LEADERSHIP IN A TIME OF GREEN Prepared by: Dr. Allison Frazier Jackson July 19, 2011.

LEADERSHIP IN A TIME OF GREENPrepared by:Dr. Allison Frazier JacksonJuly 19, 2011

Workshop Outline• 10:30 Welcome / Introductions

Meeting Objectives

• 10:35 Pre-Meeting Survey Results

• 10:45 Spirit Walk• 11:00 Establish a Leadership

Framework for Sustainability• 11:30 Game Storming; • 12:00 Evaluating Sustainability

Options for Your School• 12:20 Feedback / Discussion• 12:30 Thank You / Close

Allison Jackson Associates 2

Objectives to be Accomplished• Participants will understand a personal definition of sustainability leadership for schools;

• Participants will understand the Framework(s) used to lead a sustainability program for a school;

• Participants will experience 2-3 methods used to build teams and foster stakeholder collaboration for sustainability projects.


PRE-CONFERENCE SURVEY RESULTS


Rank What’s Important to YOU


What’s the #1 Problem to YOU?• Reducing our ecological footprint• Truly living up to our mission statement at all times,

perhaps we need to take smaller bites and chew better• Consumption of the Earth’s natural resources• Education and exposure to green teaching• Policy and application• Structure, outcomes, and program evaluation• Alternative Energy• Getting support from my colleagues and school

management


How Many SL Workshops Attended?


What outcomes do you expect?• I hope to become aware of resources that can help me to

prove to others the need to change to better our Earth.

• How to more effectively implement sustainability concepts among students, staff and families.

• Be able to create and execute a sustainability program successfully.

• To understand and write a green curriculum for the high school students.


What outcomes do you expect? -2• Ideas on policies and practical application and team

building.

• To have an evaluation system that measures both program outcomes, student achievement towards sustainability standards and Core Curriculum Standards.

• Get ideas to bring back to school and also project ideas I can do with my students.

• Develop the skills needed to create a sustainable school culture.


YOUR definition of sustainability for schools• Schools are the hub of every community and should be a living

model of how to efficiently use resources with no waste.

• Truly a tough one…educating not only our immediate student body, but their families and the community about EVERYONE’S responsibility to take no more than we need, to hopefully give more back than we take, and leave the world a better place for us having been here.

• To be able to reduce, reuse, and recycle most of the consumable supplies that a school uses daily

• Schools that utilize its resources in away that creates greater energy, fiscal, student, staff and community impact and efficiency, and that creates opportunities for whole school participation and learning and development


YOUR definition of sustainability for schools• Schools that embody the principles that teach children: they learn

how to live well in their place without undermining their ability to sustain us over time.

• “Sustainable means using methods, systems, and materials that won’t deplete resources or harm natural cycles” (Rosenbaum, 1993).

• Having school culture that empowers.

• The staff and students to act on sustainable issues in the school and beyond the school.


SPIRIT WALK


Spirit WalkIn Silence

•Everyone move to one side of the room;

•Please walk to the other side of the room, if, what we say “fits” you;

•You may decline to walk on any comment;

•Once you walk to the other side, look back and notice who is NOT with you?;

•Now look to see Who Is With You? Remember to Look Eye To Eye;

•When Instructed, GO BACK TO THE OTHER SIDE OF THE ROOM; •Return to your seats when told to do so for a debriefing.


FRAMEWORKS FOR SUSTAINABLE LEADERSHIP IN SCHOOLS


National College for School Leadership

• Leadership characteristics:• Sharing an inspirational and moral vision• Nurturing the potential of others• Taking risks• Focusing on learning and well-being• Being outward facing• Providing resources• http://www.nationalcollege.org.uk/index/leadershiplibrary/l

eadingschools/sustainable-schools/leading-a-sustainable-school/leadership-skills-and-characteristics.htm


Place-based RelationshipsProposition: Public leadership is relational, requiring leaders to take into account the global consequences of acting within a place-bound institutional context.

VisionaryProposition: Public leadership requires the creation of visions that successfully link past, present and future realities and transforms them into possibilities.

Multidisciplinary Competence & Continuous LearningProposition: Public leadership requires the competence to use and integrate multiple disciplines in a continuous learning process.

Public GoodProposition: Pubic leadership requires selfless service for the sake of a larger public good.

Continuous & Recursive BalancingProposition: Public leadership requires continuous balancing of conflicting values in the midst of complex changing realities.

Public Leadership: Working Framework

Public Leadership Propositions: Executive Leadership Institute, Portland State University, 2009

Photo Illustration: Jennifer McFarland and Kristen Magis

Political Decision-makers

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The Public Leadership Framework and Corresponding Leadership Tools – Before Miller

Public Leadership Framework Features

Corresponding Leadership Tools for Educators and Practitioners

1. Context: Understanding of Place

1.1 Environmental Scanning

1.2 SWOT Analysis

1.3 Asset Mapping

2. Vision: Inspiring Others to Follow

2.1 Future Visioning

2.2 Policy Impacts Analysis

2.3 Policy Logical Frameworks

3. Competence: Knowing and Building Capacity

3.1 Leading One’s-self, Teams, Organizations and Societies

3.2 Empowering Followers

4. Integrity: Serving the

Public Good

4.1 Public Values Assessment

4.2 Emotional Intelligence

5. Alignment: Balancing the Policy Interests

5.1 Stakeholder Analysis

5.2 Policy Convening Teams

5.3 Policy Monitoring and Evaluation

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The Public Leadership Framework and Corresponding Leadership Tools – Post Miller

Public Leadership Framework Features

“Leadership for Sustainable Development” Tools for Educators and Practitioners

1. Context: Understanding of Place

1.1 Leadership Role Profile Tool

1.2 Contextual Intelligence and Foresight Tool

2. Vision: Inspiring Others to Follow

2.1 Leadership Problem and Opportunity Tool

2.2 Vision and Values Inspiration and Norming Tool

3. Competence: Knowing and Building Capacity

3.1 Developing Learning Sensibilities Tool

3.2 Diagnosing Wicked Challenges Tool

4. Integrity: Serving the

Public Good

4.1 Leading with History in Mind Tool

4.2 Smart Power Tool

5. Alignment: Balancing the Values and Interests

5.1 Convening Coalitions Tool

5.2 Strategic Navigation Tool

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EMERGE: Public Leadership for Sustainable Development

Doug

I moved this from the end.

TEAM BUILDING EXERCISES


Greed or Need?• Exercise also known as

“Drain or Sustain”• Divide the group into

communities of 4• Place 16 pebbles in a

communal pile for each community

• Explain the rules of the game:• The pebble pile represents a

value renewable resource. The resource is replenished after each round of play

• Each community member may take freely from the resource pile each round

• Each community member must take at least one pebble in each round to survive.

• 4. One person in each community must record the number of pieces taken by each community member in each round.

• 5. After each round, count how many pebbles each community has in the pile and add an equivalent number of pebbles to the pile.

• 6. Play three or four rounds, pausing after each round to find out it any community members did not survive.

• 7. Play one final round, than have community members share what happened in their communities.


Questions for Drain or Sustain• In which communities did everyone survive?• Which community had the most pebbles in the resource pile at the end

of the game?• Which communities are confident that they will always have enough

pebbles for everyone as long as the pile is renewed? How did these communities arrive at that point? What strategies were used?

• Was there a leader in these communities? If so, why did the community listen to that person?

• Could these communities have reached “pebble sustainability” without communication?

• Compare per capita pebble ownership around the room. Out of the whole room, who had amassed the most pebbles? How did he or she accomplish this?

• Did this keep others from surviving?• Where do we see this type of greed in the real world?• What information is necessary to know how to manage a resource

sustainably (e.g., community size? Resource renewal rate? Environmental carrying capacity, etc?)

• What is needed to actually put information into practice? (e.g., leadership, communication, trust, legislation, understanding of consequences? Examples of failure?


GAME STORMING


Draw the Problem 6 to 10 participants20 to 30 minutesMaterials: Index card for each participantPick one of the problems and DRAW IT on the wall on the print provided.•Reducing our ecological footprint•Truly living up to our mission statement at all times, perhaps we need to take smaller bites and chew better•Consumption of the Earth’s natural resources•Education and exposure to green teaching•Policy and application•Structure, outcomes, and program evaluation•Alternative Energy•Getting support from my colleagues and school management


The 4CsComponents are parts of the topic. For example a component of a social commerce strategy might be responsive tweets. Components of teacher evaluation might be regular reviews

Characteristics are the features of the topic. For example, speed of response is a characteristic of a social commerce strategy. Whereas, an 18 wheeler might be an inefficient use of fuel.

Challenges are obstacles with the topic

Characters are people associated with the topic.


Each team member should take a different C. The goal is to be as specific as possibleAbout the topic. The topic is how to get “other teachers” to collaborate with you forGreen curriculum expansion in your school. You have 3 minutes on each item.Use your sticky notes to gather information on each C. Summarize at end.

Exercises• Building Consensus• Seeing your community through a sustainability lens• Stoplight• Issues Based Education for Sustainability• Examining Assumptions• Steering Around the Barriers


Evaluating Sustainability Programs in Schools: Criteria


Elements in Sustainability AppraisalStages of Sustainability Appraisal •Stage A: Scoping - this stage establishes the context for the sustainability appraisal and involves: •1• Identifying other relevant plans and policies •2• Collecting baseline information •3• Identifying key sustainability issues and problems •4• Developing a set of assessment objectives •5• Consultation •Stage B: Assessing the effects of policy/site options - this stage is represented by this report and assesses the significant effects of a number of alternative options and involves: •1• Predicting and evaluating the significant effects of potential sites •2• Considering ways of mitigating effects •3• Consultation on a Sustainability Appraisal Report

Source: http://www.wiltshire.gov.uk/ldfsustainabilityappraisal.htm


How do you rate sustainability in schools?

• What the rating means:

• ++ Option would have a significant positive effect in its current form as it would help resolve an existing issue or maximise opportunities, leading to significant benefits. SIGNIFICANT POSITIVE

• + Option would have a positive effect.

• ? Effect of option is uncertain.

• 0 Option would have a neutral effect.

• - Option would have a negative effect.

• -- The option would have a significant negative effect as it would substantially exacerbate existing problems with mitigation problematic. Exclusion of the option should be considered. SIGNIFICANT NEGATIVE

• Note: assessment of some objectives for a given option may be considered to be positive or negative but with some uncertainties, in which case a symbol such as +/? or -/? may be used.


Benchmarking Sustainability in Schools


Benchcasing© PlatformBenchcasing© Platform

SSTTUUDDYY

SSCCOOPPEE

Select Topicsand Attributes (Key Issues)

BASELINE

METRICS

Collect Existing orEstablish Metrics

from Industry

SSEECCOONNDDAARRYY

DDAATTAA

SecondaryResearch

Only

MMAATTRRIIXX

&&

SSUUMMMMAARRYY

Best PracticeAnalysis

Study Summary

IINNTTEERRVVIIEEWWSS

OPTIONALTelephoneInterviews

VVIISSIITTSS

OPTIONALSite

Visits

FULLFULLBENCHMARK STUDYBENCHMARK STUDY

SCENARIOSCENARIOPLANNINGPLANNING

PROCESSPROCESSIMPROVEMENTIMPROVEMENT

OPERATIONALOPERATIONALPLANSPLANS

Informed BusinessDecisions

Source: AT&T Corporation, Benchmarking, 2002

Evaluation FormQuestion A lot Some A

littleNone Suggested Improvements

Enjoyment: Did you enjoy the workshop

New Knowledge and Ideas: Did you learn anything new?

Applying the learning: Will you use the information and ideas?

Effect on results: Do I think that the ideas and information will improve my effectiveness and my results?


Next Steps• One the Wiki page for green teachers as of 7/20/2011 you

will find:

• Bibliography of resources for green school leadership

• PDFs of whole systems for sustainability leadership from Oregon,

VA, UK, WA and USDOE

• References for Game Storming / Visualization Games to help you lead others through dialogues and action for sustainability.


Thank You / Contact UsDr. Allison Frazier Jackson

President,

Allison Jackson Associates

183 Wertsville Road

Ringoes, NJ 08551

908.788.8238 (office)

908.788.2991 (fax)

[email protected] (email)

www.allisonjassociates.com

(website)

John Henry

John Henry – Green Schools Leadership Institute Founder and FacilitatorEducational Information and Resource Center (EIRC)USGBC NJ Green School AdvocateSouth Jersey Technology Park107 Gilbreth Parkway, Suite 200Mullica Hill, NJ 08062-4446Office: (856) 582-7000 ext. [email protected]


LEADERSHIP IN A TIME OF GREEN Prepared by: Dr. Allison Frazier Jackson July 19, 2011.

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Transcript of LEADERSHIP IN A TIME OF GREEN Prepared by: Dr. Allison Frazier Jackson July 19, 2011.