Balanced Leadership By Garin Berry, Beth Hebert, Debbie Smith and Dawn Souter.

Balanced Leadership

By Garin Berry, Beth Hebert,

Debbie Smith and Dawn Souter

Vision and Mission Statement

Our group comprises educational leaders throughout K-12.

Mission Statement

Our mission is to develop professional learning communities

that lead the growth and development of the whole child in a

safe, democratic, and engaging environment.

Belief Statement

Our vision encompasses a learning community that engages parents and civic stakeholders in

order to work collaboratively to provide relevant and meaningful academic, social,

emotional, and character development so that we assist students in becoming engaged,

productive, and responsible citizens of their community, our country, and the world.

Belief Statement

Our vision includes a collaborative staff focused on continuous learning and improvement while meeting individual student needs in a social learning setting.

Belief Statement

We will provide athletic, fine arts, and extracurricular activities that encourage

students to develop their individual strengths and areas of interest.

Belief Statement

Communication and connections between parents, staff, students, and community stakeholders will professionally engage

and encourage the learning and development of all.

Belief Statement

Process and results oriented data will be used by all parties to measure and manage the effectiveness and

appropriateness of educational activities.

Georgia Standards for School Performance

GLISI’s 8 Roles School Leadership that Works (Marzano, et al)

Hallinger’s Model for Instructional Leadership

Leithwood & Jantzi’ Model for Transformational Leadership

Professional Learning Communities Model from DuFour and Eaker

Marzano, Waters, McIver, and McNulty--McREL

• We need to get the most possible out of our schools.

• In light of the resource, social, political & design realities facing our schools & their leaders, U.S. schools are not likely to meet the expectation that no child is left behind.

• We need education leaders who are prepared to deal with the changes implied by both assumptions.

Theoretical Research Base

• Change• Institutional Theory• Organizational Learning• Leadership• Distributed Leadership• Systems• Supervision• Organizational Capacity

Findings

21 Leadership Responsibilities • Affirmation• Change agent• Communication• Contingent Reward• Culture• Discipline• Flexibility• Focus• Ideals and Beliefs• Input• Intellectual Stimulation

• Involvement with C/I/A• Knowledge of C/I/A• Monitor/Evaluate• Optimize• Order• Outreach• Relationships• Resources• Situational Awareness• Visibility

Magnitude of Change

• First Order: Implies a logical extension of past and current practices intended to make incremental improvements in the current situation. First order changes can be implemented with current knowledge and skills

• Second Order: Implies a fundamental or significant break with past and current practices intended to make dramatic differences in the current situation. Second order changes require new knowledge and skills for successful implementation.

Magnitude of ChangeFirst Order (in rank order)

• Monitor/Evaluate• Culture• Ideals and Beliefs• Knowledge of C/I/A• Involvement with C/I/A• Focus• Order• Affirmation• Intellectual Stimulation• Communication• Input

• Relationships• Optimizer• Flexibility• Resources• Contingent Rewards• Situational Awareness• Outreach• Visibility• Discipline• Change agent

Magnitude of ChangeSecond Order (in rank order)

• Knowledge of C, I and A

• Optimize

• Intellectual Stimulation

• Change agent

• Monitor/Evaluate

• Flexibility

• Ideas/Beliefs

Negatively affected by second order change:

• Culture• Communication• Order• Input

Key:

Instructional Transformation Operational Relational

Our Division of Duties

• Operational: Garin Berry

• Transformational: Beth Hebert

• Relational: Debbie Smith

• Instructional: Dawn Souter

Operational Leadership• Insures clear communication and alignment with values,

vision, and mission• Establishes the environment to optimize and sustain long-

term growth/improvement• Minimizes obstacles and distractions on non-essentials• Develops and improves systems for facilities, logistics,

data, and financial management• Balances resource allocation for optimal educational

impact and long-term economic viability of the organization

• Insures connections and interactions with environment to promote relevancy and effectiveness

Byrne &Gerdes(2005), Drucker (1993)

Effective Operational Leadership

• Models the Way

• Inspires Shared Vision

• Challenges the Process

• Enables Others To Act

• Encourages the Heart

Kouzes and Posner (2002)

Contingent Rewards

• Building others up• Improving the

situation of others• Serving others• Sacrifice• Emphasizing effort

and results• Valuing values

Kouzes and Posner (2002)Greenleaf (1997)

• Finding a way to inspire through helping teammates achieve inspiration and fulfillment through meaningful contributions to society

Covey (2004)

Reward Learning

• Operational Leaders must encourage all members of the organization to learn, preferable collectively and collaboratively. Contingent rewards for learning and application of learning reinforce the importance of learning.

• Learning, organizational improvement, and significant societal impact must be promoted by the leader to provide an inspiring quality of life (Learning Organization).

Senge (1990)

Learning enables change, change enables improvement, improvement enables growth and life.

Aubrey Daniels

Discipline

• Focuses on Opportunities, Not Problems• Allocates Critical Human Resources to Most

Important Strategic Needs• Focuses on the “customer”, in education ie.

students, families, community• Substance is more important than style in the long

run• Eliminates distractions to the mission, vision,

valuesByrne and Gerdes (2005)

Focus

• Focus your life and avoid wasted time or resources on non-essential matters

Drucker (1993)

• Create constancy of purpose and Improve constantly and forever

Deming (2000)

• Establish clear goals and track performance; avoid too much change at once

Fullan (2001)

Order

• Identify the needs• Develop and optimize

processes to produce or support what is needed

• Prove that the process can consistently produce what is needed

• Improve the process

Juran (1999

• “If you can’t measure it, you can’t manage it”

Deming (2000)

• Strategic Thinking should align actions with an integrated perspective of mission and environment

Mintzberg (2005)

Order and Operational Effectiveness (OE)

• OE Cycle:

• Lead and Control Functional Performance

• Measure and Improve Processes

• Leverage and Automate Processes

• Continuously Improve Functional Performance

Porter (2000)

Outreach

• Interaction with the environment promotes learning

Vygotsky in Doolittle (1997)

• Internal construction can be combined with socio-cultural learning

Vanderstraeten& Biesta (1998)

• Schools are not islands and must connect constructively with families, government, community, business, and other schools

Evans (1996)

Operational Leadership

Includes the following:

• Contingent Rewards• Discipline• Focus• Order• Outreach

Marzano 2005

Connects to:

• Affirmation• Culture, Ideals• Resources• Flexibility• Visibility and

Situational Awareness

Transformational Leadership

Roots can be traced to James Burns

The founder of modern leadership theory

His work comes from the political arena

Thought transformational leadership is more focused on change


Bass and Avoilo built on the work of Burns and developed the Four I’s of transformational leadership

1. Individual consideration- attends to the needs of and provides personal attention to individuals

2. Intellectual stimulation-helps staff members think of old problems in new ways

3. Inspirational motivation-a powerful and dynamic presence,communicates high expectations for teachers and students

4. Idealized influence-models through personal accomplishments and demonstrated character

Leithwood took the concept of transformational leadership and applied to the education environment.


Transformational leadership is often considered synonymous with distributed or shared

leadership.

Transformational leadership models may explicitly conceptualize leadership as an

organizational entity rather than the property of a single individual, accounting for multiple

sources of leadership.

Hallinger, 2003


Transformational leadership seeks to generate second-order effects.

Transformational leaders create a climate in which teachers engage in continuous learning and in which they routinely share their learning with

others.

Hallinger, 2003


Transformational leadership focuses on developing the organization’s capacity to innovate. …

transformational leadership seeks to build the organization’s capacity to select its purposes and

to support the development of changes to practices of teaching and learning.

Hallinger, 2003


Developed model with six dimensions:

1. Build school vision and goals2. Provide intellectual stimulation3. Offer individualized support4. Symbolize professional practices and values5. Demonstrate high performance expectations 6. Develop structures to foster participation in school

decisions Leithwood & Jantzi 1999


Change Agent

Specific behaviors associated with this responsibility:

• Leader changes the status quo • Must temporarily upset the status quo• Looks for new and better ways of doing things• Leads change with uncertain outcomes

Marzano, 2005

Transformational LeadershipChange Agent

Heifetz and Laurie offer six principles for leading organizations through change:

1. Get on the balcony--see the big picture2. Identify the adaptive challenge3. Regulate distress4. Maintain disciplined attention5. Give the work back to the people6. Protect the voices of leadership from below

Heifetz, 2001


Change Agent

As school leaders initiate change, they must pay special attention to the needs of those who will be

involved with the change. Those involved will need to understand how to manage the change before they can make decisions about the effects of the change. They must be able to conceptualize the

change first.

Kelehear, 2003


Change Agent

Leaders initiating change must know the organization’s stage of concern, level of

conceptualization and degree of disequilibrium. The leader must capture the power of the group while at the same time, paying attention to the

individuals make up the group.

Kelehear, 2003


Culture

There is a constant play between culture and leadership… Cultural norms arise and change because of what leaders focus their attention on, how they react

to crises, the behaviors they role model, and whom they attract to their organizations. The characteristics and qualities of an organization’s culture are taught by its leadership and eventually adopted by its followers.

Culture affects leadership as much as leadership affects culture.

Bass, 1993


Flexibility

Leaders must be comfortable with dissent and able to adapt to the needs of the staff and current situation.

Behaviors associated with this responsibility:• Adapting style to fit the situation• Ability to be directive or nondirective as needed• Encouraging the expression of diverse and contrary

ideas• Comfort with making major changes

Marzano, 2005


Optimizer

Behaviors associated with this responsibility:

• Inspiring teachers to achieve things that may appear beyond their reach

• Being a driving force behind major initiatives• Having a positive attitude about the ability of staff to

achieve their goals Marzano, 2005


Optimizer

The good-to-great leaders began the transformation by first getting the right people on the bus (and the wrong people off the bus) and then figured out where to drive

it.

Collins, 2001

The positive emotional tone of the school is the extent to which the leader inspires teachers and is the driving force when implementing a challenging innovation.

Marzano, 2005



Specific behaviors associated with this responsibility:• Ability to accurately predict what could go wrong• Being aware of informal relationships of the staff• Being aware of issues in the school that have not

surfaced

Marzano, 2005



Leaders must be aware of differences of opinions and respect resistance. If you ignore resistance, it is only

a matter of time before it catches up with you.

Fullan, 2001

Leadership effectiveness can be attained through many avenues. The profile of a leader can vary widely

across situations or contexts.

Fuqua, 2004



The realization that leadership is often defined functionally in response to situational factors indicates a need for shared leadership models where individuals may alternately assume or

contribute to leadership roles.

Fuqua, 2004



Hersey and Blanchard stress that skills are needed in each of the following leadership styles:

• Telling or directing• Persuading or coaching• Participating or supporting• Delegating

Blanchard, 1996



Responding to followers’ needs is the surest way to achieve effectiveness and success. If a model provides a better understanding of

people with whom you work, and if communications improve, the model is a great

leadership model.

Blanchard, 1996


Culture

Marzano and colleagues defined culture in relation to fostering shared beliefs and a sense of community and collaboration among staff.

The following behaviors are associated with the responsibility of culture:

• Promoting cohesion and a sense of well-being among staff• Developing an understanding of the school’s purpose and

shared vision

“An effective leader builds a culture that positively influences teachers, who, in turn, positively influence students.”

Marzano, 2005

Instructional Leadership

Emerged from the studies of:

• Change implementation

• School effectiveness

• Program Improvement

Philip Hallinger, 2003


“It is becoming clearer that the teacher is the most important influence on student achievement.” Dylan Wiliam, 2006.

“Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.” Leithwood, Louis, Anderson and Wahlstrom, 2004.


• Coordinating, controlling, supervising and development curriculum and instruction

• Role of elementary principals• Strong, directive leaders • Combination of expertise and charisma• Hands-on, ‘hip deep’ in curriculum and instruction,

unafraid to work with teachers on improvements• Goal-oriented, focused on student achievement and school

improvement• Culture builders • Top-down connotation Philip Hallinger, 2003


Most frequently used model developed by Hallinger. • Defining the school’s mission• Managing the instructional program• Promoting a positive school-learning climate

Most common conceptualization of school leadership used from 1980 - 1995.

Marzano’s Responsibilities Associated with

Instructional Leadership • Intellectual Stimulation

• Knowledge of Curriculum, Instruction and Assessment

• Involvement of Curriculum, Instruction and Assessment

• Monitors/Evaluates

• Resources

Intellectual Stimulation

• Informed of current research

• Exposes teachers to cutting-edge ideas

• Engages teachers and staff in discussions about research and theory

• Involves teachers in reading

“…deep changes require deep learning, and leaders must build teacher learning into the everyday fabric of school life” (Lashaway, 2001, p. 7).

Knowledge and Involvement with Curriculum, Instruction and Assessment

• Knowledgeable about C and I practices

• Knowledgeable about Assessment practices

• Conceptual guidance regarding effective classroom practice

“…an administrator’s ability and willingness to provide input regarding classroom practices was one of the most highly valued characteristics reported by teachers” (Marzano and colleagues, 2005, p. 25).

Monitors/Evaluates

• Effectiveness of curriculum• Effectiveness of instruction• Effectiveness of assessment

“…modern supervision and monitoring depend on large extent on getting teachers to monitor themselves” (English, 1992, p. 14).

The work and demeanor of school leaders must be such that teachers feel empowered to make decisions daily about curriculum, instruction and assessment and yet, be accountable for student performance towards school improvement and accountability goals.

Resources

• Materials and equipment• Professional Development

“Instructional improvement requires additional resources in the form of materials, equipment, space, time, and access to new ideas and expertise” (Fullan, 2001, pp. 64-65).


“Instructional leadership influences the quality of school outcomes through the alignment of school structures (e.g., academic standards, time allocation, curriculum) with the school’s mission.”

Hallinger and Heck, 1996

Relational Leadership

The Importance of BuildingRelationships!


• Kouzes, James M.• Pozner, Barry Z.

• Marzano, Robert J.• Waters, Timothy

• McNulty, Brian A.• Fullan, Michael• Morrison, Keith

• Schlechty, Phillip C.


• Trust• Emotional Intelligence• Communication• Moral Purpose• Values• Beliefs• High Expectations

• Rewards• Recognition• Connectedness• Democratic Process• Collaboration• Celebration• Social Networks

Relational LeadershipAffirmation

People value being appreciated for their contributions. Recognition does not have to

be elaborate, just genuine

• Alfonso Rivera, Engineering Consultant

Relational LeadershipCommunication

The self-organizing complex school will be built on units (e.g. subject groups, pastoral groups,

developmental groups, whole school management groups) which are autonomous, networked and

connected, with rich communication.

Morrison, Keith (2002)

Relational LeadershipIdeals and Beliefs

“Before you can lead others, you must be clear about what you believe.”

Phillip Schlecty (2002)

“The responsibility of Culture involves the creation of a cooperative environment among staff within the context of

a shared sense of purpose.”Marzano, Waters, McNulty (2005)

Relational LeadershipInput

“Listen carefully to dissenters and resisters, as they may have an important message to convey. They may be critical

to the effectiveness of change, and build in difference; leaders must not simply have like-minded innovators.”

Fullan (2001)

Relational LeadershipRelationships

Fullan (2001) describes the importance of the school leader’s forming emotional bonds with and among teachers that help staff

and administrators stay aligned and focused during times of uncertainty.

•Being informed about significant personal issues within the lives of staff members

•Being aware of personal needs of teachers

•Acknowledging significant events in the lives of staff members

•Maintaining personal relationships with teachers.

Relational LeadershipVisibility

“The research has demonstrated the great need for strong instructional leadership in schools and has identified several

common characteristics of effective leaders. One of those characteristics, extremely important in the life of a school and often

neglected, is that of being a visible principal.” Whitaker, 1997

•Making systematic and frequent visits to classrooms•Having frequent contact with students

•Being highly visible to students, teachers, and parents


“Leadership is always dependent on context, but the context is established by the relationships we value” – Wheatley

Wheatley, M.J. (1989)


Inclusive of people and diverse points of view.

“Being inclusive is difficult because you must step out of your comfort zone in order to expand your organization or vision. Inclusive means sharing ideas or beliefs rather then selling or telling ”



Empowering of others who are involved.

“Thriving on change demands the empowerment of every person in the organization – no ifs, ands, or buts ”


Relational LeadershipPurposeful, is also the individual ability to collaborate and find common ground

with others to establish a common purpose, a vision means having and individual commitment to a goal or

activity.

“It is no longer what we do, but how we do it, who we affect, and letting both mind and heart guide the way…every leader is a follower of a higher purpose.” Wheatley, M.J. (1989)


Ethical. Driven by values and standards and leadership which is

‘good’ or moral in nature.

MORAL PURPOSE

“Social rules that govern and limit our conduct, especially the ultimate rules

concerning right and wrong. ”Wheatley, M.J. (1989)


Process-Oriented. How the group goes about being a group, remaining a

group, and accomplishing the group’s purposes.

“I have come to expect that something useful occurs if I link up people, units or tasks, even though I cannot determine

precise outcomes.”Wheatley, M.J. (1989)


n

Process Oriented

Inclusive Empowering

Purposeful Ethical

Curriculum For Leaders

• Capacity Building

• Professional Development

• Professional Learning Communities

• Leadership Theory

• Change

• Learning Theory

• Problem-based Learning

Purposes of Leadership

• Promote and Support Learning

• Create Professional Learning Communities

• Manage the Learning Environment

• Change the paradigms Transformational Leadership is the fabric that stretches between the support structure of instructional, relational and operational leadership.

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Balanced Leadership By Garin Berry, Beth Hebert, Debbie Smith and Dawn Souter.

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