Post- Anna Lardinois

The process game was an interesting experiment. From a purely social perspective I enjoyed the opportunity to mix with new team members and engage in an active process, rather than read about an active process.

Our team enjoyed each other’s company, but probably did not focus as hard as we might have. Once our team was identified as “behind” we kind of embraced the label as a troubled district. Hearing other teams crow of their success did not lift the spirits of our team. I wonder if troubled districts begin to follow the same pattern as we did during the exercise. I wonder if MPS, when confronted with another failure or unproductive method, dejectedly just begins to try random implementations to look for a change.

We got into a “results loop” that we had a difficult time breaking out of without help. The real life parallel to that would likely be the paid consultant. Often, when things are not going well, a good thing to do is to reflect on the positives that have occurred. Sadly, we did not have the opportunity to celebrate our successes.

I wonder how this exercise might have been different if we had had instruction on the change process and the popular theories surrounding it before we began the game.

Overall, I find it very interesting that research has boiled down human exchanges to equations that nearly always ring true. Not to be overly philosophical, but my “off the cuff” response is one of skepticism. If things always happened a certain way, and people provided rote responses to something as monumental as sweeping workplace change I think life would be much easier- and much less filled with conflict- than it is.

In reality, people are complex and different mixes of people, swirled with circumstances, histories, politics, etc. have a great deal of impact on how change in presented, received and implemented.

How true - people are complex and we do need to look at all of the circumstances. Too often a consultant is brought in, but the results and the process of making the change the consultant suggests are not implemented primarily because all of the people who need to be involved are not involved. We see again that communication is needed to make it possible for people to overcome thier concerns and try. - Louis

Response to Anna – I completely agree, people in each district are so different and unique. It makes me wonder if each district would need its own set of feedback cards. The proper first steps for one district may completely off the wall for another district depending on the make-up of personalities and nature of change etc. ~Melissa

Simulation

My experience was frustration. Plain and simple. (Guess which group). We spent a lot of money and went no where fast. Our attempts failed. I think we made zero progress 10 times in a row. I saw 7 successful and educated individuals just tank. Our version of the simulation breeded failure, withdrawal, and "do something in the name of doing something". At one point it was like taking a handful of darts, throwing them at a cinder block wall, and hoping something would stick. Anna was right about linking our simulation to troubled districts. I wonder if this is going on in the school district my children attend? With some luck and subtle hints from the outside, we eventually got on a roll. I guess that means there is hope for troubled districts, but how much time, effort, and money has to be spent to maybe some day move forward (or never at all)? What a waste...

I personally withdrew and made stupid comments. How sad. I became the character I hated... Irene. When I look at my own teaching experience, I realize how spoiled I am. I participated in one poorly organized and half-hearted presentation in front of the administration (super and principals) to radically change our program. We were given approval without question. If I need computers and software, all I have to do is ask. I have never been turned down. I'm not used to being told "no" or sent back to make revisions like this simulation did to our group. Thankfully, it was a simulation that pointed this out and not my new super.

Paul Pulvermacher

After reading the reviews of Anna, Paul, Dan and Jim, I have to agree with them that after being labeld the troubled district our team lost any morial we had. We started to make decisions because "it could not get any worse." It did make me sad to know that some members felt that they had to sit back and not speak up. I wonder if we lost out because some us - me included- were louder and may have made others feel their thoughts were not wanted. I was surprised at the amount of communication we needed to be successful in the game and that may have been needed on our team. - Kim Struve

This gives us an idea of how difficult it is for the schools and districts identified as such - and why it is so important to start being strategic in making decisions instead of reactionary or "try this". A plan first - and communication - and as you point out - discover how to no withdraw but engauge. Good thoughts - Louis

I have never been much for simulations, but I make my Econ students and U.S. History students do them all the time. I see a lot of value in the experience and the application from a simulation can be incredible. I have always been the player to sort of sit back and let the others battle it out. What I took away from this simulation was a fear of having to bring a school district forward with people who simply don’t want to change. Also, the fear of trying to convince my peers that my technology plan will make a difference in student learning. There are days where I am thankful I am not an administrator who must deal with the ins and outs of making a vision happen and trying to get everyone on board. This truly takes a special person. Right now, I honestly like to just close my door and teach. Still, I do find myself pushing for technology in our district by indirectly helping staff that have questions about technology. I don’t know in what capacity I will serve down the road, but one thing I know for sure is that being a leader in technology is going to be a real battle with the forces of friction within.

Daniel Simonson

You are right Daniel, it is a battle, but one worht working for - since any student we help in the process is one who could have been lost. You will choose the capacity as you see yourself best assisiting - Louis

Response to Daniel by Rosanda Green~

Dan, I would loe to be a student in your class! I have to agree with you when it comes to "It takes a special person to be an administrator". I never realied how much decision-making, planning, and revising went into the process. Having to consider the attitudes and experiences of ALL members was quite difficult. We were all hoping that Irene would retire or take a medical leave. I have heard you talk (very rarely) in class, but I think you have a lot to offer and could make some positive changes anywhere you go.

Personally speaking, I feel as though I have more to do other than teach in the classroom. I feel I need to teach beyond the classroom and I am excited to be learning the skills necessary to take on that role!

Simulation

I was not sure what to think of the simulation or what we were being expected to do when we started. Everybody who responded before me made good points. I was part of the district that would have been labeled as failing. From the experience of how I felt during the game I can understand how difficult it is for a school to escape the spiraling effect of failure. Anna made a good point when she stated how people react cannot be canned because every population will be different. I, like Paul, withdrew from the game as we progressed. In choosing my battles this was not one I would choose. The tendency in our group was to form an opinion of what should be done then lock it away safely so as not to allow another opinion to infect it. In this respect the game reflected what we see in society when it people have all the answers to everybody else’s problems. One thing missing from the game was the experience necessary to understand the cultural make-up of the district and community. Reflecting on the game hasleft me with some questions. Is it possible to obtain 100% buy-in when trying to implement change? Do all teachers need to be of a like mind because all students are alike. In our group we easily connected Irene to people we knew. Does the fact that these people do not embrace technology make them ineffective teachers? Has our society as a whole accepted technology and come to depend on it? Is the percentage of people in society that has accepted technology mirrored in the percentage of teachers that have accepted technology?

Jim Nelson

I think that you raise some very interesting questions, Jim. We are in the process of trying to purchase Smartboards for our school and when we presented to the PTO they brought up the point that they would like all teachers to "buy-in" to the idea of the Smartboard. We didn't feel that this was something that could be forced upon all teachers. We knew that some teachers would not be interested in change, however, the parents were concerned and felt that if not all teachers participated we should not move forward because some students would benefit while others would not. Of course we spoke up on behalf of the technology and discussed the fact that we would never have 100% participation but that shouldn't stop those of us who wanted to work for change. Thankfully the majority of the parents agreed and it was decided that we would move forward with those who were interested and hopefully pull those "Irenes" along. I think that each teacher has to work within their comfort level, but from the comments made I got the feeling that the parents felt that those who did not embrace the technology would be considered not as effective as those who did.

-Lisa Chase

There is nothing sadder than seeing multiple mounted SMART boards being used as glorified projection screens to watch Power Points or videos. I see a major difference between buy in and implementation. 100% buy in is great, but when it leads to the same equipment installed for all teachers involved with unequal willingness to be trained or see the potential of the technology, precious resources are wasted. I say let the risk takers experiment and show the others how great technology can be. Even Irene could be convinced after seeing the possibilities! - Angie Jurisch

Angie, your comment about interactive white boards being glorified screens hits home in my district. We had several in place before I came into the district. Very few are used interactively. All of the staff had been trained in using them by my predecessor, and they all were excited about the concept. Where things fell short was in teacher expectations. Many expected "someone" to give them all of the activities they might do with the students on the board, without having to do any design and development themselves. When they did have activities made available to them, they complained that they were not exact fits for their classroom environment or curriculum.

When some teachers asked for a smartboard, I found myself ducking for cover by suggesting that we take smartboards out of computer labs, where only a screen was really needed, and moving them to teacher classrooms. Teachers would not hear of it, even though none of them ever use an interactive whiteboard interactively with their students. It seemed to me like a case of having technology for the sake of technology.

I am beginning to subscribe to the philosophy that if a staff member wants an interactive whiteboard in their classroom, they must take a class in which they learn how to use it and what they can do with it. This is becoming more the norm in other districts I am in contact with, and it is starting to result in better use of those resources, happier teachers, and happier students.

:: chris see

Response to Systems Thinking/Systems Changing activity:

After the initial confusion as to what we would be doing, reading of the multiple pages of directions, trying to familiarize myself with the characters in play, and delegating the “jobs”, I found the game to be a very helpful experience. As a group we deliberated for a long time trying to decide what our first move would be, and after some trial and error, we found a pattern to eventually lead us toward success. It was frustrating trying to figure out who we needed to talk to when and making sure to remember to include all parties (parents, students, teachers and administrators) in the decision. As with real life, we learned from our mistakes and adapted accordingly.

In my personal experience, I have seen the power of change in a school and the implications of working specifically with technology in my experience with iQ Academy. Now in our fourth year, I look back to our very first year of operations and can see how much we have grown in our processes and ways to help more students be successful. As a pioneering member of the staff, I have helped plan and implement ideas that have come from teachers, students and parents to make the online experience a positive one for many students. Do we still have changes to make to meet our goals? Of course! I am lucky to be working in a school with many risk-takers and educational leaders that are more willing to change, because for the most part, the entire institution (staff and students) are involved with iQ by their own choice, and willing to accept something different than regular face to face school.

Angie Jurisch

I like that your group felt you "learned from mistakes", that really is what we all strive for in education and life.  Great thoughts - Louis

 Change Simulation Discussion

All in all, the simulation game was a good way of reminding us who the “players” are in our individual schools: administrators, teachers, support staff, parents, students, etc., as well as providing a reminder that every school is as unique as its combination of players and personalities. Unlike the simulation whose players stayed the same over three years, our situations are not as static. Making changes within a school, whose face itself changes much from year to year, can be slow; on the other hand, newcomers may be just the fresh, eager change-makers a school needs.

We were fortunate to have in our group a person who had played such a game before, so we looked to him for guidance. It soon became clear that we had to be careful to include the administration, especially the superintendent, or else our people would not progress through the categories. This is, of course, true in “real life” as well. We tend to operate “from the top down” in education, as is also the case within most corporations. Although we are told that we are empowered, it doesn’t always really feel that way. We are asked for our ideas and opinions, but we end up too often feeling like our concerns go unheeded. I have come to call this “the illusion of input!” Although it may sound cynical, it’s all part of the game!

Another important part of the game was to communicate with a lot of different groups of people, not just once but several times over the course of each year. As our people progressed through the categories, it became clear that three of them represented “heel-diggers,” people who, for a variety of reasons, refuse to go along willingly. My experience has been that a good way to deal with such people is to ask them questions, such as, “What don’t you understand about -----?” or “What do you think about this?” Often, people who have been around long enough have seen similar initiatives (called other names) that didn’t work before. Why not find out from them what the stumbling blocks were the first (or second or third) time around and use that information to avoid making the same mistakes?

Penni Uribe

And by working with the heel diggers, and asking them questions, you are communicating and ensuring participation - good thoughts and ideas. - Louis