Managing Change in Education | JT Rehill | TEDxYouth@KIS

now few would argue against the need for

now few would argue against the need for schools to change whether you were

schools to change whether you were

schools to change whether you were thinking about the grouping and

thinking about the grouping and

thinking about the grouping and scheduling system that was developed in

scheduling system that was developed in

scheduling system that was developed in the 19th century that we still use or

the 19th century that we still use or

the 19th century that we still use or the curriculum that is largely based on

the curriculum that is largely based on

the curriculum that is largely based on 20th century skills or the fact that our

20th century skills or the fact that our

20th century skills or the fact that our high-stakes standardized tests are

high-stakes standardized tests are

high-stakes standardized tests are killing creativity in our students not

killing creativity in our students not

killing creativity in our students not to mention new technologies ubiquitous

to mention new technologies ubiquitous

to mention new technologies ubiquitous communication and information systems

communication and information systems

communication and information systems these challenges that the world brings

these challenges that the world brings

these challenges that the world brings us that our schools need to adapt so why

us that our schools need to adapt so why

us that our schools need to adapt so why is it that something that is so high on

is it that something that is so high on

is it that something that is so high on the agenda of educators and policy

the agenda of educators and policy

the agenda of educators and policy makers the world over is seems to be so

makers the world over is seems to be so

makers the world over is seems to be so slow in coming the answer is this all

slow in coming the answer is this all

slow in coming the answer is this all change in schools starts or stops with

change in schools starts or stops with

change in schools starts or stops with teachers see his teachers we’re in the

teachers see his teachers we’re in the

teachers see his teachers we’re in the change business it’s our job to manage

change business it’s our job to manage

change business it’s our job to manage the physical changes that are taking

the physical changes that are taking

the physical changes that are taking place in the brains of our students

place in the brains of our students

place in the brains of our students every single day and any change that

every single day and any change that

every single day and any change that someone else wants to impose on that if

someone else wants to impose on that if

someone else wants to impose on that if it does not help that change we just

it does not help that change we just

it does not help that change we just shut the door we resist now we’re

shut the door we resist now we’re

shut the door we resist now we’re learning all the time from the moment

learning all the time from the moment

learning all the time from the moment we’re born our brain is constantly

we’re born our brain is constantly

we’re born our brain is constantly taking in new information recycling the

taking in new information recycling the

taking in new information recycling the information that we already have and

information that we already have and

information that we already have and what this is doing is creating mental

what this is doing is creating mental

what this is doing is creating mental models of the world these make us

models of the world these make us

models of the world these make us comfortable that I know when I wake up

comfortable that I know when I wake up

comfortable that I know when I wake up tomorrow morning the world will largely

tomorrow morning the world will largely

tomorrow morning the world will largely be the same as I left it the night

be the same as I left it the night

be the same as I left it the night before so I have an expectation this is

before so I have an expectation this is

before so I have an expectation this is what allows us to travel without too

what allows us to travel without too

what allows us to travel without too much fear we know that certain signs

much fear we know that certain signs

much fear we know that certain signs mean it’s okay to go in here or others

mean it’s okay to go in here or others

mean it’s okay to go in here or others know so when we consider making those

know so when we consider making those

know so when we consider making those changes in education we have to consider

changes in education we have to consider

changes in education we have to consider what’s important to teachers

what’s important to teachers

what’s important to teachers let’s consider a change that most

let’s consider a change that most

let’s consider a change that most teachers have actually had to manage in

teachers have actually had to manage in

teachers have actually had to manage in the last few years okay something that

the last few years okay something that

the last few years okay something that is sort of changing the world over a new

is sort of changing the world over a new

is sort of changing the world over a new technology smartboards now most teachers

technology smartboards now most teachers

technology smartboards now most teachers have had to adapt to using smart boards

have had to adapt to using smart boards

have had to adapt to using smart boards in their classrooms moving away from

in their classrooms moving away from

in their classrooms moving away from chalkboards and whiteboards so we all

chalkboards and whiteboards so we all

chalkboards and whiteboards so we all have smart boards now and that was not

have smart boards now and that was not

have smart boards now and that was not an individual choice that was not

an individual choice that was not

an individual choice that was not something that any single teacher said

something that any single teacher said

something that any single teacher said you know what I want a smart board at my

you know what I want a smart board at my

you know what I want a smart board at my classroom I’m gonna go down to the mall

classroom I’m gonna go down to the mall

classroom I’m gonna go down to the mall and pick one up and put it in no this

and pick one up and put it in no this

and pick one up and put it in no this was a systems level decision or at least

was a systems level decision or at least

was a systems level decision or at least a school level decision and when they

a school level decision and when they

a school level decision and when they were planning it this is probably what

were planning it this is probably what

were planning it this is probably what it looked like to them this is how

it looked like to them this is how

it looked like to them this is how organizations see change it’s a nice

organizations see change it’s a nice

organizations see change it’s a nice smooth curve okay in the beginning some

smooth curve okay in the beginning some

smooth curve okay in the beginning some people will be in denial yes okay and

people will be in denial yes okay and

people will be in denial yes okay and then maybe there’ll be a little bit of

then maybe there’ll be a little bit of

then maybe there’ll be a little bit of resistance but eventually they’ll

resistance but eventually they’ll

resistance but eventually they’ll explore the technology they’ll integrate

explore the technology they’ll integrate

explore the technology they’ll integrate it and everyone will be committed to

it and everyone will be committed to

it and everyone will be committed to using the SMART Board so we’ll focus on

using the SMART Board so we’ll focus on

using the SMART Board so we’ll focus on the environment we’ll put the smart

the environment we’ll put the smart

the environment we’ll put the smart boards in and then we’ll focus on the

boards in and then we’ll focus on the

boards in and then we’ll focus on the people meaning we’ll give you some

people meaning we’ll give you some

people meaning we’ll give you some training on the technology some features

training on the technology some features

training on the technology some features and benefits and here’s how to use it

and benefits and here’s how to use it

and benefits and here’s how to use it okay that’s not what it looks like to

okay that’s not what it looks like to

okay that’s not what it looks like to the teacher so let’s look at that side

the teacher so let’s look at that side

the teacher so let’s look at that side of it the human side of change oh by the

of it the human side of change oh by the

of it the human side of change oh by the way I want to thank my daughter for

way I want to thank my daughter for

way I want to thank my daughter for helping me illustrate this she

helping me illustrate this she

helping me illustrate this she gracefully agreed in the beginning yes

gracefully agreed in the beginning yes

gracefully agreed in the beginning yes there’s a little bit of shock some

there’s a little bit of shock some

there’s a little bit of shock some surprise wait what are they doing

surprise wait what are they doing

surprise wait what are they doing followed by denial oh they are not

followed by denial oh they are not

followed by denial oh they are not putting that in my classroom frustration

putting that in my classroom frustration

putting that in my classroom frustration comes next

comes next

comes next I cannot believe they’re doing this

I cannot believe they’re doing this

I cannot believe they’re doing this everything was fine before I don’t need

everything was fine before I don’t need

everything was fine before I don’t need this disengagement happens at the bottom

this disengagement happens at the bottom

this disengagement happens at the bottom of that curve you know what I don’t care

of that curve you know what I don’t care

of that curve you know what I don’t care anyway eventually experimentation okay

anyway eventually experimentation okay

anyway eventually experimentation okay you know what it’s already there hey

you know what it’s already there hey

you know what it’s already there hey this does some cool things maybe my

this does some cool things maybe my

this does some cool things maybe my students can teach me a little bit about

students can teach me a little bit about

students can teach me a little bit about how this new technology works

how this new technology works

how this new technology works ah alright maybe this does enhance

ah alright maybe this does enhance

ah alright maybe this does enhance learning a little bit I think I can

learning a little bit I think I can

learning a little bit I think I can figure out ways to integrate this into

figure out ways to integrate this into

figure out ways to integrate this into my lesson planning and finally

my lesson planning and finally

my lesson planning and finally integration okay now it’s a part of what

integration okay now it’s a part of what

integration okay now it’s a part of what I do now it makes sense see our internal

I do now it makes sense see our internal

I do now it makes sense see our internal response to an external change is

response to an external change is

response to an external change is emotional when someone else wants us to

emotional when someone else wants us to

emotional when someone else wants us to change we have an emotional response to

change we have an emotional response to

change we have an emotional response to it now this change curve this can happen

it now this change curve this can happen

it now this change curve this can happen for some people in a matter of about 10

for some people in a matter of about 10

for some people in a matter of about 10 minutes maybe even 10 seconds you go

minutes maybe even 10 seconds you go

minutes maybe even 10 seconds you go through all those thoughts and you’re

through all those thoughts and you’re

through all those thoughts and you’re heading like oh cool smart board others

heading like oh cool smart board others

heading like oh cool smart board others it might take 10 months or they might

it might take 10 months or they might

it might take 10 months or they might not get through it at all they might

not get through it at all they might

not get through it at all they might reach that point where they say you know

reach that point where they say you know

reach that point where they say you know what I don’t care at all anyway and I’m

what I don’t care at all anyway and I’m

what I don’t care at all anyway and I’m gonna go find a school that doesn’t have

gonna go find a school that doesn’t have

gonna go find a school that doesn’t have smart boards that’s getting harder and

smart boards that’s getting harder and

smart boards that’s getting harder and harder to do obviously and they might

harder to do obviously and they might

harder to do obviously and they might suffer from what’s called Missoni ISM

suffer from what’s called Missoni ISM

suffer from what’s called Missoni ISM it’s a fear intolerance

it’s a fear intolerance

it’s a fear intolerance if you’re in a true fear and tolerance

if you’re in a true fear and tolerance

if you’re in a true fear and tolerance of innovation or change now all of us

of innovation or change now all of us

of innovation or change now all of us have that to some degree you know how

have that to some degree you know how

have that to some degree you know how you always seem to choose the same seat

you always seem to choose the same seat

you always seem to choose the same seat in the classroom or in the conference

in the classroom or in the conference

in the classroom or in the conference room when you go in that just makes us

room when you go in that just makes us

room when you go in that just makes us comfortable if I asked you all to stand

comfortable if I asked you all to stand

comfortable if I asked you all to stand up and move one seat to your left you’d

up and move one seat to your left you’d

up and move one seat to your left you’d all get very annoyed at me right now so

all get very annoyed at me right now so

all get very annoyed at me right now so I won’t do that so how do we manage this

I won’t do that so how do we manage this

I won’t do that so how do we manage this change how do we a manage this emotional

change how do we a manage this emotional

change how do we a manage this emotional rollercoaster that we go through when

rollercoaster that we go through when

rollercoaster that we go through when we’re faced with changes that we didn’t

we’re faced with changes that we didn’t

we’re faced with changes that we didn’t initiate well in the beginning we need

initiate well in the beginning we need

initiate well in the beginning we need information we need clear communication

information we need clear communication

information we need clear communication and we need facts in the absence of

and we need facts in the absence of

and we need facts in the absence of communication we create rumors and our

communication we create rumors and our

communication we create rumors and our brains are very very good at making

brains are very very good at making

brains are very very good at making stuff up based on very little evidence

stuff up based on very little evidence

stuff up based on very little evidence tends to get a lot bigger at the bottom

tends to get a lot bigger at the bottom

tends to get a lot bigger at the bottom we need emotional support and here’s the

we need emotional support and here’s the

we need emotional support and here’s the key thing the difference between the

key thing the difference between the

key thing the difference between the organizational perspective and the human

organizational perspective and the human

organizational perspective and the human perspective that emotional support does

perspective that emotional support does

perspective that emotional support does not come from outside that comes from

not come from outside that comes from

not come from outside that comes from within our support structure our peers

within our support structure our peers

within our support structure our peers it only comes

it only comes

it only comes other teachers so that helps us get

other teachers so that helps us get

other teachers so that helps us get through the emotional dip and through

through the emotional dip and through

through the emotional dip and through the other side where we need direction

the other side where we need direction

the other side where we need direction and guidance we need a vision we need a

and guidance we need a vision we need a

and guidance we need a vision we need a map to help us get there but without

map to help us get there but without

map to help us get there but without that support in the middle the change

that support in the middle the change

that support in the middle the change will take longer and will likely be a

will take longer and will likely be a

will take longer and will likely be a lot more painful

lot more painful

lot more painful now this conference has been about

now this conference has been about

now this conference has been about change and it seems to be a common

change and it seems to be a common

change and it seems to be a common thread running through change we

thread running through change we

thread running through change we consider change painful in a lot of ways

consider change painful in a lot of ways

consider change painful in a lot of ways that’s shifting your future mental model

that’s shifting your future mental model

that’s shifting your future mental model to a new reality that you weren’t

to a new reality that you weren’t

to a new reality that you weren’t prepared for so let me share with you a

prepared for so let me share with you a

prepared for so let me share with you a different way of looking at this

different way of looking at this

different way of looking at this when consider managing change when you

when consider managing change when you

when consider managing change when you want change to happen it looks like this

want change to happen it looks like this

want change to happen it looks like this don’t worry if you’re not good at math

don’t worry if you’re not good at math

don’t worry if you’re not good at math it’s not really math this is philosophy

it’s not really math this is philosophy

it’s not really math this is philosophy the P stands for pain and not real pain

the P stands for pain and not real pain

the P stands for pain and not real pain nobody’s stepping on your toe or

nobody’s stepping on your toe or

nobody’s stepping on your toe or punching you in the stomach

punching you in the stomach

punching you in the stomach this is perceived pain so if the

this is perceived pain so if the

this is perceived pain so if the perceived pain of the change is greater

perceived pain of the change is greater

perceived pain of the change is greater than the perceived pain of the present

than the perceived pain of the present

than the perceived pain of the present we don’t change period the converse is

we don’t change period the converse is

we don’t change period the converse is also true if the perceived pain of the

also true if the perceived pain of the

also true if the perceived pain of the change is less than the perceived pain

change is less than the perceived pain

change is less than the perceived pain of the present change happens so the key

of the present change happens so the key

of the present change happens so the key learning from this is that if you want

learning from this is that if you want

learning from this is that if you want to see change happen you must reduce the

to see change happen you must reduce the

to see change happen you must reduce the amount of perceived pain I’ll illustrate

amount of perceived pain I’ll illustrate

amount of perceived pain I’ll illustrate this with an example from my own

this with an example from my own

this with an example from my own experience now about two years ago a

experience now about two years ago a

experience now about two years ago a little more than two years ago a

little more than two years ago a

little more than two years ago a colleague and mentor of mine Steve

colleague and mentor of mine Steve

colleague and mentor of mine Steve Barkley and I went to a one of the top

Barkley and I went to a one of the top

Barkley and I went to a one of the top schools in Istanbul in Turkey actually

schools in Istanbul in Turkey actually

schools in Istanbul in Turkey actually it’s a hundred and thirty eight year old

it’s a hundred and thirty eight year old

it’s a hundred and thirty eight year old school they have an excellent teaching

school they have an excellent teaching

school they have an excellent teaching staff and when we sat down with the

staff and when we sat down with the

staff and when we sat down with the leadership of that school they shared

leadership of that school they shared

leadership of that school they shared with us their vision for the future

with us their vision for the future

with us their vision for the future to stay on top that vision was

to stay on top that vision was

to stay on top that vision was essentially they wanted to see visible

essentially they wanted to see visible

essentially they wanted to see visible learning taking place throughout the

learning taking place throughout the

learning taking place throughout the school not just with the students with

school not just with the students with

school not just with the students with the teachers as well

the teachers as well

the teachers as well they wanted the glass-walled classroom

they wanted the glass-walled classroom

they wanted the glass-walled classroom where everyone can see everything and

where everyone can see everything and

where everyone can see everything and everyone is engaged in what’s called

everyone is engaged in what’s called

everyone is engaged in what’s called professional learning conversations

professional learning conversations

professional learning conversations where we intentionally try to improve

where we intentionally try to improve

where we intentionally try to improve our practice by working directly with

our practice by working directly with

our practice by working directly with our peers on what matters most learning

our peers on what matters most learning

our peers on what matters most learning now to get there one of the most

now to get there one of the most

now to get there one of the most effective ways of bringing that about is

effective ways of bringing that about is

effective ways of bringing that about is to invite teachers to visit each other’s

to invite teachers to visit each other’s

to invite teachers to visit each other’s classrooms peer observation and to give

classrooms peer observation and to give

classrooms peer observation and to give structured feedback based on what the

structured feedback based on what the

structured feedback based on what the teacher needs or wants to improve that’s

teacher needs or wants to improve that’s

teacher needs or wants to improve that’s peer coaching so we designed a training

peer coaching so we designed a training

peer coaching so we designed a training program we came in we spent an entire

program we came in we spent an entire

program we came in we spent an entire day with the staff put them through the

day with the staff put them through the

day with the staff put them through the training giving them some basic skills

training giving them some basic skills

training giving them some basic skills on peer observation and coaching and did

on peer observation and coaching and did

on peer observation and coaching and did some follow-up workshops voluntary so

some follow-up workshops voluntary so

some follow-up workshops voluntary so they could come and increase their

they could come and increase their

they could come and increase their skills only about a month of maybe six

skills only about a month of maybe six

skills only about a month of maybe six weeks later and then made ourselves

weeks later and then made ourselves

weeks later and then made ourselves available to anyone who wanted to

available to anyone who wanted to

available to anyone who wanted to volunteer for one-to-one coaching

volunteer for one-to-one coaching

volunteer for one-to-one coaching throughout the term and by the end of

throughout the term and by the end of

throughout the term and by the end of the year we had sooo merrily failed

the year we had sooo merrily failed

the year we had sooo merrily failed absolutely now there were some people

absolutely now there were some people

absolutely now there were some people who were interested and also some people

who were interested and also some people

who were interested and also some people who really who really took part and

who really who really took part and

who really who really took part and gained a lot out of it but on an

gained a lot out of it but on an

gained a lot out of it but on an institutional level it just didn’t

institutional level it just didn’t

institutional level it just didn’t happen we didn’t affect the kind of

happen we didn’t affect the kind of

happen we didn’t affect the kind of change we wanted so we started – we

change we wanted so we started – we

change we wanted so we started – we actually went back to the beginning to

actually went back to the beginning to

actually went back to the beginning to figure out what went wrong now this is

figure out what went wrong now this is

figure out what went wrong now this is Steve Barclays model for managing school

Steve Barclays model for managing school

Steve Barclays model for managing school change and it’s pretty straightforward

change and it’s pretty straightforward

change and it’s pretty straightforward it’s a backwards planning design for

it’s a backwards planning design for

it’s a backwards planning design for managing change in schools

managing change in schools

managing change in schools the end result our goal is student

the end result our goal is student

the end result our goal is student achievement we want our students to

achievement we want our students to

achievement we want our students to learn and do well now the only ones that

learn and do well now the only ones that

learn and do well now the only ones that can do that are our students it’s what

can do that are our students it’s what

can do that are our students it’s what students do that drives their

students do that drives their

students do that drives their achievement but what students do is

achievement but what students do is

achievement but what students do is driven by what teachers do the teaching

driven by what teachers do the teaching

driven by what teachers do the teaching behaviors and any change in teaching

behaviors and any change in teaching

behaviors and any change in teaching behave

behave

behave years has to be driven by the school

years has to be driven by the school

years has to be driven by the school community your peers the support system

community your peers the support system

community your peers the support system your professional learning community and

your professional learning community and

your professional learning community and ultimately at the very back end changing

ultimately at the very back end changing

ultimately at the very back end changing leadership behavior to allow the time

leadership behavior to allow the time

leadership behavior to allow the time the resources and the support to

the resources and the support to

the resources and the support to implement any of those changes moving

implement any of those changes moving

implement any of those changes moving forward and that’s why we failed because

forward and that’s why we failed because

forward and that’s why we failed because we started implementing from the back

we started implementing from the back

we started implementing from the back giving the support for the kind of

giving the support for the kind of

giving the support for the kind of change they wanted to see but we didn’t

change they wanted to see but we didn’t

change they wanted to see but we didn’t plan from the from the student

plan from the from the student

plan from the from the student achievement side moving forward with the

achievement side moving forward with the

achievement side moving forward with the teachers to them

teachers to them

teachers to them there wasn’t a not there the pain of the

there wasn’t a not there the pain of the

there wasn’t a not there the pain of the change was too great they’re already

change was too great they’re already

change was too great they’re already doing a great job in their classrooms so

doing a great job in their classrooms so

doing a great job in their classrooms so why change so we went back to the

why change so we went back to the

why change so we went back to the beginning we asked them how do you

beginning we asked them how do you

beginning we asked them how do you define student achievement we were

define student achievement we were

define student achievement we were fortunate because they spent two years

fortunate because they spent two years

fortunate because they spent two years prior developing their own objectives 20

prior developing their own objectives 20

prior developing their own objectives 20 descriptors underneath these five

descriptors underneath these five

descriptors underneath these five headings that is the profile of what

headings that is the profile of what

headings that is the profile of what they want from each of their graduates

they want from each of their graduates

they want from each of their graduates so we took the entire staff and spent a

so we took the entire staff and spent a

so we took the entire staff and spent a full day explore actually a day and a

full day explore actually a day and a

full day explore actually a day and a half answering the question if we were

half answering the question if we were

half answering the question if we were to walk into any single classroom in the

to walk into any single classroom in the

to walk into any single classroom in the school what should we see students doing

school what should we see students doing

school what should we see students doing that gives us evidence that they are

that gives us evidence that they are

that gives us evidence that they are making progress towards or have achieved

making progress towards or have achieved

making progress towards or have achieved each of those descriptors each of your

each of those descriptors each of your

each of those descriptors each of your objectives by the end of those two days

objectives by the end of those two days

objectives by the end of those two days we had 84 individual observable student

we had 84 individual observable student

we had 84 individual observable student behaviors which we then grouped under

behaviors which we then grouped under

behaviors which we then grouped under those themes we took a couple steps

those themes we took a couple steps

those themes we took a couple steps forward by testing those very observable

forward by testing those very observable

forward by testing those very observable behaviors the leadership of the school

behaviors the leadership of the school

behaviors the leadership of the school the heads of department and their

the heads of department and their

the heads of department and their administrative team went out and started

administrative team went out and started

administrative team went out and started observing classrooms but they weren’t

observing classrooms but they weren’t

observing classrooms but they weren’t looking at teachers and this is the key

looking at teachers and this is the key

looking at teachers and this is the key they were looking at the students they

they were looking at the students they

they were looking at the students they were looking at what the students were

were looking at what the students were

were looking at what the students were doing where’s the evidence of their

doing where’s the evidence of their

doing where’s the evidence of their learning they tested it just amongst

learning they tested it just amongst

learning they tested it just amongst themselves in the first term in the

themselves in the first term in the

themselves in the first term in the second term spread it throughout the

second term spread it throughout the

second term spread it throughout the rest of the school

rest of the school

rest of the school started observing the the learning going

started observing the the learning going

started observing the the learning going on in all of the classrooms

on in all of the classrooms

on in all of the classrooms communicating with the teachers the

communicating with the teachers the

communicating with the teachers the whole time that this is something that

whole time that this is something that

whole time that this is something that they defined and because these learning

they defined and because these learning

they defined and because these learning walks would always be two or three

walks would always be two or three

walks would always be two or three people for no longer than five to seven

people for no longer than five to seven

people for no longer than five to seven minutes in any classroom and always

minutes in any classroom and always

minutes in any classroom and always focused on what the students are doing

focused on what the students are doing

focused on what the students are doing we even created a data collection form

we even created a data collection form

we even created a data collection form to help us organize but most importantly

to help us organize but most importantly

to help us organize but most importantly to facilitate the conversation afterward

to facilitate the conversation afterward

to facilitate the conversation afterward between those two or three people to

between those two or three people to

between those two or three people to talk about what they’d observed coming

talk about what they’d observed coming

talk about what they’d observed coming to a shared definition of what some of

to a shared definition of what some of

to a shared definition of what some of these behaviors actually look like in

these behaviors actually look like in

these behaviors actually look like in the classroom there were some great

the classroom there were some great

the classroom there were some great debates around different areas of it for

debates around different areas of it for

debates around different areas of it for example paraphrasing how that might look

example paraphrasing how that might look

example paraphrasing how that might look different in a science class than in an

different in a science class than in an

different in a science class than in an English class or at different levels

English class or at different levels

English class or at different levels it’s not important to come up with an

it’s not important to come up with an

it’s not important to come up with an answer what was critical is these

answer what was critical is these

answer what was critical is these teachers were then asking each other

teachers were then asking each other

teachers were then asking each other that question now here’s the results by

that question now here’s the results by

that question now here’s the results by the end of last year more than 500

the end of last year more than 500

the end of last year more than 500 classes were visited so far just at the

classes were visited so far just at the

classes were visited so far just at the end of the first term this year more

end of the first term this year more

end of the first term this year more than 500 classroom visits have happened

than 500 classroom visits have happened

than 500 classroom visits have happened and they’re still going to continue on

and they’re still going to continue on

and they’re still going to continue on through the second term only now the

through the second term only now the

through the second term only now the teachers own it at the beginning of the

teachers own it at the beginning of the

teachers own it at the beginning of the year we gave it to them we invited them

year we gave it to them we invited them

year we gave it to them we invited them to take part in the process and take

to take part in the process and take

to take part in the process and take ownership of the process so they’re

ownership of the process so they’re

ownership of the process so they’re going into each other’s classrooms

going into each other’s classrooms

going into each other’s classrooms observing what’s happening and talking

observing what’s happening and talking

observing what’s happening and talking about it completely voluntary and that’s

about it completely voluntary and that’s

about it completely voluntary and that’s the number remember the year prior the

the number remember the year prior the

the number remember the year prior the pain of the change was too great so what

pain of the change was too great so what

pain of the change was too great so what did we learn from this experience a few

did we learn from this experience a few

did we learn from this experience a few things now the teachers we asked them

things now the teachers we asked them

things now the teachers we asked them only two weeks ago for feedback on the

only two weeks ago for feedback on the

only two weeks ago for feedback on the whole process what did they learn

whole process what did they learn

whole process what did they learn number one increased student empathy

number one increased student empathy

number one increased student empathy they understood better what it was like

they understood better what it was like

they understood better what it was like to be a student and the demands of a

to be a student and the demands of a

to be a student and the demands of a daily of their daily lives they also got

daily of their daily lives they also got

daily of their daily lives they also got to see their students responding and

to see their students responding and

to see their students responding and behaving differently in other teachers

behaving differently in other teachers

behaving differently in other teachers classrooms

classrooms

classrooms than they do in theirs second increased

than they do in theirs second increased

than they do in theirs second increased collegiality more empathy for each other

collegiality more empathy for each other

collegiality more empathy for each other and in fact even though the focus is on

and in fact even though the focus is on

and in fact even though the focus is on students the reality is it’s the

students the reality is it’s the

students the reality is it’s the teaching behaviors that drive the

teaching behaviors that drive the

teaching behaviors that drive the student behaviors and a lot of teachers

student behaviors and a lot of teachers

student behaviors and a lot of teachers mentioned that they were inspired to try

mentioned that they were inspired to try

mentioned that they were inspired to try new things in their classrooms and third

new things in their classrooms and third

new things in their classrooms and third and this is my favorite part a few of

and this is my favorite part a few of

and this is my favorite part a few of the teachers responded that they think

the teachers responded that they think

the teachers responded that they think it would be a great idea to increase the

it would be a great idea to increase the

it would be a great idea to increase the amount of time spent in the classroom

amount of time spent in the classroom

amount of time spent in the classroom maybe for a whole period and to be able

maybe for a whole period and to be able

maybe for a whole period and to be able to provide feedback based on what was

to provide feedback based on what was

to provide feedback based on what was observed in other words what we had

observed in other words what we had

observed in other words what we had tried to do two years prior with pure

tried to do two years prior with pure

tried to do two years prior with pure observation and peer coaching now a

observation and peer coaching now a

observation and peer coaching now a small handful not everyone not everyone

small handful not everyone not everyone

small handful not everyone not everyone has done it but at least now some

has done it but at least now some

has done it but at least now some recognize that they want it so what did

recognize that they want it so what did

recognize that they want it so what did we learn from this process number one

we learn from this process number one

we learn from this process number one change only ever happens one person at a

change only ever happens one person at a

change only ever happens one person at a time it is not an organ is even no

time it is not an organ is even no

time it is not an organ is even no matter how big the change no matter how

matter how big the change no matter how

matter how big the change no matter how big the group of people it is always one

big the group of people it is always one

big the group of people it is always one person at a time number two while the

person at a time number two while the

person at a time number two while the vision is important you have to be able

vision is important you have to be able

vision is important you have to be able to see your feet if you shrink the

to see your feet if you shrink the

to see your feet if you shrink the change excuse me if you reduce the

change excuse me if you reduce the

change excuse me if you reduce the perceived pain of the change that one

perceived pain of the change that one

perceived pain of the change that one step is very easy and number three be

step is very easy and number three be

step is very easy and number three be selfish make choices that are right for

selfish make choices that are right for

selfish make choices that are right for you within any change find the ones find

you within any change find the ones find

you within any change find the ones find what’s in it for you and use that to

what’s in it for you and use that to

what’s in it for you and use that to motivate yourself be naive do not

motivate yourself be naive do not

motivate yourself be naive do not believe anybody when they tell you you

believe anybody when they tell you you

believe anybody when they tell you you can’t change the world but start with

can’t change the world but start with

can’t change the world but start with yourself and number three be willfully

yourself and number three be willfully

yourself and number three be willfully optimistic choose to believe that

optimistic choose to believe that

optimistic choose to believe that tomorrow will be better than today and

tomorrow will be better than today and

tomorrow will be better than today and when you fall down get back up and keep

when you fall down get back up and keep

when you fall down get back up and keep going