

3. How will you design a peer-to-peer structure or program for collaboration,

coaching and support that serves all faculty?


REFLECT


THINK TANK REFLECTIONS

Williston’s Final Result (OneNote Notebook)

Link to Notebook

http://1drv.ms/16PcrWX

THINK TANK REFLECTIONS


• Allows conversation based on interest

• Captures many voices

• Generates ideas and responses

Successes

• Volunteer-based

• Can generate more lengthy/nebulous responses

Challenges

Governance and

Leadership need to know

what faculty and students

know.

Value definitions and

words really matter!

The people who will lead

you forward design great

solutions—discover who

they are.

WHAT WE DISCOVERED


WHY IS EXECUTION SO TOUGH?

“DO NOW” LIST


Forget planning!

What can you do

NOW?

Take the first step!

WRAP UP


Engaging faculty supports the long-term work.

Watch out for embedded assumptions!

NAIS 2015 GLP Williston Faculty Voice

Education

Transcript of NAIS 2015 GLP Williston Faculty Voice