The Illusion of Change

By Guest blogger, Dr. Anthony Muhammad, Author and Leadership Consultant.  He will be speaking at a VIP Leadership Summit event sponsored by the Center for Reading Recovery and Literacy Collaborative. This event is being held May 15, 2017 at the DoubleTree in Westborough, MA. It is an invitation only event designed to offer an opportunity for school leadership to discuss transforming school culture to build teacher leadership and improve student outcomes. Please contact literacy@lesley.edu for more information.

 

Anthony MuhammedChange is a very difficult process, but it is the catalyst to continuous improvement.  It tests our ability as professionals at many different levels.  Sometimes, when things get too challenging, we tend to look for short-cuts or we quietly surrender.  We live in a political climate that demands that we change, whether we choose to or not, but I have found that some organizations are good at creating the illusion of change, rather than being fully involved in the process of change.  There are a three key phrases which clearly indicate that an organization is not fully committed to the change process.

Phrase #1: “We are having conversations”

This phrase is a code for; “we have a lot of opposition to this idea and we are afraid to make people too uncomfortable and release an onslaught of political and social opposition.”  I recently worked with a school that has been involved with the implementation of the Professional Learning Community (PLC) process for three years.  They have created collaborative teams and they have designated time for those collaborative teams to meet.  They have created district-wide formative assessments that are administered four times per year.  These milestones were reached in the first year of the process.  So, I asked about PLC Questions #3 and #4 which address systems of student intervention and enrichment, and the room got very quiet.  When people finally began to speak, each answer began with the phrase “we are having conversations.”  If your district is “having conversations,” the change process has stalled.

Phrase #2: “We are in different places”

This phrase is code for; “we don’t have a universal system of accountability, and people who understand the intrinsic value of what we propose have embraced it, and those that are averse are allowed to disregard it until they ‘buy-in’.” Schools and systems that use this phrase are engaged in what I call “accountability light.” This is a diet version of universal professional accountability where group expectations and coherence are the norm.  Healthy school cultures make collaborative decisions and they hold each other mutually accountable for full participation.  When shared commitment is not achieved, a tiered-system of commitment emerges where implementation is based upon personal preference.  Partial commitment is the same as no commitment.

Phrase #3: “District initiatives”

This phrase is code for; “there is a huge philosophical divide between school practitioners and central office which has led to a stalemate.”  I have had the pleasure to work with thousands of schools on the change process and whenever practitioners refer to the change process as a “district initiative,” it is never good.  In essence what they are expressing is a feeling of imposition.  In the mind of the school practitioner, they are confronting real world issues and they have their fingers on the pulse of the needs of the school; and central office lives a world disconnected from reality and their priorities are unreasonable and unnecessary.   This is a clear indication of poor communication and professional disconnection.  If your district has a lot of “initiatives,” effective change is probably not on the horizon.

A First Timer’s Guide to Registering for the Literacy for All Conference

We’re excited to announce we’ve opened registration for the 28th Annual Literacy for All Conference, co-hosted with The University of Maine, and the University of Connecticut. This year the conference will be held October 22–24, 2017 in Providence, Rhode Island. While we know many of you are veteran LFA attendees, each year we have more and more new faces joining us in Providence. Welcome to all first timers!

We have made it even easier to register for the Literacy for All Conference! Simply visit www.regonline.com/lfa2017 and enter your email address to begin your registration process. We’ve put together a little guide to our online registration system to help make the process as quick and painless as possible.

An Important Note

We have created an online registration process that seamlessly guides you through the steps of registration. Please do not use your Internet browser’s “back” button if you want to go back and make a change, as it will cause errors and you will not be able to complete your registration. Instead, if you need to change something, complete your registration and then email us at literacy@lesley.edu, and we will make the changes for you.

Before You Register

First, you should make a list of all the sessions you want to attend. You can find the full list on our website. Each time block is listed with a letter, ie: LCA, LCB, etc. Then, each session within that time block is numbered. So, the full session code will read something like LCA-1 or LCC-4. You can only choose one session per time block, so you should have one LCA, one LCB, and so on.  Please note, that on our online registration system, RegOnline, the sessions are listed with only the code and the presenter name, not the session title, as shown below.

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The only variation is in the In-Depth sessions, which occur either in the C or F blocks. In-Depth sessions are three hours long, not the normal 90 minutes, so if you choose an In-Depth session for your C or F, you will not be able to choose a D or G, respectively, as the In-Depth session will run through that time.

If a session doesn’t appear on the drop-down menu that means it is sold out and you will have to choose another session. Sessions do sell out, so we recommend registering as early as possible to ensure you get all your first choices.

Second, know your method of payment. If your district will be paying for you with a purchase order, you don’t need to know the purchase order number to register. If your district will be paying for you with a credit card, you can still register yourself. When you get to the checkout screen, simply choose “Pay with Purchase Order” and then have your district call us with the credit card number, or fax or email us the PO within ten business days of registering.  Please note, if you are paying with a purchase order (PO), we require that you submit a copy of your PO to secure your registration.  If your PO has not been received by the opening of the institute, you will be required to provide a credit card in order to attend the institute.

We recommend that all attendees register themselves. The process begins with an email validation– you’ll receive an email with a secure link, which you’ll need to click on in order to continue your registration. Forwarding these emails can sometimes be tricky, so we recommend you register yourself to avoid confusion.

If someone else has to register for you, we recommend that you choose your sessions ahead of time and give the list of sessions, including session code and presenter name to the person registering you.

When entering in your personal information, please note that there are separate spaces to enter your school district and your school name, as shown below. When entering your district, please don’t use abbreviations like RSD or UFSD– if the district has a separate name (ie: Oxford Hills School District) please use that; alternately, please spell out the words Regional School District. This will help us keep uniformity in printing name badges, and help match up registrants to purchase orders when we receive them.

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Confirmation

When you’re done registering, you will see a screen confirming that your registration is complete. If you don’t see that screen, you haven’t finished registering yet! Once you get to that screen, be sure to read it thoroughly, as it contains details about which sessions have required readings and materials, a list of conference policies, your own detailed agenda based on the sessions you selected, and other helpful links.

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In addition to the confirmation page, a confirmation email will be automatically sent to the email address you provided. If it doesn’t appear within an hour of you registering, check your spam and junk folders, as some email providers mark emails from RegOnline as spam by mistake. In the past, many were not able to receive RegOnline emails, because many schools block emails from RegOnline, so if you have a personal email address, we encourage you to use it, instead of your school email, when registering.  If you don’t receive your confirmation email at all, please email literacy@lesley.edu and we will re-send it to you.

Please help us be environmentally conscious! Do not print out your confirmation message to mail in with your check or PO. Instead, just make sure your full name and district are written on the PO or in the item line of the check. That’s all we need to match up your payment with your record in the system.

Conference Events, Exhibit Fair, and Other Information

The conference registration desk hours are as follows:

  • Sunday, October 22, 2017: 10:00 am–6:00 pm
  • Monday, October 23, 2017: 7:00 am–5:00 pm
  • Tuesday, October 24, 2017: 7:30 am–9:00 am

The conference help desk will be open 7:00 am – 6:00 pm each day.

Literacy for All also includes an exhibit fair with booths showcasing classroom services and products for all grade levels and subjects. Exhibit hours are 4:00-6:00 on Sunday, 10:00–6:00 on Monday, with the Exhibit Fair from 5:00–6:00; and 7:30–3:30 on Tuesday. During the Exhibit Fair on Monday, you can enter to win something from our prize raffle, and get books signed by some of our featured and keynote speakers.

Please visit the conference website, www.lesley.edu/literacyforall, for information on hotels, parking, attendance policy and certificates of attendance, and sessions with required readings/handouts/materials.

Have questions? You can contact us anytime at literacy@lesley.edu or by phone at 617.349.8402.

Looking forward to seeing you all in October!

Elevating the Profile of Literacy Improvement

By Wendy Vaulton, Assistant Director of Research, Center for Reading Recovery and Literacy Collaborative

wendy-vaulton“So, what do you do?” For years I envied people with job titles that were easy to convey in casual conversation—nurses, spy novelists, dog groomers.  My stock answer involved so much detail that by the time I finished, any sane person would have nodded off or fled for the bean dip. Enter the elevator speech.

Used in the corporate world to promote good and services for years, the elevator speech (or elevator pitch) can also promote your school’s literacy efforts. The elevator speech is intended to be brief (imagine the length of time it takes to ride up a couple of floors), and the primary goal is to interest someone in learning more, rather than deluging them with information.

Developing an elevator speech is not easy.  You want your speech to be simple but not simplistic, and rehearsed but not canned.  Start with a “hook” to peak the listener’s interest and motivate them to continue the conversation. Your hook might change depending on who you’re talking to, but two of the most memorable hooks shared by Literacy Coaches during trainings were:

  • “I help teachers make better decisions in the classroom”
  • “I’m the literacy quarterback at my school”

Follow your hook with that which is most difficult of all…a pause. Give that school board member a moment to ask a question or respond. Then, be prepared to answer those questions simply. You have already learned something valuable about that stakeholder’s point of view just by the nature of his or her question. It helps if you have a few “headlines” in your back pocket about results or needs that are relevant to different interest groups (parents, school board members, central administrators).  It takes practice and a lot of thought to get there, but when you can explain your literacy improvement efforts in 30 seconds, you’ve got it.