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Workshop: TALL Change: A Team Approach to Learning and Leading Change (Bay Area)


Session 1

Date: October 4, 2017
Time: 9:00-3:00
Where: The Bay School of San Francisco (map)

Session 2

Date: December 6, 2017
Time: 9:00-12:00
Where: The Bay School of San Francisco (map)

Session 3

Date: February 7, 2018
Time: 9:00-3:00
Where: Futures Without Violence (map)

Session 4

Date: April 18, 2018
Time: 9:00-12:00
Where: The Bay School of San Francisco (map)

Fee: Member $4000 for up to four people, each additional person $400; (For non-members: $6000 for up to four people, each additional person $600)


TALL Change: A Team Approach to Learning and Leading Change (Bay Area)

This ongoing program is designed to support teams from schools as they develop and plan an instructional change effort at their school. Over the course of four sessions, participants will be coached as they move their projects forward and will develop leadership and change-management skills to increase their success.

Why TALL Change? As schools design and implement instructional change efforts, internal adaptation and innovation are essential. Teachers are of course critical in the process of initiating, designing, and leading change, and collaborative or team approaches to change have been shown to generate the most effective results. This program is designed to provide the scaffolding for groups to work together in a professional setting to achieve their goals.

What happens in TALL Change? TALL Change focuses on supporting a particular team-led instructional change effort at a school, while building the capacity of team members (teachers, administrators) to help lead further change efforts. Teams will learn the fundamentals of change management and use elements of the design thinking process as they develop their work and plans.

The program is designed with a careful balance of:

  • Learning about the change process and developing leadership skills, and
  • Substantive team work time – supported by guiding questions, coaching, and feedback.

Teams will learn to address three key dimensions of change:

  • Visionary: Developing powerful ideas and rationales for why these changes would benefit the school
  • Relational and political: The centrality of building relationships and buy-in around a change effort and navigating the inevitable organizational politics of change.
  • Pragmatic: Working through the particulars of communication, implementation, timelines, and supports that can often torpedo the best efforts.

Who should participate? The program is ideal for schools conceptualizing and/or planning to implement an instructional change effort—e.g., differentiated instruction, a cross-disciplinary approach to writing, cross-grade articulation within a subject area, the creation of a new course, or designing a service-learning initiative. Teams can be an existing group (e.g., a department, curriculum committee) or a new team formed to lead an effort—and can be comprised of teachers and/or administrators, and anyone else (e.g. board members) key to the effort. Support will be tailored to meet the particular needs of teams and participants.

Meeting Dates: Oct 4, Dec 6, and two dates to be decided by the group

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Tom Malarkey

Tom Malarkey

Tom Malarkey is a longtime educator who has focused his work on urban schools, teachers, and students. He has taught high school English and first grade, and was the director of the Summerbridge Program in San Francisco, an academic empowerment program for middle school students, and Senior Program Officer for Summerbridge National. Since 1996, he has worked with the Oakland-based National Equity Project ( coaching public school teachers, school leaders, and district leaders around equity-centered change. This has included work in teacher inquiry, cultural competence, designing professional development, and facilitating school and district change. He has also run programs for the Bay Area Teacher Development Collaborative and consulted with independent schools. Tom holds an M.A. in international development education from Stanford University and may someday finish his Ph.D. in Education at UC Berkeley.
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