STRATEGY, FACULTY VOICE & THE
HARD WORK OF IMPLEMENTATION:
A Discussion for School Leaders
Presented by:
WILLISTON NORTHAM...
©greenwichleadershippartners 2015
Introduce yourselves and share!
FAIL EARLY, FAIL OFTEN!
GLP: WORKING AT THE
INTERSECTIONS
©greenwichleadershippartners 2015
WILLISTON:
PURPOSE, PASSION, INTEGRITY
Discovering and Defining:
Academic Excellence, Individuality, Responsibility
Commun...
WHY DOES FACULTY VOICE
MATTER?
©greenwichleadershippartners 2015
Great strategy and
execution depend
on culture, talent
an...
AGENDA
©greenwichleadershippartners 2015
IMPLEMENTATION & EXECUTION
Keep it Going!
ARCHITECTS IN DESIGN
Engage Faculty
SHI...
FOCUS FIRST ON PEOPLE
©greenwichleadershippartners 2015
PREAMBLE TO PLANNING
THE DREAM TEAM
LEADER/FACILITATOR
• Must have credibility
• Head-appointed and
sponsored
• Able to follow through
TEAM
• M...
CREATE THE CONDITIONS
©greenwichleadershippartners 2015
BUILD THE DREAM TEAM
©greenwichleadershippartners 2015
MAKING THE CASE FOR CHANGE
SHIFTING MINDSET
©greenwichleadershippartners 2015
How has the world changed? School?
EXPLORE A CHANGING WORLD
©greenwichleadershippartners 2015
“The greatest shortcoming of the human race is our
inability to understand the exponential function.”
- Albert Allen Bartl...
By 2020, 40% to 50% of all income-producing
work will be short-term contracts, freelance work
and so-called SuperTemps
T...
THE GREAT “DECOUPLING”
RISING COSTS
©greenwichleadershippartners 2015
ENGAGEMENT CONTEXT
>500,000 students polled
Source: The Gallup Blog, The School Cliff: Student Engagement Drops With Each ...
Research demonstrates that character traits are generally
more predictive of post-educational success in work/life
than ac...
“G.P.A.’s are worthless as a criteria for hiring, and test scores
are worthless…We found that they don’t predict anything…...
ARCHITECTS IN DESIGN
©greenwichleadershippartners 2015
ENGAGE FACULTY
EXAMPLE: STOP, CONTINUE, START
©greenwichleadershippartners 2015
What at your
school would
you STOP
doing?
What at your
sc...
 If your goal is to determine what you could do at
your school to identify and develop leadership in
order to empower fac...
REFLECT: HOW WAS IT?
©greenwichleadershippartners 2015
How would you
use this at
school?
ENGAGING FACULTY:
WILLISTON’S EXPERIENCE
©greenwichleadershippartners 2015
• Opportunity for all to engage
• Opportunity f...
EXAMPLE: BUBBLE EXERCISE
©greenwichleadershippartners 2015
How can you facilitate this conversation with
100 faculty in a ...
EXAMPLE: BUBBLE EXERCISE
©greenwichleadershippartners 2015
BUBBLE EXERCISE LOGISTICS
Assignment:
• As a group, agree on one thing Williston should stop,
one thing Williston should s...
BUBBLE EXERCISE LOGISTICS
As results were submitted, they were
added to a graphic organizer.
• Captured all voices
• Creat...
LET’S TRY IT!
Assignment:
• Find a group of three!
• Consider your earlier S-S-C exercise, debate and
agree on ONE best pr...
MERGE, DEBATE, SUBMIT
Assignment:
• Merge your group of three with another
• Present your best practice to the other group...
MERGE, DEBATE, SUBMIT
Assignment:
• Merge your group of six with another
• Present your best practice to the other group o...
RESULTS
Our results:
https://bubbl.us/?h=2
73e9d/4f2de1/25Ja0
LUUCZGpY&r=2165
43345
TOOLS
Survey:
• OneDrive.com
• Survey Monkey
Graphic Organizers:
• bubbl.us
• Inspiration ($)
BUBBLE EXERCISE REFLECTIONS
©greenwichleadershippartners 2015
• Combines small and large group
discussion
• Captures many ...
IMPLEMENTATION & EXECUTION
©greenwichleadershippartners 2015
KEEP IT GOING!
ADAPT & SUSTAIN
• The work has just
begun! NOW...
ADAPT AND SUSTAIN:
WILLISTON
©greenwichleadershippartners 2015
Creativity, broad
volunteer-based
engagement,
discussion,
d...
WILLISTON SCHOLARS
THE PROGRAM:
• Students work closely with a faculty member, in
classes limited to a small number of stu...
THE THINK TANK
©greenwichleadershippartners 2015
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 share...
LET’S TRY IT!
Rotate to your second group when time is called.
Begin by following prompt and recording your response on th...
THINK TANK PROMPT:
LEADERSHIP
Objective: Develop a defined collection of leadership opportunities, large and small, to cre...
THINK TANK PROMPT:
FACULTY ENGAGEMENT
Objective: Reflect on and redesign a structure for faculty engagement in a major
cha...
THINK TANK PROMPT:
PROGRAM DEVELOPMENT
Objective: Experiment with creative program development.
Prompt: Imagine a new set ...
THINK TANK PROMPT:
STUDENT ENGAGEMENT
Objective: Design a strategy for using your faculty as facilitators of student voice...
THINK TANK PROMPT:
PEER COACHING
Objective: Cultivate professional development opportunities within school and foster
coll...
REFLECT
©greenwichleadershippartners 2015
THINK TANK REFLECTIONS
Williston’s Final Result (OneNote Notebook)
Link to Notebook
THINK TANK REFLECTIONS
©greenwichleadershippartners 2015
• Allows conversation based on
interest
• Captures many voices
• ...
Governance and
Leadership need to know
what faculty and students
know.
Value definitions and
words really matter!
The peop...
WHY IS EXECUTION SO TOUGH?
WHY IS EXECUTION SO TOUGH?
©greenwichleadershippartners 2015
WHY IS EXECUTION SO TOUGH?
©greenwichleadershippartners 2015
“DO NOW” LIST
©greenwichleadershippartners 2015
Forget planning!
What can you do
NOW?
Take the first step!
WRAP UP
©greenwichleadershippartners 2015
Engaging faculty supports the long-term work.
Watch out for embedded assumptions!
NAIS 2015 GLP Williston Faculty Voice
NAIS 2015 GLP Williston Faculty Voice
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NAIS 2015 GLP Williston Faculty Voice

Greenwich Leadership Partners and Williston Northampton School presentation from NAIS Annual Conference 2015 on Strategy, Faculty Voice, and the Hard Work of Implementation.
Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - NAIS 2015 GLP Williston Faculty Voice

  • 1. 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
  • 2. ©greenwichleadershippartners 2015 Introduce yourselves and share! FAIL EARLY, FAIL OFTEN!
  • 3. GLP: WORKING AT THE INTERSECTIONS ©greenwichleadershippartners 2015
  • 4. WILLISTON: PURPOSE, PASSION, INTEGRITY Discovering and Defining: Academic Excellence, Individuality, Responsibility Community, Collaboration
  • 5. WHY DOES FACULTY VOICE MATTER? ©greenwichleadershippartners 2015 Great strategy and execution depend on culture, talent and engagement.
  • 6. AGENDA ©greenwichleadershippartners 2015 IMPLEMENTATION & EXECUTION Keep it Going! ARCHITECTS IN DESIGN Engage Faculty SHIFTING MINDSET Make the Case for Change FOCUS FIRST ON PEOPLE Preamble to Planning
  • 7. FOCUS FIRST ON PEOPLE ©greenwichleadershippartners 2015 PREAMBLE TO PLANNING
  • 8. 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 ©greenwichleadershippartners 2015
  • 9. CREATE THE CONDITIONS ©greenwichleadershippartners 2015
  • 10. BUILD THE DREAM TEAM ©greenwichleadershippartners 2015
  • 11. MAKING THE CASE FOR CHANGE SHIFTING MINDSET ©greenwichleadershippartners 2015
  • 12. How has the world changed? School? EXPLORE A CHANGING WORLD ©greenwichleadershippartners 2015
  • 13. “The greatest shortcoming of the human race is our inability to understand the exponential function.” - Albert Allen Bartlett ©greenwichleadershippartners 2015
  • 14. 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 ©greenwichleadershippartners 2015
  • 15. THE GREAT “DECOUPLING”
  • 16. RISING COSTS ©greenwichleadershippartners 2015
  • 17. ENGAGEMENT CONTEXT >500,000 students polled Source: The Gallup Blog, The School Cliff: Student Engagement Drops With Each School Year
  • 18. 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? ©greenwichleadershippartners 2015
  • 19. “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 ©greenwichleadershippartners 2015
  • 20. ARCHITECTS IN DESIGN ©greenwichleadershippartners 2015 ENGAGE FACULTY
  • 21. EXAMPLE: STOP, CONTINUE, START ©greenwichleadershippartners 2015 What at your school would you STOP doing? What at your school would you CONTINUE doing? What at your school would you START?
  • 22.  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! ©greenwichleadershippartners 2015
  • 23. REFLECT: HOW WAS IT? ©greenwichleadershippartners 2015 How would you use this at school?
  • 24. ENGAGING FACULTY: WILLISTON’S EXPERIENCE ©greenwichleadershippartners 2015 • 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
  • 25. EXAMPLE: BUBBLE EXERCISE ©greenwichleadershippartners 2015 How can you facilitate this conversation with 100 faculty in a way that is: Inclusive Persistent Useful! STOP CONTINUE START
  • 26. EXAMPLE: BUBBLE EXERCISE ©greenwichleadershippartners 2015
  • 27. 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.
  • 28. 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.
  • 29. 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
  • 30. 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. • Submit your group’s answer here (case sensitive): http://1drv.ms/1uAd55y
  • 31. 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. • Submit your group’s answer here (case sensitive): http://1drv.ms/1uAd55y
  • 32. RESULTS Our results: https://bubbl.us/?h=2 73e9d/4f2de1/25Ja0 LUUCZGpY&r=2165 43345
  • 33. TOOLS Survey: • OneDrive.com • Survey Monkey Graphic Organizers: • bubbl.us • Inspiration ($)
  • 34. BUBBLE EXERCISE REFLECTIONS ©greenwichleadershippartners 2015 • 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
  • 35. IMPLEMENTATION & EXECUTION ©greenwichleadershippartners 2015 KEEP IT GOING! ADAPT & SUSTAIN • The work has just begun! NOW COMES THE FUN. • Faculty engagement becomes more necessary, focused, HANDS ON and fruitful.
  • 36. ADAPT AND SUSTAIN: WILLISTON ©greenwichleadershippartners 2015 Creativity, broad volunteer-based engagement, discussion, debate, persistent feedback. WILLISTON SCHOLARS
  • 37. 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)
  • 38. THE THINK TANK ©greenwichleadershippartners 2015 Make it Leak Proof! INCLUSIVE FOOD FUN GENERATIVE
  • 39. THINK TANK PROCESS Faculty signed up for three topics, one for each time slot.
  • 40. 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.
  • 41. 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?
  • 42. 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
  • 43. 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
  • 44. 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. ©greenwichleadershippartners 2015
  • 45. 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? ©greenwichleadershippartners 2015
  • 46. 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? ©greenwichleadershippartners 2015
  • 47. REFLECT ©greenwichleadershippartners 2015
  • 48. THINK TANK REFLECTIONS Williston’s Final Result (OneNote Notebook) Link to Notebook
  • 49. THINK TANK REFLECTIONS ©greenwichleadershippartners 2015 • Allows conversation based on interest • Captures many voices • Generates ideas and responses Successes • Volunteer-based • Can generate more lengthy/nebulous responses Challenges
  • 50. 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 ©greenwichleadershippartners 2015
  • 51. WHY IS EXECUTION SO TOUGH?
  • 52. WHY IS EXECUTION SO TOUGH? ©greenwichleadershippartners 2015
  • 53. WHY IS EXECUTION SO TOUGH? ©greenwichleadershippartners 2015
  • 54. “DO NOW” LIST ©greenwichleadershippartners 2015 Forget planning! What can you do NOW? Take the first step!
  • 55. WRAP UP ©greenwichleadershippartners 2015 Engaging faculty supports the long-term work. Watch out for embedded assumptions!