Greenwich Leadership Partners and Williston Northampton School presentation from NAIS Annual Conference 2015 on Strategy, Faculty Voice, and the Hard Work of Implementation.
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
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
29. 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.
30. 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.
31. 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
32. 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
33. 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
39. 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)
42. 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.
43. 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?
GLP DO NOW: Take an index card and Write down your most meaningful failure on strategy execution – what did you discover?
Introduce yourselves to each other and share your stories!
GLP QUICK INTRO
WILLISTON INTRO
This was a necessary and arduous first part of our journey – how could we execute effectively if we didn’t understand what we valued and what that MEANT at WNH?
BOB and KIM:
Great strategy and execution depend on culture and talent and engagement
Buy-in not same ownership
Culture
Governance, leadership, faculty, students – teachers our the SHORTEST ROUTE TO GREAT OUTCOMES
GLP Overview: four key areas, we’ll have exercises, discussion about our experiences and your schools and what we can learn from each other.
Focus less on the plan and more on who works really well and how people are able to operate inside your school: People, and how they think and act, are what define your culture – make sure you are focusing on the people who will do this work well!
BOB TALK ABOUT KIM AND OTHER PEOPLE HE EMPOWERED
Hiring the right people in the first place; people trump process
GLP with Bob and Kim: Talk about change process and describe how that happened at Williston. Creating the conditions for change.
Can’t engage faculty without creating conditions for engagement “SHIFTING CONSCIOUSNESS”:
Transparency
Communicate effectively
Make the case for change
Create the framework for design
Make the space and time for them to engage
Give them tools
Unleash leadership within faculty to drive and sustain the effort
GLP: DO NOW EXERCISE! - end aroud 1:20
Leverage the perspectives, talents and expertise of the community:
Governance and Leadership
the “outside world”
Faculty and Staff
implications for students
Parents, Alumni, Students
values and interests
Hear from someone who just started teaching, 20 years, millenial etc.
Hear from someone who just started teaching, 20 years, millenial etc.
If we could reduce this discussion to one slide this would suffice!
Follows the population curve
NEED SOURCE Pew research center, AI robots and the future of jobs resource, august 6 2014
The Gallup Student Poll surveyed nearly 500,000 students in grades five through 12.
Speaks to the questions for high school – what, how, why?
Through 1:30
Kim and Bob talk about that process of empowering faculty talk about day/boarding some faculty who were living more boarding school life, some were more part time. Issues that Williston was grappling with and that the hardest part of the work can be sorting through this piece.
GLP You can do this as a survey, in small groups and in large – best if scaffolded.
A great Exercise for Engagement, idea generation, collaboration and design thinking
To 1:45
LETS TRY IT: Can use this exercise in many ways (Williston – Mission, Values Alignment) For our purposes lets focus on ways to take this work back to your school
GLP: Facilitated short discussion
What did you design
How would you use it at your school?
KIM: What was important to the faculty and what her considerations were in developing those exercises
2:05
Bob and Kim: Solicit Feedback from the crowd!!! Williston’s perspective on what worked and what challenges were. How it worked with the steering committee?
KIM
Kim will discuss the Williston Scholars context
Kim will discuss the Williston Scholars context
Weekday evening workshop
All were invited
Held at a local bagel shop (food provided!)
Modified, iterative “un-conference” format, based on emerging task force questions
Also included some basic education on the program background
GLP – share from the groups!
What Worked?
What Was Difficult?
What Would You do Differently?
Williston interdisciplinary examples
Bob and Kim: Williston’s perspective on what worked and what challenges were. Williston interdisciplinary examples
KIM
DISCUSS PPI – Board
Assuming you’ve communicated plenty: Communication is not about quantity - don’t assume that more you do it the better people understand. Most don’t know strategy and cant describe it. Keep it simple, make it clear, make sure you hear it back from others and then repeat!!
Assuming people are going to coordinate effectively: Coordination and collaboration across UNITS usually thwart great top down and ordered execution plans;; create workarounds and dysfunction
WE DON’T REWARD AND RECOGNIZE COLLABORATION
Assuming people will feel free to make changes to the plan: ADAPTABILITY AND FLEXIBILITY ARE limited by linear orderly execution – and people are not rewarded for fast failures and quick adjustments