Noticing the obvious involves identifying the most apparent barriers preventing people from achieving the desired results. This strategy encourages leaders to examine recurring patterns and persistent challenges that point to the fundamental behaviors that need to change (Harapnuik, 2016; Patterson & Grenny, 2013).  The obvious challenge that I have encountered is that teachers spend significant time conducting assessments separately from instruction.

Observation of classrooms reveals that:

• Assessment and learning are often treated as separate activities.

• Teachers collect evidence after learning rather than during learning.

• Documentation systems are inconsistent across campuses.

Conclusion:  This points toward the need for behaviors that embed assessment into instruction.

Crucial moments are the decision points when a person's actions have the greatest influence on the success or failure of a desired outcome. This strategy identifies the specific moments when one behavior can produce the greatest impact (Harapnuik, 2016; Patterson & Grenny, 2013).

Three critical moments emerged:

1. During center time

   • Teachers decide whether to observe/document learning or wait until later.

2. During small-group instruction

   • Teachers decide whether to collect evidence while teaching.

3. During planning and PLC meetings

   • Teachers decide whether to use authentic student evidence when making instructional decisions.

Conclusion:  Because these moments occur daily, they have the highest impact on implementation success.

The strategy of learning from positive deviants involves identifying individuals who are already achieving exceptional results despite working under the same conditions and with the same resources as everyone else. By examining their behaviors rather than inventing new solutions, organizations can identify practices that are already proven to work (Harapnuik, 2016; Patterson & Grenny, 2013).

Observation of classrooms reveals that:

• There are a handful of teachers who consistently capture evidence of learning during centers, play, and small-group instruction without interrupting learning.

• These teachers view authentic classroom experiences as valid opportunities for assessment rather than relying primarily on teacher-directed instruction.

• Some teachers already use digital portfolios to document learning as it occurs, and some of them collect evidence by using checklists and taking pictures with their phone.  This results in richer evidence and less time devoted to separate assessment activities.

Conclusion: Rather than asking teachers to adopt entirely new practices, this strategy identifies the behaviors already demonstrated by successful teachers.  Those practices can be shared across the district through modeling, coaching, and PLC collaboration.

Spotting culture busters involves identifying the shared beliefs, assumptions, or organizational norms that undermine desired behaviors. These often prevent change because they reinforce the status quo, even though people might have the knowledge and resources to do something differently (Harapnuik, 2016; Patterson & Grenny, 2013).

Several cultural beliefs may undermine implementation:

• "Real assessment requires testing students individually."

• "Documentation takes too much time."

• "Technology adds more work."

• "Assessment happens after teaching."

These beliefs must be challenged because they reinforce the current system.

The desired culture is one in which:

• Assessment is viewed as part of learning.

• Documentation happens naturally during instruction.

• Technology simplifies teacher work rather than adding to it.